boys 4real · maintaining a healthy, balanced lifestyle is crucial to a boy’s learning at this...

Preparing boys for the road ahead

BOYS 4REAL

FAMILY CHAT-TIME

Boys 4 RealTM is presented by YWCA

Vancouver in partnership with the Vancouver

School Board and the University of British

Columbia’s Learning Exchange.

ywcavan.org/boys4real

YWCA Vancouver is a registered charity, providing a range of integrated services for women and their families, and those seeking to improve the quality of their lives. From early learning and care to housing, health and fitness, employment services and leadership, YWCA Vancouver touches lives in communities throughout Metro Vancouver.

These assets positively infl uence the choices of young people

and help them become caring, responsible adults. The more

assets that young people experience, the less likely they are

to make inappropriate choices and indulge in risky behaviours.

Understanding the Developmental Assets will help you support

your son in his transition to high school. For your reference, a

Developmental Assets poster is included in your Family Chat-time

information package.

During the Boys 4 Real program, your son will participate in seven

of the eight modules. The modules will help develop his sense of

support, empowerment, boundaries, positive values, constructive

use of time, commitment to learning, social competence and

positive identity. After each weekly session, we encourage you to

talk with your son about topics covered in the Boys 4 Real program2.

For your reference, we outline the Developmental Assets and

learning objectives covered in each module. We also include a list of

questions that you can discuss with your son.

Talking with your son each week about the topics in the Boys 4 Real

program will support his learning and development, show your

interest in his experiences, and help you understand the challenges

he faces in his transition to high school.

Parent participation in the Boys 4 Real program is integral to

achieving the program goals.

FAMILY CHAT-TIME Discussion Guide

The information you receive in this guide and the Chat-time

session will help you communicate more effectively with your son

about the issues he faces in his transition to high school.

Boys 4 Real TM was developed by YWCA Vancouver, in consultation

with the Vancouver School Board and the University of British

Columbia’s Learning Exchange. Boys 4 Real is a fun and interactive

program specifi cally designed to help Grade 7 boys in their

transition from elementary school to high school.

The program’s goals are:

1. Promoting self awareness and self esteem amongst boys

2. Encouraging mutual respect between boys and girls as equals

3. Encouraging boys and girls to work together to assume responsibility for social and community issues

The curriculum for the Boys 4 Real program is based on research

related to the development of adolescents and incorporates activities

to build the Developmental Assets of Grade 7 boys. Developmental

Assets1 are concrete, common sense, positive qualities essential to

raising successful, happy and fulfi lled young people.

The Developmental AssetsTM are divided into eight categories

as follows:

• Support

• Empowerment

• Boundaries and Expectations

• Positive Values

• Constructive Use of Time

• Commitment to Learning

• Social Competence

• Positive Identity

TM Boys 4 Real and Welcome to My Life are trademarks of YWCA Vancouver.

1 Search Institute www.search-institute.org/assets

2 In the last part of each session the boys collaborate in a Community Service Learning Project with

Grade 7 girls from the Welcome to My LifeTM program.

Module 1 KICK OFF

This module kicks off Boys 4 Real with a fun and active approach.

It explores the central themes of choice, challenge and change

and provides a great opportunity for boys and leaders to get to

know each other and to agree on guiding principles for responsible

behaviour throughout the program.

DEVELOPMENTAL ASSETS

Positive Values – Caring (26)

Boys will place high value on helping other people

Positive Values – Honesty (29)

Boys will tell the truth, even when it is not easy to do so

Positive Values – Responsibility (30)

Boys will accept and take personal responsibility

After this session, the boys will:

• Have new insights into the attributes and interests of the other boys and the facilitators

• Have a common understanding of guiding principles for conduct throughout the sessions

• Have an initial understanding of the themes of Choice, Challenge and Change

Questions to discuss with your son:

• What are you excited about learning?

• Does anything in the program make you nervous?

• What type of activities did you do today?

• Who is in the program with you?

• What are the leaders’ names?

Module 2 STAY STRONG

Maintaining a healthy, balanced lifestyle is crucial to a boy’s learning

at this stage of development. Module 2 introduces the boys to

the idea of holistic health and includes lots of fun games, cooking

activities and advice on how to make healthy choices. The boys will

learn lots of practical ways to stay healthy and have fun.


Social Competencies - Resistance Skills (35)

Boys can resist negative peer pressure and dangerous situations

Positive Identity - Personal Power (37)

Boys feel that they have control over “things that happen to me”


• Refl ect on factors in society that impact on maintaining a healthy lifestyle

• Evaluate personal practices that impact on a healthy lifestyle

• Increase their ability to maintain a healthy lifestyle


• What was the most interesting thing you learned today?

• What changes could we make as a family to live a healthier lifestyle?

• What could you choose to do differently to be healthier?

• What activity was the most fun?

Module 3 ANALYZE THIS

In the 21st century, media has become a central part of our lives.

Analyze This teaches young people to lead healthy, responsible,

independent lives in a culture highly impacted by the media. The

module aims to build critical thinking skills and encourages boys to

Analyze the messages they receive from the media.


Social Competencies - Resistance skills (35)


Social Competencies - Peaceful confl ict resolution (36)

Boys seek to resolve confl ict nonviolently


• Refl ect on media messages and language that may encourage boys and men to see violence as normal and acceptable

• Evaluate the impact of media and technology on self-image

• Increase ability to critically Analyze media messages

• Explore alternatives to violence


• What are some of the positive media messages you notice in the media?

• What techniques do advertisers use to catch your interest?

• Which media messages make you feel uncomfortable? Why?

• What messages do you receive from the media about being a man?

• What do you think being a real man is?

Module 4 ANALYZE THAT

This module takes a more in-depth look at the negative impact

media and technology may have on self-image and attitudes toward

masculinity and violence. Boys are encouraged to look at positive

ways to resist the stereotypes and to develop strategies to help

them mitigate the negative impact the media and technology may

have on their lives.


Social Competencies - Resistance skills (35)


Social Competencies – Peaceful confl ict resolution (36)

Boys seek to resolve confl ict nonviolently


• Refl ect on factors associated with media and technology that may encourage negative attitudes and behaviours

• Evaluate personal attitudes and behaviours as they relate to media, technology and violence

• Increase ability to critically Analyze media messages


• What media images are most powerful for you?

• How do you think violent images affect you?

• Can you resist the negative impact of the media?

Module 5 RESPECT!

Relationships outside the home begin to assume much greater

importance as boys move toward high school. This module uses

team games and activities to highlight the components of positive

relationships with adults and peers such as empathy, self-esteem

and trust. RESPECT! encourages the boys to develop and maintain

strong, healthy relationships as they move into high school.


Boundaries and Expectations - Positive Peer Infl uence (15)

Boys’ best friends model responsible behaviour

Social Competencies - Interpersonal competence (33)

Boys have empathy, sensitivity and friendship skills


• Increase their understanding of the factors that infl uence the development of healthy relationships with peers and adults, with a particular focus on healthy relationships with girls and women

• Increase their understanding of the responsibilities that accompany relationships


• Who are some of your best friends? Why do you like them?

• What do you think is the most important part of a good relationship?

• What makes some relationships fall apart?

• What do you look for in a good friend?

Module 6 IT’S MY LIFE

A compelling need for young people is the need to belong to

signifi cant peer groups. As boys’ transition to high school peer

groups may become less stable and boys may look towards groups

which compromise their values. It’s My Life encourages boys to stay

true to their values and beliefs by providing them with practical

strategies to resist negative peer pressure.


Boundaries and Expectations - Positive Peer Infl uence (15)

Boys’ best friends model responsible behaviour

Positive Values - Integrity (28)

Boys act on convictions and stand up for their beliefs

Social Competencies - Resistance Skills (35)


Positive Identity – Personal Power (37)

Boys feel they have control over “things that happen to me”


• Recognize indicators of healthy and unhealthy peer relationships

• Analyze the relationship between feelings of loneliness and isolation and the need to belong

• Demonstrate the ability to manage responses to their feelings


• What groups do you belong to right now?

• What do you value about these groups?

• How do you feel when friends ask you to do things that make you feel uncomfortable?

• What is a good way to resist negative peer pressure?

Module 7 GAME PLAN

As Grade 7 boys prepare themselves for the transition into high

school, they will need to manage responsibilities and organize their

time and energy to meet chosen goals. Game Plan uses a variety of

games and activities to provide boys with strategies and materials

to set priorities, make effective plans, and attain set goals.


Commitment to Learning – Achievement Motivation (21)

Boys are motivated to do well in school

Social Competencies – Planning and Decision Making (32)

Boys know how to plan ahead and make choices

Positive Identity - Sense of Purpose (39) Boys report that, “my life has a purpose”


• Identify personal goals and the supports and barriers to achieving them

• Refl ect on the role of planning, organization and time management in attaining goals

• Refl ect on the role family members, peers and other adults have in assisting with planning, organization and time management

• Practice using planning/organization/time management strategies that can help them attain a stated goal


• What are some of the goals you have for yourself over the next few months?

• What are some of the things standing in the way of you achieving those goals?

• What was one organizing strategy that you learned about today?

• How could it help you?

Module 8 IT’S A WRAP

This fi nal module provides the group with an opportunity to review

and demonstrate what they have learnt. The boys will take part in

challenges, games and activities that utilize many of the key skills

they have developed throughout the program. The module will end

with a celebration ceremony and every boy will receive an award to

recognize his participation in the program.


Social Competencies - Interpersonal Competence (33)

Boys have empathy, sensitivity and friendship skills

Positive Identity – Self-esteem (38)

Boys have high self-esteem

Positive Identity - Personal future (40)

Boys are optimistic about their personal future


• Demonstrate their understanding of Developmental Asset themes developed throughout the program

• Summarize the skills developed throughout the program

• Celebrate their successes


• What is the most important thing you learned through attending this series of modules?

• What skills have you developed that will help you with the transition to high school?

• Do you have any worries about moving on to high school?

• What advice would you give boys planning to participate in this program next year?

boys 4real · maintaining a healthy, balanced lifestyle is crucial to a boy’s learning at this...

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