The Arc Maryland Personal Space Program Curriculum Guide | Page 23

why they are being done. When dealing with particularly difficult subject matter (i.e. sexual
harassment or assault), it is important to acknowledge that the role play may be scary or
upsetting, but that it is meant to help everyone learn something important. The first role
plays should always be modeled by the trainers, including self-advocate trainers. Selfadvocate trainers should play the respondent in the role play. Trainers who are non-verbal,
use assistive technology, or who use wheelchairs, can be excellent models in role plays and
inspire class participants. Trainers who are playing the aggressor should always wear
something that distinguishes them as an actor. We used “necklaces” made up with the name
of the aggressor’s role (boss, coworker, boyfriend, jerk, etc) and the roles of the respondent
and trusted friend. Hats and sunglasses can further define the aggressor and distinguish the
role from the trainer playing it.
While we were concerned that no class participants would want to be in the role play
activities, this was never a problem. Once one individual agreed to act out a role play, nearly
everyone else wanted to try. Not everyone will want to participate and their choices should
be respected. When a class participant is acting in a role play, the lead trainer should tell the
participant quietly what the role play is about and how she should respond (i.e. “You are
called into your boss’ office. Your boss is going to ask you to sit on his knee. You will use
the 3 rules—Say No, Get Away, Tell Someone.”) On occasion, a participant will not
respond the way you hoped. This is an opportunity for another trainer to step in, say “stop
action”, and ask the class’ opinion about what she should do. “Stop actions” can be used at
various points throughout role plays to illicit discussion or make a point. For example, as a
role play unfolds, a “stop action” can be used to ask the group “What is happening here?”,
and connect the activity with something they have discussed previously (i.e. “Is this a yes/
yes activity or a yes/no activity? Is this a healthy relationship? Why or why not?”). If a
participant is having difficulty responding, a trainer can coach and provide prompts. As
class participants become more comfortable with the role play activities, they can be given
less instruction and information about the role play, so that they must respond using what
they have learned. The objective of the role plays is that the participant be assertive, get out
of the situation, and tell someone.
Role plays should be varied and as natural as possible. Although attacks against women are
committed by strangers and may be random and violent, it important to focus most role play
activities on situations that are more common to participants’ lives. Aggressors should gear
up to the threatening event in as realistic a way as possible. When a participant completes
the role play, trainers and class members should clap and provide positive reinforcement for
a job well done.
Trusted Friends
Before classes begin, it is important that each participant identify a “Trusted Friend.” It may
be helpful to ask participants to name 3 people in their lives who they trust and feel
comfortable telling anything. Typically, participants identify family members, staff, or a
friend. Talk to each participant about the identified individuals’ roles in their life and how
often they see them. Together narrow down who would be the most appropriate person to
help with continuing learning activities and to talk with about some of the issues raised in

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