Pre-Assessment: Readiness to Act & Knowledge Check
Instructions: Please read each statement and circle the number that best reflects your agreement, where 1 means 'Strongly Disagree' and 5 means 'Strongly Agree'.

1. I feel confident in my ability to recognize early warning signs of an unsafe situation.



2. I know at least three strategies I could use to prevent a challenging situation from escalating.



3. I am aware of resources available to me if I need help with a personal safety concern.



4. I understand what a safety plan is and why it might be useful.



5. I feel prepared to take action to protect myself or someone else in a difficult situation.



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Optional Reflection: If you chose to opt-out of the main activity, please reflect on the following:
What does 'safety' mean to you in a personal context?





What are some general strategies people use to stay safe in their daily lives?

My Safety Plan

Instructions: Create a safety plan for yourself or a hypothetical person facing a challenging situation. Be as detailed as possible.

Section 1: Preventative Strategies (Before Things Escalate)

What steps can I take to avoid or de-escalate potentially unsafe situations before they become serious? (List at least 3)

1. 
   
   
   
2. 
   
   
   
3. 
   
   
   
4. (Optional)
   
   
   

Section 2: In-the-Moment Actions (When Things Are Happening)

If a challenging situation is occurring, what immediate steps can I take to ensure my safety or de-escalate the situation? (List at least 3)

1. 
   
   
   
2. 
   
   
   
3. 
   
   
   
4. (Optional)
   
   
   

Section 3: Post-Incident Steps (After the Situation)

What should I do after a difficult or unsafe situation has occurred? (List at least 4, including documentation and reporting)

1. Self-Care/Processing:
   
   
   
2. Documentation: What information should I gather (e.g., screenshots, dates, times, names)?
   
   
   
3. Reporting Pathways: Who can I tell? (e.g., trusted adult, school counselor, administrator, online platform support, police if appropriate)
   
   
   
4. Seeking Support: Other resources (e.g., crisis hotlines, mental health services)?
   
   
   
5. (Optional)
   
   
   

Section 4: Digital Safety Considerations

How can I ensure my safety and privacy in online spaces related to this situation?

1. Privacy Settings:
   
   
   
2. Blocking/Unfollowing:
   
   
   
3. Evidence Capture:
   
   
   
4. Trusted Online Contacts:
   
   
   

Section 5: Trusted Adults and Support Network

Who are the trusted adults I can reach out to for help and support? (List at least 3, with contact info if applicable)

1. Name:
   Relationship:
   Contact:
   
   
   
2. Name:
   Relationship:
   Contact:
   
   
   
3. Name:
   Relationship:
   Contact:
   
   
   

Section 6: Emergency Contacts & Important Information

In an immediate crisis, who should I contact?

Emergency Services: 911 (or local equivalent)
Crisis Hotline:
Other Important Numbers:

Remember: This plan is a living document. You can update it whenever your situation or needs change.

Escalation Mapping Case Study Carousel

Instructions: In your groups, read each case study. Discuss the questions and write your answers on a separate sheet or directly on a shared digital document. Be prepared to share your insights with the class.

Case Study 1: The Online Rumor

Sarah notices a rumor about her spreading on social media after a disagreement with a former friend, Alex. At first, it's just a few vague posts, but then screenshots of old private messages, slightly altered, start circulating. Sarah feels anxious and isolated, and some friends are starting to distance themselves.

Discussion Questions:

1. What are the early 'red flags' or warning signs in this scenario?
   
   
   
2. How might this situation escalate if nothing is done?
   
   
   
3. What are some immediate choices Sarah could make? What are the potential consequences of each choice?
   
   
   
   
   
4. Who are potential trusted adults or resources Sarah could reach out to?
   
   
   

Case Study 2: The Controlling Relationship

Michael has been dating Jamie for a few months. Jamie initially seemed caring, but lately, they've been questioning who Michael spends time with, checking his phone, and getting upset if he doesn't respond immediately. Jamie also sometimes makes Michael feel guilty for wanting to hang out with his other friends, saying things like, 'I guess you don't care about me as much as I care about you.'

Discussion Questions:

1. What are the early 'red flags' or warning signs in this scenario?
   
   
   
2. How might this situation escalate if nothing is done?
   
   
   
3. What are some immediate choices Michael could make? What are the potential consequences of each choice?
   
   
   
   
   
4. Who are potential trusted adults or resources Michael could reach out to?
   
   
   

Case Study 3: The Party Pressure

Maya is at a party where she sees a group of older students pressuring her younger friend, Liam, to drink alcohol and try vaping. Liam looks uncomfortable and keeps trying to decline, but the older students are persistent and making fun of him. Maya is worried about Liam, but also doesn't want to draw attention to herself or make the situation worse.

Discussion Questions:

1. What are the early 'red flags' or warning signs in this scenario?
   
   
   
2. How might this situation escalate if nothing is done?
   
   
   
3. What are some immediate choices Maya could make to help Liam? What are the potential consequences of each choice?
   
   
   
   
   
4. Who are potential trusted adults or resources Maya or Liam could reach out to?
   
   
   

Case Study 4: Persistent Harassment at School

David has been experiencing persistent teasing and exclusion from a group of peers in his science class. They whisper about him, make rude comments when he answers questions, and sometimes 'accidentally' bump into him in the hallway. David has tried ignoring it, but it's starting to affect his focus in class and his desire to come to school.

Discussion Questions:

1. What are the early 'red flags' or warning signs in this scenario?
   
   
   
2. How might this situation escalate if nothing is done?
   
   
   
3. What are some immediate choices David could make? What are the potential consequences of each choice?
   
   
   
   
   
4. Who are potential trusted adults or resources David could reach out to?
   
   
   

Confidentiality, Documentation, and Reporting Options

Instructions: Use these prompts to guide a class discussion on sensitive topics related to safety planning and seeking help. Remember to maintain a respectful and supportive environment.

Discussion Prompts:

1. Confidentiality: What does it mean for something to be 'confidential'? When might it be important to share information, even if someone asks you to keep it a secret? (Discuss mandated reporting and limits of confidentiality with trusted adults like teachers, counselors, etc.)
   
   
   
   
   
2. The Power of Documentation: Why is it important to document incidents, even small ones? What kind of information should you try to record? (Think about dates, times, specific words, screenshots, witnesses, etc.)
   
   
   
   
   
3. Reporting Pathways: If you or a friend needed to report an unsafe situation, who are the different people or organizations you could go to? (Brainstorm school staff, family members, crisis hotlines, online platform reporting tools, police, etc.) What are the pros and cons of different reporting pathways?
   
   
   
   
   
4. Digital Evidence: How can digital information (texts, social media posts, emails) be used as evidence? What are safe ways to collect and store this evidence? (e.g., screenshots, not deleting original messages)
   
   
   
   
   
5. Supporting a Friend: If a friend comes to you with a safety concern, what are some responsible ways you can support them? When might you need to involve an adult, even if your friend doesn't want you to?
   
   
   
   
   

Key Takeaways to Reinforce:

• Confidentiality is important, but safety always comes first. Some adults are legally required to report certain concerns.
• Documenting details can be crucial for accountability and getting help.
• There are many reporting pathways available, and you don't have to navigate difficult situations alone.
• Digital spaces require unique safety considerations, including privacy and evidence collection.

Safety Plan Quality Rubric

Student Name: __________________________________

Reviewer Name: __________________________________

Instructions: Use this rubric to assess your own or a peer's safety plan. For each indicator, circle the score that best reflects the quality of the plan. Provide constructive feedback in the 'Comments/Feedback' section.

Overall Feedback:

What are the strengths of this safety plan?





What areas could be improved or made more detailed?

"To meet the lesson objective, the plan must score at least 8/10 points on this rubric."

Case Study Facilitator Guide: Escalation Mapping

This guide provides potential discussion points and answers for the Escalation Mapping Case Study Carousel Activity. Encourage students to think critically and allow for a diversity of appropriate responses. The goal is to stimulate thought and planning, not to find a single 'right' answer.

General Facilitation Tips:

• Remind students there are often multiple valid approaches to a situation.
• Emphasize safety as the top priority in all scenarios.
• Encourage brainstorming and creative problem-solving.
• Reinforce the importance of trusted adults and resources.
• Be mindful of student comfort levels; allow for hypothetical responses if personal experiences are too sensitive.

Case Study 1: The Online Rumor - Sarah

1. Early 'red flags' or warning signs:

• Vague social media posts after a disagreement.
• Screenshots of altered private messages circulating.
• Friends starting to distance themselves.
• Sarah feeling anxious and isolated.

2. How it might escalate:

• Rumors could become more specific and damaging.
• More friends might turn against her or harass her online/in person.
• Cyberbullying could intensify (more direct messages, public shaming).
• Impact on Sarah's mental health (depression, severe anxiety, school avoidance).

3. Immediate choices & potential consequences:

• Ignore it: Might make it worse, but also might fizzle out (low probability if escalating). Sarah continues to suffer.
• Confront Alex directly online: Could escalate the public conflict, make her appear defensive, provide Alex with more content.
• Talk to a trusted adult (parent, teacher, counselor): Adult might intervene, provide support, help document. Could lead to school disciplinary action against Alex. Might make Alex angrier initially but offers protection to Sarah.
• Gather evidence (screenshots): Crucial for reporting. No immediate negative consequence, empowers Sarah.
• Block/unfriend Alex and anyone spreading rumors: Reduces direct exposure. Might not stop all rumors but limits personal impact.

4. Trusted adults or resources:

• Parents/Guardians, School Counselor, Teacher, School Administrator, trusted older sibling, Crisis Text Line, cyberbullying hotlines, social media platform's reporting tools.

Case Study 2: The Controlling Relationship - Michael

1. Early 'red flags' or warning signs:

• Jamie questioning who Michael spends time with.
• Checking Michael's phone.
• Getting upset if Michael doesn't respond immediately.
• Guilt-tripping Michael about spending time with other friends.

2. How it might escalate:

• Increased isolation from friends and family.
• More intense emotional manipulation, gaslighting.
• Verbal abuse, yelling, constant criticism.
• Monitoring Michael's location or other online activity.
• Could potentially escalate to physical control or abuse.

3. Immediate choices & potential consequences:

• Set boundaries: Michael could tell Jamie he needs personal space. Might lead to Jamie getting upset, but asserts Michael's needs.
• Talk to a trusted friend or adult: Get an outside perspective, emotional support. Could lead to intervention or advice.
• Reduce contact/spend less time alone with Jamie: Create distance. Might make Jamie more demanding, but reduces immediate exposure to controlling behavior.
• Research healthy relationships/red flags: Empower Michael with knowledge to recognize unhealthy patterns.

4. Trusted adults or resources:

• Parents/Guardians, School Counselor, Trusted Teacher, Older Sibling/Mentor, friends, National Domestic Violence Hotline, Loveisrespect.org.

Case Study 3: The Party Pressure - Maya & Liam

1. Early 'red flags' or warning signs:

• Older students persistently pressuring Liam.
• Liam looking uncomfortable and declining.
• Older students making fun of Liam.

2. How it might escalate:

• Liam might give in to pressure, leading to intoxication, potential health risks, or regrettable actions.
• The older students might become more aggressive or physically intimidating.
• Liam could be isolated or further ridiculed if he continues to resist.

3. Immediate choices Maya could make & potential consequences:

• Direct intervention (e.g., 'Hey Liam, come hang out with us!'): Could draw attention, potentially diffusing the situation but might also annoy the older students. Shows solidarity to Liam.
• Distraction (e.g., 'Does anyone want to play X game?'): Shifts focus, might get Liam out of the situation indirectly.
• Tell a trusted adult at the party (if available/safe): Adult intervention. Could cause a scene, but provides immediate safety.
• Text Liam to check in/offer an exit strategy: Discreet support. Liam might feel less alone and have a way out.
• Ask another friend to help intervene: Strength in numbers. Reduces individual risk for Maya.

4. Trusted adults or resources:

• Parents/Guardians (of Maya or Liam), another responsible adult at the party, school counselor, school administrator (if school event), local youth services, emergency services if someone is in immediate danger.

Case Study 4: Persistent Harassment at School - David

1. Early 'red flags' or warning signs:

• Persistent teasing and exclusion.
• Whispering, rude comments in class.
• 'Accidental' bumps in the hallway.
• David's focus in class and desire to come to school being affected.

2. How it might escalate:

• Verbal harassment could intensify, become more public.
• Physical actions could become more deliberate or harmful.
• The harassment could move online (cyberbullying).
• Significant negative impact on David's academic performance, mental health, and social life.

3. Immediate choices David could make & potential consequences:

• Document incidents: Dates, times, specific words, witnesses. Crucial for reporting. No immediate negative consequence.
• Speak to a trusted teacher or school counselor: School might intervene. Could make the peers angry initially, but school has resources to mediate/discipline.
• Practice assertive communication: Clearly tell the peers to stop. Might make them back off, or they might escalate. Requires confidence.
• Avoid the peers when possible: Reduces exposure, but doesn't solve the underlying problem and might be difficult in school.
• Talk to parents/guardians: Get support from home. Parents might contact the school.

4. Trusted adults or resources:

• Parents/Guardians, School Counselor, Trusted Teacher, School Administrator, Peer Support Group, anti-bullying hotlines/websites.