Program Basics
   Workshop

 FACILITATOR’S GUIDE
Program Basics




Name:


Title:


Club:


Organization:


Organization Address:


Email:


Phone:
Statement of Satisfactory             Participants in Boys & Girls Clubs of America (BGCA)
Completion                     ...
PROGRAM BASICS
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DEMONSTRATION OF COMPETENCY

This workshop contributes to the knowledge requirements needed to demon...
PROGRAM BASICS
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You will need to obtain the following materials prior to the start of the workshop.


FACILITATOR’S ...
PROGRAM BASICS
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PROGRAM OVERVIEW AND INTRODUCTIONS

Welcome                             On behalf of Boys & Girls Cl...
PROGRAM BASICS
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Learning Outcomes                       •   Define the five core program areas and develop a list of...
PROGRAM BASICS
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 PROGRAM INTRODUCTION                                                              Time: 20 minutes
...
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PG: Page 8
                                    Group Introductions Worksheet

    1. Select a team n...
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                                                                               Time: 10 minutes
    ...
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PG: Page 9
                    Participant Outcomes/Expectations Worksheet

1. Individually, think a...
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Topic One: What is a Boys & Girls Club?                                    Time: 60 minutes

Introdu...
PROGRAM BASICS
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What is a Boys & Girls Club?
Lesson One: Boys & Girls Club Mission                                  ...
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Facilitator’s Note:

Ask: According to our mission, what population do we serve? What is the reason ...
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What is a Boys & Girls Club?
Lesson Two: Characteristics of a Boys & Girls Club                     ...
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Core Characteristics                     Boys and Girls Clubs …
                                      ...
Program Basics


What is a Boys & Girls Club?
Lesson Three: BGCA’s formula for Impact                                     ...
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PPT 20
PG: Page 15

                                     BGCA’s Formula for Impact

   Together, all of t...
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 Keys to Impact                      Clubs can cultivate a developmentally rich environment by
         ...
Program Basics



   Targeted Programs                 By weaving the key elements into the fabric of your Boys &
        ...
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Topic Two: Five Key Elements

Introduction                             Through extensive research, BGCA ...
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Five Key Elements
Lesson One: Understand the Five Key Elements

Five Key Elements                    A S...
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         Exercise
 Safe, Positive
 Environment
       PPT 29
       PG: Page 20



 Facilitator’s Note ...
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PG: Page 21
                           Safe, Positive Environment Worksheet


  1. Draw on flip chart pap...
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  Fun                                The next Key Element is fun. It is very important that
          PP...
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Facilitator’s Guide: Page 26 of 75                    © Boys & Girls Clubs of America
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PPT 32
PG: Page 23
                                     FUN WORKSHEET

      1. How do staff make the Clu...
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Supportive Relationships             The next Key Element is supportive relationships. It is
     PPT 34...
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                                                                                Time: 10 Minutes
      ...
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Topic Three: Program Delivery Methods                                             Time: 30 minutes

Intr...
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Program Delivery Methods
Lesson One: Individual, Small and Large Groups                                  ...
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                                     •   Group Clubs in which members meet to pursue a common
       PG:...
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Program Delivery Methods
Lesson Two: How to Lead an Activity                                            ...
Program Basics


                                     your explanation and the demonstration.

                           ...
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                                     •    shrink the boundaries or make them bigger
                    ...
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Facilitator’s Note: Hand out Back Pocket Program Hints. Briefly explain its purpose. Point
out that thi...
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Understanding Children and Adolescents
Lesson One: Overview of Gender, Diversity, Socioeconomic and Incl...
Program Basics


                                                                                       Time: 15 minutes
 ...
Program Basics


Understanding Children and Adolescents
Lesson Two: Developmental Characteristics of Youth                ...
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Facilitator’s Note                                                              Time: 25 minutes
Exerci...
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Summary                              Young people grow and develop at their own rate.
    PPT 65        ...
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PG: Page 37

          Exploring the Development of Children and Youth Worksheet


      1. With your gro...
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Topic Five: Core Program Areas                                                     Time: 40 minutes


 T...
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Core Program Areas
Lesson One: The Five Core Program Areas                                            Ti...
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                                                                                   Time: 20 Minutes
    ...
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PG: Page 41
                                     Core Program Worksheet

      1. Select a volunteer to l...
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Core Program Areas
Lesson Two: Fixed or Choice?                                                       Ti...
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Facilitator’s Note                                                           Time: 20 minutes
Exercise: ...
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Topic Six: Planning and Promoting a Program                                 Time: 60 minutes

Introductio...
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Facilitator’s Guide: Page 50 of 75                    © Boys & Girls Clubs of America
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                                                                                  Time: 15 minutes
     ...
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PPT 87
PG: Page 45
                                     Program Planning Worksheet

Program Name:        ...
Program Basics



What are the program’s opportunities and expectations for youth? (Include
opportunities for character an...
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  PG: Page 47
                                        Program Planning Sheet

  Program Name: Cooking Clu...
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How will you provide formal and informal recognition for program participants?
Members will constantly b...
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Facilitator’s Note:

Ask: How did it go? Did you find this useful? What types of creative programs were...
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 Planning and Promoting a Program
 Lesson Two: Promotion                                                ...
Program Basics Fg2010
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Program Basics Fg2010
Program Basics Fg2010
Program Basics Fg2010
Program Basics Fg2010
Program Basics Fg2010
Program Basics Fg2010
Program Basics Fg2010
Program Basics Fg2010
Program Basics Fg2010
Program Basics Fg2010
Program Basics Fg2010
Program Basics Fg2010
Program Basics Fg2010
Program Basics Fg2010
Program Basics Fg2010
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Program Basics Fg2010

  1. 1. Program Basics Workshop FACILITATOR’S GUIDE
  2. 2. Program Basics Name: Title: Club: Organization: Organization Address: Email: Phone:
  3. 3. Statement of Satisfactory Participants in Boys & Girls Clubs of America (BGCA) Completion learning opportunities must be present and actively engaged throughout the entire learning experience. BGCA has PG: Page 3 developed performance measures to monitor participant achievement and to help ensure that the learning experience is efficient and effective. Performance measures ensure economical choices of instructional content, provide a basis for participant accountability during and after instruction, and help align participant achievement to strategic goals. The following are among the types of assessments used: • Essay • Fill-in-the-blank • Multiple choice • True/false • Demonstrations • Oral response • Matching Participants must satisfactorily complete the entire learning experience before a BGCA Verification of Learning Credit (VLC) or Continuing Education Unit (CEU) is awarded. In order for participants to receive a CEU credit, a participant must also complete a demonstration of learning assessment form. BGCA does not award partial credit for learning experiences. Participant’s Guide: Page 3 of 75 © Boys & Girls Clubs of America
  4. 4. PROGRAM BASICS se DEMONSTRATION OF COMPETENCY This workshop contributes to the knowledge requirements needed to demonstrate competency in the following areas: Leadership YD1 Support an Environment, Programs and Services that Prepare Youth for Success and Facilitate Achievement of Aspirations of Club Members YD1.1 Support, articulate and carry out the vision, mission and principles of the Boys & Girls Club YD1.2 Contribute to identifying and implementing strategies for quality improvement YD2 Provide opportunities for youth to realize their potential YD2.1 Create an environment for youth to succeed and ensure everything the Club does will be world class Program Development and Implementation YD6 Plan, Develop, Implement and Evaluate Programs, Services and Activities YD6.1 Effectively plan programs, services and activities YD6.2 Effectively develop programs, services and activities YD6.3 Effectively implement and administer programs, services and activities YD6.4 Effectively monitor and evaluate programs, services and activities Club Operation and Administration MP11 Develop, Implement and Monitor Effective Business Systems and Practices MP11.1 Ensure effective measurement strategy MP11.2 Ensure effective program administration and implement policies and procedures MP11.3 Ensure transitions are the manner by which young people join the Club, move between program spaces and enter and exit the facility Facilitator’s Guide: Page 4 of 75 © Boys & Girls Clubs of America
  5. 5. PROGRAM BASICS se You will need to obtain the following materials prior to the start of the workshop. FACILITATOR’S  Flipchart pads: 1-2 for Trainer MATERIALS  PowerPoint presentation  Masking tape  Markers – 6 sets, variety of colors  Post-it notes  Optional: Construction paper & scissors PARTICIPANT’S  Participant’s Guide MATERIALS  Program Basics Book  Booklet – Back Pocket Programs  Impact Assessment HANDOUTS  Poster – Developmental Characteristics of Youth  Verification of Learning Credits  Evaluations EQUIPMENT  Screen  LCD  Flipchart stands for Trainer and/or small groups Facilitator’s Guide: Page 5 of 75 © Boys & Girls Clubs of America
  6. 6. PROGRAM BASICS se PROGRAM OVERVIEW AND INTRODUCTIONS Welcome On behalf of Boys & Girls Clubs of America and its Training and PG: Page 5 Professional Development department, welcome to the PPT 1 Program Basics Workshop. Youth Development professionals play an extremely important leadership role in Clubs. They play a very significant role in ensuring the success of the Boys & Girls Club Movement’s five- year strategic plan entitled “Impact 2012.” The Program Basics workshop is designed to help you gain skills and knowledge in order to increase your abilities to make a difference in the lives of Club members, your community and those to whom you provide leadership. Active Engagement In order for you to benefit most from this learning experience, you will need to be an active, engaged learner. Your agreement for full engagement includes: • Being open, honest and candid • Being on time • Showing respect • Placing cell phone / Blackberry on vibrate • Having only one conversation at a time • Having fun! Workshop Goal The goal of the Program Basics Workshop is to expand and PPT 2 strengthen your ability to plan a Boys & Girls Clubs Program. PG: Page 5 Workshop Outcomes At the end of the Workshop, you will be able to: PPT 3 • Describe Boys & Girls Clubs mission and core PG: Page 5 characteristics; • Recognize BGCA’s formula for impact; • Identify the five key elements of impact; • Recognize the three approaches to program delivery; • Create recommendations for gender, diversity, socioeconomic and inclusion considerations; and • Explain developmental characteristics of youth. Facilitator’s Guide: Page 6 of 75 © Boys & Girls Clubs of America
  7. 7. PROGRAM BASICS se Learning Outcomes • Define the five core program areas and develop a list of PG: Page 6 programs that could be implemented in your Club PPT 4 • Apply common characteristics of planning a specific program • Practice promoting a Club program • Create an overall Club program utilizing program considerations • Recognize the three basic levels of program evaluation and assessment Workshop Topics This Workshop contains the following topics: PG: Page 6 PPT 5 Topic One: What is a Boys & Girls Club? • Lesson One: Boys & Girls Club Mission • Lesson Two: Characteristics of a Boys & Girls Club • Lesson Three: BGCA’s Formula for Impact Topic Two: Five Key Elements for Positive Youth Development • Lesson One: The Five Key Elements Topic Three: Program Delivery Methods • Lesson One: Individual, Small and Large Groups • Lesson Two: How to Lead an Activity Topic Four: Understanding Children and Adolescents • Lesson One: Overview of Gender, Diversity, Socioeconomic and Inclusion Considerations • Lesson Two: Development Characteristics Topic Five: Core Program Areas • Lesson One: The Five Core Program Areas • Lesson Two: Fixed or Choice? Topic Six : Planning and Promoting Program • Lesson One: How to Plan a Specific Program • Lesson Two: How to Promote your Program • Lesson Three: Planning an Overall Club Program Topic Seven: How to Evaluate and Assess a Program • Lesson One: How to Evaluate and Assess a Program Facilitator’s Guide: Page 7 of 75 © Boys & Girls Clubs of America
  8. 8. PROGRAM BASICS se PROGRAM INTRODUCTION Time: 20 minutes Why Program Basics is Program Basics is the primary planning resource for all Important professionals and volunteers in the Boys & Girls Club Movement. This workshop introduces the program PPT 6 fundamentals upon which the Movement is based, and explains PG: Page 7 how these fundamentals are applied to planning the annual and daily program. Program Basics is the “basic training” for implementing programs that not on; but will also have a positive influence on successive generations. This workshop is based on adult learning principles. For you to benefit most from this learning experience, you will be involved as an “active” learner participating in a variety of learning activities. Your participation, sharing and working together will enrich your learning experience today. Time: 10 minutes Exercise Introductions This exercise is designed to help you get better acquainted with PPT 7 each other. Each team will select a team name. You will PG: Page 7 design a team poster on flipchart paper that includes your team name, the names of the individuals that make up the team, and an icon that represents each individual, e.g., the logo of their favorite sports team, a picture that represents a hobby, etc. Facilitator’s Note: Break participants into teams of 5-6. Ask each team to select a team name. Distribute flipchart paper and ask them to design a team poster with their team name, the individual’s names who make up the team and something that represents each individual. Examples are: the logo of their favorite sport team, a picture that represents a hobby, etc. Teams will introduce themselves and share their team name, individual’s names and the items they chose to represent themselves. Have teams post their poster near their table. Facilitator’s Guide: Page 8 of 75 © Boys & Girls Clubs of America
  9. 9. PROGRAM BASICS se PG: Page 8 Group Introductions Worksheet 1. Select a team name. 2. Design a team poster with your team name, the names of the individuals who make up the team, and something that represents each individual. 3. Teams will introduce themselves and share their team name, individual’s names and the items they chose to represent themselves. Facilitator’s Guide: Page 9 of 75 © Boys & Girls Clubs of America
  10. 10. PROGRAM BASICS se Time: 10 minutes Exercise Participant Outcomes It’s important for me to know why you registered for this PPT 8 workshop. What are your expectations? What would you like PG: Page 9 to learn as a result of attending this workshop? Facilitator’s Note: Instruct participants to take a few moments to discuss their outcomes in their small groups. Ask them to select a group leader. After 5 minutes poll group leaders. Post the collective expectations on flip chart paper. Relate their responses to the outcomes for this workshop Transition: The more important information you need to know as a youth development professional is “What is a Boys & Girls Club?” which is our first topic. Facilitator’s Guide: Page 10 of 75 © Boys & Girls Clubs of America
  11. 11. PROGRAM BASICS se PG: Page 9 Participant Outcomes/Expectations Worksheet 1. Individually, think about what you would like to learn as a result of this workshop. 2. Discuss your expectations/outcomes in small groups at your tables. 3. Select a group leader that will give the expectation report. Facilitator’s Guide: Page 11 of 75 © Boys & Girls Clubs of America
  12. 12. PROGRAM BASICS se Topic One: What is a Boys & Girls Club? Time: 60 minutes Introduction The growth and ongoing success attributed to the Boys & PG: Page 10 Girls Club Movement is related, in great part, to the quality and achievements of staff just like you. In 1860, the first Boys’ Club opened in Hartford, CT, and the Movement Federated as 53 Clubs that united in 1906. Throughout the Movement's long and proud history, Boys & Girls Club professionals, adhering to the Movement's mission and founding principles, have distinguished themselves by providing guidance and youth development services specifically designed to meet the needs of young people in the community. Importance To prepare you to create fun, effective and life enhancing programs throughout your Club, let’s review what makes Boys & Girls Clubs unique. This information will help you understand the mission of Boys & Girls Clubs and the overarching goals we have for our members. Learning Outcomes By the end of this topic, you will be able to: PPT 10 • Describe Boys & Girls Clubs mission and core PG: Page 10 characteristics, and • Recognize BGCA’s formula for impact Order of Lessons The lessons in this topic include: PPT 11 Lessons PG: Page10 • Lesson One: Boys & Girls Club Mission • Lesson Two: Characteristics of a Boys & Girls Club • Lesson Three: BGCA’s Formula for Impact Facilitator’s Guide: Page 12 of 75 © Boys & Girls Clubs of America
  13. 13. PROGRAM BASICS se What is a Boys & Girls Club? Lesson One: Boys & Girls Club Mission Time: 15 minutes Mission Statement An organization’s mission statement defines the core PPT 12 purpose of an organization. PG: Page 11 Facilitator’s Note Ask: Can anyone tell me what a Mission Statement is? Solicit responses from one or two volunteers. The Mission Statement of an organization identifies: • The audience targeted for services • Purpose, the reason it exists All Clubs should have a written mission statement. BGC Mission Statement Mission Statement: To enable all young people, especially those who need us PPT 13 most, to reach their full potential as productive, caring and PG: Page 11 responsible citizens. Facilitator’s Guide: Page 13 of 75 © Boys & Girls Clubs of America
  14. 14. PROGRAM BASICS se Facilitator’s Note: Ask: According to our mission, what population do we serve? What is the reason we exist? Does anyone’s Club mission statement vary from this? Compare similarities. Ask: What type of organization is the Boys & Girls Club? Solicit responses from one or two volunteers. Ask: Is it a nonprofit, youth serving, guidance, human service, out-of-school youth work, or leisure service organization? Facilitator’s Note: The correct answer could be “all of the above.” The Boys & Girls Club is a nonprofit human service organization, serving youth during out-of-school/leisure time. However, it is most correct to state that the Boys & Girls Club is a youth development organization, a concept consistent with the defining function, focus and expected outcome of its profession’s work. Summary Lastly, it is important to note the mission is the driving force from which programs should evolve. It identifies the broad PPT 14 principles upon which you should proceed in designing and PG: Page 11 implementing programs. The mission provides a broad statement of the organization’s purpose. The Boys & Girls Club is a youth development organization. Our mission is the driving force behind the programs and your role as a youth development professional. Facilitator’s Guide: Page 14 of 75 © Boys & Girls Clubs of America
  15. 15. PROGRAM BASICS se What is a Boys & Girls Club? Lesson Two: Characteristics of a Boys & Girls Club Time: 20 minutes Characteristics of a Boys All quality Boys & Girls Clubs will have several characteristics & Girls Club in common. These principles influence the way Clubs operate on a daily basis and the program opportunities offered to PPT 16 youth. PG: Page 12 Next, we are going to examine some of the core characteristics of Clubs. We will identify the quality characteristics of a Boys & Girls Club and the specific methods consistent with the mission of the Boys & Girls Club and our beliefs. Boys & Girls Clubs have identified a list of characteristics that set Clubs apart from other youth development and youth serving organizations. It is not just one of these characteristics that set us apart; rather all of them collectively make us unique. Facilitator’s Note: Poll Group: What do you think makes Boys & Girls Clubs unique? What sets us apart from other youth serving organizations? (Usually the group will come up with some of the answers, low fees, building centered, etc.) Facilitator’s Guide: Page 15 of 75 © Boys & Girls Clubs of America
  16. 16. PROGRAM BASICS se Core Characteristics Boys and Girls Clubs … Are for boys and girls satisfying the age-old desire of young PPT 17 people to have a “Club” of their own. PG: Page 12 Have full-time professional leadership supplemented by part-time workers and volunteers. • Require no proof of good character. They help and guide girls and boys who may be in danger of acquiring, or who have already acquired, unacceptable habits and attitudes, as well as those of good character. • Make sure that all boys and girls can afford to belong and even the least interested will not be deterred from joining. • Are for girls and boys of all races, religions and cultures. Are building-centered with activities conducted in the warm, friendly atmosphere of facilities especially designed for Club programs. PG: Page 13 Have an open-door policy. Clubs are open to all members at any time during hours of operation. Have a varied and diversified program that recognizes and responds to the collective and individual needs of girls and boys. Are guidance-oriented. Clubs emphasize values inherent in the relationships between young people, their peers and adult leaders. They help boys and girls make appropriate and satisfying choices. Facilitator’s Note: Ask participants to share examples of how this is relevant to their Club. Transition: The Mission and the Core Characteristics are important to keep in mind as we plan programs. Just as important is the formula for impact. Facilitator’s Guide: Page 16 of 75 © Boys & Girls Clubs of America
  17. 17. Program Basics What is a Boys & Girls Club? Lesson Three: BGCA’s formula for Impact Time: 20 minutes Introduction IMPACT 2012, our five-year strategic plan, charges the entire Movement to boldly move forward to lead with impact and PG: Page14 deepen the Boys & Girls Club experience by ensuring each member realizes their dreams and reaches their full potential. IMPACT 2012 serves as a blueprint for increasing the effectiveness of our Clubs and furthering our mission so that together we will guarantee a positive future for every child and a nation empowered by great citizens. Club Impact Impact is the contribution the Club makes to the attitudes, skills, values and behavior of Club members that enables PPT 19 them to succeed in adulthood. More specifically, every young PG: Page 14 person has the capacity and potential to succeed, to achieve greatness and to soar. PPT 20 The Movement’s Formula for Impact is simple – Boys & Girls PG: Page 14 Clubs serve young people who need us most by: • Implementing the Five Key Elements for Positive Youth Development; • Promoting regular attendance; and • Offering targeted programs. Facilitator’s Guide: Page 17 of 75 © Boys & Girls Clubs of America
  18. 18. Program Basics PPT 20 PG: Page 15 BGCA’s Formula for Impact Together, all of the previously mentioned components make up BGCA’s Formula for Impact, and are the foundation for our work as a Movement. Facilitator’s Guide: Page 18 of 75 © Boys & Girls Clubs of America
  19. 19. Program Basics Keys to Impact Clubs can cultivate a developmentally rich environment by incorporating the following Five Key Elements for Positive PPT 21 Youth Development: PG: Page 16 •Safe, positive environment •Fun •Supportive relationships •Opportunities and expectations •Recognition Regular Attendance Clubs should focus on increasing individual member And Increased attendance to a minimum of 52 times per year. Research Participation suggests that youth who attend 52 times per year are more likely to demonstrate positive outcomes in the three key PPT 22 impact areas. Youth who attend 104 times or more per year PG: Page 16 are likely to demonstrate an even larger number of positive outcomes. Targeted Programs Clubs should provide targeted programs to meet the needs of youth. Impact is achieved through a varied schedule of programs aimed at meeting the particular needs of Club members and their communities. Clubs should also ensure that a varied schedule of age-appropriate programs is offered. Positive Youth Combined, these efforts will result in positive youth outcomes Outcomes in three key areas – academic success, good character and citizenship and healthy lifestyles. PPT 23 PG: Page 16 Facilitator’s Guide: Page 19 of 75 © Boys & Girls Clubs of America
  20. 20. Program Basics Targeted Programs By weaving the key elements into the fabric of your Boys & Girls Clubs, you will be providing youth with a positive PG: Page 17 developmental experience. In addition to using these key elements to create a developmentally rich environment, Clubs should offer targeted programs in three key outcome areas: • Academic Success – Youth demonstrate increased engagement in school and learning, and show improved academic success. BGCA’s vision is that every member progresses to the next grade level on time and graduates with a plan for the future. • Good Character & Citizenship – Youth demonstrate an increase in positive character traits and civic engagement, while also making contributions to their community. BGCA’s vision is to inspire a generation of civically engaged youth who balance self-concern with concern for others. • Healthy Lifestyles – Youth demonstrate improved healthy habits and decision-making skills, and show a strong commitment to leading a healthier lifestyle. BGCA’s vision is to give youth the tools needed to lead healthy, productive lives. Facilitator’s Guide: Page 20 of 75 © Boys & Girls Clubs of America
  21. 21. Program Basics Topic Two: Five Key Elements Introduction Through extensive research, BGCA has learned that the level of impact a Club has on young people depends on how often PG: Page 18 and how long members participate, as well as how well the Club implements the following Five Key Elements for Positive Youth Development: Learning Outcomes By the end of this topic, you will be able to: PPT 26 • Identify the five key elements of impact PG: Page 18 Order of Lessons The lessons in this topic include: PPT 27 Lessons PG: Page 18 • Lesson One: Understand the Five Key Elements Importance The Boys & Girls Club Movement is uniquely positioned to help America’s youth. By instilling in youth a sense of belonging, usefulness, influence and competence, Boys & Girls Clubs nurture young people’s self-esteem. Clubs also help young people develop the knowledge, attitudes, skills, values and behaviors to succeed in life. This is done through the Five Key Elements of Impact. Facilitator’s Guide: Page 21 of 75 © Boys & Girls Clubs of America
  22. 22. Program Basics Five Key Elements Lesson One: Understand the Five Key Elements Five Key Elements A Safe, Positive Environment: Club staff, facilities, program offerings and age-appropriate settings create stability, PPT 28 consistency and a sense of physical and emotional safety for PG: Page 19 members. The Club provides structure and clearly defines acceptable behaviors. Fun: Clubs generate fun for members. Members develop a strong sense of belonging through connections they establish with staff and peers. Staff members make the Club feel like home, fostering a family atmosphere and creating a sense of ownership for members. Supportive Relationships: Club youth develop meaningful relationships with peers and adults. Staff members actively cultivate such relationships to ensure that every member feels connected to one or more adults and peers. Staff members demonstrate warmth, caring, appreciation, acceptance and proper guidance in their interactions with members. Opportunities and Expectations: Club youth acquire physical, social, technological, artistic and life skills. Clubs encourage members to develop moral character and behave ethically. Staff members establish and reinforce high expectations and help young people do well in school and pursue a post-secondary education. Recognition: Clubs recognize and affirm young people’s self- worth and accomplishments. Staff members encourage youth and provide positive reinforcement as they make improvements and experience successes. The Club showcases young people’s achievements. Facilitator’s Guide: Page 22 of 75 © Boys & Girls Clubs of America
  23. 23. Program Basics Exercise Safe, Positive Environment PPT 29 PG: Page 20 Facilitator’s Note Time: 15 minutes Exercise: Safe, Positive Environment PPT 29 PG: Page 20 Say: Let’s perform an activity which will highlight the importance of this element. Instruct participants to think back to the bowling alleys they have been to in the past. Assign half of the groups to draw on flip chart paper the best bowling alley they have ever been to. What made it that way? Have the other half of participants draw the worst bowling alley they have been to. Be sure to name the bowling alleys. Have teams present their bowling alley to the group. Process by asking group how this relates to Clubs – what can we learn from both the best and the worst bowling alleys? Conclude by highlighting the key point Key Points • Attitudes should be positive, relaxed and happy. Staff, PPT 30 volunteers, parents, members and visitors should be PG: Page 20 happy and friendly at the Club. • The décor should be bright, fresh and appropriate to audience (young members, tweens and teens). • Members’ pictures, accomplishments and creations are displayed throughout the Club. • Program areas provide members multiple opportunities for engagement, discovery and exploration. Facilitator’s Guide: Page 23 of 75 © Boys & Girls Clubs of America
  24. 24. Program Basics PG: Page 21 Safe, Positive Environment Worksheet 1. Draw on flip chart paper the best bowling alley they have ever been to. 2. What made it that way? 3. Draw the worst bowling alley they have been to. 4. What made it that way? 5. Be sure to name the bowling alleys. Be prepared to present your bowling alley to the group. Facilitator’s Guide: Page 24 of 75 © Boys & Girls Clubs of America
  25. 25. Program Basics Fun The next Key Element is fun. It is very important that PPT 31 members enjoy coming to the Club. Members vote with their PG: Page 22 feet; if the Club is not fun members won’t come. Fun Time: 15 minutes Exercise Let’s examine the important role that staff play in making the Club fun. One of the reasons a member decides to participate in a program is because of the staff person or people facilitating it. Facilitator’s Note: Say: In a small group, discuss the staff at your Clubs that are effective in making the Club fun. Have each small group introduce their staff person and highlight the key points. Key Points • Staff are enthusiastic about their jobs and the programs they run. PPT 33 PG: Page 22 • Staff do not sit behind the desk but actively engage in programs and activities. • Staff always have a funny story or joke to tell to prompt discussions or improve the atmosphere. • Staff understand what is fun or funny to six-year-olds, 10- year-olds, 13-year-olds and 18-year-olds. • Staff make safety fun. • Staff capitalize on a fun atmosphere by encouraging kids to push their limits. Members who are comfortable and having fun are more willing to try something new or difficult. Facilitator’s Guide: Page 25 of 75 © Boys & Girls Clubs of America
  26. 26. Program Basics Facilitator’s Guide: Page 26 of 75 © Boys & Girls Clubs of America
  27. 27. Program Basics PPT 32 PG: Page 23 FUN WORKSHEET 1. How do staff make the Club fun? 2. How do members respond? 3. What characteristics do these staff possess? 4. Describe an ideal staff person and in small groups discuss how this staff would make the Club fun. 5. List these attributes and characteristics on post-its and “dress” a person in your group by putting the post-its on him or her. 6. Be sure to give this ideal staff person a name. 7. Be prepared to introduce your staff person to the entire group. Facilitator’s Guide: Page 27 of 75 © Boys & Girls Clubs of America
  28. 28. Program Basics Supportive Relationships The next Key Element is supportive relationships. It is PPT 34 essential that every youth is connected to an adult and has PG: Page 24 friendships with peers. Staff should play a hands-on role in helping members to adjust to the Club and make new friends, and to develop meaningful relationships with peers and adults. Staff members actively cultivate such relationships to ensure that every member feels connected to one or more adults and peers. Staff members demonstrate warmth, caring, appreciation, acceptance and proper guidance in their interactions with members. Opportunities and Club youth acquire physical, social, technological, artistic and Expectations life skills. Clubs encourage members to develop moral PPT 35 character and behave ethically. Staff members establish and PG: Page 24 reinforce high expectations and help young people do well in school and pursue a post-secondary education. We will explore more about programs in Topic Five. Recognition Recognition includes validation of achievements and PPT 36 recognition of an individual. There are three types of PG: Page 24 recognition: 1. Acknowledgement – greeting a member by name. 2. Informal praise – impromptu recognition and verbal acknowledge of members doing something good 3. Formal recognition –This includes award celebrations and posted certificates. The strategies and practices that bring the Key Elements to life, work in tandem so that Boys & Girls Clubs can excel in making meaningful differences in the lives of Club members. Facilitator’s Guide: Page 28 of 75 © Boys & Girls Clubs of America
  29. 29. Program Basics Time: 10 Minutes Exercise Key Elements Facilitator’s Note Time: 10 minutes Exercise: Key Elements PPT 37 PG: 25 Say: Let’s spend some time brainstorming how you can bring the Key Elements to life in your Club. Each group will be assigned a Key Element. Your group’s task is to brainstorm every conceivable way to implement that Key Element in the Club. Hand out flip chart paper for groups to brainstorm. Assign each group one of the titles below. Note: if there are not enough groups you can double up a couple of the elements: • Executives of Environment • Forerunners of Fun • Superintendents of Supportive Relationships • Ambassadors of Opportunities and Expectations • Ringleaders of Recognition Summary Now that you understand Boys & Girls Club foundation and PPT 38 principles, we are going to examine the basics of Program PG: Page 25 and explore the Boys & Girls Clubs program methods and core areas, which are the basics of what we do. Facilitator’s Guide: Page 29 of 75 © Boys & Girls Clubs of America
  30. 30. Program Basics Topic Three: Program Delivery Methods Time: 30 minutes Introduction Our goal for this portion of the day is for everyone to learn about the basics of age-appropriate, engaging activities that PG: Page 26 meet members’ needs. Variety helps to ensure that programming remains fresh and exciting for all members. In addition, different program delivery methods help ensure program effectiveness. Not all young people are comfortable in large groups and not all programs can be effectively delivered to very small or large groups. Learning Outcomes By the end of this topic you will be able to: PPT 40 PG: Page 26 • Recognize the three approaches to program Delivery Order of Lessons The lessons in this topic include: PPT 41 PG: Page 26 Lessons • Lesson One: Individual, Small and Large Groups • Lesson Two: How to Lead an Activity Facilitator’s Guide: Page 30 of 75 © Boys & Girls Clubs of America
  31. 31. Program Basics Program Delivery Methods Lesson One: Individual, Small and Large Groups Time: 10 minutes Individual, Small and There are three approaches to program delivery: Large Groups • Individual PPT 42 • Small group PG: Page 27 • Large group Individual Individual programs are purposeful, one-to-one contacts made PPT 43 with a young person. Examples of individual programs are: PG: Page 27 • Situational or planned guidance sessions addressing personal problems, such as relationships with others, self- concept, school or family. • Medical or dental examinations and follow-up care at the Club or provided through the Club. • Lessons or skill instruction conducted one-on-one. Some members may need additional help before they can compete effectively in larger groups. Small Group Small groups are typically made up of eight to 15 members who meet regularly with an adult leader for a specific program or PPT 44 activity. The interaction between participants is as important as PG: Page 27 the interaction between the leader and participants. There are several types of small group programs: • Classes in which a group leader follows a curriculum or provides skill instruction (e.g., first aid instruction, guitar class, SMART Moves or Passport to Manhood). • Teams in which members learn and practice a skill or sport and participate in competitive events (e.g., baseball, basketball, billiards, soccer, table tennis, volleyball). Facilitator’s Guide: Page 31 of 75 © Boys & Girls Clubs of America
  32. 32. Program Basics • Group Clubs in which members meet to pursue a common PG: Page 28 interest and through the democratic process, select, plan and implement their own activities with the guidance of an adult advisor (e.g., Keystone Club, Torch Club, photography club, art club). • Cooperative learning projects in which a small group of three to eight members work together to achieve a goal or complete a project (Club garden, community service projects). Large Group Large group or drop-in activities provide informal and individual involvement to help members improve social or PPT 45 physical skills and confidence. These activities provide PG: Page 28 opportunities for maximum freedom and mobility. Examples of large group activities are: • Free play activities in the gym, pool, or games room • Dances and special events • Movies and presentations • Low-organized games, contests or stunts Low-organized games have simple rules, require little or no PPT 46 materials and can be played with any number of participants. PG: Page 28 Because of their simplicity and flexibility, they make excellent on-the-spot or last-minute activities to conduct with Club members in need of some fun. BGCA’s pocket-sized Back Pocket Program Hints is chock-full of excellent ideas for such activities. Transition It’s important to know how to lead an activity with youth in large groups. Let’s take a look at a tool you can use to lead activities effectively. Facilitator’s Guide: Page 32 of 75 © Boys & Girls Clubs of America
  33. 33. Program Basics Program Delivery Methods Lesson Two: How to Lead an Activity Time: 60 minutes PPT 47 Knowing how to lead an activity is an important skill all staff PG: Page 29 need to know. We are going to go over a technique that will assist you in giving clear instructions for activities with the groups you work with. Facilitator’s Note: Poll group: How many of you lead activities in your Clubs? What type of activities do you lead? Why is knowing how to lead an activity an important skill? DDADA DDADA is the technique to teach someone an activity. It has four steps: PPT 48 PG: Page 29 • Describe It • Demonstrate It • Ask for questions • Do it • Adapt It These steps are developed further as follows: Describe It Describe the Game or Activity PPT 49 When explaining the game or activity, note your position. Be PG: Page 29 a part of the circle if it’s a circle game ensuring that you have eye contract with everyone. Avoid being in the middle where your back is to half of the players. Have participants close enough to see and hear you. Make sure the group is in formation before you begin your explanation. If it’s a circle game, make sure the group is in a circle. This is essential because games are ‘visual’ and having participants in the proper formation will facilitate both Facilitator’s Guide: Page 33 of 75 © Boys & Girls Clubs of America
  34. 34. Program Basics your explanation and the demonstration. Use words/phrases like “the object of the game is, the challenge is,” or “this is a tag-type game.” Do this at the beginning to help participants understand where you are going with the rest of the description. Demonstrate It Demonstrate the Game or Activity PPT 49 Use players to assist in the demonstration. Keep an eye out PG: Page 30 for good “lightning rods” or models in the group, who will demonstrate with energy, playfulness, humor and safety so the members will get a good picture of the intended action and point. Demonstrate by doing a practice round and/or a slow-motion round when necessary, making sure everyone has the general idea before going full speed. Involve players in deciding about rules and procedural changes in general. This gives them a sense of power and influence, another way to build the self-esteem of youth. Ask Ask for Questions about the Game or Activity A good rule is to not take too many questions. Get on with the game or activity. Too many questions can also be an indication that you need to do another slow motion demonstration and/or discussion. Create feedback loops and use questioning strategies so you know everyone understands what’s expected: e.g., What is your team signal? How do you tag? Use the members’ names periodically to keep them honest and focused. Do it Do it! Enough said, play the game! Adapt it Adapt the Game or Activity If the game isn’t working or if you want to enhance the fun, here are some examples you might adapt: Facilitator’s Guide: Page 34 of 75 © Boys & Girls Clubs of America
  35. 35. Program Basics • shrink the boundaries or make them bigger • identify more kids to be “it” • add or subtract equipment (more balls or less balloons) • Instruct the chasers/those being chased, to move in a different way; hop vs. jump, or the equipment needs to be moved in a different way. Or, change the name and fantasy of the game to suit your players or a holiday theme, e.g., Giants, Elves, and Wizards, or Snowmen, Santas, and Reindeer instead of Rock, Paper, Scissors. Exercise Leading an Activity Facilitator’s Note Time: 10 minutes Exercise: Leading an Activity PPT 50 PG: 31 Ask a volunteer to teach the group how to play “Tic Tac Toe” as if the group had no idea how the game is played. After the volunteer offers the instruction point out all the techniques that were used. If adaptations have not been offered for Tic Tac Toe ask for them at this point. Ask the group: How did he/she do? In the next exercise, your group will select an activity to conduct and practice leading an activity. 1. From the Back Pocket Program Hints book, select an activity 2. Select one to two people from your groups that will conduct the activity for the table to their left 3. Make sure to use the skills you learned about how to explain an activity 4. From the Back Pocket Program Hints book, select an activity 5. Select one to two people from your groups that will conduct the activity for the table to their left 6. Make sure to use the skills you learned about how to explain an activity Facilitator’s Guide: Page 35 of 75 © Boys & Girls Clubs of America
  36. 36. Program Basics Facilitator’s Note: Hand out Back Pocket Program Hints. Briefly explain its purpose. Point out that this book contains high and low organized games for small and large groups. Transition The more you utilize this approach, the better you will be at giving instructions for games and activities. The clearer you PPT 51 are at explaining, the less confused youth will be at trying to PG: Page 31 understand what you are trying to say. So, keep practicing! Now that we have completed explaining individual, small and large groups and how to lead an activity with groups, next we are going to focus on another basic that you need to know in order to work with members of all ages --understanding children and adolescents. Topic Four: Understanding Children and Adolescents Time: 50 minutes PPT 52 The gender, diversity, socioeconomic, inclusion and PG: Page 32 developmental characteristics give Club staff a general idea about what to expect from youth of different ages. However, young people develop at different rates and in different ways. Consider these guidelines only as a general rule of thumb; use this information to implement age-appropriate programs and services that best meet the needs of the youth in your Boys & Girls Club. Learning Outcomes By the end of this topic, you will be able to: PPT 53 • Create recommendations for gender, diversity, PG: Page 32 socioeconomic and inclusion considerations • Explain developmental characteristics of youth Order of Lessons The lessons in this topic include: PPT 54 PG: Page 32 Lessons • Lesson One: Overview of Gender, Diversity, Socioeconomic and Inclusion Considerations • Lesson Two: Developmental Characteristics Facilitator’s Guide: Page 36 of 75 © Boys & Girls Clubs of America
  37. 37. Program Basics Understanding Children and Adolescents Lesson One: Overview of Gender, Diversity, Socioeconomic and Inclusion Considerations Time: 20 minutes Gender Considerations The Club’s mission is to help boys and girls of all backgrounds develop the qualities needed to realize their full potential as PPT 55 productive, responsible and caring citizens. Society has PG: Page 33 changed dramatically over the last few decades, and so have the roles of women and men. In the world today, men and women must work cooperatively in the work place, the home and in the community. To prepare young people to be successful adults, it is essential to create an environment that promotes equality and mutual respect among girls and boys. Equal access and full service for girls and boys are needed to create this environment. Youth development professionals must treat all girls and boys with equal amounts of attention, equally high expectations, and the same respect and dignity. Cultural, Diversity and Race, culture and socioeconomic status have an undeniable Socioeconomic and profound impact on young people. If care is not taken to Considerations help young people take pride in their own heritage and find the strengths and positive aspects of the environment in which PPT 56 they live, their perceptions of life, other people and themselves PG: Page 33 may be permanently tinged with negativity and intolerance. A critical goal of Boys & Girls Club programming must be to help young people recognize the potential in themselves and others and value the diversity of our nation’s people. For this reason, effective program planning must take into account the diverse backgrounds of Club members. A Note About Inclusion Children with disabilities and other special needs can be found in every community in America. They are children of all ages, PPT 57 colors, socio-economic backgrounds and come from all kinds PG: Page 33 of families. Children with disabilities, like their typically- developing peers, have all kinds of interests. They have abilities, along with their disabilities. Many are already Club members, and many more would benefit from the sense of belonging that is the Boys & Girls Club experience. Facilitator’s Guide: Page 37 of 75 © Boys & Girls Clubs of America
  38. 38. Program Basics Time: 15 minutes Exercise Recommendations for This exercise will help you think about what you need to keep Gender, Diversity, in mind when working with and programming for each of these Socioeconomic and groups. Inclusion Considerations Facilitator’s Note Time: 15 minutes Exercise: Recommendations For Gender, Diversity, Socioeconomic and Inclusion PPT 58 PG: Page 34 Refer participants to the Program Basics Book. Assign each group one of the following: • Gender • Diversity • Socioeconomic • Inclusion Considerations Instruct groups to look in their Program Basics Book to research considerations for their assigned topic. Have them report back the key considerations they found. Transition Next, we will focus on the Developmental Characteristics of Youth. Facilitator’s Guide: Page 38 of 75 © Boys & Girls Clubs of America
  39. 39. Program Basics Understanding Children and Adolescents Lesson Two: Developmental Characteristics of Youth Time: 30 minutes Developmental Another important aspect in planning an activity or program is Characteristics of Youth ensuring that the program takes the developmental needs and characteristics of children and youth into consideration. PPT 60 PG: Page 35 Facilitator’s Note: Poll group: Why is it important to consider members ages? Post responses. Responses will vary. PPT 61 & 62 Clubs group members together in different ways. Different PG: Page 35 age groups have different levels of skills and abilities and different areas of comfort or discomfort with certain activities. A thorough understanding of developmental characteristics will enable you to successfully select age-appropriate activities. Consideration must be given to each area of development: physical, cognitive, emotional and social. Next we’ll explore the needs and characteristics of children and youth. Facilitator’s Note: Using these age groups and developmental areas, explain each developmental area to ensure everyone has a clear idea. Also give an example for each area. • 6 to 9 • 10-12 • 13-15 • 16-18 Time: 25 Minutes Exercise Exploring the This exercise identifies the physical, cognitive, emotional, Development of Children and social developmental needs and characteristics of and Youth children and youth and relates those needs and PG: Page 35 characteristics to program planning. PPT 63 Facilitator’s Guide: Page 39 of 75 © Boys & Girls Clubs of America
  40. 40. Program Basics Facilitator’s Note Time: 25 minutes Exercise: Exploring the Development of Children & Youth PPT 63 PG: 35 Organize participants into four groups. Assign each group an age group (6-9, 10-12, 13-15, and 16-18) that they will explore during this activity. If you are working with a large group, you can repeat age groups and assign. Ask for a volunteer to lead each group. Assign each table a Core Program. Assign more than one table to the same core program, if necessary. Instruct them to brainstorm and write as many programs that support their assigned area as they can think of on flipcharts. Encourage them to think out of the box considering existing as well as new creative programs. Ask for a volunteer from each table to present their list without explaining the programs. After each presentation, ask the group if they have questions regarding programs on the list. PPT 64 With your group, identify important developmental needs (for PG: Page 35 each of the four developmental areas – physical, cognitive, emotional and social) and characteristics that should be considered when planning a program for your assigned age group. Record your group’s responses on flip chart paper. In turn, each group will present. Facilitator’s Note: Hand Out Characteristics of Youth Chart Refer to the Characteristics of Youth Chart to compare your group’s responses. Check for consistency. Ask: What recommendations would you make for planning a program using the characteristics and needs you have identified? Solicit recommendations from participants and discuss. Ask groups to reconvene for a few moments to develop one recommendation for each developmental area per age group. Poll groups, what recommendations did they discuss Relate these considerations to planning a program. Emphasize that well-planned programs take gender and background of members into consideration as well as developmental characteristics. Facilitator’s Guide: Page 40 of 75 © Boys & Girls Clubs of America
  41. 41. Program Basics Summary Young people grow and develop at their own rate. PPT 65 Understanding the developmental characteristics of an age PG: Page 36 group is extremely helpful when designing programs. For example, activities that require a longer attention span are not usually suitable for younger children. It is important to remain alert and responsive to individual differences among young people. Facilitator’s Guide: Page 41 of 75 © Boys & Girls Clubs of America
  42. 42. Program Basics PG: Page 37 Exploring the Development of Children and Youth Worksheet 1. With your group, identify important developmental needs and characteristics of your assigned age group that should be considered when planning a program for members. 2. This should be done for all four developmental areas: a. Physical b. Cognitive c. Emotional d. Social 3. Record your group’s responses on flip chart paper. 4. In turn, each group will present their identified needs and characteristics of their assigned age group. Facilitator’s Guide: Page 42 of 75 © Boys & Girls Clubs of America
  43. 43. Program Basics Topic Five: Core Program Areas Time: 40 minutes Time: 40 minutes Introduction The five Core Program Areas provide an overall framework for programming in a Boys & Girls Club. Every Club should PPT 66 provide diverse activities that meet the interests of all youth. PG: Page 38 Core programs engage young people in activities with adults, peers and family members that enable them to develop self- esteem and reach their full potential. Learning Outcomes By the end of this topic, you will be able to: PPT 67 • Define the five core program areas and develop a list of PG: Page 38 possible programs that could be implemented in your Club. Order of Lessons The lessons in this topic include: PPT 68 Lessons PG: Page 38 • Lesson One: The Five Core Program Areas • Lesson Two: Fixed or Choice? Facilitator’s Guide: Page 43 of 75 © Boys & Girls Clubs of America
  44. 44. Program Basics Core Program Areas Lesson One: The Five Core Program Areas Time: 30 minutes What is a Program? An Overall Club program encompasses the entire range of activities and services available. PPT 69 - 72 PG: Page 39 A Core Program Area is a grouping of activities and services along common disciplines deemed important to the growth and development of children. There are five Core Program Areas: • Character and Leadership Development • Education and Career Development • Health and Life Skills • The Arts • Sports, Fitness and Recreation PPT 73 A specific program has specific goals and objectives and PG: Page 39 aligns under a Core Program Area; e.g. a basketball program falls under Sports, Fitness and Recreation and the Keystone Club program is aligned under Character and Leadership Development. They are conducted for specific periods of time and involve selected methodologies, strategies or exercises, followed by an evaluation. A fine arts program may consist of painting, drawing, sculpture and visits to a museum. Individual components of a program are activities. PPT 74 Whatever the context, all programs have common PG: Page 39 characteristics. A Program: • is planned. • is designed to achieve stated goals and objectives. • is conducted for a specific audience. • is conducted over a specific period of time. • uses specific delivery methods and measures. • evaluates achievement of goals and objectives. Facilitator’s Guide: Page 44 of 75 © Boys & Girls Clubs of America
  45. 45. Program Basics Time: 20 Minutes Exercise Core Program The purpose of this exercise is to help you develop a list of programs that fall under each Core Program Area. Facilitator’s Note Time: 20 minutes Exercise: Core Program PPT 75 PG: 40 Ask for a volunteer to lead each group. Assign each table a Core Program. Assign more than one table to the same core program, if necessary. Instruct them to brainstorm and write as many programs that support their assigned area as they can think of on flipcharts. Encourage them to think out of the box considering existing as well as new creative programs. Ask for a volunteer from each table to present their list without explaining the programs. After each presentation, ask the group if they have questions regarding programs on the list. Hand Out Go over the list of National Programs and ask participants if National Program Fact they have any questions Sheet PPT 76 Facilitator’s Note Emphasize the importance of program diversity. Young people have different interests; some like sports, some don’t; some like cultural art, some don’t. Summary The Five Core Program Areas provide an overall framework for programming in a Boys & Girls Club. Every Club should PPT 77 provide a diverse program that will attract and retain boys and PG: Page40 girls with a wide variety of interests and needs. Facilitator’s Guide: Page 45 of 75 © Boys & Girls Clubs of America
  46. 46. Program Basics PG: Page 41 Core Program Worksheet 1. Select a volunteer to lead the group at your table. 2. Brainstorm as many programs as they can think of in their assigned area. Think about existing programs as well as new creative programs. Think “out of the box.” • • • • • • • • • • • • • • • • • • • • • • 3. Post the programs on flip Chart Paper. 4. Be prepared to present your list. Facilitator’s Guide: Page 46 of 75 © Boys & Girls Clubs of America
  47. 47. Program Basics Core Program Areas Lesson Two: Fixed or Choice? Time: 10 minutes Choice or Fixed? Let’s take a closer look at the philosophy underlying Core Program Areas. PPT 78 & 79 PG: Page 42 Facilitator’s Note: Ask: Should Club members be allowed complete freedom of choice in selecting Core Programs in which they participate or should they occasionally be “fixed” into areas to get exposure? This activity provides a creative means for answering the “free Exercise choice vs. fixed” question regarding Club members’ Human Continuum participation in Core Programs. Facilitator’s Note Time: 15 minutes Exercise: Human Continuum PPT 80 PG: 42 Facilitator’s Note: For this activity, designate a wall in the room with one end representing “free choice’ and the other representing “fixed” indicating that it is a continuum. Instruct participants to place themselves against the wall at either end or anywhere in between that corresponds with their belief. Ask participants to explain why they choose their position on the wall. Allow for lots of discussion. Participants will have different views and beliefs. Emphasize the value of freedom but also “encouragement” into other areas. Discuss that younger members, and new members, may need to be brought into new areas to be exposed to a variety of programs. Effective Club operations provide the types of opportunities that help young people cultivate their interests, grow their talents and meet the developmental tasks needed to grow. Facilitator’s Guide: Page 47 of 75 © Boys & Girls Clubs of America
  48. 48. Program Basics Facilitator’s Note Time: 20 minutes Exercise: Core Program PPT 75 PG: 41 Ask for a volunteer to lead each group. Assign each table a Core Program. Assign more than one table to the same core program, if necessary. Instruct them to brainstorm and write as many programs that support their assigned area as they can think of on flipcharts. Encourage them to think out of the box considering existing as well as new creative programs. Ask for a volunteer from each table to present their list without explaining the programs. After each presentation, ask the group if they have questions regarding programs on the list. Summary Besides making this organization unique from other PPT 81 youth organizations, the Boys & Girls Clubs of America’s PG: Page 42 methods of program delivery, Mission, Core Characteristics, Key Elements of Impact, and Core Programs all focus on the development of youth. As a Club Youth Development Professional, you are expected to plan programs and activities consistent with these principles. Next, we will learn how to put these principles into a Program Plan and spend some time practicing how to promote your program. Facilitator’s Guide: Page 48 of 75 © Boys & Girls Clubs of America
  49. 49. Program Basics Topic Six: Planning and Promoting a Program Time: 60 minutes Introduction Boys and Girls Clubs of America’s philosophy and the characteristics of children and youth help you define the PPT 83 standards and expectations for your programs. PG: Page 43 Planning and promoting a Club Program is an integral responsibility for staff who work directly with youth. A lack of planning quality programs could damage the Club’s average daily attendance and programs may not have an impact of the lives of youth. Learning Outcomes By the end of this topic you will be able to: PPT 84 • Apply common characteristics of planning a specific PG: Page 43 program. • Practice Promoting a Club Program • Create an overall Club Program utilizing Program Considerations Order of Lessons The lessons in this topic include: PPT 85 Lessons PG: Page 43 • Lesson One: How to Plan a Specific Program • Lesson Two: How to Promote your Program • Lesson Three: Planning an Overall Club Program PG: Page 44 Now let’s take what we have discussed so far and utilize PPT 86 it to plan a specific program. Facilitator’s Note: Ask: What is the difference between an activity and a program? Solicit responses. A program is made up of activities. Programs have specific goals and outcomes and are conducted for an allotted period of time. A specific program is part of a core program area or areas. Whatever the context, all programs: • are planned • are designed for a specific audience • are conducted over a specific period of time • utilize specific delivery methods • measure and evaluate achievements of goals and outcomes Facilitator’s Guide: Page 49 of 75 © Boys & Girls Clubs of America
  50. 50. Program Basics Facilitator’s Guide: Page 50 of 75 © Boys & Girls Clubs of America
  51. 51. Program Basics Time: 15 minutes Exercise Specific Program This exercise will give you the opportunity to practice planning PG: Page 44 a specific program. • Individually, think of a NEW program you would like to implement in your Club. The program cannot be a National Program or a program you have already implemented. Be creative! • Complete the Program Planning form. • Once you have completed, share your programs with others in your small groups. Program Planning Form PPT 87 PG: Page 45 Facilitator’s Notes: Ask: How many of you are responsible for planning specific programs? What types of programs are you responsible for planning? Solicit response from group Refer participants to the sample program planning sheet in the participants’ guide. Program Planning Form Sample PPT 88 & 89 PG: Page 47,48 Facilitator’s Guide: Page 51 of 75 © Boys & Girls Clubs of America
  52. 52. Program Basics PPT 87 PG: Page 45 Program Planning Worksheet Program Name: ____________ _______________________________ Core Program Area(s): ________ ________ _____________________ __ How often will the program meet? _____________________ ______________ __ What is the target age group for this program? ___________ _________________ Program Description: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Program Outcomes: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ How will you provide a safe positive environment for the participants? (Include information about structure, physical safety, and emotional safety). ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Describe how this program will be fun for the participants. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ How will this program help in developing supportive and positive relationships with staff and other members? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Facilitator’s Guide: Page 52 of 75 © Boys & Girls Clubs of America
  53. 53. Program Basics What are the program’s opportunities and expectations for youth? (Include opportunities for character and skill development opportunities. How will you depict high expectations for all participants?) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ How will you provide formal and informal recognition for program participants? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Facilitator’s Guide: Page 53 of 75 © Boys & Girls Clubs of America
  54. 54. Program Basics PG: Page 47 Program Planning Sheet Program Name: Cooking Club Core Program Area(s): Health & Life Skills How often will the program meet? Each Friday from 5-6:30 p.m. for two Months What is the target age group for this program? Boys & Girls Ages 9-12 Program Description: Members will act as a team to prepare a healthy meal. Topics of discussion will include selecting healthy ingredients, measurements, food from various cultures, the importance of fruits and vegetables, table manners and communication skills. Members will sit down each week as a group and enjoy the meal that they have prepared. Program Outcomes: By the end of this program members will, • identify what foods should be included in a healthy diet and; • demonstrate food preparation basics to increase self-sufficiency How will you provide a safe positive environment for the participants? (Include information about structure, physical safety and emotional safety). The first cooking club session will focus on the basics of kitchen safety and kitchen safety will continue to be a topic of discussion at each session. Group numbers will be limited in order to increase safety and encourage bonding of cooking club members. Expectations will be set at the first meeting and will be posted during each session. When expectations are not met appropriate consequences will be taken. Describe how this program will be fun for the participants. Members have fun trying new foods. Silly awards are given each session, for example, the “Messy Marvin” award. The cooking club will have a community feeling. Members will chat while preparing the food and eating. How will this program help in developing supportive and positive relationships with staff and other members? Members will have time to get to know one another in a fun environment while preparing food. Group dinners will allow time to connect over conversations. Conversation starters will begin each meal. Members will bond with staff in this small group setting. What are the program’s opportunities and expectations for youth? Members will have the opportunity to develop cooking skills and try new foods. Staff will celebrate success at each session. Members will experience belonging by being part of cooking club and each member will receive an official cooking club apron. Members will increase their understanding of other cultures. Facilitator’s Guide: Page 54 of 75 © Boys & Girls Clubs of America
  55. 55. Program Basics How will you provide formal and informal recognition for program participants? Members will constantly be recognized for their good work during meal preparation. Members’ success will be celebrated at each dinner. Pictures of Cooking Club participants will be displayed on a bulletin board in the Games Room. For the last session, members will create a snack for the entire Club and will be celebrated as the Club Chefs. Facilitator’s Guide: Page 55 of 75 © Boys & Girls Clubs of America
  56. 56. Program Basics Facilitator’s Note: Ask: How did it go? Did you find this useful? What types of creative programs were discussed in your groups? Solicit responses from participants. Ask if anyone would like to share their program (take two or three examples). Summary It is your job as professionals to: • attract young people to Boys & Girls Clubs and to specific PPT 90 programs by presenting them in a way that motivates PG: Page 49 young people to participate • develop programs that provide valuable learning and impart important skills • attract young people and if young people do not find them enjoyable, they will be of little value After you have developed the program, the next thing you need to do is promote it! Facilitator’s Guide: Page 56 of 75 © Boys & Girls Clubs of America
  57. 57. Program Basics Planning and Promoting a Program Lesson Two: Promotion Time: 30 minutes As Youth Development Professionals your obligation is to PPT 91 & 92 develop and offer programs that help young people grow up PG: Page 50 “to realize their full potential as productive, responsible and caring citizens.” (Mission) Facilitator’s Note: Show Overhead: Program is… • Fun and engaging • Stimulating • Exciting to all members • Motivating • Impart important skills • Provide valuable learning Say: Your biggest challenge as Youth Development Professionals is planning quality programs and getting youth to participate. Ask: What are ways you get Club members to participate? Solicit one or two responses from participants. Say: Promoting or marketing your program is ongoing and a responsibility everyone shares. Program Promotion There are a variety of ways to promote programs. Among them are flyers, newsletters, bulletin boards, posters, word of PPT 93 mouth, articles in local newspapers, contests and PG: Page 50 complementary events and numerous announcements. It is a good idea to come up with a plan to promote and market your program. Facilitator’s Note: Ask: What are some other ideas you have to promote your programs in your Clubs? What have been successful methods that have been used in your Club? Solicit one or two responses from participants. Facilitator’s Guide: Page 57 of 75 © Boys & Girls Clubs of America

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