Description

Designed to take place ahead of engaging in other activities in the mental health series, this in-class experiential learning activity helps students to get a personal sense of what stigma can feel like before they begin to explore this important concept in the context of mental health. Facilitating this role-playing activity is a great way to get students engaged in an important mental health topic before delving into the other activities and learning materials available in this virtual classroom.
Special thanks Karen B. K. Chan of Fluid Exchange Consultation, Toronto, Canada for providing the inspiration for this activity.

Task

1. Before class begins, print out as many alien information sheets as required for the number of students. Please note that the same information is on each sheet twice and the sheets should thus be cut in half ahead of distribution.

2. Explain to students that in a few moments they will be taking part in an activity in which they will take on the roles of aliens at an intergalactic speed dating event. This event is a rare opportunity to find a potential mate and the goal is to mingle and set up as many dates as possible.

3. Distribute one identity sheet to each student, asking them to keep all of the information to themselves and not to share any details with classmates as this will negatively impact game play.

As there are only 5 types of alien identity sheets, there will be several students taking on the role of the same alien group. This is an important element of the role play that allows students opportunities to interact not only with aliens from other planets but also from their own and to feel both rejection and acceptance.

4. After all students have read their sheets, announce the commencement of the event and wish them luck.

5. After 5-10 minutes of interactions, announce that the speed dating event has come to its conclusion and that students can resume their individual human identities.

6. Next, engage the class in a group discussion of the experience. You may wish to begin by asking for some volunteers to talk about their personal experiences with the role play. Consider including the following questions, or variations thereof, in this discussion:

• What did it feel like when you were turned down?
  
• What did it feel like when you succeeded in setting up a date?
  
• Do you see any parallels between what took place here in this room and day-to-day life?
  
• How might our own biases and snap judgments negatively affect and hurt others?
  

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  Learning Objectives

  • Reflect on what it feels like to be stigmatized or discriminated against
    
  • Increase critical thinking and analytical abilities
    
  • Encourage empathy for those who are subject to stigma
  • Encourage students to reflect on how quickly people can form judgments about others, particularly those who seem different
  • Encourage student movement and interaction through drama

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