Molly, a 12-year-old student, was known for being quiet, reserved, and hesitant to speak up in group settings. Teachers, who referred her to this after-school programme, noted that her shyness affected her ability to fully participate discussions and group activities, despite her creative thinking and strong empathy.
From the start, Molly displayed noticeable anxiety about participating. As the topic (online sharing of images) was sensitive, her general shyness was compounded by discomfort at the idea of performing in front of others. During the first sessions:
- Molly primarily observed rather than participating.
- She made only brief, whispered suggestions when prompted.
- She avoided eye contact and exhibited closed body language.
Her reluctance was particularly evident when scenes focused on scenarios involving peer pressure and manipulation related to image sharing, which seemed intimidating and complex.
Intervention Strategies
To help Molly gradually engage with the activities, facilitators employed several strategies:
Creating a Safe Space:
- Sessions began with warm-up exercises designed to relax participants and build trust.
- Clear guidelines were established to ensure a non-judgmental, supportive environment.
- Facilitators emphasized that all contributions were valuable, regardless of size or complexity.
Gradual Participation:
- Molly was encouraged to contribute from her seat during discussions before stepping into role-play activities.
- Initially, she worked in pairs and small groups to reduce the pressure of performing in front of a large audience.
- Facilitators praised her insightful suggestions, gradually boosting her confidence.
Targeted Encouragement:
- Molly’s creativity was highlighted whenever she contributed useful ideas for scene changes.
- Facilitators provided specific, positive feedback, acknowledging her courage in participating despite her initial hesitation.
Reflection & Feedback:
- Reflection circles allowed Molly to express her thoughts in a structured setting.
- Her peers’ positive responses to her contributions further motivated her to engage.
By the middle sessions, Molly began showing noticeable improvements:
• She volunteered to take on minor roles during role-plays.
• Her body language became more relaxed, with improved eye contact and a steadier voice.
• Molly began offering creative ideas for resolving scenes depicting peer pressure and online abuse.
During the final session, Molly confidently stepped into a central role where her character confronted a peer about sharing an image without consent. She effectively communicated her feelings; modelling assertive, healthy responses. The audience responded positively, providing Molly with enthusiastic praise and validation.
