Clear ideas. Concrete application.
For teams, classrooms and adult communities that need to practice decisions about continuity, pause, referral or safe exit. Through low-risk cases and written or observational alternatives, listening, clarity, boundaries and power are practiced without recreating humiliation, harassment or violence or forcing dialogue when it is not safe.
For whom
Adults from teams, classrooms, families, associations and communities. Suitable for public, private, educational, social, cultural or community organizations.
What you will learn
- Distinguish disagreement, conflict, criticism and personal attack in low-risk cases, taking into account power and signs of possible harassment or violence.
- Apply open questions, listening, summarizing, recognition of impact, clear messages and concrete requests in a low-risk simulated conversation.
- Formulate a boundary and justify whether it is appropriate to continue, pause, leave or activate a responsible channel, without putting safety in second place.
- Close an interaction with a possible next step, a non-forced repair or a safe exit.
The syllabus, no mystery.
Each module combines concepts, a practice and a question to build your own criterion.
- Fact, interpretation, value and need
- Disagreement, conflict, criticism and personal attack
- Signs of harassment, violence, power, inequality and risk
- Uncertainty and prudent decision-making
In groups, classify low-risk fictitious scenes and separate what is observable from interpretation; identify signals to stop or ask for support. Violence or harassment is not represented.
A question to ponderWhat information do you need to distinguish an addressable discrepancy from a situation in which continuing may increase risk?
Your result: Analysis sheet with provisional typification, facts differentiated from interpretations, uncertainties, and indicators of power or safety.
Your final project.
Individual resolution, written, observational or by voluntary low-risk simulation of a fictitious case: provisionally typify the situation, listen or script a listening interaction, express a position, set a boundary and decide continuity, pause, exit or channel consultation. Harassment, violence or humiliations are not represented or reenacted; the safe decision is evaluated, not the exposure or the performance.
This is how we work.
How we review what has been learned
Integrated formative assessment: checklist of practices, self-assessment, and peer . Observed are prudent identification of the case, listening and clarity, boundaries and responsible choice of continuity, pause, exit, or channel activation. Ideological affinity and personal disclosure are not assessed.
Format and sessions
Four 3-hour sessions, in-person or live virtual, with accessible participation alternatives. The hours include explanation, practice and assessment; there are no mandatory tasks outside.
Before starting
No prior knowledge is required. You can participate by speaking, writing, or observing; it is not necessary to share personal experiences and you may pause without justifying it.
Proposed instructor profile
Proposed instructor profile: facilitation with relevant professional experience in care, relationships, diversity and participation. The specific profile, roles and availability will be verified before each edition.
Scope of the course
Educational training, not therapy, enabling mediation or a complaint protocol. Does not replace specialized care, legal advice or local procedures. It is never required to talk with the person who exerts violence, threat or harassment; safety and the possibility of leaving take priority.
Reference sources
The cited entities are sources for consultation, not collaborators or endorsers of CRUSH.