Embedded Files
Session overview
Session overview
Session Five builds on the idea that, among the good people in the world, there are also some who proactively identify those they can influence for their own gain, and to further their own ends. The choices these particular people wish to drive us to make can create significant risk to the futures of those they involve.
It’s often the case that people apply a flawed model of unethical behaviour because they think it simply follows that ‘bad’ people do ‘bad’ things. However, with the exception of those people who deliberately set out to manipulate or exploit others (which is actually quite rare) it’s more often the case that ‘wrongdoing’ is done by the people closest to us. This of course, is not because they are inherently bad, but rather more the case, that in any particular moment they may be preoccupied, consumed by something in their own lives, or simply fail to recognise the significance of our particular needs at that particular time. Therefore what is perceived as ‘bad’ on our part is really only thoughtlessness on theirs or a simple misunderstanding of what we might need from them. The trouble with this is that, in response, we can very quick to condemn those closest. After all familiarity, as the phrase goes, breeds contempt.
Young people in particular, can be vulnerable to ethical missteps because they are often naive and may not see the ethical aspects of situations they confront. If, for some reason, they also don’t receive the necessary guidance from those closest to them, for whatever reason, it can lead them to reject those trusted people in favour of less well-known connections whom they perceive to be more like them, more attuned to their needs and therefore a better option (such as their peers and increasingly online or less well-known peers).
Scenario-based ethics training is therefore valuable in sharpening young people’s ethical sensitivity. This is what happens during the course of the Choices Programme. By studying the situations and dilemmas that the characters in the story face, this can help to (1) increase their awareness of the ethical issues they may confront in their relationships with others, (2) identify ethical situations when they occur, (3) learn how to properly analyse and resolve ethical dilemmas, and (4) make sound ethical decisions and implement them effectively into their lives. Session Five therefore deliberately introduces the notion that despite the people closest to us seemingly act ing badly, this shouldn’t be confused with ill-intent and it shouldn’t drive young people to seek solace in more distant, unfamiliar and unknown connections they have.
KEY TAKEAWAY:
The point of this is twofold. Firstly, it acts as a precursor to Session Six, which examines the more serious impact of influence in terms of how young people can be groomed to engage in certain negative behaviours; and secondly to prepare them for Session Ten, where students will examine their own networks and how to distinguish between influence and trust.
A. Key takeaways
A. Key takeaways
That others can use those needs to convince you to do things you wouldn’t normally do
Able to analyse situations and think of best action and how others are attempting to influence their decision
B. Resources required
B. Resources required
All resources can be found at the foot of this page
❏ Teacher notes for Session Five
❏ Checklist for Session Five
❏ Slide pack for Session Five
❏ Worksheet(s) for Session Five
❏ Sticky notes
C. Terminology introduced
C. Terminology introduced
Please note any new terminology used and share it with Lime with as part of this pilot.
Starter activity: The story so far...
Starter activity: The story so far...
Students have invested a lot of time in Ella and her story already but it’s essential to now review what’s happened so far, particularly in light of what they have already learned and the nuances that they now may see in the story. This activity should help them to differentiate between the positive and negative behaviours of the characters and, moreover, begin reflecting on similar encounters they have in their own lives.
FACILITATOR TIP:
Before you begin, recap and review ground rules as a class.
Discuss any rules created which worked well, together with any that didn't work - do they need to change? Make amendments if needed. Ensure students are clear why ground rules are used and why they are so important.
EXPLAIN:
Students should quickly review the first three episodes of Ella’s Story, trying to put themselves in Ella’s place and finding one or two examples where the interactions with others were positive or negative. At this stage, they should not attempt to think about the context of those actions nor interpret why characters might have acted in a particular way, but simply and objectively pick out examples of positive and negative actions.
These should be captured on sticky notes for all students to see. Examples are included below, but encourage students to find and comment on their own.
EXPLAIN:
Last time we looked at the psychological needs that can play a big part in how we choose to react to others and the situations we encounter, as well as the actions we then take in response. Building on this we’re now going to try to empathise with Ella’s situation, finding examples of when people treated her well or not so well.
Activity one: Who are they?
Activity one: Who are they?
Students will now debate the following questions, wherever possible using the source material they have researched to back up their points.
EXPLAIN:
We are going to work through the material you have prepared for each of the characters you've been looking at but we are also going to think about the intent that sits behind each interaction.
ASK:
Is Samira a bad person?
Why?
What evidence is there of this?
Why might Ella think so?
ASK:
Is Leah a bad person?
Why?
What evidence is there of this?
Why might Ella think so?
ASK:
Is Ella's Mum a bad person?
Why?
What evidence is there of this?
Why might Ella think so?
Activity two: Ella's story - Episode four
Activity two: Ella's story - Episode four
Students should read through the fourth and final episode of the interactive story, which can be done either individually or alternatively as a whole class guided reading. As they did do? so, they should think about the decisions Ella is making and try to link these to her state of mind. Ella’s inner monologue provides some useful clues to the circumstances that might be driving her decisions and how these have led her to the choice she now faces.
Read Episode 3 again and then, as pupils read through Episode 4, they should specifically focus on Leah, Samira and Ella’s Mum, but now consider any intent behind their actions and why they might be acting in apparently contradictory ways.
Encourage them to note the events they feel are important and their opinions on why to discuss as a class.
ASK:
What motivates the characters to act in the ways they do?
Let’s start with Samira…
Why might Samira be so negative about Ella’s new friendship with Leah?
EXPLAIN:
Samira gives good input into Ella's conversation with Kwan, the kind of impartial advice that any good friend might provide so why does Ella push back? She would normally be friendly with both Samira and Kwan, why does she act towards her inner circle in that way? (effect of influence, destabilisation from previous support groups/friends) Why does Ella walk off, and not even debate it, or agree how she can allay Samira’s fears? Try to link this back to the last session on basic human needs.
ASK:
Let’s move on to Ella…
Leah buys Ella gifts, encourages her to be confident, helps her - this makes her a good person, right?
ASK:
Why is Ella asking herself that question? Does she instinctively feel all is not as she might first have thought? Is she listening to her inner self?
Leah calls and tells her the ‘Label’ likes her photos, and to go to an address in an hour. Is Leah acting like a friend, and offering an opportunity, or coercing her to do what she wants? Is she a good person acting badly, or a bad person?
We may not know the end result, but what do her actions and way she is speaking suggest? Is she speaking, or strongly trying to influence?
SHOW:
Come on Ella, get with the programme, do I need to spell it out? (Slide 10)
ASK:
What do you think she is spelling out? What is she suggesting?
Is this a friend trying to help, strong influencing, or simply coercion?
Why does Leah appear to be so nice but later seems to be asking Ella to do things that she’s uncomfortable with?
ASK:
And lastly to Ella's Mum;
Where does Ella’s Mum fit into all of this? She had seemed dismissive of Ella’s interests - this makes her a bad person, right?
If she’s not a bad person, why would she treat Ella like this?
Why does Ella not share how she’s feeling with her Mum?
FACILITATOR TIP:
Encourage students to back up their opinions with evidence from the story
Plenary: Good people?
Plenary: Good people?
Students should have begun to recognise that, like in many instances in life, things aren’t always as clear cut as they might first seem. This is especially true in terms of relationships and the fact that young people have a tendency to quite naturally seek out people that look the same as them over and above those that probably know them best or are best placed to support. This is compounded by their current set of circumstances, the destabilisation that will undoubtedly be felt as a result of transition and their heightened need to want to find where it is they belong. It’s therefore important to help them understand that, while there are undoubtedly people in the world that do look to exploit or manipulate young people, these thing are rare; and while they should be equipped to deal with such situations should they encounter them, they should also be able to recognise when the people they trust appear to act badly, this doesn’t necessarily signal ill intent. Over subsequent sessions, these ideas will be explored in greater detail.
EXPLAIN:
We’ve seen that sometimes good people act badly and sometimes people appearing to be acting in our best interests have a different, often hidden, intent. The point is, it’s not always obvious.
At the end of the story, Ella is at the door, deciding whether or not to go into a place where she does not know what is going to happen, where the choices of her future might be decided for her, and she is listening to two views in her head, Samira and Leah.
Which one should she listen to, why? (e.g. who is/should be in her inner circle)
Bring out that much of Ella’s self-dialogue revolves around questioning Leah’s intentions. Is it hard for her to decide a best course of action on her own and if so, who should she turn to for advice in these moments? Who can we trust in these circumstances?
Finally, explain that students will explore these themes and discover their own answers over the course of the programme and particularly during the second part
Delivery resources
Delivery resources
LIME Choices Y7 Session 5 Checklist (V02 05-12-21).pdfDelivery checklist
LIME Choices Y7 Session 5 DP Slides (V02 08-12-21).pdfSlides (PDF)
LIME Choices Y7 Session 5 DP Slides (V02 08-12-21).pptxSlides (PowerPoint)
How to access Ella's story on handheld devices
How to access Ella's story on handheld devices
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