TWO DAY PROGRAM FOR THE ATHLETES AGAINST BULLYING SQUAD FROM THE ASSABET VALLEY REGIONAL TECHNICAL HIGH SCHOOL DAY 1: SATURDAY AUGUST 16 TH, 2014 DAY 2:

TWO DAY PROGRAM FOR THE ATHLETES AGAINST BULLYING SQUAD FROM THE

ASSABET VALLEY REGIONAL TECHNICAL HIGH SCHOOL

D AY 1 : S AT U R D AY A U G U S T 1 6 T H , 2 0 1 4D AY 2 : S U N D AY A U G U S T 1 7 T H , 2 0 1 4

P R O G R A M B Y H O L LY O U E L L E TT E

L O C AT I O N: E A S T C A M P U S

O U T D O O R L E A R N I N G C E N T E RS P R I N G F I E L D C O L L E G E

S P R I N G F I E L D, M A 0 1 1 0 9

Challenge Course Program

Description of the Organization

Assabet Valley Regional Technical High School Assabet Valley is a Vocational/ Technical high school that prepares

students to enter the workforce after completing high school. Assabet Valley provides students with a whole education. This education begins with an academic base supporting the growth of enhanced vocational and technical skills that will prepare students for life outside of school.

Athletes Against Bullying Squad (AABS) The Athletes Against Bullying Squad is a student run group at Assabet

Regional Technical High School that acts as a governing body for leaders and role models to combat bullying. Individuals in this group are selected to take part in this organization and are expected to be well rounded Student-Athletes. This group of students has been trained by the Sport In Society Program, based at Northeastern University to work with teens in the battle against bullying.

Description of the Client Population Number of Participates:

30- 35 Students

Age: 14-18, between grades 9 through 12

Group Make-Up: Leaders Student-Athletes, Career bound students Some at-risk students Competitive personalities

Special Considerations: Some students are incoming freshman and although this group has done

experiences together in the past, not all current member’s know each other. This could be there first meeting.

Developmental Issues: Students with ADHD Students with dyslexia Students with lower then IQ’s or some intellectual disabilities All students are physically able to participate in activity

Goals and Objectives for the Athletes Against Bullying Squad

Goals: Develop more trust with in the group Develop communication skills Improve on general leadership skills Work on problem solving skills Learn to promote advocacy

Objectives:

By the end of this program the Athletes Against Bullying Squad will be able to more appropriately combat bullying with in their school, athletic teams, their future work place, and their entire community. This program will promote trust building activities, increased communication skills, leadership provoking challenges, as well as, require students to problem solve to seek solutions to difficult activities, and continue to engage students in the discussion of advocacy for anti- bullying practices. Overall, this program will use a variety of different activities and challenges, to help the Athletes Against Bullying Squad combine there leadership skills and there passion to combat bullying to positively influence their school, athletic teams, future work place, and their entire community.

Previous Challenge Course Experiences and Desires of Group: No previous experiences with challenge courses The group wants to do some Low Elements and some High Elements Primary Focus: Building group bonds through several different activities and initiatives

Risk Management Plans for Program

Inspection of Elements: The elements and equipment being used in the program will be

inspected the morning of the program and right before the element is to be used.

Participant Safety Concerns: Participants will have filled out waiver and health form prior to

arrival Will be instructed in proper spotting techniques The appropriate belaying and climbing commands

Emergency Action Plan: Access the situation Assign responsibilities to take action ( first aid, calling campus

police moving the group, opening gates) Call Campus Police 748-5555 Transport individual to medical facility Notify- Staff Family

Day 1 Schedule: Saturday August 16th 2014

Time Activity Location9 am-9:10 am Arrival/Introduction to East Campus Picnic Tables

9:10 am- 9:25 am Ice Breaker- Snowball Fight Field

9:25 am- 9:55 am Ice Breaker- Handshakes from around the world Field

9:55 am- 10:05 am Deinhibitizer- Entourage Landing Near Picnic tables

10:05 am- 10:25 am Deinhibitizer- Group juggle Landing Near Picnic tables

10:25 am- 11:00 am Goal Setting Pavilion

11:00 am- 11: 15 am Deinhibitizer- Group Gotcha Pavilion

11:15 am- 11:45 am Initiative- Minefield Pavilion

11:45 am- 12:45 pm LUNCH Picnic Tables

12:45 pm-1:00 pm Ultimate Tag Field

1:00 pm- 1:30 pm Trust Leans Willow in the Wind Field

1:30 pm-2:00 pm Levitation Trust Falls Pavilion by low Elements

2:00 pm- 2:55 pm Trust Walk to Blind Maze- Blind Maze Blind Maze

2:55 pm- 3:00 pm Pack-Up/ Departure Parking Lot

Day 1 Schedule: Sunday August 16th, 2014Logistics

Lunch: Participants will bring a bagged lunch that may be stored in the fridge in the shed. Also,

participants will be responsible for bringing their own water bottle. Equipment:

Snowball Fight- Paper and Markers Group Juggle- Different shaped objects (3-5) Goal setting- Poster Board Minefield*- Hotspots, Cones, Yarn Balls, Bean Bags, Small Toys, and Jump Ropes Trust walk/ Blind Maze*- Blind Folds and Guide ropes/ lines

Extra Facilitators needed: The group will only need two facilitators in the morning. A third facilitator is needed in the

afternoon for the trust walk/ blind maze. Although only two facilitators will be primarily utilized on the first day of the program, four

facilitator s will be utilized on the second day to support high and low element activities. It may be appropriate for the facilitator s working the second day of the program to come and work with the group on day one so that the participants feel comfortable with all facilitators.

Other Staff: The school will be sending along the club administrator who is a school staff member Also the school nurse will be in attendance for any students with medical needs

* These Elements will be set up prior to the arrival of the group on the first day of the program.

Day 1 Schedule: Saturday August 16th, 2014Introduction to East Campus

Introduction Greet group and Introduce Facilitators Introduce group to East Campus and its Facilities Introduce Program to Group- challenge participants,

evoke thought, and learn through experiences Explain challenge by Choice Ask Group to Keep and Open Mind Have Group Commit to the Program

Day 1 Schedule: Saturday August 16th , 2014Ice Breaker- Snowball Fight

What is it? Students will write there name on a piece of paper and then crumple it up. When the facilitator says go group members will throw their snowballs at each other,

until the facilitator says stop. Then, students will pick up a random snowball and find the person whose snowball it is. The facilitator will pose a question and on the sheet of paper with the persons name, the

student that picked up the snowball will write the students answer. Once all students have an answer written down. The students will repeat this process 3-

5 times Finally, the students will gather back together and introduce the person whose paper

they picked up last. Why?

I chose this activity because it’s a good way to get the group moving as well as a way for the students to learn more information about each other. The main reason why I chose this was because some students were new to the group and this allowed many students to meet each other in a short period of time, as well as, learn names at the end of this activity.

Debriefing Activity Group members introducing each other to the entire group.

Day 1 Schedule: Saturday August 16th, 2014Ice Breaker- Handshakes from Around the World

What is it? Students will be asked to find a partner they don’t know well or at all. They will shake

hands with this partner. Students will find a new partner and do a different kind of handshake with them. The

handshakes can include: Lumberjack Handshake Fish Handshake Latte Handshake

The facilitator will call out a handshake and you must find the person you did that handshake with

Finally, the facilitator will tell you to find a certain handshake buddy and discuss a certain question

Why? This activity is a good way for members of this group to learn more about each other and it

can easy the anxiety of new members because everybody has to work with people they don’t know. Also it gets people moving and ready for more activities.

Framing Questions asked are based off of simple basic personal questions and then narrow down to

questions geared more towards bullying and how members of this group can learn from this experience.

Debriefing Activity Questions:

How do you already Combat bullying in your communities? What are you hoping to learn from today to help your group or your community in the future?

Day 1 Schedule: Saturday August 16th , 2014Deinhibitizer- Entourage

What is it? Students play Rock, Paper, Scissor, Shoot with a partner. Best out of three wins and the loser

has to follow the winner around and cheer them on. The objective is to have the most followers “entourage” at the end because you won the most

games. Why?

This activity is not only a good way to get people active and excited about the day, but it is also a good way for students to learn how it feels to have people supporting them. It also allows students to learn how it feels to feel unsupported and not have followers.

Metaphors Followers- These people are a metaphor for your supporters and the people that believe in

you. Debriefing Activity

Questions: How did it feel to win in this game and have people cheering you on? How did it feel to lose in this game and not have followers?

Discussion: Have the group discuss how they feel when people are supporting and believe in them. Mention

to the group about how someone who is bullied might feel., if everyone was supporting the bully. Discuss how losing may have made you feel alone, similar to someone being bullied. Did you like this feeling? Have the students explain.

Day 1 Schedule: Saturday August 16th , 2014Deinhibitizer- Group Juggle

What is it? Students will make a circle. Have 3-5 different objects. Have the students come up with a word or phrase to represent each object. This word/

phrase must be something they think will help them strive as a group to combat bullying to the best of their ability. Once the objects are named. The students will create a sequence to pass to each other. Once the sequence is set it

can not be changed. The goal of this activity is to add each item into the sequence one at a time. Until all objects are being passed around

the circle. While the objects are being passed the person throwing must make eye contact and say the persons name that they

are throwing to. The objects also can not be dropped. Once the goal is met the group can try to do it as fast as possible.

Why? This activity was chosen because it reinforces learning each others names, as well as, it challenges the students to

think critically and act fast. This activity also acts as an introduction to their overall mission to combat bullying. Framing

This activity frames the ideas that will help make this group successful at combating bullying. Also this activity helps to frame the importance of communication with in the group.

Metaphors Each object represents a different word/ phrase/ idea that is important to this groups main goal of being better

advocates against bullying. Debriefing Activity

Questions: Explain why you chose this Concept to represent this object? Did you need to pay more attention to detail when there was more objects or less objects why? As a group was it frustrating when someone was not paying attention? How did that effect the outcome? Did you feel communication was important in this activity? Why? How will communication make this group stronger?

Discussion: In a large group breakdown the importance of the representative words and phrases. Also discuss the importance of working

together to get things to run smoothly.

Day 1 Schedule: Saturday August 16th, 2014Goal Setting

What is it? Students will take the words/ phrases they came up

with to be a good advocate for anti-bullying and create 5-8 goals and objectives they want to take away from this program.

Debriefing Activity In small groups students will agree on goals, then

come back together with the big group and combine goals and choose the most appropriate one.

Day 1 Schedule: Saturday August 16th, 2014Deinhibitizer- Gotcha

What is it? All participants stand in a circle with their left hand open,

palm to the sky, and right hand pointer finger out. Each individual will place there pointer finger in the

person next to them left hand. The facilitator is going to tell a story and when ever the

facilitator says the word “gotcha,” you must try and grab the persons pointer finger before your finger gets grabbed or move your pointer finger before it can get grabbed.

Why? This game is a good way to get the group re-energized

after some of the goal setting. It is also a way for the group to continue to get to know each other.

Day 1 Schedule: Saturday August 16th, 2014Initiative- Minefield

What is it? The students are separated into two groups. Each group has there own minefield. The group must get through the minefield to the other side without hitting any of the objects on the

ground. Also all group members must stay connect at their feet at all times. If a member is caught by the

facilitator not touching another persons foot or the chain breaks, the group must return to the start. If the students call a break they must start from the point behind where the break was.

Why? This activity was chosen because it forces the group to use problem solving skills, work together as a unit,

and it forces some students to step out has leaders to solve the problem and complete the goal. Also this activity forces the students to be honest with each other and themselves. This will eventually increase the trust among the group members, while also helping to promote advocacy for what is right.

Framing Instead of describing this activity as a minefield , frame this activity as overcoming obstacles that will help

the group members be better leaders and advocates against bullying. Metaphors

Objects on the floor are all obstacles that stand in the way of the group becoming better leaders and advocate

The end represents where they need to be to be the best remodel, leader, and advocate against bullying. Debriefing Activity

Have each student pick an object on the floor that they feel best represents an obstacle that stands in their way. Have them share with a partner. Then the partner will share that persons object to the group and vice versa.

Day 1 Schedule: Saturday August 16th, 2014Deinhibitizer- Ultimate Tag

What is it? Every student is “it.” When you are tagged you must kneel until the person

who has tagged you is out. When the person who tagged you is out, you are now back in.

To challenge students change the way that the students can move (i.e. no running, can only crawl, must walk backward, ect.)

Why? This activity is suppose to act as an inclusion activity

where all individuals are included. It also acts as a good way to re-energize the group after lunch.

Day 1 Schedule: Saturday August 16th, 2014Trust- Trust Leans Willow in the Wind

What is it? Students will first be taught commands and appropriate spotting technique. Students will partner up practice commands with their partner. Then one

partner will spot and the other will lean. Then partners will switch. Students can test their comfort zone by having the partner spotting take a step back.

Next, students will be split into two groups. Group members will circle up standing shoulder to shoulder, as tight as possible. One person will be in the middle.

The student in the middle will lean to one side and the spotter on the outside of the circle will gently push the person around the circle, just like a willow in the wind.

Why? This activity promotes trust among the group and allows for them to physically

trust their group members. Also this activity is an introduction to spotting principles and the commands necessary for low and high elements.

Debriefing Activity How did you feel being pushed around in the willow in the wind? Did you feel

safe? Not safe? Did you like this feeling?

Day 1 Schedule: Saturday August 16th, 2014Trust/ Low Element- Levitation Trust Falls

What is it? Student’s will split into 3 equal groups. Each group will review the leaning practices,

commands, and the proper spotting technique. Next, students will line up 4 on one side of a person and four on the other. The student in the

middle will be the individual levitated. The students on the outside will form a zipper with the person across from them. Also a ninth

spotter will make sure to hold the persons head. When the Faller leans back, the students will brace the fall and pick up the feet. The faller

must keep a stiff/tight body, arms across the chest, and looking up towards the sky. Spotters will gently rock the individual they are levitation back and forth and then slowly

bring the person to the group bringing their feet down to the bottom first. Next, students will move to a stump / graduated area with a distance off the ground of 3- 5

feet to build on to trust falls. Participants will Perform a controlled fall into the arms of spotters.

Why? These activities not only building on each other but they are building blocks and exercises

that can lead to more trust with in the group. These activities are the foundation for all other low and high elements. They are also the foundation for all other trust activity.

Debriefing Activity Have participants explain to a partner what this experience was like for them. Have the

partners then share the participants experience with the group.

Day 1 Schedule: Saturday August 16th, 2014Trust/ Initiative/ Low Element- Trust Walk to the

Blind Maze

What is it? Participants will find a partner to work with and one of the two participants will choose to be blind

folded. The blind folded partner will be lead by the partner with out the blind fold to the next activity. Once close to the blind maze all participants will put blind folds on. Now ,blind folded the facilitator will lead the group into the maze. In the maze the participants must find the “exit.” Participants can not let go of the rope and can only

ask two questions “Am I out yet?” or “Can I have help?” If an individual asks for help the facilitator will show the student out of the maze. This is the only way

out. Why?

This activity builds on that trust between group members helping to form a stronger bond. Also this activity forces individuals in the maze to problem solve in order to find a way out. This can be challenging for some because they may not feel that there is an answer. Another reason this activity was chosen was because it can be an example of how people don’t want to ask for help and how as leaders we need to ask for help to advocate for ourselves and others.

Framing Students are told to ask for help in the instructions. This frames the concept of how important having

help can be to an individual that is bullied as well as finding help for ourselves to be our own advocates and advocates for others.

Debriefing Activity Questions:

How did this activity make you feel? Did anyone ask for help? Was it hard to ask for help? How did that make you feel? Do you think that a person who is bullied might have a hard time asking for help? How can you make yourselves easier to approach to make sure you are the best

advocate possible for individuals being bullied?

Day 2 Schedule: Sunday August 17th, 2014

Time Activity Location9 am-9:15 am Arrival Deinhibitizer- Speed Rabbit Landing Near Picnic tables

9:15 am- 9:30 am Ice Breaker- My Best word (bullying) Landing Near Picnic tables

9:30 am- 10:00 am Full Value Contract Picnic Tables

10:00 am- 10:30 am Low Element- Whale Watch Low Element

10:30 am- 11:07 am Low ElementGroup Splits in Two:½ of group Spider web Trust Review½ of group Mohawk walk

Landing Near Picnic tables

Low element Mohawk Walk

11:07 am- 11:45 am Low Element-Groups Switch:½ of group Spider web Trust Review½ of group Mohawk walk

Landing Near Picnic tables

Low element Mohawk Walk

11:45 am- 12: 15 pm LUNCH Picnic Tables

12:15 pm- 1:15 pm Low Element- The Wall

1:15 pm- 1:57 pm Group Splits in Two:½ of group Voyager Crossing½ of group Flying Squirrel

High Element Voyager Crossing

High Element Flying Squirrel

1:57 pm-2:40 pm Groups Switch:½ of group Voyager Crossing½ of group Flying Squirrel

High Element Voyager Crossing

High Element Flying Squirrel

2:40 pm- 3:00 pm Debrief Picnic Tables

Day 2 Schedule: Sunday August 17th, 2014Logistics

Lunch: Participants will bring a bagged lunch that may be stored in the fridge in the shed. Also,

participants will be responsible for bringing their own water bottle. Equipment:

Full Value Contract- Athletic Jersey and Shirt Markers Spider Web*- Rope lines and bungee cords Mohawk Walk*- Appropriate pole and rope The Wall*- Ladder and Rope for behind the wall Voyager Crossing*- appropriate belaying ropes and cables, harnesses, platforms, and

helmets Flying Squirrel*- appropriate belaying ropes and cables, chest harnesses, and helmets Debrief- Note cards and writing utensils

Extra Facilitators needed: The group will be splitting up to do two elements at the same time. So due to the size of the

group two facilitators will be working with each group at each of the high elements and low elements.

Other Staff: The school will be sending along the club administrator who is a school staff member Also the school nurse will be in attendance for any students with medical needs

* These Elements will be set up prior to the arrival of the group on the second day of the program.

Day 2 Schedule: Sunday August 17th, 2014Deinhibitizer- Speed Rabbit

What is it? The group starts out in a large circle with one person in the middle. The participant in the middle calls out an animal (rabbit) and points to

someone in the circle. The participant in the middle must make the rabbit ears and the individuals to that persons left and right must make a rabbit paw.

The person in the middle is trying to get back into the circle. They do this by getting an individual to mess up forming the animal. Then the person in the middle switches with that person outside the circle.

This game can be played as fast as possible to stump the group members , there can be a second person added in the middle, and you can also add different animals.

Why? This game kind of sets the ton for the day and gets things moving. It

also touches upon communication of the small groups because they must work together in order to stay in the circle.

Day 2 Schedule: Sunday August 17th, 2014Ice Breaker- My Best Word

What is it? In this activity the group will remain in the circle and share one word that

they think best describes the most important qualities a member of AABS should have.

Each student will say one word around the circle Why?

I chose this activity to lead into our next activity of forming the full value contract. Also I think that it is important for the individuals to realize that a good remodel is composed of several high quality attributes.

Framing In this activity the concept of important qualities for their individual group is

the topic and this forms the thought that the participants need to keep these elements in mind when acting as part of AABS.

Debriefing Activity Have some students choose to explain why they chose that certain word. Ask the students if they feel that one of these qualities is important or if they

are all equally important in this group.

Day 2 Schedule: Sunday August 17th, 2014Full Value Contract

What is it? Facilitator will introduce the concept of a full value contract as a mutual contract between the participants and

the instructor. The full value contract is a way individuals can adopt the components they believe are vital for continued growth/ achievement in this challenge program, as well as, back in there school community, athletic teams, future work place, and their individual communities.

The facilitator will guide participants to use information from the My Best Word Activity , the group juggle activity, the goal setting activity, and other activities from the day before. To come up with values that they believe are important for members of AABS to keep.

Once the group has come up with 5 to 8 values they find important. The facilitator will have the individuals write there values on a Assabet Valley Regional Technical High School athletic jersey.

The all the students will also sign the shirt. Why?

The full value contract is an indicator of what the group as achieved so far in the program in terms of the requested outcomes submitted to the facilitator. The full value contract also allows the participants to determine what is important to them and it forces them to think about how the group will be successful together.

Framing The activities leading up to this like the goal setting, group juggle, and My best word are example of activities

that got the ball rolling on the group values. These activities were necessary for the group to analyze important components of there club. Also activities from the day before helped the group come up with conceptions about qualities they may not have really thought of as important until now.

Metaphors The athletic Jersey- This is a metaphor for the communities that they come from. It relates to their specific

athletic teams, their school community, and their community outside of the athletic field and classroom. It represents how these individuals are looked at like role models and leaders to their teammates, classmates , and community members. By wearing there athletic uniforms the participants are representing the full value contract they have created. By being a member of a chosen team, the participants are representing their full value contract. Also by being a member of the Assabet Valley Tech. High school the participants are representing this full value contract.

Debriefing Activity Have participants read off the values the have generated and written on the shirt. Discuss the meaning of the jersey- What does this represent? What is the most appropriate way we can represent

this contract? Have all the students sign this contract, validating it and giving it meaning.

Day 2 Schedule: Sunday August 17th, 2014Low Element- Whale Watch

What is it? The whale watch is a wooden platform that is balanced on a fulcrum . The participants must work together to get everyone on the whale watch while maintaining the balance of

the whale watch. Only 1 to 2 group members can step on the Whale Watch at a time. Group members may only get on the Whale Watch if it is balanced. Challenge participates to limit the number of times the whale watch goes out of equilibrium. Participants should be reminded to step off the platform if they feel like they are falling off and to not take

anyone else down with them if they are stepping off the whale watch. Why?

This activity was chosen because it requires the group to communicate and problem solve. The participants must work together and trust each other to move appropriately on the platform as to shift the whale watch.

Framing To make this activity more challenging take away the voices of individuals. This frames the concept of

communication and how important it can be for this group to communicate their needs not only in this activity , but on their team, in their classes, at work, or with their friends and family.

Metaphors The Whale watch it self is a metaphor for cohesion because it requires the group to be working together but

all taking on different responsibilities and leadership roles. Debriefing Activity

Have students explain to the facilitator what they observed in this activity and how they felt the activity went. Ask the students what this activity means to them when looking at it outside of this activity. What can the participants take away from this activity?

Day 2 Schedule: Sunday August 17th, 2014Low Element/ Initiative – Spider web

What is it? In this activity a web is created between two trees. The web contains many open web sections that are all

given a value/ amount of points. The more challenging web sections to get through are more points. The object of this activity is to pass members of the group through the web without the participants

touching any piece of the web. The participants want to score as many points as possible so levitation is a possible technique to get

participants through the web. At the beginning of this activity participates will review spotting for levitation and the commands. Spotters

may go to the other side of the web to help get people through. Why?

This activity was chosen to encourage the group to continue to problem solve and also continue to work on trust activities.

Framing This activity is framed by making goals more challenging and thought provoking to achieve. This is stated

in the facilitators intro that greater challenges require more work and effort to accomplish. So getting someone through the highest web section

Metaphors The spiders web symbolize the bullying that this group is faced with combating. Every point gained is one

more bully they have stopped or one more person they have helped who was bullied. Debriefing Activity

Review the goals set for this activity at certain point throughout. Have the group discuss what was most challenging to them. Ask the group how the feel cooperating helped them achieve the task. Ask the group to discuss how they think this relates to real life and helping other individuals.

Day 2 Schedule: Sunday August 17th, 2014Low Element- Mohawk walk

What is it? The Mohawk Walk is a challenging series of low tight ropes that present different obstacles

to participates. The goal of this activity is for the entire group to traverse the series of ropes without any

group members touching the ground. If a group member touches the ground, that participant must return to the start.

The participants will be given objects to help assist them to the end of the ropes. The participants are reminded of appropriate spotting techniques in this activity and are

asked to step off the rope line if they feel they are going to fall off. Why?

This activity was chosen because it works on continued group problem solving as well as, requires the students to work as leaders together in order to all traverse the rope. Also in this activity participants need to communicate their needs and advocate for their selves if they need help or extra support.

Debriefing Activity Discuss the activity and what happened during Mohawk Walk. Ask the participants if

everyone felt like they were able to complete the task the way is was completed or being attempted. Discuss the needs of the group and ask I any group members felt like they needed more help or more assistance but didn’t ask for it or if they did ask for it. And why? Discuss leadership. Who took leadership roles in this initiative? What kind of leaders were present in this activity? How are these different types of leaders important in AABS?

Day 2 Schedule: Sunday August 17th, 2014Low Element- The Wall

What is it? This activity is done on a 12 foot wall. The goal of this activity is to get

everyone up and over the wall one at a time. Two group members may be at the top supporting and spotting the

participant over the wall. All other participants are spotting and supporting at the bottom.

Once a participant has reached the top of the wall they will share one goal they have for the AABS this year.

Once a participant has gone over the wall, they may spot at the ground but they can no longer support people or help people over the wall.

Why? This activity works on promoting trust and problem solving skills. The

group must figure out how to get the whole group over the wall by only using each other.

Framing Goal setting- The students have to think about goals for their group in the

future. This requires individuals to form personal or group goals about how they will combat bullying.

Debriefing Activity Discuss who had similar goals. Discuss how there goals related to there

Full Value Contract. Then ask the students if they think that being able to effectively problem solve will help them achieve there goals and why.

Day 2 Schedule: Sunday August 17th, 2014High Element- Voyager Crossing

What is it? This is a high element that requires special considerations from the participants

regarding safety. Participants will be asked to review commands This activity is a series of 5 hanging platforms suspended between the trees. The goal of

this activity if for the climber to cross the platforms and reach the furthest platform. The participants on the ground can maneuver the platforms to make them easier for the

climber to reach. Why?

This activity was chosen to promote communication and cooperation amongst the group. The only way this activity can be completed is if the group of participants on the ground maneuver and stabilize the platforms together with the guide rope.

Metaphors Platforms- the platforms represent challenges that each group member must overcome

to be successful. The Guide Ropes- These are considered to be the participants support system. Without

the guide ropes the challenges would be impossible to overcome. This is the same for an individual being bullied without a support system the victim may never be able to over come any obstacles.

Debriefing Activity Have each participant identify one challenge they might have to overcome to become a

better AABS member. Also have the participants indicate an obstacle that an individual being bullied might have to overcome to get help or advocate for themselves, ect..

Day 2 Schedule: Sunday August 17th, 2014High Element- Flying Squirrel

What is it? In this activity a climber is lifted into the air by the rest of the

group. The group pulls the climber into the air. In order for the climber to be a real flying squirrel, the

climber will run at the group of participants on the ground. This group at the same time will hoist the climber into the air, sending the climber soaring.

Why? This activity was chosen because it shows what the power of

the entire group can accomplish. Debriefing Activity

How did you feel about this activity? What surprised you about this activity? Do you think this activity would work as well if not all group members were participating? What does that say about working together and cooperating as a group? How does that affect your groups outcomes and goals?

Day 2 Schedule: Sunday August 17th, 2014Program Debrief

On a note card participants will write down The goal personal or group that they want to achieve through AABS A value from the full value contract they think they are good at A value from the full value contract they need to work on Lastly, a skill or value important to AABS that you worked on in this

programHave group members partner up with someone they have yet

to work with this weekend and discuss what they have wrote on their note card.

Now, anyone who would like can share one item from their note card.

Finally, look back at the full value contract. The facilitator will present it to the group leader and encourage the group members to refer back to it often and use it to help make their group more effective.