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DOCUMENT RESUME ED 344 386 EC 301 115 TITLE We All Have Different Faces Pachet INSTITUTION About Face, Toronto (Ontario). PUB DATE 92 NOTE 34p. AVAILABLE FROM AboutFace, 99 Crowns Lane, 3rd Floor, Toronto, Ontario, M5R 3P4, Canada ($7.00 Canadian). PUB TYPE Guides - Non-Classroom Use (055) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Attitude Change; Classroom Techniques; Discussion (Teaching Technique); Elementary Secondary Education; Emotional Adjustment; Foreign Countries; Peer Acceptance; *Physical Attractiveness; Self Esteem; Social Bias; *Special Health Problems IDENTIFIERS *Facial Disfigurement ABSTRACT This, instructional kit is intended to increase understanding and empathy within the school community to the needs of the student who has a facial disfigurement. For kindergarten to grade 3, the kit provides information for discussion and activities. For grade 4 through secondary school, an associated video features young people who have a facial disfigurement discussing their experiences and feelings. The kit includes a teacher's guide to the unit, background information cov2ring effects of facial disfigurement at various life stages, a sample letter to parents, suggested group discussions, suggested creative activities, self esteem reinforcement techniques, a list of 14 resources for parents, teachers and young adults and 8 resources for children. Also provided are sample copies of the newsletter, "AboutFace" which report on activities of this support and information network concerned with facial disfigurement, an AboutFace brochure, and an order form. (DB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************w************************************************* 5192 U S DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE otIu e nI Educat.onai Pesearcn ana improvement THIS MATERIAL IN OTHER THAN EDyCATIONAL RESOURCES INFORMATION PAPER COPY HAS BEEN CENTER IERICI GRANTED By Tn.; clocumenI nas been rt1S)I0C1uCp0 AS ,eCfIove0 from the person or organuatton ,r,grnapng .t Mrnor changes nave been macte to mprove ,eproPuction ()panty PomtS of vew or novuong stateo.ninrsOocu To THE EDUCATIONAL ^P II 00 no! 11CeSSmy represent official RESOURCES ."E RI 150S.1,00 or PoIrcv INFORMATION CENTER (ERIC)" We all have different faces BM CCP/ BAILABLE AMIN. A INTRODUCTION "We all have different faces" is a school education program which was developed to increase understanding and empathy within the school community to the needs of the student who has a facial disfigurement. Using this program as a guide, parents and teac ,ers can work together to create a supportive environment. For Kindergarten to Grade 3, this kit provides information for discussion and activities. These offer an opportunity for open dialogue and for questions or comments which students may have. From Grade 4 through secondary school, "The Beauty Within" is a video which provides an additional resource. It features young people who have a facial disfigurement discussing their experiences and feelings. A workshop program is available through About Face to train interested volunteers in conducting presentation of this community program. TABLE OF CONTENTS Teacher's Guide to Unit 1 Background Information 2 Sample Letter to Parents 4 Suggested Group Discussions 5 Suggested Creative Activities 6 Self-Esteem Reinforcement Techniques 7 TEACHER'S GUIDE TO UNIT MI=1 !111=MilOk acquire a positive attitude towards children who An individual's school environment plays a look different, other parents of children with a prominent role in the socialization process. A normal facial appearance may have some student with a facial disfigurement is obviously "different" from his peers. Teachers in the concerns. They themselves may feel uncomfortable with a person who looks very school system can assist in providing a positive socialization experience fbr such a child lw different. They might wonder how to answer helping him cope with his difference, and bv their children's questions. Teachers may find it helpful to introduce the concept of facial helping his peers to be sensitive and disfigurement to parents bv means of a letter understanding. As severe facial disfigurements explaining the teaching unit (see page 4). The are quite a rare occurrence, most people have little experience in interacting with others who teacher might also organize a parent-teacher meeting to discuss parents' questions and look dramatically different. A common response is often one of ambivalence and concerns. discomfort toward someone who is f'acially disfigured. It is important to remember N'our comments, expressions arid behaviour will How To Use This Kit communicate a great deal to N'our students. They will be able to tell if you feel at ease with Effectively the subject. Getting in touch with your feelings will Read the background information. 1. increase your level of comfbrt and improve the quality of the educational experience for your Investigate other community resources, 2. students. Think back to the first time You saw especially your local About Face chapter, someone who was facially disfigure& How old for further information, brochures, etc. were .k.ou? How did you feel and react to the Familiarize yourself with some of the 3. person? What did the experience mean to you? suggested reading. What would it be like to be in their shoes? By reflecting on these sorts of feelings you can Speak to appropriate staff members for 4. begin to gain sonie understanding of facial co-operative planning fbr the unit, disfigurement. e.g. teacher-librarian, special-education teacher, appropriate consultants. There are many books and articles written about the psvchosocial aspects of facial Send home a copy of the sample letter to 5. appearance. Bibliographies of usefhl material inform parents (see page 4). for adults and children are included in this kit. Use the suggested activities. 6. Parents of students who are facially disfigured may have concerns about their child's The teacher should be reminded that this kit participation in activities. They may be afraid is to be used as a starting point, and may be that their child will experience rejection from added to as new ideas emerge. There is room peers or suffer from a poor self-image. Parents fbr creativity, exploration and application to are instrumental in providing a positive other areas of disability. Most important is .hat learning experience for their child. Some the fbcus be interactive, the children create parents will assist in helping the teacher to plan the activity with the help of the teacher. A a particular activity. trained volunteer may be available in Your While many parents are pleased that their community to assist you. Contact AboutFace. child can learn to accept differences and 1 BACKGROUND INFORMATION Background Information Preschool Years The recent literature on the psYchologN We know that the sooner the child with the facial appearance has revealed drat socially desirable defornntv has the opportunity to interact with other qualities such as intelligence, honesty and children. the better. Attractiveness is a crucial factor friendlin eSS have been attributed to attractive in social adjustment. and stereotypes and prejudices individuals in the assumption that "Beauty is Goo(r. are not limited to adults. Research shows that The theory is that the physically attractive person's preschoolers prefer the company of attractive life will be happier and more successfUl. Attractive peers. as they are viewed as smarter. more friendly, people are generally more socially active and and better behaved than unattractive children. assertive and have nigher self esteem than less Preschool children judged as unattractive are often attractive people. assumed to be either more aggressive or less Facial disfigurement ..an be caused lw a intelligent than their peers. While this may be so, congenital deformity, or as the result of an injury or ottng children with facial deformities seem to cope illness (such as cancer). Depending on the better than do older children, adolescents and condition. the degree of improvement possible vith voting aoltilts. Preschool and school age children's surgical treatment will Yam Due to the nature of lives are centered in their h0 )mes. neighborhoods some abnormalities. surgery may not be an option and schools. Within these realins, the children are hit. some individuals. One of the challenges of generally known and accepted. being disfigured is developing selfeacceptance. and During the preschool years, parents can provide integrating comfortably with society. (:ounselling a supportive al d encouraging environment which d.n individual basis, a family appniach. or group allows the child to develop a positive self-image. As 1vork with a trained professional can help, but the child ventures fronll have less 11011W, parClils will coming to terms with a facial disfigurement is a control (wet. this environment, and the wise parent lifelong process. Ongoing (ommunication with will prepare the child for questions from other )thers facing the Saint' concerns through children. Investigators suggest that children with o involvement vith a support group can offer the facial deformities do not perceive themselves as to share experiences Opportunity different until approximatelY the age of four. with sonwone who really knows how he/ she feels. Earlv and simple communication between Teachers can assist students who are disfigured to parent and child is the key to self esteem at this agt. integrate successhilly and reach their potential. if they Clear explanations about the nature of the probletn are aware of specific "pressure points'. which families Itillowed by age-appropriate expkinations. the child have to face. can use when questioned. will prepare him/ her for the inevitable inquiries from others. Actually role- playing these with an adult can help develop an early sense of competence and In mild sell Birth confidence in new social situations. Research indicates that parents are generalk unprepared for the shtick of the birth of a child with a facial abnormality. While parents' re.mtions School-Age Child depend on their personalities, backgrounds, The school envinmment provides the opportunity strengths and weaknesses. and coping strategies. it fOr contact with other children. and development of is generally thought that parents must grieve the loss of the "perfect hild" before they can invest in relationships. The peer groin') is usually ven quick to their child and focus on treatment. i.e. what can be identifY and accept any limitatio )ns. and also to see do )ne. not what has happened. The extended familv past the facial difference. However, somw children can provide a supportive environment for parents with facial abnormalities have been round to be and child, more withdrawn and inhibited in the classroom than 2 decrease in self esteem as he/she realizi-s the broad other children. In school there is greater stress on impact of their facial difference. Concui rentlY the competition and attractiveness as compared with the teen may be forced to acknowledge any limitations secure home environment. The child who is facially of medical treatment. In spite of these issues, most disfigured mm feel that he/she careiot compete in students maintain their academic standing, but lag terms of social or athletic achievement. Each change behind in emotional and social development. Many of environment, such as changing schools or stick close to home and mav not be involved in meeting strangers, places a renewed stress on a child mixed group activities like dating. Some cope by who is facially disfigured. Maximum stress occurs appearing to be indifferent to the opposite sex, when the child leaves his home environment to go to focusing instead on academic or athletic school. achievements. Life becomes easier as peers mature During the elementary school years, the child's and begin to see the person behind the face. peer group gradually becomes more important than Facial disfigurement has an impact on peers' parental influence and there is increasing pressure to and teachers' perceptions of the adolescent. The fit in with peers. The child who looks different may negative self image, lowered self-esteem, and be subjected to teasing and various non-yerbal problems in social adjustment associated with facial negative reactions such as other children avoiding deformities are not only recognized by the physical contact. It is essential that the child be individual but may be reinforced by peers and prepared to deal with this, acknowledge negative people in authority. Teachers can help by reactions, recognize his/her own anger and deal with encouraging students in their areas of strength, wid the situation constructively. Some children cope by offering them the opportunity to demonstrate their educating their classmates, while others rely on their abilities among their peels or as a role model for a sense of humour, their ability to achieve or by younger person. demonstrating their specific talents. Self-esteem is determined mainly by the child's ability to feel positive about at least one aspect of his or her life. Adult "Everybody needs to be a star somewhere". It is critical that parents explain their child's condition to The developmental tasks of young and middle the teacher. Teachers and other professionals can adulthood are focused on career choice and then help provide the opportunity for positive intimate relationships. Individuals may seek surgery experiences for the student. at this stage because they feel their appearance restricts their career choices and limits their opportunity for dating and marriage. The adult with a facial disfigurement has a greater chance of Adolescence being socially isolated than his more attractive Adolescence is a challenging period for any young counterpart. Having a supportive family and friends person, and for the individual with a facial are important factors in continued adjustment disfigurement it can be particularly difficult. The whether or not surgical treatment takes place. A world expands dramatically during adolescence, developed sense of competence in career-related with attendance at larger schools and greater activities is also important. freedom within the community. Within this larger environment, the teenager is not necessarily known or automatically accepted and the stigma attached to looking different can challenge even the well- adjusted teen. As the child reaches puberty, appeal to the opposite sex becomes important. Insecurity and self-doubt go hand in hand with the changes in physical appearance, and the individual with a facial disfiguremem nay experience a sharp 3 A SAMPLE LETTER TO PARENTS Dear Parent, We have recently been talking and learning about how we are the same and how we are different from one another. The students have been learning about people with facial disfigurement. Instead of accentuating differences in appearance, we talk about the similarities in feelings and activities that are shared by all people. We will be doing some related activities to expand on our discussio )s such as dramatic play, stories and creative artwork. Teachers and parents can work together to foster and support positive attitudes toward individual differences. We invite you to share your ideas with us. Please feel free to contact me at... Sincerely, SUGGESTED GROUP DISCUSSIONS Aim: flaye you ever seen somebody whose Lice might wonder w...ts so very (ifferent., Ni)li a. To raise awareness to the emotional needs why does that person look that way. Some of the facially disfigured. people like to talk about it. and some b. To encourage acceptance of the facially iwople don't. They might feel shy or afraid different. that others won't like them because they look different. 1. Group Discussion about Appearance A person's face might look very different if This should be an informal group with students I h ey have a scar from a burn or a fall or a floor, or in chairs grouped seated either on the birthmaek. The teacher might say. I have a to facilitate conversation. The discussion should scar on mv arm. do any of you have a scar?" last no inore than 10 to 15 minutes. depending What happened:- It can happen to anyone. on the attention of the group. To lead the Ilas anyone ever burned himself? Some- discussion, the teacher might focus on the times vim can get a scar from a burn too. A uniqueness of every human being. The teacher burn can happen to anyone. DOes anyone might begin by showing the students pictures of lace could have a birthmark? A person's different faces, and asking them for ideas about look really different because of an accident. the how people are different and how they are or because ofa birth defect, And, because same. the face is different, the feelings that. show there may look different to someone who is Discuss reasons for difference in appearances: not used to the person. (Examples: a child Birth defect 1. with a cleft lip and palate may look angry \ccident because of a scar on his/her lip., a person . Disease 3. \yith Licial nerve damage may not be able to Natural Process of Aging 4. smile). The focus For the teacher is that for How do you feel about the way \ MI look? whatever reason someone looks differcm, it could happen to any of us thrinigh a 9. Group Discussion about Feelings barbecue lire, scalding or car accident. In We all have feelings. We can feel happy, sad, doing this. tlw teacher is able to normalize angry scared or excited, the experience for children. Sometimes you can tell how a person is feeling.just by looking at his/her fhce. Following the group discussion the teacher What kinds of things make you feel happy? \yin involve the students in activities to (sad, angry, afraid, excited) further develop their understanding of Even tlumgh we look different, we have the facial disfigurement. Ten to twenty mituttes same feelings. should be allowed fOr these activities, but Even though we look different, we like the this is flexible. After the activity, there same things. should be a concluding statement to Even though we look different, we like each summarim the students' thoughts and other. feelings, and to answer any questions. The It's good to talk about Your feelings to let teacher should he flexible in allowing them others know how you feel. to express their perceptions both at the It's nice to share our fee!ings with others. time of the activity, and at other times. The It's an important way fin us to get to know and teacher may utilize other themes each other. activities throughout the year, repeating Some people cannot show their feelings as and/or building upon them when easily because their faces look very different. appropriate. 5 SUGGESTED CREATIVE ACTIVITIES Aktn: 4, The Outside is Different. the Inside is the Sam:. To allow the students to explore their feelings and Materials: A plain face mask which shows no emotion, e.g. the feehngs of others in a creative or dramatic way. small mask for eyes or neutral theatrical mask, 1. Drawing My Face Procedure: The purpose of' this actiVitV is to summarize and Materials: integrate the material presented by the teacher. Papty. crayons, markers, paints, other drawing hiave the students sit in a circle around you. The materials. Procedure: teacher puts the mask on and off !:i:(,/10-!!. face and Have the students draw a picture of their own I. talks about. his/her feelings. things she likes, faces. making them as detailed. as possible. The doesn't like. hopes for. etc. The ide that even teacher should joM the students in drawing a though the teacher's face is (tifferent with the picture of hisiher lace. mask on. the teacher with or without the mask still Display the pictures in a -Rogues Gallery" in 2. likes/ dislikes the same things (peanut butter the classro...mi or school hallways. san(Iwiches riding a bicycle, when people say nice 3. Encourage the students to talk about how we diings to you). Students will quickly realize that are the same, and how we are different. the "fmtside" may look different, but the "inside" Vor senior stmknts, discuss relationships of 4. or feelings are the same for everyone. The facial features. i.e. spaces between f('atures. students may want to take turns trying on the svnunetr mask themselves. 2. Popsicle Stick Faces (for younger classes) 5. Research Project Materials: Investigate and report on one of the following Popsicle sticks, paste, paper plates or construction subjects: paper, crayons Or nhtrkers. magazine pictures Port Wine Stains selected to elicit various feelings (spinach. ice Burn Care cream cones. a broken fov, etc.) Plastic Surgery Procedure: I.aser Surgery I lave the children draw a picture Of one happy Neurofibromatosis face and one sad fce on either side of the paper plate. Or cut and draw face shapes out ol- 6. Show one of the following movies die construction paper. (for older students) 9 Paste tlw laces to tlw Popsicle sticks. The Elephant Man Show magazine pictures to the children and 3. The Hunchback of' Notre Dame ask tlwin to tell Imw they feel about each Mask picture by !miffing up the appropriate lace. Roxanne 4. Ask the children to tell why they felt a (:Yrano particular way about a specific picture. 7. Read Storeis 3. Discovering My Friends I lighly recommended fiw Younger students is "Rosev...the imperfect angel" by Sandra Lee Procedure: Peckinpah (see separate bibliography). I lave students pair up with a classmate. Get them to interview each other to tim I out what kinds of 8. Community Service things they like (i.e. peanut butter sandwiches. skateboards, when someon(' says something nice Interested students could become involved on an about you, bicycling), and don't like( i.e. being in individual basis in the "Buddy" helping system the dark, when someone hurts your feelings). where the student goes into a school for the After students feel they know each other well physically or mentally disabled to help out enough, have them present each other to the rest occasionally, or volunteer time to the local of the class. hospital. BEST COPY AVAILABLE 6 SELF-ESTEEM REINFORCEMENT TECHNIQUES Disability and Self-Esteem Selfiesteem is a personal judgement of worthiness that is expressed in the attitudes an individual For disabled individuals, acceptance and integration may be more difficult, and holds towards hir achievements mav be dictated by physical or It is a refiedion of what the individual thinks mental impairment. or time missed from school for medical reasons. The type of others' judgement is of disability and how it is accepted by the individual and his family are other factors Factors that Shape and which affect self-esteem. Affect Self-Esteem Simple vs. complex disability a. The degree to which the disability A. The respect, acceptance and concern interferes with daily activities and is of significant others. correctable. "Significant others" are people whose Opinion Visible vs. secret disdbilitv b. (particularly of ourselves) matters to us. As an Is the problem obvious or hidden? While individual matures, those who are considered this is not an indication of severity, a hidden significant others change from immediate problem may involve fewer stressful family members for the very young child.to explanations, but be a greater emotional teachers for the school-age child.The peer burden. group is most important for the adolescent when acceptance and integration depend on Onset c. being the same as everyone else. The greatest Is the disability acquired or a birth area of exposure is school, so the primary site defect? In other words, have the coping of this aspect of self-esteem may be the mechanisms been in place for a long time classroom. or are they newt B. History of successes Progressive vs. stable disability d. Treatment time and hospitalization affect What has happened in the past? This forms a acceptance by the individual and his peers. basis in reality for self-esteem. Success is measured in terms which depend on Severe vs. mild or marginal disability e. developmental stages: from development of A less severe problem may appear physical skills, to largely social evaluations by "normal" and evoke feelings of indifference teens. or less understanding for behaviour out of the norm. More severe disabilities may C. Values and aspirations result in rejection, or feelings ot increased pity from others. These are set by an evaluation of ( B) In other . words, the more successes we have, the higher our aspirdtions and expectancies. Behaviour changes Teachers can be alert to various changes in D. Problem solving behaviour which may indicate a problem with Self-esteem will reflect whether difficulty is self-esteem at any stage. The peer group is a key handled as a devaluation or positive learning indicator, with attention to a shift to a smaller experience. peer group and lack of participation in extra- 7