Our Whole Lives

210 Pages·2013·1.77 MB·English

Implementation Manual for

Our Whole Lives for Grades K – 1
And Grades 4 – 6

Facilitator Combination Training Workshop

Edited by

Rev. Patricia Hoertdoerfer
Marshall Miller

July 2004

With materials developed by:

Eva Goldfarb, PhD, co-author of Our Whole Lives: Sexuality Education for Grades 4-6
Elizabeth Casparian, PhD, co-author of Our Whole Lives: Sexuality Education for Grades
4-6
Pamela Wilson, MSW, author of Our Whole Lives: Sexuality Education for Grades 7-9
Sarah Gibb, MDiv, former Outreach Coordinator for Our Whole Lives, editor of The
Advocacy Manual for Sexuality Education, Health and Justice, and editor of the
Implementation Manual for Youth Combo (Our Whole Lives Grades 7-9/Grades 10-12)
Training
Pat Hoertdoerfer, MA, MDiv, author of The Parent Guide to Our Whole Lives Grades K-1
and Grades 4-6, developmental editor of Our Whole Lives Grades K-1 and Our Whole Lives
Grades 4-6, and Children, Family and Intergenerational Programs Director in Lifespan
Faith Development of Unitarian Universalist Association
Marshall Miller, Our Whole Lives trainer for K-1, 4-6, 7-9, 10-12, adult
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Implementation Manual for

Our Whole Lives for Grades K – 1
And Grades 4 – 6

Acknowledgements

We express special appreciation to the four authors and mentors
named on the title page. In addition we acknowledge the following
persons who have contributed their ideas, insights and materials to this
Implementation Manual:

Beth Casebolt
Rick Dlott
Christine Gannon
Jennifer Johnston
Claire Nelson
Roberta and Chris Nelson
Beth Rendeiro

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Table of Contents

Title Page……………………………………………………………………………………..1
Acknowledgements…………………………………………………………………………2
Table of Contents……………………………………………………………………………3
Before the Training: Preparation…………………………………………………………..6
Introduction…………………………………………………………………………………..7
Trainer Resource #1 Adult Learning Needs…………………………………….…19
Trainer Resource #2 Guidelines for Identifying Inappropriate Facilitators and
Possible Responses…………………………………………………………………...20
Sample Weekend Training Schedule…………………………………………………….22

ACTIVITIES and PRESENTATIONS……………………………………………………24
Trainer Activity: Welcome, Our Whole Lives Background, and Reading…………...25
Handout #1 Our Whole Lives and Sexuality and Our Faith Program
Components…………………………………………………………………………..27
Handout #2 Our Whole Lives Children’s Program Values and Goals………….29
Trainer Resource #3 Travel Visualization………………………………….31
Trainer Resource #4 Opening Reading……………………………………..33
Trainer Activity: Icebreaker………………………………………………………………..34
Handout #3 Find Someone Who…………………………………………………..36
Trainer Activity: Group Introductions…………………………………………………....37
Trainer Activity: Expectations, Ground Rules and Housekeeping Items…………....38
Handout #4 Weekend Training Schedule………………………………………...41
Handout #5 Ah-Ha!!!!……………………………………………………………….43
Trainer Activity: Sexuality and Our Faith Opening Ritual…………………………….44
Trainer Presentation: The Journey………………………………………………………...46
Trainer Resource #5 The Journey Exercise…………………………………………49
Trainer Presentation: Peer Facilitation Assignments…………………………………...52
Trainer Resource #6 Leading the Peer Facilitation Assignments………………...54
Handout #6 Peer Facilitation Session Assignment Sheet………………………..56
Teacher Feedback Form…………………………………………………………...…57
Participant Activity: Daily Feedback……………………………………………………...58
Handout #7 Daily Feedback Form………………………………………………....60
Trainer Resource #7 Closing Reading…………………………………………….....61
Participant Activity: Peer Facilitation Session Planning Time………………………...62
Trainer Activity: Opening Reading, Parking Lot, Housekeeping Items……………...63
Trainer Resource #8 Opening Reading Spirit of the Child………………………….65
Trainer Activity: Experiential Learning Cycle……………………………………………66
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Handout #8 Experiential Learning Cycle………………………………………….69
Trainer Presentation: Curriculum Design and Session Structure……………………..70
Trainer Activity: Basic Facilitation Techniques………………………………………….73
Handout #9 Effective Group Facilitation Techniques……………………………75
Handout #10 Giving Constructive Feedback……………………………………….76
Handout #11 How to Receive Constructive Feedback…………………………….77
Trainer Activity: Understanding Young Children and Pre-Adolescent Children…..78
Trainer Resource #9 A Day in the life of Benjamin…………………………………81
Trainer Resource #10 Developmental Hallmarks of Kindergarten and First Grade
Children…………………………………………………………83
Trainer Resource #11 Developmental Issues for Early Adolescent Children……86
Handout #12 Understanding the Five- to Seven-Year-Old Child…………………90
Handout #13 Understanding the Pre-Adolescent Child…..……………………….92
Trainer Presentation: Parents’ Perspectives, Participation and Partnership…………..94
Handout #14 Primary Messages and Parents’ Participation…………………..…..96
Trainer Activity: Our Whole Lives Values…………………………………………………98
Trainer Resource #12 Value Issues in Our Whole Lives…………………… 100
Trainer Activity: What is Religious About Sexuality Education?……………………..102
Trainer Presentation: Biological Sex, Gender Roles, Gender Identity, Sexual
Orientation……………………………………………………………………………………104
Trainer Resource #13 Kindergarten Began the Silence……………………………110
Trainer Resource #14 Mini-Lecture on Biological Sex, Gender Role, Gender
Identity………………………………………………………………………………...111
Trainer Resource #15 Presentation on Sexual Orientation……………………….114
Handout #15 Transgender Umbrella.………………………………………………116
Trainer Activity: Answering Difficult Questions/The Question Box………………...119
Trainer Resource #16 Sample Questions from Children………………………….123
Handout #16 Guidelines for Answering Difficult Questions…………………….125
Trainer Presentation: Child Sexual Abuse and Creating Safe Classrooms………….128
Trainer Resource #17 Child Sexual Abuse Resource……………………………...132
Handout #17 Listening to Children…………………………………………………134
Handout #18 Resources on Sexual Abuse, Sexual Assault, and Rape…………..135
Trainer Presentation: Dealing With Classroom Difficulties…………………………...137
Trainer Resource #18 Challenging Situations in Our Whole Lives………………..139
Handout #19 “What Would You Do If”……………………………………………140
Handout #20 Tips for Managing Challenging Participants………………………141
Trainer Activity: Parent Orientation Raising Healthy Kids Videos…………………...143
Trainer Activity: Parent Guide, It’s Perfectly Normal, and Other Resources………...145
Participant Activity: Daily Feedback and Closing Reading……………………………148
Handout #21 Unitarian Universalist Principles and Our Whole Lives Values…..149
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Participant Activity: Peer Facilitation Session Planning Time………………………...150
Trainer Activity: Reading, Parking Lot and Housekeeping Items…………………….151
Trainer Resource #19 Reading……………………………………………………….152
Trainer Presentation: Implementation Tips……………………………………………...153
Handout #22 Co-Facilitation Inventory…………………………………………….155
Trainer Presentation: Unfinished Business and Questions……………………………157
Handout #23 Supplemental Internet Resources…………………………………...158
Participant Activity: Evaluation and Closure…………………………………………….160
Handout #24 Evaluation: Our Whole Lives Training………………………………161

APPENDICES: Readings, Energizers, and Handout Originals………………………..163
Readings………………………………………………………………………………164
Games…………………………………………………………………………...…….167
Energizers…………………………………………………………………………….170
Handout Originals
Handout #1 OWL and SOF Program Components……………………………….171
Handout #2 OWL Children’s Program Values and Goals……………………….173
Handout #3 Find Someone Who…………………………………………………...175
Handout #4 Weekend Training Schedule…………………………………………176
Handout #5 Ah-Ha!!!………………………………………………………………..178
Handout #6 Peer Facilitation Session Assignment Sheet………………………..179
Teacher Feedback Form……………………………………………………………..180
Handout #7 Daily Feedback Form…………………………………………………181
Handout #8 Experiential Learning Cycle…………………………………………182
Handout #9 Effective Group Facilitation Techniques…………………………...183
Handout #10 Giving Constructive Feedback……………………………………..184
Handout #11 How to Receive Constructive Feedback…………………………..185
Handout #12 Understanding the Five- to Seven-Year-Old Child………………186
Handout #13 Understanding the Pre-Adolescent Child………………………...188
Handout #14 Primary Messages and Parents’ Participation……………………190
Handout #15 Transgender Umbrella……………………………………………...192
Handout #16 Guidelines for Answering Difficult Questions…………………...195
Handout #17 Listening to Children……………………………………………….198
Handout #18 Resources of Sexual Abuse, Sexual Assault, and Rape…………199
Handout #19 “What Would You Do If”…………………………………………..201
Handout #20 Tips for Managing Challenging Participants…………………….202
Handout #21 Unitarian Universalist Principles and OWL Values…………….204
Handout #22 Co-Facilitation Inventory…………………………………………..205
Handout #23 Supplemental Internet Resources…………………………………207
Handout #24 Evaluation: Our Whole Lives Training…………………………….209
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Before the Training: Preparation

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Introduction
This is the implementation manual for the facilitator training for the Our Whole Lives:
Sexuality Education for Grades K-1 and Our Whole Lives: Sexuality Education for Grades 4-6
curricula. It’s a detailed guide containing Training activities, lists of materials you’ll
need, information for you to present as “mini-lectures,” and plans to help you assign
peer facilitation sessions and guide feedback for the facilitators attending your training.
To make it clear, presentations are identified as:
 “Trainer Activity” (an activity for participants, led by one or both trainers)
 “Trainer Presentation” (a presentation for participants, led by one or both
trainers)
 “Participant Activity” (an activity for participants to complete, such as
evaluation)
 “Peer Facilitation Session” (an activity led by participants)
Each has a suggested training plan, including discussion questions.
Saying the Words: Our Whole Lives
The name chosen for this groundbreaking curriculum, Our Whole Lives, carries a great
deal of meaning and power. It asserts the belief that sexuality is intrinsic to our
humanness from before we are born until our final days on this Earth. It energizes our
bodies, brings us to learn about ourselves, draws us to others, suffuses our spirits, and
informs our actions. Our knowledge, comfort and understanding about sexuality evolve
throughout the many phases of our lives, as we grow, learn, and change with time.
This comprehensive sexuality education program has been created in five different
modules to coincide with the peak transitions in physical development, sexual
awareness, and life experience we encounter as human beings. Whenever you are
presenting information about the curriculum, referring to it, teaching it, or discussing it
with others, please avoid using the acronym, OWL. Instead, say “Our Whole Lives.”
Group Size
This training workshop is designed for 10-24 participants. Keeping the enrollment to
this size will allow everyone the opportunity to participate fully in planning and
presenting a peer facilitation session.
The Training Environment
Space and Equipment
At the time the training is scheduled, work with the group organizing the training to
make sure the facilities will meet your training needs.
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Check that:
 the main meeting room size is large enough and comfortable (heat, air
conditioning, ventilation), if possible, seek spaces that are large enough to have a
sitting area and an open area for activities that involve movement.
 at least one break out room, preferably two, is available.
 an area is available with tables and chairs (perhaps the room in which
participants will be sharing meals), where teams can sit to discuss their peer
facilitation assignments or study the curriculum and other materials.
 three long tables are available:
 one in the front of the room for training supplies and handouts,
 one at the side or back of the room to hold resource materials,
 one at the entrance to the main meeting room for name badges and other
registration-related items.
 chairs are sturdy, comfortable, and sized for adult bodies.
 there is some alternative seating (e.g. pillows on a carpeted floor) for variation.
You may wish to encourage participants to bring pillows, portable chairs, and
other “comforts of home” to the training.
 light is sufficient, not glaring (be alert to potential problems from strong
backlighting from large windows).
 room-darkening shades are available.
 the location will be free from interruptions by noise or people passing through (if
holding the training in a church on a weekend, check with your host about how
Sunday morning activities will impact your training space).
 logistical support will be provided by your facility host.
 any required equipment will be provided
 TV/VCR,
 easels and newsprint charts (at least two, each, with extra newsprint
charts).
 there is at least one gender-neutral bathroom where transgender participants
would feel welcome.
No meeting space is perfect, but strive to find an optimal location.
On the evening before the training, take a look at the rooms you will be using (if
possible) and do some of your setting up then. Depending on the size of your group, the
available seating and your purpose, arrange chairs in a circle or semi-circle. It’s
important that people can see each other when there is open discussion, and that
everyone in the room is able to see any newsprint charts and TV screens during
presentations. Be sure to save a few empty chairs for late-comers.
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When the day of the training arrives, get to the training room at least an hour early to
check room arrangements, organize handouts, write on the newsprint charts, and
complete any other preparations. Make sure the following tasks are complete before the
training begins:
 room set-up has been checked
 resource table is set up
 newsprint charts are placed on the easel in the correct order
 handouts for each day are laid out on a table in order of use.
Food
The nourishment provided during the training can make all the difference between
having attentive and energetic participants or sluggish and distracted participants. In
planning for refreshments and meals, be sure to allow for a variety of diet preferences
and health concerns. Request foods that are healthful and tasty, with greater emphasis
on fruits and vegetables and less emphasis on sugars and fats. Due to the length of the
training day, think about mid-afternoon and late-night snacks, as well as breakfast,
lunch and dinner. Also, some people will drink coffee throughout the day; if you are
not going to provide a constant flow of this popular caffeinated drink, then identify the
nearest coffee shop in advance and allow time during breaks for “coffee runs.”

Preparation
Training Plan
 Carefully read through this training manual. Call the UUA Children Programs
Director, 617-948-4362, if you have any questions.
 Review the Our Whole Lives curricula for grades K-1 and grades 4-6, including
The Parent Guide and Sexuality and Our Faith components. You may want to pay
special attention to sections that will be used by participants during the
workshop.
 Talk with your co-trainer in advance of the training to work out individual
assignments based on each person’s interests and strengths.
 Create a communication plan to allow you to check in with each other with
questions, concerns, feedback, etc. (Refer to Handout #29, “Co-facilitation
Inventory.”)
 Read background material on selected topics, such as sexual orientation and
gender, parents’ participation and partnership, and child sexual abuse.
 Write detailed notes for each activity you’re conducting. As much as possible,
plan to keep to the beginning and ending times listed in the “Training Schedule.”
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 Rehearse segments you’ve never presented or facilitated before.
 If possible, arrange to arrive several hours before the training to meet with your
co-facilitator for final planning.
 At the start of the training, it’s normal to be a little nervous. Be prepared, but try
to act as naturally and comfortably as possible.
 At the end of each day, review participant comments made orally during
evaluation time or on the “Daily Feedback Form” to gauge the participants’
perceptions and concerns, and to identify aspects of the training that are or are
not working well. Be prepared to address issues during the morning opening
session or earlier if needed. When the weekend workshop is over, review the
participants’ evaluations and discuss the training experience with your co-
facilitator. Learn from what you did well and from the things that did not go so
well.
Materials
Review the “Workshop Materials Checklist” and gather all supplies you need before the
training. There are a considerable number of handouts to be photocopied, including
those needed by the participants as they conduct their peer facilitation sessions. Also,
remember that you’ll need enough “Daily Feedback” forms for each participant for two
days (if you choose to use the form each day).
Obtain any materials you need for the resource table.
If you’ve mailed training materials in advance, check in with your hosts at the training
site to make sure the boxes have arrived.
Setting the Stage for Effective Training
Components of good training have been studied extensively. Each of these components
contributes to the impact of a training activity and, when used in combination, each has
much greater power than when used alone. Major components of training include:
 establishing a positive climate for learning
 presentation of theory
 modeling or demonstration of skills
 practice in simulated program situation
 structured and open-ended feedback
This implementation workshop is designed with each of these components in mind.
A Positive Learning Climate
The first and perhaps most critical step in delivering training is establishing an
environment in which people feel comfortable, safe and motivated to participate. A
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