group building activities and other resources - sevec

SEVEC Community Involvement Program (SCIP)

Group building activities and other resources

A Resource for Youth, Group Organizers and Educators

www.sevec.ca

www.sevec.ca

© Copyright 2009, SEVEC

Permission is given by the copyright owner for anyone involved with the SEVEC Youth Exchange Canada program to reproduce this publication or any part thereof for educational purposes and on a non-profit basis.

This publication is intended for those involved in the SEVEC Community Involvement Program (SCIP), including:

• Community youth participants

• Students

• Group Leaders

• Educators

• Supporting adults

The SEVEC Community Involvement Program is intended to support and faciliate youth and the adults working with them, in planning and carrying out a project in their community. SCIP groups may be associated with a community organization or be a class of students. Some SCIP groups meet weekly out of school hours, others meet regularily as part of your school timetable.

For more information please visit our website at www.sevec.ca or contact Exchange staff: Tel: 1-800-SEVEC (613) 727-3832 Email: [email protected] Fax: (613) 727-3831

Group building activities and other resources

Table of Contents

InTroduCTIon ..................................................................................................................................... 3 ParT 1 GROUP BUILDING ACTIVITIES ............................................................................................ 5 • Debriefing an Activity ..................................................................................................... 5 • Tools to Aid in Group Discovery ...................................................................................... 6 • Overview of Activities ...................................................................................................... 7 • Activities .......................................................................................................................... 7

• Resources ...................................................................................................................... 16

ParT 2 OThER RESOURCES .......................................................................................................... 17

• Your Project ................................................................................................................... 18

• Fundraising ................................................................................................................... 18

• Group Building .............................................................................................................. 19

• Administration .............................................................................................................. 19

• Resources for Group Organizers .................................................................................... 20

• Some Websites to Visit .................................................................................................. 20

ii SuggeSted ActivitieS And other SuggeStionS...

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Introduction

SEVEC is pleased to share with you some group building activities and resources to support you and your group through the process of choosing, planning and implementing a community project. We hope that some of these ideas will further enhance your experience or support you in working through challenges. Whenever a group gets together to collaborate on a project there are bound to be challenges. The key to success is communication and common understanding. These activities help to create such an environment.

There are many organizations in Canada that can offer you similar ideas on group building and completing your project. We hope that the listing of some provided in the second section will be useful.

We encourage you to add your ideas and experiences to this resource. We would like to know how these activities went and we would love to have any activities that you have tried and found successful other than those described. Kindly send anything you would like to share to your SEVEC Program Operations Assistant or [email protected]. Please be sure to include your name and the name of anyone else who has contributed so that we can give full credit.

The following section, which offers ideas for group activities and ways to enhance teambuilding efforts throughout the program, was compiled and written by Dave Blottner, an Experiential Educator from British Columbia.

We look forward to sharing your ideas and suggestions!

� SuggeSted ActivitieS And other SuggeStionS...

Volunteer Canadahttp://volunteer.ca/en/node/17�5

Creating and developing youth-led volunteer projects” guide.

If you are ready to take on a challenge this guide will provide you with practical check lists, templates, tips and help you get organized to realize your commu-nity project.

5

Part 1 - Group building activities

dEbrIEfIng an aCTIVITy

Debriefing activities is an effective way to allow participants to reflect on their experience, identify and en-hance their own learning.

There are many different methods of debriefing. It can be something as simple as raising and lowering hands if you enjoyed yourself to saying things like “Apples it’s good” “Onions it’s bad.” What you are trying to do is create an environment that is open and comfortable so that your participants can be honest about their feel-ings without fear of being judged. You want to give them an opportunity to really examine what just occurred and to try and find some meaning in it.

Key things to remember in a debrief:

1) Everyone gets a chance to speak… there is no set time on a debrief (within reason) and as long as someone has something they want to say they should be given the opportunity to say it. This includes those you didn’t like the activity; they should be given the same time and opportunity as someone who really enjoyed it.

2) Short answers are not OK. “I liked it” “it sucked” just don’t cut it. As a leader it’s your job to bring out more “Why did you like it” “What made it suck?” “how could it be better next time?”

3) Speak in questions… as a leader I find the best way to bring out conversation is to speak in questions. Even answer a question with another question. Your group may find this frustrating at first but all the answers are already there for them to find so you shouldn’t need to tell them anything.

4) No one can be wrong in a debrief… there may be a specific message that you are trying to bring out, but we are talking about feelings and perception here so anything said is true and right. Take time and acknowledge all the answers… even the ones you don’t like so much.

So when do you need a debrief? Some say after every activity. That’s not a bad rule of thumb though your group may start to find that they are getting tedious after awhile. Generally I use a debrief after any activity that has an overall message to it: environmental, team building, etc. I wouldn’t use one for icebreakers or things like tag or capture the flag, unless an incident has occurred, (someone got hurt, got into a fight, a tree fell over and almost hit someone etc.)


ToolS To aId In grouP dISCoVEry

There are a number of things you can do to enhance learning experiences in your group. here are a few of the tools we have found that work well in any communication or team building activity.

different setting – if you have played all your games in the same area (gym, clearing in the forest, etc.) try changing the scenery. Take the group somewhere different where they don’t know every nook and cranny and let them try the same activity again. This works especially well for debriefs. Go somewhere new and special- a place where your group won’t be disturbed and where they can feel it is ‘their’ place.

a sudden change of the rules – Say your group is trying to build a raft, cross an area, solve a problem.Suddenly changing a rule in the middle of the game, with no warning is effective. This will again force the group to think differently and to figure out new ways of doing things.

bag of tricks - When working with a group carry a small bag with a few things in it e.g. 3 blind folds, a blow up ball, 12 pieces of paper, 2 pens, car keys (or something else that makes noise) and a handful of elastic bands. With these materials you can run almost every game listed below and make up a variety of similar ones. This also gives the option of running an activity whenever there is time and wherever you are instead of being limited by the resources available.

Teachable moments – these are hard to explain. What you are looking for during the activity is the point where the “light turns on,” where you see someone’s face light up because they have a plan, and they start working together. Oddly enough you are also looking for the opposite… when a participant gets so frustrated that they snap, or when your groups begins to get angry with each other. The teachable moment presents itself just after these events occur. Pause the activity so the group can explore what just happened, and why. Ask what are the benefits and drawbacks to that moment happening? These moments can and should also be reiterated in the debrief, to reinforce what happened and to look at the ways the group dynamic changed after the learning moment.

Picking a meaningful project helps you stay motivated

“TheadviceIwouldgiveyouistomakesureyouhaveselfdisciplinewhendoingyourproject.Makesureyouwanttoworkandthatyourprojectmeanssomethingtoyou....justmakesureyouhavefunandmeetnewpeopleintheprocess.”

— Caitlyn Participant

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oVErVIEw of aCTIVITIES

Icebreakers – These activities are designed to allow the group to break down any social barriers that may exist and set them up as equals. Icebreakers are usually short, fast-paced games involving movement, acting silly and names.

Team building – These activities highlight how the group interacts with each other and teaches them how to show their ideas without necessarily using words. These activities are usually problem solving based.

Conflict Management – These activities are designed to solve a specific problem within the group. Some-times the goal is not to solve the problem but merely to identify it to the entire group and bring it forward so that the group is willing to talk about it and hopefully begin resolution.

Environmental awareness – Obviously these games have a specific goal of bringing your group closer to the environment. These games usually have some kind of moral or educational base within them. They do not necessarily have to be focused on nature but can also pertain to your cultural environment

aCTIVITy forMaT

Each activity is presented in the following format:

name - Name of the activity

activity Type – What category/categories it falls under

Prep Time required – how much time it would take to put together from scratch

resources required – What physical resources you need to run this activity

description – how do I play?

Pre-briefing - Things to tell the group before beginning the activity

Post-briefing – Things to discuss after the activity, such as moral aspects

name: Camouflage

activity Type: Environmental

Prep Time required: 10 mins (enough time to find a good area to play and know where boundary line will be)

Youth Entrepreneurship and Sustainability – Event Planning Handbook(website available in english only but toolkits are bilingual) http://www.yesweb.org/gkr_toolkits.htm

This toolkit has icebreakers suggestions, lists skills needed for work-ing with a team and how to build an organizing team.


resources required: a lightly wooded area

description: One person is IT. This person stands up and closes their eyes while the rest of the group goes and hides. When the IT turns around IT begins to search for the rest of the group. NOTE: IT cannot move, it can only spin on the spot in circles. When IT feels IT has spotted someone IT describes what it sees and a leader verifies, then that person comes up and sits beside IT. When IT can find no more players then IT closes its eyes and the players move closer and hide again. The object of the game is to hide as close to IT as possible without being found. The game ends when IT cannot find anyone or when all the players are caught.

Pre-briefing: here you want to talk about eagles and mice, or hawks and shrews or any two similar crea-tures. Discuss the fact that an eagle hunts from miles above in the sky and only when it sees something does it fly down to grab it. In return the mice stay very still and only when they are sure the eagle is gone do they attempt to move.

Post-briefing: Ask questions such as: who was found first? Who was found last? Why do you think that happened? What do the people who got caught early have in common? What it usually comes down to is that the ones wearing bright colours, hid in groups or were noisy were found first and the ones who blended in or camouflaged themselves lasted longer… then I go on to talk about natural camouflage and how many creatures use it to survive.

name: Face Off

activity Type: Icebreaker

Prep Time required: 5 mins (enough time for you to write a list of topics to shout out)

resources required: None

description: Randomly pair up your group, then shout out a topic. The pairs have 30 seconds to introduce themselves and discuss the topic. Then yell “Switch!” and the pairs find new partners. Keep doing this until the group has circulated a few times. Try to choose fun and interesting topics like:

“If you could be anyone from history, who would it be?”

“If you could grant one wish, what would it be and for whom?”

Pre-briefing: Cover the rules of the game; tell them to be honest.

Post-briefing: Not much required. Just go around the circle and ask everyone something they learned about one person there (leaders should play this game as well to get to know their groups.)

name: Club


Prep Time required: 1min


description: have everyone sit down in a circle. Pick two or three participants that have something in common (wearing a hat, blue jeans on etc.) then have the group try and figure out what makes these players a “club”.

Pre-briefing: None required

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Post-briefing: None required. This game is another quickie you can pull out shortly after you meet your group. It gives you the opportunity to see how they think and interact with each other.

name: Air Ball

activity Type: Icebreaker, Communication

Prep Time required: 2 mins (find a ball and a place with some room to play)

resources required: 1 beach ball or volley ball, room to run around

description: The objective of this game is simply to keep it in the air without letting it touch the ground. No one person can touch the ball twice in a row. Set a goal with the group for the number of hits that the group can make.

Pre-briefing: Set a goal with your group, possibly a prize if they attain the goal.

Post-briefing: Take a few moments afterwards and ask them what worked really well? Then ask what didn’t go well and slowly steer them towards the fact that this game can only be won through teamwork and communication.

name: Deer Ears


Prep Time required: 2 mins (find an area that is quiet where you won’t be disturbed)

resources required: 1 set of keys, a blindfold

description: have your group sit in a circle. One person is nominated to be the Deer. The deer is blind-folded and sits in the centre of the circle with the keys in front of him/her. Then the leader silently picks the wolf from the remaining players. The wolf must get to the centre, retrieve the keys then return to his/her place without being heard. The deer gets three attempts. If s/he hears the wolf all s/he must do is point. If the deer points at the wolf, that person must sit down and a new wolf is selected. If the wolf gets the keys the deer goes back and the wolf gets a chance to be the deer.

Pre-briefing: Talk about the relationship between deer and wolves, how deer are always quiet and listening and how at the first sign of danger they run. Also point out that wolves spend their lives learning how to get as close as they can without being heard. Make sure you mention to the group that it is only fair that every-one is quiet during the game.

Post-briefing: Ask who you think the best wolves were… why? Who were the best deer… why? Who has it easier in nature the wolf or the deer? Let them debate it for awhile.

name: Web of Life


Prep Time required: 1-2 hours to create tags, stamps, locate an area to play in and set boundaries.

resources required: 100 poker chips: 50 green, 30 blue 20 red, several different stamps, cue cards for each player, a large wooded area to play in, a key ring for each player, and a whistle.

10 SuggeSted ActivitieS And other SuggeStionS...

description: Split your players into three groups: carnivores, herbivores, omnivores. The carnivores receive a cue card that says “water” on it as well as a key ring with three red chips on it. The omnivores get a card that says “food” and “water” on it as well as a key ring with 5 blue chips. Finally the herbivores get a card that says “food” and “water” on it and get a ring that has 7 green chips. In a group of twelve there should be no more than 2 carnivores, 3 omnivores and 7 herbivores. hidden away in the woods are signs that say “Food” with stamps attached. The herbivores and omnivores must find these and get their cards stamped in order to survive. They can only go to each station once, however, so they must keep moving. They must also find the signs marked “water” which everyone including the carnivores need to survive. The omnivores have the op-tion of getting food stamps or eating a herbivore. (To eat one they need only tag one lightly on the shoulder.) The carnivores have the option of eating herbivores or omnivores and do so in the same tagging fashion. If a herbivore is eaten he hands over one of his green chips. Once someone loses all of their chips they are out and must wait for a new game to start. The players must stay within the boundaries; if found outside the leader will tag them, saying the player was hit or something of the like. After about thirty minutes bring everyone in, let them rest and set up game again. After the second round bring everyone in to debrief.

Pre-briefing: Go over the rules thoroughly and make sure everyone understands. Take time to stress boundaries. Make sure everyone understands what a light tap on the shoulder is. Make sure they know how to find you in case someone gets hurt, and tell them when they hear the whistle they are to come back and the game is over.

Post-briefing: The debrief for this game usually runs itself. Sit everyone in a circle and give them the opportunity to talk about the game. how did each group do… why? Was it fair? Why or why not? how is the game similar to real life? Was the boundary too large or small? how is that like real life? What would you do differently if we played again? Why? And so on.

name: hot Blanket


Prep Time required: 2 mins

resources required: 1 blanket

description: Everyone holds hands in a circle around the blanket without touching it. The object of the game is to get everyone else to either let go of hands or touch the blanket. Anyone who touches the blanket is out. Anyone who lets go is out. The game continues until there is only one person left.

Pre-briefing: Explain the rules of the game, (depending on size of blanket you may have to fold it as the group gets smaller)

Post-briefing: None. (This is a great game if your group has alot of energy and needs to blow off steam without having alot of room to do it in. Use this game when there is some rivalry in the group; it gives people a positive environment to work things out.)

name: Flip Flop

activity Type: Team Building

Prep Time required: 2 min

resources required: 1 blanket

description: Everyone hops onto a blanket, then without getting off or touching anyone else the group must flip the blanket over.

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Pre briefing: Explain the rules of the game. Explain that they must work together to do this and be prepared to dedicate some time to this game. Once started it can’t be interrupted until it is finished.

Post-briefing: Ask them what worked and didn’t. Ask whether there was one clear leader in the group and who were the main people working on it. If there was one clear leader, run the program again but this time the leader cannot speak, and the ‘second in command” is blindfolded… this gives the group an opportunity to operate within a new dynamic. After that exercise spend time talking with your group about how much harder/easier they found it the second time and how they felt without their leader.

name: Floating Staff



resources required: 1 metre stick or something of equivalent size

description: Tell the group that they must lower this stick to the ground better than anyone else has ever lowered a stick before. That is their mission. The rules are simple. Get the group into two even lines facing each other. Everyone puts out their index finger…no finger curling or gripping or anything just flat fingers. Then the leader places the stick on the fingers. The group’s job is to bring the stick to the ground. Right away the stick will go up or fall off… allow them time to talk and bring it down to the ground.

Pre-briefing: Explain the rules and their mission. Build up the mission and make sure everyone understands it. have them repeat the mission several times and maybe even chant the mission for a few moments. Then let them start.

Post-briefing: Ask if they understood the mission. Did anyone sabotage the mission? If not why did they get so far off track so quickly? What caused them to succeed in the end? Ask if anyone is to blame in this activity.

Working together as a group can be fun and rewarding

“Therearealotofthingsthatcanbedonetoensurethecommitteesworkwelltogether,activitiesasagroupandplanningnightswereuseful,aswellasnightsjusttohavefun.”

— Katherine Participant

YOUCAN http://www.youcan.ca

YOUCAN offers a great free resource to overcome challenges.


Discuss how often a group will pick a scapegoat in any situation, and talk about ways of preventing that from happening through communication team work and trust. This activity works well if someone in your group is being bullied or picked on… it allows you an opportunity to witness it without having the scapegoat being seen as a tattletale. And it gives you the opportunity to clearly discuss the issue with the group.

name: Stumper Jumper



resources required: 13 pieces of paper

description: Line the 13 papers up on the ground. have 12 players stand on the papers: 6 facing one way 6 facing the other with an empty paper in-between. The object of the game is for all 12 players to switch places. Rules are as follows: a player can only step forward never back. A player can jump into an empty space. All players must be on a piece of paper at all times. They can try as many times as they need to figure it out. Warning this game WILL lead to frustration and group arguments… it is part of the process.

Pre-briefing: Explain the rules. Don’t give them any hints and don’t help. Be very strict about the rules and make them start over if they are broken at all.

Post-briefing: Ask how hard it was. Go around and ask everyone how they felt during the middle of the exercise and then at the end when they achieved their goal. Ask the group what led to the solving of the prob-lem? What worked and what didn’t? If anyone got angry or yelled ask why they were feeling that way and how that got resolved? This exercise must be finished if it is started. If the group doesn’t finish it then these feelings of frustration do not get resolved and there is no real lesson about teamwork and communication.

name: Egg Drop


Prep Time required: 3-5 mins

resources required: 3 eggs, cardboard, foam, any other random materials found around the area.

description: The group is divided into three sub groups of 4… 1 noisy person, 1 quiet person and two others. The noisy person in not allowed to talk or move from his one spot during the exercise. The quiet person can talk but cannot gesture or move around. The others are then blindfolded and are allowed to move freely. The object of the game is to build protection for your egg so it can survive a five foot drop.Warning: this game can get messy!

Pre-briefing: Explain the rules. And really crack down on cheaters, don’t let the “noisies” talk or the “quiets” gesture.

Post-briefing: When debriefing this game take the time to find out how people felt when they weren’t allowed to use their strengths and had to rely on others. Make sure everyone has a chance to contribute to this conversation.

name: Community Quest

activity Type: Team Building, Community Environment

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Prep Time required: 1 hour or so (make sure you know the things that are in your community)

resources required: 1 pre-made scavenger list

description: Divide your group into three or four groups. Send them into the local area with a scavenger hunt list. An example list might be:

Activity schedule from the YA Job Corps ApplicationA Card off the community bulletin boardA security guard’s autographA flyer from the Chamber of CommerceA phone number for a teen shelter in the area

And what ever else you think is applicable

This is an activity that works well on an exchange if you run it in both areas and keep what the group col-lected to compare and examine the difference. It is also good to run near the beginning of the trip because it allows the group to learn the area they are in and know their way around a little better.

Pre briefing: Explain the rules. Give out the list, the timeline and where to meet back.

Post briefing: Save the main debrief until after the 2nd time. Ask the group questions like: What was the same in these communities? What was different? Why? Is one way better than the other? Why? What is one thing you learned that you never knew before?

name: West Wind Blows


Prep Time required: none

resources required: none

description: have your group stand in a circle, with the leader in the center, the leader will call out “the west wind blows if…” and then say a phrase or description example “the west wind blows if you are wearing shorts” then everyone in the group that is wearing shorts must get up and cross the circle. The last one to make it across ends up in the middle and starts over again. This is a great way for your group to get to know each other and an excellent way to set the tone for the week.

Pre-briefing: Explain the rules. Let them know it is OK to be silly or act crazy and that they don’t need to be “cool” in this group. Tell your group that this exchange is an opportunity to be whoever they want to be without being judged or ostracized for it.

Post-briefing: None required.

name: Two Truths and a Lie


Prep Time required: None


1� SuggeSted ActivitieS And other SuggeStionS...

description: This game can be played anywhere, even on the bus or in the van on your way to an activity. have your group sit down together and each person will say two truths and 1 lie (not in that order). The object of the game is for the rest of the group to figure out what is true and what is not.

Pre-briefing: Explain the rules. This game gives your group a chance to get to know each other… there is no timeline so let it keep going as long as they are amused and keep talking. It is also a game that can be picked up or dropped through out the week so that they get to know each other better.

Post-briefing: None required.

name: Trust Walk

activity Type: Conflict/ team building

Prep Time required: 20 mins. Make sure you know where you will lead your team and what obstacles lay in your way.

resources required: half as many blindfolds as there are participants

description: Split your group into pairs. Make sure you are pairing your groups in such a way that people who don’t know each other, or aren’t getting along are together. Blindfold one person in each pair. Then tell them that their partner will have to guide them on a walk. Go for a ten-minute walk as a group, then have partners switch. Make sure you take a different route on your second walk.

Pre-briefing: Explain the rules. Let them know as well that communication is the key here.

Post-briefing: Take the time to hear everyone (they will all have something to say) ask how it felt to be so dependent on someone? Ask if they trusted their partner before? During? And after? Ask what they think prompted this activity? And discuss the original problem. Most importantly listen.

name: Bat and Moth


Prep Time required: none

resources required: 1 blindfold

description: have your group stand in a circle with two players in the centre. Player one is deemed BAT. Bat is blindfolded. Player two is deemed MOTh. Everytime bat yells “BAT” moth must respond by yelling “MOTh.” The object of the game is for BAT to catch moth and for moth to stay away from bat without leaving the circle. Rotate through the group so everyone gets a chance.

Pre-briefing: Talk about nature and bats, how they survive, and what they eat. Mention that bats are blind yet they still manage to find and effectively hunt their prey, the moths.

Post-briefing: Ask the moths how hard it was to stay away. Ask the bats how difficult it was to catch the moths. Ask why to both. Ask what worked well? Bring up echo-location if no one else does and ask if they know of other creatures that use it.

name: Lava Crossing

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Prep Time required: 1 min (find a location and materials)

resources required: 10 pieces of paper

description: Mark off an area (e.g. a gym, a small field, a clearing, a parking lot). Explain to your group that they, as a team, must get from one side of the area to the other without touching the ground in between. The ground in from that point is considered “lava.” The group is lucky, however; they happen to have 6 pieces of lava- proof paper on which they can stand. The problem is there is a shark that lives in the lava (or some other dangerous creature which makes even less sense) and that shark (i.e. leader) will eat the lava proof paper unless it is being firmly stepped on or held down. No person can be left behind; people who fall into the lava will go back to the beginning injured. The group has as much time as they need to get across. (Note the group can be awarded extra paper if they do something that merits it: e.g. work out a great plan, nobly rescue someone from the shark etc.

Pre-briefing: Give them the rules stated above but nothing else. Anything they can think of is fair game, but be ruthless in taking their paper if they put it down without stepping on it.

Post-briefing: have a long talk about frustration, how they accomplished their goal? What did they like? What did they dislike? how did they come up with their plan? Was there a leader? how did they pick their leader? Etc.

name: Wind in the Willows


Prep Time required: None

Bring new ideas to the table“Workingtogetherwithothersallowspeopletobringnewideasaswellas

supporttoagivensituation.Youcanshowleadershipbybringingnewideastothetable.Usepeople’sstrengths,provideencouragementandleteveryoneknowtheirideasarebeingheardandappreciated.”

— Shelby Participant, Alberta

Canadian International Development Agencyhttp://www.acdi-cida.gc.ca/cidAWeB/acdicida.nsf/en/Jud-551�502�-Q�K

Government website dedicated to youth and educators with related links and resources. If you need help writing an article, finding resources in cyberspace or are looking for great online links to resources be sure to check out this website



description: have your group stand in a fairly small circle with one person in the centre. This person puts their feet tightly together, crosses their arms, then- keeping their body completely rigid- leans forwards and back enough to fall over. The group will catch the person and give them a gentle shove back in the direction they came from. Circulate through the group so everyone gets a chance.

Pre-briefing: Talk about how important trust is and how important it is for the circle people to catch our person in the centre.

Post-briefing: Ask what it felt like to fall back and rely on someone else. Make sure everyone gets a chance to respond.

ConCluSIon

Working in a group can be challening but it is also very rewarding. Once your project is complete, you have the chance to look back and take stock of the impact you have had. We hope that you and your group were able to use some of these activities to further enhance your experience or overcome any challenges you might have encountered.

We would like to add your ideas and experiences to this resource. Kindly send your feedback and suggestions on these activities to your Program Operations Assistant or [email protected]. Please be sure to include your name and the names of anyone else who has contributed so that we can give full credit in the upcoming edition.

rEfErEnCES

The ultimate camp source: http://www.ultimatecampresource.com/

nature games: http://www.inquiry.net/outdoor

Effective leadership in adventure Planning : Simon Priest and Michele Gass

The business of adventure: Ross Cloutier

Scout about Program guide: Scouts Canada, Scout about partners

raccoon Circles: Jim Cain

Learn team-building skills

“Ithinkyouwilllearnteambuildingskillsthroughouttheprojectbecauseyouareworkingthroughcommitteesanditisnotjustaone-personthing.IknowIlearntteambuildingskillsthroughtheprogrambothwhenweallvolunteeredtogetherandwhenwewerejusthangingouttogether.”

— leslie Participant, Manitoba

17

Part 2 - Other Resources

Working on your SEVEC Community Involvement Program is a great opportunity to learn about yourself, your group and your community. It also gives you the opportunity to work on a project while living and learning in another part of the country as part of your exchange.

What follows is a compilation of resources that have been shared by others, just like you, working on a SCIP project. If you have used resources other than those listed here, that helped you in any part of your project, please send them to your Program Operations Assistant or send to [email protected]. Please be sure to include as much information as possible as well as your name so we can give you credit.

Prends ta place ! (resource available only in French)

http://forumjeunesseestrie.qc.ca/engagement/prends-ta-place/jeunesse

Prends ta place is providing 2 guides which will help you with leadership, engagement, communication, motivation, conflict resolution, meeting guide-lines and the many different ways of participating in an organization


your ProjECT

abSoluTE bEgInnEr’S guIdE To Project Management Gregory M. horine, Que Press

This text is a great introduction to getting organized in planning and implementing your community project. The information is laid out in a fun and easy to read format with lots of tables and charts making it easy to follow. There are lots of tips to help you succeed. This book is recommended from the moment your SCIP group forms and as a resource to refer back to throughout.

Creative Tools: Civic Engagement of young People, growing up in Cities Canada A toolkit developed as a result of the Growing up in Cities Canada project, this resource combines the experi-ences of youth who have taken action in their communities. Youth are supported in creating and carrying-out action in civic decision-making.

Service learning from Classroom to Community to Career Marie Watkins, Ph.D., Linda Braun, Jist Life

This book is meant to support anyone wishing to connect their classroom learning with real-life experiences. It defines Service Learning and supports you in carrying it out. Students who have completed Service Learning share their thoughts and insights. It also contains practical tips and worksheets to use as a group or with your committees.

Take action! a guide to active Citizenship Marc Kielburger and Craig Kielburger, gagelearning

Written by two young brothers who have been active in inspiring youth to action, this is recommended reading as a toolkit for community youth engagement. The detailed step-by-step guide on how to be involved in active citizenship will provide inspiration for all areas of your community involvement project.

Take More action Marc Kielburger, Craig Kielburger and Deepa Shankaran, Thomson Nielson

A follow-up to the highly successful Take Action! A Guide to Active Citizenship, this guide features the profiles of inspirational young people who have made a difference and shares some of their best practices. Geared to youth between the ages of 10 and 15, becoming socially engaged is now easier than ever.

Youth In Philanthropyhttp://www.yipcanada.org/resources_listings_e.cfm

‘Getting to Give‘‘guide

So you have lots of energy, creativity and resourcefulness but need help to organize yourself to accomplish your goals? This guide will help you develop your strategy and mindset as well as highlight useful information on youth-led projects.

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fundraISIng

fundraising for duMMIES John Mutz & Katherine Murray, Wiley Publishing, Inc.

This hands-on guide supports you and your Fundraising Committee in raising money for your community project. This book is a good support to the SEVEC Guide on Fundraising you are already using in your committee.

The abC’s of Making Money 4 Teens, 3 easy steps to freedom Dr. Denis L. Cauvier and Alan Lysaght, Wealth Solutions Press

Aimed at providing teens with tools, encouragement and advice on how to make money, it also provides advice on how to hang on to it and how to make it grow while having fun. The book contains not only information but self-directed exercises and stories from teens as well. Geared more towards the individual teen, this resource would serve as a support for the Fundraising Committee.

grouP buIldIng

dEalIng wITH PEoPlE you Can’T STand, How to bring out the best in People at Their worst Dr. Rick Brinkman & Dr. Rick Kirschner, McGraw-hill

This is a good resource to help you and your group in overcoming conflict. Divided into sections that identify the goals you have in getting along with others, it also outlines excercises to achieve your goal and warns of you of areas that might be challenging. It also shares stories of others facing similar challenges in reaching their goals in getting along with others and how they overcame them. If you use this book, please let us know what you thought

THE KIdS guIdE To working out ConflICTS, How to Keep Cool, Stay Safe, and get along Naomi Drew, M.A., free spirit publishing

Working in a group and as part of committee in planning and implementing your community involvement project can be challenging. Perhaps you have worked in groups before or perhaps this is new to you, in either case, this book provides useful tips and suggesting on working out any conflicts that may arise. (Leaders Guide listed below)

wHy boyS don’T TalK and wHy IT MaTTErS, a Parent’s Survival guide to Connecting with your Teen Susan Morris Shaffer & Linda Perlman Gordon, McGraw-hill

You might find this book useful in supporting your group’s efforts at good communication. It provides some insights that might help you. Broken into short chapters that are easy to read, there are also quotes to provide inspiration throughout the book.

wHy gIrlS TalK and wHaT THEy’rE rEally SayIng, a Parent’s Survival guide to Connecting with your Teen Susan Morris Shaffer & Linda Perlman Gordon, Mc Graw-hill

A good complement to the book above, a better understanding of communication styles can only help you and your group to achieve your goals. Broken into short chapters they are easy to read, there are also quotes to provide inspiration throughout the book.


adMInISTraTIon

running a Meeting That works, The Skills you need to SuCCEEd in the business world Third Edition, Robert F. Miller and Marilyn Pincus

Only 128 pages, this small pocket book would be a great resource for your group prior to breaking into com-mittees. Written in an easy-to-read format with straight-forward language, it gives you solid advice on how to prepare for a meeting, encourage participation and use audiovisuals effectively.

rESourCES for grouP organIzErS

a lEadEr’S guIdE To THE KId’S guIdE To working out Conflicts, How to Keep Cool, Stay Safe, and get along Naomi Drew, M.A., free spirit publishing

The SCIP program, while youth-led, fosters a partnership between youth and Group Organizers and you may need their support in fostering conflict resolution and supporting a positive environment. Geared to be practi-cal and adaptable to any group situation or setting, the 25 sessions outlined teaches eight steps in conflict resolution. The resource includes handouts that can be reproduced. (Kid’s Guide listed above)

ProMoTIng SoCIal and EMoTIonal lEarnIng, guidelines for Educators Maurice J. Elias, Joseph E. Zins, Roger P. Weissberg, Karin S. Frey, Mark T. Greenberg, Norris M. haynes, Rachael Kessler, Mary E. Schwab-Stone, Timothy P. Shriver

Youth-led learning through the SEVEC Community Involvement Program is a rewarding experience for the Group Organizer. This resource supports you in achieving this goal. Including discussion on fostering engaged students, this book contains guidelines to follow and examples.

SoME wEbSITES To VISIT:www.engagementcentre.ca – An index of resources on youth engagement compiled by the Centres of Excellence for Children’s Well-Being. The resources vary from in-depth guides to quick posters and fact sheets appropriate for youth to use while working in their committees. Some suggested resources subjects to review include: Citizenship, Community Involvement, Community Service, Municipal Governance, Voluntary Work, Volunteerism, Youth Engagement Framework, Youth Leadership, Youth Organizations, Youth Voice and Youth-Adult Partnerships.

www.growingupincities.ca – Learn all about the Growing Up in Cities Canada project. This dynamic project which resulted in a toolkit on community civic engagement supported youth in becoming involved in their communities. This is good site to research when looking for inspiration for your SCIP project.

www.mediaeducationweek.ca – Download the free Media Education: Make It happen! workshop, guide and booklet. The booklet and 65-slide Powerpoint provides a snapshot of media education, key concepts for media literacy and an overview of media education in Canada. The guide is a resource for facilitators and includes handouts, background information, tips for presenting and additional workshop activities. This would be a great activity for your Media and Public Relations Committee to run with the entire group.

www.langcanada.ca – A good site to find educational resources, educational materials, training organiza-tions and information that enhances second official language teaching and learning in Canada! This site would be especially useful if your exchange group, working on your project with you, speaks a different language.

www.youth.gc.ca – The source for information about programs available for youth at the community level and beyond.

www.yukonyouth.com – The website for BYTE, a nonprofit youth advocacy organization that strives to support and empower youth. Based in Whitehorse, they work with youth throughout the Yukon.

300-950 GladstoneOttawa ON K1Y 3E6CANADA

(613) 72.SEVEC (727-3832) or 1 800 38.SEVECFax: (613) [email protected]

www.sevec.ca

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