KIDS  INCLUDED  TOGETHER  Participant  Guide  

Tweens  &  Teens:    Creating  a  Culture  of  

Acceptance

  D E V E L O P E D   B Y   K I D S   I N C L UD ED   T OG E T H E R ’ S  

National  Training  Center  on  Inclusion  

                                     

©  Kids  Included  Together.  All  Rights  Reserved.  2820  Roosevelt  Road  •  Suite  202  

San  Diego,  CA    92106  Phone  858.225.5680  •  Email  info@KITonline.org    

 

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Learning  Objectives  The  following  are  the  learning  objectives  identified  for  this  learning  event:  

1. Identify  3  strategies  to  create  a  culture  of  acceptance.  

2. Create  a  plan  to  implement  3  strategies  to  support  youth  to  positively  engage  with  peers.  

 

 

How  to  Use  This  Guide  This  participant  guide  includes  valuable  opportunities  for  collaboration,  and  a  review  of  information  presented.    The  “icon  key”  at  left  will  help  you  identify  information  and  activities.  

   

Information  on  Earning  CEUs    KIT’s  National  Training  Center  on  Inclusion  (NTCI)  offers  Continuing  Education  Units  (CEUs)  for  successful  completion  of  course  requirements  for  organized  learning  events.    Participants  interested  in  receiving  CEUs  must  fill  out  a  registration  form  and  submit  it  with  the  required  payment.    Registration  forms  are  available  at  each  learning  event  and  by  request.      

Participants  must  complete  the  learning  objectives  on  page  11  in  order  to  receive  credit.  Upon  completion  of  course  requirements  and  forms,  participants  will  receive  a  CEU  certificate  and  transcript.    All  information  shared  and  learner  records  are  kept  confidential  in  a  secure  location.    A  written  copy  of  KIT/NTCI’s  privacy  and  security  policy  is  available  upon  request.    Learner  records  are  updated  for  all  learning  events  and  available  for  issuance  within  15  business  days  to  facilitate  requests  for  records  and  transcripts.            

I C O N   K E Y  

1 Valuable  information  

Collaborate  

& Review  

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Terms    

Tweens  &  Teens  

 

   

 

 

Creating  a  Culture  of  Acceptance    

The  Right  Staff    

 

 

 

 

 

Notes  

§ Tween:  § Between  childhood  and  adolescence  § Approximately  9-­‐12  years  old  

§ Teen:  § Adolescence  § Period  from  puberty  to  legal  adulthood  § Approximately  13-­‐19  years  old  

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1  § Focus  on  youth  § Understanding  of  development  and  age-­‐related  issues  § Authentic  appreciation  of  age  group  § Flexibility  § Being  respectful  

 

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 Cultivate  Relationships  

 

 

 

 Celebrate  Diversity  

     

 

Set  and  Maintain  Expectations            

 

Notes  

1  § Establish  connections  through  activities  § Low  risk  to  start  § Focus  on  commonalities  

§ Ensure  everyone  is  included  and  feels  welcome  § One  chance  to  make  a  good  impression  § Assign  greeter  § Know  names  

1  § Youth  as  a  part  of  the  planning  process  § Space  that  reflects  the  cultures  of  the  participants  § Variety  of  activities  

1  § Allow  peers  to  define  expectations  § Encourage  empathy  § Teach  and  practice  conflict  resolution  

 

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1. _________________________________________________________  

2. _________________________________________________________  

3. _________________________________________________________  

 

 

Improving  Peer  Engagement  

Do  your  homework            

Create  and  Implement  the  Plan  

 

Notes  

1  § Look  for  patterns  § Identify  triggers  and  influences  § Seek  information  

1  § Include  youth  and  family  § Establish  a  timeline  § Define  responsibilities  

 

With  a  partner,  discuss  and  list  3  ideas  you  would  like  to  implement  to  create  a  culture  of  acceptance.  

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Barriers  to  Engagement  

 Look  at  the  photograph  above.  Turn  to  your  neighbor  and  discuss  ways  in  which  this  

   program  space  would  be  perceived  by  a  tween  or  teen  participant.  In  the  space       provided  below,  list  what  is  not  appealing  about  the  space.    

 

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Environment          

   

 

Sensory  

 

Notes  

1  § Unappealing  spaces  § Age-­‐appropriate  

§ Furniture  § Materials  

§ Room  arrangement  § Small  groups  § Chill  out  zone  § Defined  areas  

1  § Large  number  of  participants  § Split  into  smaller  groups  § Sensory  input  like  roller  

§ Auditory  Challenges  § Headphones  or  earplugs  § Microphone    § Placement  in  room  

§ Visual  Challenges  § Sunglasses  or  hat  § Placement  in  room  

§ Temperature  Challenges  § Frequent  water  and  shade  breaks  § Extra  sweatshirts,  mittens  

 

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Communication          

 

 

 

Social  Skills  

 

 

 

 

 

 

 

Notes:  

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§ Lack  of  shared  communication  system  § Learn  youth’s  communication  system    

§ Native  language  § Sign  language  § Pictures  or  text  § Assistive  technology  options  

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§ Difficulty  entering  the  group  § Use  staff  as  a  bridge  § Role  model  

§ Challenge  understanding  an  activity  § Explain  sequence  of  activities  § Use  staff  or  peer  support  

§ Poor  sportsmanship  § Review  expectations  prior  to  activity  § Visually  highlight  options  

§ Low  frustration  threshold  § Provide  gross  motor  release  § Teach  “leave  and  breathe”  technique  § Listen  to  music  on  iPod  § Change  location  § Offer  choices  § Use  humor  § Redirect  

     

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Plan  for  Action  Think   about   a   youth   in   your   program   who   has   difficulty  engaging   with   peers.   List   at   least   3   engagement   support  strategies   discussed   today   which   could   be   helpful.       The  strategies  can  cover  one  or  more  of  the  areas  listed  below.  

 

 

Environment:  

 

 

 

 

Sensory:  

 

 

 

 

Communication:  

 

 

 

 

Social  Skills:  

 

 

 

 

 

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References  

Ackerman,  M.  (2004).  Conversations  on  the  go:  clever  questions  to  keep  teens  and  grown-­‐ups  talking.    Minneapolis,  MN:  Search  Institute  Press.  

Benson,  P.,  Galbraith,  J.,  &  Espeland,  P.  (1998).  What  kids  need  to  succeed:  proven,  practical  ways  to  raise  good  kids.  Minneapolis,  MN:  Search  Institute  Press.  

Bradley,  M.  (2003).  Yes,  your  teen  is  crazy!  Loving  your  kid  without  losing  your  mind.  Gig  Harbor,  WA:  Harbor  Press,  Inc.  

Frankel,  F.  (1996).  Good  friends  are  hard  to  find:  help  your  child  find,  make,  and  keep  friends.  Glendale,  CA:  Free  Spirit  Publishing.    

Green,  S.  (2010).  Don’t  pick  on  me:  help  for  kids  to  stand  up  to  and  deal  with  bullies.  Oakland,  CA:  Instant  Help  Books.  

Kimball-­‐Baker,  K.  (2003).  Tag,  you’re  it!  Fifty  ways  to  connect  with  young  people.  Minneapolis,  MN:  Search  Institute  Press.  

Kirby,  E.,  &  McDonald,  J.  (2009).  Engage  every  student:  Motivation  tools  for  teachers  and  parents.  Minneapolis,  MN:  Search  Institute  Press.    

Meehan,  C.  (2011).  The  right  to  be  safe:  Putting  an  end  to  bullying  behavior.  Minneapolis,  MN:  Search  Institute  Press.    

Nelson,  J.,  &  Lott,  L.  (2012).  Positive  discipline  for  teenagers.  New  York,  NY:  Three  Rivers  Press.    

Pearson,  Y.,  Johnstad,  K.,  &  Conway,  J.  (2004).  More  than  just  a  place  to  go:  How  developmental  assets  can  strengthen  your  youth  programs.  Minneapolis,  MN:  Search  Institute  Press.  

Ragsdale,  S.  &  Saylor,  A.  (2014).  Groups,  troops,  clubs  &  classrooms:  The  essential  handbook  for  working  with  youth.  Minneapolis,  MN:  Search  Institute  Press.  

Susan  and  Ann  Saylor  (2007).  Great  group  games:  175  boredom-­‐busting,  zero-­‐prep  team  builders  for  all  ages.  Minneapolis,  MN:  Search  Institute  Press.  

Sambhava,  Luvmour  and  Josette  Luvmour  (1990).  Everyone  wins!  Cooperative  games  and  activities.  Philadelphia,  PA:    New  Society.  

Search  Institute  (2004).  Ask  me  where  I’m  going  and  other  revealing  messages  from  today’s  teens.  Minneapolis,  MN:  Search  Institute  Press.    

Taylor,  J.  (2008).  Anger  control  training  for  children  and  teens.  Monmouth,  OR:  A.D.D.  Plus.  

Wood,  Chip  (2007).  Yardsticks:  children  in  the  classroom  ages  4-­‐14.  Turner  Falls,  MA:  Northeast  Foundation  for  Children,  Inc.  

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Resources  and  Information  § Free  podcasts  and  frequently  asked  questions  at  www.kitonline.org  

§ Email  questions  about  inclusion  to  help@kitonline.org    

§ Contact   858-­‐225-­‐5680   or   info@kitonline.org   for   questions   regarding   earning   CEUs   for   this  course.  

§ Pacer  Center’s  Teens  Against  Bullying,  pacerteensagainstbullying.org  

§ Special  Education  Technology  British  Columbia,  setbc.org  

§ Stopbullying.gov  

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Learning  Objectives  for  CEUs  

Complete  the  following  learning  objectives  and  submit  with  CEU  registration  form  and  payment  to  earn  CEUs  for  this  course.  

1. Describe  3  strategies  to  create  a  culture  of  acceptance.  

1.  

2.  

3.  

 

2. Describe  3  support  strategies  to  positively  engage  a  youth  with  peers.    

1.  

2.  

3.  

 

 

 

 

 

 

Mail  completed  learning  objectives  (this  page),  payment,  and  CEU  registration  form  to  KIT    at  2820  Roosevelt  Road,  Suite  202,  San  Diego,  CA  92016.