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Building Social Skills in Young People





Young people – not matter what their age – need to develop social competencies. Here are ideas on how to build the five social-competency assets for children and youth at different ages.

 

Ages 0 to 1: Give babies new toys and safe objects to touch and explore. Infants learn a lot about how to deal with people by first interacting with objects. Encourage children to experiment with sounds. It will help them develop language later on.

 

Ages 1 to 2: Give children at least two equally appealing choices whenever possible. Encourage children to express their feelings, but give them guidelines on appropriate and inappropriate ways to act on their feelings

 

Ages 3 to 5: Encourage children’s new skills such as drawing, walking backward and learning how to cut with scissors. Encourage families to start having periodic family meetings in which children have input in decision making. Let children make simple choices on their own, such as whether to wear white socks or black socks.

 

Ages 6 to 11: Encourage children to use words – rather than just actions – to communicate. Encourage children to develop more skills in areas that interest them. Find ways for children to spend time with people who look, act, think and talk in different ways.

 

Ages 12 to 15: Help young people use healthy coping skills when difficult situations arise. Be gentle and supportive in how you respond to young people’s fluctuating emotions. Help young teenagers find ways to deal with conflict without fighting

 

Ages 16 to 18: Slowly begin to allow teenagers more freedom to make their own decisions. Ask teenagers about their dreams for the future and help them plan how to achieve them. Encourage teenagers to practice healthy responses to situations where they might feel pressured or uncomfortable such as being offered drugs by a friend or being challenged to fight.

IV. Conclusion to discipline and working with children

Whatever the age group, participants in a group setting need to be encouraged and supported in their ideas. If the group has a goal, having happy participants is the best way to achieve that goal. Rules help participants stay focused on their goals and protect their rights within the group.


Ice-Breakers

 

Making students (and staff) feel comfortable on the first day of camp is essential for setting the tone for the rest of the week: camp will certainly be different from school, but should be structured nonetheless. It will also create an atmosphere of comfort that will allow more honest discussion of some of the “touchier” issues in the camp curriculum (HIV, self-esteem, sexual health).

 

Keep in mind that, even if you are working with students from only one school, they might not all know each other and they will obviously not know the Peace Corps Volunteers involved in camp. Additionally, they may be shy about speaking English around other students, or around native speakers, so your ice-breakers should include both communication activities and team building activities (see next page).

 

Ice-breakers

Two Truths and a Lie:

In a circle, ask each student to share three sentences about herself; two of these must be true and one should be a lie. The group tries to guess which is the lie.

 

Have You Ever/I Have Mail For:

Thegroup stands in a circle and each student marks her or his spot with a piece of chalk (or you can do this with a circle of chairs). The facilitator stands in the middle of the circle and explains the activity. The person in the middle must ask a question, e.g.. “Have you ever ridden a horse?” or another variation, “I have mail for anyone who has ever ridden a horse.” Those people who have ridden a horse must run to a now vacant spot in the circle. The person in the middle can only ask something that she or he has done, e.g. they must have ridden a horse. Students cannot run to the spot immediately to their right or left. (Sometimes kids can get excited and this can get a bit violent, so be careful).

 

Line up:

Students must line up in order of height, shortest to tallest, with eyes closed and without speaking (you might also want to use blindfolds, since kids like to cheat!). Variations of this game include lining up according to birthdays without speaking, and one game in which students must line up according to the size of an animal they have chosen. With the animal variation, only animal sounds are allowed.

 

True/False:

This game will help students get more comfortable speaking and thinking in English (this is important even for camps that are not explicitly TEFL-related). Divide the group into two teams and have each team make a single-file line. Place two chairs, one labeled “true” and one labeled “false” at the far end of the room/playing field. Explain the rules: when it’s your turn, a counselor will read/say a statement (for example, “the sky is red.”), and the idea is to run and sit in the chair that corresponds to the statement (in the example, of course, “false.”). Whoever sits in the correct chair first gains a point for her team. Make very clear to campers that there is to be no pushing or tripping, and that once someone is sitting in the chair, you may not push him out of it so you can sit down yourself; if you do any of these things, you will lose a point.

 

Name Games

Sudden Death:

The group sits/stands in a circle. Everyone starts by introducing themselves (names only). Then the facilitator says her name, and the person to the facilitator’s left should repeat the facilitator’s name and add his own. Each person should repeat the names of everyone else who’s come before him and add their own at the end. If someone forgets a name, they are “out.” Continue until you have a winner. Other, more advanced, variations include adding an object/animal/food that begins with the same letter as your name (for example, “My name is Linnea and I like lollypops.” “This is Linnea and she likes lollypops; my name is Margaret and I like mangos”).

 

Quick Thinking:

Make sure everyone knows each others’ names before you start. Divide participants into two teams and have them stand on either side of a blanket that two counselors hold up (make sure you can’t see through the blanket, and that heads or feet are not visible to the person on the other side). One person from each team should come forward to the blanket and when the counselors drop it, the first person to say the other person’s name gains a point for his team (or you can have the ‘losing’ person join the team of the ‘winning’ person). Play until one team reaches a certain number of points; or until all the players are on one team.

 

 

Team building

One of the purposes of camp is to get students used to working together in groups and supporting each other; additionally, if you build a sense of community with your campers, they are more likely to respect each other’s opinions during class discussion and activities. So, no matter if you have 10 campers or 50, you should always schedule some time for team building activities.

 

If you have enough students (and PCVs or Ukrainians to be team leaders), you can divide your campers into teams; this makes it easier for the staff to keep track of them. The first day of camp, team leaders should welcome their team members and help campers create a team name, symbol, and team cheer. Team cheers can be used every morning and then during the Camp Olympics, if you decide to have one.

 

The following list of team building activities can be used with groups of any size.

 

Trust Fall:

Participants form two lines facing each other, standing shoulder to shoulder. They stand in a “spotter’s” stance, one foot in front of the other, knees slightly bent. Forearms are held out, bent at elbow at waist level, alternating arms with the person across from them (like a zipper). Palms are facing up. Each person should reach the elbow of the person opposite of her or him. Arms should not be connected.

One participant will fall from a platform into the group’s arms (you can also do this on the ground). When falling backwards, feet are together, body stiff (to distribute weight evenly), and arms must be held tightly against her or his chest.

 

Lap Sit:

Participants begin in a circle, standing shoulder to shoulder. Participants turn right, so they are facing the back of the person in front of them. Next they should step in towards the center of the circle until everyone's toes touch the heels of the person standing in front of them. Hands should either be on the shoulders or waist of the person standing in front of them. On the count of three, everyone should slowly sit down on the knees of the person behind them.

*Safety: A domino fall is possible. If people feel that they may fall, they should stand up and the group can begin again. Variations include walking while sitting, or sitting with no hands.

Rain Dance

This activity stresses unity, and is therefore a good activity for last day of camp. All participants stand in a circle. A leader will explain that together, the campers can create their own rain storm. During this activity, everyone should remain completely silent. Each person is instructed to copy the actions of the person on her or his left side. The dance starts with the leader rubbing his hands together. As she or he begins, the action passes around the circle, each following the person next to her or him. When everyone is rubbing their hands together, the leader begins to snap her or his fingers. The action continues around the circle as before. Then the leader pats her or his thighs, then stomps her or his feet. After that, the actions are done in reverse order: stomping, patting, snapping, and rubbing, then stopping all action, until the circle is in silence once again.

 

River Crossing:

Objectives: Using the resources provided and handicaps designated (half of the group is blindfolded), the group must get from one side of the river to the other. The river is approximately 8 meters wide.

Materials: Chalk (or something to mark the shores of the river with). Moveable 1.5 x 1.5 ft. Squares (pieces of cardboard or baseball bases work well).

Safety: A “slighted” person must be paired with a blind person and assist him/her at all times. If you begin to fall and cannot catch yourself, it is better in the game to sacrifice yourself rather than falling and potentially injuring yourself and the person you are paired with.

Set-up: Your group is in the jungle trying to escape from a tribe of cannibalistic pygmies. You come across a raging river infested with man-eating creatures (have participants think of what creatures might be living in the river: anacondas, piranhas, the Swamp Thing, etc.). Fortunately, there are eight large rocks on the shore, which you can use to get your group across. The pygmies are close on your tail, so you have very little time. Unfortunately, along the way, half the group ate some poisonous berries, which have blinded them temporarily. The cure is on the other side of the river. Also, the current of the river is very strong, and if a foot is not on the rock, the rock will be washed away.

Rules: As the group crosses the river, an individual will get chomped by those evil river-dwelling creatures if his or her foot extends more than halfway off the rock. If a person gets chomped or falls in, the whole team must start again with time still running. Also, participants cannot slide the rocks across the river with their feet. Once placed, the rock can be moved only an individual picks it back up again with their hands. The team has 45 minutes to complete the task followed by a debriefing (see “questions for team challenge”).

 

Sherpa Walk:

Objective: Conduct a blind trust walk using a new language.

Materials: Blindfolds for all participants, obstacles to maneuver around (water basins)

Set up: Two team members are designated as “guides” for the rest of the group. The two members are shown the potential route selected by the trainer that includes a few obstacles to negotiate. The guides, off by themselves, are given three minutes to make up a language consisting of several words (the dialect isn’t very complex), which they will teach to the rest of their team. Using ONLY this language, they will guide the blindfolded team along the chosen route. Because locals would take offense if any other language were spoken, the team can ONLY speak the local language. The guides have three minutes to teach their team the language. After that, the team puts on their blindfolds and follows the guides.

Scenario: Your team is touring a foreign country when your bus breaks down. You can reach your destination after a short walk but first you must traverse the security zone of a militarily sensitive area. The natives are highly suspicious of foreigners. After a number of heated phone calls to the capital city, the authorities have agreed to let you cross the area instead of waiting several days for the bus to be repaired. However, they have set two conditions: Everyone in your group must wear blindfolds and speak only the local dialect while they are traversing the sensitive area.

Rules: Guides must stay in ONE spot while guiding the team through. Team members may not form a chain or touch any other team member or guide. If anyone touches an obstacle (the electrical fence around the zone), touches another team member, OR if a team member or guide uses a word from a language other than the local dialect, one person must go back and start again. Participants have 45 minutes to complete the team challenge, followed by a debriefing (see “questions for team challenge”).

 







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