Teacher Resource Pack

CONTROL FREAK TEACHER RESOURCE PACK oto Fek xlrs h cneune o salsae otoln bhvor ad empowers and behaviours controlling small-scale students to develop anawareness oftheirresponsibilities towards of buildinghealthy relationships. consequences the explores Freak Control and passionate –shefindsherself boyfriend trapped inanabusive relationship. beforewearingHowever, is out. go they loving overly an just more than herself with finds soon she It starts with small things like checking her text messages and suggesting she change the clothes she start to change. get any better, they are happy and there is nothing to complain about. At least for now. Slowlycouldn’t things likeit Lifeseems Brenn. boyfriend, her with love in madly and young is she Gemma, Meet SYNOPSIS OFCONTROL FREAK please process, evaluation in-class anonymous completely simple, this in participate to you encourage We intent. behavioural and attitude that knowledge, student’s impact on the has determine incursion our to surveys student post and pre in participate to schools invites TRG Teacher Note: and after theirparticipation inthe TRGTheatrical Response Groupperformance “Control Freak”. before,during learning students’ your support to need you containseverything pack resource This amongst young people. interactive an Theatre session Controlfor is FreakForum healthy relationshipsexploring Years 9-12 receive materials. thenecessary “As tears fall fromherface shebegins to sway, Love shouldn’thurtthisway.” CONTROL FREAK (Dianna Rasmussen) contact us to to scenarios to problem solve andwork towards developing healthy relationships. relationship. Control Freak explores these skills and supports the students in using them in practical The practical pro social skills of respect and empathy are at the core of developing a healthy, respectful Respect andEmpathy with allpeopleisanessential skillthat Control Freak seeks to develop. interactions healthy maintain and develop to ability the and ones, romantic just not relationships, of forms all in exist can relationships Healthy trust. equality,and respect,compromise on built are that relationships – future the in relationships healthy form to skills and knowledge students’ the Controlcoreworkwith The our guiding principal healthyFreak a is relationship. develops show The Healthy and Unhealthy Relationships relationships andwhat happenswhentheseassumptions are not realisedin reality. in women and men of expectations thehigh students’ explores Freak Control women. towardsbehaviours highlights violence domestic of prevention correlation between sexist and primary patriarchal attitudes towards women the and the perpetration into ofabusive research Contemporary Gender Roles andExpectations speaking for you, isanintegral partofsupportingthe students indeveloping healthy relationships. as constant messaging, reading personal information without permission, controlling what you wear, wanthaveor toawarenessdo an Raising happen. behavioursthese of amongst youngsuch people, didn’t they something doing into someone manipulate and power of balance equal an upset that controlling behaviours. Behaviours that are intentionally, and sometimes unintentionally, perpetrated The central element of healthy and unhealthy relationships explored in Control Freak, are small scale Small Scale Controlling Behaviours to stop thecycle ofviolence. issueatan this address need to real is a educational level to support young people embarking on their There own relationships families. and familyand starting lives and first married, their starting getting are jobs, people real when period a age, of years 34 and 20 between aged are violence our Prime Minister to describe it as a national disgrace. Up to 49% of victims of family and domestic 63 women in Australia were killed in 2015 as a result of domestic and relationship violence, spurring Domestic Violence: ANational Emergency KEY CONCEPTS engagement whentaking partintheperformance itself. and understanding their to enhance help also will section this in activities in-class the of more or are they what about students going to see to on performance talkday. you Introducing studentssuggest to the we key conceptsperformance of the show the through one to up leading days the In KEY CONCEPTS

CONTROL FREAK - TEACHER RESOURCE PACK Creative Thinking’ branchesCreative oftheseGeneral Capabilities. Thinking’ and Capabilities’, ‘Critical Understanding’, ‘Ethical Social and and ‘Personal the in building skill and addressing in students and teachers supports program Our schools. Australian for (2008)as priority high a Young Australians for Goal’s Educational of Declaration Melbourne the from emerged Curriculum’s‘General TheCapabilities’ section. ‘Generalthe of new curriculum Capabilities’ section in participating Through issues. these processes, students confronting will be exploring and developing and a myriad of skills outlined in complexthe National about discussion vigorous in students engage to designed are pack resource this in activities the and Freak Control of performance The health, to emotionalself-regulation, andsocialriskmanagement. themes and issues that the syllabus covers, from building positive relationships, physical and mental Health and Physical Education syllabus. This performancethe andof thebranch relatedHealth’ activitiesCommunity exploreand the Social, ‘Personal,many 10 and Year9 the of component core a is Western Australian Syllabus the and Australian National Curriculum. The theme of of healthy relationships elements key two to respond pack resource this in activities related the and Freak Control CURRICULUM LINKS FOCUS QUESTIONSFORDISCUSSION The following activities canbe completed inthe days/weeks leadingup totheperformance. SECTION 1:PRE-SHOWACTIVITIES Think Pair Share–Discussion Discussion students’ current perspectives andassumptions onthe topic. of understanding clear an activity, developing diagnostic a as seen be should This below. Working with your class, support them to engage in discussion centred around the questions Instructions Learning Outcomes: and learningstyles oftheclass.Example options include: needs the to catering ways, of variety a in approached be can questions focus above The 4. 3. 2. 1. 8. 7. 6. 5. 4. 3. 2. 1. • • • Pairs are called uponto share theirthoughts withthegroup. Students pair up anddiscusstheirthoughts, addingto theirnotes. They are given 1minute to thinkindividuallyaboutthe question andmake notes. Students are presented withonequestion at atime. Is aworld withoutdomestic violencepossible?How could we achieve that? Does society expect that samethingsfrom menandwomen? Why/why not? Why doyou thinkdomestic violenceoccurs? What causes people to beabusive? How common isdomestic violenceinAustralia? like? look/feel/soundis does manipulated?What being areyou when know you do How How isabuseusuallyperpetrated inaromantic relationship? What isanunhealthy relationship? List five (5) key elements. What isahealthy relationship? List five (5) key elements. and beginto raise theirawareness ofwhat aunhealthy relationship looks like Students will develop an understanding of the key elements of healthy relationships and theimpactitcan have ontheirlives Australia in violence domestic of severity and prevalence the explore will Students of healthy relationships intheir contemporary society understandings social and peer own, their reflect on and engagewith will Students

CONTROL FREAK - TEACHER RESOURCE PACK hearted physical activitythat putstheminapositionof power andapositionofdependence. patterns ofthinking and allows for dynamic learning styles. Students will engage in a quick and light personal and control, power around discussion to generate experience of this control and used its relation activity to a social an setting. The is activity challenges student’s hand habitual the Follow FOLLOW THEHAND Instructions Set Up: Learning Outcomes: Expert Groups –Written andDiscussion Dot Point Response –Written teacher, to beusedinafollow upactivity after watching theperformance. the larger for demonstrating class, whole group their new expert knowledge. Their answers the should be recorded and collected by the for findings their share then groups The 5. 4. 3. 2. 1. • • • • • 2. 1. 3. 2. 1. A andBswap roles after 2minutes. all times. B’s objective is to keep the same distance (5cm) between their nose and A’s hand at A isto take Bonajourney through thespaceby leadingthemwiththeirhand A placestheirhand5centimetres away from B’s face. Students labelthemselves AandB Place students inpairs A clearandempty space. Students will create a catalyst from which to discuss power and power relationships their lives in power of understanding personal and self-awareness their extend will Students Students willdevelop avisceral andimmediate experience ofpower relationships and factual responses to eachquestion. Groups are then given time to research their questions in detail and prepare specific groups. Students are split into small groups (3 – 5) and the questions are divided up between Students are asked to share someoftheirideasfor eachquestion. issues. to reflect honestly on their own personal experiences and/or understandings of the students allow to given be should thought for time and work individual on focus A in response to eachone. Students are given the list of questions and asked to create three key dot point ideas TYPICAL GENDERPROFILES Discussion Instructions Learning Outcomes: Discussion relationships to theirdaily lives andthen to abusive relationships. students lead to relate should power discussion the powerrelations. of and The extension activity the of experience own their recognising in students assist should discussion The 3. 2. 1. 7. 6. 5. 4. 3. 2. 1. • • • • • • How well doyou fitinordiffer from thetypical character profile of your gender? Where do these assumptions of different genders come from? Can they be changed? How dothecharacter profiles compare and contrast? Why do you thinkthat is? compare. and other each with profiles character their share should groupscompleted, Once group own their of gender the on profile character a completing by process the Repeat Then list three (3)examples ofroles modelsthischaracter would lookupto Students addfive (5)thingsthat thischaracter would look for inanidealpartner traits to theimage Groups then create an image of this character on a large sheet of paper and add the person ofadifferent gender. Each group is to then create a list of five (5) character traits that describe a common Students work insmallgroups according to thegender they most associate with. behaviour withinrelationships their and assumptions gender between correlations identify to begin will Students Students will increase the knowledge of the expectation others have of their gender about assumptions gender andsocietal roles. preconceived the of understanding an develop will Students trust, behaviours, controlling scale to small link activity compromise, link andrespect? this does How Can you thinkofareal life example where that power play exists? Which didyou prefer, leadingorfollowing? Why?

CONTROL FREAK - TEACHER RESOURCE PACK RELATIONSHIP STORYBOARD Discussion that those and school, represent at relationships that would like to have relationships (usediscussionquestions below). current represent that stories the contrast and Groups should present their storyboards to the class and engage in discussion that compare be drawn, written ascould scene descriptions, createdIt on thecomfortable. computer, most made feelsinto a screenplay,group the etc anyway in created be can storyboard The The storyboard shouldconsist ofat least eight (8)scenesthat includethefollowing things: attheir relationship scene a typical (1) school, andthen(2)anidealhealthy relationship by that they would like. represent (scene that storyboards film) story/short two short construct a of to breakdown are students groups, small in Working Instructions Learning Outcomes: • • • • • • • • • • • • • • • A moment aloneinprivate A moment hangingoutwithfriends A fight between thetwo A day whenoneofthemfeels stressed orsad A conflict where thetwo want different things A happy day intheirrelationship What was itlike whenthey first started dating? How thecouple met a healthy relationship? How can you support people stuck in an unhealthy relationship move towards having What elements of your ideal relationships are healthy? Which are unhealthy, if any? actually happensinreal life? Why/why not? this think Do you relationships? ideal the in handled fights and conflicts were How How are thecurrent andidealrelationships different? Why? and compromise empathy,creativity,of taking perspective skills pro-social the explore will Students expectations andthechallenges involved inahealthy relationship Students will begin to generate an understanding of the complexities of relationship expect inarelationship peers their and they,themselves, what of understanding an develop will Students there isnodesire to change theendingof crisispoint, nosolutions can becreated. audience the in existing change’for ‘need if a - on restsTheatreForum it. with engage who people needsand the by is driven Theatre Forum demands of its audience, being a flexible and ever changing show that reflects the responses ofthe solutions. build to show the the in for platform engaged a community creates it rather solutions; and answers give to aim NOT does Theatre Forum whatever form that may take. a community, in oppression combat to aims Theatre Forum ideas. those implementing practice to real in the a medium as change and social ideas resolution conflict enact new catalystgenerating a to as acts Theatre skills Forum world. and ideas develop to is Theatre Forum of objective The What isForum Theatreaimingto do? their ideasoutonstage anddiscussthesuccessorfailure ofeachoption. play to chance a have also will audience the of Members scenes. for ofthescenes. play, endings new generating theimmediacy developed into action on stage. The audience in will influence and re-direct the course generating of action for the help, exist for ideas their get to dialogue probingvarietyquestions and of a Jokerin engageaudience The will the audience that actors the change to of for turn will options company ‘Joker’ canvassing the The and that needed desperately here audience. is discussion change is where the It point, crisis characters. a and the in end for who stage that one scenes of the the play short being ‘Joker’, between a present the discussion called person the a by facilitates hosted are performances Theatre Forum How doesForum Theatrework? people’s dailylives. in differences positive make to hope a in relations power deconstruct and change social create to the choices the characters make and providing new options to create alternate outcomes. It is a tool The style of theatre is interactive and revolves around the audience participating in discussion about for change. options generating and oppression of experiences down breaking by disempowered the empower South America to rise up against their oppressive governments. The objective of Forum Theatre is to of the Oppressed. It began as a social revolutionary movement to empower the citizens in Brazil and ForumTheatre styletheatrea of is developedBrazil in Augustoby throughBoal form his Theatreof What isForum Theatre? FORUM THEATRE engage effectively withtheperformance. Beforeshow,the followingthroughgothe informantionyoushould best scaffold to the students to SECTION 2:DAY OFSHOW

CONTROL FREAK - TEACHER RESOURCE PACK related to domestic violenceand/or mental health. anyissues encourageappropriatewith and strugglingarestudentsseek toprofessionalthey if help Jokerthe summarizekeysession will the the this resourceof concepts pack identified in end At the outdifferenttry strategies and rehearse new tactics forchange. dialogue, exploring their ideas related to healthy relationships someof and potentially join actors of stage of to a in engage to audience and playbacks the for chance the create will Joker discussion play. The the from group scenes pivotal interactive the an be will session Company, exploring the of the TRG society. remainder The by in contemporary violence domestic aperformance The of agreed. consequences will been involve and has prevalence what the session complexity, on the of depending minutes, 90 minutes or 25 60 first either for run will session The How willtheForum Theatresessionwork?

COMPARE ANDCONTRASTRELATIONSHIP STORY BOARD TO SHOW IN-CLASS ACTIVITY: FOCUSQUESTIONS SECTION 3:POST-SHOW ACTIVITIES Learning Outcomes Instructions Learning Outcomes: • • • 7. 6. 5. 4. 3. 2. 1. • • • how to combat them. small scale controlling behaviours in their daily lives, along with an understanding of gainknowledgeStudentstorecognisewill the prevalence the consequencesof and academic context and personal a in relationships healthyunderstanding of their extend will Students they have gained from thesession Students will develop their skills of critical reflection and identify the new information everyone agrees on. class the themselves, amongst cometogethershould tocreate narrativeclass a healthy a ideal of relationship that discussions these completed have groups Once not like inyour relationships. would you and unhealthy were think you do relationship their of elements Which you would like inyour relationships. elementsWhich relationshiptheir of do think you were healthy and somethingwas ofyour ineither also are relationship storyboards. Gemma’s and Brenn of elements What Groups shouldfocus onthefollowing: to theperformance withtheevents ofBrenn andGemma’s relationship. Working in small groups, students should compare the storyboards they create prior moments where you observed unhealthy behaviours. and key relationship their in moments Identify Control Freak. key from relationship As a whole class, students should create a dot point timeline of Brenn and Gemma’s growing healthy and in creating skills their relationships intheirlives. develop to continue will Students weaknesses intheirown community, drivingtowards creating options forchange Students will develop their critical reflection skills and work to identify strengths and relationships,and how they are developed intheirown lives unhealthy and healthy of understanding their extend will Students

CONTROL FREAK - TEACHER RESOURCE PACK STAGES OFCHANGETABLEAUX (DRAMABASEDACTIVITY) Instructions A clearspacefor allstudents to stand andmove around infreely Set Up Learning Outcomes of experiences these issues–they are notalone. similar have may peers their of many that see students help also should Thediscussion strategies. with coping on placed along be strategies should support preventative focus developing The discussion. classroom generate to used be should they studentsOnce questions these and/orhave about write think theirtime to responses, had Discussion Instructions 1. • • • 3. 2. 1. class shouldcreate atableau ofthe following scenes: The with. begin (frozen to tableaux images) class whole creating by begin Students and skillsto make direct socialchange intheirschool generate and ideas session the from developed skills new their utilise will Students along withcognitive discussionandgroup dialogue images, and body their using solving, problem of way new a explore will Students relation to unhealthy relationships intheirschool environment Students will develop a practical and self-driven understanding of problem solving in Continue withthe following questions: the changes they noticebetween thetwo sets of responses. Hand out for their previous responses to Questions the questions and ask the “Focus students to highlight the from questions of listDiscussion” inSection1andasked to write dotpoint answers for eachquestions. the given be should Students • • • • • • • representation) abstract into (moving Anger Holiday inBali healthy can play apartinthisissue? developing in friends How do you think gender yourstereotypes and rigid role expectations and in relationships yourself support relationships inthefuture? you can How violence from ournational story? domestic removing towards work people, young of group a as you, can How Why dopeopleperpetrate domestic violence? Why doyou thinkdomestic violenceissoprevalent inAustralia? • • Bullying Airport WHOLE SCHOOLAPPROACH Instructions Learning Outcomes taken onthat can leadto real changes around theseissues. be can that tasks achievable practical, the and violence, domestic from free society a and towardsout rippling and healthycommunities. benefits Highlighttheir of the relationships students, the within change for need the developing around focus should discussion The Discussion 4. 3. 2. 1. • • • 3. 2. 6. 5. 4. complete, andset adeadline for eachoftheactions. endeavour make list, ordering will the then action they tasks should an to class The identify whichoftheoptions are possible toachieve. and ideas their share should class the worksheet, the completed have they Once remove domestic violencefrom oursociety. ultimately and reduce to context school the players/frameworksof the of each by diagram, the made of students writeachievablebe thatsection can actions each In attached the complete to areworksheet SchoolApproach “Whole to Healthy Relationships”. students individually, or groups small in Working and violence unhealthy relationships. domestic by generated oppression the reducing towards work and community their theirschool within makers change be to potential their explore will within Students changes of possible areas identify community to promote respect, empathy andhealthy relationships. to begin will Students in combating unhealthy relationships has community school recogniseroletotheir ability the develop their Studentswill relationship, andonedemonstrating anideal,healthy relationship unhealthya demonstrating very floor. one create two tableaux, should group Each Now split students into smaller groups, and ask them to find their own space on the one addingto thescene.Students shouldreset after completing eachimage. first frozenthe the with element of by one image the the students join then image, To scaffold the process, build the image one student at a time. The teacher can start unhealthy relationship into ahealthy relationship. transforman to required steps linear of list a with end should group Each process. have created and create a list of the changes needed to go through each step of the The final task is to isolate the difference between each of the six tableaux the groups the schoolwithunhealthy relationships to theschoolwithhealthy relationships. The next task is to create 4 more tableaux that represent the journey of change from the change andremove unhealthy relationships from aschoolorculture? make to taken be to need steps What relationship. healthy a intotransform could relationship unhealthy an how groups their in discuss to asked then are Students .

CONTROL FREAK - TEACHER RESOURCE PACK

I D

M P

I T Y

R O

A C

R T

N C

D L

U U

T M S

A L

A C

H I C E N R I R S P WHOLE SCHOOL APPROACH TO HEALTHY RELATIONSHIPS HEALTHY TO APPROACH SCHOOL WHOLE Supports menandboys whoare dealingwithfamily andrelationship difficulties Mensline Australia 12-25 year olds.Many branches inlocal areas. The National Youth Mental Health Foundation providing early intervention mental healthservices to Headspace Counselling for children andyoung peopleaffected by abuse Australian ChildhoodFoundation Telephone counselling for children andyoung people Kids HelpLine experienced, orisat riskof, has family anddomestic violenceand/or who sexual assault. Australian any for Line Counselling Violence Domestic & Family Assault, Sexual National 1800-RESPECT A national supportlinewho can helpput you in contact in withacrisisservice your State. Lifeline DOMESTIC VIOLENCESUPPORT • • • • • • • • • • • www.mensline.org.au Ph:1300 7899 www.headspace.org.au www.childhood.org.au Freecall: 1800176453 www.kidshelp.com.au 1800 55 www.1800respect.org.au 1800 737732 www.lifeline.org.au 13 1114 LINKS ANDSUPPORT

CONTROL FREAK - TEACHER RESOURCE PACK How Police can helpinadomestic violence situation includingpoliceand restraining orders. Western Australian Police Advice andresources from theState Governments’ Department ofChildProtection Department ofChildProtection and Family Services to ensure that allwomen andchildren live free ofdomestic and family violence WAA organisation committed improving to the children society. and in status of women seek They Women’s Councilfor Domestic and Family Violence Services imbalances that leadto violenceagainst women andtheirchildren power and behaviours culture, the in change nationwide drive to established been Watchhas Our Our Watch it keep healthy andrespectful to for teens, parents and teachers. how technology; and action bystander sex, gender, relationships, about talks Line The The Line women andgirls,promote gender equality, healthy relationships andanew visionofmasculinity White Ribbon is the world’s largest movement of men and boys working to end men’s violence against White Ribbon DOMESTIC VIOLENCEINFORMATION ANDRESOURCES LINKS whichcanviolence services beaccessedby thelinkbelow. domestic of number a providecapacity. They and with resilience their cope building by life to of challenges communities the their and families people, supports which profit for not a is Anglicare Anglicare WA Support groups andcounselling onrelationships, and for abusive andabusedpartners. Relationships Australia • • • • • • • • • www.police.wa.gov.au/Your-Safety/Family-and-domestic-violence www.dcp.wa.gov.au/CrisisAndEmergency/FDV/Pages/FamilyandDomesticViolence www.womenscouncil.com.au www.ourwatch.org.au www.theline.org.au www.whiteribbon.org.au www.anglicarewa.org.au/relationships/domestic-violence www.relationships.com.au Ph:1300 364277 and children safe. women and behaviour keep their take them responsibility for help will interventions that to access greater have men more that ensure to programs behaviour men’s innovative and new designing Specifically, violence. of family types of all reduction the for working organisation profit for not A Violence Free Families and tips, resources and brochures. developing by impact its and neglect and promoting effective prevention abuse strategies and programs. The resource child hub provides a large range of of awareness public raises NAPCAN NAPCAN (NationalAssociation forPrevention ofChildAbuseandNeglect) • • www.violencefreefamilies.org.au www.napcan.org.au

CONTROL FREAK - TEACHER RESOURCE PACK