PARENTS AND TEENS: WELCOME TO MY WORLD

PROGRAMME 7: GEMMA AND GRAHAM

ACTIVITIES

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The video clips may contain a few seconds of extra material at the beginning and end, so we have included opening and closing descriptions to help identify the intended scene.

Guidance

The programme can be used as the focus of a stand-alone lesson. These activities support a variety of individual, paired and group work and can be chosen and adapted to suit the needs of the students involved.

For further information, websites and other resources, see Find out more.

Teachers may want to refer to information on the DfES's Teachernet website about handling controversial issues:
www.teachernet.gov.uk/wholeschool/behaviour/
tacklingbullying/racistbullying/preventing/controversialissues/

Group agreement

If you haven't already done so, consider undertaking the Group agreement activity from Programme 1 to help to establish a safe environment for young people to engage with potentially sensitive issues.

Before viewing

The Background information on communication skills will help to identify the areas where this family is failing to communicate effectively.

Programme-related activities

Who's a good communicator?
Clip 1: 05:16 – 06:26

• In: (Narrator) 'Gemma is trying to persuade her parents to let her go on an after-school shopping trip.'
• Out: (Graham) 'Why didn't you say that then?'

List three words that describe Gemma's parents' attitude towards her in this clip. Do you think they are being reasonable? Look at the Background information on communication, item 2, 'Negotiate and compromise to reach a solution'. Do you think Graham is willing to negotiate with Gemma? In pairs, role-play the conversation to show a better use of communication skills.

How much input should parents have?
Clip 2: 09:40 – 10:30

• In: (Narrator) 'Gemma is getting on with her homework, but Graham is making sure she does it properly.'
• Out: (Graham) 'We'll agree to disagree. It's time for your bed.'

What are the pros and cons of parents overseeing their children's homework? List three of each. How would you describe Graham's attitude to Gemma in this clip? Do you think he is being helpful? What do you think he should do differently? How could the family try and reach a better way of handling their arguments about homework?

Seeking creative solutions
Gemma and her parents have a real practical problem. Her parents can't leave their restaurants in the evening, and they need Gemma to work at weekends, so she can't spend time in town with her friends. How important do you think it is for the family to find a solution to the problem? What might happen in future if things continue as they are?

Take five minutes to brainstorm as many solutions as you can to the problem and write them down. For example, they could sell the business, Gemma could go to boarding school, etc. Then go through all the suggestions and discard any that seem totally impracticable. How many are you left with? What sacrifices or compromises would Gemma and her parents have to make in order for any of your solutions to work?

Who are your friends?
Gemma's parents are anxious about her friendships. Do you think they are sensible to be cautious? Give reasons. Do parents have the right to vet their children's friendships when the child is 13? What about when the child is 16, or 18?

What qualities do you look for in your friends? What qualities do you think adults would like you to look for? Write a description of a person, real or imaginary, who your parents would think is an ideal friend for you. Now write a description of one of your best friends. How closely do the two descriptions match?

Watching the film
Does anything change between Gemma and Graham as a result of watching the film? Graham says his behaviour is '…not bullying… but rather strict'. Do you agree with his assessment of himself? Do you agree with Gemma, that her parents treat her like a baby? What do you think needs to change in the family? Do you think these changes will happen now?