![Elements of a Therapeutic Milieu
Week 2
The Therapeutic Milieu
“The special environment where the young person and
practitioner] interact in the process of growth and change”
(Burns, 2006 p.2)
A place of teaching, healing, rehabilitation and recovery
The space “in between” young people and practitoners](https://image.slidesharecdn.com/elementsofatherapeuticmilieuweek2-220921175928-2d986ce0/85/elements-of-a-therapeutic-milieu-week-2-1-320.jpg)
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The Therapeutic Milieu Elements Week 2
- 1. Elements of a Therapeutic Milieu Week 2 The Therapeutic Milieu “The special environment where the young person and practitioner] interact in the process of growth and change” (Burns, 2006 p.2) A place of teaching, healing, rehabilitation and recovery The space “in between” young people and practitoners
- 2. What are some examples of places practitioners and young people are together ? Milieu examples Schools Offices Hospitals Court rooms Community centers Residential Group/foster home Relationships* 3 Core needs in a Hierarchy SAFETY INCLUSION AFFIRMATION Safety
- 3. SAFETY physical, emotional and psychological safety protection from physical harm and threats protections from emotional and social threats Safety: (a) looks at physical, emotional & psychological safety; (b) protection from physical harm & threats & © protection from emotional & social threats INCLUSION Beyond safety needs, the need to feel loved & included by others (peers, family & society) is critical. Everyone needs to feel that they are special & cherished. Inclusion II. Inclusion: Beyond safety, needs, the need to feel loved & included by others (peers, family & society) is critical. Everyone needs to feel that they are special & cherished. As children grow & develop, the group that they reference & which has the greatest influence on their feeling of being included,
- 4. changes AFFIRMATION When safety & inclusion needs are met, children need to feel a sense of worth or self-esteem Support and encouragement from others, empowers one to feel the same way about themselves Affirmation III. Affirmation: When safety & inclusion needs are met, children need to feel a sense of worth & self-esteem & the therapeutic milieu contributes significantly to that feeling of self-worth … hence affirmation is attained The ultimate goal AFFIRMATION INCLUSION SAFETY The 5 Elements OF THE THERAPEUTIC MILIEU PHYSICAL EMOTIONAL SOCIAL
- 5. CULTURAL IDEOLOGICAL Healing Spaces By: Michael Burns 10 PHYSICAL ELEMENT This element involves the concrete physical setting of the child (i.e., the backyard of a group home, a school classroom, a child’s bedroom, the agency van, etc.) This milieu has a profound conscious & unconscious effect on its inhabitants Physical environments include furnishings that are appropriate size or the space that accommodates a wheelchair EMOTIONAL ELEMENT This element involves the emotional makeup of the child (i.e., his/her temperament, his/her emotional experiences, his/her sensory experiences, etc.) This also involves the communal emotional experiences of each individual child & adult who inhabit the therapeutic setting, their ability to express emotions appropriately & the level of acceptance & tolerance for emotional expression that exists within that milieu The emotional environment is often a very dangerous & exhaustive place Yet as CYW’s, displaying sensitivity & understanding helps in promoting a sense of emotional security SOCIAL ELEMENT This elements includes the social interactions that take place
- 6. within the therapeutic setting that the CYW & child are involved in together It is the therapeutic environment where children & professionals interact for the therapeutic benefit All human beings are social creatures & the minute-to-minute interactions of the social environment influence safety, inclusiveness & affirmation needs in children & youth Relationships develop one-to-one with practitioners, between peers & relationships between children & their family & community can be brought into OR rejected by the milieu the child is engaged in CULTURAL ELEMENT Measured or defined by the level of acceptance and celebration of differences, not only of the cultures represented by the children ther but also the attitidue and level of acceptance of all human exceptionalities Perception of diversity Prejudice, SES IDEOLOGICAL ELEMENT This element includes the body of ideas, beliefs & attitudes that each individual within the milieu deems important & essential to their well-being This also includes the principles & practices of the agency, governmental body or group that provides the treatment & care for those within the milieu This also addresses the need to understand & challenge treatment theories & practices so that they are truly in the best interests of the children &/or youth The Physical Milieu Safety
- 7. Inclusiveness Affirmation The Emotional Milieu Safety Inclusiveness Affirmation The Ideological Milieu Safety Inclusiveness Affirmation The Social Milieu Safety Inclusiveness Affirmation The Cultural Milieu Safety Inclusiveness Affirmation The Therapeutic Milieu The Physical Element Safety Inclusiveness Affirmation The safe practices within the environment are consistently
- 8. identified and addressed Proactive- the likelihood/ risk for threats and harms are low - Space/ layout Dangerous substances & objects Education- do people know how to keep themselves physically safe? The child feels like they belong when in the space They feel comfortable, and a sense the concern for their well being Room temperature Lighting Colours Smells Noise levels Durable furniture Young people should play a role in the development, design, and creation of the space. They should see themselves somehow reflected Artwork Achievements Decision making process People take pride in the things the help create You feel pride when you’ve created and others notice/ appreciate Focuses on the physical concrete setting and the things that can be felt/seen through the senses within it.
- 9. Complete the Socrative quiz on the physical element. After you’ve completed it, do not close it, wait for the ‘next activity’ FRANK8108 The Emotional Element Safety Inclusiveness Affirmation Free of fear of judgment and negative consequences when expressing feelings Mistakes are welcomed and learned from Rules/ guidelines are in place to establish respect Here children can learn about their emotions, how to identify and express them Young people can learn about how their expression of emotions impact others Learn how other expressions of emotions impact themselves,
- 10. thus forming a connection Adults can be trusted to regulate their own emotions, and respond rather than react Young people know that their feelings are valid and important. This reinforces and increases one’s sense of self worth and self esteem, their emotional confidence Emotional intelligence also adds to ability to develop good coping skills and be resilient Focuses on understanding, expressing and exploring feelings The Role of the CYC-P Help to create an environment that encourages emotional expression Assist young people learn practical and acceptable ways of expressing their emotions Model appropriate emotional expression Engage in self-reflective practice to identify their own methods of emotional expression Educate young people about the importance of expressing their feelings and emotions Seek out external resources to strengthen counseling skills & techniques Provide and seek suggestions with team about ways to enhance the emotional value of the milieu Plan and implement therapeutic activities that help to create & maintain an emotionally safe, inclusive & affirming environment 15 So that young people can…
- 11. Be aware of what emotions are, where they come from, how they work Identify different emotions Able to identify the role & relationship of feelings, thoughts & behaviours Have different ways for expressing feelings (anger, sadness, anxiety) Be able to use “I” feel statements Feel confident in expressing feelings Be able to actively listen &empathize 16 Complete the Socrative quiz on the emotional element. After you’ve completed it, do not close it, wait for the ‘next activity’ FRANK8108 The Social
- 12. Element Safety Inclusiveness Affirmation Safety from physical and psychological harms are enforced (i.e. laws and policies) Codes of conduct help young people regulate themselves, and make everyone feel safe Do no harm, to others, or yourself Young people feel like they belong and are part of the group They know that their input is expected, valued and respected Young people are part of the resolution process Young people are held in high esteem, and hold each other in high esteem Youth can perform well because they support, encourage, and defend each other Not everyone like everyone, but there is still a sense of respect and regard Appropriate social behaviour is developed The interactions between young people and practitioners, in various social settings The Role of the CYC Assess & learn from other therapeutic settings ways to create positive social environments Collaborate with caregivers, teachers, etc. to suggest ways to encourage positive social interactions Encourage practicing social skills strategies outside the therapeutic milieu & to debrief experiences thereafter Awareness of group dynamics & the developmental process of
- 13. small & large groups Must remain loyal & true to the need of the client, the entire group, the policies & procedures of the institution in which they work, the professional association as well as to him/herself Must utilize behaviour management & group facilitator skills to enhance appropriate social interactions Provide & seek suggestions with team about ways to enhance the social value of the milieu Develop rules of conduct & be consistent to ensure cohesiveness 19 Complete the Socrative quiz on the social element. After you’ve completed it, do not close it, wait for the ‘next activity’ FRANK8108 The Cultural
- 14. Element Safety Inclusiveness Affirmation Young people can participate actively in their cultural groups The goal is to understand and accept similarities and differences Learn about oppression and stigma and actively fight against it Understand ones own cultural background and be aware of any cultural biases one may hold People are curious and interested in learning about other cultures ways of knowing, being and doing Respects and values differences and encourages participation in cultural practices an events Cultures are celebrated, using the experiences of those in the group and outside of the group Members encourage, support and defend each other Young people feel good about all of who they are Focus is on the acceptance and celebration of differences The Role of the CYC-P Seek the support and guidance of additional experts to enhance the cultural composition of the children &/or youth receiving services Attend professional development workshops in cultural diversity Seek additional professional supports if experiences of racism & stigmatization are negatively impacting their work Model appropriate behaviours of individuals from different cultural backgrounds
- 15. Identify culturally inappropriate behaviours & thought patterns Consider the cultural aspect of activities during the planning stages to ensure that cultural practices are not disrespected Plan and implement therapeutic activities that help to create and maintain a culturally safe, inclusive & affirming environment 22 Complete the Socrative quiz on the cultural element. After you’ve completed it, do not close it, wait for the ‘next activity’ FRANK8108 The Ideological Element Safety Inclusiveness Affirmation
- 16. Young people can share their ideas and beliefs without fear of exclusion or ridicule The space is judgment free, all opinions count, all opinions matter Young people have the right to think, worship, believe and hold sacred whatever they want The institutions ideologies must also be respected People are curious and interested in all thoughts and opinions, the differences and similarities People are encouraged to share their thoughts and opinions Debates are encouraged with rules and regulations Criticality means understanding that there are different thoughts and ideas and all are valid Appreciates that not all thoughts, ideas and beliefs are the same Strives to unify institutional and individual ideologies, that is that they are in sync and supportive of each other Young people feel confident in forming and sharing their own thoughts, ideas and beliefs…they can change the world! The body of ideas, beliefs, and attitudes that people deem important and essential to their well being The Role of the CYC-P Uncover, understand & appreciate ideological beliefs & practices of the individual
- 17. Heighten awareness of personal ideologies to identify those that may be a hindrance to the therapeutic relationship Provide opportunities for children &/or youth to share their ideologies with others Allow children &/or youth to practice appreciation of ideological differences Identify unjust ideological aspects of the institution Challenge of rules in a professional manner after consulting with team to identify inconsistencies in ideological policies & practices Help children &/or youth understand the ideologies of the institution Plan & implement therapeutic activities that help to create & maintain an ideologically safe, inclusive & affirming environment 25 Complete the Socrative quiz on the ideological element. After you’ve completed it, do not close it, wait for the ‘next activity’ FRANK8108
- 19. For next class: There will be the in-class milieu design group assignment (20%) You will have the class to plan and complete the design The write up and design is due at 11:59pm the day after class Be sure to create groups and assign the milieu that each group will be creating 35 .MsftOfcThm_Accent1_Fill { fill:#969DC6; } .MsftOfcThm_Accent1_Stroke { stroke:#969DC6; } Elements of a Therapeutic Milieu Week 2
- 20. The Therapeutic Milieu “The special environment where the young person and practitioner] interact in the process of growth and change” (Burns, 2006 p.2) A place of teaching, healing, rehabilitation and recovery The space “in between” young people and practitoners What are some examples of places practitioners and young people are together ?
- 21. Milieu examples Schools Offices Hospitals Court rooms Community centers Residential Group/foster home Relationships* 3 Core needs in a Hierarchy SAFETY INCLUSION AFFIRMATION Safety SAFETY physical, emotional and psychological safety protection from physical harm and threats protections from emotional and social threats Safety: (a) looks at physical, emotional & psychological safety;
- 22. (b) protection from physical harm & threats & © protection from emotional & social threats INCLUSION Beyond safety needs, the need to feel loved & included by others (peers, family & society) is critical. Everyone needs to feel that they are special & cherished. Inclusion II. Inclusion: Beyond safety, needs, the need to feel loved & included by others (peers, family & society) is critical. Everyone needs to feel that they are special & cherished. As children grow & develop, the group that they reference & which has the greatest influence on their feeling of being included, changes AFFIRMATION When safety & inclusion needs are met, children need to feel a sense of worth or self-esteem Support and encouragement from others, empowers one to feel
- 23. the same way about themselves Affirmation III. Affirmation: When safety & inclusion needs are met, children need to feel a sense of worth & self-esteem & the therapeutic milieu contributes significantly to that feeling of self-worth … hence affirmation is attained The ultimate goal AFFIRMATION INCLUSION SAFETY The 5 Elements OF THE THERAPEUTIC MILIEU PHYSICAL EMOTIONAL SOCIAL CULTURAL IDEOLOGICAL Healing Spaces By: Michael Burns 10 PHYSICAL ELEMENT This element involves the concrete physical setting of the child
- 24. (i.e., the backyard of a group home, a school classroom, a child’s bedroom, the agency van, etc.) This milieu has a profound conscious & unconscious effect on its inhabitants Physical environments include furnishings that are appropriate size or the space that accommodates a wheelchair EMOTIONAL ELEMENT This element involves the emotional makeup of the child (i.e., his/her temperament, his/her emotional experiences, his/her sensory experiences, etc.) This also involves the communal emotional experiences of each individual child & adult who inhabit the therapeutic setting, their ability to express emotions appropriately & the level of acceptance & tolerance for emotional expression that exists within that milieu The emotional environment is often a very dangerous & exhaustive place Yet as CYW’s, displaying sensitivity & understanding helps in promoting a sense of emotional security SOCIAL ELEMENT This elements includes the social interactions that take place within the therapeutic setting that the CYW & child are involved in together It is the therapeutic environment where children & professionals interact for the therapeutic benefit All human beings are social creatures & the minute-to-minute interactions of the social environment influence safety, inclusiveness & affirmation needs in children & youth Relationships develop one-to-one with practitioners, between peers & relationships between children & their family & community can be brought into OR rejected by the milieu the child is engaged in CULTURAL ELEMENT
- 25. Measured or defined by the level of acceptance and celebration of differences, not only of the cultures represented by the children ther but also the attitidue and level of acceptance of all human exceptionalities Perception of diversity Prejudice, SES IDEOLOGICAL ELEMENT This element includes the body of ideas, beliefs & attitudes that each individual within the milieu deems important & essential to their well-being This also includes the principles & practices of the agency, governmental body or group that provides the treatment & care for those within the milieu This also addresses the need to understand & challenge treatment theories & practices so that they are truly in the best interests of the children &/or youth The Physical Milieu Safety Inclusiveness Affirmation The Emotional Milieu Safety Inclusiveness Affirmation The Ideological Milieu Safety Inclusiveness
- 26. Affirmation The Social Milieu Safety Inclusiveness Affirmation The Cultural Milieu Safety Inclusiveness Affirmation The Therapeutic Milieu The Physical Element Safety Inclusiveness Affirmation The safe practices within the environment are consistentl y identified and addressed Proactive- the likelihood/ risk for threats and harms are low - Space/ layout Dangerous substances & objects Education- do people know how to keep themselves physically safe? The child feels like they belong when in the space They feel comfortable, and a sense the concern for their well being Room temperature
- 27. Lighting Colours Smells Noise levels Durable furniture Young people should play a role in the development, design, and creation of the space. They should see themselves somehow reflected Artwork Achievements Decision making process People take pride in the things the help create You feel pride when you’ve created and others notice/ appreciate Focuses on the physical concrete setting and the things that can be felt/seen through the senses within it. Complete the Socrative quiz on the physical element. After
- 28. you’ve completed it, do not close it, wait for the ‘next activity’ FRANK8108 The Emotional Element Safety Inclusiveness Affirmation Free of fear of judgment and negative consequences when expressing feelings Mistakes are welcomed and learned from Rules/ guidelines are in place to establish respect Here children can learn about their emotions, how to identify and express them Young people can learn about how their expression of emotions impact others Learn how other expressions of emotions impact themselves, thus forming a connection Adults can be trusted to regulate their own emotions, and respond rather than react Young people know that their feelings are valid and important. This reinforces and increases one’s sense of self worth and self esteem, their emotional confidence Emotional intelligence also adds to ability to develop good coping skills and be resilient Focuses on understanding, expressing and exploring feelings The Role of the CYC-P
- 29. Help to create an environment that encourages emotional expression Assist young people learn practical and acceptable ways of expressing their emotions Model appropriate emotional expression Engage in self-reflective practice to identify their own methods of emotional expression Educate young people about the importance of expressing their feelings and emotions Seek out external resources to strengthen counseling skills & techniques Provide and seek suggestions with team about ways to enhance the emotional value of the milieu Plan and implement therapeutic activities that help to create & maintain an emotionally safe, inclusive & affirming environment 15 So that young people can… Be aware of what emotions are, where they come from, how they work Identify different emotions Able to identify the role & relationship of feelings, thoughts & behaviours Have different ways for expressing feelings (anger, sadness, anxiety) Be able to use “I” feel statements Feel confident in expressing feelings Be able to actively listen &empathize
- 30. 16 Complete the Socrative quiz on the emotional element. After you’ve completed it, do not close it, wait for the ‘next activity’ FRANK8108 The Social Element Safety Inclusiveness Affirmation Safety from physical and psychological harms are enforced (i.e. laws and policies) Codes of conduct help young people regulate themselves, and make everyone feel safe Do no harm, to others, or yourself Young people feel like they belong and are part of the group
- 31. They know that their input is expected, valued and respected Young people are part of the resolution process Young people are held in high esteem, and hold each other in high esteem Youth can perform well because they support, encourage, and defend each other Not everyone like everyone, but there is still a sense of respect and regard Appropriate social behaviour is developed The interactions between young people and practitioners, in various social settings The Role of the CYC Assess & learn from other therapeutic settings ways to create positive social environments Collaborate with caregivers, teachers, etc. to suggest ways to encourage positive social interactions Encourage practicing social skills strategies outside the therapeutic milieu & to debrief experiences thereafter Awareness of group dynamics & the developmental process of small & large groups Must remain loyal & true to the need of the client, the entire group, the policies & procedures of the institution in which they work, the professional association as well as to him/herself Must utilize behaviour management & group facilitator skills to enhance appropriate social interactions Provide & seek suggestions with team about ways to enhance the social value of the milieu Develop rules of conduct & be consistent to ensure cohesiveness
- 32. 19 Complete the Socrative quiz on the social element. After you’ve completed it, do not close it, wait for the ‘next activity’ FRANK8108 The Cultural Element Safety Inclusiveness Affirmation Young people can participate actively in their cultural groups The goal is to understand and accept similarities and differences Learn about oppression and stigma and actively fight against it Understand ones own cultural background and be aware of any cultural biases one may hold People are curious and interested in learning about other
- 33. cultures ways of knowing, being and doing Respects and values differences and encourages participation in cultural practices an events Cultures are celebrated, using the experiences of those in the group and outside of the group Members encourage, support and defend each other Young people feel good about all of who they are Focus is on the acceptance and celebration of differences The Role of the CYC-P Seek the support and guidance of additional experts to enhance the cultural composition of the children &/or youth receiving services Attend professional development workshops in cultural diversity Seek additional professional supports if experiences of racism & stigmatization are negatively impacting their work Model appropriate behaviours of individuals from different cultural backgrounds Identify culturally inappropriate behaviours & thought patterns Consider the cultural aspect of activities during the planning stages to ensure that cultural practices are not disrespected Plan and implement therapeutic activities that help to create and maintain a culturally safe, inclusive & affirming environment 22
- 34. Complete the Socrative quiz on the cultural element. After you’ve completed it, do not close it, wait for the ‘next activity’ FRANK8108 The Ideological Element Safety Inclusiveness Affirmation Young people can share their ideas and beliefs without fear of exclusion or ridicule The space is judgment free, all opinions count, all opinions matter Young people have the right to think, worship, believe and hold sacred whatever they want The institutions ideologies must also be respected People are curious and interested in all thoughts and opinions, the differences and similarities
- 35. People are encouraged to share their thoughts and opinions Debates are encouraged with rules and regulations Criticality means understanding that there are different thoughts and ideas and all are valid Appreciates that not all thoughts, ideas and beliefs are the same Strives to unify institutional and individual ideologies, that is that they are in sync and supportive of each other Young people feel confident in forming and sharing their own thoughts, ideas and beliefs…they can change the world! The body of ideas, beliefs, and attitudes that people deem important and essential to their well being The Role of the CYC-P Uncover, understand & appreciate ideological beliefs & practices of the individual Heighten awareness of personal ideologies to identify those that may be a hindrance to the therapeutic relationship Provide opportunities for children &/or youth to share their ideologies with others Allow children &/or youth to practice appreciation of ideological differences Identify unjust ideological aspects of the institution Challenge of rules in a professional manner after consulting with team to identify inconsistencies in ideological policies & practices Help children &/or youth understand the ideologies of the institution Plan & implement therapeutic activities that help to create &
- 36. maintain an ideologically safe, inclusive & affirming environment 25 Complete the Socrative quiz on the ideological element. After you’ve completed it, do not close it, wait for the ‘next activity’ FRANK8108 Assess this milieu
- 37. 29 31 For next class: There will be the in-class milieu design group assignment (20%) You will have the class to plan and complete the design The write up and design is due at 11:59pm the day after class Be sure to create groups and assign the milieu that each group will be creating
- 38. 35 .MsftOfcThm_Accent1_Fill { fill:#969DC6; } .MsftOfcThm_Accent1_Stroke { stroke:#969DC6; } Therapeutic Activities: Icebreaker & Activity Design Assignment 25% Due: Class #8 – on the day of your class at 11:59pm. This assignment must be submitted online via Blackboard. Please ensure you upload a .doc, .docx, or .pdf file. Instructions: 1. Use the template to complete your Icebreaker and Activity Design. 2. Complete the template by writing in complete sentences, except when you are making a list. For example, you can use point form when listing the procedure/materials required for your icebreaker. 3. Marks will be deducted for spelling, grammar, flow. 4. Please be thorough in your responses and rationale. 5. If you are using information that you find on the internet or any other resource, you must provide the link to the source. Failure to do so is considered academic misconduct and may result in a grade of 0. What are icebreakers? · Icebreakers are used to facilitate introductions, energize members, increase motivation, build group cohesion and introduce topics while creating a safe and comfortable environment for the group or individual · Therapeutically, icebreakers assist the CYC-P to create a
- 39. therapeutic milieu, establish rapport and build trust with children and youth they work with What is an Activity? · An activity is developed by the CYC-P after assessing the needs of the young people they are working with · A therapeutic activity is more extensive than an icebreaker, as it is meant to achieve goals beyond facilitating introductions or energizing the group ICEBREAKER PLANNING SHEET Student Name: Student ID: Name of the Icebreaker: Brief description of the icebreaker: Procedures and steps for the CYC/Facilitator (in numbered format) STEP BY STEP INSTRUCTIONS: Describe and outline the teachable moments and questions for the CYC/Facilitator to ask: Identify the goals of the Icebreaker for children/youth (What do you want your Icebreaker to accomplish? What is the purpose of your Icebreaker?) Identify at least 2 goals. List of Materials (if any) required Budget and rationale Anticipated length of time and rationale Identify the appropriate developmental age range for the Icebreaker. Briefly explain using knowledge and experience
- 40. from Child Development. Describe 1 modification you might make if the activity does not go as planned or if there are participants requiring modifications. Reference, Resource or Web Link ACTIVITY PLANNING SHEET Student Name: Student ID: Name of the Activity/Type: Brief description of the activity: Procedures and steps for the CYC/Facilitator (in numbered format) STEP BY STEP INSTRUCTIONS: Describe and outline the teachable moments and questions for the CYC/Facilitator to ask: Identify the goals of the Icebreaker for children/youth (What do you want your activity to accomplish? What is the purpose of your activity?) Identify at least 2 goals. List of Materials (if any) required Budget and rationale
- 41. Anticipated length of time and rationale Identify the appropriate developmental age range for the activity. Briefly explain using knowledge and experience from Child Development. Describe 3 modifications you might make if the activity does not go as planned or if there are participants requiring modifications. Reference, Resource or Web Link Icebreaker Rubric (10%): Criteria Exceeds Expectations Meets Expectations Approaching Expectations Does not Meet Expectations Activity Plan All sections are completed (even if not applicable). The icebreaker is clearly outlined so that another CYC-P could facilitate it without any issues. [8 points] All sections are completed (even if not applicable). Another CYC-P could facilitate the icebreaker with few issues. [5-7 points] All sections are completed, but some areas are unclear and may be confusing to another CYC-P. [3-4 points] Some sections are missing and/or are confusing/hard to follow. [0-2 points] Spelling, Grammar and Formatting Free of spelling, grammar, or formatting issues. [2 points] There are 1-2 spelling, grammar, or formatting issues. [1 point]
- 42. There are more than 2 spelling, grammar, or formatting issues. [0 points] TOTAL /10 Icebreaker Rubric (15%): Criteria Exceeds Expectations Meets Expectations Approaching Expectations Does not Meet Expectations Activity Plan All sections are completed (even if not applicable). The icebreaker is clearly outlined so that another CYC-P could facilitate it without any issues. [12 points] All sections are completed (even if not applicable). Another CYC-P could facilitate the icebreaker with few issues. [8-11 points] All sections are completed, but some areas are unclear and may be confusing to another CYC-P. [5-7 points] Some sections are missing and/or are confusing/hard to follow. [0-4 points] Spelling, Grammar and Formatting Free of spelling, grammar, or formatting issues. [3 points] There are 1-2 spelling, grammar, or formatting issues. [1-2 points] There are more than 2 spelling, grammar, or formatting issues. [0 points]
- 43. TOTAL /15