LIFE SKILLS EDUCATION TOOLKIT FOR ORPHANS AND VULNERABLE CHILDREN IN INDIA• 31
- Put some problem statements in a box. Divide the children into groups of four. One pair will do
the conflict role play. The second pair will ‘shadow’ them. For the ‘shadow’ pair, each will stand
behind one of the role play pair and call out “stop – think – act” as the conflict situation
evolves. In this way, the children will get a chance to see how a conflict transforms itself into a
positive resolution. The children must use the stop – think – act steps to resolve
the problem.
For example,
A has called B a thief after his/her watch was found to be missing.- A and B enact the conflict situation.
- A’s shadow C will say: “Stop! Have you checked the facts? Where was B when this happened?”
- B’s shadow D will say: “Stop! Tell him how you feel using an “I” statement.
Practice and give prompts, so the children can see how it works. Encourage them to try different
solutions.
- Some problem statements are:
A father beats his 15-year-old child for some wrong behavior;
A friend goes to see a movie and lies to his or her parents. You tell the truth. The parents find
out and want to know what has happened;
Your best friend has found a new friend to be with. You are ignored and feel hurt;
Your friend insists that you stole his pen;
Your parents ask you to help at home when your brother who was supposed to do the helping
is playing;
You lend some money/book to a friend, but the friend does not return it;
Your friend invites you to go out, cancels and then asks someone else without telling you;
A young person teases someone who has a squint or is from a certain caste;
A friend teases a girl whom you know, and you do not like it; and
A husband beats his wife whenever she does not obey him.
Tips for the facilitator- The activity can be broken into two sessions and practiced among friends.
- Arm wrestling game was used to explain win-lose and win-win situation.