Ask the child to describe his or her house and surroundings.
-Who do I live with? (families)
Ask the child to draw his or her family next to My home drawing on the pre-outlined community map.
-Where do I go to school and who are my friends?
Ask the child to cut out the pictures of the teachers and to draw some of his or her friends next to the school drawing.
-Who are my neighbours and what is in my community?
Ask the child to cut out the cardboard pictures of community members in his or her neighborhood/community and to paste them
on the photocopy with the pre-outlined community map. The figures are cut out and the piece at the bottom of each figure is used
so that the figures can stand upright. (See appendix A) (Police officers, nurses, doctors, priests/preachers/ministers, choir, fire fighter,
traffic cop, etc.).
(3) Ask the child to complete the pre-outlined community map by drawing or pasting using pictures from a magazine
All the figures or places not pre-drawn in his or her community map (may include roads, trees, etc., or any person (and/or institution)
that is part of the child's community.)
We have a break halfway through the session, during which the children can go to the bathroom.
Discussion
(Referring to the maps drawn by the children and placing emphasis on the assets 'positive aspects' in each area). Ask the children to
sit in a circle and discuss the following questions in the group:
Ask the children where their favourite place is for playing.
Ask the children to describe their family members.
Ask the children what their family is like.
Ask the children how their family helps them.
Ask the children where they go to school.
Ask the children who their teachers are.
Ask the children to describe their classrooms.
Ask the children whom they can trust at school to help them.
Ask the children to describe their friends.
Ask the children in what way their friends' ideas and beliefs are the same as their own family's beliefs.
Ask the children how their friends' ideas and beliefs differ from their family's ideas and beliefs.
Ask the children where they live (including city, province and country).
Ask the children to name the places they have been previously been to (eg, visited Johannesburg, the Zoo, etc.).
Ask the children what in their community can help them or their family, and how they can help them (refer to clinics, hospitals, church,
organisations, etc.).
Climb up the Tree exercise
Closing
BACKGROUND FOR THE FACILITATOR
Bear in mind that the third or fourth session is usually a difficult session. It is during this time that you may experience a testing of
boundaries and the most acting out behaviour.
ASSESSMENT
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Does the child see his or her interconnectedness with his or her environment?
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Is the child able to name and identify the assets (positive aspects) in each system he or she is part of?
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Can the child identify his or her family's values and disting V