| 1 |
Introduce the program to the participants, as well as the team of facilitators, and establish an initial rapport. Duration: 1 h 20 min. Activity: "similarities and differences". |
Present the program and the team, as well as establish an initial rapport. Introduce the adolescents, create the contract, and read the terms of consent. Conduct the pre-test instrument application. Duration: 1 h 30 min. Activity: group integration with the use of an interactive panel/poster. |
| 2 |
Administer pre-test result assessment instruments and vote on preferred topics for upcoming thematic sessions. Duration: 1 h 20 min. Activity: presentation focused on constructing a bond. |
Provide information about the emotional and cognitive aspects of passion. Facilitate the identification of responsive and abusive intimate relationships, whether from personal experiences or those of close people. Duration: 1 h 30 min. Activity: card game developed by the team focusing on abusive and violent situations |
| 3 |
Promote the identification of responsive and abusive intimate relationships and provide information about the emotional and cognitive aspects of passion. Duration: 1 h 20 min. Activity: drawing session about being in love, passions worth pursuing, and passions not worth pursuing. |
Promote reflection on the myth of romantic love and encourage recognition of jealousy in romantic relationships. Develop critical thinking about the costs and benefits of unhealthy coping mechanisms (violence, resignation) and raise awareness of healthy ways to cope with jealousy in dating (assertive communication). Duration: 1 h 30 min. Activity: use a song about jealousy as a trigger for discussion. |
| 4 |
Promote the recognition of jealousy in dating, develop critical thinking about the costs and benefits of unhealthy coping mechanisms, and raise awareness of healthy ways to deal with jealousy (assertiveness). Duration: 1 h 20 min. Activity: reading a comic book story titled "Léo and Bia". |
Address the testimony of violence in romantic relationships among family members and partners, promote critical thinking about dysfunctional aspects of these relationships, highlighting legacies of relationships you wish to maintain and those you wish to change. Duration: 1 h 30 min. Activity: segment 1: balloon exercise: legacies I want to keep and legacies I want to change. Segment 2: For those in a relationship (satisfaction chart) and for those not in a relationship (exercise: how I would like my relationship to be) based on exercises from "Guia Diferenciando baladas de ciladas" (Murta et al., 2011Murta, S. G., Santos, B. R. P., Nobre, L. A., Oliveira, S. A., Diniz, G. R. S., Rodrigues, Í. O., Miranda, A. A. V., Araújo, I. F., Del Prette, A., & Del Prette, Z. A. (2011). Diferenciando baladas de ciladas: um guia para o empoderamento de adolescentes em relacionamentos íntimos (Differentiating parties from traps: A guide for empowering teenagers in intimate relationships). Letras Livres.). |
| 5 |
Promote consequential thinking and self-awareness of emotions in decision-making situations and encourage self-care when facing decisions involving risks. Duration: 1 h 20 min. Activity: advantages and disadvantages of actions in dating using posters. |
Promote critical thinking about gender roles and sexual and reproductive rights. Duration: 1 h 30 min. Activity: board game created by the team on "myths and truths". |
| 6 |
Develop initiatives for self-protection and problem-solving skills, foster empowerment (increasing personal resources), and recognize emotions and ways of dealing with emotion-focused problems. Develop critical thinking about problem-solving methods traditionally associated with femininity (passivity and submission) and masculinity (impulsivity and violence). Duration: 1 h 20 min. Activity: balloon game. |
Address gender identity, sexual orientation, and race and their relationship with dating violence situations. Duration: 1 h 30 min. Activity: situational cards, vignettes as triggers for role-play/dramatization, and collective creation of a diversity mask. |
| 7 |
Promote critical thinking about gender and sexual orientation roles and introduce sexual and reproductive rights. Duration: 1 h 20 min. Activity: myths and truths exercise based on "Guia Diferenciando baladas de diadas" (Murta et al., 2011Murta, S. G., Santos, B. R. P., Nobre, L. A., Oliveira, S. A., Diniz, G. R. S., Rodrigues, Í. O., Miranda, A. A. V., Araújo, I. F., Del Prette, A., & Del Prette, Z. A. (2011). Diferenciando baladas de ciladas: um guia para o empoderamento de adolescentes em relacionamentos íntimos (Differentiating parties from traps: A guide for empowering teenagers in intimate relationships). Letras Livres.). |
Develop initiatives for self-protection and problem-solving skills and favor the identification and increase of personal resources to address dating violence situations. Duration: 1 h 30 min. Activity: emotion and behavior traffic light, developed by the team. |
| 8 |
Promote self-awareness of unpleasant emotions, raise awareness of how feelings are experienced, and provide information about assertive expression skills. Duration: 1 h 20 min. Activity: presentation of emotions. |
Recognize the potential family, social, and legal support services in dating violence situations. Duration: 1 h 30 min. Activity: construction of a social support map. |
| 9 |
Administer post-test assessment instruments, qualitatively evaluate participants' progress throughout the program, and conclude with a celebratory tone. Duration: 1 h 20 min. Activity: "suitcase" dynamic about acquired strategies and a celebratory gathering. |
Administer post-test result assessment instruments, qualitatively evaluate participants' progress, and conclude the program with a celebratory tone with the adolescents. Duration: 1 h 30 min. Activity: group application of the instruments and celebration. |
