With the urgent need to serve youth of first responders and medical professionals, this app is another resource to deliver Positive Youth Development programming. The first concern is the health of these youth and staff. You need to know what your health department recommendations are in your location before using the activities. In some areas they are putting groups of five youth and one adult in a classroom. These groups are not following 6ft separation procedures. If this is the case in your area (as directed by your local health department) the small group activities can be added. If you are in a program that is operating under 6ft separation guidelines only use the 6ft separation activities.
Clicking on the far left of the screen will eventually get you back to a list of the activities.
Pick activities that work for you and make sense. Skip activities that don’t work for your population or group due to age, maturity, level of focus, or your skill level. Use your own judgment to exclude games or modify the games to adapt to your situation.
If sections (frame, reflections, and group agreements) don’t work for your situation, don’t stress, use what works for your program.
This app will have new activities added weekly. Pease add activities, share ideas, and provide support by emailing them to email@example.com.
If you would like to zoom and discuss app email me at bbrandt@wsu.
Optional Social Emotional Learning (SEL) Explained
Positive Youth Development helps develop SEL. Specifically in this curriculum it will utilize:
- CASEL’s Widely Used Framework Identifies Five Core Competencies.
- The WSU 4-H experiential education reflection technique.
Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.
Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.
Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
Responsible decision-making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.
Taken 3/30/20 from https://casel.org/what-is-sel/
WSU 4-H debriefing technique
The Washington State University (WSU) 4-H Adventure Program's discussion technique is derived from the Kolb model (see Figure 1), with an added first step called the “Frame,” which orients youth to the life skills they will be working on during the program (Wallace, M., et al., 2015) This may also be value statements of the program, such as respect or responsibility. By informing participants of information that will be covered participants results in quicker learning (Medina, 2008). This sharing of potential life skills or values they will be focusing on or learning can result in greater learning. There is no one method for selecting life skills or program values to focus on. Methods of selection often depend on the amount of time available for discussion, the length of program, the program-specific content focus, and the needs and interests of participants. However, research suggests that trying to work on too many life skills or values at once is less successful than focusing on only a few (Hendricks 1998).
Frame and activity reflections
The “Frame,” is used here specifically focused on SEL / life skills you can work on during the activity. It set up the group for the reflection questions.
The three reflection questions guide youth from the activity, to learning, and to ideas where they can use the skills in the future.
- What questions are about what happened during the activity. Example: What happened with cooperation? What happened during the beginning that demonstrated cooperation?
- The So What questions are about what learnings have you gained from the activity. Example: What did you learn about cooperation? What makes cooperation work?
- The Now What questions are focused on where the skill can be used in the future. Example: Where can you use cooperation here today? Where can you use cooperation at home tonight?
- If possible, have the youth select the life skill for the group to work on improving. By including them in the decision-making, participants tend to be more committed to the process.
- When asking questions, expect silence. One technique is to count to five before asking another question to allow members to speak up. In-depth research by Rowe (1974) showed gains in learning when waiting three or more seconds for responses. Also, as the group becomes familiar with the new format, discussions will become quicker and more detailed.
- After some experience as participants, you can turn over the framing and debriefing process to the youth. A poster of the three questions helps.
What happened with the skill we worked on…
So what did we learn…..
Now what will we do with the learning?
For simlicity many activities reference parents. Please adapt to your situation. Care giver, grandparents,....