Talking About Youth Health in BC

3) Facilitate a discussion at this point about thecumulative effects of these risk factors onthe carrier. Use discussion questions suchas “what is happening?”Ask how risk factors can affect someone, forexample:• If a person is shuffled from group hometo group home, how may that affect theiroverall health?• If a person feels misunderstood at homeand isolated at school, how may thataffect their health?• If a person faces harassment basedon their culture, race, gender, ability, orsexual orientation, how may that affecttheir health?Also discuss why a risk factor could negativelyimpact both individual health and thecommunity as a whole.Ask the group what they think would lightenthe carrier’s load? What are some of thethings that might contribute to overcomingrisks and remaining healthy? Then lead intothe next part of the exercise.4) Explain that you will call out numbers again,only this time for protective factors. The personwith that number under his/her chair willcome forward, read out the “protective factor”and remove a rock from the bin, BUT willleave the risk factor paper in the bin. Repeatfor all the protective factors as before.5) Ask the group again what they saw happening.Point out that protective factors tookaway the weight of the risk factor that washolding down the volunteer with the bin. Usethis metaphor to facilitate a discussion aboutprotective factors.Use discussion questions such as:“Can anyone explain what we just saw?”“Why do some people with many risk factorsseem to maintain healthy lives?”“What was the difference between the riskfactors and the protective factors?” (notall youth experience the same risks, but allyouth need to have protective factors in theirlives).14McCreary Centre Society