personal stories serve as living proof that change is possible

PERSONAL STORIES SERVE AS LIVING PROOF THAT CHANGE IS POSSIBLE:

A THREE PART WORKSHOP SERIES GEARED TOWARD SUPPORTING ADULTS

THROUGH A TRANSITION TOWARD VEGANISM

An Independent Learning Project Presented by

Wendy S. Gilmore

To

Melissa Feldman

Professor and Faculty Advisor

In partial fulfillment of the requirements for

the degree of Master of Education

with a concentration in humane education.

Cambridge College

Cambridge, Massachusetts

August 2011

i

This is an unpublished Independent Learning Project

In which copyright subsists

©Copyright by Wendy S. Gilmore

August 2011

All Rights Reserved

This copy is not intended for distribution to the public.

ii

ACKNOWLEDGEMENTS

I would like to thank a few of the individuals who have played a role in supporting my

own transition toward veganism. First is my middle school friend Laura, who showed me how

enjoyable a vegetarian lifestyle could be. Next are my parents, who were supportive in allowing

me to make my own food choices from a young age. Finally, “Vegan Mike,” a college friend

who shared a wealth of knowledge and support about living a life that is healthy, compassionate,

and environmentally conscious.

Additionally, I would like to thank my partner Liane for her encouragement and superb

editing skills, as well as the faculty and staff of the Institute for Humane Education whose vision

for a humane world has been inspiring. Finally, a very special thank you to Melissa Feldman,

whose unwavering guidance and support has helped me in creating the following Independent

Learning Project.

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ABSTRACT

Changing one’s actions can feel like an arduous, if not impossible, journey. With a belief

that personal stories serve as living proof that change is possible, this Independent Learning

Project (ILP) aims to support adults seeking to make a transition toward veganism. The problem

addressed through this project is the lack of background knowledge regarding the obstacles

everyday people have overcome to achieve their personal goals. Research on the process of

personal change, best practices in supporting adults through change, and the power of personal

stories supported the creation of a three-part workshop series geared toward supporting

individuals through a successful personal journey toward veganism.

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TABLE OF CONTENTS

Chapter 1

Rationale 1

Goals 5

Problem Statement 7

Population 8

Methodology 9

Chapter 2

Introduction 11

Process of Personal Change 11

Best Practices: Supporting Adults Through Personal Change 18

The Power of Personal Stories 21

Chapter 3

Title Page 26

Table of Contents 27

Introduction to Facilitator’s Guide 29

Goals 32

Background Research 34

Humane Education 37

Workshops 39

Assessment 95

Resources 97

About the Author 101

v

References 102

Appendices 103

Chapter IV

Summary 113

Conclusions 115

References 118

Resume 121

1

Chapter 1

Rationale

The field of humane education strives to draw connections between all forms of social

justice through intentional and experiential learning opportunities, both inside and outside of the

classroom. Focus areas include human rights, environmental ethics, animal protection, and

culture and change. While some humane educators are teachers by profession, others are

everyday role models, mentors, and coaches with an exceptional ability to encourage and inspire

growth and change in others.

Humane educators strive to help individuals build a solid foundation for knowledge,

awareness, and information gathering skills (Weil, 2004). Most humane educators follow the

Four Elements of Humane Education:

1. Providing accurate information so participants understand the consequences of their

decisions as consumers and citizens.

2. Fostering the 3 Cs of Curiosity, Creativity, and Critical Thinking so participants can

evaluate information and solve problems.

3. Instilling the 3 Rs: Reverence, Respect, and Responsibility so participants will act

with kindness and integrity.

4. Offering positive choices that benefit oneself, other people, the Earth, and animals so

participants feel empowered to help create a more humane world. (Weil, 2004, p. 20)

With knowledge comes responsibility, and one of the major challenges a humane

educator will face are the cautious individuals who seek to avoid exposure to information that

may upset or threaten the way they interact with the world. Many people have shared with me

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that they would rather not learn of the reasons for a transition toward veganism, as they might

feel obligated to make a change that they are not yet ready to consider. In Why We Love Dogs,

Eat Pigs, and Wear Cows, Joy (2010) suggested that our culture of comfort resists this

knowledge because it hurts. Pain should be avoided, and ignorance is bliss (p. 142).

With Eknath Easwaran’s (1992) book, Your Life is Your Message, in mind, the workshop

series designed for chapter three of this independent learning project (ILP) will highlight stories

of individuals who not only have overcome great obstacles to make a change toward veganism,

but who have later gone on to support others seeking to make a similar change. While there is

much value in being introduced to person’s successful completion of a goal, it can be a real

challenge to emulate such actions without an opportunity to gain awareness of their process

toward change. What inspires change? What obstacles might one encounter along the way, and

how might these obstacles be overcome? What advice can a changed person offer to others?

Equipped with a realistic understanding of what to expect, I believe many individuals will be

better prepared to reach their goal of a change toward veganism.

Changing one’s own actions can feel like an arduous, if not impossible, journey. While

my transition toward a vegetarian diet at the age of thirteen was relatively smooth, I never

imagined going so far as to giving up all animal-derived products. At the time, a vegan lifestyle

seemed too extreme for me. I didn’t understand why a vegan would not eat or use animal-

derived products, such as cow’s milk or sheep’s wool if they were not being slaughtered to

produce these products. I rationalized how we shared a symbiotic relationship, where cows

needed to be milked and sheep needed to have their hair cut. I assumed theses cows and sheep

were the lucky ones who were able to live throughout the production process.

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Over time, I came to realize that a more complex system was in place. These animals

were being used as if they were equipment, whose sole purpose in life was to manufacture profit

bearing consumer products. I no longer wanted to be a part of the systematic confinement,

isolation, illness, and ultimately slaughter just like the other animals that were being raised for

food were experiencing.

At first, I couldn’t fathom what I would do without milk in my cereal, or cheese on my

pizza. I had just discovered café lattes, and was not ready to give those up either. Where and

how would I begin to think about a life without cow’s milk? Fortunately, while in college I

forged a good relationship with someone who was living a vegan lifestyle and the meals we

shared were solely plant-based. Having found a strong vegan role model and mentor, I began to

learn more about the many benefits of veganism and the transition toward this way of life

seemed less daunting.

For many individuals, the idea of change is quite intimidating. To do so requires a belief

that you as an individual can make a difference (Shields, 1994). In Free the Children, Craig

Kielburger (1998) wrote:

Every struggle to end injustice seems at first overwhelming and impossible. People who

campaigned to end the slave trade across the Atlantic met enormous opposition and were

told they could never succeed. Women who called for the right to vote were laughed at.

When Rosa Parks refused to sit at the back of an Alabama bus in the Southern United

States, she started a fight for racial equality that most people said she could never win.

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These people, though few in number, and frequently the targets of cynicism and

sometimes violence, refused to give up their dream of justice. The world is a better place

because of them.

Advances in human rights have always been one by people who are bold enough to

believe they can make a difference. They refuse to give up when the rest of the world

tells them: It’s not possible; you’re being unrealistic; It’s far more complicated than you

think; These things can’t be changed; There will always be injustice: Give up. (p. 319)

While motivated to take a stand for change, I imagine the folks Kielburger speaks of

could not have fathomed how deep of a mark their passionate actions would make throughout

history, not to mention the sheer volume of other individuals whose passions they helped to

ignite. These were everyday people who made a commitment to be true to their beliefs and

values, and who made a commitment to initiate change.

For some, a common and disempowering belief is the “tyranny of the idea of being the

expert” (Shields, 1994, p. 16). We need not know everything about a topic, but rather it is more

important that we first begin. Even after following a vegan diet for years, I had reservations

about sharing my own recipes with other vegans. What if I was using the wrong ingredients? I

didn’t want to misinform anyone. Then I realized how much I do have to offer and began

leading cooking workshops and tastings throughout my community. Equipped with a collection

of ingredient lists and personal disclaimers that I was not an expert, I began to help others initiate

their own journey toward veganism by sharing my own story with them.

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Consider the story of Jillian Michaels, personal trainer for the NBC hit television

programs The Biggest Loser, and Losing it with Jillian. After having spent “her adolescence

overweight and unhappy” (Sharick, 2009, para. 1), Michaels enrolled in a martial arts class that

“helped her shed the pounds and inspired her to dedicate her life to helping others lose weight”

(Sharick, 2009, para. 1). NBC.com (2010) described Michaels as having a unique connection

with her audience that stems from her own personal journey. Michaels was determined to reach

her goals, and through dedication and hard work, she did. While Michaels “understands how

painful the process can be,” she also “understands that change is possible” (Sharick, 2009, para.

3). Through sharing her story, Michaels continues to encourage and inspire both growth and

change in others.

Similarly, former smokers have lead smoking cessation programs to help others to quit,

and recovering alcoholics serve as sponsors to those who are on the road to recovery. Former

bullies have become allies, ex-gang members have become mentors, and even some cattle

ranchers have been known to transition to a vegan lifestyle. The list goes on, but what does it all

have to do with Humane Education? Everything. These are the stories of everyday people who

encourage us to consider our own potential for change. As a Traditional Medicinal tea bag

would advise, our choices will change the world.

Goals

My goal is to develop a curriculum to share with interested individuals and/ or

community organizations who seek to encourage and support adults, ages 18 and older, through a

transition toward veganism. The workshop series included as chapter of this ILP is designed to

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be offered as a three part series, where participants meet for three hours a week over the course

of three weeks.

The underlying theme throughout this series is the inspirational power of personal

journeys, and the motivational impact these can have on individuals who are preparing to embark

on similarly challenging journeys. Equipped with living proof that change is possible, the

understanding that change is a process, along with a wealth of resources and support, workshop

participants can overcome what can be the most challenging part of a transition toward

veganism: the very beginning.

Primary goals for the workshop facilitators using this curriculum are to:

1. Further develop a sense of confidence in the understanding veganism, as well as the

positive impact veganism has on non-human animals, human rights, health, and the

environment.

2. Have access to a collection of resources on topics such as veganism and change (i.e.

print and online materials, films, community organizations, etc.)

3. Develop effective teaching strategies by reviewing teaching tips, lesson plans and

activities that relate to linking veganism with the process of change.

4. Gain awareness of powerful stories of people who have overcome great obstacles as

they moved toward veganism themselves.

5. Find clarity and confidence in the ability to offer this workshop in a positive,

effective, and focused manner, where participants are welcome to raise difficult

questions that may not have easy answers.

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6. Trust that change is possible for all participants, including the facilitator, while

finding ways to measure the workshops effectiveness.

7. Have access to materials that will help secure opportunities for promoting and

presenting this workshop series within a local community setting.

8. Continue exploring the topics of veganism and change, as well as how to incorporate

new found knowledge about veganism and change into the workshop

Primary goals for the participants in this workshop series are to:

1. Recognize that personal decisions not only impact individual health, but other people,

non-human animals, and the environment as well.

2. Gain awareness and understanding that change is a process, while drawing

connections to a more specific process of change toward veganism.

3. Feel inspired to make changes toward veganism as a result of the personal journeys of

individual change makers who have started to live a life that is more in line with their

values.

4. Develop confidence in adopting a change toward veganism, and in talking with others

about this transition. This might include new knowledge of how to substitute animal-

derived products with plant-based alternatives, as well as where to purchase common

ingredients.

5. Apply new knowledge, skills, and confidence in setting personal goals toward a

change to veganism.

Problem Statement

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The problem addressed through this project is the lack of background knowledge

regarding the obstacles everyday people have overcome to achieve a personal goal, such as a

change toward veganism. The story of one person’s journey toward change is often enough to

ignite the passion in others who are seeking a similar journey themselves. Maya Angelou

(2011) once shared that while we delight in the beauty of a butterfly, we rarely admit the changes

they have gone through to achieve such beauty (Angelou, Maya Angelou Quotes section, para.

1). By recognizing and understanding the process of change, and through thoughtful

consideration of the personal journeys of others, an individual's preparedness for beginning their

own personal journey is reinforced. This workshop series seeks to fill a learning gap around the

process of change, and to provide information and support for individuals who are interested in

making a change toward veganism.

Population

The following curriculum is designed for use by any person or community organization

interested in offering a three part workshop series on the transition toward veganism for adults

who are 18 and older. This curriculum may be of particular interest among vegetarian,

environmental, and peace interest groups, as well as among teachers, parents, and wellness

coaches.

Based on previous experience, it is likely that most participants would be American

women between the ages of 40 and 70 who feel as if they cannot make a change toward

veganism because it might not be accepted by a parent, partner, or children. In addition to the

familiar skepticism regarding health and animal protection issues, many individuals share the

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concern that their families may feel offended or experience a sense of loss if they were to stop

cooking and/or eating traditional family recipes.

Methodology

This curriculum will be designed as a three part workshop series, which will include

general information about the process of change and powerful stories of everyday people whose

personal journeys toward change may further influence such change in other individuals.

To support the creation of this curriculum, I will analyze and synthesize both scholarly

and non-scholarly resources. The scholarly research will focus primarily on the following three

categories:

1. The Process of Personal Change

2. Best Practices: Supporting Adults Through Personal Change

3. The Power of Personal Stories

Understanding the process of change, ways to support individuals through such change,

and bearing witness to the living proof that change is possible will create a solid foundation for

those who choose to facilitate and/or participate in this workshop series. To develop a stronger

understanding of each of these core areas, I will explore current scholarly sources to be shared as

a literature review in chapter two of this paper.

With a primary focus on supporting workshop participants though a personal change

toward veganism in particular, ensuring that the workshop facilitators are equipped with general

philosophies and reasoning in support of veganism is key. Non-scholarly research will be

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conducted to aid in the development of a collection of activities and resources to be used both by

the workshop facilitators and the participants.

While I anticipate a wealth of resources on the topic of personal change and even in

supporting adults through such change, I imagine there may be some challenges with the search

for scholarly information on the power of personal stories. Certainly the linkage to veganism in

each of these areas may be limited; however, I see a definite connection which is all the more

reason for this independent learning project to be conducted.

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Chapter 2

Introduction

The curriculum for Personal Stories Serve as Living Proof That Change is Possible,

included as chapter three of this ILP, follows an in-depth scholarly literature review regarding

three key areas of focus. First, it is important to recognize that personal change is a process.

Second, consideration of best practices while supporting adults through personal change may

increase the potential for positive outcomes. Finally, personal stories of individuals who have

moved through change serve as living proof that change is in fact possible.

The Process of Personal Change

While some people might assume that change “occurs dramatically and discretely,”

others like Prochaska, Norcross, and Di Clemente (2006) proposed that change is a process

which involves a series of powerful stages that are not only controllable, but that are also

predictable (p. 15). Even before an individual takes an action, such as to quit smoking, it is

likely they have already gone through a few key steps along their personal journey toward

change. First, the individual may have started to picture themself as someone who does not

smoke. After picturing themselves as an ex-smoker, they may commit to speaking with a doctor

for help in creating a plan for action. “The action stage is simply one of six stages- following

precontemplation, contemplation, and preparation, and preceding maintenance and termination”

(Prochaska, Norcross, and Di Clemente, 2006, p. 15).

Individuals who are the precontemplation stage generally are not planning to make a

change within the next six months, where as those in the contemplative stage are. Once an

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individual is ready to take action within one month they move into the preparation stage.

Following six months of committed action toward change, an individual clears the maintenance

stage, terminating the targeted behavior to reach their personal goal toward change (Prochaska et

al., 2006, p. 39-46).

Known as the Transtheoretical Model of change (TTM), each of these six stages have

taken root from the principal consciousness raising and behavioral modification theories of

traditional psychotherapy. In Changing for Good, Prochaska et al. (2006, p. 26) shared the

following summary of the principle theories of psychotherapy that closely relate to the TTM:

Theory Notable Figures

Primary Process of

Change Representative Techniques

Psychoanalytic Freud Consciousness Raising Analysis of Resistance

Jung Emotional Arousal Free Association

Dream Interpretation

Humanistic/ Rogers

Social Liberation

Commitment Clarification & Reflection

Existential May Helping Relationships Empathy & Warmth

Gestalt/ Perls Self Reevaluation Choosing and Feedback

Experiential Janov Emotional Arousal Confrontation

Focusing

Cognitive Ellis Countering Education

Beck Self Reevaluation

Identifying Dysfunctional

Thoughts

Cognitive Restructuring

Behavioral Skinner Environment Control Assertion

Wolpe Reward Relaxation Training

Countering Managing Reinforcements

Self Control Training

While each of the above listed therapies might hold differing opinions about an

individual’s needs, there is a general intersect when it comes to looking at the processes of

change. These processes involve the “activities one initiates to help modify their thinking,

feeling or behavior” (Prochaska et al., 2006, p. 55). Glanz, Rimer, and Viswanath (2008)

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highlight ten processes of change in their outline of the core constructs of the TTM in Health

Behavior and Health Education (p. 98-99):

Transtheoretical Constructs

Constructs Description

Stages of Change

Precontemplation No intention to take action within the next six months

Contemplation Intends to take action within the next six months

Preparation

Intends to take action within the next 30 days and has

some behavioral steps in this direction

Action Changed overt behavior for less than six months

Maintenance Changed overt behavior for more than six months

Termination No temptation to relapse and 100% confidence

Processes of Change

Consciousness raising

Finding and learning new facts, ideas, and tips that support the

healthy behavior change

Dramatic relief

Experiencing the negative emotions (fear, anxiety, worry)

that go along with unhealthy behavioral risks

Self-reevaluation

Realizing that the behavior change is an important part of

one’s identity as a person

Environmental reevaluation

Realizing the negative impact of the unhealthy behavior or

the positive impact of the healthy behavior on one's

proximal social and/or physical environment

Self-liberation Making a firm commitment to change

Helping relationships

Seeking and using social support for the healthy behavior

change

Counterconditioning

Substitution of healthier alternative behaviors and

cognitions for the healthy behavior

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Reinforcement management

Increasing rewards for the positive behavior change and

decreasing the rewards of the unhealthy behavior

Stimulus control

Removing reminders or cues to engage in the unhealthy

behavior and adding cues r reminders to engage in the

healthy behavior

Social liberation

Realizing that the social norms are changing in the direction

of supporting the healthy behavior change

Decisional Balance

Pros Benefits of changing

Cons Costs of changing

Self-Efficacy

Confidence

Confidence that one can engage in the healthy behavior

across different challenging situations

Temptation

Temptation to engage in the unhealthy behavior across

different challenging situations

While “all psychotherapies seek to support change by applying two or more of these

processes,” Prochaska et al. (2006) noted that individuals seeking to make a change on their own

“are not limited to any one theory or therapy” and “have the advantage of being able to choose”

the processes that work best for them (p. 27). For example, an individual seeking to make a

personal change toward veganism might combine consciousness raising and helping

relationships with self-liberation (Glanz, Rimer, & Viswanath, 2008, p. 98). In order to feel

firmly committed to such a change, it would be advantageous for this particular individual to

gather useful information about veganism as well as to seek out community organizations that

host events such as vegan potluck dinners. Chapter three of this Independent Learning Project

will consider these three processes in particular, while seeking to highlight the “benefits of

changing” as well to build self-efficacy among workshop participants (Glanz et al., 2008, p. 99).

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When Prochaska et al. (2006) “first identified the six stages of change,” they believed

that individuals “moved consistently from one stage to the next” (p. 47). Later on, they started to

realize that while “linear progression is possible, most [individuals] slip up at some point,

returning to the contemplation, or even precontemplation stage, before renewing their efforts” (p.

47). Facilitating Change LTD (2011) is an organization which highlights various motivational

interviewing (MI) techniques that could be used to supporting individuals undergoing a process

toward change. Their online resources include a visual illustration of what a non-linear TTM

might look like, although they refer to the planning and action stages as determinism and active

change:

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Sometimes individuals relapse and need to start back at an earlier stage. For example, an

individual preparing to make a change toward veganism might replace products in their kitchen

that are not plant-based with items that are. After two weeks of taking action toward veganism,

the individual may be invited to a dinner party where the host offers a vegetarian dish that

contains cow’s milk. The individual could politely decline this dish, or relapse after weeks of

commitment. Should there be a relapse, Prochaska et al. (2006) assert that “action followed by

relapse is far better than no action at all. People who take action and fail within the next moth

are twice as likely to succeed over the next six months than those who don’t take any action at

all” (p. 49).

Just as “helping relationships … [are] of critical importance” as one initiates a change, so

too are they important in understanding and supporting individuals as they work to maintaining

change (Prochaska et al., 2006, p. 32). Ideally, an individual would feel confident in their

choice to abstain from eating a meal containing cow’s milk and the host would be supportive of

their commitment toward this change.

The TTM can be applied in supporting individuals through journeys toward change such

as abstinence from alcohol, drugs, cigarettes, and overeating. Additionally, the TTM can support

in the development of more physically and mentally healthier lifestyles, such as helping an

individual create and follow a weekly exercise routine (Prochaska et al., 2006, p. 16). In chapter

three, this model could be utilized in preparing to support individuals who are interested in

making a change toward veganism.

While preparing to facilitate a workshop series on the process of change toward

veganism, familiarity with the stages and processes of change will be invaluable to both the

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workshop facilitators as well as their participants. Additionally, the facilitator’s ability to

highlight the benefits of change and to empower participants will greatly impact the pace at

which participants move toward action, maintenance and ultimately termination of a non-vegan

lifestyle.

Best Practices: Supporting Adults Through Personal Change

Consideration of best practices is important while supporting adults through a personal

journey toward change. The three best practices we will focus on in preparation for the Personal

Stories Serve as Living Proof That Change is Possible curriculum are to use a solution focused

model, motivational interviewing (MI), and role modeling.

A solution-focused model of support zeroes in on an individual’s accomplishments and

strengths. Both the “frame of reference and the goals” for change belongs solely to the

individual seeking to make such a change (Bauman, 2008, p. 145). Having the opportunity to set

one’s own goals gives an individual the chance to demonstrate their genuine commitment for

change, while highlighting their accomplishments as each goal is met. This solution-focused

model might be used by a therapist working with a client who chooses to reduce smoking

cigarettes by 50%, as opposed to giving up cigarettes altogether. While the therapist might

prefer this individual to quit smoking entirely, they would support the client’s decision to start

with small steps with the hope that their progress toward quitting would increase over time

(Bauman, 2008, p. 145).

A solution-focused model might also be applied while supporting an individual who is

interested in making a change toward veganism. Bauman (2008) shared the following solution-

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focused techniques that could also be used to support individuals through a personal change

toward veganism in a workshop setting:

1. Highlight any transformations that individual may already have made between the

time they registered for the workshop and when it began.

2. Ask the individual to “imagine that a miracle happened during the night,” where they

swiftly transitioned toward veganism but did not know it. The individual would then

be asked to identify the first indication that this transition had occurred, with the

intention of leaving them focused on the positive aspects of what life might be like as

a vegan.

3. Ask the individual to rate on a scale of one to ten how close they are to reaching their

personal goal toward veganism (with one being the furthest from and ten being the

closest). Then follow up to see what it would take for them to move one point closer

to their goal, as this would help them to “reflect on improvement and identify small

steps to take.”

4. Find out how the individual “manages to cope” with the personal, social,

environmental, and ethical impact of their non-vegan lifestyle, with the intention of

highlighting the individual’s strength and ability to overcome such challenges. (p.

145-146)

The primary goal of MI is to “strengthen one’s commitment to change” (Bauman, 2008,

p. 146). Lai, Cahill, Qi and Tang (2010) described MI as a direct individual-centered model of

support “to help people to explore and resolve ambivalence about behavior change (p. 2).

Initially developed to treatment alcoholism, MI has since been used for “treating drug addiction,

weight loss, compliance with treatment for asthma and diabetes as well as for smoking

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cessation.” (p. 2). MI could be used to support individuals approaching a change toward

veganism, as well.

Atkinson (2006) shared that the spirit of MI involves collaboration, evocation and

autonomy. Collaboration with the individual seeking to make a change “involves exploration

more than exhortation, and support rather than persuasion or argument” (Atkinson, 2006, p. 13).

Evocation involves helping the individual to identify and to draw upon the strengths they already

hold within, and their autonomy can be supported by allowing and encouraging them to retain

the ultimate responsibility the change they are seeking (Atkinson, 2006; Moran, Pathak, &

Sharma, 2009).

Additional goals of MI are to “increase knowledge and concern while promoting self-

efficacy, internal attribution and self esteem” (Atkinson, 2006, p. 14). MI closely relates to the

elements of humane education introduced in chapter one of this Independent Learning Project.

To increase knowledge, an educator supports individuals by “providing accurate information so

[they can] understand the consequences of their decisions” (Weil, 2004, p. 20). By fostering

curiosity, creativity, and critical thinking individuals grow more prepared to independently

“evaluate information and solve problems” (Weil, 2004, p. 20). Through instilling reverence,

respect, and responsibility as well as by “offering positive choices” individuals are likely to feel

empowered to successfully meet their goal of a personal change toward veganism (Weil, 2004, p.

20).

Role models not only encourage and support individuals seeking to make a change

toward veganism, but they often serve as living proof, themselves, that change is in fact possible.

Parker Palmer (2007) suggested that a true mentor must “embody what it looks like” to live in a

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particular way (p. 11). This does not mean that one must model absolute perfection alone, as the

demonstration of resilience throughout challenging times is a quality worth modeling. Palmer

(2007) also suggested that we can best support others by encouraging them to use their voice to

“challenge what is wrong…to honor their own integrity, and live by their deepest callings” (p.

12). When individuals feel motivated and supported to invest in the right strategies, they change

(Patterson, Grenny, Maxfield, McMillan, & Switzler, 2011, p. 239).

It is not necessary to strictly follow any one approach while supporting an individual

through a personal change toward veganism, however, consideration of these three best practices

should prove to be helpful for both educators and the individual seeking their guidance.

The Power of Personal Stories

“To be a person is to have a story. More than that, it is to be a story” (Kenyon & Randall,

1997, p. 1). According to Levinson (1986), “each individual has its own special character and

follows its own special course” (p. 3). Through sharing our own personal journeys with others,

and by listening to theirs, “we become more of who we are” (Kenyon et al., 1997, p. 1).

Individuals who seek to quit smoking, give up alcohol, or lose weight often find solace in

knowing that others have successfully completed this journey before them. After all, those

individuals serve as living proof to us that persisting through change is possible. It is like

waiting in line for a rollercoaster, where you are not quite comfortable with the journey you are

about to embark on, but everyone stepping off the ride seems to be alive with the sort of energy

you crave. While they too may have felt frightened at first, they survived it.

“By not just surviving, but actively accepting and acknowledging the turning points in

our lives,” Brenner (2010) suggested that we “begin to find what so many people are looking for:

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a life of greater meaning and fulfillment” (p. 4). “Even while we are stuck,” Rufus (2008) noted

that “we can be savants” (p. 4). Skills are hidden deep within our stuckness. The trick is finding

them” (p. 315). While individuals have much to share with and learn from each other, I believe

that trusting in ourselves to make decisions which are in line with our own unique desires, needs,

and values is crucial. The journey may not always be an easy one; however, it will likely be a

rewarding and liberating one.

Take, for example, a story about author Abigail Brenner. Deeply rooted in New York

with a successful private psychiatric practice and her children almost all through with college,

Brenner’s husband was approached to consider a transfer to his company’s California office.

Despite all that seemed to be going well, Brenner “was feeling stuck at this point in [her] life”

and eager to consider such a change (Brenner, 2010, p. 1). To an extent, Brenner also felt some

resistance toward the thought of “giving up the safety of what she had known for so long”

(Brenner, 2010, p. 1). After much encouragement from their children, the couple finally decided

on a move to San Francisco. With this new beginning, Brenner found more than enough time for

some much needed self-reflection and soul searching.

Brenner was a therapist who had invested her entire career focused on how other people

navigated their way through the big moments in their lives. She was curious about what it was

that “enabled some people to cope with big changes… while others seemed to be undone by

them” (Brenner, 2010, p. 3). In combination with other factors, it seemed to be that “when

individuals could find a conscious, meaningful structure to encompass the events of their lives,

they could take more responsibility and feel less lost in the dark” (Brenner, 2010, p. 3). This

23

Independent Learning Project seeks to ignite interest and ensure support as individuals begin to

navigate their way through the big moment of a personal journey toward veganism.

Rufus (2008) identified denial, fear, and confusion as a few of the barriers to change (p.

6). For Brenner, fear of the unknown could have kept her from taking on a journey that ended up

having a significant impact on the way she now lives and shares her life with others. Likewise,

in the case of this Independent Learning Project, fear about what to eat, or how to explain a

change in lifestyle to one’s family or coworkers could slow or prevent an individual from

seeking a change toward veganism. Generally, individuals take on learned values, beliefs, and

traditions of the families and or communities they grew up within. Imagine being a fourth-

generation dairy farmer and cattle rancher who “ran a cattle feedlot operation for twenty years

before transitioning to a vegan lifestyle and taking a post as president of the International

Vegetarian Union” (Lyman & Merzer, 1998, p. 11). Howard Lyman did just that. In his book,

Mad Cowboy, Lyman (1998) closes with the following statement:

The question we must ask ourselves as a culture is whether we want to embrace the

change that must come, or resist it. Are we so attached to the dietary fallacies with which

we were raised, so afraid to counter the arbitrary laws of eating taught to us in childhood

by our misinformed parents, that we cannot alter the course they set us on, even if it leads

to our own ruin? Does this prospect of standing apart or encountering ridicule scare us

even from saving ourselves? That prospect intimidated me once and I can only wonder

now what I was frightened of. It’s hard to imagine, now that I’m a hundred thirty pounds

lighter, infinitely healthier, fuller of life and energy, much happier. (p. 188)

24

For some individuals, it can be a very scary experience to question what we know or the

way we go about making decisions. “Habits streamline life, but sometimes what we’ve

internalized hurts us… or others” (Rufus, 2008, p. 101). “Shame and a sense of helplessness

make any habit harder to quit” (Rufus, 2008, p. 101). While some individuals put off a change

toward veganism because it seems hard, not aligning ones actions with their deepest values can

be even harder (Adams, 2009, p. 57). “People such as Rosa Parks, Vaclav Havel, Dorothy Day,

and Nelson Mandela have named, claimed, and aimed their feelings, which shaped their

knowledge, animated their actions, and attracted millions to their causes” (Palmer, 2007, p. 10).

Individuals who have made it through challenging transitions are often optimistic in believing

that others are able to change as well (Adams, 2009, p. 215). (Again, these role models serve as

living proof that change is possible.

In Stuck, Rufus (2008) shares the story of an individual named Michael, who attempted to

write a short novel in the hopes that it would be as successful as his first. Five and a half years

and over one thousand pages later, Michael could not see the “end in sight” and grew

increasingly “tired of it” (p. 316). Feeling stuck, he decided to quit working on this piece

altogether. From there, he set out to write “about an author struggling with a two-thousand page

manuscript for a book he can’t seem to whip into shape” (p. 316). Rather than remaining trapped

by his own defeat, Michael Chabon drew on his own experience as a struggling writer in the

creation of his this Pulitzer Prize winning novel Wonder Boys. As Rufus (2008) states, “in the

depths of his own stuckness, [Michael] became an expert on stuckness. That was a gift” (p.

317).

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In The Courage to Teach, Palmer (1998) shared that “good teaching cannot be reduced to

technique” but that it “comes from the identity and integrity of the teacher” (p. 10). He goes on

to say that “we teach who we are” (Palmer, 1998, p. 2). Not only have Abigail Brenner, Howard

Lyman, and Michael Chabon encountered challenging situations that placed them on a different

course, they learned a lot in the process and have each gone on to share their stories with others.

Conclusion

Chapter three of this Independent Learning Project has been strengthened by becoming

more familiar with the process of change, best practices of supporting adults through personal

change, and in learning from real individuals who have moved through change before going on

to share their story with others. There is a wealth of scholarly research available about the

processes and best practices of supporting individuals through change. Less information can be

found about using personal stories to model change in others. Future research that links the

process of change specifically to veganism would be helpful.

While some individuals strive to make changes that allow them to live a life that is in line

with their deepest values, others may feel overwhelmed and unsure about where to even begin.

By sharing information at a pace that is comfortable and appropriate for each individual’s

successful transition toward veganism, workshop participants will be encouraged to “avoid

paralysis of the grand plan” (Volkwein, 2003, p. 184). After all, “every avalanche starts with a

single stone” and this series is only meant to be the beginning of their very personal journey

toward a new and rewarding vegan lifestyle (Rufus, 2008, p. 57).

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Chapter 3

PERSONAL STORIES SERVE AS LIVING PROOF

THAT CHANGE IS POSSIBLE

A THREE PART WORKSHOP SERIES GEARED TOWARD SUPPORTING

ADULTS THROUGH A TRANSITION TOWARD VEGANISM

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TABLE OF CONTENTS

I. Introduction to Facilitator’s Guide

A. General Purpose

B. Audience

C. Logistics

II. Goals

A. Facilitator Goals

B. Participant Goals

III. Background Research

IV. Humane Education

A. Overview

B. Ground Rules

V. Workshops

A. Workshop I: Pathways to Veganism

B. Workshop II: Process of Change

C. Workshop III: Possibilities

VI. Assessment

VII. Resources

VIII. About the Author

IX. References

X. Appendices

A. Definitions

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B. Facilitator Techniques: Transtheoretical Model for Change

C. Transition Curve

D. Optional Social Activities

E. Promotional Materials

F. Well Known Vegans

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I. INTRODUCTION TO FACILITATOR’S GUIDE

A. General Purpose

The intent of this workshop series is to provide background knowledge regarding

obstacles that everyday people have previously overcome to achieve a personal goal, such as a

change toward veganism. The story of one person’s journey toward change is often enough to

ignite the passion in others who are seeking similar journeys themselves. By recognizing and

understanding the process of change, and through thoughtful consideration of the personal

journeys of others within these workshops and beyond, an individual's preparedness for

beginning their own personal journey can be reinforced. This workshop series seeks to stitch the

learning gap around the process of change, and aims to provide information and support for

individuals who are interested in making a transition toward veganism.

The underlying theme throughout this workshop series is the inspirational power of

personal journeys, and the motivational impact these can have on individuals who are preparing

to embark on similarly challenging journeys. Equipped with living proof that change is

possible, along with a wealth of resources and support, workshop participants can overcome

what can be the most challenging part of a transition toward veganism: the very beginning.

Workshop I: Pathways to Veganism will start participants off with general discussions

about what led them to partake in this workshop series, what veganism means to them, as wells

as a few stories of inspiring individuals. Workshop II: Process of Change introduces participants

to change as a process, which may vary from individual to individual. The series closes with

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Workshop III: Possibilities, where participants are encouraged to share what they have learned as

well as their next steps.

B. Audience

Personal Stories Serve as Living Proof That Change is Possible: A Three Part Workshop Series

Geared Toward Supporting Adults Through a Transition Toward Veganism is designed for use by any

person or community organization interested in offering such a workshop series for adults who

are 18 years of age and older. This workshop series may be of particular interest among

vegetarian, environmental, and peace interest groups, as well as among teachers, parents, and

wellness coaches.

Based on the author’s previous experience, it is likely that a majority of participants will

be American women between the ages of 40 and 70 who feel as if they cannot make a change

toward veganism because it might not be accepted by a parent, partner, or their children. In

addition to the familiar skepticism regarding health and animal protection issues, participating

individuals may share a concern that their family might feel offended or experience a sense of

loss if they were to stop cooking and/or eating traditional family recipes.

C. Logistics

Personal Stories Serve as Living Proof That Change is Possible is designed to be mutually

beneficial for both participants seeking to make a transition toward veganism, as well as for the

facilitators who guide and support them along the way. The curriculum is intended to be offered

as a three part workshop series, where participants meet for three three-hour sessions over the

course of three consecutive weeks.

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While there is no limit to where workshops can take place, possible venues would include

local community centers, schools, places of worship, or even in the facilitator’s home. Often

such organizations will not charge a rental fee for their space, as their community members will

directly benefit from engaging with and learning from each other. No matter where the

workshops take place, however, it is important to keep in mind the physical and emotional

comfort of all participants involved, including the facilitator, to encourage genuine participation

toward progress.

The facilitator’s guide suggests activities to be used during each of the three workshops,

as well as optional reflective homework assignments for participants. It is encouraged to modify

workshops, as appropriate, to meet the needs of the participants. While this may mean slowing

activities down to allow additional time for meaningful discussions, it could also mean moving

along at a swifter pace to continue to engage and challenge participants to think more critically

about related topics. While a wealth of materials are included within this guide, facilitators and

participants are certainly encouraged to seek out additional materials for thoughtful consideration

as it relates to their own personal journey toward veganism.

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II. GOALS

This facilitator’s guide aims to provide interested individuals and/or community organizations

seeking to encourage and support adults, ages 18 and older, through a transition toward

veganism.

A. Facilitator Goals

Through using this guide, workshop facilitators will:

1. Further develop a sense of confidence in the understanding of veganism, as well as the


environment.

2. Have access to a collection of resources on topics such as veganism and change (i.e. print

and online materials, films, community organizations, etc.)



4. Gain awareness of powerful stories of people who have overcome great obstacles as they

moved toward veganism themselves.

5. Find clarity and confidence in the ability to offer this workshop in a positive, effective,

and focused manner, where participants feel safe to raise difficult questions that may not

have easy answers.

6. Trust that change is possible for all participants, including facilitators, while finding ways

to measure the workshops effectiveness.

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7. Have access to materials that will help secure opportunities for promoting and presenting

this workshop series within a local community setting.

8. Continue exploring the topics of veganism and change, as well as how to incorporate new

found knowledge about veganism and change into the workshop series so that it remains

current and relevant to workshop participants.

B. Participant Goals

Primary goals for the participants in this workshop series are to:



2. Gain awareness and understanding that change is a process, while drawing connections to

a more specific process of change toward veganism.



values.




ingredients.

5. Apply new knowledge, skills, and confidence in setting personal goals toward a change

to veganism.

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III. BACKGROUND RESEARCH

Changing one’s own actions can feel like an arduous, if not impossible, journey. While

my transition toward a vegetarian diet at the age of thirteen was relatively smooth, I never

imagined going so far as to giving up all animal-derived products. At the time, a vegan lifestyle

seemed too extreme for me. I didn’t understand why a vegan would not eat or use animal-

derived products, such as cow’s milk or sheep’s wool if they were not being slaughtered to

produce these products. I rationalized how we shared a symbiotic relationship, where cows

needed to be milked and sheep needed to have their hair cut. I assumed theses cows and sheep

were the lucky ones who were able to live throughout the production process.

Over time, I came to realize that a more complex system was in place. These animals

were being used as if they were equipment, whose sole purpose in life was to manufacture profit

bearing consumer products. I no longer wanted to be a part of the systematic confinement,

isolation, illness, and ultimately slaughter just like the other animals that were being raised for

food were experiencing.








35

For many individuals, the idea of change is quite intimidating. For some, a common and

disempowering belief is the “tyranny of the idea of being the expert” (Shields, 1994, p. 16). We

need not know everything about a topic, but rather it is more important that we first begin. Even

after following a vegan diet for years, I had reservations about sharing my own recipes with

other vegans. What if I was using the wrong ingredients? I didn’t want to misinform anyone.

Then I realized how much I do have to offer and began leading cooking workshops and tastings

throughout my community. Equipped with a collection of ingredient lists and personal

disclaimers that I was not an expert, I began to help others initiate their own journey toward

veganism by sharing my own story with them.

The design of this workshop series follows an in-depth scholarly literature review on the

process of personal change, best practices in supporting adults through personal change, and the

power of personal stories. One of the most notable items you will find within the appendices is a

chart which outlines Prochaska, Norcross, and Di Clemente’s Transtheoretical Model of Change

(Prochaska, Norcross, & Di Clemente, 2006, p. 39-46).

The Transtheoretical Model of Change summarizes change as a six stage process from

precontemplation toward contemplation, preparation, action, maintenance and finally

termination. An individual seeking to make a transition toward veganism has already surpassed

the precontemplation stage, as they can already see themselves making the change, one day. It is

likely that this workshop series will help participants in preparing to begin their transition, in

taking action. Some individuals may already have taken action independently, but are seeking

support so they can continue to maintain this new change. Regardless, it is important for

facilitators to remind themselves that this is a personal journey for participants and that change is

36

a process. One of the facilitator’s main roles is to plant seeds for change, as the intention is not

to try to change people over the course of nine hours.

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IV. HUMANE EDUCATION

A. Overview

While some humane educators are teachers by profession, others are everyday role

models, mentors, and coaches with an exceptional ability to encourage and inspire growth and

change in others. The field of humane education strives to draw connections between all forms

of social justice through intentional and experiential learning opportunities, both inside and

outside of the classroom. Areas of focus include human rights, environmental ethics, animal

protection, and culture and change. Veganism closely connects to each of these four areas, and

facilitators are asked to apply the Four Elements of Humane Education throughout the course of

this workshop series:

1. Provide accurate information so participants understand the consequences of their

decisions as consumers and citizens.

2. Foster the 3 Cs of Curiosity, Creativity, and Critical Thinking so participants can evaluate

information and solve problems.

3. Instill the 3 Rs: Reverence, Respect, and Responsibility so participants will act with

kindness and integrity.

4. Offer positive choices that benefit oneself, other people, the Earth, and animals so

participants feel empowered to help create a more humane world. (Weil, 2004, p. 20)

B. Ground Rules

With knowledge comes responsibility, and one of the major challenges a humane

educator will face are the cautious individuals who seek to avoid exposure to information that

38

may upset or threaten the way they interact with the world. Some individuals would rather not

learn of reasons for a transition toward veganism, as they might feel obligated to make a change

that they are not yet ready to consider. In Why We Love Dogs, Eat Pigs, and Wear Cows, Joy

(2010) suggested that our culture of comfort resists this knowledge because it hurts. Pain should

be avoided, and ignorance is bliss (p. 142).

Fortunately for facilitators, it is likely that the individuals who enroll in this workshop

series already have an interest in making a transition toward veganism and may already be in the

contemplation, planning, or even action stages of change. Regardless of where participants fall

along this continuum, the facilitator’s role is simply to provide accurate information in a safe

learning environment where each individual is challenged, supported, and empowered to take

responsibility for their own learning and decision making.

While it is certainly exciting to be in a room filled with individuals seeking to make a

transition toward veganism, facilitators and participants alike must remember that “there are no

shortcuts to a place worth going” (Sills, 1929, para. 1). As exciting as veganism is, this

workshop series is not about veganism alone. If the goal is to support individuals as they move

from point A to point B, equal attention, if not more, should be focused on the process of change

itself.

Even though workshop participants are generally seeking to make a change toward

veganism, a gentle and well-paced approach is still necessary. It is a good idea for both

facilitators and participants to set up a few ground rules during the first. A list of suggested

ground rules is included within section XI. A. of this guide.

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V. WORKSHOPS

As with any new journey, it is important to set a positive tone from the onset. Not only is

this important for each individual who is seeking to make a personal change, but it is especially

important for those who seek to offer a workshop series geared toward supporting adults through

such a personal change.

The focus for Workshop I: Pathways to Veganism is to give the facilitator a sense of what

participants know or desire to know about veganism. This is a great time to get participants on

the same page, as well as to begin introducing them to the inspiring personal journeys of

individuals who have overcome great challenges along their personal journeys toward veganism.

Workshop II: Process of Change will focus on introducing participants to the idea that

change is a journey that may take time. While it is likely that participants may be contemplating,

planning for, or even taking action toward veganism already, it will be important to encourage

participants to make their own decisions and commitments at a pace that is appropriate for them.

This is normal, and ensures that their heart and mind are fully inline with potential new actions

toward change.

This series concludes with Workshop III: Possibilities, participants will be introduced to

a few more individuals who are making a difference in the lives of others. Following this

inspirational note, participants will have time to reflect on what they have learned and where

they are headed before shifting into a casual vegan ice cream social.

While the facilitator’s guide provides sample agendas and activities for each workshop, it

is ok to make adjustments as appropriate to meet the needs of the participants. Throughout the

40

workshop series, facilitators are encouraged to recall and apply the Four Elements of Humane

Education that were highlighted in section II.A of this facilitator’s guide.

41

A. WORKSHOP I: PATHWAYS TO VEGANISM

42

AGENDA

� Introduction to Participants (5 min)

� Cover Ground Rules (15 min)

� Reflective Participant Introductions: How Did You Get Here? (30 min)

� Group Discussion: What Does Veganism Mean to You? (30 min)

� Journal: Imagine a Miracle Happened… (20 min)

� Break (15 min)

� Inspiration: From Cattle Ranchers to Vegan Educators (40 min)

� Closing Thoughts (10 min)

� Possible Homework Assignments (5 min)

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OBJECTIVES

At the conclusion of Workshop I: Pathways to Veganism, participants will be able to:





values.

3. Begin to develop confidence in adopting a change toward veganism, and in talking with

others about this transition.

44

FACILITATOR’S INTRODUCTION

TO PARTICIPANTS

The first day of this workshop series is an exciting time, as the room is filled with individuals

seeking to make a personal change toward veganism. Several of them may be there because they

have been contemplating and planning to change for a while now. Some may have already

started their journey, while others might be looking to get back on track after experiencing a

relapse. Regardless of where each individual falls on the process of change continuum, what is

most important is that they are here now and are about to play a role in supporting each other’s

progress toward their shared goal for a vegan lifestyle.

During the first five minutes of the workshop series, facilitators are encouraged to highlight the

goals of the workshop series. Primarily, participants can expect to recognize the impact their

personal choices have on themselves, other people, non-human animals, and the environment.

Participants will be introduced to the stories of everyday individuals who have overcome great

obstacles in order to achieve their personal goals, which are intended to serve as living proof that

change is possible.

Participants can expect to learn about the process of change, which may provide comfort to

individuals fearing the thought of being hurried through change overnight. Facilitators are

encouraged to remind participants that the pace of this transition will be unique to each

individual. This is a personal journey, and participants should find it to be both a meaningful

and sustainable one.

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GROUND RULES

Facilitators are encouraged to set ground rules at the start of each new workshop series.

Whenever possible, it is a great idea to lead participants in a discussion that allows them to set

the ground rules that would have been presented anyway. This affords participants an

opportunity to put their voice into the room and gives facilitators a general sense of what is

important to each group. Establishing consensus also serves as a wonderful team building

activity.

Below are a few ground rules to consider for consideration. Facilitators are encouraged to add

additional items as they see fit:

Workshop Ground Rules

For Facilitators &

Participants

Attitudes Nonverbal Behaviors Strategies

Remain Clear Pay Attention Be Supportive

Be Nonjudgmental Maintain Eye Contact Show Empathy

Be Authentic Express Warmth

Prove You Have

Heard & Understand

Feel Compassionate

Communicate Interest

With Face & Body

Remain Focused on

Participants

Remain Solution-Focused Role Model

Utilize Motivational

Interviewing

Adapted from Kottler, Zhem, and Kottler (2005, p. 56).

Additionally, facilitators are encouraged to:

1. Let the Four Elements of Humane Education set the framework for your approach in

leading participants throughout the workshop series.

46

2. “Draw out-rather than pour in- information. This approach is likely to result in a deeper

and more personal learning experience for participants” (Stoddard, 2004, p. 45).

47

REFLECTIVE PARTICIPANT INTRODUCTIONS:

HOW DID YOU GET HERE?

Intended Age Level

Adults 18+

Duration

This 30 minute activity is designed to serve as a reflective icebreaker, but can be adapted to serve

as a more prominent activity or homework assignment.

Materials

Each participant will require one large sheet of paper and colorful writing utensils.

If this activity is adapted to span the course of a longer period of time period, participants may

choose to use scissors, tape, magazines images and personal photographs to add additional flare

to their project.

Objectives

At the conclusion of this activity, participants will be able to:

• Identify landmark moments that have influenced key turning points in their lives up to

this point.

• Differentiate personal transitions that occurred unintentionally and effortlessly from

others which were more intentional and required commitment.

• Explain ways in which their transition toward veganism is similar to the experiences of

other participants who are enrolled in this workshop series.

Description

• Each participant will receive a large piece of paper and colorful writing utensils.

48

• Using the materials provided, participants will be asked to draw a personal timeline that

highlights key turning points in making a change toward veganism in their lives up to this

moment in time.

• Enrolling in this workshop series should fall somewhere within their timeline. While

some participants might include this as the final item on their timeline, others may place

it somewhere within the middle as this may be an exciting new journey that will open

new doors for them.

• Participants will have 10 minutes to work on this portion of the activity independently.

• If this activity is meant to take place within an extended time period (i.e. homework)

participants will be encouraged either to include magazine clippings and photographs

within their timelines, or to use a computer to create a digital timeline if they would

prefer to.

• Once the allotted time period is up, participants will spend the remaining 15-20 minutes

gathered in a circle to share their stories with the larger group. (If time permits, this

discussion could always be adjusted to span to the timeframe of one to two hours.)

Some participants may feel that their timelines is a bit too personal to share with people

they have just met and may choose not to share with the larger group. This is completely

ok. To avoid the possibility of putting participants on the spot, facilitators might consider

avoiding the traditional go around the room approach to group sharing. Facilitators

might instead opt to open up discussions in a way that allows participants to jump into the

conversation at their own pace.

Discussion Questions

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Some questions the facilitator may want to pose to spark discussion might include (but are not

limited to) the following:

1. In creating your personal timeline, were you surprised to see the development of any

paths that have led you to where you are today (literally or figuratively speaking)?

2. Did you notice any patterns?

3. Do you feel that many of your key turning points were influenced by other people in your

life? For example, maybe a coworker introduced you to the many positive aspects of

choosing a vegan lifestyle. Perhaps this is when you may have started considering a

transition toward veganism for yourself.

4. Did you encounter any road blocks? For example, maybe you wanted to make a

transition toward veganism in high school but your parents worried about where you

would get your protein. Once you moved away from home, you began to live a life that

was more in line with your own personal values.

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Here is an example of what a participant timeline might look like:

51

VEGANISM: WHAT DOES IT MEAN TO YOU?

Intended Age Level

Adults 18+

Duration

This 30 minute activity is designed to get a sense of participant’s thoughts about a transition

toward veganism, and could be adapted to serve as a more prominent activity for the duration of

one full hour.

Materials

Each participant will require approximately 15 individual post-it notes (five each of three

different colors) and a writing utensil.

Objectives


• Define veganism.

• Identify at least three benefits of making a transition toward veganism (i.e. human rights,

health, animal protection, and environmental ethics to name a few.)

• Identify potential barriers that may play a role in delaying one’s transition toward

veganism.

• Identify common themes about other individual’s perspectives on veganism.

Description

• Using the materials provided, participants will take 10 minutes to anonymously jot down

their candid thoughts about:

52

1. What veganism is

2. The positive impact veganism can have on non-human animals, human rights,

health, and the environment

3. Personal fears and/or potential barriers that may play a role in delaying one’s

transition toward veganism

• Each topic will be assigned to a specific color post-it note. For example, the benefits of

veganism would only be written on yellow post-it notes, positive impacts only on green

and potential barriers only on blue.

• Once the allotted time period is up, participants will post their notes to a designated wall

within the room. For example, all the yellow notes should be posted on the left wall, all

the green ones in the front of the room, and all the blue in the back of the room.

• Participants will spend the remaining 20 minutes gathered around each set of post-it notes

to read each other’s thoughts and to discuss as one large group. Alternatively,

participants could be broken into three groups who are assigned to discuss one particular

category before providing a summary of their findings to the larger group.

Suggestions

• This activity acts not only as a passive survey of participants in the room for the

facilitator, but it also helps to normalize common feelings and thought processes among

participants in the room.

• If time permits, this discussion component of this activity could be adjusted span to the

timeframe of one to two hours.

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• Keep the post-it notes up throughout the course of the workshop series, and if time

permits revisit them to see if some of the definitions have changed, if potential barriers

have been lifted and if the benefits continue to grow.

54

JOURNAL: IMAGINE A MIRACLE HAPPENED

Intended Age Level

Adults 18+

Duration

This 25 minute “Solution Focused” activity is designed to get participants picturing their

transition toward veganism. This can be adapted to serve as a more prominent activity for the

duration of one full hour.

Materials

Participants are encouraged to record notes about their personal goals and strategies in a journal.

Objectives


• Describe what it might feel like to be vegan.

• Outline specific steps that would help them get closer to reaching their goal of a

transition toward veganism.

Description

A solution-focused model of support zeroes in on an individual’s accomplishments and

strengths. Both the “frame of reference and the goals” for change belongs solely to the

individual seeking to make such a change (Bauman, 2008, p. 145). Having the opportunity to set

one’s own goals gives an individual the chance to demonstrate their genuine commitment for

change, while highlighting their accomplishments as each goal is met.

This solution-focused model might be used by a therapist working with a client who chooses to

reduce smoking cigarettes by 50%, as opposed to giving up cigarettes altogether. While the

55

therapist might prefer this individual to quit smoking entirely, they would support the client’s

decision to start with small steps with the hope that their progress toward quitting would increase

over time (Bauman, 2008, p. 145).

For the purpose of this activity, a solution-focused model will be applied toward supporting

workshop participants who are interested in making a change toward veganism.

• First, the facilitator will ask participants to “imagine that a miracle happened during the

night,” where each of you swiftly transitioned toward veganism but did not know it. In

your personal journal, take five minutes to identify the first indication that this transition

had occurred. This is intended to focus participants on the positive aspects of what life

might be like as a vegan.

• Next, the facilitator will ask participants to rate on a scale of one to ten how close they

are to reaching their personal goal toward veganism (with one being the furthest from and

ten being the closest). After recording this number in their journal, participants will

spend the next five minutes describing what it might take for them to one point closer to

their goal. This is intended to help participants to “reflect on improvement and identify

small steps to take.”

• Finally, participants will be asked to spend five minutes coming up with a list about how

they currently “manage to cope” with the personal, social, environmental, and ethical

impact of living a non-vegan lifestyle. This is intended not only to motivate change, but

will help to move participants toward a ten minute discussion which highlights their

collective strength and ability to overcome such challenges. (Bauman, 2008, p. 145-146)

56

Suggestion

• Inquire about any transformations participants may have made between the time they

registered for the workshop series and since it first began. Highlight and encourage

transformations as appropriate.

57

FROM CATTLE RANCHERS

TO VEGAN EDUCATORS

Intended Age Level

Adults 18+

Duration

This 40 minute activity is designed to introduce participants to the power of personal stories

supporting a transition toward veganism. This can be adapted to serve as a more prominent

activity for the duration of a two hour time period.

Materials

This activity will require the use of one computer with internet access and speakers. The

computer should be set up with the following link to an interview with former cattle rancher

Howard Lyman: http://youtu.be/RxBop80NRcU

Participants should receive printouts about former cattle rancher Harold Brown from the

following website: http://www.farmkind.org/AR.htm

Each participant receives a copy the attached discussion questions.

Objectives


• Identify two to individuals who initiated their personal transition toward veganism as an

adult.

• Describe key turning points in each of these two individual’s lives that may suggest a

natural progression toward who they are today.

58

• List multiple positive impacts the actions these individual’s actions have had on

themselves, other people, non-human animals, and the environment.

Description

• For the first 10 minutes of this activity, participants will be divided evenly into two

groups.

o Group one will use the computer to watch/listen to the following eight minute

interview with Howard Lyman: http://youtu.be/RxBop80NRcU

o Group two will read the printout of Harold Brown’s story:

http://www.farmkind.org/AR.htm.

• For the next 15 minutes, each group will share reactions about the individual they were

just introduced to. Participants will be encouraged to the use attached discussion

questions as a guide for meaningful and reflective conversation.

• The final 15 minutes of this activity will be dedicated to having each group share a brief

overview of their findings to the larger group.

Suggestion

• Participants are encouraged to record notes about this activity in a personal journal.

59

DISCUSSION QUESTIONS

1. What are a few words you might use to describe this individual?

2. If you were in this individual’s shoes from the very beginning, what might you say the

biggest obstacles for beginning a personal transition toward veganism would have been?

3. What might have been some of the key turning points in this individual’s life that have

led them to where they are today? At the time, do you think this individual recognized

these moments or experiences as key turning points?

4. Do you feel this individual may have been inspired by someone else?

5. Can you think of any other individuals who have overcome obstacles to make a personal

journey toward change? (i.e. someone who has quit smoking or lost a significant amount

of weight)

6. Do you feel this individual is living a life that is in line with their values?

7. What might living a life that is truly in line with your values look like for you?

60

CLOSING THOUGHTS

The hope for this workshop series is to provide interested participants with opportunities for the

inspiration, confidence, support, and resources necessary to successfully navigate the personal

process of change toward veganism. Thinking back to the start of Workshop I: Pathways to

Veganism, it is likely that both the facilitator and participants have already begun to notice a

change within the group dynamic. Just three hours ago many people in the room did not know

each other. Some may have felt hesitant to participate fully, while others might have been

tentative about their understanding of veganism and their ability to happily consider such a

transition for themselves. By the end of the day participants will have started make personal

connections with each other, developed confidence in their ability to adopt a change toward

veganism, and may even have started to set a few goals to begin focusing on. This is only the

beginning of an exciting new journey!

Facilitators are encouraged to spend the final 10 minutes of Workshop I: Pathways to Veganism

to recap the activities and discussions from the day and to answer any general questions

participants might have. This is a great time to ask participants to take turns sharing one brief

highlight from the day, or something they may have just learned from another participant.

There is one final tip for facilitators. When the clock strikes and the session comes to a close, be

prepared to remain available for an additional 20-30 minutes. Often, participants will stay until

the end when they have a question to ask but feel may not relate to the larger group. These

questions always relate so it’s a great idea to welcome other participants into the conversation if

the individual asking the question seems open to it. Where possible, redirect questions to other

61

group participants and slowly remove yourself from the discussion. The more quickly

participants begin to form meaningful connections and build trust among group members, the

stronger their chances are to develop a sturdy support network along their process of change

toward veganism.

62

POSSIBLE HOMEWORK ASSIGNMENTS

This workshop series is meant to be voluntary, informative, and even fun at times. While

homework might not be required, it is encouraged so that participants continue to think about

making a transition toward veganism outside of the allotted workshop times.

Here are two suggestions:

• Ask participants to read about becoming vegan on the following page of the Boston

Vegan Associations website: www.bostonvegan.org/becoming-vegan

Participants would be encouraged to write a brief reflection about what they read in a

personal journal.

• Veganize it! Participants will be asked to bring in a family recipe for Workshop II:

Process of Change. One of the activities during this Workshop II: Process of Change will

be to discuss possible adaptations to the recipe using solely plant-based ingredients.

63

B. WORKSHOP II: PROCESS OF CHANGE

64

AGENDA

� Check-In/Revisit Ground Rules (20 min)

� Quiz: Changing for Good (15 min)

� It’s a Process: Introduction to the Transtheoretical Model for Change (50 min)

� Break (15 min)

� Transition Planning (30 min)

� Veganize It! (25 min)

� Closing (20 min)

� Possible Homework Assignments (5 min)

65

OBJECTIVES

At the conclusion of Workshop II: Process of Change, participants will be able to:






about this transition.


to veganism.

66

CHECK-IN/REVISIT GROUND RULES

It has been about one week since Workshop I: Pathways to Veganism, and it is likely that the

material covered during that session has remained on the minds of participants throughout the

entire week. The start of Workshop II: Process of Change would be a great time for a brief

check-in activity, where each participant takes a turn at sharing what has been on their mind

since Workshop I: Pathways to Veganism. The length of time spent for this check-in would be

dependent on how many participants are enrolled in this workshop, and how much willing they

are to share with the group.

To ensure there will be enough time to complete all the activities scheduled for Workshop II:

Process of Change, facilitators are encouraged to limit this portion of the session to about 15

minutes. If, however, the conversation is too good to cut short, certainly facilitators are

encouraged to adjust components of the agenda as they see fit.

Facilitators are also encouraged to revisit the ground rules that were set at the start of this

workshop series. This will serve not only as a reminder to participants about what the

established ground rules are, but it will also show the group that these remain to be an important

foundation for the series as a whole. Displaying these ground rules somewhere prominent within

the room might be helpful, too.

67

Quiz: Changing for Good

Intended Age Level

Adults 18+

Duration

This brief 15 minute activity is designed to set the stage for introducing participants to

Prochaska, Norcross & DiClemente’s Transtheoretical Model for Change. This can be adapted to

serve as a more prominent activity for the duration of 30 minutes.

Materials

Each participant will receive a ¼ sheet quiz that they are encouraged to keep alongside any notes

within a personal journal. Participants will also receive one index card.

Objectives

At the conclusion of this activity, participants will:

• Gain awareness and understanding that change is a process, while drawing connections to

some of the specific stages for change.

• Be able to identify which stage of a change toward veganism they may fall within.

Description

• Each participant will receive a ¼ sheet quiz, and will be asked not to sneak a peek at the

key along the bottom of the page. They will be asked to take a few moments read each of

the four statements listed, before circling the one they most closely relate to.

• Once participants have made their selection, they will be asked to use the key along the

bottom of the page to identify which stage of change they may fall within at this very

moment.

68

• Participants will them be asked to write down the name of this stage on an index card that

will be submitted to the facilitator. Participants should not list their name one the card,

unless they really want to.

• This activity is meant to help participants in identifying which stage of change they may

fall within, as well as to give the facilitator a similar sense for the full group.

• The facilitator might then share a general overview of these results with the larger group,

to bridge commonalities among its members.

Suggestion

• Participants are encouraged to keep their self-quiz, alongside relevant notes, within a

personal journal.

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PLEASE CIRCLE THE STATEMENT

THAT WOULD BEST DESCRIBE YOU:

1. I went vegan more than six months ago.

2. I have taken action towards veganism

within the past six months.

3. I am intending to go vegan within the next

month.

4. I am intending to take action within the next

six months.

Key

1. Maintenance, 2. Preparation, 3. Contemplation, 4. Precontemplation







month.


six months.

Key








month.


six months.

Key








month.


six months.

Key


70

Facilitator’s Key

While there are no wrong or right answers to the self-quiz, the facilitator’s key serves as a nice

guide to get a sense of where participants fall within the process of change toward veganism.

Precontemplation Contemplation Preparation Action Maintenance

I went

vegan

more than

six months

ago

No

No

No

No

YES

I have

taken

action

towards

veganism

within the

past six

months

No

No

No

YES

__

I am

intending

to go vegan

within the

next month

No

No

YES

__

__

I am

intending

to take

action

within the

next six

months

No

YES

YES

__

__

Adapted from Prochaska et al. (2006, p. 39-46).

71

IT’S A PROCESS: INTRODUCTION TO THE

TRANSTHEORETICAL MODEL FOR CHANGE

Intended Age Level

Adults 18+

Duration

This 50 minute activity is designed to introduce participants to Prochaska, Norcross &

DiClemente’s Transtheoretical Model for Change.

Materials

Each participant should receive one copy of the Transtheoretical Constructs chart. Six large

pieces of paper and colorful writing utensils will also be used for a group exercise. Participants

are encouraged to record notes in a personal journal as well.

Objectives


• Identify which stage of a change toward veganism they may fall within

• Identify two to three processes that will be helpful throughout their own transition toward

veganism

• Apply processes of change in a helping role.

Description

• Each participant will receive a copy of the Transtheoretical Constructs chart, and will be

asked to take five minutes to review the six stages of change.

• Then, participants will be divided evenly into six groups.

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• Each group will be asked to focus on one of the six stages of change.

• Participants will be asked to imagine they were talking with a friend who falls within this

particular stage.

• After reviewing the ten processes of change that are listed on page 73 of this facilitator’s

guide , the group will spend about 15 minutes identifying the three processes that may be

most beneficial in supporting their friend in reaching a personal goal toward veganism.

• Once each group has identified the top three processes, they will have 15 more minutes to

draw what this might look like.

• Given the time remaining, each group will be asked to share a three to five minute

introduction about their friend and the suggested processes that may support their change

to the larger group. Each group can be asked to highlight some of the potential benefits

of making a transition toward veganism, while working to build confidence among

individuals who are interested in making this transition.

Suggestion

• Facilitators are encouraged to refer the Transtheoretical Model for Change techniques

found in Appendix B.

73

Here is an example of what a group drawing might look like:

74

Transtheoretical Constructs Constructs Description

Stages of Change

Precontemplation No intention to take action within the next six months

Contemplation Intends to take action within the next six months

Preparation

Intends to take action within the next 30 days and has

some behavioral steps in this direction

Action Changed overt behavior for less than six months

Maintenance Changed overt behavior for more than six months

Termination No temptation to relapse and 100% confidence

Processes of Change

Consciousness raising

Finding and learning new facts, ideas, and tips that support a

change toward veganism

Dramatic relief

Experiencing the negative emotions (fear, anxiety, worry)

that go along with not making a change toward veganism

Self-reevaluation

Realizing that change toward veganism is an important part of

one’s identity as a person

Environmental reevaluation

Realizing the negative impact of not making change toward

veganism or the positive impact a change toward veganism on

one's social and physical surroundings

Self-liberation Making a firm commitment to change toward veganism

Helping relationships

Seeking and using social support for making a change toward

veganism

Counterconditioning

Substitution of healthier alternative behaviors and

cognitions for the change toward veganism

Reinforcement

management

Increasing rewards for the positive taking positive steps toward

change and decreasing the rewards for actions that do not support

a change toward veganism

75

Stimulus control

Removing reminders or cues to engage distractive behaviors and

adding cues or reminders to engage in the process of change

toward veganism

Social liberation

Realizing that the social norms are changing in the direction

of supporting change toward veganism

Decisional Balance

Pros Benefits of changing

Cons Costs of changing

Self-Efficacy

Confidence

Confidence that one can survive a change toward veganism

across different challenging situations

Temptation

Temptation to go off course across different challenging

situations Glanz, Rimer, and Viswanath. (2008, p. 98-99).

76

TRANSITION PLANNING

Intended Age Level

Adults 18+

Duration

This 30 minute activity is designed to be divided into two 15 minute segments. This can be

adapted to fit a slightly longer or shorter timeframe.

Materials

For the first segment of this activity, the facilitator will need access to either a whiteboard or

large pad of paper on an easel with appropriate writing utensils.

For the second segment, each participant will receive a resource handout that they are

encouraged to keep alongside any of their notes within a personal journal.

Objectives


• List of both immediate and gradual changes as they relate to food, clothing, bath and body

products as well as social choices

• List available resources that will support one’s transition toward veganism

Description

Part I: Transition Planning

• Using a whiteboard or large pad of paper, the facilitator will create a Venn diagram.

• Participants will be asked to think about aspects of making a transition that would be

require immediate or gradual adjustments. This might be different for each individual,

and it would be great to record these differences within the diagram.

77

• Major areas for consideration might include food choices, bath and body products,

clothing, and even social activities.

Here is an example of what a Venn diagram might look like, before participants start to fill in

examples:

78

Part II: Resources

Once participants have brainstormed a hearty list of both immediate and gradual changes as they

relate to food, clothing, bath and body products as well as social choices, facilitators are encouraged

to keep their creative energies moving.

• Each participant will receive a generic handout that will be used to record available

resources that will support their transition toward veganism.

• Utilizing the collective knowledge within the room, the facilitator and participants will

create a master list of resources that may support a transition toward veganism within the

local community.

79

RESOURCES Resource Type Name Notes

Grocery Stores

Food Co-Ops

Farmer’s Markets

Community Supported

Agriculture

Buying Clubs

Restaurants

Community Organizations

National/International

Organizations

Websites

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VEGANIZE IT!

Intended Age Level

Adults 18+

Duration

This 25 minute activity is designed to help participants find ways to transform non-vegan recipes

into ones that are solely plant-based. This activity can be adapted to fit a longer or shorter

timeframe.

Materials

If participants brought in a favorite family recipe, they can be used for this activity. The

facilitator is encouraged to bring ingredient lists for three to four recipes just in case participants

did not.

Participants will be encouraged to record notes within a personal journal.

Highlighters are optional.

Objectives

At the conclusion of this activity, participants will:

• Be able to identify common plant-based substitutions for recipes that call for animal

derived ingredients

• Be able to name at least two recipes that can easily be veganized

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• Develop confidence in their ability to apply new knowledge, skills, and confidence in

successfully making a transition toward veganism

Description

• Participants will work in pairs to review one to two recipes and to identify ingredients

items that are not plant-based. These items should be highlighted.

• Once all items have been highlighted, participants can discuss possible alternatives for

each these ingredients and whether or not the adjustments might work.

• If it is decided that these substitutions have a good chance of working out, participants

will be encourages record the changes to this recipe in their own personal journals.

82

Here is an example of what groups might come up with:

83

CLOSING THOUGHTS

The hope for this workshop series is to provide interested participants with opportunities

for the inspiration, confidence, support, and resources necessary to successfully navigate the

personal process of change toward veganism. As Workshop II: Process of Change comes to a

close, it is likely that both the facilitator and participants have started to feel more confident in

their understanding of both veganism, as well as the process of change toward veganism. Last

week, many of these participants did not know each other. Now, they are making personal

connections and learning from each other. They are likely to have developed confidence in their

ability to successfully adopt a change toward veganism. And the exciting journey continues…

Facilitators are encouraged to spend 15 minutes toward the end of Workshop II: Process

of Change to recap the activities and discussions from the day and to answer any general

questions participants might have. This is a great time to ask participants to take turns sharing

one brief highlight from the day, or something they may have just learned from another

participant.

84

POSSIBLE HOMEWORK ASSIGNMENTS

This workshop series is meant to be voluntary, informative, and fun. While homework

might not be required, it is encouraged so that participants continue to think about making a

transition toward veganism outside of the allotted workshop times.

Here are two suggestions:

• Take a field trip to a natural foods co-operative market, famers market, or even the

natural food isle of their local grocery store. Try talking with at least one customer or

employee for a recommendation on the best vegan item there, or they best way to use one

of the products in making a vegan dish. Not everyone will be vegan, but it is likely that

they may enjoy vegan food. You will be surprised by how fun this could be!

• Test out one of the veganized recipes from this workshop. If it is a success, leftovers are

always welcome during Workshop III: Possibilities!

• Bring a bowl, spoon and cloth napkin next week for a vegan ice cream social!

85

C. WORKSHOP III: POSSIBILITIES

86

AGENDA

� Check-In/Revisit Ground Rules (15 min)

� Change: What Does it Mean to You? (30 min)

� New Heroes (40 min)

� Discussion: Where Have We Been/Where Are We Headed? (30 min)

� Closing: Vegan Ice Cream Social (65 min)

87

OBJECTIVES

At the conclusion of Workshop III: Possibilities, workshop participants will be able to:







values.




ingredients.


to veganism.

88

CHECK-IN/REVISIT GROUND RULES

It has been about one week since Workshop II: Process of Change and it is likely that the

material covered during that session has remained on the minds of participants throughout the

entire week. The start of Workshop III: Possibilities would be a great time for a brief check-in

activity, where each participant takes a turn at sharing what has been on their mind since

Workshop II: Process of Change. The length of time spent for this check-in would be dependent

on how many participants are enrolled in this workshop, and how much willing they are to share

with the group.

To ensure there will be enough time to complete all the activities scheduled for

Workshop II: Process of Change, facilitators are encouraged to limit this portion of the session to

about 15 minutes. If, however, the conversation is too good to cut short, certainly facilitators are

encouraged to adjust components of the agenda as they see fit.

Facilitators are also encouraged to revisit the ground rules that were set at the start of this

workshop series, including any adjustments that were made during Workshop II: Process of

Change. This will serve not only as a reminder to participants about what the established ground

rules are, but it will also show the group that these remain to be an important foundation for the

series as a whole. Displaying these ground rules somewhere prominent within the room might

be helpful, too.

89

CHANGE: WHAT DOES IT MEAN TO YOU?

Intended Age Level

Adults 18+

Duration

This 30 minute activity is designed to get a sense of participant’s thoughts on change are, and

more specifically how they plan to approach making a change toward veganism. This activity

can be adapted to fit a longer or shorter timeframe.

Materials

Each participant will require approximately 10 individual post-it notes (five each of two different

colors) and a writing utensil.

Objectives


• Describe the six stages of change, and what this means to them

• Identify at least three processes for supporting a change toward veganism that might

work best for them

• Identify at least two strategies for reaching ones goal of making a successful transition

toward veganism

• Identify common themes about other individual’s perspectives on change and veganism

Description

• Using the materials provided, participants will take 10 minutes to anonymously jot down

their candid thoughts about:

90

1. The process of change. While change itself can seem exciting for some

individuals, for others it can feel a bit overwhelming and/or intimidating. What

does change mean to workshop participants? Individuals may write down words

like impossible, complicated, freeing, refreshing, inspiring, invigorating, long,

gradual etc.

2. How they plan to approach the process of change toward veganism (processes &

strategies)

• Each topic will be assigned to a specific color post-it note. For example, what change

means would only be written on orange post-it notes, whereas processes and strategies

would be on purple notes.

• Once the allotted time period is up, participants will post their notes to a designated wall

within the room. For example, all the orange notes should be posted on the right wall,

and all the purple ones in the front of the room.

• Participants will spend the remaining 20 minutes gathered around each set of post-it notes

to read each other’s thoughts and to discuss as one large group. Alternatively,

participants could be broken into three groups who are assigned to discuss one particular

category before providing a summary of their findings to the larger group.

91

THE NEW HEROES

Intended Age Level

Adults 18+

Duration

This 40 minute activity is designed to introduce participants to the stories of individuals who

have taken action toward improving not only their own lives, but have made a positive impact

within the lives of other people, non-human animals, and the environment. This activity can be

adapted to fit a longer timeframe.

Materials

The New Heroes DVD, and either a TV with DVD player or a computer with a projector.

Objectives


• Share the story of two everyday people who have overcome great obstacles to make a

difference in the lives of people, non-human animals and the environment. Identify at

least three processes for supporting a change toward veganism that might work best for

them

• List two of their own personal strengths that could be used to make a positive impact on

themselves, as well as among other people, non-human animals and the environment.

Description

Although The New Heroes is not focused on individuals who have made a transition toward

veganism, it does tell the stories of everyday people who have overcome obstacles to make a

92

great difference in the lives of people, non-human animals and the environment. These

individuals serve as inspiration, and can demonstrate that change is in fact possible.

• Participants would view two to three segments of The New Heroes, before leading into a

group discussion.

• Possible discussion questions might include, but are not limited to:

1. Were you surprised to see what one person was able to accomplish?

2. Do you see a new hero within yourself or in others?

3. How might this relate to the journey toward veganism that you are embarking on?

4. What would be your legacy, if you were to appear in an updated version of The

New Heroes five years from now?

Variation

A variation of this activity may involve movie clips or reading passages of individuals who have

successfully made other changes. For example, a former smoker, skinhead, recovering alcoholic,

or even someone who lost a healthy amount of weight. If all of these individuals have overcome

great challenges to make a difference in their lives, they serve as living proof that change is

possible and would make excellent subjects for the purpose of this activity or entire workshop

series.

93

WHERE HAVE WE BEEN

& WHERE ARE WE HEADING?

While these are two major questions, there are no easy answers. As this workshop series

comes to a close, it is suggested that the facilitator leaves about 30 minutes free to recap what

has been covered so far, and to addresses any reaming questions from the group. When possible,

the facilitator is encouraged to redirect questions to other group participants and slowly remove

themselves from the discussion.

Workshop III: Possibilities is an excellent time to have participants to take turns sharing

one brief highlight from the workshop series. Additionally, participants would be encouraged to

share one thing they learned from another participant over the course of the series. Thanking

and/or expressing gratitude toward other participants brings the workshop series to a close on a

very promising note.

94

CLOSING: VEGAN ICE CREAM SOCIAL

A lot has been covered over the past few weeks. Although this workshop series has come

to a close, this marks a new beginning for workshop participants. What better way to celebrate

this new journey than with delicious vegan ice cream? Participants are encouraged to bring their

family or close friends to join in on the fun.

Shopping List

• A lot of vegan ice cream (soy, almond and rice milk)

• Vegan chocolate syrup

• Vegan cool whip

• Cherries

• Sprinkles

• Bananas

• Extra bowls, spoons, and napkins just in case participants did not bring their own

95

VI. ASSESSMENT

Upon registration for this workshop series, participants would be asked to complete the survey

the might include the following questions:

96

Following the workshop series, facilitators might administer one last survey to gather a sense of

the participant’s perceived effectiveness:

97

VII. RESOURCES

There are many valuable resources available for both individuals who are interested in

supporting adults seeking to make a transition toward veganism, as well as for the individuals

who are seeking to make this transition for themselves, other people, non-human animals and the

environment. Below are a few recommended resources for each the facilitators and participants

of this workshop series that should serve as a solid starting point along this new journey.

Teaching

• The Institute for Humane Education (IHE) seeks to inspire individuals to be part of

creating a world that is humane for all. IHE offers various workshops and trainings for

educators, including several graduate degree programs. Facilitators and participants are

encouraged to visit www.humaneeducation.org for more information.

• For facilitators seeking to invite inquiry, curiosity and hunger for knowledge within the

workshop setting, reading Educating for Human Greatness by Lynn Stoddard is a great

place to begin.

• Facilitators who seek to bring themselves into the workshop series are encouraged to read

On Being a Teacher: The Human Dimension (Third Edition) by Jeffrey A. Kottler,

Stanley J. Zehm, and Ellen Kottler. Kottler et.al offers a warm approach in encouraging

educators to be effective communicators and educators.

• The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life by Parker J.

Palmer is another inspiring book that encourages educators to remain reflective learners

as they approach their work in helping others.

98

• Through The Power and Promise of Humane Education, author Zoe Weil introduces the

four elements of humane education, which facilitators are encouraged to follow

throughout this workshop series.

The Process of Change

• A good book that shares a strong introduction to the process of change is Changing

for Good: A Revolutionary Six-Stage Program for Overcoming Bad Habits and

Moving Your Life Positively Forward, by James O. Prochaska, John C. Norcross, and

Carlo C. DiCelmente. This is a must read for any seeking either to make a change for

themselves, or who is supporting others through the process of change.

• Workshop facilitators and participants alike are encouraged to read Your Life is Your

Message: Finding Harmony with Yourself, Others, and the Earth by Eknath

Easwaran. While this book is not strictly focused on making a transition toward

veganism, it does encourage readers to think about how they might make positive

changes that will positively impact themselves and the world around them.

Veganism

• In Most Good, Least Harm: A Simple Principle for a Better World and Meaningful

Life, author Zoe Weil offers the reader useful techniques not only to improve their

own lives, but the world around. Most Good, Lease Harm also includes a

questionnaire and action plan, which can be used as a reflective activity either during

the workshop or as an optional homework assignment.

• Facilitators and participants alike will find a wealth of information about veganism by

reading The Vegan Sourcebook, by Joanne Stepaniak. Stepaniak touches on the

various reasons for choosing veganism, including personal health, human rights,

99

animal protection, and the environment. Additionally, the author has dedicated one

third of the book toward vegan menu planning, special ingredients, and additional

resources.

• In Vegan: The New Ethics of Eating, author Erik Marcus, offers additional

information about the impact out food choices have on personal health, human rights,

animal protection, and the environment.

• In Why we Love Dogs, Eat Pigs, and Wear Cows, by Melanie Joy challenges readers

to bear witness to what lies behind the choices we make, and how this greatly impacts

others.

• The online Vegetarian Resource Group (www.vrg.org) offers answers frequently

asked questions, provides information about the health environmental and ethical

benefits of a about vegetarian and vegan lifestyle and manages an informative blog as

well.

• The Physician’s Committee for Responsible Medicine (PCRM) is a nonprofit

organization that promotes preventive medicine and ethical standards that boil down

to making a transition toward veganism. Facilitators and participants are encouraged

to visit www.pcrm.org for more information.

• VegFund is an organization that helps to funds vegan outreach initiatives, such as a

workshop geared to supporting adults through a transition toward veganism.

Facilitators and participants are encouraged to visit www.vegfund.org for more

information.

• Get Vegucated is a film which documents the personal journeys of three individuals

who were challenged to adopt a vegan lifestyle for three weeks. If three individuals

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who had no interest in transitioning toward veganism can this, there is hope for us all.

To view a trailer for Get Vegucated and to find a screening near you, visit

www.getvegucated.com.

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VIII. ABOUT THE AUTHOR

Changing one’s own actions can feel like an arduous, if not impossible, journey. While my

transition toward a vegetarian diet at the age of thirteen was relatively smooth, I never imagined

going so far as to giving up all animal-derived products. At the time, a vegan lifestyle seemed

too extreme for me. I didn’t understand why a vegan would not eat or use animal-derived

products, such as cow’s milk or sheep’s wool if they were not being slaughtered to produce these

products. I rationalized how we shared a symbiotic relationship, where cows needed to be

milked and sheep needed to have their hair cut. I assumed theses cows and sheep were the lucky

ones who were able to live throughout the production process.

Over time, I came to realize that a more complex system was in place. These cows and

sheep were being used as if they were equipment, whose sole purpose in life was to manufacture

profit bearing consumer products. I no longer wanted to contribute to the systematic

confinement, isolation, illness, and ultimately slaughter that others, who were being raised for

food, were experiencing.








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I served on the Board of Directors for the Rochester Area Vegetarian Society (RAVS) for

six years, and have been offering free vegan cooking workshops throughout Rochester, NY since

2004. In 2011, I was elected to the Board of Directors for the Abundance Cooperative Market,

which is a natural food store also based out of Rochester, NY. Additionally, in 2011 I completed

an M.Ed. program through the Institute for Humane Education (IHE). Through RAVS, the

Abundance Cooperative Market, IHE and our local Community Supported Agriculture (CSA)

initiative, I have had the opportunity to connect and engage with so many inspiring individuals.

While I have grown comfortable sharing what I have learned about veganism over the

past few years, I am no more of an expert than the next person. Each of us has our own unique

journey to share, and collectively we continue to be inspired by and learn from each other.

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IX. REFERENCES

Bauman, S., (2008). Essential topics for the helping professional. NY: Pearson.

Fisher, J. (2007). Process of personal change: John Fisher’s transition curve. Retrieved May 20,

2011, from http://www.businessballs.com/personalchangeprocess.htm

Glanz, K., Rimer, B., Viswanath, K. (2008). Health behavior and health education: Theory,

research, and practice. San Francisco: Jossey-Bass.

Kottler, J., Zehm, S., Kottler, E. (2005). On being a teacher: The human dimension. Thousand

Oaks, CA: Corwin.

Prochaska, J., Norcross, J., Di Clemente, C. (2006) Changing for good: A revolutionary six-stage

program for overcoming bad habits and moving your life positively forward. New York:

Harper.

Sills, B. (n.d.). ThinkExist.com: Beverly Sills quotes. Retrieved July 20, 2011, from

http://thinkexist.com/quotation/there_are_no_short_cuts_to_anywhere_worth_going/254

641.htm

Stoddard, L. (2004). Educating for human greatness. Brandon, VT: Holistic Education.

UCLA Center for Human Nutrition. (2011). Prochaska & DiClemente’s stages of change model.

Retrieved July 20, 2011, from

http://www.cellinteractive.com/ucla/physcian_ed/stages_change.html

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X. APPENDICES

105

APPENDIX A

DEFINITIONS

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APPENDIX B

FACILITATOR TECHNIQUES: THE TRANS-

THEORETICAL MODEL’S SIX STAGES OF CHANGE

Stage of Change Characteristics Techniques

Precontemplation Not Currently considering a

change: ignorance is bliss.

• Validate lack of readiness

• Clarify that the decision is theirs

• Encourage reevaluation and self-exploration

• Explain and personalize the risks

Contemplation Ambivalent about change:

sitting on the fence.

Not considering a change

within the next month.

• Validate lack of readiness

• Clarify that the decision is theirs

• Encourage evaluation of pros and cons of

making the transition toward veganism

• Identify and promote new, positive outcome

expectations

Preparation Some experience with

change and trying to change:

testing the waters.

Planning to take action

within one month.

• Identify obstacles and assist in problem

solving

• Help individual in getting connected with

resources and a support network

• Confirm that you know they can do this

• Encourage small steps

Action Practicing new behavior for

three to six months.

• Focus on restructuring social support

networks

• Reinforce self-efficacy for overcoming

obstacles

• Keep individuals optimistic and focused on

the long-term benefits of a transition toward

veganism

Maintenance Continued commitment to

sustaining new behavior for

over six months.

• Plan to ask for updates down the road

• Reinforce the benefits of making this

transition toward veganism

Relapse Resuming old behaviors:

falling from grace.

• Evaluate trigger for relapse

• Reassess motivation and barriers

• Identify stronger coping strategies

ADAPTED FROM THE UCLA CENTER FOR HUMAN NUTRITION (2011, PARA.1).

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APPENDIX C

THE TRANSITION CURVE

(Fisher, 2007, para. 15).

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APPENDIX D

OPTIONAL SOCIAL ACTIVITIES

Social activities have the power to really engage individuals. When individuals are

engaged they may feel more supported, and therefore more committed to making successful

transition toward veganism. Below are a few suggested activities that a workshop facilitator, or

participant, may be interested in organizing for the larger group.

• Vegan potluck meal

• Tour of a local natural foods cooperative market

• Trip to a local farmer’s market

• Trip to a local rescue sanctuary, like Farm Sanctuary or the Catskill Animal

Sanctuary in New York

• Vegan guest speaker (i.e. author, nutritionist, musician, environmentalist, or chef

to name a few)

• Panel discussion with local vegans who can share their personal journeys, as well

as tips for being vegan within their particular community

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APPENDIX E

PROMOTIONAL MATERIALS

112

APPENDIX F

WELL KNOWN VEGANS

As some individuals prepare to make a transition toward veganism, it might be nice to

know they are in good company. Here are the names of just a few well known vegans:

1. Neal Barnard (Doctor)

2. Leonardo Da Vinci (Artist/Scientist)

3. Ellen DeGeneres (Comedian/Talk Show Host)

4. Emily Deschanel (Actress)

5. Einstein (Scientist)

6. Mahatma Gandhi (Philanthropist)

7. Michael Gregor (Doctor)

8. Portia De Rossi (Actress)

9. Sir Paul McCartney (Musician)

10. Moby (Musician)

11. Jason Mraz (Musician)

12. Kevin Nealon (Actor)

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Chapter 4

Summary

I approached this Independent Learning Project (ILP) with the intent of developing a

curriculum to be shared with interested individuals and community organizations seeking to

encourage and support adults, over the age of 18, through a transition toward veganism. The

workshop series included as chapter three of this ILP was designed to be offered as a three part

series, where participants would meet for three hours a week over the course of three weeks.

The underlying theme throughout the workshop series was to be focused on the

inspirational power of personal journeys, and the motivational impact they could have on

individuals preparing to embark on a similarly challenging journey. Through exposure to living

proof that change is possible, developing awareness that change is a process, along with

gathering a wealth of resources and support, workshop participants will be readily equipped to

overcome the most challenging part of a transition toward veganism: the very beginning.

While designing Personal Stories Serve as Living Proof That Change is

Possible: A Three Part Workshop Series Geared Toward Supporting Adults Through a

Transition Toward Veganism, I had two sets of goals in mind. The first set of goals focused on

workshop facilitators, and the second was on workshop participants.

Primary goals for the workshop facilitators using this curriculum were to:

1. Further develop a sense of confidence in the understanding veganism, as well as the


environment.

114

2. Have access to a collection of resources on topics such as veganism and change (i.e.

print and online materials, films, community organizations, etc.)



4. Gain awareness of powerful stories of people who have overcome great obstacles as

they moved toward veganism themselves.

5. Find clarity and confidence in the ability to offer this workshop in a positive,

effective, and focused manner, where participants are welcome to raise difficult

questions that may not have easy answers.

6. Trust that change is possible for all participants, including the facilitator, while

finding ways to measure the workshops effectiveness.

7. Have access to materials that will help secure opportunities for promoting and

presenting this workshop series within a local community setting.

8. Continue exploring the topics of veganism and change, as well as how to incorporate

new found knowledge about veganism and change into the workshop

Primary goals for the participants in this workshop series were to:



2. Gain awareness and understanding that change is a process, while drawing

connections to a more specific process of change toward veganism.



values.

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ingredients.

5. Apply new knowledge, skills, and confidence in setting personal goals toward a

change to veganism.

Prior to designing Personal Stories Serve as Living Proof That Change is Possible, an in-

depth scholarly literature review regarding three key areas of focus was conducted. The first key

area of focus was on the process of change. The second key area of focus was on the

consideration of best practices while supporting adults through personal change. Finally, the

third key area of focus was on the personal stories of individuals who have successfully moved

through change and who now serve as living proof that change is possible.

After consulting both scholarly and non-scholarly research to prepare for the design and

implementation of Personal Stories Serve as Living Proof That Change is Possible: A Three Part

Workshop Series Geared Toward Supporting Adults Through a Transition Toward Veganism, it

became evermore apparent that a successful transition toward change is dependent on each

individual’s personal commitment, readiness, preparation, and support. The process of change is

quite a personal experience. While the facilitator’s role it is not to change others, the hope is that

they will aid individuals as they navigate this journey for themselves.

Conclusions

Change is not only possible, but it can have a positive impact beyond one’s self. As a

long time vegetarian, I did not consider making a personal transition toward veganism until I was

116

introduced to one individual who really piqued my interest. Through witnessing how this

individual worked to align their actions with their deepest core values, as well through learning

more about their journey of making a transition toward veganism, I no longer felt indifferent or

intimidated about following a similar path. Instead, I felt intrigued, equipped, and empowered at

the thought of making a transition toward veganism. Since making this transition, supporting

others along their personal journey has grown to be a large part of my life and work today.

Through volunteering as a Cooking Instruction Coordinator for the Rochester Area

Vegetarian Society, I have come across hundreds of individuals interested in making a transition

toward veganism. As enjoyable and informative as a 60-90 minute cooking workshop could be,

many attendees seemed to be looking for more than recipes alone. This was demonstrated by the

fact that many of these individuals were spending up to an hour after each session discussing

their shared concerns about personal health, human rights, animal protection and environmental

ethics with other attendees.

It is not uncommon for an individual to feel afraid or overwhelmed by the thought of

changing the way they have come to see and interact with the world. While some individuals are

willing to scratch the surface of a difficult topic, they might stop short of deep introspection.

The Personal Stories Serve as Living Proof That Change is Possible workshop series aims to

engage, inform, inspire, and support individuals to take action for change.

In creating Personal Stories Serve as Living Proof That Change is Possible, I have had

the opportunity to reflect on my own transition toward veganism. I have learned so much about

the process of change, as well as some of the best practices in supporting others through change.

Most importantly, the creation of this workshop series confirmed my belief that the process of

117

change must be a personal one. If an individual feels interested, ready, and supported to make a

change toward veganism, they should not encounter many stumbling blocks along the way. If

the individual is not interested in making a transition toward veganism just yet, then the timing

may not be right for them be successful in such an endeavor. While this individual may not be in

an action stage for change, they are likely to fall within in the contemplation or planning stage

where guidance and support are likely to be welcomed.

The experience of creating Personal Stories Serve as Living Proof That Change is

Possible: A Three Part Workshop Series Geared Toward Supporting Adults Through a

Transition Toward Veganism has been quite valuable to me, and I hope facilitators and

participants find it to be appealing and informative as well. While I look forward to running this

particular series, I have also grown more confident in my ability to create additional workshop

activities that would link the process of change to additional topics of humane education.

118

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Prochaska, J., Norcross, J., Di Clemente, C. (2006) Changing for good: A revolutionary six-stage

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Wendy Gilmore [email protected] New York

EDUCATION

Cambridge College, Cambridge, Massachusetts

Master of Education August 2011

Institute for Humane Education

Humane Education

Rochester Institute of Technology, Rochester, New York

Bachelor of Fine Arts May 2002

College of Imaging Arts and Sciences

Fine Art Photography

CAREER DEVELOPMENT Academic Support Center, Rochester Institute of Technology, Rochester, New York

Coordinator of Tutor Training July 2010- Present

Coordinator of Supplemental Instruction December 2007- Present

• Recruit, hire, train, and supervise 65 undergraduate SI Leaders and two Graduate Assistants annually.

• Maintain program budget using Oracle to prepare monthly department statements, account analysis and payroll

reports, journal entries and requisitions.

• Manage bi-weekly Kronos process, including the archival of supporting documentation for missed punches.

• Request and utilize data reports from the Office of the Registrar and Institutional Research, to guide in the selection of

SI supported selections in partnership with academic departments.

• Guide in the development of a dynamic database to track weekly, quarterly, and annual data regarding SI participation

and outcomes.

• Coordinate assessment initiatives for Academic Intervention and Mentoring program.

• Market and communicate program initiatives to students, peer leaders, faculty, and staff, through the use of websites,

promotional videos, mobile device applications, wiki space, email, print and in-person correspondence.

• Restructure former tutor training model toward a learning centered approach, with online features available 24/7.

• Lead in the development of Tutor for Hire, software designed to match students with private Tutors.

• Support various Student Learning Support and Assessment initiatives, such as the facilitation of divisional computer

cascades, development of student employee orientation materials, planning of the new cluster open house, and

introduction of artwork within the new workspaces.

Center for Residence Life, Rochester Institute of Technology, Rochester, New York

Residence Hall Area Staff Assistant March 2003-December 2007

• Managed area office for six residence halls, including the hiring, training and supervision of Area Office Assistants.

• Coordinated judicial hearings for students in violation of the institute’s terms of conditions, while monitoring progress

of educational sanctions.

• Maintained set of 67 master keys and 600 room keys within the residence halls, efficiently tracking loaner key sign-

outs, lock change requests, student key check-outs, and emergency core replacement.

• Maintain Area Office Assistant salary, educational programming, and office supply budget lines.

• Led pilot program to accurately record the number of events put on by Residence Life annually, including number of

students in attendance, while working with our programmer through database development.

• Served as a member for the Professional Development and Recruitment, Professional Staff Training, Duty

Procedures, Staff Recognition, RA Training, and the Communications, Marketing and Assessment Committees.

Intern Exchange International, London, United Kingdom

Photography Instructor and Resident Advisor June 2002-August 2003

• Taught documentary, digital and fine art photography to students interested in pursuing a career in photographic arts.

• Managed online gallery for multinational summer enrichment program for high school students.

122

Wendy Gilmore [email protected] New York

Housing Operations, Rochester Institute of Technology, Rochester, New York

Front Desk Receptionist September 2000-June 2002

• Led prospective students and families on tours of the residence halls, while supporting office with special projects.

Center for Residence Life, Rochester Institute of Technology, Rochester, New York

Photo House Manager/Resident Advisor August 1999-August 2000

• Coordinated social and educational activities to promote an inclusive community among students living within the

residence halls, participated in on-call duty rotation, and provided support to divisional initiatives as appropriate.

First Year Enrichment, Rochester Institute of Technology, Rochester, New York

Orientation Assistant July 2001-September 2001

• Hosted welcome activities and held information sessions for freshmen students and their families.

COMMUNITY INVOLVEMENT

• Board of Directors, Abundance Cooperative Market, April 2011- Present.

• Advisor, RIT Rotaract Club, December 2007- September 2010.

• Campus Advocacy Response and Support Advocate, RIT Center for Women and Gender, August 2005-December 2009.

• Cooking Instruction Coordinator, Rochester Area Vegetarian Society, October 2004-March 2011.

PROFESSIONAL DEVELOPMENT ACTIVITIES

Presentations and Events Coordinated

• Using Your Strengths to Help Others Develop Their Own, NY College Learning Skills Association, April 2011.

• Tutor for Hire: Matching Students with Tutors, NY College Learning Skills Association, April 2011.

• Similarities between Tutoring and Supplemental Instruction, RIT Center for Professional Development, May 2010.

• How Did You Get Here: Making Connections, RIT Student Learning Support and Assessment, October 2009-May 2010.

• Starting a Supplemental Instruction Program, NTID Learning Center Consortium, July 2009.

• The RIT Academic Intervention and Mentoring Model, NY College Learning Skills Association, April 2009.

• Introduction to the RIT AIM Program, RIT Wallace Library Lightening Rounds, June 2008.

• Relay for Life, RIT Rotaract Club, May 2008, 2009 and 2010.

Workshop Participation

• Building and Leading an Inclusive Team, RIT Center for Professional Development, July 2010.

• Member of Emerging Leaders Team, RIT Student Learning Support and Assessment, October 2009-November 2009.

• Accounting Practices, Procedures & Protocols, RIT Center for Professional Development, September 2009-Ongoing.

• Leadership Certificate: Personal Success Skills Track, RIT Leadership Institute, June 2007.

• Attended National Center for Victims of Crime Conference, RIT Center for Women and Gender, October 2006.

• Attended Many Faces of Relationship Violence Conference, RIT Center for Women and Gender, June 2005.

• Attended workshops for Safe Zone training, Creating an Inclusive Campus Community, Building Cultural

Competency, Deaf Awareness, Helping International Students Succeed, Serving Transgendered Students and

Changing the Culture of Sexual Assault though RIT’s Center for Professional Development.

AWARDS & HONORS

• Certificate of Excellence in Teamwork for Cross Departmental Collaboration, RIT Student Affairs Recognition

Committee, April 2011.

• Nominated for the Enhancement of Gender Diversity and Inclusiveness Award, RIT Center for Women and Gender,

April 2009.

• Nominated for the Rising Star Award, RIT Staff Council, April 2008.

• Furthering The Center’s Mission Award, RIT Center for Residence Life, March 2006.

• Residence Life Outstanding Performance Award, RIT Center for Residence Life, November 2005.

• Resident Advisor Team Player Award, RIT Center for Residence Life, May 2000.

personal stories serve as living proof that change is possible

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