YES CAN i

LEADERSHIP FOR TEENS

AGES 13-17 YEARS
YES CAN i
LEADERSHIP FOR TEENS
AGES 13-17 YEARS

Be-Free Center
Women’s Learning Partnership
Women’s Learning Partnership
For Rights, Development, and Peace (WLP)
4343 Montgomery Avenue, Suite 201
Bethesda, MD 20814
Tel: (1) 301-654-2774
Fax: (1) 301-654-2775
Email: wlp@learningpartnership.org
Web: www.learningpartnership.org
Copyediting by Nanette Pyne
Design: Xanthus Design, Washington, DC
© Copyright 2011
By Women’s Learning Partnership for Rights,
Development, and Peace (WLP)
ISBN 978-0-9814652-8-9
Table of Contents

Acknowledgements............................................................................................. v

Who We Are..................................................................................................................vi

Foreword.....................................................................................................................vii

Introduction............................................................................................................xiii

Section 1: Why This Manual?.......................................................................................xiii

Section 2: Who Can Be a Facilitator?........................................................................xvi

Section 3: Tips for the Facilitator...............................................................................xvii

Workshop Sessions............................................................................................. 1

Session 1: Who Can Be a Leader?.............................................................................. 1

Session 2: Leadership and Choices............................................................................ 5

Session 3: Self-Esteem—the Backbone of Leadership.......................................... 9

Session 4: Creating My Vision.................................................................................... 13

Session 5: Communication—the Core of Leadership.......................................... 17

Session 6: Forming a Shared Vision......................................................................... 19

Session 7: Building Alliances...................................................................................... 21

Session 8: How to Learn from Differences............................................................ 23

Session 9: Creativity in Problem Solving and Finding Alternatives................. 25

Session 10: Values and Leadership............................................................................ 29

Appendix....................................................................................................................... 33
Acknowledgements

W e are grateful to the following

institutions, whose generous
support made the development, testing,
We owe particular thanks to the authors
of the manual, WLP’s partner in Bahrain,
the Be-Free Center, and to WLP’s partners
and adaptation of this publication in Jordan, Malaysia, Morocco, Nigeria,
possible: Palestine, and Turkey, who contributed
many ideas and assisted with all stages
• The Sigrid Rausing Trust
of the development of the manuscript.
• Dutch Ministry of Foreign Affairs Thanks are due to our partners in Egypt,
MDG3 Fund Jordan, Kyrgyzstan, and Nigeria, for their
• Ford Foundation assistance in conducting Young Women’s
Learning Partnership (YWLP) workshops
• National Endowment
during the testing of the curriculum. Most
for Democracy
especially, we would like to thank the
• Oxfam-Novib many teenage girls and boys who partici-
• Shaler Adams Foundation pated in workshops during the devel-
opment of the manual, and provided
their views and feedback. We also thank
Siobhan Hayes and Anne Richardson,
who carefully reviewed drafts of this
manuscript.

v
YES i CAN Leadership for Teens

Who We Are

A partnership of twenty autonomous

organizations, Women’s Learning
Partnership (WLP) trains and supports
the establishment of free, fair, and demo-
cratic societies. In 2001, WLP published
Leading to Choices, a leadership training
women in the Global South, primarily in manual for women with a special focus
Muslim-majority countries, to become on women in Muslim-majority soci-
leaders and advocates for a just, peaceful eties. By 2010, Leading to Choices had
world. WLP creates culture-specific been translated into 20 languages, and
leadership trainings on democratic adapted for dozens of different cultural
participation, and it partners with local contexts. To date, WLP’s programs and
organizations to help women gain the training materials have reached tens
skills they need to fulfill greater leader- of thousands of women and men in
ship roles at the family, community, and over 40 countries, strengthening local
national levels. Over the past decade, organizations to become self-sustaining,
WLP has developed curricula and educa- and empowering women’s movements
tion resources that encourage women’s around the globe.
leadership and rights, and bolster their
capacities as agents for change toward

vi
Foreword

T he WLP Partnership believes that

thoughtful and empowered young
people will be strong community leaders
recognize and appreciate opportunities
that may come in the form of challenges,
and helps them to realize that nothing is
and effective champions of universal impossible if we work together.
rights. Young people, especially girls, The manual includes workshop sessions
need encouragement, education, and that emphasize creativity, knowledge-
skills to speak up and speak out. Our sharing, and building partnerships, and is
partner organizations feel a keen respon- intended to be adapted to a wide range
sibility to engage the youth of their of learning environments. WLP’s work-
countries in democracy, gender equity, shops integrate the manual’s lessons
and participatory leadership in order with skills that resonate with young
to prepare them for greater opportuni- people—particularly the use of informa-
ties in the new millennium. The Young tion and communication technologies
Women’s Learning Partnership (YWLP) (ICTs). Our Young Women’s Learning
was conceived of and developed by Partnership demonstrates that ICTs are
women who espouse these values. not just for entertainment or social inter-
The YWLP curriculum is designed to action, but also can be used as instru-
develop skills that will help empower ments for advocacy and social change.
young women to realize their own Through our YWLP program, youth will
potential and to understand the impor- be equipped to create solutions to the
tance of this empowerment, not only for large and complex problems that impact
themselves, but also for their commu- their lives. Using the technology of today,
nities. The program is founded on the YWLP will help young people create a just
idea that the most significant factor in world for tomorrow.
bringing about change is recognition of
young women’s agency, and that they Mahnaz Afkhami
have a vital role in helping to create President and CEO
equitable, just, and peaceful societies. Women’s Learning Partnership

The YWLP program gives young women

the chance to engage in respectful
communication with their peers, and the
experience of collaboration with others,
enabling them to see the value of soli-
darity and cooperation. Most importantly,
the program gives them the tools to

vii
YES i CAN Leadership for Teens

About the WLP Partner Organizations

Afghan Institute of Learning (AIL): forming networks with civil society and
AIL is a women-led non-governmental governmental institutions regionally and
organization that uses a creative, respon- internationally. The organization guaran-
sive, and dedicated approach to meet the tees and reinforces the rights of women
health and education needs of Afghan through advocacy, awareness raising,
women, children, and communities. AIL literacy campaigns, direct assistance,
trains and works with health and educa- and education, among other activities.
tion professionals and organizations www.adfm.ma
through programs in teacher training, Association des Femmes Chefs de
health professional training and health Famille (AFCF): AFCF is a non-govern-
education, and leadership and human mental organization in Mauritania with a
rights training. Programs support home primary mission to promote human rights
schools, community-based organizations, and to defend the rights of women and
women’s learning centers, and a pre- children. AFCF strives to bring support to
school education program. women in precarious situations (particu-
www.afghaninstituteoflearning.org larly female heads of households), create
All Women’s Action Society (AWAM): a network of associations working to
Founded in 1985, AWAM is an indepen- improve living conditions for women
dent feminist organization committed and children, and contribute to fostering
to improving the lives of women in gender equality and building active soli-
Malaysia. Its vision is to create a just, darity among women of different social
democratic, and equitable society where classes. www.afcf.asso.st
women are treated with respect, and Aurat Foundation: Aurat Foundation
are free from all forms of violence and was established as a non-governmental
discrimination. To reach this goal, AWAM organization in 1986. The foundation is
informs, connects, and mobilizes those committed to working for women’s rights
interested in securing women’s rights, and empowering citizens to participate
bringing about equality between men in good governance for the purpose of
and women, and supporting women in creating a just, democratic, and humane
crisis. AWAM’s activities include advo- society in Pakistan. The organization
cacy, training and education, and direct works in partnership with over 1,200
services to victims of violence, including non-governmental and community-based
counseling and legal aid. organizations on activities related to
www.awam.org.my advocacy, activism, and knowledge- and
Association Démocratique des information-building for women’s rights
Femmes du Maroc (ADFM): ADFM is an and gender equality in Pakistan.
independent association established in www.af.org.pk
1985 to defend and promote the human BAOBAB for Women’s Human Rights
rights of women, and to foster equitable (BAOBAB): BAOBAB is a non-profit
policies and social practices. As one of organization working for women’s human
the largest non-governmental organiza- rights and legal rights under religious
tions in Morocco focused on the rights laws, statutory laws, and customary
of women, ADFM has been successful in

viii
 FOREWORD

laws, with a particular focus on Muslim violence, and access to justice, poverty,
women. BAOBAB works with legal profes- and employment. Cepia’s advocacy strat-
sionals and paralegals, policy makers, egy includes monitoring and evaluating
women’s and human rights groups, public policies, and maintaining an open
other non-governmental organizations, dialogue with different social groups and
and members of the general public. civic organizations. www.cepia.org.br
Its programs promote human rights Collective for Research & Training on
education, particularly women’s human Development-Action (CRTD-A): CRTD-A
rights. BAOBAB sponsors women’s rights provides technical support and training in
training and education projects, and Lebanon to non-governmental organiza-
programs that enhance understanding tions, governmental partners, researchers,
of women’s rights to influence social and international agencies on areas of
and government policies. www.baobab- social and community development, with
women.org a particular emphasis on gender equality
Be-Free Center/Bahrain Women’s and equity. CRTD-A focuses on the theory
Association (BFC/BWA): BFC/BWA and practice of qualitative, participatory,
is a women’s rights and child empow- and action-oriented social research, and
erment organization in Bahrain. The produces original literature on gender
organization strives to increase aware- and development, gender mainstreaming,
ness of women’s legal rights, as well as gender training, social development, civil
other issues that affect women, such as society, and poverty. The CRTD-A team
globalization, information technology, the provides consultancy services for non-
environment, health care, culture, and governmental organizations and other
the family. The Be-Free Center focuses development actors in gender-related
on eliminating child abuse and neglect areas. www.crtda.org.lb/en
and empowering children to be powerful Fondo de Desarrollo para la Mujer
and productive citizens. Through activi- (Fodem): Fodem is a non-governmental
ties including training workshops and organization in Nicaragua that supports
seminars, radio and television programs, the economic and political empower-
advocacy campaigns, and networking, ment of women with scarce resources
BWA promotes active citizen participation through financial, business, and citizen-
among women. Officially established in ship programs. Its programs have earned
2001, the vision of BWA is “to empower Fodem the Central American award for
leaders for the human development era.” Best Practices from Grupo Intercambio.
www.bahrainws.org www.fodem.org.ni
Cidadania, Estudo, Pesquisa, Informa- Forum for Women in Development
çao e Açao (Cepia): Cepia is a non-gov- (FWID): FWID is a network of Egyptian
ernmental, non-profit organization dedi- non-governmental organizations working
cated to developing projects that promote for the emancipation of women and
human and citizenship rights, especially elimination of all aspects of discrimina-
among groups historically excluded from tion against women. Launched in 1997
exercising their full citizenship in Brazil. by 15 civil society organizations, FWID
Cepia conducts studies and educational advocates for the reform of policies
and social intervention projects focusing and legislation that discriminate against
on health, sexual and reproductive rights,

ix
YES i CAN Leadership for Teens

women. It is made up of groups of activ- Iran: WLP works in partnership with

ists, both male and female, from different activists and scholars from Iran to develop
social and professional backgrounds, who Persian training manuals and multimedia
work together to build a democratic, just, curriculum. In 2005, WLP convened a
and egalitarian society. National Learning Institute for Women’s
Foundation for the Support of Leadership and Training of Trainers with
Women’s Work (FSWW): FSWW is a a group of Iranian activists, non-govern-
non-governmental organization in Turkey mental organization leaders, journalists,
seeking to ensure women’s equal partici- and academics to enable participants to
pation in social, economic, and political develop skills in participatory leadership
decision-making by drawing on the and to strengthen women’s networks
expertise and potential of local women. in Iran.
Established in 1986, it supports low- Shymkent Women’s Resource Center
income women’s groups to improve the (SWRC): SWRC is a non-profit organi-
quality of their lives, their communities, zation in Kazakhstan whose programs
and their leadership. FSWW works in combat trafficking and violence against
Istanbul, the Marmara earthquake region, women and promote the rights of
and southeastern Turkey. The organiza- women and women’s leadership. SWRC
tion also provides consultancy, training, organizes campaigns to combat traf-
and monitoring support to those local ficking, creates self-help support groups
governments, non-governmental organi- for women, provides psychological and
zations, and other organizations that want legal counseling, and manages a shelter
to integrate FSWW programs into their for victims of trafficking. www.swrc.kz/eng
activities. www.kedv.org.tr Sisterhood Is Global Institute/Jordan
Human Rights Center/Citizens against (SIGI/J): SIGI/J is a non-governmental
Corruption (CAC): CAC in Kyrgyzstan organization established in 1998. Its
focuses on the rights of women and founders include lawyers, jurists, and
refugees, provides legal consultation, human rights activists working to support
conducts and disseminates research, and promote women’s rights through
convenes civic forums, participates in education, skills training, and modern
public hearings, and trains human rights technology. Its programs include human
defenders. CAC advocates against corrup- rights education, initiatives for combating
tion in the government through moni- violence against women and girls, and
toring elections and supporting election a knowledge partnership program that
reform, supporting women in Parliament, provides ICT training. SIGI/J also sponsors
and advocating against the use of torture cultural and educational events that high-
and the death penalty. www.anticorrup- light the experiences of women leaders.
tion.kg/index.php/en/about- www.sigi-jordan.org/pages
Women’s Affairs Technical Committee
(WATC): WATC is a coalition in Palestine
established in 1992 to eliminate discrimi-
nation against women, and to pursue a
democratic society that respects human

x
 FOREWORD

rights. The aims and objectives of WATC

include developing young women’s lead-
ership skills, increasing women’s political
participation at all levels, and empow-
ering and supporting existing women’s
rights organizations. WATC achieves its
objectives through training, networking,
advocacy, campaigning, and maintaining
an educational media presence.
www.watcpal.org
Women’s Self-Promotion Movement
(WSPM): WSPM is a grassroots orga-
nization created in 2001 in Zimbabwe.
WSPM implements women’s economic
empowerment programs and women’s
capacity-building programs that seek
to improve the lives of disadvantaged
women through education, economic
development, and women’s leader-
ship. The organization primarily works
with refugees, women, and girls in the
southern Africa region.

xi
Introduction

Section 1:
Why This Manual?

I n these rapidly changing times, when

we are moving from the information
age to the knowledge era and are facing
already exists, especially when it comes
to peoples’ beliefs about themselves,
their lives, their abilities, and their roles
severe economic and social challenges, in the world. Training girls in leadership
political conflicts, and other difficult issues, while they are young will ameliorate the
women and children are still among the challenge of their having to go through
most vulnerable sectors of societies, par- a process of unlearning and relearning,
ticularly in the Global South. The threat is which can be challenging, and in some
particularly dire for young girls. cases, prohibitive. Helping young girls see
In many societies leadership has tradi- themselves as leaders, and encouraging
tionally belonged to men with power them to participate in their societies,
and money. Leaders are seen as those helps them build strong self-esteem and
who have the authority to discipline, give learn skills that can be life-changing for
orders, and punish, if necessary. These them and for the people with whom
attributes by default very often exclude they interact.
women—particularly teenage girls.
Why This Age?
This manual looks at leadership differ- Many different organizations have
ently; it does not consider any of the empowerment programs for women,
above factors as essential. The concept including grassroots women. However,
of leadership here is about inviting young girls, while no less important,
change in a smooth and sustained way. have not traditionally had access to
It is about learning, participating, sharing, similar attention and programs. And
and empowering. It is about being aware because a person’s belief system is in
of what goes on around us and of our its critical stage of development during
role in the world. None of these aspects the teenage years, investing even a little
is related to gender, age, nationality, or in building personality and raising the
social circumstances. self-esteem of teenagers can yield big
Investing in women has proven to be a returns in empowering the future of
wise practice for sustainable develop- those teenagers. Investing in teenage girls
ment and a more peaceful world. At is investing wisely in the future.
the same time, it is always easier to
build something than to change what

xiii
YES i CAN Leadership for Teens

What Are We Trying to Achieve experiences to form a strong foundation

through This Manual? for their empowerment and building
This manual seeks to help develop a self-esteem.
foundation for teen girls to: While some sessions may include addi-
• Understand the meaning of leader- tional materials, each session includes:
ship, how they can become leaders, Title
and how they can help others become The title reflects the main concepts
leaders as well on which the session is focusing.
Goals
• Be more conscious about themselves
and more aware of their abilities The goals reflect what a particular
exercise is trying to achieve.
• Be more aware of and attached to
Stages
their communities and understand
Each session has two stages: the
their roles in initiating positive change,
energizer and the core exercise.
however small, in their communities
Stage 1: Energizer
• Recognize and appreciate opportuni-
This is a short, fun exercise to warm up
ties that may come in the form of
participants and bring harmony to the
challenges
group. Each energizer has a title, required
• Develop practical plans for self- tools, and implementation steps.
empowerment and helping others
Stage 2: Core Exercise
• Consider human values in whatever This is the main exercise that will focus
steps they take during their life’s on clarifying the session’s concept. It
journey includes the session’s aims, estimated
required time, required tools, seating and
Is It Culturally Sensitive? preparation, and a full description of any
This manual takes into consideration the other work or discussion form required
diverse cultures of its readers. In addition to perform the exercise.
to reflecting this view in the exercises and
What Can I Do Today?
sessions included here, the authors have
This section lists small, practical actions
tried to choose words, exercises, and
and tips that participants can think about
discussions that are culturally sensitive.
and apply when they go home. The
Structure of the Manual list takes into consideration the girls’
This manual includes several sessions, varied personalities, circumstances, and
each of which is independent of the environments, and seeks to invite and
others, but all of which complement each encourage smooth but effective change,
other. Therefore, participants can learn however small.
the message of a single session, even if Required Tools
it is the only session given. On the other This manual recognizes that participants
hand, when a group participates in all the may have limited access to tools and
sessions, the girls will be able to link the materials. Therefore, much effort has

xiv
 INTRODUCTION

been made to ensure that each exercise

uses the minimum tools and materials
while maintaining its quality standard.
Methods
Methods used in this manual are:
Interactive
In all exercises, the participants work and
learn the concepts through fun games.
Group Work
Most exercises are designed to be
implemented in groups, which facilitates
the learning process, enhances commu-
nication skills, and enables more self-
awareness.
Discussions
Main concepts are discussed through
questions that encourage sharing ideas
and personal thoughts while appreciating
different points of view.
Brainstorming
Brainstorming allows participants to
share, gather ideas and information,
and reach a common understanding
of a concept. The Appendix has some
guidelines for brainstorming.

What Is the Foundation

of This Manual?
The material in this manual is based on:
• Values
• Respect
• Belief in one’s ability
• Motivation to change
• Appreciation for small steps
• Learning from sharing
• Respecting different viewpoints
• Finding commonalities and
building on them

xv
YES i CAN Leadership for Teens

Section 2:
Who Can Be a Facilitator?

T his manual is written in a simple and

informative way to enable anyone
with basic training skills to facilitate its
How Many Girls?
The ideal group size is 16 to 24 partici-
pants. A smaller number may present
sessions. It will be more meaningful, challenges to sustaining the session’s
however, if the trainer has attended enjoyment and vitality, while maintaining
the WLP Training of Trainers workshop quality may be a challenge with a very
designed for this manual. Teenage girls large group.
share some common characteristics
on which trainers can focus to elicit Girls’ Age Differences
their best. They also share some issues While significant age differences within
that should be approached with care, a group may be problematic and
particularly those that can trigger negative participants may feel a stronger sense of
feelings and should be avoided. These cohesion in a group with a minimal age
include handling generational differences, span, age is not the primary measure
judging, addressing their potentially for teenage girls. Usually, they will feel
greater knowledge of communication and they have more in common with others
technology, and other critical issues. in a group when they share a sense of
belonging to one thing (for example, the
Peer Trainers, same grade in school).
Peers-Helping-Peers
The idea of peers-helping-peers is proving Room and Environment
to be effective in many areas. Teens have Ideal venues for the workshops are
their own words, beliefs, jargon, and ways rooms, meeting halls, or even outdoor
of looking at life, particularly because spaces that are comfortable, allow for
they are exposed to a variety of cultures movement, and are not subject to
through different media, including the disruptions or noise.
internet. Often, they can understand each
other’s dreams, fears, needs, and hopes
more clearly than adults can.
This manual is designed so that trained
peers can facilitate all sessions.

xvi
 INTRODUCTION

Section 3:
Tips for the Facilitator

F acilitators should consider

the following:
Tips
• Mild background music can create
• Give everyone the chance to speak a nice atmosphere during group
freely. Facilitators should avoid impos- exercises.
ing their ideas or emphasizing their • Ask the girls to document their feed-
points of view. back about themselves at the begin-
• No idea should be judged as right or ning of the sessions and keep it with
wrong; each should be shared and them. Ask them to do the same when
discussed freely. they finish the last session. Then ask
them to compare the before and after
• Any words, acts, or judgments that
feedback and discuss it if they wish.
seem to humiliate or undermine
anyone, whether directly or indirectly, • At the beginning of the session, ask
should be strongly and immediately if the participants agree to have their
discouraged, in a kind way. The facili- photographs taken. Take photos of
tator’s role is to create a respectful, the girls during the exercise and at the
friendly, and calm environment where end of the session, post them on a
all feel comfortable participating. large sheet of paper. If any participant
prefers not be photographed, honor
• If participants offer opposing ideas,
her wishes.
do not stop them. Encourage them
to speak while respecting the ideas • Assess your mood before you lead
of others. a session. The calmer and happier
you are, the better you will be able to
• If one of the girls does not partici-
deliver the manual’s concepts and the
pate, don’t push her. Instead, gently
more successful your session will be.
encourage her. You can also ask her to
Maintain positive energy and a smile.
help with certain tasks, such as distrib-
uting or collecting papers. • Try to have fun yourself, and to gain
from what you are helping the girls
• Be in the training room to receive the
learn.
participants and to make sure that
everything is ready at least 15 minutes • Listen to the girls with your heart and
before the session’s starting time. your mind.
• Respect participants’ confidentiality;
don’t share their ideas with others
outside the group. Girls need to feel
secure talking about and sharing their
ideas. It is a good idea to emphasize
this at the beginning of the session.

xvii
 Who Can
Be a Leader?

Goals
1
• O utline the aims and
Stage 1: Energizer expectations of the
workshops
Aims • Agree on rules for the
To energize participants and introduce them to one other. workshops
Participants can choose one of the icebreakers below: • Understand the criteria
of a leader
1. What I Like and Dislike • Develop definitions
Implementation of leadership
• Participants stand in a circle. • Get in touch and verify
• Facilitator starts the game by stating her name, along participants’ views of
with one thing she likes and one thing she dislikes. leadership
• The girl to the facilitator’s right (or left) then repeats
what the facilitator said, followed by her own name, one
thing she likes, and one thing she dislikes. This continues
around the circle until everyone has spoken.
• If a participant forgets a name, like, or dislike of another,
the others can help her.
Example:
Facilitator:
Mona (Facilitator): I like chocolate and I don’t like running.
Maryam (on Mona’s right): Mona likes chocolate and
doesn’t like running. I like flowers and don’t like cleaning
my room.
Kareema (on Maryam’s right): Mona likes chocolate and
doesn’t like running. Maryam likes flowers and doesn’t
like cleaning her room. I like computers and don’t like
cold weather.
The game continues until the last girl repeats what everyone has
said. She’ll discover that she has a good memory!

1
YES i CAN Leadership for Teens

2. Finding My Opposite Workshop on Goal

Implementation Identification
• Before the workshop begins, the
facilitator has prepared a set of small The facilitator asks participants their main
pieces of paper, equal to the number of goal for attending this workshop. She
participants. On one piece of paper she
writes down all of their ideas, and when
writes a word, and on a second piece
any idea repeats an earlier one, she asks
she writes its opposite. For example,
if she writes LIGHT on one, then she permission of the participant who stated
writes DARK on the other, TALL and the idea to make a mark close to the
SHORT, OPEN and CLOSED, HOT and similar goal.
COLD, etc.
• The facilitator folds the papers and Short, Inspiring Story
distributes them to the participants.
• If the number of participants is odd, the The facilitator tells the following story:
facilitator joins the group to form an Amina is a teenage girl. She believes
even number. that nature is beautiful and we have to
• The facilitator asks participants to each preserve it. One day Amina was walking
open their papers and search for their with her friend, Suad, in school when
opposite. they saw an ant in the garden. Suad
• The facilitator can decide what informa- wanted to step on it, but Amina said:
tion participants should find out about “This is where it is supposed to live. Why
their opposites, aside from their name should we hurt it if it’s not hurting us and
(hobby, school, favorite color, what they isn’t in our house?” Since then Suad has
are good at, what they prefer, etc.). not hurt any insect in the garden.
The information should not exceed
three things in addition to the girl’s
name. Allow three to five minutes for
this activity. It is also important that the
information not include anything that
encourages hard feelings, such as “what
was your latest exam grade, what you
are weak at,” etc.
• The facilitator then asks each participant
to introduce her opposite, not herself.
The girls can do this while standing or
sitting, whichever the facilitator finds
more appropriate.
• If the facilitator is not part of the game,
she introduces herself with the same
information the participants did.

2
 SESSION 1: Who Can Be a Leader?

Stage 2: Core Exercise

Aims
This exercise helps participants to recognize some Time
of the traits that help make a leader. Approximately one hour

Implementation Required Tools

Seating and Preparation Paper or cards, crayons,
• Participants sit in a circle. small stones (or any type
of large beans can also
• Each participant takes one piece of paper (or card),
be used)
one crayon, and three stones.

From Inside Out

• The facilitator asks each participant to think about
someone they see as a model of successful leadership.
Participants can choose the models from their lives,
history, literature, or any other place. Each participant
should think about that character’s most important trait
and write it in big letters on the paper. Each girl should
write only one trait and should not include the charac-
ter’s name or her own name on the paper. Allow approx-
imately seven minutes for this step.
• The facilitator reminds participants that although each
one writes what she thinks is the most important trait,
the group as a whole may rethink it when they all see
what others wrote. This allows participants to avoid
being biased.
Sharing Ideas
• Ask participants to put their papers on the floor in a
circle so everyone can see all of them.
• The facilitator asks a volunteer participant to read each
card (without moving them) loudly.
Rethinking and Action
Round 1
This round starts with the facilitator asking the first
participant to take one of her stones and put it on the
paper she believes has the most important character
trait of a leader. When she returns to her place, the
next participant does the same thing, and so on until the
last one finishes (Note: It may be helpful to play music
while the participants do this exercise to discourage
unnecessary conversation).

3
YES i CAN Leadership for Teens

Round 2
Repeat the activity of Round 1, but this What Can I Do Today?
time have each participant place a stone
Even small things can make a
on the second most important leadership
change for the better in this world.
trait. This round continues until the last
girl finishes. Try it yourself!

Round 3 • T oday, I can think of a leadership quality

Repeat the activities of Rounds 1 and 2, that I have . . .
but ask participants to place a stone on • Today, I can do . . .
the third most important leadership trait.
• T oday, I can encourage my
Counting and Organizing friend to . . .
• The facilitator asks for two volunteers
to come forward. The volunteers count
the stones on each paper and write the
total for each trait in big numerals on
each piece of paper.
• The volunteers then put the papers
in order, from the highest total to
the lowest.
Resulting Discussion
• The facilitator reads the paper with
the highest score and discusses the
trait’s importance in leadership. If there
is more than one trait with the same
score, the facilitator should read both
of them.
• As time permits, the facilitator reads
the paper or papers with the second
highest scores, and so on.
Core Discussions
After discussing what was written on the
papers, the facilitator asks the following
questions (one by one) and discusses
them with the participants:
• Why are the traits on the papers
important for leadership?
• Are people born with these traits or do
they learn them during their lifetime?
• Is it important that every leader has all
these traits to be a successful leader?
• Do people your age have some of
these traits?
• Are these traits related to gender?

4
 Leadership
and Choices

Goals
2
• L earn what type of
Stage 1: Energizer people can be leaders
• Learn how choices are
related to leadership
Know Myself Better
• Learn how small actions
Implementation
based on positive choices
• Participants stand in a circle. can have big effects
• The facilitator holds the ball and asks ONLY ONE of • Learn wider concepts
the following four questions (one question for the about leadership
whole group):
• If you were given the chance to give one message
to the world on many well-heard international radio Required Tools
stations, what would that message be? One small ball that makes
a sound when squeezed
• If you had to be alone in a big palace for one week
and you were allowed to have only one animal with
you, which animal would that be and why?
• If you were given a thousand dollars and told that you
had to buy something to make one person happy,
what would that be, and for whom?
• If one day you had to eat only one food for all of your
meals and snacks, what would that food be?
• The facilitator throws the ball to one of the participants,
who then squeezes the ball and gives her answer. After
she is done, she throws the ball to another participant.
• The game continues in this manner until all participants
have answered the question. The game is finished when
the last girl gives her answer.

5
YES i CAN Leadership for Teens

Stage 2: Core Exercise

Aims
Time This exercise helps participants recognize that leadership
Approximately is about choices that can effect change, and helps inspire
one hour, 15 minutes them to learn how they can make choices that result in
positive change.
Required Tools
Paper, crayons, big blocks Implementation
(fruit cartons, empty tissue Seating and Preparation
boxes, or any other light-
The facilitator should divide the participants into three or four
weight blocks to which a
groups. This may be done in any of the following ways:
paper can be taped, and
that can be piled on top of • Birthday Queue: All participants stand according to their
each other), adhesive tape date of birth. Then divide as they stand (for example,
those who were born at the beginning of the month
are in one group, those in the middle of the month in
another group, and so on).
• Colors: Put three or four sets of colored paper in a
basket, and ask each participant to take one piece
of paper. There should be an equal number of pieces
of each color of paper, and the total number of pieces
of paper should equal the number of participants.
Those participants with the same color paper should
form a group.
• Name Train Lineup: The participant whose name starts
with the letter A starts by saying her name loudly and
lining up to create a train. Next, the participant whose
name starts with the last letter of the first participant’s
name stands beside the first participant. If more than
one person’s name starts with the same letter, all of
them should join the group. If the group becomes too
large, the order should be determined by the next letter
in the alphabet.

6
 SESSION 2: Leadership and Choices

Case Study
Jon Wagner-Holtz gave me 300 names of kids I could send letters
to, and there were eight or nine kids calling on a
When I was nine years old, my mother was diag-
regular basis. We felt better knowing we were all
nosed with breast cancer. At that time we were
experiencing anger, sadness, and fear. One week-
living in a small town in Massachusetts, south of
end I invited the eight regular callers to come to
Boston. My mother’s diagnosis was devastating to
my house, and I brainstormed with them about my
our family. We didn’t know what it would mean in
ideas for a support group. We wanted it to remain
the long run. Her illness was extremely tough for
kids helping kids, but we knew we would have to
me. After her first chemotherapy treatment, she
have a psychologist with us. Three of the other
was very weak and sick to her stomach all the
kids and I interviewed about eight psychologists
time. I was really angry. But I never expressed my
and hired one. He understood that we wanted him
true feelings to her. I thought she had enough to
with us for supervision, but that we wanted to run
worry about without having to worry about me.
our own support group.
Halfway through her treatments my dad was
We decided our first meeting would be at a
transferred to California. My dad flew back and
place where kids could get away from the cancer
forth every two weeks for five months. It was hard
environment. We knew that we
on him not being with Mom, and
couldn’t have it at a hospital, because
it was hard on us not having him
hospitals were viewed as the enemy
home. My mom noticed that I was
by most of us. That’s where our
not doing well with our situation.
parents went and got sicker. At nine
Thinking I would feel better if I could
years old, we weren’t able to realize
talk to someone, she sent me to a
that, in order for our parent to get
psychologist. Actually, I felt worse.
better, he or she had to get sicker
I didn’t like the idea that a profes-
through chemicals. Thirty-two kids
sional had a preconception of what
came to the first meeting. Kids talked
a child with a parent with cancer felt
about their own situations, their
like. It felt like I couldn’t be my own
feelings, and the problems they were
person. I spent more and more time
having. One girl was crying as she
alone in my room.
told us she hated going home—how
We finally made it through the treatments, and she hated seeing her mom throwing up, bald, and
Mom started to regain her strength. She asked me sleeping all the time. Another girl sitting next to her
to go with her to the Susan Komen Breast Cancer gently took her hand to comfort her. After that first
Foundation’s annual Race for the Cure. We went meeting I felt better than I had since my mom was
to the race, and Mom was up on the stage during diagnosed. I knew the group meeting had helped
the survivors’ ceremony with about 300 other the girl who was so upset.
women wearing pink visors. Together they were
Helping another kid had helped me. We sent
celebrating life. I thought at the time how great
fliers to doctors to make sure as many kids as
it was that she had such a tremendous support
possible heard about our group. We were profiled
group. My next thought was that many of those
in the media, and that really helped get the word
women probably had children, and wouldn’t it
out. As we grew, it became its own nonprofit orga-
be great if all of us who had parents with cancer
nization. All of our programs are free of charge.
could have such a group?
We’re totally supported by donations. Six years
I wrote a letter to the Foundation asking them later, we’ve got 18 chapters around the nation in
to support me to start a support group where kids 12 states. This year we will help nearly 10,000 kids.
can get support and talk to other kids who knew
what it was like to have a parent with cancer. They

7
YES i CAN Leadership for Teens

Group Discussion Accumulating Knowledge

• The facilitator reads the case study After all of the groups are done, the
above, and then gives each group at facilitator, or a volunteer, arranges the
least two copies of the story. blocks of all the groups according to the
• She asks the groups to discuss the story sequence of events in the story. Partici-
with each other and find three major pants may give their views.
choices they think the person in the
story made. This step should take Insight Discussion
15–20 minutes. • The facilitator leads a short discussion
• Each group uses crayons to write its about the importance of choices.
three choices on three separate pieces • The facilitator then encourages discus-
of paper. Groups are also asked to sion by asking the following questions:
come up with possible alternatives for • Is there a leadership concept in this
each choice that was made. story?
Sharing Ideas • Is there only one leader in this story? If
• When time is up, or the groups finish there is more than one, who are they?
(whichever comes first), each group • Do you think people your age can be
has one or more representatives come leaders? Can the change they cause
forward, tape the first decision (first in be important and vital in someone’s
the sequence of the story) on the box, life?
and explain why this is the right choice
and what other choices (bad or good)
could have been made instead.
• After the group explains the first choice,
they go to the second, put that block
What Can I Do Today?
on top of the first one, and explain the You can think about the following
second choice with possible alternative questions:
choices that might have been made.
• Can I see myself being a leader?
• After the group finishes explaining the
second choice, the group repeats the • W
 hat opportunities in my life allow
previous step for the third choice. me to invite change, even on a small
• If the group cannot come up with three scale, where the change might affect
choices, they explain only those that one person, one family, or one group
they were able to find. of friends?
• When the first group finishes, the
second group starts the process of
explaining each choice to the other
groups. The second group should put
its boxes apart from the first group’s
boxes.
• The process ends when all groups finish
their explanations.

8
 Self-Esteem
–the Backbone
of Leadership

Goals
3
• U nderstand self-esteem
Stage 1: Energizer and its importance
This energizer exercise will help begin the session in a fun way: • Understand the relation-
ship between self-esteem
I Am Proud of Myself and leadership
• Gain the motivation to
Implementation
adopt an attitude that
• Participants stand in circle. increases self–esteem
• The facilitator explains the game, asking each participant • Learn to value and
to say something she has done in her life she feels accept oneself
proud of.
• The game can start with anyone who volunteers to share
her experience. The experience should be brief and Required Tools
should not exceed 30 seconds. No special tools
• The facilitator encourages all participants to share are required
their experiences. If a participant says she hasn’t done
anything to be proud of, the facilitator encourages her
not to underestimate even small things, and adds that
she will surely find something to be proud of that she
can share.
• The game finishes when all participants have shared
their experiences.

Stage 2: Core Exercise

Brainstorming
Aims
This exercise helps participants to brainstorm their beliefs Time
and ideas about self-esteem and seeks to provide some Approximately
shared foundation for what self-esteem might mean. 10–15 minutes

Implementation Required Tools

Board or flip chart, pens
Seating
Participants may sit in a circle or in groups at tables.

9
YES i CAN Leadership for Teens

Sharing Ideas
• The facilitator asks a volunteer to come forward to write
on the board/flip chart.
• The facilitator asks the girls what self-esteem means
to them in a word or two.
• The volunteer writes the girls’ ideas on the board/
flip chart. If a girl says something that is already on the
board/flip chart, or that is similar to what has been
written, the volunteer makes a mark close to the same
or similar word(s) on the board/flip chart. In this exer-
cise, there are no right or wrong answers; the idea is to
involve everyone and gather as many ideas as possible.
• The facilitator should encourage everyone to participate.
• The exercise is completed when everyone who chooses
to do so has participated.

Stage 3: Core Exercise

Aims
Time This exercise helps participants to better understand and
Approximately 45–60 gain a sense of self-esteem. It also helps them to recog-
minutes for group work, nize their traits, appreciate their personalities, and learn
30–45 minutes for how to communicate these to others.
discussion
Implementation
Required Tools Seating
Paper (larger is better) or
If possible, each group should have no more than four
flip chart paper; pens and
participants, in order to give everyone enough room to work.
colored markers or crayons;
glue, colored ribbons, and/ My Campaign
or any decorating objects
that can be taped on • The facilitator explains that there is a campaign that
papers, if available encourages everyone to prove that they are valuable
people and that they have spirit, talent, personality,
and any other values they can see in themselves.
• Participants have 45 minutes to explore what they
find special about themselves in any way they want.
Ways include, but are not limited to:
• Giving a speech about themselves
• Creating their own song
• Writing a poem about themselves
• Making a poster
• Creating a slogan

10
 SESSION 3: Self-Esteem–the Backbone of Leadership

• The facilitator provides encouragement

and direction to each participant, as What Can I Do Today?
necessary.
Even small things can make a change
• When all participants are finished, or
for the better in this world.
when time is up, each girl presents her
work to the others. Try it yourself!
• The facilitator encourages applause after • Tell your friends what you find good in
each participant is finished. them.
Group Discussion • R
 ecognize what is special in your
The facilitator discusses the following personality and use it to help introduce
questions with the participants: a positive change, no matter how small.
• Was it easy or difficult to think about • Y our words are your choices; use
good and positive things about yourself positive words with and about yourself
for the campaign? and others.
• How did you feel when you were
making your presentation?
• Would you consider running for any
campaign in your school or community?
Why would you or wouldn’t you?
• Did this exercise help you to learn more
about how each individual sees herself
and how that affects her self-esteem?
• How can we distinguish between self-
esteem and arrogance?
• How can this exercise help you appre-
ciate yourself more and have more
self-esteem?
• How is self-esteem related to leadership?

11
 Creating
My Vision

Goals
4
• U nderstand the impor-
Stage 1: Energizer tance of a vision and how
it can change the direc-
tion of one’s life
Signature Campaign Game • Understand the main fac-
Implementation tors that make up a vision
• The facilitator or a volunteer gives each participant a • Explore the elements
piece of paper and a pen, and asks everyone to draw that introduce growth in
several horizontal lines, one under the other, on the ourselves, in others, and
paper. There should be enough space between each line in the community when
for a signature. forming that vision
• On a board or flip chart the facilitator writes at least five • Validate the vision against
categories, such as: universal values
• Anyone with more than four siblings
• Anyone who has never touched an animal in her life
Required Tools
• Anyone who knows a baby born this month
Flip chart or board,
• Anyone who ever laughed until she was in tears
marker, small pieces of
• Anyone who can eat more than one banana in paper (cutting a regular-
one sitting size piece of paper into
• The facilitator then tells participants to come up with four pieces is ideal),
an original category, using the ones written on the flip pens
chart as examples, and write it on the back (blank side)
of their paper. Participants will then circulate around
the room gathering signatures on their papers, trying to
collect signatures from all who fit their category. Partici-
pants should sign for any and all categories that are
applicable to them. A maximum of 10 minutes should
be allowed for this exercise. Once everyone finishes, or
when time is up, the facilitator announces the end of
the signature campaign and asks participants to return to
their seats.
• The facilitator then asks for volunteers to share their
experiences with their chosen category with the rest of
the group.

13
YES i CAN Leadership for Teens

Stage 2: Core Exercise

Sharing Concepts
Aims
Time This exercise helps participants to brainstorm some
Approximately concepts to make sure they all are on common ground
15 minutes before starting the core exercise.
Required Tools Implementation
None Seating
No specific seating is required.

Sharing Ideas
• The facilitator asks the following questions and listens
to participants’ answers:
• What is a personal vision?
• Why is it important?
• What are the main factors of the personal vision?
• From what is said, the facilitator tries to come up with
a group definition as close as possible to the standard
definition (which can be found in the Appendix). The
facilitator reads the definition or explains the concept
at the end of each question before going on to the
next one.

Stage 3: Core Exercise

My Vision. . . My Path
Aims
Time This exercise helps participants to have a deeper
Approximately understanding of:
one hour, 30 minutes • What a personal vision is
Required Tools • How to devise a personal vision related to women’s
Paper (colored paper is empowerment, community development, and values
best), pens (colored if • What to think about when defining a vision
available)
• How to write a personal vision
Implementation
Seating
Participants sit in any casual way that makes it easy for
them to relax, imagine, and dream. They can sit on chairs
or on the floor.

14
 SESSION 4: Creating My Vision

Facilitator concept and definition guide After participants complete their answers
can be found in the Appendix. to these questions, the facilitator asks
The facilitator starts by saying, “Imagine them to write a sentence or a short
you are starting an ideal day. Imagine it is paragraph that summarizes their wishes.
the first few minutes of that day, and you It doesn’t have to be in a specific format
are feeling happy and excited, and are or wording; it just needs to reflect their
looking forward to starting that day. You dreams so that when they read it, they
feel good about yourself and who you feel positive and enthusiastic. Allow about
are, and have a positive feeling about the 10 minutes for this step.
possibilities for your future.” The facili- Following this, the facilitator allows 10
tator then asks participants to visualize more minutes to discuss the visions in
and dream about who they would like pairs; each girl helps another if she is
to be in the future, regardless of how facing any challenges in the vision-
easy or difficult it may be. The facilitator writing step.
should stress that participants need only When the 10 minutes are up, the facilita-
to dream about results, not whether the tor encourages each participant to share
dream is currently possible or achievable. her vision. The facilitator should try to
The facilitator asks participants to relax create a fun and nonjudgmental environ-
and have their pens and papers ready ment by encouraging applause after each
to write down their dreams. The facili- participant shares her vision.
tator asks the questions below one by The facilitator encourages participants to
one and allows a few minutes to answer put their vision in a visible place when
each (time is subject to the facilitator’s they go home and to continue revising it.
judgment). An average of five minutes is
suggested for each question.
• How will you look?
• What is your level of education?
In which field?
• What type of work are you doing?
• Who are your friends? What do you
talk about? What activities do you do
together?
• How would you like men and women
to treat you?
• Who do you want to be as a woman?
• What values would you like to see in
the community where you live?
• What change would you like to see in
your community? What will your role in
this change be?

15
YES i CAN Leadership for Teens

What Can I Do Today?

Even small things can make a change
for the better in this world.
Try it yourself!
• Look at your vision every day.
• B
 efore you make any decision during
the day, ask yourself whether the
decision is in line with your vision. If
not, see how you can make it so.
• E
 valuate your actions against the values
you would like to see in the world.
Make your actions in line with those
values.
• T here is no limit to human power, and
women have a very special power
inside. See how you can use this
power to make positive, even small,
changes in your daily life.

16
 Communication
—the Core
of Leadership

Goals
5
• L earn what
Stage 1: Energizer communication is
• Learn why communication
is important in day-to-day
I Have a Secret life
Implementation
• Learn what problems a
• Participants stand in a circle. lack of communication
• The facilitator asks a volunteer to begin the exercise by can create
thinking of a sentence that describes something she likes • Learn how to improve
about herself. our communication
• The game begins with the volunteer whispering the • Learn why good commu-
sentence to the girl on her left. nication is essential for
• Each participant continues passing the sentence around leaders
the circle, whispering in the ear of the girl on her left,
until the final participant hears the sentence.
• Once the circle has been completed, the final participant Required Tools
speaks the sentence out loud. No special tools
are required
• The game finishes with the volunteer speaking the
original sentence out loud, comparing it to the version
that reached the final participant.

Stage 2: Core Exercise

Building Our Bridge

Aims
This exercise helps participants feel and understand the Time
importance and challenges of communication. Approximately one hour,
30 minutes
Implementation
Seating Required Tools
Participants are divided into two groups. Old newspapers,
adhesive tape
• The facilitator explains that the purpose of the game is to
build a bridge, with each group building half of it. Neither
group should see the other while building its half, and
the two groups won’t communicate directly. Each group
chooses one person to be its communicator, who can
go only twice to the other group. The communicator

17
YES i CAN Leadership for Teens

will give the other group information • D o leaders have to have direct and
about how her group is building its half. face-to-face communication only?
She has to communicate using words What other types of communication
only and without using her hands in skills does a leader need, and what
any way. Each time, she can stay a are the strengths and challenges of
maximum of one minute with the other each type?
group. When she returns to her group, • What steps can we take to be better
she is free to communicate with its
communicators in our day-to-day
members in any way she wants. The
lives?
main idea is for both teams to have
a shared idea of the bridge so that
each half of the bridge is as similar as
possible to the other half, and when
both halves are placed together, they What Can I Do Today?
make one complete bridge.
Even small things can make a change
• The facilitator divides the team into for the better in this world.
two groups.
Try it yourself!
• Each group takes at least 25 pages
of old newspaper and tape. • C
 hoose one person in your family
• Each group stays where it cannot see or one of your friends with whom
the other. you have challenges. Notice how
• Building the bridge should take no you communicate with this person.
more than 30–40 minutes. Ask yourself: How can I improve my
• After finishing the bridge, the two relationship with this person by doing
groups get together to see whether the something different in communicating
bridges are compatible. with him or her?
• The facilitator asks the following ques- • C
 hoose one issue you would like
tions to help participants understand to see changed in your family
the importance and challenges of
or community, and find ways to
communication:
communicate this desire to your
• How similar are the two halves? friends and family so they will
• What are the differences between understand why you think it is
the two halves, and how could the important.
method of communication have
influenced this?
• What are the challenges of this
communication?
• How could the result have been
better?
• What problems might happen
in real life when there is a
miscommunication?
• How does this exercise relate to
leadership?

18
 Forming a
Shared Vision

Goals
6
• L earn what a shared
Stage 1: Energizer vision is
• Learn why it is important
We Sound • Learn why leaders
need to work with a
Implementation
shared vision
• Participants stand in a circle. • Learn how to form a
• One participant starts by making a small gesture (for shared vision and with
example, waving her hand) and making a small sound. whom to form it
• Her neighbor then tries to do exactly the same, and • Learn how a shared
so on, for everyone round the circle. vision can be applied
Note: Although one expects that everyone in the group in real life
will make the same gesture and sound, you’ll be amazed
at girls’ creative ideas. Required Tools
No special tools are
required
Stage 2: Core Exercise
Aims
This exercise helps participants try to build a shared vision Time
and have sense of it and its challenges. Approximately one hour,
30 minutes
Implementation
Seating Required Tools
Participants are divided into groups of a maximum of Paper, adhesive tape
seven in each.

Forming Our Shared Vision

• The facilitator explains that each group will create a story
about a group of people who come together and form
a vision of a change they want to see in their school,
community, world, or other area.
• Participants are encouraged to think about the feelings of
everyone in the invented group in their story. The story
should also include at least one first step the group has
taken after its members formed the vision to reach it.
• Participants are also encouraged to think about the chal-
lenges the group might have faced in creating its vision.

19
YES i CAN Leadership for Teens

• Each group should write the vision

(what change the group wants to see) What Can I Do Today?
on paper in an easy-to-read way.
Even small things can make a change
• The facilitator asks each group to
for the better in this world.
choose one participant to tell the story
after all of the groups are finished. Try it yourself!
Note: The story can be real or it can be • W
 rite on a decorated piece of paper
completely fictional. at least 10 things you want to see
Time estimate for creating the story: changed in your family, school,
20–30 minutes community, or world.
• C
 hoose one of them that is closest to
• After the groups have finished, one
representative from each group stands your heart and mind and that you think
in front of all participants and tells the will have an impact on others.
story. Each then sticks her group’s vision • S
 ee whom you can invite to join you
on the board or wall. and form a shared vision. Work until
• Each group should spend a maximum you find at least one person who can
of five minutes telling its story. work with you.
• After each group has written its vision
• A
 s a group, come up with some
and told its story, the facilitator starts
the discussion by asking the following practical, easy steps you can follow
questions: to go a step further in achieving your
• W hat did you feel when you worked vision.
on the story? Do you think the people
in your story had the same feelings
you had when you were creating the
story?
• How does the group’s shared vision
affect leadership?
• What are the main strong points of
your group?
• What are the main challenges your
group faced?
• Do you think it will be easy for any
group to get together and form a
shared vision? Why or why not?
• As a woman, how can you have
stronger role in making change
happen in your family, school, or
community or in the world?

20
 Building
Alliances

Goals
7
• Learn what alliances are
Stage 1: Energizer • Learn why they are
important for a leader
Building the Longest Chain • Learn how creativity can
help in forming alliances
This exercise helps participants appreciate opportunities • Learn when we need to
and not underestimate their ability to achieve their goals. form alliances
Implementation
• Participants are divided into two groups
Required Tools
• The facilitator explains the game by stating that each No specific tools are
group must make a chain that can be a combination of needed; participants can
people and anything else around them to make it longer use anything in the training
(clothes, sticks, etc.). The aim is to make the chain environment
as long as possible. Participants can extend the chain
beyond the room as well, to the hallway, stairs, or other
open areas.
• The group that forms the longest chain is the winner.

Stage 2: Core Exercise

Aims
The aim of this exercise is to train the participants in the Time
skill of building alliances and gathering individual or organi- Approximately one hour,
zational supporters to serve a particular cause. 10 minutes

Implementation Required Tools

Flip charts, colored
Seating and Preparation
pens (or crayons,
Participants are divided into groups of no more than five
magic pens, etc.)
members each. They can sit in whatever way they feel most
comfortable.

Choosing the Issue

The facilitator asks each group to choose one issue/
cause, preferably one that is relevant to its community.
The groups may choose from the list below or create
their own. Following are examples of worthy causes:

21
YES i CAN Leadership for Teens

• Girls should have the same opportu- • What are the best tools to use to form
nities for education as boys. alliances?
• The government should ensure that • How do you deal with rejections, and,
every child in the country gets neces- as a leader, how can you convert this
sary vaccinations on time, even if rejection to a positive?
parents lack the resources to provide • How do you define what exactly you
them for their children. want from alliances?
• Shops should not display cigarettes in
attractive ways.
• During wartime, the priority should be
to remove children from the conflict
What Can I Do Today?
zone.
• Strong decisions\laws are needed Even small things can make a change
regarding child labor issues. for the better in this world.
Try it yourself!
Choosing Potential Alliances
Participants should choose at least six Think of these types of questions:
people or organizations in their commu- • W
 hat cause can I choose in my family
nity and discuss: or community that I can work to
• Why they chose the people or organi- improve?
zations they did, what these people or • Who can I choose as my allies?
organizations can add, or how they can
help resolve the issue. • What steps can I take to attract them?
• Why they might be interested in • W
 hat exactly do I want from each one
this cause. of them?
• Why they might NOT be interested in
this cause.
• What you can say or do to attract them
to be your allies in this cause.
• What exactly you want from them.
Presenting
Participants present their findings on a
flip chart, either in the form of a story or
with pictures on the flip chart, or they can
discuss it in any other creative way.

Group Discussion
After all groups are finished with their
presentations, the facilitator starts a group
discussion with the following questions:
• Do you think finding alliances is easy?
• Why are alliances important?
• What are the characteristics of effective
alliances?

22
 How to
Learn from
Differences

Goals
8
• L earn why differences
Stage 1: Energizer are important
• Learn how we can notice
differences and how we
Creating a Crazy Story can use them to meet
This exercise is designed to help participants learn how our goals
different people think, and how they can build on each • Discover whether learn-
other’s ideas. ing from differences
is a default action or
Implementation
requires conscious effort
Seating and Preparation • Learn why people resist
Participants are divided into groups of at least five learning from differ-
members each. ences and why they may
• The facilitator asks each participant to write on a piece perceive difference as
of paper one sentence describing an action she per- a threat
formed the previous day. This can be any action
at school, home, or any other place, but it should be
one action only. Required Tools
• Each group combines its sentences together and writes Pens, paper
one story that includes all of its participants’ actions on
that group’s paper.
• A representative of each group reads the story in
front of all of the groups.

Stage 2: Core Exercise

Aims
This exercise helps participants to appreciate differences. Time
Approximately one hour
Implementation
Seating and Preparation Required Tools
Participants are divided into groups of no more than Flip chart paper, crayons
five members each. They can sit however they feel most and markers, stickers,
comfortable. glitter, or glue with colored
paper (optional)
• Facilitator explains the exercise as follows: “All the
animals (including insects, birds, fish and other sea
creatures, etc.) in the zoo wanted rules for their commu-
nity to make the zoo more peaceful, better organized,
and improved in any possible way. Each rule should be

23
YES i CAN Leadership for Teens

based on something that one of the

animals could teach to the others. For What Can I Do Today?
example, they might have a rule such
Even small things can make a change
as, everyone must walk in a line, which
they can learn from the ants. Another for the better in this world.
example might be, everyone should be Try it yourself!
clean, which they can learn from swans. You can think about the following
• Each group’s participants should questions:
present the rules, as well as the animal
on whose behavior each rule is based. • H
 ow do you see yourself as different
Groups can be encouraged to make from others in your family, school class,
their presentations humorous, and to or group of friends?
include drawings of the animals on the • H
 ow are your family members,
flip chart. classmates, or friends different
Presenting from you?
After the groups finish, a representative • H
 ow can you use these differences
of each presents her group’s rules and to make at least one of your family
explains how her group formed a set of members, classmates, or friends
rules that will make the zoo community a happier?
better one.
• W
 hat single thing can you learn from
Group Discussion each of your friends’ differences?
After all of the groups have finished their
presentations, the facilitator starts a group
discussion with the following questions:
• How diverse is a zoo community?
• Is it easy to notice the differences
among different animals? Is it as easy to
notice the differences among people?
• When you began this exercise, did you
find it easy to learn from individual
animals in order to form rules that are
good for the community as a whole?
• How can people be different?
• Is it possible that people resist learning
from differences? Why?
• If you have a cause that you want to
promote in your community, how can
you best use the differences of people
around you?

24
 9
Creativity
in Problem
Solving and
Finding
Alternatives

Goals
• L earn how to identify
Stage 1: Energizer different ways to reach
a specific goal
• Learn how to evaluate
Fears each solution and choose
Sometimes we have fears but don’t talk about them. the most appropriate one
Usually our fears hinder the process of finding alterna- • Learn how to find cre-
tives; knowing and facing our fears can help liberate ative alternatives when
us from them. This exercise will help each participant applying solutions
discover her fears.
Implementation
Required Tools
Seating and Preparation Pens, small pieces of
Participants can sit together as one large group. paper that can hold one
• The facilitator or a volunteer gives each participant a sentence, small box or
piece of paper and asks her to write one of her main bowl
fears in life. Participants should not write their name or
any other information that might identify them. Give
participants a maximum of two minutes to write down
their fears.
• The facilitator asks one of the volunteers to collect the
papers from the participants and put them in the box
or bowl.
• The facilitator takes the box and shuffles the papers, then
asks another volunteer to take the box around and ask
each participant to pick out a piece of paper.
• The facilitator asks the participants one by one to read
the paper they have chosen and explain why they think
the person who wrote this has this fear. The facilitator
tells them they should speak respectfully about the fear,
but she also encourages them to say it with humor.
Allocate 30 seconds for each participant. It is helpful to
have a volunteer ring a bell to indicate when 30 seconds
are up.
• Following this, the facilitator takes few a minutes to
discuss the common fears.

25
YES i CAN Leadership for Teens

Stage 2: Core Exercise

Aims
Time This exercise helps participants explore different solutions
Approximately one hour, to difficult situations where they might feel helpless, or
15 minutes where it seems that no solution is available.
Required Tools Implementation
Flip chart paper, pens, Seating and Preparation
crayons Participants are divided into groups of six or seven.
They may sit anywhere they feel most comfortable.
• The facilitator asks participants to imagine they are on a
ship and that a storm has forced the vessel to the shore
of an uninhabited island. Each participant is allowed to
bring from the ship only one thing that belongs to them
and that they value a great deal. The item should be
something that a person their age is likely to have.
• The facilitator asks participants to write their choice on a
piece of paper.
• Each group works together to plan how they will use
what each member has brought with her from the ship
to help the group survive. They MUST use all the objects
each team member brought from the ship.
• The groups are encouraged to draw on the flip chart with
colored pens or crayons for their presentation.
Presenting
After they finish, a representative from each group pres-
ents her group’s plan to use every object its members
took with them from the ship.

Group Discussion
After all the groups have finished their presentations, the
facilitator starts a group discussion by asking the following
questions (if time does not allow for all the questions, the
facilitator can choose from among them):
• What did survival mean for you? Was it living and
surviving on the island, or asking for help?
• What challenges did you face in this exercise?
• How many alternatives did you go through before
reaching the final plan? On what did you base
your solution?
• Did you blame one another when one of you brought
something from the ship that others thought might
be a burden?

26
 SESSION 9: Creativity in Problem Solving and Finding Alternatives

• Was that blame helpful in finding the

solution?
• Did it add negative energy to the group?
• If so, how did you overcome it?
• Was there a specific person who tried to
unite the group?
• How important do you think this role is,
and why?
• What role did flexibility play in all of this?
• Is there something we can learn from the
energizer that can help us in this exercise?
• How is this exercise applicable in real life?

What Can I Do Today?

Even small things can make a change for
the better in this world.
Try it yourself!
You can think about the following:
• C
 hoose a problem in your family or school
that you have thought about before, but
have not been able to solve.
• T hink about that situation creatively in
ways that you never thought might be
possible.
• E
 valuate the solutions to see whether you
can improve this situation a little.
• E
 valuate what you are doing every few
days to see whether you can add more
creativity to the situation.

27
 Values and
Leadership

Goals
10
• Learn what values are
Stage 1: Energizer • Learn whether values are
necessarily good or bad
What Is Important to Me? • Learn how values relate
to leadership
This exercise helps participants appreciate the values of • Learn how values affect
others and appreciate how peoples’ values differ and our decision-making
may sometimes be unpredictable. • Learn how values affect
Implementation and shape our lives
Seating and Preparation
Participants can sit however they feel most comfortable.
Required Tools
• The facilitator asks participants to write one ques- Pens, paper
tion that best describes something they believe in
strongly. It is best if the question is straightforward
and requires an easily understood answer. Allow five
minutes for this step.
Examples:
Q: What is the best thing to spend your money on?
A: Traveling.
Q: What is the worst moment in your life?
A: When my mother yells at me.
Q: Who is your best friend?
A: Someone who never lies to me.
• After five minutes, the facilitator asks each participant
to read her question, as well as the answer to it.
• When everyone is done, the facilitator asks if they all
thought they would know the answers when they
heard the questions. It is also important to highlight
to the participants that the questions and answers in
this exercise are related to our values. Our values are
what we think is important.

29
YES i CAN Leadership for Teens

Stage 2: Core Exercise

Aims
Time This exercise helps participants to recognize their own
Approximately one hour values, appreciate how these values affect their decision-
making, and how people might act against these values.
Required Tools
Board or flip chart; two sets Implementation
of cards, each in a different Seating and Preparation
color (may be paper cut as Participants are divided into groups so that there is a minimum
small cards); pens of three groups, but no more than five groups. They may sit
however they feel most comfortable. Each group gives itself
a name.
Part 1
• The facilitator asks participants what the word “values”
means to them. Participants should answer in one or
two words, which the facilitator then writes on a flip
chart. She encourages all participants to share their
thoughts. She may also encourage the use of related
words, such as beliefs, what is important, sense of good
or bad, sense of right or wrong, etc.
• After writing down the participants’ responses, the facili-
tator should spend a few minutes discussing how ethics
affect day-to-day life and decision-making.
Part 2
• The facilitator gives each group sheets containing the
paragraph below and reads it for them:
“ Women in the Arab world account for more than
two–thirds of the illiterate populace in their coun-
tries. One of the main reasons for this is the scarcity
of clean water in villages. The women have to bring
water from long distances, which takes a long time,
so they do not have enough time to go to school. If
they go to school in the morning, and then they go
for water, they may reach home after dark, which is
not acceptable to their families. Families would rather
send their boys to school and their girls to bring water,
because some of them think that women will get
married and serve their husbands while their sons
will work and bring home money for them. Therefore,
boys have priority for attending school.”
• The facilitator distributes two sets of cards—each set a
different color—to each group (for example, one set of
cards may be blue and the other yellow).

30
 SESSION 10: Values and Leadership

• The facilitator asks each group to discuss Group Discussion

the matter among its members and After the cards are all found, the facili-
identify four values of the girls’ fami- tator starts a group discussion with the
lies that might contribute to the girls’
following questions:
continuing illiteracy. Participants should
write each value on one color card (for • After reviewing the found cards and
example, on the blue cards) and the what you thought about, which values
name of their group on the same card. do you think are the main ones that
contribute to girls’ illiteracy? (Each group
• Participants then are asked to find
should provide only the one they think
values that, if the families replaced
is the most important [chosen from
them with their current values, would
what they found out or from the cards
have a positive effect on girls’ empow-
that belong to another group]. The facili-
erment and learning. Then, they
tator writes the values on the board or
write on the other card (the yellow,
flip chart. It is acceptable for two groups
for example) the values that have a
to choose the same value).
negative effect, along with the replace-
ment value the group thinks will have a • What benefits do these values have for
positive effect. The groups should also the families?
write their group name on this card. • How do these values affect the families’
• Then the groups determine where they decision-making?
can hide the positive value cards, using • Which values do you think are better
a location outside the room if possible. than the existing values? The facilitator
The facilitator encourages them to hide reads each value from the board or flip
them in an innovative and fun way. chart and discusses it.
• After hiding the yellow cards, each • Why do you think the families did not
group should come up with a plan for choose the values you are proposing?
one of the other groups to find the • How do values affect leadership? How
cards. Plans could include hints about do they contribute to decision making?
the location of the cards, or a map of
• Is it easy for people to change their
the hiding places.
values? Why or why not?
• Each group should then exchange
its blue cards, along with the plan for
finding the yellow cards, with another
group. Groups have 10 minutes to find
the yellow cards according to the plan.
• The discussion starts after 10 minutes
or when everyone finds the cards
(whichever happens first).

31
YES i CAN Leadership for Teens

What Can I Do Today?

Even small things can make a change
for the better in this world.
Try it yourself!
You can think about the following
questions:
• W
 hat are the five main values in your
life that give you strength?
• W
 hat are the five main values in life
that impede your empowerment?
• H
 ow do the values that impede your
empowerment affect your decision-
making?
• C
 an you replace them with more
empowering values?
• H
 ow can you apply these values in
your daily life? What change might you
see in two weeks?

32
Appendix

Brainstorming participants’ exact wording. Doing so

There are some basic guidelines for demonstrates that everyone’s ideas
brainstorming. These are intended to are important. It also encourages
reduce participants’ social inhibitions, them to offer more ideas.
stimulate idea generation, and increase 7. A
 sk for clarification:
the group’s overall creativity: When an idea is not clear, ask for
1. F ocus on quantity: clarification, but avoid using questions
Through brainstorming, participants such as “How?” or “Why?”
are encouraged to come up with as
many ideas as possible. Personal Vision
2. W
 ithhold criticism: What is a personal vision?
In brainstorming, criticizing ideas The personal vision statement guides
should not be allowed. Partici- one’s life. Your personal vision should
pants should focus on extending or be an image of yourself. This image
adding to ideas. When judgment is should be a passionate vision of who
suspended, participants will feel freer you are becoming.
to generate innovative ideas. Why is it important?
3. W
 elcome unusual ideas: The personal vision provides the direction
To stimulate a long list of ideas, necessary to guide the course of your
unusual ideas should be welcomed. days and the choices you make. Without
They can be generated by looking at it, you can easily be sidetracked.
questions from new perspectives and
What are the main factors of the
suspending assumptions.
personal vision?
4. C
 ombine and improve ideas: An effective personal vision includes all
Good ideas may be combined to the important elements of your life and
form one better good idea. One can future career; it encompasses who you
stimulate the building of ideas by a want to be, what you want to do, how
process of association. you want to feel, what you want to own
5. E
 ncourage participation: and give, and with whom you want to
The facilitator should encourage all to associate. Although the personal vision
participate, but avoid pushing girls to helps you see into the future, it should
participate if they are not ready. be grounded in the present. It is a state-
ment of who you are and who you are
6. P
 ost or write down all ideas:
becoming; it is the framework for the
Write down all ideas, even those that
process of creating your life.
do not seem relevant, and try to use

33
 Women’s Learning Partnership
4343 Montgomery Avenue, Suite 201
Bethesda, MD 20814, USA
www.learningpartnership.org