This interactive workshop was designed to assist UMB Students in identifying and developing ways to integrate their core values into their daily leadership practices.

Learning Objectives:

• Identify and articulate your own core values

• Understand the importance of core values in leadership

• Develop strategies to integrate core values into your leadership style

In USMA’s efforts to prevention all harmful behaviors and support the Cadets in being leaders of character who intervene in instances of harm, I designed a training for the Corps of Cadets (~4400). This training divided the Corps into 216 groups which were simultaneously led by a Cadet peer-facilitator and overseen by a staff/faculty mentor. The first two hours of this three hour training had Cadets enact role-play scenarios practicing their intervention skills in real-life scenarios. Following the improvisational role-play, the group was led through a guided reflection by the staff/faculty mentor following the experiential learning cycle to cement the knowledge within the Corps. Throughout February and March of 2023, four trainings of trainers were held to ensure all 432 facilitators were prepared to lead the training as designed. 

This hour-long training was designed to support the Cadet leadership in having difficult conversations around sexism, racism, honor, and resiliency. Starting with Glenn Singleton’s “Courageous Conversations Model” Cadets were asked to examine the focus of the questions they ask when facilitating discussion. Additionally, the Cadets learned skills in answering difficult/sensitive questions, motivational interviewing techniques, active listening skills, and the experiential learning cycle.

The Plebe Character Growth Seminar challenged cadets to examine their values from two perspectives—the values they bring from their upbringing and the values they have committed to uphold by becoming a West Point Cadet. As such, this course was organized into two semester-long modules—Integrity and Honor.  In Integrity, cadets examined their own identity to assess who they are and who they want to be. In Honor, cadets learned the values and behaviors that are required of them as aspiring members of the Army Profession.

Workshop description:

Join us as we discuss the various ways trauma manifests in the sex ed classroom. This session aims to increase competency in trauma-informed care practices for teachers. In addition to PPDE facilitators, local trauma experts will share their expertise. Participants in this training will leave the session with practical take-aways they can apply to their work with youth.

Objectives:

By the end of the training, participants will be able to:

• Define trauma and consent.

• Describe what an Adverse Childhood Experience is

• Identify at least one physical impact of trauma

• Modify at least one message from shame-based to inclusive and informative.

• Create a self-care plan

Training of Trainers:

Be Proud! Be Responsible! (BPBR) is a six-module curriculum that provides adolescents (14 to 18 years of age) with the knowledge, motivation, and skills necessary to change risk behaviors.  This evidence-based program emphasizes abstinence or condom use as strategies to reduce risk of sexually transmitted diseases (STDs), HIV, and unplanned pregnancy.

Making Proud Choices! (MPC) is an evidence-based, eight-module curriculum that addresses the same knowledge, motivations, and skills that are necessary to prevent pregnancy, STDs, and HIV.  It is an adaptation and extension of the original Be Proud! Be Responsible! curriculum and is intended for youth ages 11-13.

Goal:

This intensive workshop will:

• Enhance general knowledge and skills in the areas of sexuality education and best practices for facilitation of evidence-based curricula

• Explore and clarify personal values around sexuality

• Practice skills related to effective facilitation of sexuality education

Objectives:

By the end of the training, participants will be able to:

• Examine the key components of the effective, evidence-based interventions MPC/BPBR

• Identify the critical elements of an effective facilitation of MPC/BPBR 

• Explore teaching and learning styles and the implications of styles regarding knowledge and skill acquisition

• Practice effective strategies that promote reflective practice and critical thinking and that actively engage participants in the acquisition of knowledge and skills related to MPC/BPBR

• Practice facilitating MPC/BPBR modules

• Practice using skills and strategies for facilitating groups when controversy or difficult questions/issues arise

• Explore a variety of sexuality topics, identifying personal values and the impact on sexuality education

Workshop description:

The 7th annual training for school-based wellness center staff will give participants a deeper understanding of ‘Rape Culture’ and Consent. Special attention will be given to how an increased understanding of consent and self-advocacy combats rape culture and reduces sexual assault and/or abusive relationships. By attending this workshop, school-based wellness center staff will be able to identify the signs of an unhealthy and/or abusive relationship and support their youth to advocate for themselves within their relationships.

Objectives:

By the end of this training, participants will be able to:

• Identify at least 3 signs of an unhealthy or abusive relationship

• Define rape culture and name 1 impact of rape culture

• Identify at least 1 personal assumption and/or gender bias and be able to explain 1 tool for stepping outside of one’s own assumptions

• Define the 4 key components of consent (that it is freely given, present tense, in common language, and for individual acts)

• Teach at least 1 aspect of self-advocacy on their own

• Demonstrate how they would start a conversation with youth on the importance of consent and open communication

Workshop description:

Join us as we discuss the various social pressures experienced by transgender and non-binary folks and how to be a good ally. This session aims to increase understanding of the challenges faced everyday by transgender folks, especially in the face of the current political climate and policies. Additionally, participants will have the opportunity to explore their own capacity for being an agent of positive change. Participants in this training will leave the session with practical take-aways they can apply to their work with youth.

Objectives:

By the end of the training, participants will be able to:

• Explain the difference between biological sex, gender identity, gender expression, and sexual orientation

• Correctly define “non-binary gender identity”

• Identify 3 unique situations in which transgender people may have to disclose their transgender identity to others (that do not apply to cisgender people) and explain why these situations may result in additional complexity or challenges for transgender folks

• Name 3 ways in which transgender people are uniquely affected by intersecting oppressions

• Define cisgender and cisgender privilege and give 2 examples of cisgender privilege

• Identity 2 of the 10 components of being an effective ally

• Identify 1 situation in which an inappropriate comment or questions may occur, and explain why the comment or questions would be problematic

Lecture presented to the 1000 members of the Class of 2021 during their Cadet Leader Development. This lecture spoke about the problem of sexism and how it related to one’s Relational Character. Focusing on the culture/climate of the United States Military Academy that fosters an environment in which sexism, racism, and sexual violence are permissible, the Cadets were asked to examine their own beliefs and feelings leading to a discussion on what actions they can take to make an impact in the overall culture.

1 Week, 40-Hour Intensive

Purpose:

Leaders of character choose the harder “right” over the easier “wrong”, treat everyone with dignity and respect, and are expected to both intervene when they see incidences of harmful behaviors and set the standard/climate that develops a culture that is not permissive of harmful behaviors. Before one can support others, individuals must look inward to assess their own values and beliefs. As an Army professional, one must ground themselves within the Army Values; having their actions be a demonstration of the Army Values of Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal Courage in action.

Objectives:

1. Set the conditions for Cadets to explore their own values, beliefs, and attitudes that relate to their relational character – the application of Army Values for the development, sustainment, and promotion of healthy relationships and holistic health.

2. Educate the Cadets in the mechanics of prevention strategies.

3. Provide background knowledge specific to preventing the breadth of harmful behaviors the Army/Department of Defense is committed to preventing including Sexual Assault, Sexual Harassment, Bullying, Hazing, and Self-harm across the Social Ecology.

4. Prepare the Cadets to develop and lead trainings/discussions on these sensitive topics for both education and support purposes.

1 Week, 40-Hour Intensive

Purpose:

Leaders of Character are individuals who take the right actions, at the right time, for the right reasons, with the right attitude and motivate, educate, and inspire others to do the same. As an Army professional, one’s actions should be grounded in the Army Values of Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal Courage. Before one can support others, individuals must look inward to assess their own values and beliefs.

Objectives:

1. Set the conditions for Cadets to explore their own values, beliefs, and attitudes that relate to their relational character (the application of virtues to healthy relationships and overall wellness).

2. Provide background knowledge regarding corrosive behaviors and intervention/prevention techniques of these behaviors including: Trauma, Bystander Intervention, Sexism, Racism, and Cultural Norms.

3. Train Cadets in the mechanics of how to develop and lead trainings/discussions in these and other sensitive topics with the other members of their units – peers, subordinates, and leadership – for both education and support purposes.

1.5 Credit Academic Course

17 Lessons

Course description:

The CDC recommends individuals receive education regarding bystander intervention, healthy relationship skills, and establishing positive norms about gender, sexuality, and violence as one aspect of a comprehensive campus-based prevention strategy for sexual violence prevention (CDC Sexual Violence on Campus: Strategies for Prevention, 2016). Results from the EverFi survey of both the Class of 2023 and Class of 2024 indicate that most have not received formal education in many of these subject areas. This pilot course was designed to address the knowledge gaps around relational character specifically with the TRUST/Respect Cadets. This would ensure they have the necessary educational backing and experiential opportunity to be peer facilitators for next year’s Honorable Living Days, Character Lunches, CCEP discussions, and any other events that require peer facilitators for character development activities.

Pilot Goals:

• Receive Cadet feedback on the curriculum/content

• Build a bench of Cadets who are qualified to facilitate discussions during CCEP or Honorable Living Days.

Cadet Takeaways:

• Leader development for the Cadets’ 2020-2021 company assignment

• Summer learning/practice akin to master resiliency training

• Equipped to oversee 2020-2021 academic year honorable living days, character lunches, etc…