Say Something Youth Initiative: Youth LAB Post-Test Session 8

Post 8-Session Survey

Thank you for your participation in the Say Something Youth Initiative LABS this year! We have a few questions about LABs that will help us improve the program. We also use this information to report to our funder, but we only report for the program as a whole and do not share any personal information. This survey is anonymous. This survey will take 10-15 minutes. Thank you, Your feedback is important!

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* 1. Please enter the name of the street where you lived when you were first born plus the number of siblings(that is, brothers and sisters) you have and your birth order. For example, if you lived on a street called “Elm Street” and you have four siblings and you are the second born, you would enter “Elm42” in this box (The same answer you used on the pre-test)

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* 2. When deciding whether or not to intervene as a bystander, it is important to..

Stop the person doing harm immediately.

Yell louder than the person causing harm so they feel intimidated.

Judge our own emotional and physical safety before deciding to intervene

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* 3. Assertive Communication looks like

Loud tone, taking up a lot of space, piercing eye contact

Firm tone, head up, shoulders square, steady eye contact

Quiet tone, downcast eyes, head down, shoulders slumped

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* 4. I believe that it’s okay to treat someone differently because of their gender.

yes

unsure

prefer not to answer

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* 5. Empathy means... (check all that apply)

Imagining how someone else feels in a situation.

Taking action to fix a situation after we are told about it.

Knowing how someone else feels because I went through something similar.

Seeing situations from another person's point of view.

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* 6. Which of the following about consent is not true.

Consent is important because it is how we tell other people what is and isn't okay within our relationship

If I give someone consent, I cannot change my mind later

Consent only applies in sexual relationships

Consent is important when building a relationships that both people feel respected in

It is important to ask for consent in advance

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* 7. Some examples of unhealthy behaviors in a relationship are... (Check all that apply)

Being told what to, or not to, wear by a partner

Using name-calling or insults towards a partner when they upset you

Your partner encourages you to do things you love

Cancelling plans with friends because my partner doesn't like them

Being confident in bringing up hard conversations with my partner

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* 8. The next section asks about your opinions, beliefs, and knowledge. For each of the following statements, please indicate how strongly you agree with each of the statements.

	1- Strongly Disagree	2	3	4	5	6	7- Strongly Agree
When I set a limit in a relationship, it is usually respected	When I set a limit in a relationship, it is usually respected 1- Strongly Disagree	When I set a limit in a relationship, it is usually respected 2	When I set a limit in a relationship, it is usually respected 3	When I set a limit in a relationship, it is usually respected 4	When I set a limit in a relationship, it is usually respected 5	When I set a limit in a relationship, it is usually respected 6	When I set a limit in a relationship, it is usually respected 7- Strongly Agree
I feel confident in my ability to set boundaries with adults in my life	I feel confident in my ability to set boundaries with adults in my life 1- Strongly Disagree	I feel confident in my ability to set boundaries with adults in my life 2	I feel confident in my ability to set boundaries with adults in my life 3	I feel confident in my ability to set boundaries with adults in my life 4	I feel confident in my ability to set boundaries with adults in my life 5	I feel confident in my ability to set boundaries with adults in my life 6	I feel confident in my ability to set boundaries with adults in my life 7- Strongly Agree
I feel confident in my ability to communicate my sexual needs in my relationships	I feel confident in my ability to communicate my sexual needs in my relationships 1- Strongly Disagree	I feel confident in my ability to communicate my sexual needs in my relationships 2	I feel confident in my ability to communicate my sexual needs in my relationships 3	I feel confident in my ability to communicate my sexual needs in my relationships 4	I feel confident in my ability to communicate my sexual needs in my relationships 5	I feel confident in my ability to communicate my sexual needs in my relationships 6	I feel confident in my ability to communicate my sexual needs in my relationships 7- Strongly Agree
I can identify the differences between healthy, unhealthy, and abusive behaviors in a relationship	I can identify the differences between healthy, unhealthy, and abusive behaviors in a relationship 1- Strongly Disagree	I can identify the differences between healthy, unhealthy, and abusive behaviors in a relationship 2	I can identify the differences between healthy, unhealthy, and abusive behaviors in a relationship 3	I can identify the differences between healthy, unhealthy, and abusive behaviors in a relationship 4	I can identify the differences between healthy, unhealthy, and abusive behaviors in a relationship 5	I can identify the differences between healthy, unhealthy, and abusive behaviors in a relationship 6	I can identify the differences between healthy, unhealthy, and abusive behaviors in a relationship 7- Strongly Agree
I have the skills to help a friend who is experiencing violence	I have the skills to help a friend who is experiencing violence 1- Strongly Disagree	I have the skills to help a friend who is experiencing violence 2	I have the skills to help a friend who is experiencing violence 3	I have the skills to help a friend who is experiencing violence 4	I have the skills to help a friend who is experiencing violence 5	I have the skills to help a friend who is experiencing violence 6	I have the skills to help a friend who is experiencing violence 7- Strongly Agree
I feel confident assessing a situation and deciding to Say Something when I see someone causing harm	I feel confident assessing a situation and deciding to Say Something when I see someone causing harm 1- Strongly Disagree	I feel confident assessing a situation and deciding to Say Something when I see someone causing harm 2	I feel confident assessing a situation and deciding to Say Something when I see someone causing harm 3	I feel confident assessing a situation and deciding to Say Something when I see someone causing harm 4	I feel confident assessing a situation and deciding to Say Something when I see someone causing harm 5	I feel confident assessing a situation and deciding to Say Something when I see someone causing harm 6	I feel confident assessing a situation and deciding to Say Something when I see someone causing harm 7- Strongly Agree
It is okay to use violence to express my feelings	It is okay to use violence to express my feelings 1- Strongly Disagree	It is okay to use violence to express my feelings 2	It is okay to use violence to express my feelings 3	It is okay to use violence to express my feelings 4	It is okay to use violence to express my feelings 5	It is okay to use violence to express my feelings 6	It is okay to use violence to express my feelings 7- Strongly Agree
I can help to create a culture of acceptance, respect, and healthy relationships at Easthampton High School	I can help to create a culture of acceptance, respect, and healthy relationships at Easthampton High School 1- Strongly Disagree	I can help to create a culture of acceptance, respect, and healthy relationships at Easthampton High School 2	I can help to create a culture of acceptance, respect, and healthy relationships at Easthampton High School 3	I can help to create a culture of acceptance, respect, and healthy relationships at Easthampton High School 4	I can help to create a culture of acceptance, respect, and healthy relationships at Easthampton High School 5	I can help to create a culture of acceptance, respect, and healthy relationships at Easthampton High School 6	I can help to create a culture of acceptance, respect, and healthy relationships at Easthampton High School 7- Strongly Agree

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* 9. Thinking about the LAB, how helpful was each of the following for building your skills and knowledge?

	Extremely helpful	Very helpful	Somewhat helpful	Slightly helpful	Not at all helpful
Learning about the spectrum of violence	Learning about the spectrum of violence Extremely helpful	Learning about the spectrum of violence Very helpful	Learning about the spectrum of violence Somewhat helpful	Learning about the spectrum of violence Slightly helpful	Learning about the spectrum of violence Not at all helpful
Learning how to notice	Learning how to notice Extremely helpful	Learning how to notice Very helpful	Learning how to notice Somewhat helpful	Learning how to notice Slightly helpful	Learning how to notice Not at all helpful
Learning how to be assertive when you communicate	Learning how to be assertive when you communicate Extremely helpful	Learning how to be assertive when you communicate Very helpful	Learning how to be assertive when you communicate Somewhat helpful	Learning how to be assertive when you communicate Slightly helpful	Learning how to be assertive when you communicate Not at all helpful
Practicing assertive communication	Practicing assertive communication Extremely helpful	Practicing assertive communication Very helpful	Practicing assertive communication Somewhat helpful	Practicing assertive communication Slightly helpful	Practicing assertive communication Not at all helpful
Learning about and practicing setting boundaries	Learning about and practicing setting boundaries Extremely helpful	Learning about and practicing setting boundaries Very helpful	Learning about and practicing setting boundaries Somewhat helpful	Learning about and practicing setting boundaries Slightly helpful	Learning about and practicing setting boundaries Not at all helpful
Learning how to intervene as a bystander	Learning how to intervene as a bystander Extremely helpful	Learning how to intervene as a bystander Very helpful	Learning how to intervene as a bystander Somewhat helpful	Learning how to intervene as a bystander Slightly helpful	Learning how to intervene as a bystander Not at all helpful
Learning to judge our physical and emotional safety before we decide to intervene as a bystander	Learning to judge our physical and emotional safety before we decide to intervene as a bystander Extremely helpful	Learning to judge our physical and emotional safety before we decide to intervene as a bystander Very helpful	Learning to judge our physical and emotional safety before we decide to intervene as a bystander Somewhat helpful	Learning to judge our physical and emotional safety before we decide to intervene as a bystander Slightly helpful	Learning to judge our physical and emotional safety before we decide to intervene as a bystander Not at all helpful
Practicing boundary setting and bystander intervention when we see or experience violence	Practicing boundary setting and bystander intervention when we see or experience violence Extremely helpful	Practicing boundary setting and bystander intervention when we see or experience violence Very helpful	Practicing boundary setting and bystander intervention when we see or experience violence Somewhat helpful	Practicing boundary setting and bystander intervention when we see or experience violence Slightly helpful	Practicing boundary setting and bystander intervention when we see or experience violence Not at all helpful
Learning what consent means and the different ways we can navigate (giving, seeking, and withdrawing) consent	Learning what consent means and the different ways we can navigate (giving, seeking, and withdrawing) consent Extremely helpful	Learning what consent means and the different ways we can navigate (giving, seeking, and withdrawing) consent Very helpful	Learning what consent means and the different ways we can navigate (giving, seeking, and withdrawing) consent Somewhat helpful	Learning what consent means and the different ways we can navigate (giving, seeking, and withdrawing) consent Slightly helpful	Learning what consent means and the different ways we can navigate (giving, seeking, and withdrawing) consent Not at all helpful
Practicing what you've learned using the scenarios	Practicing what you've learned using the scenarios Extremely helpful	Practicing what you've learned using the scenarios Very helpful	Practicing what you've learned using the scenarios Somewhat helpful	Practicing what you've learned using the scenarios Slightly helpful	Practicing what you've learned using the scenarios Not at all helpful
Learning about gender and gender stereotypes	Learning about gender and gender stereotypes Extremely helpful	Learning about gender and gender stereotypes Very helpful	Learning about gender and gender stereotypes Somewhat helpful	Learning about gender and gender stereotypes Slightly helpful	Learning about gender and gender stereotypes Not at all helpful
The Man Box activity	The Man Box activity Extremely helpful	The Man Box activity Very helpful	The Man Box activity Somewhat helpful	The Man Box activity Slightly helpful	The Man Box activity Not at all helpful

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* 10. Thinking about the LAB, how much did you like each of the following?

	Strongly like	Like	Neither like or dislike	dislike	strongly dislike
Learning about the spectrum of violence	Learning about the spectrum of violence Strongly like	Learning about the spectrum of violence Like	Learning about the spectrum of violence Neither like or dislike	Learning about the spectrum of violence dislike	Learning about the spectrum of violence strongly dislike
Learning how to notice	Learning how to notice Strongly like	Learning how to notice Like	Learning how to notice Neither like or dislike	Learning how to notice dislike	Learning how to notice strongly dislike
Learning how to be assertive when you communicate	Learning how to be assertive when you communicate Strongly like	Learning how to be assertive when you communicate Like	Learning how to be assertive when you communicate Neither like or dislike	Learning how to be assertive when you communicate dislike	Learning how to be assertive when you communicate strongly dislike
Practicing assertive communication	Practicing assertive communication Strongly like	Practicing assertive communication Like	Practicing assertive communication Neither like or dislike	Practicing assertive communication dislike	Practicing assertive communication strongly dislike
Learning about and practicing setting boundaries	Learning about and practicing setting boundaries Strongly like	Learning about and practicing setting boundaries Like	Learning about and practicing setting boundaries Neither like or dislike	Learning about and practicing setting boundaries dislike	Learning about and practicing setting boundaries strongly dislike
Learning how to intervene as a bystander	Learning how to intervene as a bystander Strongly like	Learning how to intervene as a bystander Like	Learning how to intervene as a bystander Neither like or dislike	Learning how to intervene as a bystander dislike	Learning how to intervene as a bystander strongly dislike
Learning to judge our physical and emotional safety before we decide to intervene as a bystander	Learning to judge our physical and emotional safety before we decide to intervene as a bystander Strongly like	Learning to judge our physical and emotional safety before we decide to intervene as a bystander Like	Learning to judge our physical and emotional safety before we decide to intervene as a bystander Neither like or dislike	Learning to judge our physical and emotional safety before we decide to intervene as a bystander dislike	Learning to judge our physical and emotional safety before we decide to intervene as a bystander strongly dislike
Practicing boundary setting and bystander intervention when we see or experience violence	Practicing boundary setting and bystander intervention when we see or experience violence Strongly like	Practicing boundary setting and bystander intervention when we see or experience violence Like	Practicing boundary setting and bystander intervention when we see or experience violence Neither like or dislike	Practicing boundary setting and bystander intervention when we see or experience violence dislike	Practicing boundary setting and bystander intervention when we see or experience violence strongly dislike
Learning what consent means and the different ways we can navigate (giving, seeking, and withdrawing) consent	Learning what consent means and the different ways we can navigate (giving, seeking, and withdrawing) consent Strongly like	Learning what consent means and the different ways we can navigate (giving, seeking, and withdrawing) consent Like	Learning what consent means and the different ways we can navigate (giving, seeking, and withdrawing) consent Neither like or dislike	Learning what consent means and the different ways we can navigate (giving, seeking, and withdrawing) consent dislike	Learning what consent means and the different ways we can navigate (giving, seeking, and withdrawing) consent strongly dislike
Learning about gender and gender stereotypes	Learning about gender and gender stereotypes Strongly like	Learning about gender and gender stereotypes Like	Learning about gender and gender stereotypes Neither like or dislike	Learning about gender and gender stereotypes dislike	Learning about gender and gender stereotypes strongly dislike
The Man Box activity	The Man Box activity Strongly like	The Man Box activity Like	The Man Box activity Neither like or dislike	The Man Box activity dislike	The Man Box activity strongly dislike
Practicing what you've learned using the scenarios	Practicing what you've learned using the scenarios Strongly like	Practicing what you've learned using the scenarios Like	Practicing what you've learned using the scenarios Neither like or dislike	Practicing what you've learned using the scenarios dislike	Practicing what you've learned using the scenarios strongly dislike

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* 11. What did you like best about the Say Something Youth Initiative LAB?

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* 12. Thinking about the LAB, is there anything that you learned that will help you promote a positive school environment? If so, please describe.

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* 13. What suggestions do you have for improving the Say Something Youth Initiative LAB that you’ve participated in? As a reminder, the goals of the program are to : 1. Support youth with skills to be able to create healthy relationships and prevent violence. 2. Practice skills to maintain your own positive relationships and to speak up to support other young people. 3. Engage students to help create communities and relationships built on respect, especially for LBGTQ+ youth.