Girl Scout Junior

Transcription

Girl Scout Junior

Girl Scout Junior
Self-Study Workbook
Girl Scouting builds girls of courage, conﬁdence
and charater, who make the world a better place.
girlscoutsgcnwi.org
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
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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
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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 [email protected].
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
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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.
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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.
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Chapter 1:
Volunteer Support
and Troop Leader’s
Expectations
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.
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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
don’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.
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Chapter 2:
Girl Scout
Leadership
Experience
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.
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 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.”
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A LEADER’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
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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?
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.
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Chapter 3:
Girl/Adult Planning
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.
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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.
•
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Reflect on the activity.
Discuss with girls what they could
have done differently?
Did you have fun?
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.
1
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.
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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:
2.
What should the girls do to complete the job?
3.
Consider 9 - 11 year old girls. What are some areas of progression you may need to
consider?
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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.
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Chapter 4:
National Program
Portfolio
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.
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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:
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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!
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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 – 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!
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How Can You Use It
to Influence Others?
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
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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 Girl’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.
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Chapter 5:
Girl Scout Junior
Uniform, Insignia and
Awards
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.
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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.
31
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
32
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!
33
Chapter 6:
Girl Scout Junior
Characteristics
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?
35
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.
36
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
th
•
•
•
•
•
•
•
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.
37
th
•
•
•
•
•
•
•
•
•
•
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.
•
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
8
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.
38
9
10
11
12
13
14
15
16
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.
39
You can help by….
Chapter 7:
Troop Government
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.
41
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.
42
Chapter 8:
Behavior Management
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
44
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.
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.
2.
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.
3.
ALLOW THE GIRLS TO LEARN BY EXPERIENCE
Encourage each girl to learn on her own, but offer help and encouragement.
4.
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.
5.
MAKE DIRECTIONS SIMPLE
Accompany verbal directions with physical help, if necessary.
6.
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.
7.
PRAISE THE TYPE OF BEHAVIOR YOU WISH CONTINUED
Point out acceptable Girl Scout behavior and praise it. You may notice the undesirable
behavior diminish.
8.
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.
9.
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!
45
CLIQUE MANAGEMENT
Getting a group of girls to agree can be difficult. At this age, cliques can form and can
influence girls’ 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.
46
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.
47
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 don’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.
48
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 children’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.
49
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.
50
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).
51
Chapter 9:
Cookies and
Fall Product Program
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!
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.
53
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
54
Chapter 10:
Girl Scout Junior
Meeting
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
56
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.
57
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
58
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.
59
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.
60
Chapter 11:
Beyond the
Troop Meeting
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
they’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 – Cincinnati, OH
Starved Rock
Savannah, GA (Birthplace)
Indiana Dunes
Washington, DC
62
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.
63

Girl Scout Junior

Transcription

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