Respect & Resolve Script

Week 1: Understanding Differences & Respectful Interaction

Warm-Up (5 minutes)

Teacher: "Welcome everyone! To start our session today, let's go around and share: 'What makes a good friend?' There are no wrong answers, just what you think. Who wants to start?"

Introduction: Our Unique Selves (5 minutes)

Teacher: (Transition to Respect & Resolve Slide Deck - Slide 3) "Great ideas, everyone! Friendship is definitely built on many things. Today, we're going to dive into how we interact with each other, especially when we notice differences. Look at this slide: 'Our Unique Selves: Celebrating Differences.' Think about it: everyone in this room is unique, right? We have different backgrounds, different interests, different ways of thinking, different strengths, and sometimes, different challenges. How do you think these differences make our interactions richer or more interesting?"

(Transition to Respect & Resolve Slide Deck - Slide 4) "Now, sometimes differences are easy to spot – like hair color or height. We call these visible differences. But what about things we can't always see? Like how someone learns best, their feelings, their beliefs, or even if they process information a bit differently, like being on the autism spectrum or having ADHD. These are invisible differences. Why do you think it's important for us to remember that there are many important differences we can't see?"

Discussion: Why is Respect Important? (10 minutes)

Teacher: (Transition to Respect & Resolve Slide Deck - Slide 5) "Understanding these differences brings us to a super important word: respect. Respect means valuing others for who they are, even if they're different from us. When we show respect, it makes people feel safe, valued, and helps us build trust and stronger relationships. What do you think happens when people don't show respect? How does that feel, and what can go wrong?"

(Transition to Respect & Resolve Slide Deck - Slide 6) "So, what does respectful interaction actually look like? The slide gives us some ideas: Active Listening (really paying attention), Empathy (trying to understand how someone else feels), Kind Words, and being mindful of our Body Language and Personal Space. Let's think about someone who might communicate a bit differently than you. How can you show them respect in your interactions?"

Activity: Respectful Interactions (10 minutes)

Teacher: (Transition to Respect & Resolve Slide Deck - Slide 7) "Now, let's put some of these ideas into practice. I'm going to hand out the Respectful Interactions Worksheet. Your task is to list some respectful behaviors and think about how you would respond respectfully in the scenarios provided. You can work individually or quietly with a partner on this. I'll give you about 7 minutes, and then we'll share some of your ideas."

(Circulate, offer guidance. After 7 minutes)

Teacher: "Alright, let's hear some of your thoughts. Who has an example of a respectful behavior they listed? And how about one of the scenarios – what was a respectful way to respond?"

(Transition to Respect & Resolve Slide Deck - Slide 8) "Fantastic work today, everyone! Remember, everyone is unique, and respectful interactions build stronger connections. Keep practicing these ideas this week!"

Week 2: Self-Advocacy in Peer Interactions

Warm-Up (5 minutes)

Teacher: "Welcome back! Today, let's start with a warm-up. Think about a time when you felt uncomfortable during an interaction with a peer. What happened, and what did you do, or what did you wish you had done? You don't have to share all the details, just the feeling and maybe what you tried to do. Who wants to share first?"

Introduction: What is Self-Advocacy? (5 minutes)

Teacher: "Thanks for sharing those experiences. It's totally normal to feel uncomfortable sometimes, and it's important to know how to handle it. Last week, we talked about respectful interactions. Today, we're building on that with a skill called self-advocacy. (Transition to Respect & Resolve Slide Deck - Slide 10) Look at the slide: 'What is Self-Advocacy?' It means speaking up for yourself and your needs. It's about telling others what you need to feel comfortable or do your best, communicating your boundaries, and making sure your voice is heard. Can you think of any times in your daily life when you might need to speak up for yourself?"

(Transition to Respect & Resolve Slide Deck - Slide 11) "Why is this so important? Self-advocacy helps you feel more comfortable and safe, ensures your needs are met, prevents misunderstandings, and actually teaches others how to interact with you. Plus, it really builds your confidence! How do you think self-advocacy can help you feel better or more in control in a group setting?"

How to Self-Advocate: 'I' Statements (10 minutes)

Teacher: (Transition to Respect & Resolve Slide Deck - Slide 12) "One of the best tools for self-advocacy is using what we call 'I' statements. These help you clearly express your feelings and needs without blaming anyone else. The formula is: 'I feel [emotion] when [situation] because [reason], and I need [what you need].' For example, instead of saying, 'You always interrupt me!', you could say, 'I feel frustrated when people interrupt me because I lose my train of thought, and I need a moment to finish speaking.' Let's try practicing a few together. Give me an example of a situation where you might feel uncomfortable, and we'll try to turn it into an 'I' statement."

Activity: Self-Advocacy Scenarios & Role-Playing (10 minutes)

Teacher: (Transition to Respect & Resolve Slide Deck - Slide 13) "Now, let's get into some scenarios using our Self-Advocacy Scenarios Discussion Guide. For each scenario, I want you to think about: How would you feel in this situation? What 'I' statement could you use? And what outcome are you hoping for? We'll discuss these as a group. Listen to each other's perspectives, as there might be many good ways to respond."

(Facilitate discussion for a few scenarios.)

Teacher: (Transition to Respect & Resolve Slide Deck - Slide 14) "Excellent discussion! Now for some role-playing. You'll work in pairs. Each pair will choose one of the scenarios from the guide, or one you came up with, and practice using 'I' statements to advocate for yourselves. One person will be the 'advocate,' and the other will be the 'peer.' Then you'll switch roles. Remember, it's okay to practice! I'll come around and give some feedback. You have about 7 minutes for this."

(Circulate, provide feedback.)

Teacher: (Transition to Respect & Resolve Slide Deck - Slide 15) "Great job practicing, everyone! Remember, self-advocacy means speaking up for your needs respectfully, and 'I' statements are a clear way to communicate. Keep practicing speaking up for yourselves this week!"

Week 3: Conflict Resolution Strategies

Warm-Up (5 minutes)

Teacher: "Welcome back! For our warm-up today, let's think about disagreements. What do you think is the hardest part about disagreeing with a friend or a peer? Share your thoughts."

Introduction: Conflict Resolution (5 minutes)

Teacher: "Thanks for those honest answers. Disagreements can definitely be tough. Last week, we learned how to advocate for ourselves. Today, we're going to learn about how to handle those disagreements in a positive way through conflict resolution. (Transition to Respect & Resolve Slide Deck - Slide 17) Conflict resolution is all about finding a peaceful and fair solution when there's a disagreement. It's about solving problems together, not about winning or losing. Why do you think it's better to resolve conflicts rather than just let them go or let them turn into bigger problems?"

(Transition to Respect & Resolve Slide Deck - Slide 18) "It's helpful to understand the difference between a conflict and an argument. A conflict is just a disagreement or difference of opinion – it can actually be healthy! An argument, on the other hand, often involves anger, shouting, blaming, and a desire to 'win.' Our goal is to resolve conflicts respectfully, not get into unproductive arguments."

Steps to Resolve Conflict (15 minutes)

Teacher: (Transition to Respect & Resolve Slide Deck - Slide 19) "So, how do we resolve conflicts? Here are six steps:

1. Stay Calm: Take a deep breath. It's hard to think clearly when you're upset.
2. Listen Actively: Really try to understand the other person's side, even if you disagree.
3. Use 'I' Statements: Just like last week! Express your feelings and needs without blaming.
4. Brainstorm Solutions: Think of different ways to solve the problem together.
5. Agree on a Solution: Choose a solution that works for everyone, or at least for both of you.
6. Follow Through: Stick to the agreement you made.

Which of these steps do you think is the hardest for you, and why?"

Activity: Conflict Resolution Scenarios (10 minutes)

Teacher: (Transition to Respect & Resolve Slide Deck - Slide 20) "Alright, let's practice these steps! I have some Conflict Resolution Activity Cards here. I'm going to put you into small groups. Each group will take a card with a scenario. Your task is to work together, apply these 6 steps of conflict resolution, and come up with a fair solution. Then, we'll share your strategies with the whole group. You have about 8 minutes to work together."

(Divide students, distribute cards, circulate, offer guidance.)

Teacher: "Alright, let's have each group share their scenario and the solution they came up with, and how they used the steps. What did you learn from this activity?"

(Transition to Respect & Resolve Slide Deck - Slide 21) "Excellent work, everyone! Remember, conflict is a normal part of relationships, and resolving conflicts respectfully strengthens friendships. Keep practicing these steps this week!"

Week 4: Putting It All Together - The Empathy Game

Warm-Up (5 minutes)

Teacher: "Welcome to our last session! To kick us off, let's share one thing – just one key idea or strategy – that you've learned over the past few weeks about talking with others or handling social situations. Who has something they're confident about now?"

Recap & Introduction: Integrating Our Skills (5 minutes)

Teacher: "That's fantastic! It sounds like you've all picked up some really valuable tools. (Transition to Respect & Resolve Slide Deck - Slide 23) Over the past few weeks, we've covered a lot: Respectful Interaction (valuing differences), Self-Advocacy (speaking up for your needs), and Conflict Resolution (finding fair solutions to disagreements). How do these three skills connect with each other? How does practicing one help you with the others?"

Teacher: (Transition to Respect & Resolve Slide Deck - Slide 24) "Today, we're going to put all our skills to the test in a fun, interactive way. We're going to play The Empathy Game! This game is designed to help you practice understanding different perspectives, communicating your needs, and working together to solve problems in a game-like setting. I'll explain the rules as we go."

Game: The Empathy Game (15 minutes)

Teacher: (Transition to Respect & Resolve Slide Deck - Slide 25) "Alright, let the game begin! We'll start by.... (Explain the rules of The Empathy Game here, as detailed in the game material, and then facilitate the game.)

(During the game, provide gentle reminders to use learned skills, offer positive reinforcement for good communication, and help students navigate challenges.)

Cool-Down & Reflection (5 minutes)

Teacher: (Transition to Respect & Resolve Slide Deck - Slide 26) "Great job playing The Empathy Game, everyone! That was a fantastic way to use all the skills we've been learning. To wrap things up today, and for our whole program, let's reflect: What was the most important thing you learned in these sessions? What skill do you feel more confident using now? And, how will you use respectful interaction, self-advocacy, or conflict resolution in your daily life?"

Teacher: (Transition to Respect & Resolve Slide Deck - Slide 27) "You've all done a fantastic job engaging with these important topics. Remember, these social skills are like muscles – the more you use them, the stronger they get! Keep practicing respectful interactions, don't be afraid to advocate for yourselves, and approach conflicts as opportunities to find solutions. I'm really proud of the progress you've all made! Keep up the great work out there!"

Respectful Interactions Worksheet

Name: _____________________________

Date: _____________________________

Part 1: What Does Respect Look Like?

Think about our discussion. List at least five actions or behaviors that show respect towards others, especially when they might be different from you. Remember to think about both visible and invisible differences.

2. ______________________________________________________




3. ______________________________________________________




4. ______________________________________________________




5. ______________________________________________________

Part 2: Scenario Practice

Read each scenario and describe how you would respond respectfully. Think about what we discussed (active listening, empathy, kind words, body language).

Scenario 1:

You are working on a group project, and one of your teammates has a different way of organizing their thoughts that seems slower to you. You feel impatient.

How would you respond respectfully?

Scenario 2:

A new student in your class talks very quietly and avoids eye contact. Other students are starting to make jokes about it. You notice this makes the new student seem uncomfortable.

How would you respond respectfully?

Scenario 3:

You and a friend are talking about a new video game, and your friend expresses a very strong opinion that is different from yours. They seem very passionate about their viewpoint.

How would you respond respectfully?

Self-Advocacy Scenarios Discussion Guide

Goal: To practice identifying situations where self-advocacy is needed and formulating 'I' statements to communicate needs respectfully.

Discussion Prompts:

For each scenario, discuss the following:

• How might the person in the scenario be feeling? (Identify the emotion)
• What specific need might they have in this situation?
• How could they use an 'I' statement to advocate for themselves? (Formulate a clear 'I' statement)
• What do you think the outcome of using an 'I' statement might be?

Scenario 1: Group Project Noise

You are trying to concentrate on a group project, but two of your teammates are talking loudly about a video game. You are finding it very difficult to focus on your part of the assignment.

Scenario 2: Unwanted Physical Contact

During a lively game at recess, a peer keeps playfully pushing you, even though you don't like being touched that way, and it makes you uncomfortable.

Scenario 3: Being Interrupted

You are trying to explain your idea for a class activity, but another student keeps cutting you off and finishing your sentences for you.

Scenario 4: Not Understanding Instructions

The teacher has just given instructions for an assignment, and you didn't quite understand a key part of what you need to do. You feel a bit lost, but don't want to seem like you weren't listening.

Scenario 5: Personal Space Invaded

You are sitting at a table during lunch, and a peer constantly leans over your space, putting their elbows on your tray and making it hard for you to eat comfortably.

Conflict Resolution Activity Cards

Instructions: In your small group, choose a card. Read the scenario aloud. Discuss the conflict and work together to apply the 6 steps of conflict resolution we learned (Stay Calm, Listen Actively, Use 'I' Statements, Brainstorm Solutions, Agree on a Solution, Follow Through). Come up with a fair solution that works for everyone involved in the scenario.

Card 1: The Shared Game Controller

You and your friend both want to use the same game controller during a free play session, but there's only one left. You both feel like you should get to use it.

Discuss and propose a solution:

Card 2: Accidental Bump

During passing period, someone accidentally bumps into you and knocks your books out of your hands. They keep walking without noticing or apologizing. You feel annoyed and a little disrespected.

Discuss and propose a solution:

Card 3: Differing Opinions on a Movie

Your group of friends is deciding which movie to watch. You really want to see the new action film, but one friend insists on seeing a comedy, and another wants a documentary. Everyone feels strongly about their choice.

Discuss and propose a solution:

Card 4: Unfair Task Distribution

In a class group project, you feel like you're doing most of the work, while another group member isn't contributing much. You are starting to feel resentful and overworked.

Discuss and propose a solution:

Card 5: Misunderstanding a Joke

Someone in your friend group makes a joke that you find offensive or hurtful, even if they didn't mean it that way. You feel uncomfortable and upset.

Discuss and propose a solution:

The Empathy Game: Navigating Social Worlds

Goal: To practice respectful interaction, self-advocacy, and conflict resolution in a fun, interactive way.

Players: 2-5 players (adaptable for a small group)

Materials:

• Scenario Cards (provided below)
• Optional: Small tokens or points for good responses (teacher discretion)

How to Play:

1. Set Up: Shuffle the Scenario Cards and place them face down in a pile.
2. Taking Turns: Players take turns drawing a card. The player who draws the card is the **