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<blockquote data-quote="Hawk Diesel" data-source="post: 7349796" data-attributes="member: 59848"><p>I actually did a presentation about the value of RPGs in psych grad school. My suggestion would be to start with very simple rules. Especially if you only have 2 weeks, and I assume you want each kid to rotate turns at the DM in their group (I might also randomize the groups on a regular basis, reasoning below), you need something that can be picked up quickly and complexity added into it. My suggestion would be either <a href="https://docs.google.com/document/d/1pOltnTXaiiDdzGKvSiF2nqKFbeKFYH97hoqdgo_d7l0/edit" target="_blank">One Line RPG</a> or <a href="http://www.dungeon-world.com/" target="_blank">Dungeon World</a>. Both are ultra simple rulesets. An additional benefit to using these rules sets is that it creates separation from the Dungeons & Dragons name, which some parents may be uncomfortable with.</p><p></p><p>As for the title of the course, think about the benefits of youth engaging in RPGs. It builds social skills, cooperation, creative problem-solving, learning to manage interpersonal conflict through game play, managing frustration and failure through the safety of a game world... the list goes on. And that doesn't even begin to touch the potential therapeutic aspects such as empowerment, healing through reimagining of one's personal narrative, creating opportunities for youth to use their characters to try new ways of interacting with peers or experiencing the world, managing anxiety, and catharsis through psychodrama (which lets be honest, is easily accomplished through RPGs).</p><p></p><p>If you focus on the strength-building aspects through the tool of RPGs, that will go far to get kids that know what an RPG is to get excited, help parents understand the benefits, and give kids that don't know what an RPG is some idea of the purpose of the class or what they can get out of it.</p><p></p><p>As for the structure of the class, I would recommend the first class introduce the idea of the RPG. Maybe find some youtube clips that highlights some aspects of the game in general. Then I would set it up with exercises that are based around storytelling, improv, going with the flow, and spontaneity. For example, use story dice and go around the room and take turns telling a running story. Each kid needs to continue the story in some connected fashion, while rolling one or two story dice and incorporating them into the part of the story they create. This will help them get their creative juices flowing, help them understand the importance of remaining connected to the group story of the game, and provide a basis for fundamental skills required for playing the game. Finally, before starting the game, lay out clear ground rules to help them structure how to approach potential arguments or conflicts (such as making sure everyone is having fun, statements needed to prevent the DM for going on a power trip and making the games fair, but more concrete. Probably no more than 5 ground rules).</p><p></p><p>Then, I would recommend that you split the groups up into groups of 4 (chosen randomly) and randomly assign one as the DM. Each group would talk about the type of story they want to play in. And let them have a try at it, moving between each group to observe how they are doing and step in to assist when needed. Then at the end of the class, make time for groups to share their stories and the cool things that happened in their games. Also ask them to share what was hard or conflicts they had, and how they dealt with them. I think it's important to randomize how the groups are formed and who is the DM to make sure 1) everyone gets a chance to DM and 2) everyone has an opportunity to interact with peers they might not otherwise.</p><p></p><p>Hope this helps.</p></blockquote><p></p>
[QUOTE="Hawk Diesel, post: 7349796, member: 59848"] I actually did a presentation about the value of RPGs in psych grad school. My suggestion would be to start with very simple rules. Especially if you only have 2 weeks, and I assume you want each kid to rotate turns at the DM in their group (I might also randomize the groups on a regular basis, reasoning below), you need something that can be picked up quickly and complexity added into it. My suggestion would be either [url=https://docs.google.com/document/d/1pOltnTXaiiDdzGKvSiF2nqKFbeKFYH97hoqdgo_d7l0/edit]One Line RPG[/url] or [url=http://www.dungeon-world.com/]Dungeon World[/url]. Both are ultra simple rulesets. An additional benefit to using these rules sets is that it creates separation from the Dungeons & Dragons name, which some parents may be uncomfortable with. As for the title of the course, think about the benefits of youth engaging in RPGs. It builds social skills, cooperation, creative problem-solving, learning to manage interpersonal conflict through game play, managing frustration and failure through the safety of a game world... the list goes on. And that doesn't even begin to touch the potential therapeutic aspects such as empowerment, healing through reimagining of one's personal narrative, creating opportunities for youth to use their characters to try new ways of interacting with peers or experiencing the world, managing anxiety, and catharsis through psychodrama (which lets be honest, is easily accomplished through RPGs). If you focus on the strength-building aspects through the tool of RPGs, that will go far to get kids that know what an RPG is to get excited, help parents understand the benefits, and give kids that don't know what an RPG is some idea of the purpose of the class or what they can get out of it. As for the structure of the class, I would recommend the first class introduce the idea of the RPG. Maybe find some youtube clips that highlights some aspects of the game in general. Then I would set it up with exercises that are based around storytelling, improv, going with the flow, and spontaneity. For example, use story dice and go around the room and take turns telling a running story. Each kid needs to continue the story in some connected fashion, while rolling one or two story dice and incorporating them into the part of the story they create. This will help them get their creative juices flowing, help them understand the importance of remaining connected to the group story of the game, and provide a basis for fundamental skills required for playing the game. Finally, before starting the game, lay out clear ground rules to help them structure how to approach potential arguments or conflicts (such as making sure everyone is having fun, statements needed to prevent the DM for going on a power trip and making the games fair, but more concrete. Probably no more than 5 ground rules). Then, I would recommend that you split the groups up into groups of 4 (chosen randomly) and randomly assign one as the DM. Each group would talk about the type of story they want to play in. And let them have a try at it, moving between each group to observe how they are doing and step in to assist when needed. Then at the end of the class, make time for groups to share their stories and the cool things that happened in their games. Also ask them to share what was hard or conflicts they had, and how they dealt with them. I think it's important to randomize how the groups are formed and who is the DM to make sure 1) everyone gets a chance to DM and 2) everyone has an opportunity to interact with peers they might not otherwise. Hope this helps. [/QUOTE]
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