19 fortnightly sessions
(in school outside of class)
Yes per school
Over 15-20 fortnightly sessions, advocates take part in skills reinforcement activities and groupwork to support them to continue to build confidence to support themselves and others.
These are practical and flexible to meet the needs of different groups and let them set the focus and direction of what they want to learn, know or change.
Groups choose one of two formats to balance learning and reinforcing skills with planning and organisation meetings:
1) Meeting weekly and alternating skills sessions with regular meetings
2) Meeting fortnightly and splitting the time in half to cover both skills and regular meetings
In regular meetings, a Chairperson will lead the group to discuss, decide and plan events, focus groups or other action research, resources, training and other activities within their school and community.
These groups have changed massively since they were pasrt of our foundation programme when we launched in 2013.
These are reviewed each year to create a 'bank' of sessions advocates can choose from each term to meet their training needs
(and issues they are seeing or dealing with).
They are co-designed and practical with opportunities for discussion and groupwork embedded within them and include:
- Building the team
- Understanding SnS
- Public Speaking & Assemblies
- Bullying 101 refresher
- Self Care
- Tools Update
- Project Planning
- Standing up online and off
- Courageous Conversations
- Self Talk
- Help seeking
- Rumours and backstabbing
- Homophobic/Transphobic Bullying
Modules are also supported with follow up discussion in online groups or through additional activities, resources or collaborative docs.
Our High School Advocates want to take greater ownership for their training and for how their groups are run.
Each group choosing a format that will work best for their school means they can work out what is right for them and their school.
International research is really clear that when young people are actively involved in decision making, the outcomes are better not only for us but also for getting our messages across to other students.
It works because our groups know that they are responsible for making things happen. They also have great support from their School Champion and Community Facilitator.
Regular reflection on how things have gone and how we can do things better next time support groups to improve and grow.