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Outdoor Education Working With Teens

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    • 1. The 7 Habits of Highly Effective Teenagers Teaching Strategies and Tools to Help Prepare Our Outdoor Education Students in this Uncertain World.
    • 2. Why The 7 Habits In Today’s Uncertain World?
    • 3. Reflections Of My School Years
    • 4. Resilience In Today’s Youth
      • There is an ever increasing body of evidence from many disciplines that suggests that today’s young people are less resilient. (Noble, 2007)
      • As a result many of our youth are struggling:
        • Episodes of depression, suicide, self-harm, violence and problematic substance abuse are increasing.
    • 5. The Outcome Of Less Resilience
      • 9% of primary school students have had a depressive episode by the end of primary school.
      • 15-20% of high school students have had depression while at school. (Relivich & Seligman 2003).
      • 250,000 depression prescriptions were written for school age students in 2003. When included with adult rates, this costs our economy 3.3 billion dollars annually
      • (Beyond Blue, 2005).
      • Alarmingly mental illnesses are becoming more prevalent in your people at younger ages. (Pryer, Carpenter, Townsend, 2005)
      • Accompanying this our suicide rates are some of the highest in the world.
    • 6. Depression and Teen Suicide.
      • For young people under 24 years, suicide is the leading cause of death by injury, ahead of car accidents and homicides.
      • In the past 30 years, the suicide rate for males aged between 15 and 24 years has tripled.
      • Over the last 10 years, youth suicide has increased by 35%.
      • As a community and a society, we must all act to save our children from a health problem that is very preventable.
      Stephanie Gestier and Jodie Gater, both 16, entered into a suicide pact in 2007 in Melbourne. (health.ninemsn.com.au, 2007)
    • 7. What Has Happened To The Resilience Of Our Young People?
      • Lack of connectedness to positive institutions.
      • An Increase in blame culture.
      • Back Firing Of Self-esteem.
      • Not taking time to enjoy each day.
      (Noble, 2003) Research has identified 4 key reasons for this loss of youth resilience. What role does Outdoor Education play in finding a solution?
    • 8. What The Latest Research Is Saying!
      • After 17 years of teaching boys I have been witness to this shift in boys resilience, and have been searching for ways to help strengthen their ability to be prepared for the challenges that they have to face in the future.
      • I would like to highlight several pieces of literature that have helped shape my current thinking on outdoor programming.
    • 9. Environments and skills to help students cope and be more resilient. McGrath & Noble (2003). Bounce Back: A classroom resiliency program. Community Connectedness Religious Involvement A Caring adult outside the family Healthy Self Esteem: Sense of Personal competence. Family Connectedness Emotional Literacy Skills Positive Family-School Links Social Skills Teacher Connectedness Resourcefulness & adapting skills Peer Connectedness Positive thinking skills & attitudes School Connectedness Personal & Emotional Skills & Attitudes that promote Well-Being & Resilience Environments That Promote Well-Being & Resilience
    • 10.  
    • 11.
      • Recent developments in the field of psychology, however, have begun to suggest the adoption of a new paradigm referred to as positive psychology. Positive psychology has as its goal the fostering of excellence through the understanding and enhancement of factors leading to growth. Some of these factors include positive emotions, positive individual traits, and pro-social attitudes. Rather than focus on deficits, positive psychology examines these positive traits and attributes, with an eye toward strengthening them or facilitating their development in clients. These traits are critically important, as they can lead to the development of stable personality and physical states like resiliency, optimism, and even better, physical health over time. Instead of focusing on decreasing negative symptoms in therapy, a positive psychology approach would focus more on enhancing client strengths.
      Positive Psychology Outdoor Education   Outdoor Education Outdoor Education  Outdoor Education 
    • 12. Positive Psychology A Potential Model To Incorporate Into Outdoor Education www.authentichappiness.sas.upenn.edu Dr Martin Seligman “ Raising children I realized, is vastly more than fixing what is wrong with them. It is about identifying and nurturing their strongest qualities, what they own and are best at, and helping them find niches in which they can best live out these strengths”. (Seligman , 2000)
    • 13. Promoting Buffers Against Mental Illness
      • We have discovered that there is a set of human strengths that are the most likely buffers against mental illness: courage, optimism, interpersonal skill, work ethic, hope, honesty and perseverance.
      • Much of the task of prevention will be to create a science of human strength whose mission will be to foster these virtues in young people.
      • (Seligman, 1998).
    • 14.  
    • 15. suggest that school and community outdoor education programs can work towards the enhancement of the health and wellbeing of individuals, families, communities; thereby working to prevent the onset or establishment of ill health or ineffective life practices. HEALTH PROMOTION IN OUTDOOR EDUCATION
    • 16. Outdoor Education & Sport Psychology NSW Netball Team Undergoing Outdoor Training In Preparation For Their National Championships
    • 17. Positive Prevention Strategies Requires A New Direction In Programming & Facilitation Matching program type with change requirements. (Priest, 1996, p.23) Therapeutic New ways to cope & decrease dysfunction Misbehaviour Developmental New ways to act & increase function Behaviour Educational New knowledge, attitude, awareness Thinking Recreational New skills, energy, enjoyment, fun Feelings PROGRAM TYPE ANTICIPATED OUTCOMES TO CHANGE Outdoor Education
    • 18. Profoundly Life Changing Read!
    • 19.  
    • 20. The 7 Habits Overview
    • 21. Habit 1 Be Proactive Overview
      • A proactive person:
        • Can choose their attitude to life
        • Is responsible for their own happiness.
        • Controls the things in their life that they can control, and forgets about the uncontrollable.
        • Overcomes setbacks through proactive thinking & action.
        • Strives to be a change agent through proactive actions.
        • Makes life happen to them rather than being a passenger.
        • Makes smarter decisions. Pushes pause before acting!
      Is all about taking control of your life! It means that you choose to act deliberately and take responsibility for your actions and your life’s direction.
    • 22. Self-Awareness: Am I a Positive or Negative Thinker?
      • Monitoring self-talk on a tough expedition. Every hour or during stops, or at places dictated by the terrain that could provide “a teachable moment” have students complete a self-check for a few minutes evaluating the following:
        • Self-talk
        • Talk with others
        • Body language
        • Enthusiasm levels at different spots during the trip.
      • At a scheduled stop have students document their thoughts in a rite-in-the-rain journal.
      • Evaluate this around the fire at night. This leads to a tutorial on positive – negative self-talk.
      What do I see when I look inside myself? Do I like what I see? All Change has to begin from within!
    • 23. Positive or Negative Tracker
      • What Kind Of Tracker are you?
      • This activity links to the monitoring of self-talk during an expedition.
      • Around the fire students complete the tracker questionnaire and calculate the kind of “Tracker” they are.
      • Facilitation can involve partner sharing of results. Then a discussion on how we can be more positive in our daily lives.
      Tracker Video
    • 24. Make Your Own Weather! We have the ability to see sunshine even when we are surrounded by storms! Its all about attitude!
    • 25. Habit 2: Begin With The End In Mind Overview
      • Deals with developing a clear picture of who you want to be and what you want to accomplish in your life.
      • What are your values?
      • What is your mission?
      • What are your goals?
        • How to set them
        • Systems to support your goals
      • Identifying your talents and developing them through out your life.
      • Making your life extraordinary!
      Where do we want to go in life? We better draw a map to get there”.
    • 26. Mission Builder Site
    • 27. Paint Your Own Masterpiece
    • 28.  
    • 29. Mission Statements: Single Sentence Mission Example
    • 30. Setting Goals
      • Count The Cost
      • Put It To Pen
      • Just Do It
      • Use Momentous Moments
      • Rope Up
      Steps That I Need To Take To Help Me Live My Life’s Mission
    • 31. Step 5: Roping Up
      • Climbers rely on each other for safety, motivation & support. The rope bonds them and keeps them together in their common quest!
      • They are also there to support you if & when you fall!
      • When you set goals, “rope up” with someone else with a similar vision or motivation for life.
      • In real life if you rope up with someone or a group; your energies and enthusiasm will drive each other to success.
      • You will also have people to support you through the hard times along your journey to success, which are naturally part of life!
    • 32. Habit 3: Put First Things First Overview
      • Identifying the important things in your life. The BIG ROCKS.
      • Prioritising your life and managing your time.
      • Recognising your time /organisational style.
      • Don’t let fear control your life and make your decisions.
      • Comfort zones – Courage Zones.
      • Overcoming the hard moments in life.
      • Standing up to negative peer pressure.
    • 33. Teaching Teens To Prioritise Their Time
      • Many of you will know that teens are classic procrastinators, time wasters, and poor planners.
      • Often they have never been shown how to organise themselves effectively!
    • 34. Teaching Teens To Prioritise Their Time: A Campsite Example! Pack My Pack Empty Out The Tent Dress in my hike gear Leave On Time & Learn Life Planning Skills at the same time!
    • 35. Courage Zone
      • As well as prioritising the Big Rocks in our lives, Habit 3 also teaches us about putting us first ahead of our fears!
      • Putting first things first will often cause you to stretch outside your comfort zone.
    • 36. The Fear Factor: Are your fears controlling your destiny?
      • It could be argued that fear is one of the worst emotions that people can possess because of its ability to hold us back in life.
      • Fear can paralyse us, limiting our achievements and reducing enjoyment in our lives.
      • Outdoor Education has the ability to help students recognise that fear is normal and part of life.
      • We can then give participants opportunities to face these fears, learning skills to push on into their courage zone!
      • Many of the mental health issues we looked at earlier are a result of teens not knowing how to persist and persevere when times get tough and uncomfortable.
      Click me to hear about the courage zone!
    • 37. Habit 4: Think Win-Win
      • Thinking a Win-Win philosophy for life is the foundation for getting along well with others.
      • It not only means you both get something out of what you’re doing, it means you try to plan ways for both of you to win.
      • Win-Win is not an accident it is a deliberate way of thinking!
    • 38. Thumb Wrestling!
      • Working with the person next to you, you have 1 minute to thumb wrestle with them. In that 1 minutes you have to see how many times you can pin the other person’s thumb down for the count of 3.
      • How many of you were engaged in a competitive mindset when you started the activity?
      • Did anyone simply communicate with each other and work together to get as many touches as possible?
      • We all too often go into an activity with this win lose mindset. When Win Win can help achieve much more.
    • 39. Relationship Bank Account RBA Deposits RBA Withdrawals Keep promises. Break promises. Do small acts Keep to yourself. of kindness. Be loyal. Gossip and break confidences. Listen. Don’t listen. Say you’re sorry. Be arrogant. Set clear expectations. Set false expectations.
    • 40. Small Acts Of Kindness RBA Deposits RBA Withdrawals Do small acts Keep to yourself. of kindness. Leaders should always be on the lookout to facilitate small acts of kindness! It fosters win-win positive feelings within the group and individuals.
    • 41. Habit 5: Seek First to Understand, then to be understood.
      • Habit 5 is about being good communicators.
      • It teaches about listening first, then talking second.
      • It is about seeing things from another's point of view before sharing your own.
      • For young men giving them opportunities to talk about their lives, fears, challenges is a real positive!
      • Feeling secure socially is a buffer to depression and an area that we in outdoor education can foster!
    • 42. Group Campout
      • Students are grouped into camp groups of 4 students.
      • Groups are made to separate friends and cliques.
      • They spend the weekend camping together on campus with roving staff supervision.
    • 43. Walk a Mile In Someone Else’s Shoes
      • After getting organised at camp have students head off in pairs for half an hour of Duo Time.
      • Make groups up with people they do not know too well!
      • Their task is to conduct an interview as if they were a reporter for the local newspaper.
      • The article they are writing will be read around the fire that night!
      • [Partner sharing around the fire that evening].
      Newspaper interview
    • 44. Walk A Mile In Their Shoes
    • 45. A Night Under The Stars Allow students to sleep under the stars. Allocate a theme for them to discuss as they are going off to sleep! Opportunities for boys to talk to each other, is a resilience builder!
    • 46. Habit 6: Synergise Overview
      • Habit 6 is about valuing and celebrating differences. It’s about knowing that two or more people can work together to create better solutions than any one of them could alone.
    • 47. Entrance to B 31 Argyle Cave
    • 48. The Squeeze
    • 49. Getting to Synergy Action Plan Define the Problem or Opportunity Their Way ( Seek first to understand the ideas of others.) Brainstorm (Create new opinions and ideas.) My Way ( Seek to be understood by sharing your ideas.) High Way (Find the best solution.)
    • 50. Synergy In The Cave Lights Out & Work To Get Out Of The Cave Synergising With My Peers: Focussing on things within our control.
    • 51.
      • I am sure all of us at one time or another have the feeling that our life is out of control. We feel:
        • Out of balance
        • Stressed out
        • Empty on the inside
      • Habit 7 is designed to reacquaint us with the concept of renewing our lives.
      • Why is called “Sharpen The Saw”?
      Habit 7: Sharpen The Saw: Renewing Ourselves. It is “Me” Time
    • 52. Four Dimensions of Sharpening The Saw Heart Body Brain Soul
    • 53. Why is Balance so Important?
      • To perform at your peak you need to strive for a balance in all four dimensions.
      • Balance is important because what we do in one dimension will affect the other dimensions.
      • When we look at the statistics from the beginning of this session many of our teens lives are out of balance.
      • The outdoors can be a real healing place, restoring balance and perspective to our clients.
      • This however can be enhanced through planning and facilitation of activities that target “Balance” specifically.
    • 54. Developing The Physical
    • 55. Taking Time To Stop Inspirational Places For Inspirational Reflection
    • 56. Taking Time Out To Renew Ourselves When Hiking: Mini Solo
    • 57. What Possibilities Do The 7 Habits Open Up For The Outdoor Education Industry?
      • Improved synergy with clients/schools.
        • Become a 7 habits course provider / or develop your own positive psychology, resilience curriculum and offer this course to your clients. [See resources references]
        • Introduce the 7 Habits to your client group. Then the full course is taken up by teaching staff back at the school once students return. Great follow up!
    • 58. Health Promotion Marketing
      • How do we stand out in the crowd?
      • Value added programming.
      • Marketing our industry as a health and wellbeing ally of individuals, families, communities could open up a whole new world of clientele.
      • Another possibility: Creating partnerships with school counselors to develop programs and activities that promote resilience and positive psychology using the outdoors as the deliver mode.
    • 59. What Do We Have To Do As An Industry To Move More Into The Developmental Mode Of Program Delivery?
      • We need to further develop positive solution focused Outdoor Education programs.
      • This requires our programming to be more prescriptive.
        • Teens need guidance and mentoring in building resilience. This learning cannot be left to chance.
          • Often the mountains do not speak for themselves.
      • It takes much more effort in programming and the training of staff to facilitate developmental programs; however the potential benefits are worth it!
      Outdoor Education can have a major role in health promotion & the prevention of ill health.
    • 60. Putting Names To Resilience Solutions
    • 61. The End
    • 62. 7 Habits In Action: Activities That We Use To Promote / Teach The 7 Habits
    • 63. Be Proactive Activities
    • 64. Press Pause : Between stimulus and response we have a split second where we can pause and learn to be proactive with our decisions!
      • Think Before Speaking or Acting:
        • Monitor your dialogue with others. Is it how you would want to be treated.
        • Am I about to do something that I will regret, or is negative?
      • Press pause in dangerous situations when a hazard is reached and you feel uneasy about a situation [Orange or Red Light Traffic Light Situation]
      • Transfer: Press pause back in life after your expedition, when real life threatening decisions have to be made. [Here take this pill it will make you feel great].
      Press Pause
    • 65. 3 Blessings! 3 Things I Am Thankful For Today!
      • Around the fire at the conclusion of each day, participants are given time to reflect on their day, focusing on the good things that happened to them! Things they are thankful for.
      • EG: 3 things I am proud of … 3 things I did well today….
      • This activity, on it’s own, has been show by Martin Seligman to significantly reduce depression in clinically depressed individuals if done on a daily basis.
    • 66.  
    • 67.  
    • 68. Planning For Adversity: Mental Skills To Help Us Cope With The Hard Times In Our Lives!
      • Expedition Attitude and goal setting.
      • Making mental plans for tough and hard things that might occur on a trip. Use this then to prepare for the tough times in life!
      • Negative Thought Stopping.
      • Goal Setting an attitude
      • Staying centered and focused!
    • 69. Resilience & Positive Attitude Test!
      • Prior to the trip we have had a group discussion on setting goals for adversity we may encounter on the trip.
      • Conduct an activity that is likely to take students way out of their comfort zone.
        • EG: Don’t make it to camp, and tents or packs didn’t show up.
        • We need to pull together to get through.
        • Attitudes and talk have to remain positive as per the pre-trip adversity goal setting session.
    • 70. Begin With The End In Mind Activities
    • 71. How Can A Mission Help Your Life Be Extraordinary?
      • Since your destiny is yet to be determined, why not make it extraordinary and leave a lasting legacy.
      • A great way to think about life is to fast track ahead 70+ years and imagine what people would say about you at the end of your life.
      • What would they say?
      • Now during your mini solo let’s write down what they would say about you! Write your own obituary!
      Dead Poets 1:45 Peter Weir a Scots Old Boy
    • 72. Mission Builder Site
    • 73. Climbing Wall Traverse: A Metaphor For Attitude & Persistence In Life
      • Goal Setting: Use Bouldering or an activity like the Wild Woosey to introduce goal setting and the concept of persistence to reach your goals.
      • Attempt a traverse across the wall.
      • Identify your weakness and strengths. Improve your weaknesses and call on your strengths to better your-self.
      • Now they can transfer this new skill to setting goals for others areas of their lives.
      • Link this activity to a concluding session where they can set some tangible goals that they can pursue after the program.
    • 74. Setting Goals
      • Count The Cost
      • Put It To Pen
      • Just Do It
      • Use Momentous Moments
      • Rope Up
      Steps That I Need To Take To Help Me Live My Life’s Mission
    • 75. Goal example
    • 76.  
    • 77.  
    • 78.  
    • 79.  
    • 80.  
    • 81. Letter Writing To Yourself
      • During solo which takes place near the end of their time at Glengarry, students write a letter to themselves…
      • What were the 3 most significant events you had at Glengarry?
      • What were the 3 most significant lessons you can take away with you after Glengarry?
      • What way have you changed the most during your time at Glengarry?
      • Which one of the 7 habits had the most impact on your life? How will you continue using this after GG?
      • Imagine you could see into the future 12 months.
        • What will you be like?
        • What goals will you be chasing?
        • What will your attitude be like?
        • How will you have used the learning you had at GG?
        • What would your perfect world look like?
      This letter is collected & sent 12 months later!
    • 82. Put First Things First Activities
    • 83. Teaching Teens To Prioritise Their Time
      • Many of you will know that teens are classic procrastinators, time wasters, and poor planners.
      • Often they have never been shown how to organise themselves effectively!
      Trangia Big ROCK activity
    • 84. Teaching Teens To Prioritise Their Time: A Campsite Example! Pack My Pack Empty Out The Tent Dress in my hike gear Leave On Time & Learn Life Planning Skills at the same time!
    • 85. Identify the key roles in your life. What “Big Rock” issue do you need to achieve this week under this role heading. EG: Role : Student Big Rock: History Test Wed Big Rock: Maths: 13.2 –14.9 Fri Big Rock: Science assn due Wed Role : Athlete Big Rock: Training Tues, Thur Big Rock: Weights Mon Wed Fri Big Rock: Game Saturday Role : Son Big Rock: Family Dinner Sun PM Big Rock: Do chores help mum. Big Rock: Role : Friend Big Rock: Movie Sat PM mates Big Rock: DofE planning for silver Big Rock: Role : Boy Friend of Jess Big Rock: Phone her after h/work Big Rock: Beach day Sun PM Big Rock: Movie Sat night.
    • 86. Click Picture To Go To Story
    • 87. Facilitating Habit 3 Through Metaphoric Framing:
    • 88. Facilitating The Courage Zone
      • “ Edgework”
      • We have to be on the lookout for those teachable moments.
      • Often opportunities for learning can come quickly and we have to be ready to jump on those opportunities.
      • We need to train our staff in these areas of facilitating learning.
      • A day of climbing may have missed this wonderful opportunity to learn about perseverance and persistence in the face of our fears!
    • 89. Comfort Zone Courage Zone
      • Having a corroboree around the campfire where each person has to dance.
      • Group members may feel inhibited and fearful of what others will think of them.
      • Through facilitation provide tools to get into the courage zone
        • Centering, positive self talk, visualisation, confidence.
    • 90. Okay: Now Lets All Experience The Fear Factor
      • Everyone on your feet
      • Make a circle
      • Now we are going to take a look at the DVD clip.
      • Look at the guy move his hips while dancing.
      • Cool EH! NICE Rhythm!
      • Well each one of you has to do it to the music.
      • Now I want you to monitor your self talk, your thoughts, your muscle tightness, your belief in yourself.
      • How are you feeling right now?
      Q11 Lifestyle DVD2 Remember The key to overcoming our fears is to worry less about failing, and more about the chances we miss when we don’t even try.
    • 91. Fear Response And Its Impact On Us!
      • How did you feel when you heard what the task was?
      • What were your physical reactions?
      • What were your psychological reactions? IE: What thoughts were going through your mind?
      • How do you think these negative physical and mental processes would impact on your ability to be your best?
      • What strategies could we employ to overcome situations in our life that cause that fear that paralyses us? Any Ideas that people already use?
    • 92. Imagery : See your fear & how you might react and see yourself rehearsing a more positive outcome. Positive Self Talk : Monitor the dialogue in your mind. Monitor the volume of your negative voice. If you hear yourself saying you CAN’T DO IT. Turn down the volume on this negative tone, and turn up the positive voice. Centering : Deep breaths with an accompanying release of tension. Can be accompanied by positive self-talk or cue words. Performance Plan : Come up with a performance plan (game plan) where your performance has been written down and rehearsed many times before you have to do it right! What could I do to feel the fear and enter my courage zone anyway? Cue Words : Have a phrase that cues you into the things you need to attentive to; Relax, lift, you can do it! Believe in yourself!
    • 93. Think Win-Win Activities
    • 94. Aikido Philosophy Disarming Your Opponent Without Hurting Them
      • The Power Struggle
        • Press The Pause Button
        • Centre, breathe
        • Choose a response that is disarming and not escalating.
    • 95. Saying Sorry: Can quickly restore an overdrawn relationship account
      • A great activity for sitting around the fire near the end of a trip, or with groups that you know have had some conflict.
      • As a group, there have been times when we have made withdrawals from our relationship bank accounts, this has been at the expense of others feelings.
      • Look around this circle. Who have you done something to that requires an apology?
      • Take 2 minutes to look around the circle and reflect on your past actions.
      • Now we are going to take turns to go around and say sorry to the person that you have wronged.
    • 96. Seek First To Understand Then Be Understood Activities
    • 97. Name Game
        • Partner Retell. [Pair people up & complete the following:
        • Tell us how you came to get your name or nick name.
        • 1 goal you have in the future.
        • 1 person you have in your life that is special and that you can talk to them about anything. What makes this person special and approachable?
        • Name one skill you possess that helps you cope with the low points in your life. How do you use it?
        • Noble, (2007)
    • 98. Group Dynamic Theory Enhanced Through “Group Dorm Time”.
      • Forming, Storming, Norming, Performing
      • Living & hiking with each other for 5 months in a dormitory of 20 sees the group move through these stages of group development.
      • Staff meet weekly with students to facilitate the storming going on within the group!
      • We utilise a variety of activities that promote solutions to issues.
      • Most of these can be taken on hike and utilised.
    • 99. Metaphoric Story Telling… Partner Discussion & Reporting On Learning
    • 100. The Responsibility Pie Chart
      • When a pair of students are struggling in a disagreement and it can’t be decided who is at fault.
      • Pull out your pie chart!
      • Student draw a circle on a piece of paper and they allocate responsibility for their current situation.
      • Me, others, bad luck!
      • (Noble, 2007)
    • 101. Steps to Genuine Listening
      • 1 Listen with your eyes, heart, and ears.
      • 2 Stand in their shoes.
      • 3 Practice mirroring.
    • 102. Assertive Communication: A system to help you out of a Lose – Win Situations.
      • Describe the other person’s behaviour or situation that is causing you problems. When you do or say….
      • Thoughts: Express your feelings concerning the situation or behaviour in a non-judgmental way. I feel hurt by what you….
      • Feelings: Specify one or two behaviour changes you would like the person to make. I would really like it if you would please…
      • Actions: Choose the consequences for the person that you are prepared to carry through. If you continue with this treatment I will…
      In the outdoors the leader can stop a group and ask those in conflict to use the problem solving model below
    • 103. 5 Poor Listening Styles
      • Spacing Out
      • Pretend Listening
      • Selective Listening
      • Word Listening
      • Self-Centered Listening
      During our fire discussion tonight we want to applaud “Genuine Listening” and highlight communication that demonstrates Poor Listening. Be on the look out for any of the 5 Poor listening styles. If you note any of the styles below, raise your hand, and then when asked, highlight what you have seen. We will then attempt to replay what was said with more appropriate listening!
    • 104. Fire Side Guidelines Genuine Listening Only!
      • Choose a partner sitting next to you.
      • Now sit down back to back and lean against one another.
      • For the next 2 minutes I want you to discuss with your partner the following:
      • Your best holiday
        • Where did you go?
        • What was it you were doing?
        • What activities did you do there?
        • What was so special about it?
        • What made this so special compared to other holidays.
      • Share this story at the same time, so you both have to talk at once.
      • Once you have finished recount, each others story.
      Facilitate a discussion around the impact of everyone talking at once!
    • 105. Something In My Life I Need Help With…..
      • Often we do not know how to ask for help, this is especially the case for young men.
      • This important life skill can be practiced around the campfire.
      • I need help with….
      • The facilitator gives an example from their life to the group to get started.
      • Break off into smaller groups of 2 or 4 and share the issues they are having problems with.
      • Come back to the circle. A partner shares the issue with the group.
      • The group listens and then tries to give solutions and support to the person.
    • 106. Fear In A Hat
      • Students are asked to stop and reflect about a particular aspect of their lives with the goal of identifying a fear that holds them back in life.
      • They anonymously write this fear on a piece of paper and place it in a hat.
      • The facilitator then reads out a fear.
      • The group is asked whether they can relate to this fear.
      • They then attempt to brainstorm effective solutions to overcome or manage this fear.
    • 107. Synergise Activities
    • 108.
      • Learning to Synergise is like learning to fly in V formations with others, instead of trying to fly through life solo.
      • You’ll be amazed at how much faster and farther you’ll go!
      Go Synergy! Compromise Finding New & Better Ways Thinking you’re always right. Open Mindedness Working Independently Team Work Tolerating Differences Celebrating Differences Synergy Is Not: Synergy Is:
    • 109. Synergy In Action
      • Working individually, take 1 minute to try and write down the names of as many body parts as you can think of that have only 3 letters in their name.
        • There are 10 of them.
      • Now, pair up, share your list with your partner, and take another 1 minute to see if you can come up with any additional names.
      • Did any pair get all 10 body parts?
      • If not, join up with 2 more people, can you get all 10.
      • Lets check your list against mine!
    • 110. 10 Body Parts With 3 Letters In Their Name
      • Toe
      • Lip
      • Gum
      • Rib
      • Arm
      • Leg
      • Eye
      • Ear
      • Hip
      • Jaw
      Gum
    • 111. Rogaining To Synergy
      • Students Navigate along 4 WD trails where they have hiked before.
      • Each group has a radio.
      • The physical & psychological stresses are super challenging.
      • The only way to succeed is to work together in SYNERGY!
      24hr Debrief
    • 112. Flow & Synergy
      • For Flow to occur you need a balance between the challenges of an activity and the abilities of the group or individual.
      • The interpretation of this is important & often misinterpreted!
      • The Flow state can lead to strong feelings of satisfaction and psychological well being!
      • Often with large group outdoor education experiences, we can take the easy path; giving groups a fun experience, but not a flow experience!
    • 113. Synergy Is Also About Sticking Up For Diversity!
      • Teens Love A Story!
      • Take your book to the fire and read a story to the group.
      • Then promote a discussion about the story!
      • Read p.193 of the teens text!
    • 114. Sharpen The Saw Activities
    • 115. Inspired By Nature
    • 116. Developing The Mind Through The Outdoors Starting a fire without matches requires planning, preparation, persistence, & perseverance!
    • 117. Interpretive Walk
      • 1
      Interpretive walk 2 3 4 5 6 7 8
      • Numbers & a description are set out on trees and shrubs at set locations along the 4 wheel drive track.
      • Participants stop at each number and read the information provided
      • 3. Eucalyptus racemosa (Snappy Gum or Scribbly Gum) Gum trees are characterised by a smooth bark. As the tree grows, it sheds its bark annually to allow for the seasonal growth whilst keeping its smooth bark. Moth larvae make the scribbly marks on the bark. The other name, snappy gum, refers to the fact that the wood has short fib re s which allows it to be broken easily and it is only good for firewood.
    • 118. Improving The Mind! Learning About Our Bush
      • Bracken fern - it is not so bad after all!
      • Bracken fern (Pteridium esculentum) is a hardy native fern, consisting of a tough stem, green fronds and fleshy underground stems or rhizomes.
      • As the plant grows, a succession of young, succulent crosiers (fiddle hooks) uncurl slowly from the rhizomes, to form the mature fronds.
      • They grow in sites that have often been subjected to a frequent firing or clearing activities in response to "improving" the land for farming.
      • In these situations, bracken fern assumes the role of a pioneer plant, protecting and binding the exposed soil with their rhizome roots, just like a scab acts to protect grazed skin.
      • Aboriginal uses
      • The foraging Australian aboriginal women used these rhizomes as a staple food. They required substantial preparation before eating. This involved washing, beating into a paste, moulding into cakes and finally roasting in hot ashes.
      • Another important usage were there medicinal properties. The juice from the young fronds was used to stop itch and sting of ticks and other insects. It was broken and the juice rubbed on, after the tick was removed.
    • 119. Meditation Visualisation Mental Preparation For Sport or Life
    • 120.