Junior Self-Study Workbook by Girl Scouts of Greater Chicago and Northwest Indiana

Girl Scout Junior Self-Study Workbook Girl Scouting builds girls of courage, conďŹ dence and charater, who make the world a better place.

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Girl Scout Junior Self-Study Workbook

Table of Contents Welcome ................................................................................................................. 4 Course Objectives ................................................................................................. 5 Girl Scout Fundamentals ....................................................................................... 6 Chapter 1: Volunteer Support & Troop Leader’s Expectations .................................. 7 What do girls need from you? ................................................................................ 8 Volunteer Support Network ................................................................................... 9 Chapter 2: Girl Scout Leadership Experience.............................................................. 10 Girl Scout Leadership Experience ......................................................................... 11 A Leader’s Perspective on Leadership .................................................................. 13 Progression: Climbing the mountain one step at a time ......................................... 14 Chapter 3: Girl/Adult Planning ....................................................................................... 15 Girl/Adult Planning ................................................................................................. 16 Girl/Adult Planning Application .............................................................................. 17 But What If a Girl Messes Up? .............................................................................. 18 Activity: Giving Girls The Responsibility ................................................................. 19 Activity: Sample Answers ...................................................................................... 20 Chapter 4: National Program Portfolio .......................................................................... 21 The National Program Portfolio ............................................................................. 22 What Juniors Do .................................................................................................... 23 Junior Girl Scout Leadership Journeys .................................................................. 24 Tips for Facilitating Girl Scout Journeys ................................................................ 25 Journey Award Tracker ......................................................................................... 26 The Girl’s Guide to Girl Scouting ........................................................................... 27 Anatomy of a Badge .............................................................................................. 28 Chapter 5: Girl Scout Junior Uniform, Insignia, & Awards .......................................... 29 Girl Scouts Uniform, Insignia and Awards.............................................................. 30 Bronze Award ........................................................................................................ 32 Community Service and Take Action Project: What’s the Difference? ................... 33 Chapter 6: Girl Scout Junior Characteristics ................................................................ 34 Who is the Girl Scout Junior? ................................................................................ 35 Changes in Behavior ............................................................................................. 36 Characteristics of Girl Scout Juniors ...................................................................... 37 Developmental Changes in Girls ........................................................................... 38 Do you ever wonder why? ..................................................................................... 39 Chapter 7: Troop Government ....................................................................................... 40 Using Troop Government Effectively ..................................................................... 41 Keep in Mind ......................................................................................................... 42 2

Girl Scout Junior Self-Study Workbook

Table of Contents Chapter 8: Behavior Management ................................................................................. 43 The Key to Behavior Management ........................................................................ 44 The Top Ten Tips for Behavior Management ........................................................ 45 Clique Management .............................................................................................. 46 When to Obtain Help ............................................................................................. 48 Communication About Behavioral Issues .............................................................. 50 Chapter 9: Cookies and Fall Product Program ............................................................. 52 Cookie Program .................................................................................................... 53 Fall Product Program............................................................................................. 54 Chapter 10: Girl Scout Junior Meeting .......................................................................... 55 The Girl Scout Junior Meeting ............................................................................... 56 Meeting Component Ideas .................................................................................... 57 Kapers ................................................................................................................... 59 Special Girl Scout Ceremonies .............................................................................. 60 Chapter 11: Beyond the Troop Meeting......................................................................... 61 Local and Overnight Field Trips ............................................................................. 62 Program Essentials ............................................................................................... 63

Girl Scout Junior Self-Study Workbook

Welcome

Congratulations on becoming a member of the unique and wonderful world of Girl Scouts. Girl Scouts is the largest non-formal educational volunteer organization for girls in the world. Girl Scouts is a place where girls can have fun being themselves, and in doing so, realize their potential. As a leader of a Girl Scout Junior troop, you will play a pivotal role in facilitating “wowworthy” experiences to help girls learn how to voice their opinions, plan their own activities, make decisions, and take action to make the world a better place. SUBMIT COMPLETED FORMS You will receive credit for this course once the online registration/evaluation form has been completed. Please submit questions to Training-GL@girlscoutsgcnwi.org. COURSE PREREQUISITES Prior to completing the Girl Scout Junior Grade Level Self-Study, you should have completed the following courses:  GS101 The Girl Scouts of the USA online session provides an overview of Girl Scouting today. It includes the fundamentals of Girl Scouting – the Girl Scout Promise and the Girl Scout Law, the Girl Scout Mission and history, an introduction to the Girl Scout Leadership Experience, and the National Program Portfolio.  VOLUNTEER ESSENTIALS This training offers new leaders essential information about the Girl Scout Leadership Experience; Girl Scout grade level program resources and activities; national and council policies, procedures and safety information; and money-earning and group financial management. Information to help get your troop off to a great start is also available, including tips for holding your first parent meeting. RESOURCES YOU’LL NEED AS A GIRL SCOUT JUNIOR LEADER Familiarize yourself with:  The three Girl Scout Junior Journey Girl Books  The three Girl Scout Junior Journey Adult Guides  The Girl’s Guide to Girl Scouting  Volunteer Essentials

Girl Scout Junior Self-Study Workbook

In this self-study, you will learn how to create a troop environment and develop activities that incorporate the elements of the Girl Scout Leadership Experience. This workbook was created and designed to help you learn about the Girl Scout Juniors and to give you the tools needed to be a successful leader.

Course Objectives When you have completed this self-study, you will know how to:  Describe at least three characteristics of Girl Scout Juniors.  Name the four parts of the volunteer support network.  Identify the three components of the Girl Scout Leadership Experience (GSLE).  Identify the 15 National Outcomes as it relates to the Girl Scout Junior Journeys.  List the six steps in girl/adult planning.  List six parts of a Girl Scout Junior meeting.  List three tips for behavior management.  Define the three types of troop government.  Identify two resources available in facilitating the Girl Scout Leadership Experience.  Apply at least one of the three GSLE processes to Girl Scout activities.  Identify the anatomy of a badge.  Define three Girl Scout Junior awards.

Girl Scout Junior Self-Study Workbook

Girl Scout Fundamentals

Juliette Gordon Low was a strong, independent woman who looked beyond the traditional role of women. While living in England, she befriended Lord Baden Powell, the founder of the Boy Scouts. It was through her knowledge of Boy Scouts that Juliette Gordon Low brought the idea of Girl Scouts to the United States. In 1912, her vision became a reality. The first Girl Scout troop was formed on March 12, 1912. Juliette Gordon Low had a vision for the Girl Scouts that included exposing girls to knowledge, practicing useable new skills and fostering positive attitudes about themselves and others. The Girl Scout Leadership Experience (GSLE) is a national model that promotes leadership skills in girls. Although there are a variety of ways to obtain the GSLE, the premise is based on the Girl Scout Mission, Girl Scout Promise and the Girl Scout Law.

Girl Scout Mission:

Girl Scouting builds g irls of courag e, confidence, and character, who make the world a better place.

Girl Scout Promise

Girl Scout Law

On my honor, I will try: To serve God and my country, To help people at all times, And to live by the Girl Scout Law.

I will do my best to be honest and fair, friendly and helpful, considerate and caring, courageous and strong, and responsible for what I say and do, and to respect myself and others, respect authority, use resources wisely, make the world a better place, and be a sister to every Girl Scout.

Every girl and adult that joins the Girl Scout movement agrees to accept the Girl Scout Promise and the Girl Scout Law. These words become the moral compass of the Girl Scout Leadership Experience, so that every decision made in Girl Scouts is based on the Girl Scout Promise and Law.

Chapter 1: Volunteer Support and Troop Leaderâ&#x20AC;&#x2122;s Expectations

Girl Scout Junior Self-Study Workbook

What Do Girls Need from You? Girls expect adult leaders to look and act like adults. However, girls will be surprisingly satisfied when their adult leaders are able to participate in activities. This may not mean scaling a climbing wall, but finding some activities that can be accomplished by all will create a closer bond between the girls and their troop leaders. Have you ever heard a girl say, “We never do anything?” It might mean the troop is truly inactive and the meetings are uneventful. Perhaps the troop leader chooses most of the activities and they are not meeting the girls’ interests. It may be the girls have grown (emotionally, socially, and physically) and they are not challenged by their activities, or possibly, they are choosing activities that are too difficult to accomplish and feel unable to achieve their goals. As a leader you want to guide the girls to plan their own activities versus planning the activities for the girls. POSITIVE QUALITIES IN TROOP LEADERS: MEETING GIRL EXPECTATIONS Listening to the girls closely and looking for the reasons behind how they are feeling will reveal many clues relating to your role as their troop leader. Make sure the girls are a part of the planning process and allow the girls to express their feelings when they are evaluating and reflecting at the end of an activity.

Acceptance

They may survive a poor meeting place, an activity that does not meet expectations, rejection from another girl, but they need to know their ideas, opinions, and feelings are safe to share with you.

Fairness

You do not need to have all the correct answers if they know that you are trying to be fair with your decision.

Sense of Humor

They want you to laugh with them and, at times, at yourself. Teach them to accept difficulties with good grace and look for the positive side of uncomfortable events.

Trust

They need to know that you will not betray their confidence or belittle their thoughts. Allow them to try new things for themselves without judgment of the outcome. Failing is okay because they can learn from their mistakes. 8

Girl Scout Junior Self-Study Workbook

VOLUNTEER SUPPORT NETWORK CoLeader

Parents

You

Girl Scout Staff

Service Unit

CO-LEADER Co-Leaders must be registered members of Girl Scouts of the USA, pay the annual membership dues and undergo a background check. Be sure to cultivate the relationship with your co-leader well before you begin meeting with your troop. Set reasonable expectations of one another and agree to hold each other accountable throughout the year. PARENTS/GUARDIANS Set early expectations with your parents to get them involved with the troop. You can ask parents to attend meetings, chaperone outings, teach a skill to girls in the troop, assist leaders with managing behavioral challenges, be a cookie mom or fall product dad. Parental involvement promotes a healthy environment which encourages a better experience for everyone. Remember, all adults that work with your troop must be registered members of Girl Scouts of the USA, pay the annual membership dues and undergo a background check. SERVICE UNIT TEAM A team of volunteers and staff (Membership Specialist) that provide local support. As a volunteer, your service unit team will be your first point of contact for questions or concerns regarding Girl Scouts. You can look to this team as your experts in all things Girl Scouting. If you donâ&#x20AC;&#x2122;t know who your Service Unit Manager or Membership Specialist is, please call (855) 456-8347 and select option one (1) for Membership. GIRL SCOUT STAFF The Girl Scout organization have people on staff that are available and willing to assist you as well. If you have questions, please call (855) 456-8347 and listen to the menu options for assistance.

Chapter 2: Girl Scout Leadership Experience

Girl Scout Junior Self-Study Workbook

GIRL SCOUT LEADERSHIP EXPERIENCE The Girl Scout Leadership Experience (GSLE) helps girls to achieve the Girl Scout mission. The GSLE consist of what girls do (three keys), how they do it (three processes) and what they’ll get out of it (15 outcomes).

WHAT GIRLS DO There are three leadership keys in the GSLE. The keys engage girls in discovering themselves, connecting with others and taking action to make the world a better place. In Girl Scouts, everything centers around the girl. Therefore, how the girl plans her activities is based on “How they do it” (three processes). HOW THEY DO IT Activities are girl-led allowing girls the opportunity to learn by doing, which creates a cooperative learning environment. These processes (Girl Led, Learning by Doing and Cooperative Learning) ensure the quality and promote the fun and friendships so integral to Girl Scouting. When working with the three processes, consider the following:  ACTIVITIES ARE GIRL-LED: Girls in every grade level take an active role in determining what, where, when, why, and how they’ll structure activites. As part of the girl/adult planning fostered by Girl Scouts, you use this process to strengthen and support girls’ empowerment and decision-making roles in activites. Your role is to provide grade level appropriate guidance where girls lead as much as possible in the planning, organizing, and evaluating their activites.  GIRLS LEARN BY DOING: Girls use hands-on learning to engage in an ongoing cycle of action and reflection, deepeing their understanding of concepts and mastering practical skills. As girls take part in meaningul activities – instead of simply watching them – and then later evaluate what they have learned, learning is far more meaningful, memorable and long lasting. You assist girls in this process by facilitating grade-level-appropriate experiences and by leading discussions that reflect on those experiences. When girls learn by doing, they can connect their experiences to their own lives, both in and out of Girl Scouting.

Girl Scout Junior Self-Study Workbook

 GIRLS LEARN COOPERATIVELY: Girls share their knowledge, skills, and experiences in an atmosphere of respect and cooperation while working together towards a common goal that engages each individual girl’s diverse talents. In cooperative learning environments, girls learn faster, process information more efficiently, and retain the information learned. Enaging girls in meaningful ways, encourges an appreciation in regard to differences in outlook and skills while creating a sense of belonging. In your role as a volunteer, you want to structure cooperative-learning activities that will nurture healthy, diverse relationships, and also give continuous feedback to girls on those learning experiences. Leaders should make sure activities selected are focused within the framework of the short term and long term outcomes, allowing girls to have the full experience Girl Scouts has to offer. WHAT THEY GET When Discover, Connect and Take Action activities are girl led, involve learning by doing and cooperative learning, girls achieve the 15 national outcomes, ultimately resulting in Girl Scouting achieving its mission, “Girl Scouting builds girls of courage, confidence and character, who make the world a better place.”

Girl Scout Junior Self-Study Workbook

A LEADERâ&#x20AC;&#x2122;S PERSPECTIVE ON LEADERSHIP The Girl Scout Philosophy on leadership: Discover, Connect and Take Action is not for girls alone. As a Girl Scout Junior leader, you will embark on a journey of self-discovery and personal leadership as you work with the girls in your troop. Your role will help shape the experience of the girls, and other adults working with the troop while expanding your leadership skills. Take a few moments as a Girl Scout Leader and reflect on how, through your life experience, you have been able to apply the three leadership keys in your own life.

Connect Discover Who are some of your heroines - women who've used their values and skills to change the world? What stories might you want to share with girls

What is the best experience you have ever had on a team?

Leadership

Take Action As a Girl Scout Volunteer, you are part of a community. Why is this important? How will you help girls experience the power of a community?

Girl Scout Junior Self-Study Workbook

Progression: Climbing the Mountain One Step at a Time According to Webster’s Dictionary, progression is “the act or process of going forward, continuing development.” In Girl Scouting, progression is the continuing development of girls and adults. As you and the girls plan your troop year, you should build on skills they have already learned, to progress toward further development of skills. This means that every activity should introduce girls to at least one new skill or experience; however, girls should never be flung into unfamiliar territory. This delicate balance between security and challenge is what progression is all about. The goal of progression is to ensure that each girl is ready for the activities of the troop, physically, intellectually, and emotionally.

Build skills and self-confidence gradually by: 1. No activity should be undertaken without appropriate preparation, and such preparation involves a slow introduction. 2. Try different things to introduce the troop to new things in a way that preserves the self-confidence of the girls, while still allowing them to take an active role in planning and leading their troop’s activities. 3. Conduct brainstorming sessions with the whole troop. 4. Write down all the suggestions girls have and do not dismiss any suggestion as silly or unrealistic. 5. Discuss their ideas, combining multiple ideas into one, if that would work better for the troop. 6. Talk about what steps will need to be taken to accomplish the troop’s goals. 7. The girls should actually do as much of the work as possible in completing the steps toward their goals. 8. Reflect with the girls after completion of the goal or activity.

Chapter 3: Girl/Adult Planning

Girl Scout Junior Self-Study Workbook

GIRL/ADULT PLANNING Girl/adult planning is an example of cooperative learning, one of the unique characteristics and program processes of the Girl Scout Leadership Experience. Girl/adult planning happens when girls and adults work together (cooperatively) to accomplish the troop goals you set with the girls. This really begins to take shape at the Girl Scout Junior age level. The girls have longer attention spans, they are able to process more options, and they are ready to take on more responsibility. Girls will take more ownership when they plan their activities. Leaders should do minimal planning before meeting with your troop. Perhaps, think of opportunities that your girls might not be aware of, what their needs and interests entail, and what kinds of experiences might support their needs. This should not require a lot of time and effort on your part. Your role during the course of the planning process is to guide the girls. You do not prioritize activities; you help the girls prioritize. You do not change the plans the troop has made; you help the girls review and adjust plans. The exception to this rule is communicating with parents. It is smarter and safer to be in direct communication with the girls’ families, so that schedules don’t conflict, and information gets communicated accurately.



Think of your role in girl/adult planning as being one of questioning rather than telling.



Ask questions to direct the girls to come up with solutions, rather than offering solutions yourself.



If the girls get stuck, offer one solution and ask the girls to come up with two or three other possible solutions.

Girl Scout Junior Self-Study Workbook

GIRL/ADULT PLANNING APPLICATION Plan in Advance •

•

Communicate Plan

Review the Junior Handbook Section in the Girl’s Guide to Girl Scouting, Junior Journey books, adult Junior Journey Guides for planning purposes. Think of seasonal events or projects that might interest the girls.

• • •

Go to the Girls •

• •

Carry out the Plan

Refer the girls to the Girl Scout Junior resources mentioned in step one, pointing out several activities or badges they may be interested in. Provide information about service unit, council and community events. Encourage girls to brainstorm other possible activities.

Involve the girls in the planning process Ask…Ask…Ask! • How are you progressing? • What is completed? • Do you need assistance? • Make necessary adjustments to the plan. • Add new ideas that may arise. • Keep commitments, especially ones that impact others beyond the troop. •

Pick Activities and Make a Plan • •

•

Communicate with parents, helpers, and other adults involved in the troop about the plan. Listen to reactions and suggestions. Give appropriate time for plans and schedules.

Evaluate/Reflect • •

Have the girls choose activities they can discuss. Work with the girls to create a tentative plan of events for the year based on interest and needs. Help girls establish short and long term goals that support the plan.

•

Reflect on the activity. Discuss with girls what they could have done differently? Did you have fun?

Girl Scout Junior Self-Study Workbook

BUT WHAT IF THE GIRLS MESS UP? Mistakes are good; they are a part of the learning process. As long as the safety of the girls is never compromised, the girls can make mistakes and grow from them. Girl Scouting is a safe place to explore, take risks, and make mistakes. LOOK AT IT THIS WAY… At school, mistakes result in lower grades or embarrassment in front of peers. In Girl Scouting, mistakes result in an opportunity to grow and learn a better way. For example, if girls forget they need ponchos at camp, indoor activities could be substituted at the last minute. The girls can then reflect on the activity and better prepare for the weather next time. Even if you realize the girls have forgotten an item or step in the plan, you can allow them to experience “safe” failure, and discuss how it can be changed or fixed for future activities. The girls have a more memorable activity and learn to grow when they help plan, implement, and take responsibility, in a safe atmosphere without serious or long lasting consequences1.

IN A NUTSHELL: In Girl Scouting, mistakes result in an opportunity to grow and learn a better way.

Naturally, failures that would put the safety of the girls in jeopardy are not acceptable, and the leader must step in to keep girls out of dangerous situations.

ACTIVITY: GIVING GIRLS THE RESPONSIBILITY It is time to practice what you have learned about shifting the responsibility for planning and implementing troop activities from your responsibilities to your girls. SCENARIO: Your troop has decided to go on a picnic at a local park. How will you help the girls plan the budget for their trip? 1.

Steps to complete the job:

What should the girls do to complete the job?

Consider 9 - 11 year old girls. What are some areas of progression you may need to consider?

ACTIVITY: GIVING GIRLS THE RESPONSIBILITY SAMPLE ANSWERS

1. STEPS TO COMPLETE THE JOB: • • • • •

Estimate costs of trip, including food, housing, transportation, etc. Check the amount of money currently in the troop bank account. Estimate how much more money (if any) is needed to pay for the trip. Plan troop money-earning activities and product sales to earn this amount of money, if needed. Revisit costs and income as things change.

2. WHAT SHOULD THE GIRLS DO TO COMPLETE THE JOB? •

Research the costs of all aspects of the trip (Internet, library, etc.). If phone calls need to be made to do this research, the girls will need to write scripts and practice them.

•

Get together to discuss the findings, comparing costs versus opportunities. Use a democratic process to decide the details of the activity (where will it be located, what to eat, etc.). If no process has been in place before, the troop will need to agree on one.

•

Using all of the information from the girl’s research and their decisions, help them to estimate the total cost of the trip. If they have difficulties, a practical math lesson may be necessary.

•

Check troop funds, which might include a lesson on using a checkbook. Allow time for them to practice these skills. Keep in mind; this may be the first time some girls have dealt with money.

•

Brainstorm for troop money-earning activities. Use a democratic process to decide what moneyearning activities the troop will use to pay for the trip. These money-earning activities will also need to be planned by the girls and communicated to your Service Unit Manager and/or Membership Specialist.

•

Discuss the need to revise the budget and plans if the cost is more than the troop is able or willing to raise.

Chapter 4: National Program Portfolio

Girl Scout Junior Self-Study Workbook

THE NATIONAL PROGRAM PORTFOLIO The journeys offer an opportunity to experience all three leadership keys; Discover, Connect and Take Action. The Girl’s Guide to Girl Scouting compliments the journeys with badges. The badges help girls develop specific skills in everything from photography to camping to inventing to geocaching – the list goes on. When utilizing these tools together, you will have what financial advisors call a “balanced portfolio”. The girls in your troop will have the best Girl Scouting Experience we have to offer. It also ensures that Girl Scouts at every level are sharing a powerful, national experience—girls together making the world a better place.

Girl Scout Junior Self-Study Workbook

JUNIOR GIRL SCOUT LEADERSHIP JOURNEYS Girl Scout Leadership Journeys are the core leadership development curriculum available to facilitate the Girl Scout Leadership Experience. Journeys are an extended experience where girls learn leadership skills while they complete challenging activities around a central theme. Girl Scout Juniors have three journeys to choose from:

Girl Scout Junior Self-Study Workbook

TIPS FOR FACILITATING GIRL SCOUT JOURNEYS Be sure to give yourself and the girls in the troop plenty of time to look through both the girl book and the adult how-to guide before beginning to plan with the girls. Girl Scout Juniors can use the adult how-to guide as well.  Think about ways your troop can incorporate other activities throughout the year. A journey is at its best when a troop builds in field trips and Girl Scout traditions; such as, World Thinking Day, Girl Scout Week, camping, the Cookie Program, and Fall Product.  Remember that journeys are about the process as much as the end results. Girls should be learning and developing their skills as they go along. Reflection should be consistently taking place throughout as well.  You can use the sample sessions as examples for planning your journey with the girls. Don’t feel like you must follow these sessions, however!

Girl Scout Junior Self-Study Workbook

JOURNEY AWARD TRACKER Each journey has an Award Tracker. The award tracker allows girls to work on an action or activity while taking note as to how they approached the action or activity. This is a great tool to use for reflection on what the girls have learned. The following example comes from the Get Moving journey.

Action

What did you do?

What Did You Learn?

1. Make an Energy Pledge following the suggestions on page 19. It can be big or small, but make it doable for you. 2. Try at least two other ENERGIZE activities suggested in this journey. Just look for the ENERGIZE icon. Some activities are about your energy and others are about the energy you use. Enjoy how energized you feel? Do them all â&#x20AC;&#x201C; make them a regular habit! 3. Check out all the ways that people are working on energy issues. Start with the women you meet in this book. Meet with someone working on energy issues in your community, maybe even an engineer. There are many kinds of engineers doing fascinating things. You might want to be one!

How Can You Use It to Influence Others?

Girl Scout Junior Self-Study Workbook

THE GIRL’S GUIDE TO GIRL SCOUTING The Girl’s Guide to Girl Scouting is the official handbook for Girl Scout Juniors. It comes inside a standard size binder so the girls may add new resources as they become available. The guide includes three sections: 1. Handbook  Bridging to Cadettes and Bronze Award requirements.

2. Recognitions Requirements for 12 Badges  Legacy Badges – Artist, Athlete, Citizen, Cook, First Aid, Girl Scout Way, and Naturalist •

These badges engage girls in topics that have been important since 1912 and are still relevant to girls today.

 Financial Literacy Badges – These two badges teach girls how to use money wisely.  Cookie Business Badges – These two badges put girls’ financial literacy skills into practice during the Girl Scout Cookie Sale  Making Your Own Badge – Girls can explore personal interests by creating and completing one badge of their very own each year.

3. My Girl Scouts: A section for girls to document their experiences; includes pages to scrapbook, draw, or save special moments. Skill-building badge sets can be added to The Girl’s Guide to Girl Scouting binder. Each set includes the requirements for badges that can connect with at least one of the three Girl Scout journeys. Topics include: Animals

Adventure

Craft

Creative Play

Outdoors

Performance Investigation

Digital Arts

Do It Yourself

Healthy Living

Innovation

Storytelling

Practical Life Science & Skills Technology

Girl Scout Junior Self-Study Workbook

ANATOMY OF A BADGE Badges represent a learned skill set meant to be shared or utilized to help others, and there are many to choose from. Using The Girlâ&#x20AC;&#x2122;s Guide to Girl Scouting, the girls decide which badges they want to earn. Once it has been decided, explain to the girls about the anatomy of a badge. In other words, how the badge is earned.

Chapter 5: Girl Scout Junior Uniform, Insignia and Awards

Girl Scout Junior Self-Study Workbook

GIRL SCOUTS UNIFORM, INSIGNIA AND AWARDS The Girl Scout uniform for Girl Scout juniors include her choice of an official vest or sash for displaying official pins, awards and fun patches. This can be combined with a solid white shirt and khaki pants or skirt. Badges are located on the front of the vest/sash while fun patches are located on back of the vest/sash.

GIRL SCOUT MEMBERSHIP PIN

This pin, worn by Girl Scout Juniors, Cadettes, Seniors, Ambassadors and adult volunteers, signifies membership. A Girl Scout may choose between the contemporary pin (shown) and the traditional pin.

WORLD TREFOIL PIN

The World Trefoil pin shows that you are part of the World Association of Girl Guides and Girl Scouts (WAGGGS). All Girl Scout grade-levels may wear this pin.

Girl Scout Junior Self-Study Workbook

GIRL SCOUTS UNIFORM, INSIGNIA AND AWARDS MEMBERSHIP STAR

For each year a girl is a registered Girl Scout, she is entitled to a membership star. Girl Scout Junior membership stars are worn with a yellow disc. When a girl has completed five years of membership, she may chose to wear the five stars she has received or a five–year pin attached to her Girl Scout membership pin.

GIRL SCOUT JUNIOR BADGES

Requirements for Girl Scout Junior badges can be found in The Girl’s Guide to Girl Scouting and the Girl Scout Junior Skill-Building Badge Sets. Each badge has five steps to complete. Girls may earn badges within the troop/group setting or on their own. Remember, Girl Scout Junior can also choose a Leadership Journey and earn corresponding awards.

JUNIOR AIDE PATCH

The Junior Aide patch teaches girls leadership skills as they volunteer to share their Girl Scout knowledge with a Girl Scout Daisy or Girl Scout Brownie troop.

BRONZE AWARD

The Girl Scout Bronze Award pin is the highest award for Girl Scout Juniors and indicates completion of a Bronze Award project. The Girl Scout Junior has gained the leadership and planning skills required to follow through with a project that makes the world a better place.

BRIDGING TO CADETTES

Moving from one Girl Scout grade level to another is called bridging. The bridging award is earned by completing a set of activities described in The Junior Girl’s Guide to Girl Scouting. This award will be worn on the Girl Scout Cadette sash or vest.

JOURNEY SUMMIT AWARD

When a girl completes all three Journeys at her level, she earns the Journey Summit pin.

Girl Scout Junior Self-Study Workbook

BRONZE AWARD The Girl Scout Bronze Award is the highest achievement a Girl Scout Junior can earn. As you and your team plan and complete your project, you'll develop more confidence, meet new people, and have the kind of fun that happens when you work with other Girl Scouts to make a difference.

PREREQUISITES  Girls must be in 4th or 5th grade (or equivalent) and be a registered Girl Scout  Complete a Girl Scout Junior Journey

 Earn all the awards and the Take Action Project associated with the Journey

OVERVIEW

 Can be completed individually or as a group  Here are the steps you’ll take to earn your Girl Scout Bronze Award:  Go on a Girl Scout Junior Journey.  Build your Girl Scout Junior team.  Explore your community.  Choose your Girl Scout Bronze Award project  Make a plan.  Put your plan in motion.  Spread the word.

Note:

Council approval is not needed to start or complete the Bronze Award. Troop leaders/parents can be Bronze Award advisors. Twenty project hours is the suggested minimum. For more details go to https://www.girlscouts.org/program/highest_awards/pdf/bronze-girls_01.pdf

Girl Scout Junior Self-Study Workbook

COMMUNITY SERVICE AND TAKE ACTION PROJECT: WHAT’S THE DIFFERENCE? Schools, community organizations, places of worship, Girl Scouts – we talk about getting young people involved in their communities in different ways. Everybody uses slightly different words to say this, which can get a little confusing! Here’s how we see things in Girl Scouts. You might find that your school district uses these words in different ways, but these definitions will help you come to an agreement about what you mutually want girls to have the opportunity to do.

WHAT IS COMMUNITY SERVICE? Community service makes the world better for some people “right now”. For example, collecting cans of food for the local food pantry feel people “right now”. Gathering toys for a homeless family shelter makes kids happy “right now”. Providing clothing and toiletries to make who have suffered a disaster helps them get through a traumatic event “right now”. These acts of kindness are important ways to help some people – right now.

WHAT IS A TAKE ACTION PROJECT? Service learning encourages young people to also understand the roots of problems. When they do that, they are then able to plan and lead projects that aim at addressing root causes. For example, a take action project on the environment could involve girls in exploring why water is polluted. That’s the important first step. Once they know that, they investigate several possible solutions, compare how well they might work, network with experts for advice, and finally put a plan in motion to address some root of the problem.

WHAT’S THE DIFFERENCE? Some people think of it this way:

Community service: Helping others comes from our hearts. Take Action Project: Understanding and addressing the root of a problem comes from our hearts and our

heads.

THE WORLD NEEDS BOTH!

Chapter 6: Girl Scout Junior Characteristics

Girl Scout Junior Self-Study Workbook

WHO IS THE GIRL SCOUT JUNIOR? The Girl Scout Junior is in her late childhood years, grades fourth and fifth. These years are filled with activity, intellectual growth, new friendships, deepening relationships, and discoveries about the world and inner self. While her family is still very important to the Girl Scout Junior, her friends, and interests become increasingly important. Studies show that by about age eleven, many girls start to lose self-esteem and self-confidence. You may notice that various girls in your troop may become more cautious, quieter, or less likely to say what is on their mind. As their leader, you play an important role in helping girls to stay confident and provide an atmosphere where they feel safe to speak their mind and take risks. IMPORTANT THINGS TO KNOW ABOUT GIRLS Every girl wants to be viewed as skilled and unique. Girls mature at different rates. Consider each girl as a unique individual with her own talents, gifts, personality, and intellectual strengths. Expect a wide biological, social, and emotional difference among the girls in your troop.

SELF-ESTEEM DEVELOPS IN FOUR BASIC WAYS: 1. ACHIEVEMENT/COMPETENCE - Does she feel that she does things well? Is she learning new skills and becoming more confident? 2. SUCCESS AT INFLUENCING OTHERS - Do others listen to her? Does she have an impact on others? Does she have your full attention when she speaks to you? 3. MORAL WORTH - Does she feel good about her loyalty to ethical standards? Do you look for opportunities to give her positive feedback, such as, when she struggles over a decision and then makes an excellent choice? 4. SOCIAL ACCEPTANCE - Is she liked? Does she feel that she fits in? Do you praise girls for whom compliments do not come easily?

Girl Scout Junior Self-Study Workbook

CHANGES IN BEHAVIOR The idea of managing behavior takes on new importance when you’re working with early adolescents. During this time of rapid physical, intellectual, social, and emotional change, girls will exhibit behaviors that are confusing and frustrating to themselves, friends, parents, and Girl Scout leaders. These changes are not behavior problems; they are a normal part of development. Below are a few key points to help you identify these changes, so your troop meetings run more smoothly preventing unnecessary tension.  Know the developmental characteristics of fourth and fifth graders, and think about why this is important.  Understand their questioning of formerly accepted rules and beliefs. Although this behavior may be frustrating to adults, early adolescent girls question inconsistencies in the behavior they observe. As they begin to understand the reasons for rules, they may raise objections to rules that do not appear to be logical.  Understand why they want to express their independence, thoughts, and opinions more freely. Girls at this age are often very authoritarian. As they are able to consider ideals like justice and broad social issues, they begin to understand the concept of a social contract, and that rules and laws are necessary for the greater social good. However, they are beginning to see the gray areas between right and wrong.  Recognize that girls, through their peer groups, begin to learn how to develop and maintain close, supportive relationships. Friendships are opportunities for learning appropriate adolescent and adult behavior.  Understand how adults who work with early adolescents can have an influence on peer groups through the expectations they set, the relationships they build, and the options they provide for adolescent peer groups to function in a constructive, healthy way.

In a Nutshell:

As an adult working with girls, you have influence over the group through the expectations you set, the relationships you build, and the opportunities you provide. You help girls through difficult times of change.

Girl Scout Junior Self-Study Workbook

CHARACTERISTICS OF GIRL SCOUT JUNIORS The following are characteristics you may see in Girl Scout Juniors as they mature. Keep in mind that each girl is an individual and these characteristics will appear different in each girl.

Physical

• • • • • • •

Social

• • • • • •

Intellectual

Emotional

• • • • • • • • • • • • • • • • • • • • • • •

4 Graders Has a high energy level. Needs to be active in her play. Is eager to learn new skills. Has a high level of physical activity. Tends to play until exhausted. Displays variation in physical skills. Has a problem with self-consciousness if development is too quick. Begins to develop physically. Begins to see the world no longer revolves around her. Develops close relationships with friends. Corrects parents if errors are made. Has a need for order. Is beginning to have smooth relationships with family members. Is self-centered. Is affectionate at times. Participates in organized activities. Is open to the influence of others. Approaches life with more of a sense of adventure. Dramatizes things. Is demanding of family members. Is critical of herself. Is friendly. Has a vivid imagination. Feelings are easily hurt. May be bossy at times and impatient. Is more responsible and independent. Emotions change quickly. Wants things to be “right.” Wants more responsibility. Begins to read well. Prefers silent reading. Can classify objects in groups by size, shape and color. Has an increased attention span. Can do more things in sequence. Begins to understand the relationships between cause and effect. Wants to make decisions and express opinions.

• • • •

• • • • • •

5 Graders May have frequent nightmares. Is not concerned about neatness. May have stomachaches, headaches and bite nails to relieve tension. Begins to physically change.

Feels close to family members. Does not like to be criticized. Is very talkative. Has intense friendships and is possessive about friends. Is very secretive. Wants to belong to a club or organization.

• • • • • •

Appreciates her family, but tends to get angry with family members. Enjoys humor. Have passionate feelings for certain activities. Listens to reason. Is easygoing. Stays away from responsibility. Tends to be humorous and happy.

• • • • • • •

Can make up her mind easily. Uses language as a means to exchange ideas. Applies logical thought to different situations. Is very articulate. Begins to like and respect teachers. Is influenced by radio and television. Is interested in a variety of reading materials.

•

Girl Scout Junior Self-Study Workbook

DEVELOPMENTAL CHANGES IN GIRLS The chart below shows developmental characteristics, and the changes that your Girl Scout Juniors will be going through. The darker the block, the more likely that characteristic will occur at that age. Remember that each girl is different, and these changes will appear in different ways, and at different times, for each individual girl. Age Physical

Breast development Pubic hair First period Social Girls share, cooperate and help others. Friends become increasingly important. Friends are understood to help each other, share with one another, and cheer up one another. Capacity for close friendships increases. They see a friend as someone with whom they can share secrets; who understands their feelings; who does not betray a confidence. Fairness increases in importance. Emotional Girls tend to be confident in themselves and their bodies. Girls become more self-conscious. Girls start losing confidence in their abilities. Girls become more easily embarrassed by mistakes. Girls become more self-centered.

Girl Scout Junior Self-Study Workbook

DO YOU EVER WONDER WHY…? The following activity may help you understand the behavior of Girl Scout Juniors. Simply follow the table across, starting with, “Do you ever wonder why girls…” Fill in the final square with an activity that will help the girls through the developmental area described. By the end of this activity, you will see how the activities done with the girls help to support their physical, social and emotional development. Do you ever wonder why girls… …fidget and squirm, when sitting; have unbounded energy at times, but seem unduly tired or lazy at other times? …test and question limits set by parents; push parents to let them make decisions about dress, recreational activities, and chores? …become very excited about a new hobby or activity - then seem to lose interest right after they have started lessons or purchased materials?

It’s because the girls are…

Therefore, they need…

…growing rapidly.

…lots of physical activity (not intense competition), and time for relaxation.

…seeking greater autonomy, but not complete independence.

…to make choices, within safe limits for themselves.

…developing new thinking skills.

…sometimes prefer to spend time with friends rather than family; insist on being like their friends?

…identifying with their peer group, and they are beginning to develop deep mutual friendships.

…seek the company of other adults such as teachers, coaches, leaders, and religious youth workers?

…identifying more maturely with their race, gender, and ethnic heritage. They are beginning to explore occupations and roles.

…opportunities to express creatively these new interests, thoughts and emotions, without making long-term commitments of time or money. …time to be with friends, and opportunities to make friends with others their age who share their interests. …dependable role models who care about them and share their interests.

You can help by….

Chapter 7: Troop Government

Girl Scout Junior Self-Study Workbook

USING TROOP GOVERNMENT EFFECTIVELY One of the best ways to prevent challenging behavior is to enable the girls to govern the troop by themselves. If the girls feel involved in setting the rules and running the troop meetings, they have an investment in the troop, and they are more dedicated to running the troop more smoothly. The type of government your troop should use will depend on the size of the troop and readiness of the girls. A big troop of girls who are new to Girl Scouting will require a relatively structured form of troop government to ensure the needs of all the members are adequately represented. A smaller troop who has a lot of experience in self-government will need less structure. Three forms of troop government commonly used in Girl Scouts: THE PATROL SYSTEM This can be most effective with a medium-sized or large troop. Divide the girls into small groups called patrols. The patrol can then choose a patrol name, patrol symbol, patrol leaders, and assistant patrol leaders. Members of the patrol should rotate the leadership jobs so that everyone has an opportunity. THE EXECUTIVE BOARD This can be effective with any size troop. One leadership team is elected to represent the entire troop. The troop elects girls to the leadership team, which is sometimes called the steering committee. The team then elects its officers, President, Secretary, and Treasurer. The number of officers varies by project. The length of time in leadership positions should be limited to give each girl an opportunity to lead. THE TOWN MEETING This can be most effective with a small troop. The troop has no formal government. The entire troop participates directly in the decision-making process. Troop business is discussed and determined by all girls in the troop. This system requires a moderator. The moderator guides troop discussion. Rotate the moderator position so everyone gets a chance to lead. Troop government is an example of cooperative learning. The girls work together with adults to make decisions and plan activities. Troop government allows the girls to lead and begin to explore the three keys to leadership: Discover, Connect and Take Action.

Girl Scout Junior Self-Study Workbook

KEEP IN MIND Patrols may be organized by interests or by tasks, performing activities that feed into a project. Each patrol takes responsibility for some part of the total project. For example, one patrol can be responsible for set-up, another for clean up. For a troop/group of more than ten girls, the patrol system is probably the best learning environment to practice self-government, develop leadership skills, and illustrate democratic government. There is as much variety in systems of troop government as there are troops in a council. Some troops function very well on the patrol system; others prefer the town meeting plan, or the executive board. Some troops have interest groups, and others change members according to the needs of the girls/troops. Some troops have many officers; others have a chairperson and a secretary or treasurer only. Some meet weekly, some monthly, some every two weeks. The troop should try a variety of ways until they find the one that works best for them. The girls should be encouraged to read about these forms of troop government and discuss which form would work best for their troop. The leaders should be sure that for each form of troop government, the girls understand how the group is divided, the leadership positions, where ideas originate, how decisions are made, and how plans are carried out and evaluated. Using the patrol system can be a big advantage to a leader! The girls can assume tasks; such as, planning the next outing. However, the leader should still handle details that might overwhelm the girls until they develop the skills and confidence that are needed.    

Will all this happen overnight? No! Will the girls make mistakes? Yes! Will the girls learn from their mistakes? Yes! Will the troop survive? Yes!

Remember to view mistakes as a learning experience. Don’t rush to “save the troop” from itself.

Chapter 8: Behavior Management

Girl Scout Junior Self-Study Workbook

THE KEY TO BEHAVIOR MANAGEMENT The key to behavior management is prevention. If we understand the changes girls face as they go through early adolescence and are preventive in our reactions to their behaviors, we will be successful in leading our Girl Scout Junior Troops. There is positive reinforcement and negative reinforcement: positive reinforcement is a form of correction that supports the Girl Scout Leadership Experience, while negative reinforcement tears down a girl’s sense of security and well-being. The goal of positive reinforcement in a Girl Scout troop is to help the troop leader and the girls to manage behavior in a way that promotes the goals of the troop and the GSLE. Approaching behavior situations with an understanding of positive reinforcement and negative reinforcement will help you work with the girls, rather than against them. IN POSITIVE REINFORCEMENT...

IN NEGATIVE REINFORCEMENT...

I really like how you learned from your mistakes. I like how you kept trying new ways to get there. It is challenging to be a leader. It takes a lot of practice, so after this project, you’ll be even better at it. It might take you a little while, but if you put in the time and effort, I bet you can learn to swim. You tried hard. Then you asked a friend for help with starting the fire. Great!

You keep making mistakes.

PREVENTION TIPS:      

Be Prepared Reinforce Positive Behavior Set Ground Rules Be a Role-Model Be Patient Be Consistent

Would you make up your mind and get this done. Maybe you’re right – we should pick something easier for you to do. You’ll never learn to swim You need to learn to do this by yourself.

Girl Scout Junior Self-Study Workbook

THE TOP TEN TIPS FOR BEHAVIOR MANAGEMENT 1.

BUILD ON THE STRENGTH OF EACH INDIVIDUAL GIRL SCOUT Focus on what each girl can do. See each girl as an individual with individual strengths.

ASK A GIRL THE BEST WAY FOR HER TO DO SOMETHING When working with an individual girl, allow her to choose the best way to accomplish a task. She knows her limitations.

ALLOW THE GIRLS TO LEARN BY EXPERIENCE Encourage each girl to learn on her own, but offer help and encouragement.

BUILD A FRIENDLY AND UNDERSTANDING RELATIONSHIP WITH EACH GIRL Accept each girl as she is. Your goal is to develop trust between you and each girl.

MAKE DIRECTIONS SIMPLE Accompany verbal directions with physical help, if necessary.

BE REASONABLE ABOUT TIME WITH THE GIRLS Give plenty of advance warning when an activity is going to begin and end. Girl Scout Juniors may become frustrated if rushed through an activity.

PRAISE THE TYPE OF BEHAVIOR YOU WISH CONTINUED Point out acceptable Girl Scout behavior and praise it. You may notice the undesirable behavior diminish.

BE SUPPORTIVE AND INTERESTED You are a role model for your Girl Scout Juniors. Pay attention to the girls and support them in all of your efforts.

LIMITS SHOULD BE CLEARLY DEFINED AND MAINTAINED Girl Scout Juniors develop clear rules and the rules need to be followed. When the girls make the rules or guidelines they are more likely to take ownership of the rules and follow them.

10. REJOICE WITH EACH GIRL

When a girl achieves something important to her, no matter how small, be happy for her!

Girl Scout Junior Self-Study Workbook

CLIQUE MANAGEMENT Getting a group of girls to agree can be difficult. At this age, cliques can form and can influence girlsâ&#x20AC;&#x2122; choices in ways that are not always positive. Popularity becomes more important to girls, and decisions can be made for the wrong reasons. How can a troop leader help the girls make good decisions? HELP GIRLS RECOGNIZE AND CORRECT THEIR BEHAVIOR Encourage girls to follow the Girl Scout Promise and Law, which should help them to be kind and considerate to one another. Pointing out unkind behavior when you see it can help to redirect negative behavior. Try asking them about their behavior rather than telling them what they are doing wrong. Suggest that they try imagining how they would feel in the shoes of the person being hurt by their behavior. This can also teach empathy, an important ability for girls to master. SIT IN A CIRCLE It seems simple, but sitting in a circle encourages fairness and discourages nasty comments, since everyone can see everyone else. CONSIDER SETTING ASIDE TIME DURING REFLECTION FOR THE GIRLS TO TALK TO ONE ANOTHER If the girls are slow to talk, or if discussions exclude some troop members, try asking a question to generate discussion, such as, what was your favorite part of the activity? How would you do the activity differently? GIVE GIRLS A CHANCE TO TALK TO EACH OTHER Building social skills is very important at this age. Encouraging the girls to talk to one another has another beneficial side effect: it can disarm negative behavior and break down cliques. TRY CIRCULAR BRAINSTORMING In regular brainstorming sessions, where everyone shouts out ideas, quiet girls can be left out. Try going around the room and giving each girl a chance to offer one answer. Allow the girls to pass if they would like.

Girl Scout Junior Self-Study Workbook

REQUIRE A “PROS AND CONS” SESSION BEFORE TROOP DECISIONS ARE MADE In this session, girls must list every positive and negative aspect about a possible choice, and they must do this for every option under consideration. Listing these pros and cons on a large piece of paper, so that everyone can see them, will help to make the best choices clear to the girls without the clouding factors of personalities and cliques. GIVE EVERYONE A JOB Giving every girl a responsibility helps to build teamwork. Not everyone may have the skills to be a great at everything, but being in charge of something they feel comfortable doing may bolster a girl’s self-confidence and help her fit in with the other girls. DO NOT ALWAYS GIVE THE SAME JOB TO THE SAME PERSON Give everyone a chance to run a meeting. Try rotating positions that require consistency (like the treasurer). This way, you can maintain stability, but also give more girls a chance to try that position.

Girl Scout Junior Self-Study Workbook

WHEN TO OBTAIN HELP Occasionally, girls will demonstrate behavior that will lead you to look for more significant help. Though some behaviors are a normal part of growing up, others are more serious, and call for action that is more serious. Please donâ&#x20AC;&#x2122;t feel you have to handle problematic behavior by yourself. If you find your efforts to handle this behavior have been unsuccessful, please follow the subsequent Guidelines: You need to seek additional help when: 1. Your efforts to handle a problematic situation have been unsuccessful. 2. You do not know how to handle a situation 3. An emergency takes place, or a potentially serious situation arises.

If you suspect you need help, seek help as soon as possible. For less serious problems, use your co-leader as support, and/or offer your support to him/her. When a problem is more serious, make sure to involve the parents and/or the authorities. Make sure to the follow established notification procedures in the Volunteer Essentials Guide.

Your first responsibility is always to protect the health and welfare of the girls in your troop. Any potential threat to their safety (individually or as a group) must be acted upon immediately.

Girl Scout Junior Self-Study Workbook

WHERE TO OBTAIN HELP Your response depends on the level of seriousness of the situation. Listed below are some sample situations, and the type of response that might be chosen. This list is not intended to be comprehensive, but rather to indicate the level of response needed for each type of situation. BEHAVIORAL PROBLEMS

CRISIS SITUATIONS

NORMAL ADJUSTMENT PROBLEMS (PROBLEM SOLVING WITH CO-LEADER &/OR PARENTS)

PROBLEM BEHAVIORS (DISCUSS WITH PARENTS)

IMMEDIATE PARENTAL NOTIFICATION REQUIRED

IMMEDIATE NOTIFICATION OF AUTHORITIES & PARENTS

CLIQUES

APATHY/DEPRESSION

SUICIDAL THREATS

NEGLECT

Disregard for the group rules/norms

Suspected behavioral or learning disability

Knowledge of serious illness or injury

Disruptive behavior

Abrupt changes in behavior

Very shy/withdrawn

Aggressive behavior

Suspected anorexia or other eating disorder Knowledge of high risk, non-troop behavior (drug use, sexual involvement)

Suspected abuse (physical, sexual, or emotional) Possession of weapons Violent behavior or serious threats of violence

Remember: If you are ever in doubt about what you should do, you may always contact your local childrenâ&#x20AC;&#x2122;s services agency, or a Girl Scout staff member of Girl Scouts of Greater Chicago and Northwest Indiana, to describe the situation. Asking a question does not necessarily constitute a report.

Girl Scout Junior Self-Study Workbook

COMMUNICATION ABOUT BEHAVIORAL ISSUES LISTEN, BUT NEVER PROMISE CONFIDENTIALITY 1. PROBLEM SOLVING WITH THE GIRL

a. If you believe that there may be an underlying issue, find a private time to speak with the girl. You might use a phrase like, “I’ve noticed that you seem How are you doing? Is something bothering you?” NEVER PROMISE CONFIDENTIALITY. You may be required to report the problem.

b. If the girl discloses an issue that falls into an area in which her parents or the

authorities must be notified, let her know that you have to tell her parents/the authorities, to make sure that she will be okay. You may ask her how she would like to be involved in notifying her parents, if appropriate for her situation, age, etc.

2. PROBLEM SOLVING WITH CO-LEADER(S) OR OTHER VOLUNTEER STAFF

a. Consult this group for assistance and ideas on developing a positive environment, and managing normal behavioral problems. Do not discuss serious problems a girl is having with other parents if doing so could compromise confidentiality.

b. Maintain confidentiality about the identity of the girl(s) to the greatest degree

possible. The focus of the discussion should be on creative ways of re-directing specific behaviors, and not on the individual girl(s).

3. PARENTAL NOTIFICATION AND PROBLEM SOLVING

a. Consult with parents or guardians for assistance, ideas, and additional information

that may help you to manage normal adjustment problems. Use phrases like, “I . I want to am concerned that (girl’s name) seems to have difficulty with make sure that she can fully participate in all troop activities. Do you have any suggestions for me?”

b. If the situation is more serious, contact the parents or guardians right away. Let them know that you are concerned about their daughter, and you would like to discuss the situation with them as soon as possible.

c. If you have reason to suspect the parents or guardians could be the cause, (i.e. parental abuse or neglect), you are only required to notify the appropriate authorities, and NOT the parent. You may discuss these issues with your Membership Specialist, but do not discuss with other volunteers. This protects your confidentiality as well as that of the child and her parents/guardians.

Girl Scout Junior Self-Study Workbook

COMMUNICATION ABOUT BEHAVIORAL ISSUES 4. NOTIFICATION OF THE AUTHORITIES

a. Children’s Services or the police must be notified if you have reason to believe that the child’s life is in danger, or the child is endangering the life of others.

If volunteers have reasonable cause to believe a Girl Scout minor may have been abused or neglected, they may file a report with the appropriate state’s department of children and family services. Girl Scout volunteers are considered permissive reporters, and although not required by law to file such reports, they are encouraged to do so. (Volunteer Essentials Page 106-107)

b. Do not try to investigate or sort out the facts. Even if you are uncertain, report the situation and allow the children’s services agency to determine the appropriate course of action. Troop leaders have neither the responsibility nor the expertise necessary for investigating such a situation. Review the guidelines for Reporting Child Abuse and Neglect in the Volunteer Resource Guide.

c. If you notify the authorities, do not discuss the situation with other volunteers.

Again, this protects your confidentiality as well as that of the child and her parents or guardians.

5. PROBLEM SOLVING AND NOTIFICATION OF GIRL SCOUT STAFF

a. If you are uncertain about how to handle a situation, you can always contact the

membership specialist for issues related to normal adjustment problems, or the service unit manager, to determine the appropriate person/agency to contact for more serious problems.

b. Follow the procedures for notifying the service unit manager/chief executive officer any time the authorities are notified (See Volunteer Resource Guide).

Chapter 9: Cookies and Fall Product Program

Girl Scout Junior Self-Study Workbook

COOKIE PROGRAM The Girl Scout Leadership Experience is what makes Girl Scouts unique compared to any other youth service organization because it outlines measurable outcomes. What measurable outcomes do we see with the Girl Scout cookie and fall product program? Selling Girl Scout cookies gives girls a chance to run a business and practice leadership skills they can use throughout their lives. As they participate in the cookie program you will see them actively involved in these three activities:

Connect

Discover • • • • • •

Gain a strong sense of self Plan and set goals Gain practical skills Create personal goals Deliver presentations Learn to budget

• • •

Cooperate and learn from other girls Learn about and interact with their community Deliver customer service

Take Action • • •

Fulfill community service needs Use earned money to participate in local and global actions My dream trip

The Cookie Sale is EASY as 1, 2, 3!

Recruit a troop cookie manager.

Troop cookie manager takes training.

Have fun.

You don’t have to do it alone. This can be you or another adult helper in your troop (i.e. co-leader, parent helper) that can help you with the logistics of the sale.

Managers will learn when, how and why the cookie sale works. This training will teach them how to bring success to your girl’s troop during the sale.

This will be a fun learning experience for you and the girls in your troop. By guiding girls in budgeting, planning and goal setting, you ensure that girls have a good time and understand why they are selling.

Girl Scout Junior Self-Study Workbook

COOKIE PROGRAM By being resourceful and seeking the help you need, you’ll give the girls in your troop a real-life lesson in leadership! You are not alone. There are many resources available to leaders and girls who are participating in the cookie sale. If you have not started to recruit volunteers, START NOW. Recruiting a cookie manager is your first step. The cookie manager will be your point person who will handle most of the aspects of the sale for the troop. The cookie manager is responsible for attending cookie training, tabulating orders and submitting paper work on time, entering all orders online, managing the delivery and distribution, coordinating cookie booths and collecting cookie money. You may do this job yourself, or you may recruit your co-leader, parents or grandparents of the girls. Parent and/or guardians will be a huge support during cookie sales. If your cookie manager educates the parents on cookie sales, they will be a big encouragement to the girls. The parents need to sign the permission slip for the girls to sell, ask their daughters about their goals encourage sales beyond just family and friends, check on their daughter’s progress throughout the sale and will hopefully volunteer their time to help with the troop cookie booths.

CHECKLIST FOR TROOP COOKIE MANAGERS/FALL PRODUCT MANAGERS:

 Be registered for the current membership year  Submit an application and background check on our website.  Received an official welcome letter from Girl Scouts of Greater Chicago and Northwest Indiana.  Contact service unit cookie manager/fall product program manager.

FALL PRODUCT PROGRAM

The fall product program is a great way to get your troop up and running. The sale is traditionally for friends and family. With the sale happening early in the membership year, girls have the opportunity to set goals and earn start-up funds, while giving them a chance to practice teamwork and customer service. The fall product program is also important because this means the girls can start having fun and plan exciting activities right away. By participating in the fall product program, the girls will:  Set individual goals  Work as a team to set troop goals  Communicate with others

Chapter 10: Girl Scout Junior Meeting

Girl Scout Junior Self-Study Workbook

THE GIRL SCOUT JUNIOR MEETING Each Girl Scout meeting provides an opportunity to explore new leadership skills. For this reason, there is no strict meeting agenda for Girl Scout Juniors. You do not have to worry about sticking to a rigid set of activities that may not appeal to your girls. Instead, the key is flexibility based on the needs and interests of the girls. You and the girls may have a meeting that consists of one activity and then your next meeting may have three activities. You are able to consult a wide range of resources for ideas and activities, including the journey books, The Girl’s Guide to Girl Scouting, the Summer Camp guide and Program Essentials (online), published annually by Girl Scouts of Greater Chicago and Northwest Indiana. Over the years, research, tradition and knowledge of what works with girls has created the following suggested model for a successful troop meeting. This model is meant to create a natural flow for the meetings and provide a “balanced diet” of fun, learning, responsibility and accomplishment. If you use this agenda for each meeting, the girls will feel comfortable because of the predictability of what will be included in each meeting. This consistency puts them at ease as they attempt new activities.

 Start Up Activity Closing

Start Up Activity

 Opening  Business

Opening Clean-Up

Business

 Activities Activities

 Clean-up

 Closing

Girl Scout Junior Self-Study Workbook

MEETING COMPONENT IDEAS The Girl Scout meeting is set up to provide comfort, fun and challenges for growth. Each component of the meeting provides a chance for the girls to grow in some way. The following are some simple ideas to get you started: START-UP: This is the pre-meeting period before the meeting officially begins. This is a time to greet all of the girls. While anticipating the girls arrival, they should have an easy, self-directed activity to engage their attention. Ideas include:      

Pick a game to play Sing a song Scavenger hunts through Girl Scout books. Eat a snack Play board games. Reflect on last meetings events

OPENING: A repetitive format for opening every meeting is a way of providing consistency and familiarity for the girls. The opening allows girls to know the meeting is officially starting and focus and prepare for the rest of the meeting. A suggestion would be to make an agenda on a piece of poster board that can help the girls know what to expect. As the girls progress, they can be in charge of preparing the agenda. Ideas for opening activities include:    

Girl Scout Promise and Law Flag ceremony Songs Go over agenda

BUSINESS: This is a time for special announcements, dues, attendance, making plans, kaper assignments, voting, deciding on activities and other troop business. This section of the meeting is very important for the girls because they learn how to lead, influence others, and communicate feelings and opinions. Little by little, allow the girls to take responsibility for more of the business of the troop. All of these skills are essential for the development of self-esteem and confidence. Troop government is used in this portion of this meeting and will be fully explained in the next chapter.

Girl Scout Junior Self-Study Workbook

ACTIVITIES: During this section of the Girl Scout meeting, girls get a chance to build skills, try new things, explore their interests and work cooperatively with others. As the girls progress, you will begin to get insight into their interests. Make sure that you are always asking for their ideas and input. You will also pick up good ideas from other leaders when you attend the monthly service unit meetings. IDEAS INCLUDE:  Activities from the Girl Scout Journey books  The Girl’s Guide to Girl Scouting  Skills Building Badges  Badges  Reflect on completed activites CLEAN-UP: Clean-up is important because it teaches the girls about sharing responsibility, allows them to face the consequences of making a mess and helps emphasize good stewardship. You can reinforce the practice of “Leave a place better than how you found it.” CLOSING: This is a time when you can emphasize the accomplishments of the meeting, remind the girls what is coming up, focus on making the world a better place, help the girls feel part of a tradition and end on a positive note. IDEAS INCLUDE:  Friendship circle and squeeze  Singing of Taps  Sharing personal goals for the week ahead.

Websites with additional ideas: www.girlscoutsgcnwi.org www.girlscouts.org

Girl Scouts of Greater Chicago and Northwest Indiana

KAPERS A kaper chart shows the job and who is doing it while ensuring equal distribution of responsibilities. Everyone gets a chance to do each job. Kaper charts can be created in a wide variety of styles, from the very simple to the very creative. The kaper chart below can be replicated using any theme.

Clean-up

Snacks

Attendance

Dues

Meeting #1 Meeting #2 Meeting #3 Meeting #4 Meeting #5 Meeting #6 How to make a kaper chart with the girls: 1. Decide what jobs are needed. Examples: Clean-up, snacks, attendance, dues. 2. Consider the number of girls available to do the jobs needed. This will determine how many categories are needed. 3. Divide the jobs needed into general categories to fit the number of work groups. Examples: Sun, Snowflake, Flame, or Smiley Face. 4. Make a detailed list of the responsibilities are for each job. Examples: Clean-up must make sure all trash is disposed of properly. Tables and floors should be clear of trash or other objects. 5. Divide the troop into Kaper groups. Please note: Kaper charts can be used for both small and large troops.

Girl Scouts of Greater Chicago and Northwest Indiana

SPECIAL GIRL SCOUT CEREMONIES

The ceremony ideas and examples in your National Leadership Journeys can help you make every gathering with your Girl Scout friends special! There are also ideas for holding celebrations each time you earn your journey awards. Here are some other great Girl Scout ceremonies:  Investiture ceremony welcomes someone into Girl Scouting for the first time.  Bridging ceremony is held when you “cross the bridge” to the next level in Girl Scouting.  Rededication ceremony is held when you want to renew your Girl Scout Promise and review what the Girl Scout Law means to you.  Court of Awards ceremony is where you receive awards you’ve earned and celebrate your accomplishments.  Scouts’ Own is a ceremony where Girl Scouts get together to share inspiration and celebration around a theme; such as, friendship, service, honor or respect for the planet. The Scouts’ Own might take place indoors or outdoors, at a group meeting, at camp or during any gathering with other Girl Scouts. It’s called a “Scouts’ Own” because it’s the girls that choose a theme and decide how to share in the most meaningful way.  Flag ceremony may be used for opening or closing meetings or special events, honoring a special occasion or special person or retiring a worn flag. Flag ceremonies may take place in meeting rooms, in outdoor settings, in large auditoriums, onstage, even on horseback! All flag ceremonies share one thing in common-respect for the flag as a symbol of our country and all the hopes, dreams and accomplishments of its.

Chapter 11: Beyond the Troop Meeting

Girl Scouts of Greater Chicago and Northwest Indiana

LOCAL AND OVERNIGHT FIELD TRIPS As your troop is experiencing the GSLE by utilizing the journeys, The Girl Guide to Girl Scouting, and earning their badges, they may also want to incorporate field trips to practice what theyâ&#x20AC;&#x2122;ve learned, or just to have fun which will add more value to their leadership experience. Allow the girls to brainstorm ideas. Provide resources and guidelines to assist with planning for trips.

Local Field Trips

Overnight/Out of State Trips

Hiking

Camping

Geocaching

Night at the Museums

Roller Skating

Hotel Stay

Restaurants

Kings Island â&#x20AC;&#x201C; Cincinnati, OH

Starved Rock

Savannah, GA (Birthplace)

Indiana Dunes

Washington, DC

Girl Scouts of Greater Chicago and Northwest Indiana

PROGRAM ESSENTIALS Another fun way for your Girl Scout Junior Girl Scout to maximize their GSLE is to participate in programs offered through Program Essentials. Program Essentials consist of fun events, programs and activities that are designed to offer “WOW” experiences to every Girl Scout at every grade-level. Make sure to check out our council’s website: http://www.gcnwiprograms.org/ to see the various programs offered.