Exercise #35
Contract
Authors: Dr Małgorzata Szkup
15–25 minutes
Description
Collaboratively create a group contract that defines rules for working together during sessions on multiculturalism and anti-discrimination. The contract ensures every participant feels safe, respected, free to express their opinions, and able to engage constructively in discussions on sensitive topics.
Methodological Guide
Objectives
Building a safe, inclusive, and respectful educational environment. Jointly developing rules that regulate communication and cooperation during classes. Strengthening students' sense of responsibility for the course and atmosphere of the classes. Promoting an attitude of respect, openness, empathy, and dialogue in a multicultural environment. Establishing a framework that enables constructive and non-discriminatory discussion on sensitive or conflict-related topics. Increasing awareness of participants' diverse needs and their impact on the course of the classes.
Expected Outcomes
After completing the exercise, the student: understands the importance of a safe space in discussions about multiculturalism; is able to co-create rules regulating communication and cooperation; feels co-responsible for the quality of interactions within the group; knows and accepts the established contract; is able to apply similar tools in other real work contexts.
Exercise Procedure
Pre-class preparation (3 minutes): Explain the purpose — creating a shared contract that ensures safety and respect. Emphasise that the contract will be in effect throughout the entire course and announce the possibility of electronically signing the document. Stage 1 — Brainstorm group rules (about 7 minutes): each student reflects on what they need to feel safe, respected, and heard, and posts their proposed rules to the shared reflection wall. Stage 2 — Refine the group contract (about 7 minutes): after reviewing peer proposals, each student drafts the refined contract text they would endorse. Stage 3 — Sign the contract (about 3 minutes): students add their electronic signature as an act of acceptance. Final reflection (5 minutes): 'How can I contribute to upholding the rules established in the contract?'
Mode of Implementation
Three sequential stages with student-paced progression: Stage 1 Brainstorm — individual proposals shared with peers on a reflection wall. Stage 2 Refine — each student drafts the wording of the agreed contract. Stage 3 Sign — each student provides an electronic signature as an act of acceptance.
Role of the Teacher
Moderator – leads the process of creating the contract, ensuring equal participation from everyone. Facilitator – encourages participants to propose ideas and monitors how they are expressed. Safety Guardian – takes care of language, atmosphere, transparency, and respect. Neutral Observer – does not impose their own rules but helps the group reach a common agreement.
Theoretical Basis
The exercise is based on the principles of the EMPOWER model, which emphasizes: E – Effectiveness: clear rules increase the efficiency of group work and enable participants to engage freely in the learning process. M – Multiculturalism: the contract prevents stereotyping and creates a space for openly expressing diverse perspectives. P – Professionalism: the exercise promotes ethical communication, mutual respect, and responsibility. W – Well-being: creating a safe atmosphere reduces stress and allows participants to fully engage. ER – Educational Resources: the contract, as a tool, acts as a lasting resource regulating the educational process. The exercise is grounded in the principles of anti-discrimination education, communication psychology, group dynamics, and contemporary approaches to creating safe dialogue spaces.
Practical Application
The contract that has been created becomes a practical working tool for subsequent classes: it helps facilitate dialogue in an inclusive and non-judgmental way, prevents domination and exclusion of certain participants, supports conversations on multiculturalism, prejudice, social inequalities, and discrimination, strengthens students' responsibility for the communication climate, and develops skills useful in teamwork and professional interactions (e.g., doctor–patient, nurse–patient's family, interdisciplinary cooperation).
Knowledge Transfer
Students acquire the ability to: create rules of cooperation in diverse teams, recognise their own needs and boundaries, transfer the established norms to other contexts — clinical, professional, and social, apply communication contracting in conflict situations, adapt tools for building a safe space when working with patients and groups of people from different cultural backgrounds. The transformation process takes place through becoming aware of the value of shared norms, choosing and justifying the rules, and internalising the contract as a collective commitment.
Reinforcement & Reflection
Students are encouraged to reflect on which rules are key for them to feel safe, to analyse their own reactions to various suggestions made by others, to consider how the contract influences their readiness for open dialogue, and to continue observing whether the agreed-upon rules truly work in practice. Possible reflective questions: 'Which element of the contract is most important to me and why?' 'Which rules help me engage in difficult conversations?' 'How can I contribute to upholding the contract as a member of the group?'
Required Resources
Electronic devices such as tablets, smartphones, or laptops enabling access to the MultiCultiMed Platform. Internet connection for accessing the exercise on the platform. A device that supports drawing a signature (touch screen, trackpad, or mouse).
Assessment / Evaluation
Individual reflection. Observation of students' contributions to the rule-creation process on the Stage 1 wall. Assessment of the extent to which the contract is applied during subsequent exercises.
Practical Tips
Use neutral and inclusive language. Do not impose rules — allow students to develop them. Encourage formulating rules positively (e.g., 'speak for yourself' instead of 'do not judge others'). Ensure that everyone has the opportunity to make suggestions. After Stage 1, invite the group to discuss which proposals recur before each student drafts their Stage 2 contract.
Discussion Topics
Which rules are universal, and which depend on the specifics of the group? What is the most challenging aspect of adhering to group contracts? How can one respond when a rule is broken?
Further Resources
Comparison of the contract with rules applicable in the professional work environment.
Additional Remarks
The contract can be updated during the course cycle – it is important that students feel a sense of co-ownership of the document. Rules should be short, specific, and based on positive intent. Converted from single-stage text_submission to three-stage Timer Stage Manager composite (Brainstorm → Refine → Sign) on 2026-04-21 to match the PRD's three-level procedure and restore the electronic signature step.