Self-Advocacy Scenarios Worksheet

Instructions: Read each scenario carefully. In the space provided, describe how you would use your voice to advocate for yourself and set healthy boundaries. Remember to use assertive communication and consider your needs.

Scenario 1: Group Project Troubles

You are working on a group project, and one of your teammates isn't doing their share of the work. The deadline is approaching, and you're worried about your grade.

• How would you communicate your needs to your teammate and/or teacher?
• What boundaries might you need to set to ensure the project gets done fairly and on time?

Scenario 2: Uncomfortable Social Situation

Your friends are planning an activity that you really don't want to do, but you feel pressured to go along so you don't miss out or upset them.

• How would you articulate your needs and feelings to your friends?
• What boundary would you set to protect your comfort and well-being?

Scenario 3: Needing Help in Class

You're struggling with a concept in math class, but you're shy about asking for help because you don't want to bother the teacher or look like you don't understand.

• How would you advocate for your need for clarification or extra support?
• What specific questions might you ask, or what support could you request?

Scenario 4: Personal Space Invasion

Someone keeps borrowing your things without asking, or standing too close to you when talking, making you feel uncomfortable.

• How would you use your voice to express your need for personal space or respect for your belongings?
• What clear boundary would you communicate?

Teacher Script: My Voice, My Path

Part 1: Introduction & Hook (10 minutes)

(Display My Voice, My Path Slide Deck - Slide 1: "My Voice, My Path")

Teacher: "Good morning/afternoon, everyone! Today we're going to talk about something really important for all of us: using our voice and setting our own path. Take a look at our title slide: 'My Voice, My Path: Articulating Needs and Boundaries.'"

(Display My Voice, My Path Slide Deck - Slide 2: "What Does 'Having a Voice' Mean?")

Teacher: "To start, I want you to think about what it means to 'have a voice.' When have you felt like your voice was truly heard? Or, on the flip side, when have you felt like your voice wasn't heard at all? I want you to take about 2-3 minutes for a quick write in your notebooks or on a piece of paper. Just jot down your thoughts and experiences. There's no right or wrong answer here."

(Allow 2-3 minutes for quick writing.)

Teacher: "Alright, let's hear from a few volunteers. Who would like to share what 'having a voice' means to them, or an experience where their voice was heard or not heard?"

(Facilitate a brief class share-out. Acknowledge all contributions and emphasize that everyone's voice is valuable.)

Teacher: "Thank you for sharing. It's clear that having our voice heard, and understanding how to use it, is super important. Today, we're going to dive deeper into how we can effectively use our voices to articulate our needs and set healthy boundaries. This is a skill that will empower you in school, with friends, and throughout your life."

Part 2: Understanding Self-Advocacy (15 minutes)

(Display My Voice, My Path Slide Deck - Slide 3: "What is Self-Advocacy?")

Teacher: "The core idea behind using our voice effectively is called self-advocacy. As you can see, self-advocacy is about speaking up for yourself and your needs. It means understanding what you need to be successful, comfortable, and safe, and then communicating that in a clear and respectful way."

(Display My Voice, My Path Slide Deck - Slide 4: "Identifying Your Needs")

Teacher: "Before we can advocate for ourselves, we need to know what our needs actually are. This might seem obvious, but sometimes we don't really stop to think about it. Think about these questions: What do you need to succeed in a class? What makes you feel comfortable in a social setting? What are your goals, and what support do you need to reach them? How do you feel in different situations – confused, overwhelmed, excited? Recognizing these things is the first step."

**(Display My Voice, My Path Slide Deck - Slide 5: "Communicating Effectively")
(Display My Voice, My Path Slide Deck - Slide 6: "Assertive Communication Examples")

Teacher: "Once we know our needs, how do we communicate them? We often see different styles of communication. Let's look at three:

• Passive Communication: This is when you don't express your needs. You might let others decide, or hope someone notices what you need without you saying anything. It often leads to your needs not being met.
• Aggressive Communication: This is the opposite. You might demand your needs be met, often ignoring or disrespecting others' feelings. While your needs might get met, it can damage relationships.
• Assertive Communication: This is our goal. It's about clearly stating your needs and feelings, while still respecting the needs and feelings of others. It's direct, honest, and respectful.

Look at the examples on the next slide. For academic situations, an assertive statement might be: 'Could you please explain that instruction again? I want to make sure I understand.' For social situations: 'I appreciate the invitation, but I won't be able to make it.' Notice how these are clear, respectful, and use 'I' statements."

(Lead a brief Q&A: "Can anyone think of another example of assertive communication in school or with friends?")

Part 3: Setting Healthy Boundaries (10 minutes)

(Display My Voice, My Path Slide Deck - Slide 7: "Setting Healthy Boundaries")

Teacher: "Closely related to self-advocacy is the idea of setting healthy boundaries. Boundaries are like invisible lines we draw to protect our time, our energy, and our well-being. They're not about keeping people out; they're about showing people how to treat us respectfully."

(Display My Voice, My Path Slide Deck - Slide 8: "Types of Boundaries")

Teacher: "Boundaries can be physical, like needing personal space; emotional, like deciding what you share about your feelings; or even about your time and energy, like knowing when to say 'no' to commitments. In our digital world, boundaries can also be about limiting screen time or protecting your online privacy."

**(Display My Voice, My Path Slide Deck - Slide 9: "How to Set Boundaries")

Teacher: "Setting boundaries means being clear and direct. Again, using 'I' statements is really helpful: 'I need some quiet time to focus on my homework,' or 'I'm not comfortable with that topic of conversation.' It's also important to be consistent and to remember to respect others' boundaries too. It's a two-way street."

(Interactive Discussion: "Can anyone think of a boundary they might need to set in their life, big or small, without sharing personal details if they don't want to?")

Part 4: Practice Scenarios (10 minutes)

Teacher: "Now it's your turn to practice. I'm going to hand out a Self-Advocacy Scenarios Worksheet. You can work individually or in small groups to complete the scenarios. Think about how you would use assertive communication to advocate for yourself and set boundaries in each situation."

(Distribute Self-Advocacy Scenarios Worksheet. Circulate to assist students as they work.)

Teacher: "Let's take a couple of minutes to quickly review one or two of these. For Scenario 1, the group project, what are some ways you might advocate for yourself?"

(Facilitate a brief discussion, highlighting effective strategies.)

Part 5: Wrap-Up & Reflection (5 minutes)

**(Display My Voice, My Path Slide Deck - Slide 10: "Your Voice, Your Path")

Teacher: "To wrap up, remember that learning to advocate for yourself and set boundaries is a powerful skill. It empowers you to navigate challenges, build stronger relationships, and take charge of your own well-being."

(Display My Voice, My Path Slide Deck - Slide 11: "Reflection")

Teacher: "For our final thought, I want you to reflect on this: What is one new thing you learned about self-advocacy or boundaries today? How do you think you will use your voice to set your path moving forward? Keep these thoughts with you as you leave today."

Teacher: "Thank you all for your engagement today. I hope you feel more confident in using your voice!"