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

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The 7 Habits of Highly Effective Teenagers
Teaching Strategies and Tools to Help Prepare
Our OutdoorEducation Students in this Uncertain
World.
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Why The 7 Habits In Todays Uncertain World?
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Glengarry Kangaroo Valley. NSW
Kangaroo Valley
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Reflections Of My School Years
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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.

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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.

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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)
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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?
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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.

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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.

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Outdoor Education
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Outdoor Education
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Outdoor Education
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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
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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
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Outdoor Education Sport Psychology
NSW Netball Team Undergoing Outdoor Training In
Preparation For Their National Championships
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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!
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http//www.brainrules.net
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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)
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Profoundly Life Changing Read!
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The 7 HabitsOverview
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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!

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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!
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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
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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
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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.
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Mission Builder Site
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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

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Goal example
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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!
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Solo Letter Example
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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.

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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!

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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!
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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.
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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.

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http//www.bounceback.com.au
Click Picture To Go To Story
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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!
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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
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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!

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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!

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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.

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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.
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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
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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!
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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!
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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
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Synergy In The Cave
Synergising With My Peers Focussing on things
within our control.
Lights Out Work To Get Out Of The Cave
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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
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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!
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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.

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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.
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Putting Names To Resilience Solutions
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Dr Ian Boyle i.boyle_at_tsc.nsw.edu.au
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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.
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An Overview Of Facilitation
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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
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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.

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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.

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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.

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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?
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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

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Be Proactive Activities
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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.

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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