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Title: The 7 Habits of Highly Effective Teenagers Teaching Strategies and Tools to Help Prepare Our Outdoor Education Students in this Uncertain World.


1
The 7 Habits of Highly Effective Teenagers
Teaching Strategies and Tools to Help Prepare
Our OutdoorEducation Students in this Uncertain
World.
2
Why The 7 Habits In Todays Uncertain World?
3
Glengarry Kangaroo Valley. NSW
Kangaroo Valley
4
Reflections Of My School Years
5
Resilience In Todays Youth
  • There is an ever increasing body of evidence from
    many disciplines that suggests that todays young
    people are less resilient. (Noble, 2007)
  • As a result many of our youth are struggling
  • Episodes of depression, suicide, self-harm,
    violence and problematic substance abuse are
    increasing.

6
The Outcome Of Less Resilience
  • 9 of primary school students have had a
    depressive episode by the end of primary school.
  • 15-20 of high school students have had
    depression while at school. (Relivich Seligman
    2003).
  • 250,000 depression prescriptions were written for
    school age students in 2003. When included with
    adult rates, this costs our economy 3.3 billion
    dollars annually
  • (Beyond Blue, 2005).
  • Alarmingly mental illnesses are becoming more
    prevalent in your people at younger ages.
    (Pryer, Carpenter, Townsend, 2005)
  • Accompanying this our suicide rates are some of
    the highest in the world.

7
Depression and Teen Suicide.
  • For young people under 24 years, suicide is the
    leading cause of death by injury, ahead of car
    accidents and homicides.
  • In the past 30 years, the suicide rate for males
    aged between 15 and 24 years has tripled.
  • Over the last 10 years, youth suicide has
    increased by 35.
  • As a community and a society, outdoor ed programs
    can have a prevention role in saving our children
    from a health problem that is very preventable.

Stephanie Gestier and Jodie Gater, both 16,
entered into a suicide pact in 2007 in Melbourne.
(health.ninemsn.com.au, 2007)
8
What Has Happened To The Resilience Of Our Young
People?
Research has identified 4 key reasons for this
loss of youth resilience.
  1. Lack of connectedness to positive institutions.
  2. An Increase in blame culture.
  3. Back Firing Of Self-esteem.
  4. Not taking time to enjoy each day.

(Noble, 2003)
What role does Outdoor Education play in finding
a solution?
9
What The Latest Research Is Saying!
  • After 17 years of teaching boys I have been
    witness to this shift in boys resilience, and
    have been searching for ways to help strengthen
    their ability to be prepared for the challenges
    that they have to face in the future.
  • I would like to highlight several pieces of
    literature that have helped shape my current
    thinking on outdoor programming.

10
Environments and skills to help students cope and
be more resilient.
Environments That Promote Well-Being Resilience Personal Emotional Skills Attitudes that promote Well-Being Resilience
School Connectedness Positive thinking skills attitudes
Peer Connectedness Resourcefulness adapting skills
Teacher Connectedness Social Skills
Positive Family-School Links Emotional Literacy Skills
Family Connectedness Healthy Self Esteem Sense of Personal competence.
A Caring adult outside the family
Community Connectedness
Religious Involvement
McGrath Noble (2003). Bounce Back A classroom
resiliency program.
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Positive Psychology
Outdoor Education
  • Recent developments in the field of psychology,
    however, have begun to suggest the adoption of a
    new paradigm referred to as positive psychology.
    Positive psychology has as its goal the fostering
    of excellence through the understanding and
    enhancement of factors leading to growth. Some
    of these factors include positive emotions,
    positive individual traits, and pro-social
    attitudes. Rather than focus on deficits,
    positive psychology examines these positive
    traits and attributes, with an eye toward
    strengthening them or facilitating their
    development in clients. These traits are
    critically important, as they can lead to the
    development of stable personality and physical
    states like resiliency, optimism, and even
    better, physical health over time. Instead of
    focusing on decreasing negative symptoms in
    therapy, a positive psychology approach would
    focus more on enhancing client strengths.

?
Outdoor Education
?
Outdoor Education
?
Outdoor Education
?
13
Positive Psychology A Potential Model To
Incorporate Into Outdoor Education
Raising children I realized, is vastly more
than fixing what is wrong with them. It is about
identifying and nurturing their strongest
qualities, what they own and are best at, and
helping them find niches in which they can best
live out these strengths. (Seligman, 2000)
www.authentichappiness.sas.upenn.edu
Dr Martin Seligman
14
Promoting Buffers Against Mental Illness
  • We have discovered that there is a set of human
    strengths that are the most likely buffers
    against mental illness courage, optimism,
    interpersonal skill, work ethic, hope, honesty
    and perseverance.
  • Much of the task of prevention will be to create
    a science of human strength whose mission will be
    to foster these virtues in young people.
  • (Seligman, 1998).

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suggest that school and community outdoor
education programs can work towards the
enhancement of the health and wellbeing of
individuals, families, communities thereby
working to prevent the onset or establishment of
ill health or ineffective life practices.
HEALTH PROMOTION IN OUTDOOR EDUCATION
17
Outdoor Education Sport Psychology
NSW Netball Team Undergoing Outdoor Training In
Preparation For Their National Championships
18
Brain Research Learning
http//www.brainrules.net
  • Technology has allowed us for the first time to
    see how the brain really works.
  • The concept of Plasticity and the ability of the
    brain to re-program itself has major implications
    for programming and content we include.
  • What we teach and the way we teach can help our
    students re-shape their brains and the way they
    think.
  • You need to read this material, cutting edge,
    exciting.

As I progress through the presentation keep in
mind how the activities youll see help reshape
thinking and brain patterns!
19
http//www.brainrules.net
20
Positive Prevention Strategies Requires A New
Direction In Programming Facilitation
TO CHANGE ANTICIPATED OUTCOMES PROGRAM TYPE
Feelings New skills, energy, enjoyment, fun Recreational
Thinking New knowledge, attitude, awareness Educational
Behaviour New ways to act increase function Developmental
Misbehaviour New ways to cope decrease dysfunction Therapeutic
Matching program type with change requirements.
(Priest, 1996, p.23)
21
Profoundly Life Changing Read!
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The 7 HabitsOverview
24
Habit 1 Be Proactive Overview
Is all about taking control of your life! It
means that you choose to act deliberately and
take responsibility for your actions and your
lifes direction.
  • A proactive person
  • Can choose their attitude to life
  • Is responsible for their own happiness.
  • Controls the things in their life that they can
    control, and forgets about the uncontrollable.
  • Overcomes setbacks through proactive thinking
    action.
  • Strives to be a change agent through proactive
    actions.
  • Makes life happen to them rather than being a
    passenger.
  • Makes smarter decisions. Pushes pause before
    acting!

25
Self-Awareness Am I a Positive or Negative
Thinker?
  • Monitoring self-talk on a tough expedition. Every
    hour or during stops, or at places dictated by
    the terrain that could provide a teachable
    moment have students complete a self-check for a
    few minutes evaluating the following
  • Self-talk
  • Talk with others
  • Body language
  • Enthusiasm levels at different spots during the
    trip.
  • At a scheduled stop have students document their
    thoughts in a rite-in-the-rain journal.
  • Evaluate this around the fire at night. This
    leads to a tutorial on positive negative
    self-talk.

What do I see when I look inside myself? Do I
like what I see? All Change has to begin from
within!
26
Positive or Negative Tracker
  • What Kind Of Tracker are you?
  • This activity links to the monitoring of
    self-talk during an expedition.
  • Around the fire students complete the tracker
    questionnaire and calculate the kind of Tracker
    they are.
  • Facilitation can involve partner sharing of
    results. Then a discussion on how we can be more
    positive in our daily lives.

Tracker Video
27
Make Your Own Weather!
  • We have the ability to see sunshine even when we
    are surrounded by storms! Its all about attitude!

Click to play
28
Press Pause Between stimulus and response we
have a split second where we can pause and learn
to be proactive with our decisions!
  • Think Before Speaking or Acting
  • Monitor your dialogue with others. Is it how you
    would want to be treated.
  • Am I about to do something that I will regret, or
    is negative?
  • Press pause in dangerous situations when a hazard
    is reached and you feel uneasy about a situation
    Orange or Red Light Traffic Light Situation
  • Transfer Press pause back in life after your
    expedition, when real life threatening decisions
    have to be made. Here take this pill it will
    make you feel great.

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Habit 2 Begin With The End In Mind Overview
  • Deals with developing a clear picture of who you
    want to be and what you want to accomplish in
    your life.
  • What are your values?
  • What is your mission?
  • What are your goals?
  • How to set them
  • Systems to support your goals
  • Identifying your talents and developing them
    through out your life.
  • Making your life extraordinary!

Where do we want to go in life? We better draw a
map to get there.
32
Mission Builder Site
33
Paint Your Own Masterpiece
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Mission Statements Single Sentence
Mission Example
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Setting Goals
Steps That I Need To Take To Help Me Live My
Lifes Mission
  • Count The Cost
  • Put It To Pen
  • Just Do It
  • Use Momentous Moments
  • Rope Up

39
Goal example
40
Step 5 Roping Up
  • Climbers rely on each other for safety,
    motivation support. The rope bonds them and
    keeps them together in their common quest!
  • They are also there to support you if when you
    fall!
  • When you set goals, rope up with someone else
    with a similar vision or motivation for life.
  • In real life if you rope up with someone or a
    group your energies and enthusiasm will drive
    each other to success.
  • You will also have people to support you through
    the hard times along your journey to success,
    which are naturally part of life!

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Letter Writing To Yourself
  • During solo which takes place near the end of
    their time at Glengarry, students write a letter
    to themselves
  • What were the 3 most significant events you had
    at Glengarry?
  • What were the 3 most significant lessons you can
    take away with you after Glengarry?
  • What way have you changed the most during your
    time at Glengarry?
  • Which one of the 7 habits had the most impact on
    your life? How will you continue using this after
    GG?
  • Imagine you could see into the future 12 months.
  • What will you be like?
  • What goals will you be chasing?
  • What will your attitude be like?
  • How will you have used the learning you had at
    GG?
  • What would your perfect world look like?

This letter is collected sent 12 months later!
47
Solo Letter Example
48
Habit 3 Put First Things First Overview
  • Identifying the important things in your life.
    The BIG ROCKS.
  • Prioritising your life and managing your time.
  • Recognising your time /organisational style.
  • Dont let fear control your life and make your
    decisions.
  • Comfort zones Courage Zones.
  • Overcoming the hard moments in life.
  • Standing up to negative peer pressure.

49
Teaching Teens To Prioritise Their Time
  • Many of you will know that teens are classic
    procrastinators, time wasters, and poor planners.
  • Often they have never been shown how to organise
    themselves effectively!

50
Teaching Teens To Prioritise Their Time A
Campsite Example!
Dress in my hike gear
Empty Out The Tent
Pack My Pack
Leave On Time Learn Life Planning Skills at the
same time!
51
Identify the key roles in your life. What Big
Rock issue do you need to achieve this week
under this role heading. EG Role Student Big
Rock History Test Wed Big Rock Maths 13.2
14.9 Fri Big Rock Science assn due Wed Role
Athlete Big Rock Training Tues, Thur Big Rock
Weights Mon Wed Fri Big Rock Game
Saturday Role Son Big Rock Family Dinner Sun
PM Big Rock Do chores help mum. Big Rock
Role Friend Big Rock Movie Sat PM mates Big
Rock DofE planning for silver Big Rock Role
Boy Friend of Jess Big Rock Phone her after
h/work Big Rock Beach day Sun PM Big Rock
Movie Sat night.
52
Courage Zone
  • As well as prioritising the Big Rocks in our
    lives, Habit 3 also teaches us about putting us
    first ahead of our fears!
  • Putting first things first will often cause you
    to stretch outside your comfort zone.

53
http//www.bounceback.com.au
Click Picture To Go To Story
54
The Fear Factor Are your fears controlling your
destiny?
  • It could be argued that fear is one of the worst
    emotions that people can possess because of its
    ability to hold us back in life.
  • Fear can paralyse us, limiting our achievements
    and reducing enjoyment in our lives.
  • Outdoor Education has the ability to help
    students recognise that fear is normal and part
    of life.
  • We can then give participants opportunities to
    face these fears, learning skills to push on into
    their courage zone!
  • Many of the mental health issues we looked at
    earlier are a result of teens not knowing how to
    persist and persevere when times get tough and
    uncomfortable.

Click me to hear about the courage zone!
55
Okay Now Lets All Experience The Fear Factor
Music
  • Everyone on your feet
  • Make a circle
  • Now we are going to take a look at the DVD clip.
  • Look at the guy move his hips while dancing.
  • Cool EH! NICE Rhythm!
  • Well each one of you has to do it to some music I
    will play in a moment.
  • Now I want you to monitor your self talk, your
    thoughts, your muscle tightness, your belief in
    yourself. How are you feeling right now about
    this task? finger shoot.

Remember The key to overcoming our fears is to
worry less about failing, and more about the
chances we miss when we dont even try.
Q11 Lifestyle DVD2
56
Facilitating The Courage Zone
  • Edgework
  • We have to be on the lookout for those teachable
    moments.
  • Often opportunities for learning can come quickly
    and we have to be ready to jump on those
    opportunities.
  • We need to train our staff in these areas of
    facilitating learning.
  • A day of climbing may have missed this wonderful
    opportunity to learn about perseverance and
    persistence in the face of our fears!

57
Habit 4 Think Win-Win
  • Thinking a Win-Win philosophy for life is the
    foundation for getting along well with others.
  • It not only means you both get something out of
    what youre doing, it means you try to plan ways
    for both of you to win.
  • Win-Win is not an accident it is a deliberate way
    of thinking!

58
Thumb Wrestling!
  • Working with the person next to you, you have 1
    minute to thumb wrestle with them. In that 1
    minutes you have to see how many times you can
    pin the other persons thumb down for the count
    of 3.
  • How many of you were engaged in a competitive
    mindset when you started the activity?
  • Did anyone simply communicate with each other and
    work together to get as many touches as possible?
  • We all too often go into an activity with this
    win lose mindset. When Win Win can help achieve
    much more.

59
Relationship Bank Account
RBA Deposits RBA Withdrawals Keep promises. Break
promises. Do small acts Keep to yourself.of
kindness. Be loyal. Gossip and break
confidences. Listen. Dont listen. Say youre
sorry. Be arrogant. Set clear expectations. Set
false expectations.
60
Small Acts Of Kindness
RBA Deposits RBA Withdrawals Do small acts Keep
to yourself.of kindness.
Leaders should always be on the lookout to
facilitate small acts of kindness! It fosters
win-win positive feelings within the group and
individuals.
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Saying Sorry Can quickly restore an overdrawn
relationship account
  • A great activity for sitting around the fire near
    the end of a trip, or with groups that you know
    have had some conflict.
  • As a group, there have been times when we have
    made withdrawals from our relationship bank
    accounts, this has been at the expense of others
    feelings.
  • Look around this circle. Who have you done
    something to that requires an apology?
  • Take 2 minutes to look around the circle and
    reflect on your past actions.
  • Now we are going to take turns to go around and
    say sorry to the person that you have wronged.

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Habit 5 Seek First to Understand, then to be
understood.
  • Habit 5 is about being good communicators.
  • It teaches about listening first, then talking
    second.
  • It is about seeing things from another's point of
    view before sharing your own.
  • For young men giving them opportunities to talk
    about their lives, fears, challenges is a real
    positive!
  • Feeling secure socially is a buffer to depression
    and an area that we in outdoor education can
    foster!

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Group Campout
  • Students are grouped into camp groups of 4
    students.
  • Groups are made to separate friends and cliques.
  • They spend the weekend camping together on campus
    with roving staff supervision.

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Walk a Mile In Someone Elses Shoes
  • After getting organised at camp have students
    head off in pairs for half an hour of Duo Time.
  • Make groups up with people they do not know too
    well!
  • Their task is to conduct an interview as if they
    were a reporter for the local newspaper.
  • The article they are writing will be read around
    the fire that night!
  • Partner sharing around the fire that evening.

Newspaper interview
65
Walk A Mile In Their Shoes
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A Night Under The Stars
Allow students to sleep under the stars. Allocate
a theme for them to discuss as they are going off
to sleep! Opportunities for boys to talk to each
other, is a resilience builder!
67
Fire Side Guidelines Genuine Listening Only!
  • Choose a partner sitting next to you.
  • Now sit down back to back and lean against one
    another.
  • For the next 2 minutes I want you to discuss with
    your partner the following
  • Your best holiday
  • Where did you go?
  • What was it you were doing?
  • What activities did you do there?
  • What was so special about it?
  • What made this so special compared to other
    holidays.
  • Share this story at the same time, so you both
    have to talk at once.
  • Once you have finished recount, each others
    story.

Facilitate a discussion around the impact of
everyone talking at once!
68
Habit 6 Synergise Overview
  • Habit 6 is about valuing and celebrating
    differences. Its about knowing that two or more
    people can work together to create better
    solutions than any one of them could alone.

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Synergy In Action
  • Working individually, take 2 minutes to try and
    write down the names of as many body parts as you
    can think of that have only 3 letters in their
    name.
  • There are 10 of them.
  • Now, pair up, share your list with your partner,
    and take another 1 minute to see if you can come
    up with any additional names.
  • Did any pair get all 10 body parts?
  • If not, join up with 2 more people, can you get
    all 10.
  • Lets check your list against mine!

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10 Body Parts With 3 Letters In Their Name
  1. Toe
  2. Lip
  3. Gum
  4. Rib
  5. Arm
  6. Leg
  7. Eye
  8. Ear
  9. Hip
  10. Jaw

Gum
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Entrance to B 31 Argyle Cave
72
Synergy In The Cave
Synergising With My Peers Focussing on things
within our control.
Lights Out Work To Get Out Of The Cave
73
Facilitation Of Caving ExperienceRecreational,
Educational, Developmental?
  • Framing The Activity
  • Facilitating the experience to highlight key
    learning
  • Looking for teachable moments when students are
    at the edge.
  • Flow experiences lead to greatest learning.

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Habit 7 Sharpen The Saw Renewing Ourselves. It
is Me Time
  • I am sure all of us at one time or another have
    the feeling that our life is out of control. We
    feel
  • Out of balance
  • Stressed out
  • Empty on the inside
  • Habit 7 is designed to reacquaint us with the
    concept of renewing our lives.
  • Why is called Sharpen The Saw?

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Four Dimensions of Sharpening The Saw
Brain
Body
Heart
Soul
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Why is Balance so Important?
  • To perform at your peak you need to strive for a
    balance in all four dimensions.
  • Balance is important because what we do in one
    dimension will affect the other dimensions.
  • When we look at the statistics from the beginning
    of this session many of our teens lives are out
    of balance.
  • The outdoors can be a real healing place,
    restoring balance to our clients lives.
  • This however can be enhanced through planning and
    facilitation of activities that target Balance
    specifically.

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Developing The Physical
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Taking Time To StopInspirational Places For
Inspirational Reflection or Meditation
79
Taking Time Out To Renew Ourselves When Hiking
Mini Solo
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Developing The Mind Through The Outdoors
Starting a fire without matches requires
planning, preparation, persistence,
perseverance!
81
Improving The Mind!Learning About Our Bush
  • Bracken fern - it is not so bad after all!
  • Bracken fern (Pteridium esculentum) is a hardy
    native fern, consisting of a tough stem, green
    fronds and fleshy underground stems or rhizomes.
  • As the plant grows, a succession of young,
    succulent crosiers (fiddle hooks) uncurl slowly
    from the rhizomes, to form the mature fronds.
  • They grow in sites that have often been subjected
    to a frequent firing or clearing activities in
    response to "improving" the land for farming.
  • In these situations, bracken fern assumes the
    role of a pioneer plant, protecting and binding
    the exposed soil with their rhizome roots, just
    like a scab acts to protect grazed skin.
  • Aboriginal uses
  • The foraging Australian aboriginal women used
    these rhizomes as a staple food. They required
    substantial preparation before eating. This
    involved washing, beating into a paste, moulding
    into cakes and finally roasting in hot ashes.
  • Another important usage were there medicinal
    properties. The juice from the young fronds was
    used to stop itch and sting of ticks and other
    insects. It was broken and the juice rubbed on,
    after the tick was removed.

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What Possibilities Do The 7 Habits Open Up
Outdoor Education Programs?
  • Become a 7 habits course provider / or develop
    your own positive psychology, resilience , brain
    teaching curriculum and offer this course to your
    clients. See resources references
  • Sew the seeds of change to the children that will
    inherit the future. Outdoor Education has the
    potential to shape and change brain wiring,
    thinking, and ultimately the direction of
    participants lives through thoughtfully planned
    and programmed outdoor Ed experiences!
  • Look for those teachable moments any time you are
    with students you have the ability to change the
    way they see the world!

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Health Promotion Marketing
  • How can Outdoor Education stand out in the crowd?
  • Value added programming.
  • Marketing your programs as a health and wellbeing
    ally of individuals, families, communities could
    open up a whole new world of clientele. Training
    Brains!
  • Another possibility Creating partnerships with
    school counselors to develop programs and
    activities that promote resilience and positive
    psychology using the outdoors as the delivery
    mode.

84
What Do We Have To Do As An Industry To Move More
Into The Developmental Mode Of Program Delivery?
  • We need to further develop positive solution
    focused Outdoor Education programs.
  • This requires our programming to be more
    prescriptive.
  • Teens need guidance and mentoring in building
    resilience. This learning cannot be left to
    chance.
  • Often the mountains do not speak for themselves.
  • It takes much more effort in programming and the
    training of staff to facilitate developmental
    programs however the potential benefits can be
    life changing for our clients!

Outdoor Education can have a major role in health
promotion the prevention of ill health.
85
Putting Names To Resilience Solutions
86
Dr Ian Boyle i.boyle_at_tsc.nsw.edu.au
87
http//www.slideshare.net
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The End
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7 Habits In ActionFacilitation strategies
activities to further promote the 7 Habits,
Positive Psychology and Resilience in our clients.
91
An Overview Of Facilitation
92
The Change Process Outdoor Programming
TO CHANGE ANTICIPATED OUTCOMES PROGRAM TYPE
Feelings New skills, energy, enjoyment, fun Recreational
Thinking New knowledge, attitude, awareness Educational
Behaviour New ways to act increase function Developmental
Misbehaviour New ways to cope decrease dysfunction Therapeutic
93
Educational Programming
  • Educational Programming is aimed at
    understanding concepts, enriching the knowledge
    of old concepts or generating an awareness of
    previously unknown needs through adventure.
  • Educational programming changes the way people
    think, by allowing them to see things in life
    from a fresh perspective. They gain new attitudes
    and transfer these attitudes to the way they
    conceptualise daily life.
  • An example might be demonstrating the impact of a
    new way to solve problems.

94
Developmental Programming
  • Developmental Programming is aimed at improving
    functional behaviours and training people to
    behave in new and different ways. Developmental
    programs change the way people behave, by showing
    them successful ways to interact on their own or
    with others. These new behaviours are transferred
    to other life situations.
  • An example might be learning new positive ways to
    trust and communicate with each other, or
    learning new ways to cope with the high pressures
    of sporting competition.

95
Promoting Change Transfer Of Learning
  • Letting the experience speak for itself.
    "Learning and doing" ie. here the participants
    just have a good time making their own meaning
    out of the experience.
  • Speaking for the experience. "Learning by
    telling" ie where the facilitator tells the
    students what they have learnt and what they can
    improve.
  • Debriefing the experience. "Learning through
    reflection" ie. participants reflect on their
    experience and through guidance from carefully
    designed questions bring up points and issues for
    open discussion in the group.
  • Frontloading the experience. "Direction with
    reflection" ie key learning points are given
    before the experience occurs guiding participants
    in the direction of important issues. The debrief
    process at the end simply looks at the success or
    failure of these key points.
  • Framing the experience. Reinforcement in
    reflection ie the adventure experience is put
    together in such a way that it is a metaphor,
    or a mirror image of reality for the
    participants. If learning and change can occur in
    the adventure experience, then all that is
    required is for the participants to implement
    these same changes back in their normal lives.

96
The Debriefing Filter Questioning Techniques to
focus the learner
  • Using a questioning technique that funnels the
    reflection process can help guide students
    learning so that the experience has a connection
    that can enhance aspects of their life!

Experiences
Review Recall Remember
What was the effect, how did it affect you?
Can you sum up what you learnt?
Can you apply this to your life?
What will you differently next time?
97
Edgework
  • Look for moments that has students at the edge
    of their comfort zones.
  • Providing assistance to break through in to new
    territory opens up Realms of New Possibilities

98
Be Proactive Activities
99
3 Blessings! 3 Things I Am Thankful For Today!
  • Im thankful for
  • Cassie for remembering the marshmallows.
  • How special it is to have friends you can count
    on.
  • How lucky we are to get out and enjoy the
    outdoors together.
  • Around the fire at the conclusion of each day,
    participants are given time to reflect on their
    day, focusing on the good things that happened to
    them! Things they are thankful for.
  • EG 3 things I am proud of 3 things I did well
    today.
  • This activity, on its own, has been show by
    Martin Seligman to significantly reduce
    depression in clinically depressed individuals if
    done on a daily basis.

100
Planning For Adversity Mental Skills To Help Us
Cope With The Hard Times In Our Lives!
  • Expedition Attitude and goal setting.
  • Schedule time for making mental plans for tough
    and hard things that might occur on a trip or at
    camp.
  • Make a list of tough things that may occur on
    expedition that could be uncomfortable for us or
    life.
  • List strategies that could be used to overcome
    these worries.
  • Negative Thought Stopping.
  • Goal Setting an attitude or behaviour.
  • Staying centered and focused under pressure!
  • Visualisation

101
Terry Orlick Zone of Excellence
  • Stress and worry in young peoples lives are real
    and sometimes debilitating.
  • During a camp experience we are blessed with many
    opportunities to teach resilience skills.
  • Prior to a stressful activity
  • At bedtime
  • When worried etc.

102
Resilience Positive Attitude Test!
  • Prior to the trip we have had a group discussion
    on setting goals for adversity we may encounter
    on the trip.
  • Conduct an activity that is likely to take
    students way out of their comfort zone.
  • EG Dont make it to camp, and tents or packs
    didnt show up. Continue when the weather is
    poor!
  • We need to pull together to get through.
  • Attitudes and talk have to remain positive as per
    the pre-trip adversity goal setting session.

103
Begin With The End In Mind Activities
104
How Can A Mission Help Your Life Be Extraordinary?
  • Since your destiny is yet to be determined, why
    not make it extraordinary and leave a lasting
    legacy.
  • A great way to think about life is to fast track
    ahead 70 years and imagine what people would say
    about you at the end of your life.
  • What would they say?
  • Now during your mini solo lets write down what
    they would say about you! Write your own obituary!

Peter Weir a Scots Old Boy
Dead Poets 145
105
Climbing Wall Traverse A Metaphor For Attitude
Persistence In Life
  • Goal Setting Use Bouldering or an activity like
    the Wild Woosey to introduce goal setting and the
    concept of persistence to reach your goals.
  • Attempt a traverse across the wall. or
    equivalent. How did you go?
  • Identify your weakness and strengths. Improve
    your weaknesses and call on your strengths to
    better your-self.
  • Now they can transfer this new skill to setting
    goals for others areas of their lives.
  • Link this activity to a concluding session where
    they can set some tangible goals that they can
    pursue after the program. IE goal setting sheet

106
Put First Things First Activities
107
Facilitating Habit 3 Through Metaphoric Framing
108
Drama Skit Debrief Lets Try It!
  • Divide the students into pairs or triads.
  • Students present a drama representing the trip
    for them to the rest of the group.
  • Ready to use funnelling questions to focus
    learning.

109
Comfort Zone Courage Zone
  • Having a corroboree around the campfire where
    each person has to dance.
  • Group members may feel inhibited and fearful of
    what others will think of them.
  • Through facilitation provide tools to get into
    the courage zone
  • Centering, positive self talk, visualisation,
    confidence.

110
To Come Up The Front To Sing The National
Anthem To Demonstrate The Fear Factor.
I Need A Volunteer
If you are chosen to sing, on a scale of 1 to 5
what would your fear factor be? 1 Low 5 really
self conscious and worried about what others
would think.
  • Australians all let us rejoiceFor we are young
    and freeWe've golden soil and wealth for
    toilOur home is girt by seaOur land abounds in
    nature's giftsOf beauty rich and rareIn
    history's page let every stageAdvance Australia
    FairIn joyful strains then let us singAdvance
    Australian Fair...

Click speaker when ready to sing
111
Fear Response And Its Impact On Us!
  • How did you feel when you heard what the task
    was?
  • What were your physical reactions?
  • What were your psychological reactions? IE What
    thoughts were going through your mind?
  • How do you think these negative physical and
    mental processes would impact on your ability to
    be your best?
  • What strategies could we employ to overcome
    situations in our life that cause that fear that
    paralyses us? Any Ideas that people already use?

112
What could I do to feel the fear and enter my
courage zone anyway?
Performance Plan Come up with a performance plan
(game plan) where your performance has been
written down and rehearsed many times before you
have to do it right!
Imagery See your fear how you might react and
see yourself rehearsing a more positive outcome.
Positive Self Talk Monitor the dialogue in your
mind. Monitor the volume of your negative voice.
If you hear yourself saying you CANT DO IT. Turn
down the volume on this negative tone, and turn
up the positive voice.
Centering Deep breaths with an accompanying
release of tension. Can be accompanied by
positive self-talk or cue words.
Cue Words Have a phrase that cues you into the
things you need to attentive to Relax, lift, you
can do it! Believe in yourself!
113
Think Win-Win Activities
114
Aikido Philosophy Disarming Your Opponent
Without Hurting Them
  • The Power Struggle
  • Press The Pause Button
  • Centre, breathe
  • Choose a response that is disarming and not
    escalating using the energy of the other person.
  • In the physical sense, if they pull you, push or
    if they push you, pull.

115
Seek First To Understand Then Be Understood
Activities
116
Finger Shoot
  • Rate how you went during today.
  • Problem focussed facilitation What led to you
    acting in this way.
  • Solution Focussed facilitation For those of you
    who scored a 2 out of 5, what would you do next
    time to score a higher score?

117
Circle Time Activity
http//www.sueroffey.com
  • Circle Time is an educational activity that
    promotes emotional intelligence in students.
  • It is a structured time where a facilitator can
    address issues that are on going in a group.
  • Or it can be a means to teach social skills such
    as, confidence, listening, speaking in a group,
    anti-bullying.etc

118
Group Dynamic TheoryEnhanced Through Circle
Time.
  • Forming, Storming, Norming, Performing
  • Living hiking with each other for 5 months in a
    dormitory of 20 sees the group move through
    these stages of group development.
  • Staff meet weekly with students to facilitate the
    storming going on within the group!
  • We utilise a variety of activities that promote
    solutions to issues.
  • Circle Time Does Sport Rec take time to review
    issues arising throughout the day?

119
Circle TimeActivity Planning Example
120
Metaphoric Story Telling Partner Discussion
Reporting On Learning
121
Name Game
  • Partner Retell. Pair people up complete the
    following
  • Tell us how you came to get your name or nick
    name.
  • 1 goal you have in the future.
  • 1 person you have in your life that is special
    and that you can talk to them about anything.
    What makes this person special and approachable?
  • Name one skill you possess that helps you cope
    with the low points in your life. How do you use
    it?
  • Noble, (2007)

122
The Responsibility Pie Chart
  • When a pair of students are struggling in a
    disagreement and it cant be decided who is at
    fault.
  • Pull out your pie chart!
  • Student draw a circle on a piece of paper and
    they allocate responsibility for their current
    situation.
  • Me, others, bad luck!
  • (Noble, 2007)

123
Pile Of Junk Debrief
  • Students are asked to go to their packs and
    retrieve a selection of items that they add to a
    pile of junk in the middle of the circle they
    then choose an object to describe the way they
    are feeling, the way the trip has made them feel,
    what they have learned on the trip, etc.
  • Share with the group

124
Picture Debrief
  • Place a pile of pictures in the middle of a
    circle. Members of the group are asked to take a
    picture that represents the trip for them.
  • Share their story with the group.
  • Use digital slide shows as a way to focus
    reflection learning!

125
Colour Object Debrief
  • Students collect a colour from a pile in the
    centre of the circle (Paint colour charts from
    any paint shop or smarties or jelly beans) to
    represent the answer to questions. How are you
    feeling at the moment? What colour represents
    how you worked as a team?
  • This activity can also be used as an
    environmental game where students collect items
    from the natural environment that matches the
    colour of their answer to a question.

126
Stepping Stones
  • Debriefing Cards
  • The deck is passed around the circle, each
    student chooses a card and then passes it on.
  • Time is given for students to reflect upon the
    question their answers are then shared with the
    group in a whip around.
  • The facilitator is looking for teachable moments
    and ready to apply funneling style questioning to
    unpack any key learning further.

127
Someone Who.
128
Assertive Communication A system to help you
out of a Lose Win Situations.
In the outdoors the leader can stop a group and
ask those in conflict to use the problem solving
model below
  • Describe the other persons behaviour or
    situation that is causing you problems.When you
    do or say.
  • Thoughts Express your feelings concerning the
    situation or behaviour in a non-judgmental way. I
    feel hurt by what you.
  • Feelings Specify one or two behaviour changes
    you would like the person to make. I would really
    like it if you would please
  • Actions Choose the consequences for the person
    that you are prepared to carry through. If you
    continue with this treatment I will

129
5 Poor Listening Styles
During our fire discussion tonight we want to
applaud Genuine Listening and highlight
communication that demonstrates Poor Listening.
Be on the look out for any of the 5 Poor
listening styles. If you note any of the styles
below, raise your hand, and then when asked,
highlight what you have seen. We will then
attempt to replay what was said with more
appropriate listening!
  1. Spacing Out
  2. Pretend Listening
  3. Selective Listening
  4. Word Listening
  5. Self-Centered Listening

130
Something In My Life I Need Help With..
  • Often we do not know how to ask for help, this is
    especially the case for young men.
  • This important life skill can be practiced around
    the campfire.
  • I need help with.
  • The facilitator gives an example from their life
    to the group to get started.
  • Break off into smaller groups of 2 or 4 and share
    the issues they are having problems with.
  • Come back to the circle. A partner shares the
    issue with the group.
  • The group listens and then tries to give
    solutions and support to the person.

131
Fear In A Hat
  • Students are asked to stop and reflect about a
    particular aspect of their lives with the goal of
    identifying a fear that holds them back in life.
  • They anonymously write this fear on a piece of
    paper and place it in a hat.
  • The facilitator then reads out a fear.
  • The group is asked whether they can relate to
    this fear.
  • They then attempt to brainstorm effective
    solutions to overcome or manage this fear.

132
Synergise Activities
133
Rogaining To Synergy
  • Students Navigate along 4 WD trails where they
    have hiked before.
  • Each group has a radio.
  • The physical psychological stresses are super
    challenging.
  • The only way to succeed is to work together in
    SYNERGY!

24hr Debrief
134
Flow Synergy
  • For Flow to occur you need a balance between the
    challenges of an activity and the abilities of
    the group or individual.
  • The interpretation of this is important often
    misinterpreted!
  • The Flow state can lead to strong feelings of
    satisfaction and psychological well being!
  • Often with large group outdoor education
    experiences, we can take the easy path giving
    groups a fun experience, but not a flow
    experience!

135
Synergy Is Also About Sticking Up For Diversity!
  • Teens Love A Story!
  • Take your book to the fire and read a story to
    the group.
  • Then promote a discussion about the story!
  • Read p.193 of the teens text!

136
Sharpen The Saw Activities
137
Inspired By Nature
138
Interpretive Walk
  • Numbers a description are set out on trees and
    shrubs at set locations along the 4 wheel drive
    track.
  • Participants stop at each number and read the
    information provided

8
7
6
5
  • 3. Eucalyptus racemosa (Snappy Gum or Scribbly
    Gum) Gum trees are characterised by a smooth
    bark. As the tree grows, it sheds its bark
    annually to allow for the seasonal growth whilst
    keeping its smooth bark. Moth larvae make the
    scribbly marks on the bark. The other name,
    snappy gum, refers to the fact that the wood has
    short fibres which allows it to be broken easily
    and it is only good for firewood.

4
3
Interpretive walk
2
  • 1

139
Meditation
Mental Preparation For Sport or Life
Visualisation
140
Activities To Promote Group Fun Learning
  • Get your staff or student to go to the following
    website
  • http//www.wilderdom.com/games/
  • In groups of 3 you are to choose an activity that
    we could use to have fun, get to know each other
    better, helps us break the ice among new staff or
    students on our trip.
  • For you old salts in the group, you have to
    choose a game that you have never seen done
    before.
  • You will then present this to the group to build
    up our repertoire of activities.

141
END OF SESSION 2
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