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Engaging Scout Age Boys Presented by: Betsy Radmall, LCSW May 15, 2014.

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Presentation on theme: "Engaging Scout Age Boys Presented by: Betsy Radmall, LCSW May 15, 2014."— Presentation transcript:

1 Engaging Scout Age Boys Presented by: Betsy Radmall, LCSW May 15, 2014

2 Why is this topic important? Scouting helps achieve the following:  Quality Citizens  Give meaningful service  Obtain as much education as possible.  Prepare to become a worthy husband and father.  Give proper respect to women, girls, and children.  Moral compass  Healthy Living

3 The Basics:  Set a good example  Be Genuine and Enthusiastic  Be a Leader not a Friend You will gain respect  Happy Leaders =Happy Scouts

4 How Boys Learn:  Boys Gross motor skills Task-focused work More impulsive Competition Less impulse control  Girls Fine motor skills Multi-Tasking More Self-Control Supportive Relationships More impulse control

5 How Boys Learn:  Visual Have Display  Physical Activity Hands on  Goal Driven Carrot vs. Stick

6 How Boys Learn:  Organized-linear instructions No narratives One thing at a time  Speak Clearly with loud authoritative voice Use words they understand Avoid Lecturing

7 How Boys Learn:  Use of Physical Space Outdoors –Spread out  Demonstrations Show them what you want them to do

8 Resolving Conflicts:  Come Prepared  Set the Expectation  Praise the good behavior  Be direct

9 Resolving Conflicts:  Limit setting Purpose  Protection of the child  Protection of the group  Creates a feeling of safety  Protects the relationship

10 Resolving Conflicts:  ACT  A: Acknowledge the feeling  C: Communicate the limit  T: Target the alternative  “I know that you’d like to run through the church, but the church is not for running, you can run outside.”

11 Resolving Conflicts:  ACT doesn’t work add the consequence Teaches the Child: I know you can control you life, you can make the choice  “I know that you are mad and you want to run in the church, but the church is not for running. Outside is for running. If you choose to run again, you choose to sit with me until your parents come to get you.”

12 Resolving Conflicts:  Involve Parents Ask parents to help with activity Ask parents about what works at home Express concern in gentle way Strengths perspective

13 Resolving Conflicts:  Some conflicts are caused by a misunderstanding of the child's needs and capabilities.  Gain Understanding of those who you serve who may have special needs.

14 Special Needs:  Physical Disability  Mental Illness  Developmental Delays  Speech or Hearing Impaired  Children from Trauma Situations

15 Autism Spectrum Disorders: Lower Functioning Autism Higher Function Autism  Spectrum Disorders Communication Social Interactions Behavior

16 Autism:  1. Communication  Repeating words or phrases, sometimes out of context  Less responsive to requests  Laughing or crying for no apparent reason  Takes communication literally—does not understand social or verbal innuendos  Inability to follow multiple instructions  Slow to answer

17 Autism:  2. Social Interactions  Difficulty telling others how they feel or what they need  Awkward social skills or a preference for being alone  Difficulty making eye contact or using nonverbal communication  No sense of danger

18 Autism:  3. Behavior  Difficulty with changes and a preference for routines  Very susceptible to sensory overload. Easily upset by noise, crowds, too much happening at once, or touch  Unusual play, spinning of objects, or unusually strong attachment to objects  Intense interest in a particular topic (for example, trains, movies, dinosaurs, or animals)  Excessive physical over-activity or under-activity

19 Autism:  Ways to help: Be friendly not forceful Limit over stimulation Allow them to take breaks Don’t stack questions Don’t tease Be literal do not use sarcasm Talk to parents Do your own research

20 ADHD:  Attention deficit hyperactivity disorder (ADHD) is a condition in which a person has trouble paying attention and focusing on tasks, tends to act without thinking, and has trouble sitting still.

21 ADHD  The three types of ADHD symptoms include:  1. Trouble paying attention. People with ADHD are easily distracted and have a hard time focusing on any one task.

22 ADHD  2. Trouble sitting still for even a short time. This is called hyperactivity. Children with ADHD may squirm, fidget, or run around at the wrong times. Teens and adults often feel restless and fidgety and are not able to enjoy reading or other quiet activities.

23 ADHD  3. Acting before thinking.  People with ADHD may talk too loud, laugh too loud, or become angrier than the situation calls for. Children may not be able to wait for their turn or to share. This makes it hard for them to play with other children. Teens and adults seem to "leap before they look." They may make quick decisions that have a long-term impact on their lives. They may spend too much money or change jobs often.

24 ADHD  Ways to help: Allow for frequent breaks Engage Allow them to stand Break things in steps Repeat instruction in different ways Ask for their attention

25 Trauma  Abuse  Neglect  Adverse Childhood Experiences Affects the way the brain develops.

26 Trauma  Younger children Problems eating/feeding Breathing problems Sleep disturbances Sensory integration Developmental delays Relational problems Cognitive delays  Older Children Impairs ability to enjoy relationships Trouble controlling anger and anxiety Long to be taken care of but afraid to trust others Self-defeating feelings

27 Trauma  How to help Acknowledge it Provide consistency and predictability Clear expectations Give factual information Protect Give choices and control

28 Thank you!

29 The End Questions ??? Contact information: 512-635-8691

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