Ready, Set, Go! Training Manual - Georgia 4-H

Operation: Military KidsReady, Set, Go! Training ManualApril 20073rd EditionOperation: Military Kids, Ready, Set, Go! is a program of the USDA Army Youth Development Project,a collaboration of the U.S. Army Child & Youth Services and the Cooperative State Research,Education, and Extension Service, U.S. Department of Agriculture through Washington State University/WashingtonState Office of Superintendent of Public Instruction. Users are encouraged touse all or parts of this information, giving credit to U.S. Army Child & Youth Services and USDACooperative State Research, Education, and Extension Service in all printed materials.PrefacePage 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Contributors:Darrin W. Allen, 4-H/Army Youth Development ProjectLinda Bull, Washington State Office of Superintendent of Public InstructionNancy Campbell, U.S. Army Child & Youth ServicesNora Clouse, U.S. Army Child & Youth ServicesMona M. Johnson, Washington State Office of Superintendent of Public InstructionC. Eddy Mentzer, USDA, Cooperative State Research, Education and ExtensionServiceKelly Oram, 4-H/Army Youth Development Project Curriculum SpecialistRob Stout, Print Manager, Washington State University ExtensionMelissa Strong, Graphic Designer, Washington State University ExtensionLagene Taylor, Project Manager, Washington State University ExtensionKevin Wright, Washington State University 4-H Youth DevelopmentThe work of the committee could not have been successful withoutthe support and encouragement of the Operation Military Kids PartnerOrganizations:Tim Richardson, Boys & Girls Clubs of America, Mary Keller, Military ChildEducation Coalition, Kathy Goedde, National Guard Bureau Guild and YouthServices Program Manager, Pamela McBride, United States Army Reserve Child &Youth Services Program Manager, Jason Kees, The American Legion, M.-A. LucasUS Army Child and Youth Services, Sharon KB Wright, USDA, Cooperative StateResearch, Education and Extension ServiceSpecial thanks to Washington State OMK Team for developingthe original manual:LTC Beverly White, Washington State National GuardRenee J. Weglage, United States Army Reserve 104th DivisionM. Christine Price, Washington State University 4-H Youth DevelopmentAnnie DeAndrea, Washington State National Guard Family ProgramsAstri Zidack, Educational Service District 101Ruthy Cowles-Porterfield, Washington State Office of Superintendent ofPublic InstructionVisa Detsadachanh, Washington State University 4-H Youth DevelopmentPrefacePage II3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Table of ContentsChapter 1: Introduction to Ready, Set, Go!Lesson Plan........................................................................................................1-1Evaluation Questions.........................................................................................1-2Training Session Content...................................................................................1-3Background MaterialRSG! Training Agenda..............................................................................1-25RSG! Training Materials Supplemental Resources CD................................1-26RSG! Participant Pre-/Post-Test.................................................................1-27RSG! Participant Pre-/Post-Test Answer Key..............................................1-29Chapter 2: A New Reality: Impact of the Global War on TerrorismLesson Plan........................................................................................................2-1Evaluation Questions.........................................................................................2-3Training Session Content...................................................................................2-4Chapter 3: Introducing Operation: Military Kids and the OMKImplementation FrameworkLesson Plan........................................................................................................3-1Evaluation Questions.........................................................................................3-3Training Session Content...................................................................................3-4Background MaterialOverview of Army Child & Youth Services................................................3-49Overview of National 4-H Program .........................................................3-55Boys & Girls Clubs of America .................................................................3-60The American Legion OMK Fact Sheet.....................................................3-65Military Child Education Coalition (MCEC) Description............................3-68Speak Out for Military Kids (SOMK) Program Overview...........................3-72Hero Pack Project Overview.....................................................................3-76Chapter 4: Exploring Military CultureLesson Plan........................................................................................................4-1Evaluation Questions.........................................................................................4-2Training Session Content...................................................................................4-3Background MaterialArmy Values.............................................................................................4-29The Soldier’s Creed..................................................................................4-29The Soldier’s Code...................................................................................4-30US Army Chain of Command...................................................................4-30US Army Ranks and Insignias...................................................................4-30Operation: Military KidsReady, Set, Go! Training Manual3rd EditionPrefacePage III

Military Service Ribbons and Awards........................................................4-30US Army Acronyms..................................................................................4-31Chapter 5: The Emotional Cycle of Deployment: Mobilization andDeploymentLesson Plan........................................................................................................5-1Evaluation Questions.........................................................................................5-3Training Session Content...................................................................................5-4Background MaterialActivity Instructions: A Blanket Community..............................................5-33The Emotional Cycle of Deployment: A Military Family Perspective..........5-34Strengths Resulting from the Deployment Cycle/Stages ..........................5-42Helping Children Adjust While Their Military Parent Is Away ...................5-43Helping the Nonmilitary Parent during a Spouse’s Extended Absence .....5-44Talk to Your Children about Deployment…Before It Happens .................5-45Deployment Stress Related Issues ............................................................5-48Chapter 6: The Emotional Cycle of Deployment: Homecoming and ReunionLesson Plan........................................................................................................6-1Evaluation Questions.........................................................................................6-2Training Session Content...................................................................................6-3Background MaterialThe Myth of the “Perfect” Reunion (Answer Key).....................................6-15Helping Children Adjust to Reunion ........................................................6-16Tips for Parents to Keep in Mind .............................................................6-18Tips for the Service Member ...................................................................6-19Tips for Spouse .......................................................................................6-21Children and Reunion .............................................................................6-22Chapter 7: Stress and Coping StrategiesLesson Plan........................................................................................................7-1Evaluation Questions.........................................................................................7-2Training Session Content...................................................................................7-3Background MaterialPotato Head Family (Activity Instructions)................................................7-39Stress and Coping In Childhood-Avis Brenner..........................................7-40Stress and Young Children-ERIC Digest, Jan Jewett,and Karen Peterson............................................................................7-48Helping Children Cope With Stress-Karen DeBord...................................7-52Recognizing Stress In Children-NC State University, A&TState University Cooperative Extension..............................................7-58PrefacePage IV3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Strategies for Parents and Teachers-NC State University, A&T StateUniversity Cooperative Extension.......................................................7-63Types of Prevention Strategies-National Institute of Drug Abuse..............7-71Chapter 8: Impact of Grief, Loss and TraumaLesson Plan........................................................................................................8-1Evaluation Questions.........................................................................................8-2Training Session Content...................................................................................8-3Background MaterialChildren and Grief: What They Know, How They Feel, How To Help .......8-35Resources for Wounded or Injured Servicemembers and their Families.....8-43America at War: Our Attitude Makes a Difference ...................................8-51America at War: Helping Children Cope ..................................................8-53Fears .......................................................................................................8-55Drugs, Alcohol, and Your Kid ..................................................................8-59Reactions and Guidelines for Children Following Trauma/Disaster ...........8-62Chapter 9: Fostering Resilience in Children and YouthLesson Plan........................................................................................................9-1Evaluation Questions ........................................................................................9-2Training Session Content...................................................................................9-3Background MaterialFostering Resiliency in Children and Youth: Four Basic Steps forFamilies, Educators, and Other Caring Adults.....................................9-19Resiliency Requires Changing Hearts and Minds......................................9-29Fostering Resiliency in Kids: Protective Factors in the Family, School,and Community................................................................................9-34The Children of Kauai: Resiliency and Recovery in Adolescenceand Adulthood...................................................................................9-6240 Developmental Assets.........................................................................9-72Risk and Protective Factor Framework .....................................................9-73Fostering Resilience in Time of War..........................................................9-74Building Resilience in Children in the Face of Fear and Tragedy................9-75Promoting Resilience in Military Children and Adolescents.......................9-79Bounce Back (Activity Instructions)..........................................................9-92Chapter 10: Understanding the Influence of the MediaLesson Plan......................................................................................................10-1Evaluation Questions ......................................................................................10-2Training Session Content.................................................................................10-3Background MaterialTalking to Children about Terrorism and War.........................................10-13Children and TV Violence.......................................................................10-19Operation: Military KidsReady, Set, Go! Training Manual3rd EditionPrefacePage

Talking with Kids about Violent Images of War.......................................10-22Chapter 11: Building Community Capacity to Take ActionLesson Plan......................................................................................................11-1Evaluation Questions ......................................................................................11-2Training Session Content.................................................................................11-3Background MaterialCollaboration Framework…Addressing Community Capacity................11-29Community Tool Box—VMOSA ............................................................11-49Community Tool Box—Proclaiming Your Dream: Developing Visionand Mission Statements...................................................................11-56Community Tool Box—Creating Objectives ..........................................11-66Community Tool Box—Developing Successful Strategies:Planning to Win................................................................................11-75Community Tool Box—Action Plan .......................................................11-81Community Wellness Multiplied............................................................11-88Chapter 12: Operation: Military Kids ... Next StepsLesson Plan......................................................................................................12-1Evaluation Questions.......................................................................................12-2Training Session Content.................................................................................12-3Chapter 13: ResourcesLesson Plan......................................................................................................13-1Evaluation Questions ......................................................................................13-1Background MaterialSample Two-Hour Training Plan...............................................................13-3Website Listings for Resources..................................................................13-4OMK Best Practices..................................................................................13-7Appendix A: Ready, Set, Go! Training—Read Ahead MaterialsAppendix B: JournalAppendix C: EnergizersPrefacePage VI3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter One:Introduction to Ready, Set, Go!I. Lesson PlanA. Purpose: Introduce participants to the training and assist them in gettingacquainted.B. Objectives:1. Articulate training purpose and anticipated outcomes.2. Review training materials provided to participants for future use.3. Engage in group activities to get to know one another.4. Provide participants with understanding of unique stressors that“suddenly military” families face.5. Provide tools and skills to teams to create comprehensive action plansto make OMK an effective support network for National Guard andArmy Reserve families.C. Time: 60 minutesD. Preparation/Materials Needed:✪ Training logistic arrangements✪ Instructor training materials: PowerPoint slides, training manual, andagenda✪ Participant copies: Ready, Set, Go! Training Manuals, Pre-/Post-Test,“Walk This Way” activity, CD ROM with copy of RSG! Manual and otherresources/materials✪ Pre-Test answer key✪ Calculator to determine class “mean” score for pre-testII. Training Session ContentA. PowerPoint SlidesSlide 1-1: Operation: Military Kids—Introduction to Ready, Set, Go!TrainingSlide 1-2: Welcome and IntroductionsSlide 1-3: Ground Rules for the TrainingSlide 1-4: CommonalitiesSlide 1-5: What We Will AccomplishSlide 1-6: Training AgendaOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page

Slide 1-7: Purpose of TrainingSlide 1-8: Training Materials ProvidedSlide 1-9: How to Use the Ready, Set, Go! ManualSlide 1-10: Anticipated OutcomesSlide 1-11: Participant Pre-TestSlide 1-12: “Until Then”Slide 1-13: “What’s in the News”Slide 1-14: What Do Military Youth Have to Say?Slide 1-15: Questions, Comments, Thoughts?B. Activities and Directions1. Trainer-of-Trainers Agenda for Participants• Distribute to participants• Discuss and answer questions2. Participant Pre-Test• Have all participants take test (may want to do this as they enter)• Score tests and determine class mean score• Review responses and relate answers to the rest of the training3. Commonalities• Have participants form small groups• Brainstorm as many things that all members have in common andtwo unique things about each person in the group• Debrief the activity by having participants share what the membersof the group have in commonIII. Must-Read Background MaterialA. Trainer-of-Trainers AgendaB. Ready, Set, Go! Supplemental Resources CD Content ListC. Participant Pre-/Post-TestD. Appendix A: OMK Read Ahead MaterialsIV. EvaluationA. Reflection Questions1. What happened when you completed the “Walk This Way” activity?2. Were you surprised at how many individuals did/didn’t have similarexperiences on the activity?3. What struck you as the most important point in this activity?B. Application Questions1. How can you use this information with colleagues to address the needsof youth impacted by the deployment of a parent or loved one?2. How can you use this information to make your Operation: Military KidsTeam more attuned to the needs of military youth at the state, regional,or local level?Chapter 1Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter 1:Introduction toOperation: Military KidsReady, Set, Go! TrainingWelcomeWe Are Glad You Are Here!Slide 1-1: Introduction to Operation: Military Kids Ready, Set, Go! TrainingContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: Try to set a professional, upbeat, safe, and fun atmosphere.What to Do, What to SayDo:• Review content of slide with participants.• Speak with a great amount of energy! Smile…be warm and relaxed…Say: Hello and welcome to the OMK Ready, Set, Go! Training! We are so happy thatyou could all be here. We are excited and looking forward to working with youover the next three days.Over the next hour we are going to get to know each other, talk about thegoals of the RSG! Training, and review the materials we will be working withthis week.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page

Welcome and IntroductionsWho Are Your Teammates?• Name• Where You Work• One Expectation for this Training• One Thing About YourselfSlide 1-2: Welcome and IntroductionsContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to SayDo:• Review content of slide with participants.• Introduce training team and other Headquarters staff.Say: I would like to introduce your training team for the week.Do:• Have training team introduce themselves.Say: Now we want to get to know something about all of you.Let’s go around the room and please tell us your name, where you work, whatyou do, and why you are here today. What are your expectations for this training?Chapter 1Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Do:• Pass the microphone around the room and have each person talk to thegroup.• Review training logistics.Say: Now I will tell you about the important details for the week, for instance,where the bathrooms are (explain), what time we’ll be starting every day(give details), and who to talk with if you have any problems with yourroom (give details).Do:• Check group for understanding.Say: Are there any questions or comments?Do:• Post easel pad sheet labelled “Parking Lot.”Say: Also, as we move through the week, if you have a question during a session, or atnight in your room, please write it down on a Post It note.Do:• Refer to the Post It notes on the table.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page

Ground Rules for the TrainingHow Are We Going To Work TogetherThis Week?Slide 1-3: Ground Rules for the TrainingContent of this slide adapted from: N/AMaterials Needed: Chart paper and markersTrainer Tips: Get easels with paper and markers ready. Assign someone to record participantresponses. Post responses after completion of activity for duration of training.What to Do, What to SayDo:• Review content of slide with participants.• Through the brainstorming process, come up with a list of ground rulesthat the group will agree to abide by when together.Say: Ok…We want to spend the next few minutes brainstorming some ground rulesthat we can all agree to for our week together. Who would like to start?Do:• Feel free to stimulate discussion with examples like:– Set cell phones on silent or vibrate– Ask questions as needed– Be respectfulChapter 1Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Do:• Get participants to agree to the ground rules generated.Say: Fantastic…Now raise your hand if you agree to abide by these ground rules andhold others accountable to them as needed.Terrific! It looks like we are all in agreement to have a great week together!Do:• Post ground rules in visible location in training room.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page

Let’s Get to Know Each Other Betterand Play the Game:CommonalitiesSlide 1-4: Let’s Get to Know Each Other Better and Play the Game:CommonalitiesContent of this slide adapted from: N/AMaterials Needed: Markers, chart paper and easels (or have each group assign someoneto record their brainstorm)Trainer Tips: Make sure chart paper and easel stations are set up prior to beginningthe training.What to Do, What to SayDo: • Divide the participants into groups of about 4 or 5.Say: We are going to be playing the game commonalities.When I say “go” your group has 5-7 minutes to brainstorm as many things thatyou have in common as possible.Nothing obvious like we all have clothes on, shoes, in Kansas City, etc.Chapter 1Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Things like we have all been to Europe, or better yet, we have all been to Frankfurt, Germany.Get as detailed as possible!Also, identify one characteristic that is unique to you within your group. Be creative! Not, “Iam the only male in my group,” but, “I won the state baton twirling championship.”Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page

What We Will AccomplishSlide 1-5: A Closer Look at What We Will Accomplish TogetherContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to SaySay: We are going to spend some time reviewing our agenda for the week and taking alook at what we want to accomplish.Chapter 1Page 103rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Purpose of Training• Give participants an understanding and appreciation ofunique stressors that “suddenly military” families mayface during a deployment.• Provide tools and skills to engage local community OMKpartners to support “suddenly military” children andyouth.• Build a framework to create comprehensive action plansto make OMK an effective statewide support network forNational Guard and Reserve families.Slide 1-6: Purpose of TrainingContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to SayDo:• Review content of slide with participants.Say: The purpose of the RSG! training is to provide OMK state teams with the tools andskills to be able to go back and train local partners and build community capacity toenable local community support networks to provide support to “suddenly military”youth.Do:• Check group for understanding.Say: Are there any comments or questions?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page 11

Training AgendaSlide 1-7: Training AgendaContent of this slide adapted from: N/AMaterials Needed: Agenda for the dayTrainer Tips: N/AWhat to Do, What to SayDo:• Review content of slide with participants.• Familiarize the audience with the agenda.Say: Now we want to review the agenda for the rest of our time together today.We will do this each day so you will know what we are trying to accomplishfor the day and you will be able to assist us with staying on track.As you can see from the agenda, this training covers a wide variety of topicsand is designed to give you the knowledge, tools, and skills to work with childrenand youth who are experiencing stress due to the deployment and reintegrationof a parent.Chapter 1Page 123rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Say: The structure of the manual is such that each section can be taught as a standalonetopic or grouped together to create any number of different training scenarios.Do:• Check group for understanding.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page 13

How to use the RSG! Manual• Train the trainer format• OMK Awareness Training• Basis for professional conference workshops• Training sessions can be trained individually or in sectionsto tailor training to the needs of local community supportnetworks/teams• Overview of OMK• Content of RSG! can be used to support and develop theHero Pack project, Mobile Technology Lab, andSpeak Out for Military Kids programs• Information is transferable to otherpopulations/circumstances/situationsSlide 1-8: How to Use the RSG! ManualContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to SayDo:• Review content of slide with participants.Say: This manual is written in a train-the-trainer style and designed to be used in avariety of ways.Do:• Check group for understanding.Say: Are there any comments or questions?Chapter 1Page 143rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Training Materials Provided• CD containing the following materials/resources:— Copy of Operation: Military Kids Ready, Set, Go!Training Manual— Copy of PowerPoint Slides for Ready, Set, Go! Trainingpresentation— Electronic copies of a variety of PDF resources onapplicable military related materialsSlide 1-9: Training Materials ProvidedContent of this slide adapted from: N/AMaterials Needed: RSG! Manual and CD to show participantsTrainer Tips: N/AWhat to Do, What to SayDo:• Review content of slide with participants.Say: Show the RSG! Manual to participants. Reiterate that the training topics can bepresented individually or in groups, whatever meets their needs at the local level.Do:• Review the RSG! CD with the participants.Say: I just want to remind you that this CD contains a wide variety of resourcesbeyond the RSG! Manual and we encourage you to become familiar with themas soon as possible.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page 15

Anticipated Outcomes• Participants will increase their understanding of theunique issues facing military, particularly National Guardand Reserve, children/youth impacted by the deploymentof a parent or loved one.• Participants will develop an action plan by conclusion ofthis training to disseminate information and implementOperation: Military Kids program components providedto interested school and community professionals atstate, regional, and local levels.Slide 1-10: Anticipated OutcomesContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to SayDo:• Review content of slide with participants.Say: A major focus of this training is to allow your state teams time to formulate plansand strategies on how you will take this train-the-trainer package back to yourstates and use it to help build community capacity to deliver the necessary supportservices in local communities.Do:• Check group for understanding.Say: Are there any comments or questions?Chapter 1Page 163rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Participant Pre-TestMeasuring the Knowledge BaseSlide 1-11: Participant Pre-TestContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: Use non-threatening posture when describing pre- and post-tests…some people are stressed by “tests.” Strongly emphasize the fact that this test simplymeasures the amount of knowledge gained from this training, thus participantsshould NOT be able to answer all questions correctly.What to Do, What to SayDo:• Review content of slide with participants.Say: We have covered the order and the topics of the materials we are going to cover thisweek. What we want to do now is find out what you know.We have a very short “pre-test” that we would like you to complete.Do:• Administer pre-test to participants.Say: We will average the scores of this pre-test for the entire group. At the end of thistraining we will administer a post-test and determine the average for this test aswell. I am sure we will see an improvement in test scores!Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page 17

“Until Then”Slide 1-12: “Until Then”Content of this slide adapted from: N/AMaterials Needed: “Until Then” video presentation, video playerTrainer Tips: Make sure you know where the light switches are located and how tooperate them so you can dim the lights. Also, double check your audio video equipmentto ensure it is working properly.What to Do, What to SayDo:• Transition group into thinking about why they are at the training—which is support children and youth of military families.Say: Over the next hour or so we are going to start to explore the issues that facemilitary children and youth, and discuss how OMK might support them during thisdifficult time.Chapter 1Page 183rd EditionOperation: Military KidsReady, Set, Go! Training Manual

What is in the News????Slide 1-13: What is in the News????Content of this slide adapted from: N/AMaterials Needed: Previously collected hardcopy newspaper articles that deal withdeployment of National Guard, Reserve, or Active Duty military personnel. Mobiletechnology labs with internet connection work well with this activity.Trainer Tips: Have 3-5 articles copied for each small group. Make sure all the articlesare not the same so groups talk about different issues. This will stimulate discussionwhen the small group brief back what they discovered.What to Do, What to SayDo:• Break the participants into small groups or state teams as the case may be.Say: Okay, we have talked about the purpose of OMK as being a support system forgeographically dispersed families experiencing deployment. We are going to startexploring the issues families face during a deployment and how OMK can supportthose issues.On your table are a number of articles about deployment. You also have a laptopcomputer with internet connection so you can search for other articles if you choose.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page 19

Do:• Keep time. If all the groups finish reading sooner, move the activity along.Say: Please take the next 10-15 minutes to read through one or two of the articles.As you read the articles you are looking for issues that might make life tough foryoung people.Do:• Give the groups 5-10 minutes to discuss.Say: When everyone in your group has finished reading, spend a few minutesdiscussing what you read and make a list of issues that you found in the articlesthat your group read.Do:• Give the groups 5-10 minutes.Say: Pick your top issue and brainstorm some strategies that you as an OMK state teamcould implement to support families dealing with your top issue.Do:• Spend about 10 minutes back briefing each group’s top issue and strategiesand list of issues. Give each group an equal amount of time.Say: Each group will out-brief their list of issues and their top issue and list of strategiesto support military families.Chapter 1Page 203rd EditionOperation: Military KidsReady, Set, Go! Training Manual

What Do Military YouthHave to Say???Slide 1-14: What Do Military Youth Have to Say???Content of this slide adapted from: N/AMaterials Needed: Quotes from youth cut out of MFRI study Adjustments AmongAdolescents in Families When a Parent is Deployed. Study can be found in the RSG!Manual Resource CD (pgs. 14-35).Trainer Tips: Use a couple of quotes from each phase of the deployment cycle. Handout quotes to youth participants or adult participants who will recite the quote. READTHE STUDY BEFORE FACILITATING THIS ACTIVITY.What to Do, What to SayDo:• Hand out copies of the quotes to participants who agree to read one.Number them so you can call a number and they stand up and read thequote.Say: OK, we have discussed some of the issues that we think children and youth faceduring a deployment.Now we are going to hear what some military youth have to say! On your resourceCD is a study from the Military Family Research Institute called AdjustmentsAmong Adolescents in Families When a Parent is Deployed. I highly recommendOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page 21

you take the time to read it. Interviews were done with military youth who havebeen through a deployment.The study identifies many issues and gives strategies for supporting both theremaining parent and the adolescents.So let’s hear what they have to say ...Do:Do:• Hold up a copy of the MFRI study Adjustments Among Adolescents in FamiliesWhen a Parent is Deployed.• Identify each stage of deployment and then ask for the correspondingquotes to be read.Chapter 1Page 223rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Any Questions, Comments,or Thoughts for the Goodof the Group?Slide 1-15: Any Questions, Comments, or Thoughts for the Good of the Group?Content of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to SayDo:• Review content of slide with participants.Say: Do you have any questions or comments on what we have covered so far?If you go back to your room tonight and have a thought or question, please writeit down and put it on the parking lot in the morning!Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page 23

Welcome and IntroductionsPre-TestActivity: “Walk This Way”Ready, Set, Go!Training AgendaA New Reality: Impact of Global War on TerrorismOperation: Military Kids—An Overview and Framework forImplementationExploring Military CultureEmotional Cycle of Deployment: Mobilization and DeploymentEmotional Cycle of Deployment: Homecoming and ReunionStress and Coping StrategiesImpact of Grief, Loss, and TraumaFostering Resilience in Children and YouthUnderstanding the Influence of the MediaBuilding Community Capacity to Take ActionOperation: Military Kids Next StepsOperation: Military Kids PartnersAdditional Resources and Best PracticesPost-TestFinal Thoughts, Comments, and ClosureChapter 1Page 243rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Ready, Set, Go! Training MaterialsSupplemental Resources CDReady, Set, Go! Training ManualReady, Set, Go! Training PowerPoint PresentationCaring for Kids After Trauma and Death: A Guide for Parents and ProfessionalsEducators’ Guide to Military Children During DeploymentHot Topics: Reunion—Putting the Pieces Back TogetherHow Communities Can Support Children/Families of Those Serving inthe National Guard and Reserve (Military Child Educational Coalition)How to Prepare Our Children and Stay Involved in Their EducationDuring Deployment (Military Child Educational Coalition)National Council of Family Relations Policy Briefing: Building StrongCommunities for Military FamiliesParents’ Guide to Military Children During DeploymentTalking with Children About War and ViolenceU.S. Army Secondary Education Transition StudyWhat Happened to the World: Helping Children Cope in TurbulentTimes“Tough Topics” Fact SheetsOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page 25

Ready, Set, Go!Participant Pre-/Post-TestName:Date/Location of Workshop:Please circle one: Pre- Post-1. The main purpose of OMK is to provide support to the children of families thatare impacted by the Global War on Terrorism.TrueFalse2. Which one of these is not a major component of the OMK initiative?a. Partnership and joint commitment at the federal, state, and local levelare critical to success.b. Rapid response to the issues is necessary to effect change.c. Program developed must be relevant and comprehensive.d. Youth’s best interests are paramount.3. Awareness and knowledge of the impact of deployment on children isimportant because children of military families have unique issues/needs.TrueFalse4. Understanding military culture is important because:a. You may get deployed someday yourself.b. Military people don’t have feelings.c. Empathy and understanding can assist you in dealing with the uniqueissues of children involved in current military life.5. Which one of these is not a stage of deployment:a. Redeploymentb. Post-deploymentc. Active notificationd. Deploymente. EmploymentChapter 1Page 263rd EditionOperation: Military KidsReady, Set, Go! Training Manual

6. Which strategy is NOT helpful in preparing children for the deploymentprocess?a. Parents should build their emotional bond with children by spendingquality time with them before leaving.b. Plan future communication and ways to stay in touch while apart.c. Do not tell the child about the deployment in advance in order toreduce the stress and worry that will occur.7. The fourth stage of deployment, called sustainment, generally lasts 12months.TrueFalse8. Citizen Soldiers participating in the National Guard and Army Reserve areconnected with military life and culture.TrueFalse9. Talking about the Global War on Terrorism and violence may increase achild’s fear.TrueFalse10. National Guard and Army Reserve Soldiers always serve the federalgovernment on an emergency basis.TrueFalse11. (Answer on Post-Test only.) What are you going to do with this informationwhen you return to your community?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page 27

— Answer Key —Ready, Set, Go!Participant Pre-/Post-TestName:Date/Location of Workshop:Please circle one: Pre- Post-1. The main purpose of OMK is to provide support to the children of families thatare impacted by the Global War on Terrorism.TrueFalse2. Which one of these is not a major component of the OMK initiative?a. Partnership and joint commitment at the federal, state, and local levelare critical to success.b. Rapid response to the issues is necessary to effect change.c. Program developed must be relevant and comprehensive.d. Youth’s best interests are paramount.3. Awareness and knowledge of the impact of deployment on children isimportant because children of military families have unique issues/needs.TrueFalse4. Understanding military culture is important because:a. You may get deployed someday yourself.b. Military people don’t have feelings.c. Empathy and understanding can assist you in dealing with the uniqueissues of children involved in current military life.5. Which one of these is not a stage of deployment:a. Redeploymentb. Post-deploymentc. Active notificationd. Deploymente. EmploymentChapter 1Page 283rd EditionOperation: Military KidsReady, Set, Go! Training Manual

6. Which strategy is NOT helpful in preparing children for the deploymentprocess?a. Parents should build their emotional bond with children by spendingquality time with them before leaving.b. Plan future communication and ways to stay in touch while apart.c. Do not tell the child about the deployment in advance in order toreduce the stress and worry that will occur.7. The fourth stage of deployment, called sustainment, generally lasts 12months.TrueFalse8. Citizen Soldiers participating in the National Guard and Army Reserve areconnected with military life and culture.TrueFalse9. Talking about the Global War on Terrorism and violence may increase achild’s fear.TrueFalse10. National Guard and Army Reserve Soldiers always serve the federalgovernment on an emergency basis.TrueFalse11. (Answer on Post-Test only.) What are you going to do with this informationwhen you return to your community?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 1Page 29

Chapter Two:A New Reality: Impact of Global Waron TerrorismI. Lesson PlanA. Purpose: This lesson will provide participants with an overview of the GlobalWar on Terrorism’s effects on military children and the unique challenges facedby youth whose parents are in the National Guard and Army Reserve. It willalso introduce participants to the structure of youth programs in the U.S. Army,National Guard, and Army Reserve. The information and tools will contributeto their ability to effectively work with the National Guard at the state andcommunity levels.B. Objectives:1. Provide an overview of the Global War on Terrorism’s effects on children.2. Provide an overview of the structure and youth programs of the U.S.Army, National Guard and Army Reserve.3. Explain the differences between the Active Army and Reserve ComponentStructures.4. Identify the strengths and resources the National Guard has to offerwith regard to OMK.5. Identify strategies for working with the National Guard and Army Reserve.C. Time: 90 minutesD. Preparation/Materials Needed:✪ Laptop with LCD✪ Easels for each table/small group✪ Flip chart paper and markers✪ PowerPoint slides✪ Copies of newspaper articles for each participantII. Training Session ContentA. PowerPoint SlidesSlide 2-1: Chapter 2 Introduction SlideSlide 2-2: Impact of the Global War on TerrorismSlide 2-3: Unique Issues for Children/Youth in National Guard andArmy Reserve FamiliesOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page

Slide 2-4: Identified Issues for Children/Youth in National Guard andArmy Reserve FamiliesSlide 2-5: AFAP Issue Paper ActivitySlide 2-6: The Active Army Title SlideSlide 2-7: U.S. Army Component StructuresSlide 2-8: Active Army DemographicsSlide 2-9: Army Installation Management RegionsSlide 2-10: Army National Guard Title SlideSlide 2-11: Overview of National GuardSlide 2-12: Army National GuardSlide 2-13: Army National Guard UnitsSlide 2-14: Air National Guard UnitsSlide 2-15: Strategies for Working with the National GuardSlide 2-16: Army Reserve Title SlideSlide 2-17: Army Reserve OverviewSlide 2-18: Army Reserve Regional Readiness CommandsSlide 2-19: Army Reserve UnitsB. Activity & Directions1. Review slides2. Activity Instruction: Newspaper articles with deployment issuesidentified by Soldiers or family members• Distribute copies of newspaper articles to each participant.• Small groups read articles and discuss ways OMK efforts can addressissues identified by Soldiers and family members.• Ask small groups to identify issues and potential OMK ideas.• Ask recorder to record answers on flip chart paper.• Small group spokesperson will share back after 10 minutes.3. Develop overview of local National Guard, Army Reserve, and ActiveDuty CYS program structure.III. Website ResourcesA. U.S. Army Family and MWR Commandhttp://www.armymwr.comB. Army Community Serviceshttp://www.myarmylifetoo.comC. Reserve Affairshttp://www.defenselink.mil/ra/D. Introduction to the National Guard and History of the National Guard trainingmodules at http://www.gftb.org.E. National Guard Family Programs information at http://www.guardfamily.org.F. National Guard website in your stateG. Army National Guard website at http://www.arng.army.mil.H. Army Reserve Family Programs at http://www.arfp.orgChapter 2Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

IV. EvaluationA. Reflection Question1. What is one thing you wish someone told you about working with theArmy, National Guard, and/or Reserve?B. Application Question1. What is one way you can apply this new information in your position?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page

Chapter 2:A New Reality: Impact of the GlobalWar on TerrorismOperation: Military KidsReady, Set, Go! TrainingSlide 2-1: Chapter 2 IntroductionContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Chapter 2Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Impact of the Global War on Terrorism• Has changed the face of military service for those in theNational Guard and Army Reserve• Mobilization and deployment at record high levels• Different needs than traditional military families• Primary occupation is not one of “Soldier” and familiesdon’t consider themselves “military families”• Geographically dispersed from others in the samecircumstances (not necessarily located near a militaryinstallation)• Family identity changes from “civilian” to“military” with one letter or phone callSlide 2-2: Impact of the Global War on TerrorismContent of this slide adapted from: RSG Manual v.1Materials Needed: Laptop, LCD, screen, PowerPoint slides, flip chart paper, markersTrainer Tips: Have someone change the slides for you.What to Do, What to Say:Do:• Introduce yourself and the topic.Say: This session reviews the Army Structure and the impact of the Global War onTerrorism on military children and youth.Do:• Review PowerPoint slides.Say: National Guard and Army Reserve operations are different today than they havebeen in the past.Previously, Soldiers trained one weekend a month and two weeks in the summer;now it is expected they will be activated for federal missions every 4 to 5 years for9 to 12 months at a time.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page

Say: When these Soldiers are on Active Duty, their families are eligible for militaryprograms and support. However, they are often not aware or able to accessthe programs and support available to them.They are in need of information and training on these resources.In addition, support that they are eligible for on military installations may not belocated anywhere near their work and home. Consequently, they may not befamiliar with or comfortable operating in this military environment.It is no wonder they do not identify themselves as military families and often feeltheir lives have been turned upside down.Chapter 2Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Unique Issues for Children/Youth inNational Guard and Army Reserve Families:• Lack of community awareness of and support for family needs• Lack of educator preparedness to recognize and meet needs ofchildren/youth of deployed members• Possible transition from one school to another• Social/emotional/behavioral reactions may impact youths’ future• Accessibility and affordability of childcare• Availability and affordability of after-school programs and youthactivities; children home alone• Difficulty understanding and dealing with media• Frequently unaware of resources to help parents andchildren cope• Deployment cycle—disrupts family before,during, and after...and is repeatedSlide 2-3: Unique Issues for Children/Youth in National Guard andArmy Reserve FamiliesContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: This slide describes the situation that National Guard and Army Reserve familiesmay find themselves in now.Prior to the Global War on Terrorism, very few Army Family or Child & YouthPrograms existed specifically designed to support National Guard and Army Reservefamilies, other than what was already available on an installation.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page

Say: Because of the large numbers of National Guard and Army Reserve Soldiers calledto fight the Global War on Terrorism, the Army had to develop new outreachprograms designed to meet the specific needs of these families…programs in theirown neighborhoods.The Army realized that these families’ normal support systems could not providethem with the information or support to meet their new needs. Their neighbors,teachers, friends, and other community members were often unaware that theirfamily member was deployed or of the impact the War was having on them.Chapter 2Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Identified Issues for Children/Youth inNational Guard and Army Reserve Families:• Geographically dispersed families and lack of connection withother youth and families in similar situation• Child separation/anxiety issues regarding safety of deployed parent• Deployed parent absent for significant events• Less parental involvement from parent at home• Limited opportunities for youth to attend extracurricular activities• Teens having increased care of home and younger siblings• Behavioral changes, peer pressure, lower self-esteem• Communication with deployed parent• Need to live with extended family• Changes in financial resourcesSlide 2-4: Identified Issues for Children/Youth in National Guard andArmy Reserve FamiliesContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: This slide outlines some of the issues that National Guard and Army Reservechildren and youth face as a result of their family member being deployed tofight the Global War on Terrorism.These children and youth are strong and resilient. They take on roles andresponsibilities to keep their families functioning that may have been performedby the absent parent. They miss their deployed parents, especially during birthdays,holidays, and other special events. They may be exposed to new circumstances,Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page

e.g., living with a relative or lower family income. They may be the only one in theirschool or community with a deployed family member and thus feel alone.They need our help. And, so do their deployed parents, who will be better ableto concentrate on their military mission if they know that their families are beingtaken care of.Do:• Before moving on: Ask participants if there are any other issues that may notbe identified here that impact these youth.Chapter 2Page 103rd EditionOperation: Military KidsReady, Set, Go! Training Manual

How can OMK state teams utilize theArmy Family Action Plan (AFAP) processto address unique issues facingchildren/youth in National Guardand Army Reserve families?Slide 2-5: How can OMK state teams utilize the Army Family ActionPlan (AFAP) process to address unique issues facing children/youth in National Guard and Army Reserve families?Materials Needed: Sample AFAP Issue papers for participants, AFAP Issue papertemplatesTrainer Tips: N/AWhat to Do, What to Say:Do:• Hand out sample AFAP Issue paper.Say: Ask participants if anyone is familiar with the Army Family Action Plan (AFAP) orGuard Family Action Plan (GFAP) process.Ask someone who is familiar with AFAP process to explain how an AFAP Issue isdeveloped.Ask participants to utilize the AFAP Issue paper template to define the issue, developthe scope (impact on youth), and develop 2-3 recommendations (ways OMK canOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page 11

address issue).Ask group(s) to be prepared to out brief their issue.Was the AFAP activity helpful in developing OMK strategies for your state? If so,how?Chapter 2Page 123rd EditionOperation: Military KidsReady, Set, Go! Training Manual

The Active ArmySlide 2-6: The Active ArmyContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page 13

Army Component StructuresActive Component*RegionsGeographically Dispersed**InstallationsReserve ComponentNational GuardStatesArmy ReserveRegions* Base Operations organization, not units** Assigned away from military installations, e.g., Army Recruiters, ROTC InstructorsSlide 2-7: The Army Component StructureContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The Army is composed of two components: the Active Component, often referredto as “Active Duty,” and the Reserve Component.The Active Component is comprised of Soldiers whose full-time career is soldiering.They are generally assigned to units that are stationed on installations locatedaround the world. The Army divides the world into seven geographic regions formanagement purposes.Some Active Duty Soldiers, e.g., Army Recruiters, ROTC, and Inprocessing personnel,are assigned to locations that are geographically dispersed away from installations.Say: These Soldiers’ place of work is found in malls, schools, Inprocessing Centers, andChapter 2Page 143rd EditionOperation: Military KidsReady, Set, Go! Training Manual

universities.The OMK focus is on both the Active and Reserve Components.For individuals in the National Guard or Army Reserve, their military duty is apart-time function. They hold regular full-time jobs in their communities.The National Guard is structured in a state configuration through the Joint ForcesHeadquarters. They are assigned to and organized by state. They are activated bythe state governor to perform state missions, e.g., helping with natural disasters,riots, fires, etc. They can be federalized by the President to serve National missions,e.g., the Global War on Terrorism.Army Reserve Soldiers are organized by mission in geographic regions. The ArmyReserve Regions and the Active Duty Regions are not the same. Army ReserveSoldiers have often served in the Army and stayed in the Reserves when they gotout. They have Army experience and are often familiar with the military culture.They are activated by the President to perform Federal missions.Do:• At the end of this slide, ask the audience if they have any questions aboutthe structure of the Active Component.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page 15

Active Army Demographics• 483,452 Soldiers• 54% married• 10% of married Soldiers are dual military• 8% are single parents• 457,428 children• Over 500,000 retirees• Undergoing transformationSlide 2-8: Active Army DemographicsContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: Active Duty Soldiers are stationed worldwide to perform National Security and otherFederal missions. Army spouses and retirees are an excellent source of volunteers toassist with OMK efforts.Chapter 2Page 163rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Army Installation Management CommandRegionsSlide 2-9: Army Installment Management RegionsContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The Army divides the world into the seven Active Component Regions. The slide showswhich installations are included in each region, except for those overseas. The RegionHeadquarters are noted by stars. The seven regions and their headquarters are:– Northeast Region—Ft. Monroe, VA– Southeast Region—Ft. McPherson, GA– West Region—San Antonio, TX– Pacific Region—Ft. Shafter, HI– European Region—Heidelberg, GE– Korean Region—Yongsan, KoreaSome of this structure may change as the Army transforms over the next few years.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page 17

Army National GuardSlide 2-10: Army National GuardContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do: • Show opening slide.Say: What pictures come to mind when you think about the National Guard?Chapter 2Page 183rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Overview of National Guard• Army National Guard is one branch of the total U.S. Army• ARNG is composed of reservists—civilians who serve theircountry on a part-time basis• Each state and the federal government control theARNG, depending on the circumstances• In peacetime, governors command the Guard Forcesthrough the Adjutant General• During wartime, the President of the United States canactivate the National Guard• Where federalized, Guard units are led by theCommander-in-Chief of the theatre in whichthey are operatingSlide 2-11: Overview of National GuardContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: Governors can call the Guard into action during local or statewide emergenciessuch as storms, drought, and civil disturbances.Examples of National Guard units being federalized to support operations wouldbe in Bosnia, Afghanistan, and Iraq.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page 19

Army National Guard• 350,000 Soldiers• 33% of Army’s totalstrength• State and Federal mission• State command• Primarily combat andcombat service supportunitsNational GuardAir National Guard• 106,000 Airmen• 19% of Air Force’s totalstrength• State and Federal mission• State command• Primarily flying missionsand expeditionarycombat supportSlide 2-12: National GuardContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The National Guard is a joint force made up of the Army National Guard and AirNational Guard. This slide identifies the number of ARNG and ANG Soldiers andAirmen. It also provides the percentage of Army Total Strength for both branchesof the National Guard.Both the ARNG and the ANG maintain a state and federal mission and have a statecommand oversight.– Combat and Combat Service Support Soldiers possess occupational specialtiessuch as medical personnel and engineers. They support missions that mayrequire them to be deployed for up to two years.Chapter 2Page 203rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Say: – ANG personnel primarily support flying missions and expeditionary combatsupport. These missions may be frequent and are typically for periods of 3 to 6months.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page 21

Army National Guard Units350,000 SoldiersSlide 2-13: Army National Guard UnitsContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Chapter 2Page 223rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Air National GuardThe Air NationalGuard connects everypolice and fire stationto the Pentagon and everystate house to the White House.177 ANG Community Based Locations41 Community Based Fighter LocationsSlide 2-14: Air National Guard UnitsContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page 23

Strategies for Working with theNational Guard• Schedule introductory meeting with State YouthCoordinator, State Family Program Director, and WingCoordinators• Inform all potential OMK participants of program services• Learn about issues faced by youth of deployed parents• Work with State Family Programs personnel to enlistCommand support• Invite the State Youth Coordinator to participateon the OMK TeamSlide 2-15: Strategies for Working with the National GuardContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: States are anxious to be a part of OMK and will be a great resource to theState Team.Discuss what resources the Guard can bring to OMK and what resources you canshare with the Guard.Currently there is at least one FAC in each state/territory. Make sure they have yourinformation to share with families. They are the primary source of informationregarding services available to National Guard families.Refer to staff listing.Chapter 2Page 243rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Army ReserveSlide 2-16: Army ReserveContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.• Share purpose and objective of this portion of the chapter.Say: The purpose of this portion of Chapter 2 is to provide an overview of the ArmyReserve and the Army Reserve Child & Youth Services program.We will present an overview of the Army Reserve and explain how the Army Reservesupports OMK.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page 25

• 317,495 SoldiersArmy Reserve Overview• Over 1,923 units throughout U.S. and territories• Federal Mission• Regional commands (13 and 1 ARCOM)• Primarily combat support and combat service supportunitsSlide 2-17: Army Reserve OverviewContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: It is important to note that the number of Soldiers, units, and regionalcommands can and will change. The numbers presented on these slides are current asof August 2005.What to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows:Say: Combat Support and Combat Service Support Units do jobs like transportation,military police, civil affairs, engineering, administrative functions, etc.To meet the needs of today’s Army, the Army Reserve is undergoing transformation.Although this will change the structure of the Army Reserve, it does not change theneeds of Army Reserve families within our communities.Chapter 2Page 263rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Army ReserveRegional Readiness Commands96th RRCSalt Lake City, UT88th RRCFort Snelling, MN77th RRCFlushing, NY70th RRCSeattle, WA88th RSGFort Ben Harrison,IN94th RRCFort Devens, MA63rd RRCLos Alamitos,CA99th RRCOakesdale, PA81st RSGFort Jackson, SC7th ARCOM9th RRC89th RRCWichita, KS90th RSGSan Antonia, TX90th RRCN. Little Rock, AR 81st RRCBirmingham, AL65th RRCSan Juan, PRSlide 2-18: Army Reserve Regional Readiness CommandsContent of this slide adapted from: RSG Manual v.1Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: There are eleven Regional Readiness Commands or RRCs. The 9th RRC in Hawaiiand the 7th ARCOM in Germany fall under the command and control of the UnitedStates Army Pacific and the United States Army Europe commands, respectively.– Each RRCs area of responsibility, with the exception of the 65th RRC in PuertoRico, corresponds with the standard federal region boundaries used by mostother federal agencies. Probably the best known of these is the Federal EmergencyManagement Agency (FEMA).– Three RRCs have large concentrations of Soldiers and therefore have RegionalSupport Groups (RSGs) to assist in providing support to subordinate units.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page 27

Say:They are shown in red:81st RSG in Fort Jackson, South Carolina88th RSG in Fort Ben Harrison, Indiana90th RSG in San Antonio, Texas– Stability through power projection and an overseas presence:Samoa9th RRC under PACOM—28 units—Hawaii, Alaska, Guam, and American65th RRC—26 units7th ARCOM under EUCOM—25 unitsChapter 2Page 283rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Army Reserve Units317,495 SoldiersSlide 2-19: Army Reserve UnitsContent of this slide adapted from: RSG Manual v.1Materials Needed: Trainer and participant manualsPowerPoint slidesTrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.• Emphasize key points of discussion as follows:Say: The majority of the Army Reserve units are located in the eastern half of the UnitedStates. However, this is not representative of the location of Army Reserve families.It is not uncommon for Army Reserve Soldiers to travel a great distance to their unit.Keep in mind that a Soldier might work at a Reserve Center in one state, but residewith his or her family in a different state.Also, most of the families do not have access to programs and services that areusually available on or near military installations, therefore creating the need forgroups like this to collaborate on community-based initiatives.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 2Page 29

Chapter Three:Introducing Operation: Military Kids and the OMKImplementation FrameworkI. Lesson PlanA. Purpose: Define Operation: Military Kids Outreach Initiative and explainthe OMK Implementation Framework and oversight responsibilities of thedifferent levels of that framework.B. Objectives:1. What is Operation: Military Kids?2. Who are the Core OMK Partners?3. Define and discuss “Building Community Capacity.”4. What/who are the Management Groups of OMK and what are theiroversight responsibilities?5. Define three program components of Operation: Military Kids.C. Time: 45–60 minutesD. Preparation/Materials Needed:✪ Flip chart paper and markers✪ Participant Handouts—OMK Overview and OMK Implementation Framework✪ Participant Handouts—Speak Out for Military Kids and Hero Packs✪ List of Deployment IssuesII. Training Session ContentA. PowerPoint SlidesOperation: Military Kids OverviewSlide 3-1: Introduction to Operation: Military Kids and OMKImplementation FrameworkSlide 3-2: What is Operation: Military Kids?Slide 3-3: Quote From General Helmly—Change in the Army ReserveSlide 3-4: 4-H/Army Youth Development Project—Why Expand?Slide 3-5: Operation: Military Kids—The ConceptSlide 3-6: Goal and Objectives of Operation: Military KidsSlide 3-7: Guiding Principles of Operation: Military KidsSlide 3-8: Operation: Military Kids DocumentationChapter 3Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Slide 3-9: Operation: Military Kids Core PartnersSlide 3-10: States Receiving Operation: Military Kids GrantsSlide 3-11: What is Building Community Capacity?Slide 3-12: Definition of Building Community CapacityOperation: Military Kids Implementation FrameworkSlide 3-13: Introduction to the OMK Implementation FrameworkSlide 3-14: 4-H/Army Youth Development Project ChartSlide 3-15: What is the Army Youth Development Project?Slide 3-16: OMK Oversight Responsibilities of the 4-H/Army YDPSlide 3-17: OMK Management TeamSlide 3-18: OMK Management Team Oversight ResponsibilitiesSlide 3-19: OMK Program Marketing and Resource Materials Provided byOMK Management TeamSlide 3-20: OMK Partnership Advisory GroupSlide 3-21: Oversight Responsibilities for OMK Advisory GroupSlide 3-22: OMK State TeamsSlide 3-23: OMK Community Volunteer PartnersSlide 3-24: OMK State Team Roles and ResponsibilitiesSlide 3-25: OMK Management FrameworkSlide 3-26: OMK Statewide Support NetworksSlide 3-27: OMK Local Community Support NetworksSlide 3-28: OMK Implementation FrameworkSlide 3-29: OMK Keys to ImplementationSlide 3-30: Core OMK ProgramsSlide 3-31: Ready, Set, Go! Training ContentSlide 3-32: Ready, Set, Go! Chapter FrameworkSlide 3-33: Speak Out for Military Kids (SOMK)Slide 3-34: Speak Out for Military Kids: OutcomesSlide 3-35: Speak Out for Military Kids: ResourcesSlide 3-36: Hero Pack InitiativeSlide 3-37: What is in a Hero Pack?Slide 3-38: Hero Pack ImplementationSlide 3-39: Mobile Technology LabsSlide 3-40: Mobile Technology Labs Hardware/SoftwareSlide 3-41: Mobile Technology Labs OMK State Team OversightB. Activity & Directions1. Operation: Military Kids Overview Brief• Brief large group on OMK overview.2. Building Community Capacity Discussion• Break into small groups.• Ask participants to respond to the question, “What do we mean by‘Building Community Capacity?’”• Give one issue to each group. Each group must develop a strategy onhow to build capacity on the issue they were given. They will need toChapter 3Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

include needed resources, training requirements, etc.• Have the smaller groups brief back to entire group.3. Operation: Military Kids Implementation Framework Brief• In the large group, go through the OMK Implementation FrameworkBrief.III. Must-Read Background MaterialA. Operation: Military Kids Web site—http://www.operationmilitarykids.orgB. Overview of Army Child & Youth ServicesC. Overview of National 4-H ProgramD. Boys & Girls Clubs of America DescriptionE. Operation: Proud Partner (OPP) Sites (Boys & Girls Clubs)F. American Legion OMK Fact SheetG. Military Child Education Coalition (MCEC) DescriptionH. Speak Out for Military Kids (SOMK) Program OverviewI. Hero Pack Project OverviewIV. EvaluationA. Reflection Questions1. What did you learn in this discussion about Operation: Military Kidsthat you didn’t know before?2. Does this information change your perception/purpose of your role onyour State OMK Team?3. What strengths do you and your organization bring to the Operation:Military Kids Implementation Framework?B. Application Questions1. How are we going to work together as a State Operation: Military KidsTeam?2. Do any of us know someone/another organization that we need to askto be a part of this team?3. How are we as a team going to ensure we create the links and supportsystems to establish the Community Capacity necessary to effectivelyaddress the issues children and youth are facing in our state?Chapter 3Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Introduction to Operation: MilitaryKids and OMK ImplementationFrameworkSlide 3-1: Introduction to Operation: Military Kids and OMKImplementation FrameworkContent of this slide adapted from: N/AMaterials Needed: Copies of RSG! Read-Ahead MaterialsTrainer Tips: If your group was given the RSG! Read-Ahead Materials, you can treatmuch of the Implementation Framework as review, therefore not spending as muchtime on it.What to Do, What to Say:Say: In the next 30 minutes or so we are going to introduce the concept of OMK anddiscuss the framework that will help you operationalize OMK in your state.Chapter 3Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

What is Operation: Military Kids(OMK)?A U.S. Army Collaborative Effort withAmerica’s Communities to Support“Suddenly Military” Kids Impactedby the Global War on TerrorismSlide 3-2: What is Operation: Military Kids?Content of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: Operation: Military Kids is a collaboration with America’s communities, starting withthe members of your state team.Throughout the week, you will discuss and plan as a team who else in your stateneeds to be engaged in this collaboration.The focus of OMK is to provide support for children and youth impacted by theGlobal War on Terrorism and geographically dispersed from military installations—primarily the youth of National Guard and Reserve families.The main goal of these state collaborations is to build community capacity in localcommunities throughout your state to address issues that these children and youthmay be facing.Chapter 3Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

LTG James R. Helmly, Chief, Army Reserve“A major order culture change is takingplace in the Reserve so that reservistsknow, upon joining, that they will be calledup to Active Duty for between nine andtwelve months every 4 to 5 years”Slide 3-3: Quote from General Helmly—Change in the Army ReserveContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The lives of National Guard and Army Reserve Soldiers are changing in dramaticfashion.This quote from LTG Helmly indicates a major change for the Army Reserve Soldier.Rather than a possibility of being called to Active Duty, it is a certainty during theirtime of service that they will be called up for a tour of duty.This change is having and will continue to have tremendous impacts on the familiesand communities of these soldiers.Say: What are some of the impacts on children and youth when a parent of a NationalChapter 3Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Guard or Army Reserve family is deployed?Do:• Ask for a few examples from the audience.Chapter 3Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

4-H/Army Youth Development Project(YDP)Why Expand?• When parents are deployed, “suddenly military” kidswho live in local communities:— Become “different,” but still “look” the same— Discover their world is turned upside down— Find usual support systems no longer relevant— Lack “connections to each other”— Impacted by intensity/frequency of mediacoverage of the Global War on TerrorismSlide 3-4: 4-H/Army Youth Development Project (YDP)Content of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: These are some of the reasons that the 4-H/Army Youth Development Projectdeveloped Operation: Military Kids.Do:• Get a definition from the audience of “suddenly military” kids.Say: “Suddenly military” kids of National Guard and Army Reserve families don’t live onor near a military installation.Chapter 3Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK—The Concept• Responds to the needs of geographically dispersed Army NationalGuard, Army Reserve, and Active Duty military—youth whoseparents have been deployed in support of the Global War onTerrorism.• Delivered in local communities through collaboration with U.S.Army Child & Youth Services, National 4-H, Boys & Girls Clubs ofAmerica, the Military Child Education Coalition, The AmericanLegion, National Association of Child Care Resource and ReferralAgencies (NACCRRA), and other community agencies servingyouth at national, state, and local levels.• Infrastructure developed in 34 OMK state teams that work to buildthe community capacity of local community supportnetworks to provide services that support child andyouth of National Guard and Army Reserve families.Slide 3-5: Operation: Military Kids—The ConceptContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The YDP project wanted to expand and develop a program that responds to theneeds of geographically dispersed National Guard, Army Reserve, and Active Dutyyouth whose parents have been deployed in support of GWOT.Again, it is a collaborative effort, focused on building community capacity to addressissues and provide support for children and youth.OMK is operating in 34 states.Chapter 3Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Goals and Objectives of Operation:Military KidsOMK GOAL: Support the military children and youth whohave been or are being affected by deploymentOMK OBJECTIVES:• Raise community awareness of “suddenly military” kids• Build community capacity to deliver outreach services• Implement outreach support services• Provide OMK Ready, Set, Go! Training toeach OMK state teamSlide 3-6: Goals and Objectives of Operation: Military KidsContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: These are the goals and objectives of OMK.The focus of OMK is to support the National Guard and Army Reserve; however, wedon’t turn away a military child just because their parent is in the Coast Guard orMarines or any other branch of service.We will discuss a little later some core OMK program components.Chapter 3Page 103rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Guiding Principles of OMK• Partnerships and joint commitment at the federal,state, and local level are critical.• Rapid response to the issues is necessary to effectchange.• Youth’s best interests are paramount.• OMK outreach services must be replicable.• OMK initiatives must be sustainable.• OMK impact must be documented.Slide 3-7: Guiding Principles of OMKContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: These are the guiding principles for OMK. These principles should help guideyour OMK efforts and be built into your state team actions plans that you willbe developing.With all of the changes happening in the National Guard, Army Reserve, andActive Duty military, local community support networks need to be ready to deliverprograms quickly. Deployments and return dates are no longer entirely predictable,and we need to be prepared for these changes.Chapter 3Page 113rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Say: Because we want to share good programs ideas across the nation, activities shouldbe replicable. Each state should report program activities on the state section of theOMK web site.State teams should work to build capacity in their state so communities havesupport systems in place for the duration of the Global War on Terrorism.Reporting is going to be very important, not only so we can collect best practicesand good program activities but also to enable the Army to justify the dollars beinginvested.Documentation needs to be a team effort!Chapter 3Page 123rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK Documentation• State Teams need to provide regular updates to the OMKweb site http://www.operationmilitarykids.org• Submit monthly reports• State Teams are required to submit a year-end report thatdocuments OMK outcomes.Slide 3-8: OMK DocumentationContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: These are the two mediums of documentation for OMK State Teams.1) Each state has its own page on the OMK web site. You should update your statepage regularly with photos and upcoming events. Every member of your state teamshould have input on your state page.2) Submit monthly reports. All team members should have input to their reports.3) State teams are required to submit year-end reports. These reports need tobe done as a team so that all OMK activities are captured in the reporting process.Chapter 3Page 133rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK CORE PARTNERS• U.S. Army Child & Youth Services (Active and ReserveComponents)• National 4-H Headquarters at USDA• Boys & Girls Clubs of America (B&GCA)• Military Child Education Coalition (MCEC)• The American Legion• Community Agencies, e.g., National Associationof Child Care Resource and Referral Agencies(NACCRRA)Slide 3-9: OMK Core PartnersContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: These are the core OMK partners that have made a commitment to support OMK.You will be learning more about each of these organizations as we go through thetraining.Do:• As you go down the list, ask members of each organization to stand. Thisgives people a visual image of who is in the room.Chapter 3Page 143rd EditionOperation: Military KidsReady, Set, Go! Training Manual

States Receiving OMK Grants• Arizona• California• Colorado• Delaware• Florida• Georgia• Idaho• Illinois• Indiana• Iowa• Kansas• Kentucky• Louisiana• Maine• Maryland• Massachusetts• Michigan• Minnesota• Mississippi• Missouri• Nebraska• Nevada• New Hampshire• New Jersey• New York• North Carolina• Ohio• Pennsylvania• South Carolina• South Dakota• Texas• Utah• Virginia• WashingtonSlide 3-10: States Receiving OMK GrantsContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: These are the states that have received OMK grants. The states in red are newOMK states.However, there are other states not listed here who are also conducting OMK-typeactivities in support of military families.Chapter 3Page 153rd EditionOperation: Military KidsReady, Set, Go! Training Manual

What is Building CommunityCapacity?Slide 3-11: What is Building Community Capacity?Content of this slide adapted from: N/AMaterials Needed: List of issues children and youth face due to deployment of a parentfrom newspaper article activity conducted Monday evening; chart paper; markersTrainer Tips: N/AWhat to Do, What to Say:Say: We now know what the concept of OMK is. And we have been talking a lot aboutbuilding capacity…creating networks of support for children and youth of Guardand Reserve families. What comes to your mind when I say COMMUNITY CAPACITY?Do:• Get groups to brainstorm what they think community capacity is.• Capture all responses on chart paper.Examples of possible responses:• Building the ability of the community to meet the needs• Involve multiple partners• Identify existing partnerships, strengths, and gapsChapter 3Page 163rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Definition of Building CommunityCapacityCommunity capacity is the interaction of human capital,organizational resources, and social capital existing within agiven community that can be leveraged to solve collectiveproblems and improve or maintain the well-being of thatcommunity. It may operate through informal socialprocesses and/or organized efforts by individuals,organizations, and social networks that exist among them,and between them and the larger systems of which thecommunity is a part.Slide 3-12: Definition of Building Community CapacityContent of this slide adapted from: Building Community Capacity by Robert J.Chaskin, Prudence Brown, Sudhir Venkatesh, and Avis VidalMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: This is the definition used by Robert J. Chaskin and others to define communitycapacity.Do:• Capacity building exercise:— Write issues on index cards (at least one issue per small group).— Goal of the exercise is to get state teams to brainstorm strategies on howto build capacity to address a particular issue.— Give each state team or small group an issue that may face a youth froma National Guard or Reserve family.Chapter 3Page 173rd EditionOperation: Military KidsReady, Set, Go! Training Manual

— Have them develop a strategy to build capacity in their state to supportthose youth.— Have the smaller groups report back to the large group.Say: Keeping that definition in mind, we will conduct a capacity building exercise. Eachstate team will receive an index card that describes one or more issues that mayconfront a child. Examples might include lack of educator awareness of this issueat school, lack of partnership in the community, or lack of child care. As a team,develop a strategy or ideas on how you would build community capacity to supportthat issue. Include needed resources, training requirements, communication links,etc.Chapter 3Page 183rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Operation: Military KidsImplementation FrameworkSlide 3-13: Implementation FrameworkContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: In the introduction to OMK we talked about the concept of OMK and some of thegoals and objectives we want to accomplish.We want to:— Build community capacity across each OMK state to deliver support programs— Raise awareness of the impact of the GWOT on geographically isolated families— Deliver support services to military children and youthWe have identified Core OMK Partners. Now we are going to look at the variouslevels of the OMK Implementation Framework and the oversight responsibilities ateach of those levels.As we look at the framework, think about how you as a state team are going tooperationalize the framework throughout your state.Chapter 3Page 193rd EditionOperation: Military KidsReady, Set, Go! Training Manual

M.-A.LucasU.S. Army Family& Morale, Welfare andRecreation Command(FMWRC)Child and YouthServices (CYS)USDA, Cooperative StateResearch, Education,and Extension Service(CSREES)National 4-HHeadquartersSherriWright4-H/ArmyYouth DevelopmentProjectNancyCampbellDarrinAllenSlide 3-14: 4-H/Army Youth Development Project ChartContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: As we discussed earlier, OMK is the reaction of the 4-H Army YDP to the GWOT andthe impact that it is having on geographically dispersed youth.The U.S. Army Family & Morale, Welfare and Recreation Command (FMWRC) andthe Cooperative State Research, Education, and Extension Service (CSREES) havehad an interagency partnership since 1995. Over these ten years, they establishedthe solid foundation that led to the development of OMK.Chapter 3Page 203rd EditionOperation: Military KidsReady, Set, Go! Training Manual

What4-H/Army Youth Development Project4-H/Army YDP (YDP) is acollaborative effort betweenthe National 4-HHeadquarters and U.S. ArmyChild & Youth Services toprovide predictable,consistent youth programsand introduce new youth to4-H programs on Armyinstallations worldwide.This partnership bringstogether USDA’s expertisein youth development withthe Army’s goal to becomethe nation’s model for youthprograms.Who• 4-H Youth Development and TechnologyExtension Specialists from land-grantuniversities are assigned to the Army to providetraining and technical assistance to installationChild and Youth Staff.• Additionally, Army Child & Youth Staff workdirectly with local 4-H County Personnel andState 4-H Military Liaisons, who coordinatesupport for military youth on a state-wide basis.• Nationally recognized, effective youth organization• Source of youth development professionalsWhy• Compatible positive youth development strategy• Outreach delivery complements Army facility-basedprograms• Strong national infrastructure and international capability• Research-based materials support Army youth framework• Links to local communities and off-post youthopportunitiesSlide 3-15: What is the 4-H/Army Youth Development Project?Content of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: This partnership has helped the Army provide predictable, quality programs for theirfamilies and has helped 4-H reach a whole new audience across the country andaround the world.The outreach delivery system of 4-H complements the Army’s facility-basedprograms and has allowed the Army CYS Programs to reach more of their targetyouth audience.This federal interagency partnership is a wise use of public resources.Chapter 3Page 213rd EditionOperation: Military KidsReady, Set, Go! Training Manual

4-H/Army Youth Development ProjectOversight Responsibilities forOperation: Military Kids (OMK)• Identify Potential OMK States• Secure Funding for OMK Grants• Develop OMK State Request for Proposals• Approve State OMK ProposalsSlide 3-16: Oversight Responsibilities of the 4-H/Army YDPContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The Youth Development project helps identify potential OMK states by working withNational Guard, Army Reserve, and State 4-H Military Liaisons.Potential OMK states are identified by mobilization/deployment numbers and thelevel of support in the Extension System, National Guard, and Army Reserve for thiscollaborative effort.Chapter 3Page 223rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Auburn UniversityTraining Supportand Special ProjectsStacey Bozeman*FMWRC OMKOversightNancy Campbell*FMWRCTechnology SupportMark Otto*Washington StateUniversityOMK ImplementationKevin Wright*OMKManagementTeamWA State Office ofSuperintendent ofPublic InstructionOMK ImplementationMona Johnson*Kansas State Univ.OMK State GrantsMarlene Glasscock**Primary OMK Point of ContactCSREESOMK OversightDarrin Allen*4-H MilitaryProgram SpecialistNational 4-HHeadquartersEddy Mentzer*Slide 3-17: OMK Management TeamContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The OMK management team is a combination of staff Army Child & YouthServices and the YDP.Do:• As you go through the text boxes, have representatives from theseorganizations stand and be recognized.Say: Washington State has taken the lead in developing and printing the RSG! Manualand executing the annual RSG! Trainings.Auburn University handles the logistics for all RSG! Trainings.Kansas State University manages all of the OMK sub-agreements with the OMK states.Chapter 3Page 233rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK Management TeamOversight Responsibilities for OMK Management Team:• Manage OMK State Grants• Provide OMK program resources and marketing materials• Provide technical assistance to OMK State Teams• Field and support OMK Mobile Technology labs• Fund RSG! Training Course for OMK State TeamsSlide 3-18: OMK Management TeamContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The OMK Management Team has programmatic oversight for the OMK grants.They develop and disseminate national OMK marketing and program resources,such as informational brochures, the Speak Out for Military Kids manual, HeroPacks, and the Mobile Technology Labs.Chapter 3Page 243rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK Program Marketing andResources Materials• OMK Annual State Grants ($50K)• OMK Hero Pack Project and Manual• OMK Speak Out for Military Kids Manual• OMK Mobile Technology Labs• Promotional Materials (e.g., lanyards, OMK bracelets)• Marketing Materials— OMK Informational Cards— OMK Portable Displays— Committed Partner Posters— OMK Public Service Announcements• OMK Web site (www.operationmilitarykids.org)• OMK Annual ReportsSlide 3-19: OMK Program Marketing and Resources MaterialsContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: These are some of the OMK materials that are available.Do:• Have some of the OMK materials to show and tell.Say: These items are available to all OMK partners. Items must be requested throughyour State 4-H Military Liaison. This helps us track which states have been givenmaterials and allows us to distribute them equitably.Chapter 3Page 253rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK Partnership Advisory GroupU.S. Army Family &Morale, Welfare, andRecreation Command(FMWRC)M-A. Lucas*USDA, Cooperative StateResearch, Education, andExtension Service (CSREES),National 4-H HeadquartersSherri Wright*National Associationof Child CareResource and ReferralAgencies (NACCRRA)Bonnie Storm*Army NationalGuardKathy Goedde**Primary OMK Point of ContactOMKPartnershipAdvisoryGroupU.S. Army ReservePamela McBride*Military ChildEducation CoalitionDr. Mary Keller*Boys & Girls Clubsof AmericaCindy Rondeau*The AmericanLegionJason Kees*Slide 3-20: OMK Partnership Advisory GroupContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The partnership advisory group includes a representative from each core OMKpartner.Do:• Have representatives of each organization stand and be recognized.Chapter 3Page 263rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK Partnership Advisory GroupOversight Responsibilities for OMK Advisory Group:• Help OMK State Teams connect with core OMK Partnersat state and local levels• Train constituencies in OMK States• Promote OMK to key personnel in Partner Organizations• Develop Partner Program materials for use with OMKStates• Work with National OMK Director and OMK State TeamLeaders (State 4-H Military Liaisons) to ensure StateTeams have current OMK informationand materialsSlide 3-21: Oversight Responsibilities for OMK Advisory GroupContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The partnership advisory group members are resources for state teams. They canhelp them find a good state or local partner to participate on their state team. Forexample, the Military Child Education Coalition (MCEC) can help find a Departmentof Education staff person for your state team.Partners also provide technical assistance and strategies to OMK state teams,helping them connect and work effectively with local and state partner constituencies.Chapter 3Page 273rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK State TeamYouthArmy InstallationCYS StaffRegional and LocalBoys & Girls ClubsProfessionalsCounty/State 4-HExtensionProfessionalsArmy National GuardTerritory/State CYS Staff*4-H State Military Liaisons serveas OMK State Team LeadersOMKState Team*CommunityVolunteer PartnersSchoolPersonnelU.S. Army ReserveRegion CYS StaffThe AmericanLegionRepresentativeSlide 3-22: OMK State TeamsContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The OMK State Teams are the heart of OMK.Building on the infrastructure of the YDP, State 4-H Military Liaisons serve as theOMK State Team Leaders.State Teams are comprised of representatives from each of the core OMK partnersand any other agencies in the state that have resources and a willingness tocontribute to OMK.Chapter 3Page 283rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK Community Volunteer PartnersIndividualVolunteersYouth ServingAgencies/OrganizationsVeteransOrganizationsLocal MilitaryComponentsCommunityVolunteerPartnersCivicGroupsBusinessesFaith-BasedOrganizationsPrivateOrganizationsSlide 3-23: OMK Community Volunteer PartnersContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: Here are some examples of community volunteer partners.The goal of your state team should be to have a committed, diverse, inclusive grouprepresenting OMK at the state and local levels.Chapter 3Page 293rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK State TeamOMK Roles and Responsibilities:• Create Statewide OMK Community Support Networks• Provide OMK Ready, Set, Go! Course to State OMKPartners• Coordinate delivery of “Speak Out for Military Kids”OMK Speakers Bureau• Coordinate Hero Pack Project• Deliver youth outreach service programs through PartnerOrganizations• Coordinate Partner use of the OMK Mobile TechnologyLab(s)• Submit monthly OMK and year-endaccomplishment reports to OMKManagement TeamSlide 3-24: OMK State Team Roles and ResponsibilitiesContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: State teams build the capacity of local communities to deliver outreach supportprograms.They manage, market, and coordinate use of the Mobile Technology Lab.Each member of the state team should have input into the year-end reports.Chapter 3Page 303rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK Management Framework4-H/Army YouthDevelopmentProjectOMKManagement TeamOMKPartnershipAdvisoryGroupOMKStateTeamsSlide 3-25: OMK Management FrameworkContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: These four groups make up the OMK Management Framework.Communication between each of these groups is essential to ensure that peopleand groups get the information they need in order to support the children andyouth of National Guard and Reserve families.The next couple of slides explain how we make OMK operational.Chapter 3Page 313rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK Statewide Support NetworkOMKLocal CommunitySupport NetworkOMKLocal CommunitySupport NetworkOMKStateTeamsOMKLocal CommunitySupport NetworkOMKLocal CommunitySupport NetworkSlide 3-26: OMK Statewide Support NetworkContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: OMK state teams are responsible for engaging and training local communityagencies, organizations, and people to create OMK local community supportnetworks.With help from OMK State Team members, Local OMK Community SupportNetworks are able to deliver the needed support services to the children and youthwho need them.This RSG! manual is your training resource.Chapter 3Page 323rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK Local Community Support NetworksLocal MilitaryComponentsSchools B&GCA 4-HLocal BusinessesCivic GroupsOMKLocal CommunitySupport NetworkYouth ServingAgencies/OrganizationsPrivateOrganizationsFaith-BasedOrganizationsVeteransOrganizationsOthers?Slide 3-27: OMK Local Community Support NetworksContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: Local OMK Community Support Networks are made up of a wide variety oforganizations, agencies, and volunteers who can provide the necessary resourcesand have a desire to support geographically dispersed suddenly military youth.Chapter 3Page 333rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK Implementation Framework4-H/Army YouthDevelopmentProjectOMKManagement TeamOMKPartnershipAdvisoryGroupOMKStateTeamsOMKLocalCommunitySupportNetworkSlide 3-28: OMK Implementation FrameworkContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The implementation framework outlines the oversight responsibilities of the OMKManagement Team, the OMK Partnership Advisory Group, and the OMK StateTeams, all in support of building strong local community support networks.As indicated by the arrows, communication flow is in two directions. It is importantto get information to those that need it in a timely fashion.Chapter 3Page 343rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Operation: Military KidsKeys to Implementation:• OMK Management Team sets direction and provides financial andprogram resources to support OMK.• OMK Partnership Advisory Group members define roles, responsibilities,and capabilities of their organizations to collaborate in support of OMKat National, Regional, State, and Local levels.• State 4-H Military Liaisons serve as OMK State Team Leaders and facilitatethe work of the OMK State Teams.• State Teams include representatives from all OMK core partners.• State Teams build the capacity to develop/activate Local CommunitySupport Networks throughout the state.• Local Community Support Networks deliver OMK servicesin impacted communities.Ongoing communication among OMK Management Team,Partnership Advisory Group, and OMK State Teams is criticalto successful Local Community Support Networks!Slide 3-29: OMK Keys to ImplementationContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: It is important that you keep these keys in mind as you go through your OMK StateTeam planning process throughout this week. You will need to operationalize theOMK implementation framework and develop strategies and plans to build thecapacity of local communities to implement OMK in your state.Chapter 3Page 353rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Operation: Military Kids Core ProgramComponents• Ready, Set, Go! Training Manual• Speak Out for Military Kids• Hero Pack Project• Mobile Technology LabsSlide 3-30: Operation: Military Kids Core Program ComponentsContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: To help OMK states get started and to provide some consistency, each OMK statewill receive resources to support four core program components or initiatives.Chapter 3Page 363rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Ready, Set, Go! Training ContentsChapter 1: Introduction to Ready, Set, Go!Chapter 2: A New Reality: Impact of the Global War on TerrorismChapter 3: Operation: Military Kids—An Overview and Framework forImplementationChapter 4: Exploring Military CultureChapter 5: The Deployment Cycle: Mobilization and DeploymentChapter 6: The Deployment Cycle: Homecoming and ReintegrationChapter 7: Stress and Coping StrategiesChapter 8: Impact of Grief, Loss, and TraumaChapter 9: Fostering Resilience in Children and YouthChapter 10: Understanding the Influence of the MediaChapter 11: Building Community Capacity To Take ActionChapter 12: Next StepsChapter 13: Additional Resources and Best PracticesSlide 3-31: Ready, Set, Go! Training ContentsContent of this slide adapted from: N/AMaterials Needed: RSG! Training ManualTrainer Tips: Thoroughly familiarize yourself with the chapter titles and content of themanual before training this section.What to Do, What to Say:Do:• Review slide.Say: The RSG! Training Manual is the tool that State Teams will use to train and buildLocal Community Support Networks throughout your state.The content is designed to give participants an understanding and appreciation ofunique stressors that suddenly military families may face during a deployment. Thistraining will give you the tools and skills to support “suddenly military” children andyouth, and a framework to create comprehensive action plans to make OMK aneffective statewide support network for National Guard and Army Reserve families.Do:• Ask participants if they have any questions about the content of the manual.Chapter 3Page 373rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Ready, Set, Go! Chapter Framework• Lesson Plan—includes purpose, training objectives,timeframe, and preparation/materials and activities• Training PowerPoint Content—includes slides, materialsneeded, trainer tips, and “What to Do/What to Say”sections for trainers. Discussion and hands-onactivities will help participants understand the topicspresented.• “Must-Read” Background Material—to increaseknowledge of trainers regarding topics presented• Evaluation—suggested reflection andapplication questions to measure impactand application of group understandingSlide 3-32: Ready, Set, Go! Chapter FrameworkContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The RSG! Chapter Framework is designed to enable State Team members to beable to go back to their organizations and train any section of the RSG! Manual.Hopefully, State Team members will find and plan for ways to team teach diverseaudiences across the state.Chapter 3Page 383rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Speak Out for Military Kids(SOMK)The Program:• Common program initiative for all OMK States• Program raises community awareness of issues faced bygeographically dispersed military children and youth• SOMK is a youth-led program facilitated and supportedby adults• Youth participants are both civilian and militaryconnected youth• SOMK is a community service project thatbuilds awareness and fosters communitysupportSlide 3-33: Speak Out for Military Kids (SOMK)Content of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: Speak Out for Military Kids is the one common program component of all 34OMK states. One of the biggest issues confronting families is the lack of awarenessthat communities have regarding the stressors facing many “suddenly military”families.Speak Out for Military Kids should be a youth-led, adult-facilitated program.This is an on-going community service project whose focus is to raise awarenessand foster community support.Chapter 3Page 393rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Speak Out for Military KidsOutcomes:• Participants create a Speakers Bureau and presentations,then deliver informative briefings to a variety ofaudiences throughout the state.• Youth gain knowledge and skills in developing creativeand informative presentations in a variety of differentmedia.• Youth learn about the military lifestyle and culture, andgain empathy for issues that confront military families.Slide 3-34: Speak Out for Military Kids: OutcomesContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The primary outcome of SOMK is the creation of a Youth Speakers Bureau. TheSpeakers Bureau creates informative and dynamic presentations of issues thatchildren and youth of National Guard and Reserve families may face during thedeployment of a parent.Chapter 3Page 403rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Speak Out For Military KidsResources:• OMK Ready, Set, Go! Training Manual• Speak Out For Military Kids Manual• OMK Core Partners• National Guard and Army Reserve CYS Points of ContactSlide 3-35: Speak Out for Military Kids: ResourcesContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: There is a draft copy of the SOMK manual on the RSG! CD in your manual that youcan use as a resource.The RSG! Training manual can also be used as a resource to teach youth aboutmilitary culture, action planning, or other topics covered in the RSG! Manual.Like all programs, activities, and support developed by your OMK initiative, it shouldinclude all your core partners and other resources within your state.Chapter 3Page 413rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Hero Pack Project• Outreach effort of Operation: Military Kids (OMK)• Salute to military children for their strength and sacrificesmade while a parent is deployed• Combined effort of all National OMK Partners• Community Service Project that builds awareness andfosters community support for geographically isolatedmilitary families• Connect military youth with local support programs(B&GCA program, 4-H clubs, etc.)Slide 3-36: Hero Pack InitiativeContent of this slide adapted from: N/AMaterials Needed: Assembled Hero PackTrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The Hero Pack initiative was the first outreach effort of Operation: Military Kids.The main purpose of the Hero Packs is to say “Thank You” and to recognize MilitaryChildren for their strength and also for their sacrifices during a parent’s deployment.Do:• Have a Hero Pack to show to all the participants.Say: Again, the core partners should be involved in the Hero Pack initiative in your state.Chapter 3Page 423rd EditionOperation: Military KidsReady, Set, Go! Training Manual

What is in a Hero Pack?• A Hero Pack is a backpack that contains fun andeducational material for the youth and informationalmaterial for parents.• Each National OMK partner provides a variety of programitems.• Our goal is to provide material and activities to keepyouth and deployed parent connected.Slide 3-37: What is in a Hero Pack?Content of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: Items in the Hero Pack, like stationery, envelopes, and a patriotic camera, areselected to help keep the child connected to the parent during the deployment.State Teams should seek out local contributions to include in the Hero Pack, such asmovie passes, free video game rentals, and other local attractions.Chapter 3Page 433rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Hero Pack Implementation• Youth assemble Hero Packs and write letters of support tothe families to include in the backpack.• OMK State Teams find local donations to supplementHero Pack items provided by National OMK Partners.• Hero Packs are distributed to deserving National Guardor Army Reserve Children and Youth.Slide 3-38: Hero Pack ImplementationContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: Hero Packs should be assembled by a variety of youth groups: 4-H clubs, Boys &Girls Clubs of America, school homerooms, Boy Scout and Girl Scout troops, homeschool groups, etc.Youth assemble the packs and write a letter of thanks. The letter should have apositive tone, be politically neutral, and contain no personal identification.Youth groups need to work with their State Teams’ Points of Contact with theNational Guard and Army Reserve to help find others to help with the project.On the RSG! CD in your manual, there is a Hero Pack Guide that will give you allyou need to know about Hero Packs and more. It is a fantastic tool to help you puttogether a Hero Pack program in your state.Chapter 3Page 443rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Operation: Military Kids Core ProgramComponentsMobile Technology LabsSlide 3-39: Mobile Technology LabsContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: Each OMK State will receive a Mobile Technology Lab, contingent on availablefunding. The labs provide access to technology to communicate with deployedloved ones, learn about technology, and make videos or photos to send to adeployed parent.Chapter 3Page 453rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Mobile Technology LabsHARDWARE10 Dell Latitude D620• Intel Core Duo processor• 1 GB RAM• Windows XP Professional w/ sp2• WXGA+ (1440x900 resolution)• 80 GB HDD• Gigabit Ethernet adapter• Dell Wireless 1490 802.11a/g Dual-BandMini-Cards• 8X DVD+/-RW• Floppy Disk Drive2 Canon ZR600 miniDV camcorder2 Dell Photo All-in-One Printer 9262 Canon PowerShot SD600 (still photo) camera2 Linksys 54g Wifi router4 Plantronics USB headset w/ boom mic2 5-6 outlet AC power strip w/ surge protection2 25-pack blank CD-RW disks2 25-pack blank DVD-R disks2 25-ft spooled AC extension cable w/2 or 3 plug endSOFTWARE10 Microsoft Office 2003 Professional10 Adobe (Macromedia) Flash 810 Adobe Premiere Elements 3.010 Adobe Photoshop Elements 5.010 Riverdeep KidPix Deluxe 410 Hallmark Card Studio 2006There are additional open source (free),free-to-download and system titles thatwill be installed during the imagingprocess:• Audacity—audio editing software• Quicktime—video/audio playback• AVG AntiVirus (free version)Slide 3-40: Mobile Technology Labs Hardware/SoftwareContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The Mobile Technology Labs have wireless network capabilities. The hardware andsoftware packages in the labs were chosen to give a variety of different programoptions, with communication being a major theme.This is the third version of the Mobile Technology Lab. This version is smaller andhopefully more mobile. These MTL will have only 10 laptops and be broken into twocases, hopefully to allow OMK states additional programming flexibility.Chapter 3Page 463rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Mobile Technology Labs OMK StateTeam OversightOMK Role and Responsibilities:• Develop process and procedure for how MTL will be requested,delivered, operated, and returned• Coordinate Partner use of the MTL• Train Partner on facilitating and supervising a MTL• Deliver MTL programs through Partner Organizations• Ensure all Partners and the public are informed and knowledgeableabout the MTL• Document MTL program options developed to sharewith other OMK State Teams• Document facilitation and supervision of the MTL• Document MTL use in OMK Progress Reports toOMK Management TeamSlide 3-41: Mobile Technology Labs OMK State Team OversightContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide.Say: The Mobile Technology Labs are available for all Partners to use.Each State Team needs to have solid standard operating procedures in terms ofcheck out, setup/teardown, and return of the lab.All use of the Lab must be documented and included in year-end reports.Chapter 3Page 473rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Overview of Army Child & Youth ServicesI. WHO ARE WE?Army Child & Youth Services is a worldwide system of programs and initiativesfor children and youth, from birth to 18 years of age. Their intent is to supportSoldier readiness and the well-being of Army families by reducing the conflictbetween military mission requirements and parental responsibilities.This mission is about providing childcare and youth supervision options so Soldiersand the Army Civilian workforce can attend to their military duties withoutinterruption and with the peace of mind that their families are being well takencare of while they are serving their country…at home and abroad.The Army Child & Youth Services System supports the three Army Components:• Active Army in 7 Regions, 24 states, 8 countries, and 3 territories• Army National Guard in 7 Regions, 50 states, and 4 territories• Army Reserve in 9 regions, 50 states, 3 countries, and 4 territoriesChild & Youth Services for Active Army families are ongoing, with additionalservices provided during troop deployments. Some 450,000 Active Army childrenand youth are eligible to participate in ongoing programs, with thousandsof Active Army children and youth eligible for additional deployment supportservices.Child & Youth Services for Army National Guard and Army Reserve families arefocused on:a. Support during the deployment cycle, i.e., when Soldiers are mobilized.b. Support during non-deployment periods of monthly or summer activeservice, i.e., drill weekends.Based on their parents’ mobilization status, some 250,000 children and youthare eligible for outreach services in support of Operation Iraqi Freedom andOperation Enduring Freedom.A. Child & Youth Services Support Structure1. Headquarters Child & Youth Services (HQ located in Alexandria, Virginia)Provides oversight of Active Army Child & Youth Services on 125 installationsand liaison support to Accessions Command, National Guard Bureau,and Army Reserve Headquarters.2. Army National Guard Child & Youth Services (HQ located in Arlington, Virginia)Supports state and local Child & Youth ARNG services through ARNGChild & Youth Coordinators in seven Territories/Regions.3. Army Reserve Child & Youth Services (HQ located in Atlanta, Georgia)Chapter 3Page 483rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Supports regional and local Child & Youth USAR services through nine RegionChild & Youth Services Coordinators.II. WHAT DO WE OFFER?A. Army Operated Mission Support Services on Installations1. Full Day Care Staffed with Army employees. Childcare is routinely provided10–12 hours per day in Child Development Centers and in networks ofFamily Child Care Homes operated by certified military spouses in their ownhomes. Part Day Care is provided for shift workers and enrichment. HourlyCare supports respite, meetings, and appointments.2. School-Age Services Programs provide out-of-school options for children,generally in grades one through five or six, depending on local schoolconfiguration. Programs are located in centers or other on-post facilities,and include recreational activities, homework centers, technology labs, trips,Character Education, 4-H, and community service projects. Programs are offeredbefore and after school, all day when school is out, and on weekends.3. Seasonal and Specialty Camps offer high yield learning opportunities in arecreational setting.a. Seasonal Camps: During summers as well as winter and spring schoolvacations, School-Age Programs incorporate camp in the middle of theirprogram day, generally from 8am to 4pm.b. Specialty Camps: These camps are organized with a specific focus/theme,and are generally geared to a variety of skill levels. They typically last 5to 10 days, and have a separate sign up. Examples of specialty camps includecomputer camp and tennis camp.4. Middle-School Programs in Youth Centers provide regularly scheduledout-of-school activities for youth from 11 to 15 years old who are too oldfor childcare and too young to drive or have a job. Programming includes:open recreation or “hanging out” time, trips and social events, communityservice opportunities though 4-H projects, Character Education activities,Teen Councils, Torch and Keystone Leadership Clubs, Home Work Centers,and tutoring sessions.5. Teen Centers designed for youth ages 16 to 18 offer comparable opportunities.Many of these youth are involved in workforce preparation, teen councils,and mentoring younger children and youth.6. Youth Sports & Fitness Programs include individual sports, team sports,leagues, and clinics. They emphasize sportsmanship, skill building, rules ofthe game, developmental fitness, and health practices.7. School Transition Services provides school transition information forChapter 3Page 493rd EditionOperation: Military KidsReady, Set, Go! Training Manual

elocating families by showing them how to “navigate” the school system.Installation level initiatives include Partnerships in Education and enhancinginstallation/school communications.8. Instructional Classes or Lessons are offered to complement and support theexperiences children and youth have in Army Child & Youth programs andin schools. Instructional classes teach children discipline, problem solving,decision making, conflict resolution, game rules, social etiquette, and subjectmatter content.9. Web Support for Youth Multiple web resources are available through whichArmy youth can access information pertinent to and supportive of themilitary lifestyle. The National Guard provides a link for youth within theirFamily Program website. The Army Reserve provides information, resources,and links for youth through the Army Reserve Family Program web portal.Real Teens Connected, available in 2006, will allow both on-post and geographicallydispersed youth to post messages and receive responses from otheryouth via a web bulletin board.B. Army Sponsored Mission Support in Local CommunitiesChild & Youth Programs and Services are offered for families who are geographicallydispersed from Army installations. This includes, but is not limited to,independent duty assignments like those of Recruiters, ROTC Cadre, Corps ofEngineers, and Army personnel working in Federal buildings. Options includechildcare provided for National Guard and Army Reserve during weekend drillsand their respective Youth Leadership Symposia and Teen Panel events throughoutthe year.C. Army Operated Deployment Support Services on InstallationsGarrison child and youth programs are offered to accommodate the unique needsof military families during alerts, mobilization, deployment, extended travel,and relocation. Childcare options include extended hours childcare, hourly care,short term respite care, childcare during Rest & Recuperation (R&R) leave, careduring unit functions, and family reintegration in Army operated/sponsoredchildcare settings.D. Army Sponsored Deployment Support Services in LocalCommunities1. Operation: Military Child Care is a nationwide Department of Defense/Military Service initiative to support the childcare needs of geographicallydispersed parents who are mobilized/deployed in support of the Global Waron Terrorism and for Soldiers mobilized in Title 10 status. These services areoffered where families reside.2. Operation: Child Care is a voluntary local community effort to supportChapter 3Page 503rd EditionOperation: Military KidsReady, Set, Go! Training Manual

National Guard and Army Reserve Soldiers (and their families). Childcareproviders across the country have shown their willingness to support thetroops by contributing thousands of volunteer hours of free childcare duringSoldiers’ two weeks of leave from deployment. This program enables Soldiersto take care of personal business or to spend time alone with their spousewhile they are home from supporting the Global War on Terrorism.3. Operation: Military Kids is a nationwide, community-based initiative aimedat responding to the needs of youth whose parents have been mobilized/deployed through the National Guard and Army Reserve. This multiorganizationpartnership creates community support networks for militaryconnectedyouth, collaborates with schools to ensure personnel are attunedto the unique needs of these students, and educates the public on the impactof deployments on Soldiers, families, children, and the local community.E. Army Operated and Sponsored Deployment Support ServicesOn and Off Installations1. Operation: Purple Camp is offered through the National Military FamilyAssociation with corporate funding. These summer camps were created as anopportunity for youth from all branches and components of the military tocome together to learn tools that assist them in coping with deployments.By participating in team building and recreational activities, the youth canshare their experiences with one another and connect with someone whohas walked in their shoes. National Guard and Army Reserve Child & YouthServices staff work directly with camp leaders and parents to ensure that theiryouth attend these camps. www.nmfa.org2. Military One Source provides referrals for all kinds of family assistance,e.g., childcare, financial issues, employment concerns, individual and familycounseling, etc. www.militaryonesource.com3. School Transition Support was created to raise awareness of school personnelconcerning challenges military children face during deployments. Theywork with educators and educational organizations to coordinate trainingopportunities and informational resources for teachers, guidance counselors,and administrators. Army-sponsored School Transition programs are listedbelow:a. Transition Counselor Institutes (TCI) are held for elementary, middle,and high school guidance professionals in order to teach them about theunique needs of military students and how to support them.b. Student-2-Student (S2S) is a school-based sponsorship program composedof students, advisors, and school liaison officers. The focus of this programis to support students who are transitioning between school systems.c. Special Education Leadership Institutes (SELI) are offered to schoolChapter 3Page 513rd EditionOperation: Military KidsReady, Set, Go! Training Manual

personnel. This is a series of sessions developed to promote awarenessand to increase the availability of professional educators who understandthe challenges associated with transitioning mobile, military-connectedstudents with special needs.III. LINKING UP…KEY CONTACTS FOR OMK TEAM LEADERSA. Operation: Military KidsInformation on staff contacts for OMK national partners is attached. Additionalinformation is available on the following web site: www.operationmilitarykids.org.B. 4-H State Military LiaisonsEach state has a 4-H State Military Liaison point of contact for OMK. A list ofthese contacts by state is attached. Additional information is available on www.operationmilitarykids.org.C. Operation: Military Child CareFor more information, contact the National Association of Child Care Resourceand Referral Agencies at www.naccrra.org.D. Operation: Child CareFor more information, contact the National Association of Child Care Resourceand Referral Agencies at www.childcareaware.org.E. US Army Installation Child & Youth Services4-H/Army Youth Development Coordinators are assigned to each Army Regionto support installation child and youth programs, including OMK initiativesin communities “outside the gates,” for children/youth of Active Duty Soldiers.A list of these contacts is attached.F. National Guard Child & Youth ServicesNational Guard Child & Youth Coordinators are assigned to support state andcommunity outreach services, including OMK initiatives, for children/youthof activated and deployed Service Members. A list of these contacts by state isattached.G. Army Reserve Child & Youth ServicesArmy Reserve Child & Youth Specialists are assigned to support state and communityoutreach services, including OMK initiatives, for children/youth ofactivated and deployed Soldiers. A list of these contacts by state is attached.Chapter 3Page 523rd EditionOperation: Military KidsReady, Set, Go! Training Manual

IV. LINKING UP…OMK CONTACTS FOR PARENTS AND YOUTHA. State 4-H Military LiaisonsEach state has a State 4-H Military Liaison point of contact for OMK in that state.A list of these contacts by state is attached. Additional information is availableon www.operationmilitarykids.org.B. Military One SourceThis Department of Defense Family Assistance Program refers individuals toOMK State Team Leaders. Military One Source can be contacted by phone:1-800-342-9647 or online: www.militaryonesource.com. User ID: military,Password: onesource.V. LINKING UP…OMK CONTACTS FOR ARMY CHILD & YOUTH SERVICES STAFFA. State 4-H Military LiaisonsEach state has a 4-H State Military Liaison point of contact for OMK in that state.A list of these contacts by state is attached. Additional information is availableon www.operationmilitarykids.org.B. 4-H/Army Youth Development Specialists4-H/Army Youth Development Specialists are assigned to each Army Region tosupport installation child and youth programs, including OMK initiatives incommunities “outside the gates,” for children/youth of Active Duty Soldiers. Alist of these contacts is attached.Chapter 3Page 533rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Overview of National 4-H Program1. Who We Are...4-H is the Youth Development Component of CooperativeExtension4-H is the youth development component of the Cooperative Extension System.National 4-H Headquarters is in the US Department of Agriculture, CooperativeState Research, Education, and Extension Service (CSREES).The mission of National 4-H Headquarters is:To advance knowledge for agriculture, the environment, human health and wellbeing,and communities by creating opportunities for youth. We seek to promotepositive youth development, facilitate learning, and engage youth in the work ofthe Land Grant Universities and USDA to enhance their quality of life.4-H is the youth program with direct access to technological advances in agricultureand life sciences, home economics, human development, and relatedareas, which result from Land Grant University Research. The foundation of 4-H Youth Development is in the practical application of Land Grant Universityknowledge by youth in their communities.Land Grant Universities were established by legislation in 1862 to provide apublic education institution in every state. Extension Services in all of thoseinstitutions were created and charged with bringing the university researchand education resources to citizens in the states. All of the university ExtensionServices are linked with the US Department of Agriculture (USDA), their Federalpartner. In USDA, the Cooperative State Research, Education, and Extension Serviceprovides financial support and program leadership to Extension programs,including 4-H, in all states and territories.The Cooperative Extension System is the collaboration of CSREES, ExtensionServices in Land Grant Universities in all states and territories, and CountyExtension offices in all 3150 counties across the country. There are 4-H youthdevelopment professionals at National 4-H Headquarters in Washington, DC;at each university Extension office; and in all US counties. University 4-H staffare faculty members; County 4-H Educators typically hold Masters’ Degrees inyouth development, education, social services, communications, agriculture,technology and/or other related areas. 4-H is funded through a combination ofFederal, state, and county dollars with strong private side involvement throughNational 4-H Council and 4-H Foundations in states and counties.More than 3500 Extension faculty work with a large network of 700,000 adult andyouth volunteers who lead and implement 4-H programs to share informationand resources from the Land Grant Universities with the general public and helpyoung people apply the knowledge at the local level. Over 7 million youth ages5–19 participate in 4-H Clubs in community and school settings, after-schoolChapter 3Page 543rd EditionOperation: Military KidsReady, Set, Go! Training Manual

programs, in military child and youth settings, school enrichment programs,residential and day camps, and special interest and short term projects. Since4-H is over 100 years old, there are about 60,000,000 4-H alumni in the US.2. What We Offer...4-H is Youth DevelopmentSome youth programs focus on individual learners developing competencies.Other youth programs focus on risks and risk factors and work to reduceproblems. The 4-H Youth Development approach focuses on needs of youngpeople-considering the whole young person, not just a single characteristic orproblem. Research has shown that young people need:• positive relationships with caring adults• inclusive and safe environments• to be engaged in their own learning• to have opportunities for mastery and self-determination• to see themselves as active participants in the future• to value and practice service for othersYouth Development is designed to focus on the positive outcomes we desire foryoung people, not the negative outcomes we hope to prevent. 4-H emphasizesthe importance of environment and creating opportunities. Youth Developmentis dependent on family and community development as it occurs in the contextof the family, community, and society.Dr. Cathann Kress, Director of Youth Development, National 4-H Headquarters,CSREES, USDA, has distilled the needs of youth into the Essential Elementsof 4-H:✪ To experience BELONGING—I pledge my heart to greater loyaltyYouth need to know they are cared about by others and feel a sense of connectionto others. 4-H gives young people the opportunity to feel physicallyand emotionally safe while actively participating in a group. Current researchemphasizes the importance of youth having opportunities for long-termconsistent relationships with adults other than their parents.✪ To experience INDEPENDENCE—I pledge my head to clearer thinkingYouth need to know that they are able to influence people and events throughdecision-making and action. By exercising independence through 4-Hleadership opportunities, youth mature in self-discipline and responsibility,learn to better understand themselves, and become independent thinkers.✪ To experience MASTERY—I pledge my health to better living…For myclub, my community, my country, and my worldTo develop self-confidence, youth need to believe they are capable and theymust experience success in solving problems and meeting challenges. Youthmust have access to quality research-based content and have opportunity tolearn by doing. By exploring 4-H projects and activities, youth master skillsChapter 3Page 553rd EditionOperation: Military KidsReady, Set, Go! Training Manual

to make positive career and life choices. 4-H offers youth the breadth anddepth of topics that allow them to pursue their own interests within a safeenvironment for making mistakes and getting feedback.✪ To experience GENEROSITY—I pledge my hands to larger serviceYouth need to feel their lives have meaning and purpose. Community serviceprojects allow 4-H club members to see that their effort to help othersis important and valuable. By participating in 4-H community service andcitizenship activities, youth can connect to communities and learn to giveback to others. Youth learn that they are part of a global community, whichrequires awareness and compassion for others.The educational foundation for the 4-H program lies in:• Science, Engineering, and Technology• Healthy Lifestyles• Citizenship/LeadershipWithin these Mission mandates, 4-H offers opportunities for youth to participatein a wide variety of programs including:• Citizenship and Civic Education• Communications and Expressive Arts• Consumer and Family Sciences• Environmental Education and Earth Sciences• Healthy Lifestyle Education• Personal Development and Leadership• Plants and Animals• Science and Technology4-H offers professional development opportunities for faculty, staff, and volunteersof 4-H and partner organizations. These include:• Moving Ahead—Preparing the Youth Development Professional• 4-H 101: The Basics of Starting 4-H Clubs• National Association of Extension 4-H Agents (NAE4-HA) Conference• Children, Youth, and Families at Risk (CYFAR) Conference• 4-H Camping Institute• National 4-H Conference• 4-H Volunteer Leader ForumsChapter 3Page 563rd EditionOperation: Military KidsReady, Set, Go! Training Manual

✪ 4-H has a Long Standing Partnership with ArmyThe 4-H/Army Youth Development Project (YDP) has used Extension’s capacity toreach out to audiences not previously served and to its network of youth developmentprofessionals and 4-H programs in every county in the country. Initiated tobring 4-H youth development and youth technology experience to military youthprograms, the partnership draws upon the unique strengths of each organizationto meet critical needs of youth wherever they live. Youth development andtechnology specialists from multiple Land Grant Universities take assignments toArmy Regions and CYS Headquarters to provide technical assistance and trainingfor Army staff. Together 4-H and military staff have built a support network formilitary youth who move frequently as their parents’ assignments change. Militaryyouth who can “find 4-H” in any of 3150 counties in the U.S. and also on Armyinstallations overseas have an immediate connection to other youth and caringadults. Thanks to the work of committed YDP Specialists in the 7 Army Regionsand 53 State and Territory 4-H Military Liaisons, 4-H programs in all counties acrossthe U.S. are welcoming Army youth and their families, and Army staff are workingclosely with county 4-H educators. Currently, more than 11,000 Army youthwere enrolled in 429 4-H clubs in the U.S., Europe, and Korea. Army staff fromall installations have been trained in “4-H 101” and provided with 4-H curriculum.Army 4-H members are now involved with state, regional, and national 4-Hprograms. Army youth are thus provided opportunities to experience belonging,independence, mastery, and generosity through their involvement with 4-H.3. How Do OMK Teams Connect with 4-H…Each state has identified a State 4-H Military Liaison who links county 4-Heducators to military staff and coordinates all 4-H military efforts across thestate. They work with all branches of military and recently also with NationalGuard and Army Reserve staff, families, and youth. It is their responsibility toensure that military 4-H programs and youth are integrated into the ongoingcounty, state, and national 4-H program and provided all associated opportunities.The State 4-H Military Liaison leads the Operation: Military Kids State Teamand is responsible for bringing together a broad coalition of partners to supportchildren of deployed National Guard and Reserve Soldiers. State 4-H MilitaryLiaisons work directly with National 4-H Headquarters to develop 4-H strategiesfor responding to needs of military youth.4. How Does 4-H Connect with OMK…4-H staff, youth, and adult volunteers can link with OMK through the State4-H Military Liaison who coordinates the State OMK team. Many states haveestablished OMK networks in regions of the state or in specific communitieswith high deployments. Each OMK network benefits from collaboration of allthe OMK partner groups and appropriate and interested local groups and individuals.Teens who are active in 4-H leadership and citizenship programs willfind that OMK and SOMK provide excellent opportunities for them to link withmilitary teens in critical leadership and community service actions.Chapter 3Page 573rd EditionOperation: Military KidsReady, Set, Go! Training Manual

4-H Web site ResourcesNational 4-H Headquartershttp://www.national4-hheadquarters.gov/Children, Youth, and Families at Risk (CYFAR)http://www.csrees.usda.gov/nea/family/cyfar/cyfar.htmlChildren, Youth, and Family Education Research Network (CYFERnet)http://www.cyfernet.org/4-H/Army Youth Development Project (YDP)http://www.usda-army-ydp.org/Operation: Military Kids (OMK)http://www.usda-army-ydp.org/omk/Chapter 3Page 583rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Boys & Girls Clubs of AmericaWho Are We?Boys & Girls Clubs have their roots deep in American history. The first Club wasa Boys’ Club founded in 1860 during the Civil War era by a group of womenin Hartford, Conn., who believed that boys roaming the streets needed a positive,constructive alternative. Thus, the Dashaway Boys’ Club was established.The Boys Club concept eventually gained popularity throughout the country.The Boys Club Federation was formed in 1906 to bring standardization to thisspecial brand of youth work.In 1956, the national organization, Boys Clubs of America, received a CongressionalCharter during their 50th anniversary. The national organization’s namewas changed in 1990 to Boys & Girls Clubs of America (B&GCA) in recognitionof the fact that girls had now become an integral part of its membership. Accordingly,Congress amended and renewed the charter.Boys & Girls Clubs of America’s mission reads: “To enable all young people,especially those who need us most, to reach their full potential as productive,caring, responsible citizens.” This mission is about making connections: betweenClub staff and youth, between volunteers and Clubs, and between the nationalorganization and its local affiliates.Boys & Girls Clubs of America relies on autonomous local Clubs to implementtheir national catalog of tested national programs utilizing a Youth DevelopmentStrategy designed to support youth in successful growth and development. TheB&GCA Youth Development Strategy stresses the inclusion of the following foursenses in every aspect of youth development programming:A sense of belonging: a setting where young people know they fit in and areaccepted.A sense of usefulness: the opportunity to do something of value for otherpeople.A sense of power or influence: a chance to be heard and to influence decisions.A sense of competence: a feeling there is something boys and girls can do anddo well.When this strategy is fully implemented, self-esteem is enhanced and an environmentis created which helps boys and girls achieve their full potential.In addition to federal funds, local Boys & Girls Clubs conduct significant annualfundraising campaigns and solicit commercial sponsorships to offer theirprograms and services.Boys & Girls Clubs provide services to more than 4.6 million boys and girls acrosssome 4,000 Club locations in all 50 states, Puerto Rico and the Virgin Islands plusChapter 3Page 593rd EditionOperation: Military KidsReady, Set, Go! Training Manual

domestic and international military bases. This requires the services of more than47,000 trained professional staff. Youth, ages 6-18, are served during non-schoolhours and Clubs are often referred to as “The Positive Place for Kids.”Boys & Girls Clubs operate neighborhood-based facilities scattered across 3700communities throughout the United States, Puerto Rico, the Virgin Islands andU.S. military installations worldwide. Boys & Girls Clubs have distinguishedthemselves as being willing to operate wherever the need exists for safe, qualitychild and youth development programming, be it in public housing developments,juvenile correction facilities, schools, or on Native American reservations,just to mention a few.Clubs are staffed with trained full- or part-time youth development professionalsand volunteers. Club membership fees are low, averaging $5–$10 per year. Military-connectedyouth are often admitted free of charge, but this is determinedon a site-by-site basis.What Do We Offer?Boys & Girls Clubs of America offers a wide variety of programs and activitieswhich are categorized in five areas based on the physical, emotional, culturaland social needs and interests of youth: character & leadership development,education & career development, health & life skills, the arts, and sports,fitness & recreation. More than a decade ago, B&GCA first officially partneredwith the military during the Persian Gulf conflict, reaching out to families ofdeployed National Guard and Reserve men and women living off post.When offered on Army installations, the Boys & Girls Clubs’ five areas of programdelivery are re-engineered into the Four Service Areas within Army School-AgeServices and Youth Programs. Specific Boys & Girls Clubs programs and curriculaare prescribed as follows:Life Skills, Citizenship & Leadership• TEENSupreme Keystone and Torch Clubs—chartered small-group leadershipand service clubs.• The Ultimate Journey—an environmental education program.Academic Support, Mentoring & Intervention Services• Youth of the Year—a year-round youth recognition program that promotesand celebrates youth service to the program, community and family, academicperformance, spiritual values, life goals, and poise and public-speaking ability.• Project Learn—reinforces and enhances the skills and knowledge youth learnat school. The program uses all areas of the Club to create and promote “highyieldlearning activities,” emphasize parental involvement, and collaborationwith school personnel.• Power Hour—provides an advanced homework help and tutoring strategy.• SMARTMoves, SMART Kids, Act SMART, SMART Girls, and Passport toChapter 3Page 603rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Manhood—together form a comprehensive prevention program that helpsyouth resist alcohol, tobacco, and other drug use, as well as premature sexualactivity.Arts, Recreation & Leisure Activities• Back Pocket Program Hints—a pocket-sized resource booklet full of ideasfor activities and games that can be played at a moment’s notice and withlittle or no equipment or materials.• National Fine Arts Exhibit Program—encourages artistic expression inyouth through drawing, painting, print-making, collage, mixed media, andsculpture displayed at local and regional exhibits. Works selected by a panelof judges are included in the National Fine Arts Exhibit, which debuts at theB&GCA National Conference and is displayed at B&GCA events throughoutthe following year.• ImageMakers National Photography Program—a year-round programand annual contest which encourages youth to learn and practice black andwhite and color process photography and express themselves in creative andunusual ways. The contest provides local recognition and national awards.Sports, Fitness & Health Options• Triple Play–A Game Plan for the Mind, Body and Soul—is a comprehensivesports, fitness, recreation and nutrition program. Each of the three componentscan stand on their own but when taken together are a holistic approachto educating youth about nutrition, making physical fitness a daily practiceand developing individual strengths and good character.Information regarding B&GCA’s full lineup of programs and services is availablethrough its web site, www.B&GCA.org.How Do State OMK Teams Link to Boys & Girls Clubs?Each local Boys & Girls Club (BGC) is autonomous with training and supportprovided by the national organization, Boys & Girls Clubs of America (B&GCA).Local Clubs are fully aware of the national partnership B&GCA has with themilitary, as well as the positive messages that their senior leadership has regularlyissued in support of this relationship.The B&GCA structure includes national, regional, state, and community levels,all of which may become involved in the Operation Military Kids (OMK)program. At the national level, B&GCA’s Military Services Department has theresponsibility of supporting the implementation of OMK. State OMK teamsinclude a representative from a local Boys & Girls Club. Successful partnershipsbetween 4-H, local Boys & Girls Clubs and other community partners are valuedand provide programming to directly serve youth.State OMK teams should feel free to contact any Boys & Girls Club to begindiscussions about OMK and to identify Club personnel interested in the OMKeffort. Contact information can be found at www.B&GCA.org, Find A Club.Chapter 3Page 613rd EditionOperation: Military KidsReady, Set, Go! Training Manual

In states with Army or Air Force installations, the Youth Program Manager canassist state OMK teams by contacting Boys & Girls Clubs. In addition, the Armyis piloting Army School Programs in Your Neighborhood (ASPYN) at 13 Boys &Girls Club locations nationwide.Goal of the ASPYN Initiative is to provide quality school-age programs to eligibleActive Duty Soldiers, Army Guard and Reserve Members living off post, incivilian communities.With Army technical assistance and funding, the selected Boys & Girls Cluborganizations will provide school-age care programs that are comparable inquality as Army operated CYS programs on post and meet National After SchoolAlliance accreditation standards.• BGC Chattahochee Valley—Columbus/Phenix City, GA• BGC Junction City, KS• BGC Midlands—Columbia, SC• BGCGW—Dale City, VA• BGCGW—Alexandria, VA• BGCGW—Dumfries, VA• BGCGW—Manassas, VA• BGC San Antonio, TX• BGC Coryell County/Killeen, TX• BGC Puget Sound—Tacoma, WA• BGC El Paso, TX• BGC Pikes Peak Region—Colorado Springs, CO• BGC Pueblo, COHow Do Boys & Girls Clubs Participate in OMK?Local Boys & Girls Clubs interested in becoming involved in Operation: MilitaryKids may contact the following:• Cindy Rondeau is the Point of Contact (POC) for B&GCA’s Military Servicesoffice charged with supporting B&GCA outreach efforts to the Army.She can be reached at: 404-487-5869 or crondeau@B&GCA.org.• The State 4-H Military Liaison in each state is the point of contact forOMK. Their contact information is available on the following web sites:www.usda-army-ydp.org OR www.operationmilitarykids.org. Generally,4-H County and Extension Agents will also be able to assist them incontacting the 4-H state military liaison.• The National Guard and Army Reserves have Family Assistance Centersin each state. Each branch has hired Territory or Regional Child &Youth Services (CYS) Coordinators who can put them in touch with thestate OMK team leaders. The Family Assistance Center staff can assistindividuals to contact their CYS Coordinator and then their state OMKTeam Leader.• Military One Source, a Department of Defense Family Assistance Pro-Chapter 3Page 623rd EditionOperation: Military KidsReady, Set, Go! Training Manual

gram, will refer individuals to OMK State Team Leaders. Military OneSource can be contacted by phone toll-free: 1-800-342-9647 or online:www.militaryonesource.com. User ID: military; Password: onesource.Chapter 3Page 633rd EditionOperation: Military KidsReady, Set, Go! Training Manual

The American Legion OMK Fact SheetThe American Legion, the world’s largest veteran’s organization with 2.7 millionmembers, is a federal corporation chartered by Congress in 1919 as a patriotic,mutual-help and community-service organization of honorably dischargedwar-time veterans of World War I. Membership now includes veterans of WorldWar II, Korea, Vietnam, Lebanon and Granada, Panama and the Persian Gulf.Any honorably discharged, wartime veteran is eligible to join. Both men andwomen veterans have been eligible for membership in The American Legionsince it was first chartered.There are nearly 15,000 American Legion Posts, organized into 55 Departmentsacross the U.S. and in several foreign countries. Each Department has its ownconstitution and holds an annual convention of delegates from Posts within itsjurisdiction. The American Legion’s National Headquarters is in Indianapolis,Indiana with additional offices in Washington, DC.Among its youth programs, The American Legion sponsors American LegionBaseball, National High School Oratorical Contest, Junior Shooting SportsProgram, Flag Education Program, and American Legion Boys State and BoysNation. In addition, The American Legion has sponsored the Boy Scouts ofAmerica since our creation to help achieve patriotic attitudes in youth. Today,The American Legion sponsors more than 2,500 Scout units serving over 79,000young people.The American Legion has dedicated itself to our citizens of tomorrow, and remainscommitted to ensuring that every child has a safe home, a quality environmentand the opportunity to make their dreams come true. As the nation’s largestorganization of wartime veterans, The American Legion represents the pinnaclein support of programs benefiting veterans, their families and their communities.Here are just a few ways our members got involved last year:• Needy children and families received more than $26 million in cash,goods, and services.• Over $534,504 in grants was distributed to children of eligible veteransto help them maintain basic needs including shelter, utilities, food andclothing.• Nearly $11 million dollars was donated to charitable organizations, includingthe American Red Cross, United Way, and Children’s Miracle Networkhospitals.Since 1919, The American Legion has actively voiced concerns related to thecare, welfare, and education of our Nation's children. Our programs designed foryouth, keep them active, and help instill within them a sense of pride in theircommunity, state and nation. Specific programs include:Chapter 3Page 643rd EditionOperation: Military KidsReady, Set, Go! Training Manual

✪ American Legion Baseball. One of our country’s best known and mostrespected amateur athletic programs. Each year, about 95,000 young menexperience the benefits of good sportsmanship and team play.✪ American Legion Boys State and Boys Nation. More than 25,000outstanding high school students attend these programs every year. During theweeklong program, participants receive instruction on citizenship andexperience first-hand how state and federal government’s function.✪ School Awards. Posts and units award local elementary through high schoolstudents with special recognition honoring outstanding leadership, academicexcellence and other character building qualities.✪ Scholarship Information. “Need a Lift?” is the Legion’s annual publicationdistributed nationally to all high schools providing information for high schoolstudents on how to obtain financial aid for college.✪ The American Legion Child Welfare Foundation. The Foundation isunique; every penny it receives in donations is awarded in grants designedto help children.✪ The American Legion Family Support Network. When a family memberserves in the military, the whole family is affected. The Family SupportNetwork exists to connect military families to vital community resourcesthrough the local American Legion Post.✪ Temporary Financial Assistance. Our Temporary Financial Assistance(TFA) program just completed 80 years of service to the children. Last yearTFA provided over $534,504 in non-repayable grants to more than 1,100children of veterans to provide food, clothing and shelter.✪ Publications. Last year the Children & Youth Commission of The AmericanLegion distributed hundreds of thousands of brochures on issues that affectour nation’s youth. Our most popular publications include:• Make Halloween a Fun and Safe Night. Information to help parentsand children keep the annual practice of trick-or-treating safe.• Warning Signs. Discusses the warning signs of youth suicide.• Gateway Drugs. Information on drugs that often lead to drug abuse.• National Family Week. Advocates for an annual observance of FamilyWeek.• Play it Safe. Covers the six most common causes of accidental death forchildren and how to avoid them.The American Legion is proud of our advocacy and accomplishments on behalfof our country’s youth. Our members’ efforts in the area of child welfareChapter 3Page 653rd EditionOperation: Military KidsReady, Set, Go! Training Manual

are a living testament to our service to America, and speak to the many hours,the tremendous amounts of energy and the personal sacrifice of free men andwomen on behalf of others.For more information:The American LegionAmericanism and Children & Youth DivisionP.O. Box 1055Indianapolis, IN 46206317-630-1323Telephone: (317) 630-1323E-mail: acy@legion.orgWeb: www.legion.orgChapter 3Page 663rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Operation Military Kids: Ready, Set, Go!Military Education CoalitionSchool-Based ApproachObjective:The participants will learn about the Military Child Education Coalition (MCEC)and the MCEC role as an OMK partner.Critical Components:1. The MCEC’s Mission and History2. Examples of MCEC’s Expertise and Strategic Initiative3. The MCEC Approach—Partnerships between the Military Community andSchoolsA. The MCEC’s Mission and HistoryThe Military Child Education CoalitionThe Military Child Education Coalition is a 501(c)(3) non-profit, world-wide organizationthat identifies the challenges that face all military children, increasesawareness of these challenges in military and educational communities, andinitiates and implements programs to meet the challenges. MCEC’s goal is tolevel the educational playing field for military children wherever they are locatedaround the world and to serve as a model for all highly mobile children.Why the Military Child Education Coalition’s Efforts are EssentialIn America’s ongoing war on terror, overdue attention is finally being paid tothe sacrifices of military personnel. Overlooked sometimes, however, are thesacrifices made by military families and especially military children, who “alsoserve.” From birth through college, life for a military child is one of transitionspunctuated with increasing frequency by the additional stresses of separation.Consequently, the MCEC’s initiatives focus on two interrelated issues for militarychildren: transition and deployment.Military children who have parents serving Active Duty generally move fromsix to nine times during their K-12 school years. Many make multiple movesduring high school years alone, some even during their senior year. Academicstandards, courses, access to programs, promotion and graduation requirements,programs for children with special needs, and transfer and acceptance of recordsvary greatly from state to state and even from school to school. These frustrationsare in addition to giving up friends and associates with whom a rapporthas been established.Chapter 3Page 673rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Separation from a deployed parent (or parents) raises an additional issue. MCEC’srole is to help families, schools, and communities be better prepared to supportchildren during these frequent moves and difficult—and sometimes traumatic—timesin the life of military families. The MCEC has coined the description”Suddenly Military Child” to describe the child whose lives are changed whena parent is activated, mobilized, and deployed. For some of these children theseparation from a parent also includes school transition if the family needsrequire a relocation.The Military Child Education Coalition History and ExperienceThe Military Child Education Coalition was chartered in 1998 as a private nonprofitand has already achieved a great deal of success. With more than 1200members worldwide, the Military Child Education Coalition serves the 1.8million military-connected children through a network of school systems andmilitary organizations. The MCEC is governed by a twenty member volunteerBoard of Directors. The MCEC Board represents professionals and those withpersonal experience as military, educators, and corporate leaders. The MCEC alsohas a volunteer National Advisors Committee that is made of senior leadershipfrom the military and public sectors. The Military Child Education Coalition isan approved Combined Federal Campaign organization.In 2004 the MCEC was named the Congressional Club’s Charity of the Year.Recognized by First Lady Laura Bush, the MCEC has a strong reputation fordedication and commitment to the child.B. The MCEC’s Expertise and Strategic InitiativesThe Military Child Education Coalition InitiativesFounded only seven years ago, MCEC has made great strides in thoroughlyresearching the needs of military children and using the expertise, knowledgeand experience gained to initiate programs to meet the needs of these children.Some of the programs MCEC provides are:✪ The Guard and Reserve Training Institute © 2004 & patent pending. Thistraining addresses how educators, military, and other concerned professionalscan support the children of National Guard and Reserve personnel thathave been mobilized or deployed. Mobilization and deployment of NationalGuard and Reserve personnel is at an exceptionally high level, which leavesyouth in impacted families learning to cope with the long-term absence ofa parent and having to assume more responsibilities. Because these youthsare dispersed in both urban and rural communities, they may often be isolatedfrom others experiencing the same situations. This initiative addressessupport for the “suddenly military” child. The MCEC’s school-based effortsare a part of the Operation: Military Kids effort with the U.S. Army, Childand Youth Services.✪ The Transition Counselors Institute (TCI) © 2002 & patent pending. TCI wasChapter 3Page 683rd EditionOperation: Military KidsReady, Set, Go! Training Manual

developed by MCEC to train school counselors, along with other educators,in the transitional challenges faced by our very mobile student population.The TCI, based on solid research, prepares professionals to recognize and addressschool transition concerns that impact mobile military students. MCEChas trained almost 2000 educators from over 100 school districts includingDoDEA to date.✪ The Special Education Leaders Institute (SELI) © 2003 & patent pending.SELI trains military and school professionals in the amplified challenges forchildren with special needs. The purpose of the SELI is to support the militaryconnected,special needs student through understanding, accommodation,networking, technologies, and communication.✪ The MCEC Parent Workshops. This initiative is a direct outreach and supportfor parents. The purpose is to empower military parents to be an informedand involved advocate regardless of the school setting. The Parent Workshopsteach parents about the academic, social and emotional, and program implicationof transition from pre-school through college application. Theseworkshops give practical ideas, provide resources, and inform parents aboutthe strategies and processes that will increase the likelihood of a seamlesstransition from exit to entrance.✪ The Student-2-Student (S2S) Program. The MCEC designed and developedthis student-centered project with the purpose of S2S is to establish the frameworkfor a school managed, student led, school transition program. In 2004,under the sponsorship of the U.S. Army Child and Youth Services, the MCECresearched and developed this program for youth in grades 9–12. Initiallythe S2S project was piloted at six selected high schools from six states. TheS2S project has been so successful that in 2005 43 more high schools willparticipate in the S2S project and, with MCEC’s support, implement theircampus-based program. The S2S expansion to schools that serve Army postsis a result of continued support from the U.S. Army Child and Youth Services(21 schools). The MCEC also received support through the Department ofDefense for 22 additional high schools that served Navy, Marine Corps, andAir Force communities. The S2S program is enhanced through the globalconnection of project sites using the Interactive Counseling Center.✪ The Interactive Counseling Center (ICC) © 2002 & patent pending. MCEChas developed an Interactive Counseling Center, a web-based video conferencingsystem that allows families and educational counselors to exchangeconfidential school records and information between sending and receivingschools. MCEC has installed ICCs and trained educators in over 74 schools.The ICC network has now connected schools that are serving the militarycommunities in the US and overseas. We also have an ICC with the FirstCavalry Division in Baghdad.✪ Assessment Resource Center © 2001. MCEC has developed and maintains aspecial component of our web site as a resource on state testing requirements.Chapter 3Page 693rd EditionOperation: Military KidsReady, Set, Go! Training Manual

This web-based information helps parents and students negotiate their waythrough various accountability systems and educate them about resourcesavailable for families through the states.✪ Publications. One example of MCEC’s publications is Chart Your Course© 2001.This is for students and parents to use as a guidance tool and checklist forstudents grades 6–12. There are over 100,000 copies distributed. Over 80,000copies of our deployment brochure for parents and educators, How To PrepareOur Children and Stay Involved in Their Education During Deployment, have beendistributed worldwide. The MCEC’s companion publication supporting the“suddenly military child” of parents serving in the National Guard and Reservecomponents has also been widely distributed and well-received. Ournewest publication, Preparing for the Journey, is geared to help parents ofchildren birth through second grade to a successful start in their educationalcareers.✪ Research. The MCEC has been entrusted with several major research projects,including the Secondary Education Transition Study (SETS) for the U.S.Army (2001); the Department of Defense Round Tables into school transitionsissues for military students (California, Georgia, Texas, and Washington,2000-2002); the U.S. Pacific Command’s study concerning K-12 transitionsin and out of the Hawaii schools (2004); and the U.S. Army study into theamplified transition challenges for children with special needs (2005). TheMCEC’s extensive research base is broadened and deepened by the ongoingresearch that is the backbone of every publication and professional developmentinitiative. Above all, MCEC strives to reach out to and empower militaryparents as their child’s advocate.C. The MCEC Approach—Partnerships between the Military Communityand Schools1. Respecting Local and State Control of Schools2. Encouraging Partnerships between the Schools and the Military Communities3. Supporting Local Initiatives4. Sharing Resources, Research, and Experience with Transitions and Separation5. Committing to the Power of Parent-School RelationshipThe Military Child Education Coalition is the only Coalition of all communities:• Military Organizations• School Systems• Supporting Organizations• Caring Individuals…for the sake of the child.www.MilitaryChild.orgwww.militarychild.org/assessmentwww.interactivecounselingcenter.orgChapter 3Page 703rd EditionOperation: Military KidsReady, Set, Go! Training Manual

SOMK PROGRAM OVERVIEWSpeak Out for Military KidsOne of the issues facing military youth and families is the lack of communityawareness of the unique stressors and challenges they face during times of conflictand war. This lack of understanding by the general public can make militaryyouth feel isolated and misunderstood. These issues are particularly importantfor youth from National Guard and Reserve families who may be geographicallyisolated from other military youth and who may not be familiar with or haveaccess to traditional military supports.Speak Out for Military Kids (SOMK) is the ongoing youth driven communityoutreach program associated with OMK, an educational program designed toraise the awareness about issues facing military families. SOMK is designed togenerate awareness of issues and to foster community activism in solving theproblems faced by military youth and families. SOMK is a Core Program thatevery OMK state agrees to execute.The ProgramBoth military and non-military youth can be involved in SOMK. Through youthledsimulations, interviews, and research, participants find out firsthand whatmilitary families go through. Based on their experiences, SOMK participants formSOMK Speakers Bureaus. Participants in the Speakers Bureau develop lectures,public service announcements, videos, and other materials, and actively seek toshare their experiences with others in the community (e.g. school assemblies,Rotary clubs, city council, teacher in-services etc.). In addition to building publicawareness and support about issues facing military families during mobilizationand deployment, SOMK provides its youth participants with the opportunity togain valuable leadership, research, organization, technology, and public speakingskills.It is essential that SOMK be implemented as an ongoing learning and sharingexperience rather than an isolated one-shot event. SOMK participantsneed to gain specific skills before they are asked to deal with sensitive issuesaccompanying deployment.Goals:✪ Engage OMK partners to help provide support. These partners include theU.S. Army Children & Youth Services, Cooperative Extension/4-H, Boys &Girls Clubs of America, Community Agencies (e.g. National Association ofChild Care Resources and Referral Agencies), and the American Legion.✪ Increase community awareness about issues facing National Guard and ArmyReserve families during times of mobilization and deployment.✪ Increase community awareness about stressors faced by “suddenly military”Chapter 3Page 713rd EditionOperation: Military KidsReady, Set, Go! Training Manual

youth. Get people interested in the issue!✪ Mobilize community support and activism for creating solutions to supportArmy National Guard and Reserve youth and families.✪ Teach SOMK valuable lifeskills.Potential Outputs✪ Youth-driven Speakers Bureaus in which youth develop speeches on theseissues and are available to speak to various organizations (e.g., Rotary Clubevents, School In-Services, local cable channels, etc.)✪ Youth authored newspaper articles based on their experiences and interviews.This could be conducted as part of an in-school or after-school program.✪ Public Service Announcements developed by SOMK participants✪ Video productions of youth telling their stories✪ PowerPoint briefings with video inserts of veterans’ and youth stories✪ Interactive theater productionsDesired Outcome:As a result of the SOMK education and awareness efforts, multiplesections of the community will voluntarily engage their resources toprovide support to Army National Guard and Reserve families.The SOMK ManualThe SOMK manual contains all the information you will need to start your ownSOMK program. The first section of the manual contains background informationabout SOMK and the appendices contain lesson plans for conducting an initialSOMK kick-off training program for teens. It is highly recommended that youreview the entire manual before beginning your program.Manual highlights include:• Listing of targeted life skills• Talking points about the importance of this project• Youth recruitment strategies• Job descriptions• Program component summaries• Complete kick-off training lesson plans• Sample agendas• Other organizations to involve• Special considerationsSOMK Youth & Adult Job DescriptionsBecause SOMK requires an ongoing commitment from youth and adultparticipants, it is important that both youth and adult participants be aware ofwhat they are committing to do.Chapter 3Page 723rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Youth Participants:✪ Make a year-long commitment to SOMK meetings, trainings, and events✪ Participate in initial SOMK training session to— become aware of issues facing families when a parent is deployed— develop messages about these issues to educate community members— gain skills related to writing, videography, interactive theater, andpublic speaking✪ Participate in weekly SOMK meetings to refine messages and to present messagesto community members✪ Promote SOMK to peers✪ Participate in SOMK Speakers BureausAdult Leaders:✪ Become familiar with SOMK training handbook and lesson plans✪ Recruit SOMK adult and youth team members✪ Organize and conduct an initial SOMK kick-off training✪ Facilitate weekly on-going meetings of SOMK participants✪ Recruit partners to facilitate specific training sessions at kick-off event andafterwards as needed. Examples include:— A member of the American Legion could facilitate a newspaper articlesession about current issues— A local newspaper columnist could facilitate a session on writing forpublication— A National Guard or Reserve partner might present a web site lesson onNational Guard information and history— A Military representative could facilitate ‘mock’ deployment session— A local theater arts person could facilitate an interactive theater session— A local videographer or television personality could facilitate a sessionon creating videos✪ Secure ongoing commitments from these team members so that messagescan be refined over time✪ Document SOMK training and Speakers Bureau presentations to thecommunity; include information in overall OMK reportTraining your SOMK TeamBefore the actual Speakers Bureau can get its message out to the community,youth involved in SOMK need to conduct research on the issues and mastera set of core skills. The core skills include writing articles, speaking in public,creating presentations, creating videos or public service announcements, andinteractive theater productions.There are seven main SOMK training components. These include:1) Session 1: Introduction/Overview—The session described in this document2) Session 2: Archival Research—This means we will look at web site andnewspaper articles to learn about the military in general and how deploy-Chapter 3Page 733rd EditionOperation: Military KidsReady, Set, Go! Training Manual

ment has impacted people and families in our state.3) Session 3: Experiential—In this component we will actually tour a militaryinstallation and participate in a mock deployment to get a betterunderstanding of what military life is like.4) Session 4: Research with Military Personnel—This means we will attenda panel discussion with military families and one with veterans tohear about their experiences firsthand.5) Session 5: Developing Messages—In this session we will take all thatwe have learned about deployment issues and start developing ideasabout what kinds of messages we want to share with others in our community.6) Session 6: Skills Development—In this session we will spend timelearning the skills we will need to create public service announcements,newspaper articles, speeches, or interactive theater productions.7) Session 7: Organizing Speakers Bureau—In this final training session, wewill develop a plan for organizing our Speakers Bureau. We’ll determineroles and responsibilities and come up with a calendar of events.Chapter 3Page 743rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Hero Pack Project OverviewWhat is a Hero Pack?A Hero Pack is a tangible way to hand-deliver a salute to military children andyouth for their strength and sacrifices while parents are deployed. A Hero Packserves as an expression of support for military families from their communitiesand OMK Partners. The Hero Pack project is community service work thatbuilds awareness and fosters community support for geographically dispersedmilitary families.Hero Packs consist of three components: an appreciation component, a contentcomponent, and a support component.The appreciation component: The Hero Pack in its entirety serves as a salute anda token of thanks to the “suddenly military” family. Hero Packs are backpacksthat include a collection of family support materials, communication tools,and fun items that military children can enjoy with their siblings, non-militaryparent, or friends.The content component: Participants will pack into the backpack a variety offamily support materials, communications tools, and fun items. Communicationtools are meant to help encourage a connection between the deployed parentand their child. For instance, the camera can be used to capture memories thatthe child may wish to share with their parent either by mailing the picturesimmediately or saving them in the photo album/scrapbook until reunion. Funitems, such as a stuffed animal or Frisbee, are there simply to bring joy to theaffected youth.The support component: In each backpack, participants will be provided withOMK Partner information and family support materials. The OMK programhas partners on the national, state, and local level. OMK Partners are workingtogether to create support networks in communities across America to supportthese geographically dispersed military families.Why are Hero Packs important to Operation: Military Kids?Operation: Military Kids is an initiative dedicated to supporting children ofmilitary members belonging to the National Guard and Army Reserve. Theseyouth rarely have a direct connection to the military and are often located faraway from any military installation. Very few support programs exist for theseyouth whose lives are turned inside out when their parents are deployed for longperiods of time. Operation: Military Kids combines military, 4-H, Boys & GirlsClubs, The American Legion, schools, and various community organizations toChapter 3Page 753rd EditionOperation: Military KidsReady, Set, Go! Training Manual

help build community networks of support for these youth and families andcreate broader understanding of the challenges of military life throughout thecommunities and states.Operation: Military Kids (OMK) includes several core program support pieces;the Hero Pack program is one of these outreach efforts.The goals of the Hero Pack program are to:• Recognize the strengths of military-connected children and youth• Provide a symbol of thanks to children and youth for the sacrifices theymake when their parents are deployed• Provide the tools to help “suddenly military” children and youth stayconnected with their absent parent• Create awareness and educate the non-military community about thestruggles “suddenly military” families are facing.Who can build a Hero Pack?Any group of youth that wants to get involved—Boys & Girls Club members, TheAmerican Legion local baseball team, 4-H members, a chess club from school,a church youth group, etc.Where do you start?Youth and adult leaders wanting to participant in a Hero Pack program shouldcontact their State 4-H Military Liaison or the State Hero Pack Point of Contact(HP POC). The State 4-H Military Liaison in conjunction with the NationalGuard Family Program Coordinator and/or the Army Reserve Family ProgramCoordinator can assist your youth group in identifying what units are currentlydeployed in your area and the Family Readiness Groups (FRG) leader(s) associatedwith these units.Family Readiness Groups (FRGs) are the primary way of communicating informationto a soldier’s family. The FRG Leader(s) will then assist your group inidentifying the number of youth affected by the deployment and how best toaccess the families. Please understand there is a great degree of confidentiality inworking with the families. We do not want to advertise the fact that the familyhas a loved one gone and set them up for any risks.Core elements of a Hero Pack are:✪ Backpack—Backpacks can be purchased or handmade.✪ Disposable camera—If a parent is deployed for long periods of time we wantthe recipients to have an opportunity to take pictures of family and friendsand have people take pictures of the recipient to send to the deployed parentor to post in a photo album/scrapbook.✪ Photo album/scrapbook—Military children will want to take lots of picturesto show their parent. Photo albums/scrapbooks will help the child to organizeChapter 3Page 763rd EditionOperation: Military KidsReady, Set, Go! Training Manual

the pictures by chronological order, by events, or by favorite pictures.✪ Journal/pen—Recipients will use the journal to write down their thoughtsand/or daily events. This could be shared with the deployed parent on homecomingday.✪ Stationery—Military youth will want to send their parent lots of mail andespecially handwritten letters. Soldiers really enjoy getting mail. Providingthe child with paper will motivate him or her to write more to the parent.✪ Fun items—Good examples of fun items may be a stuffed animal or Frisbee.These items are there simply to bring joy to the affected youth.✪ Partner information—Recipients need to be provided information from themany partners (national, state, and local) to assist them in being more awareof the supports available to them during this stressful deployment time. Asample list of national partner information follows (but is not limited to):— Generic OMK card— 4-H Invitation— Boys & Girls Clubs of America Partnership Brochure— Military Child Education Coalition (MCEC) Staying Involved In YourChild’s Education During Deployment booklet— Operation: Military Child Care Blue Card (OMCC)— MilitaryOneSource Information— Operation: Child Care RandR card (OCC)— Kissing Hand Card— Local Partner information✪ Handwritten letters—These letters should be written to the child and totheir deployed family member, thanking them for their service and sacrificesto our country. It also might be nice to have letters of encouragement fromlocal partners or businesses that have donated items for the Hero Packs.These items are the core elements for Hero Packs because they are integral insupporting the three components of Hero Packs. (Note: In funding year 2005,OMK States must have the required elements listed in the Appendix of the HPImplementation Guide.)What other types of items are acceptable?Hero Packs are not limited to the items listed above. Participants may includeadditional items (i.e., family support materials, communication tools, fun items)such as:• Worry dolls• Non-breakable items• Postage stamps• Pens• OMK lanyards• Candy• Prepaid phone calling card (Operation: UpLink)• StickersChapter 3Page 773rd EditionOperation: Military KidsReady, Set, Go! Training Manual

• Locally donated itemsHow to obtain locally donated itemsLocally donated items will assist the OMK initiative in building communityawareness and the local support network. In addition it will give the “suddenlymilitary” families a little touch of home. When working within your communityand soliciting donations, please keep in mind the donations need to be afamily support material, a communication tool, or a fun item to support thecomponents of the Hero Packs.A good example of a locally donated item is from a company in New York State,which is located just outside of Ft. Drum. The company, famous for their littletree car deodorizers, expressed an interest in donating a product (specificallytheir patriotic trees). These are items that can either be a connection tool or afamily support material. The trees can be easily mailed to the deployed soldier(i.e., assist with connecting to the soldier) or displayed by the family of the deployedsoldier (i.e., community awareness and support). As a result of the desireto become involved, the company becomes a local support partner through itsdonations.How do Hero Packs get assembled?Have a Hero Pack backpack set out with the contents around it in a place whereit is visible for all packers to see. Once you’re ready to begin, assembly lines arean efficient way to assemble backpacks. There are two options:• Have each youth fill the entire backpack by carrying it along the line.• Have backpacks passed down the line with each youth in charge of aparticular item.Each backpack should have handwritten letters from one youth to another plusone to the soldier.What kinds of events lend themselves to include Hero Packs?✪ Small groups: Torch club meeting, 4-H club meeting, Keystone club meetings,church youth group meetings, etc.✪ Mass events: Operation Purple Camps, County or State fairs, Teen Leadershipevents, 4-H Congress, School Government Day, community get-together atThe American Legion, Make a Difference Day events, etc.How to distribute to groups or individuallyYouth and adult leaders participating in a Hero Pack program should continueto communicate with the State 4-H Military Liaison or Hero Pack POC. TheState 4-H Military Liaison needs to be apprised of your plans for your Hero Packproject as they should continue to play a role in the communication with theNational Guard Family Program Coordinator and/or the Army Reserve FamilyChapter 3Page 783rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Program Coordinator as well as the FRG leader of the identified unit(s). It is theintent of the Hero Pack program to hand-deliver the backpacks to the recipients.Deliveries could be made at an FRG meeting or perhaps a community event, etc.It should be the goal to find a common date and time that your youth groupand volunteers can meet with the FRG representative to create an action planto hand-deliver these packs.The FRG representative will be the link for your group’s point person in order tobe able to personally deliver Hero Packs to deserving families. Preferably, someonefrom the unit can arrive on the same day the packs were assembled. This issignificant in that the youth who worked so hard can see that their efforts aregoing to support actual people, and not just sitting behind in a closet. Pleasestress with the group that if a face-to-face opportunity does not occur it is onlybecause there needs to be a great degree of confidentiality in working with thefamilies. We do not want to promote that the family has a loved one gone andset them up for any risks.On the day of distribution it would be helpful to the receiving families to havecurrent partner information in the backpacks. These “suddenly military” familiesshould be invited to participate in 4-H programs and B&GCA programs aswell as our other national, state, and local partner programs located within theirarea. It would be helpful to the recipients to have a list of upcoming open events(shows, fairs, etc.) and local contact information if they decide they would like tobecome involved in partner programs. Once the packs are distributed, please alertpartners (state and local) that they may be receiving phone calls of interest.Documentation of Hero Pack assembly and distributionThank you for your dedication and support of the Hero Pack support project! Weare in great need for a short narrative and pictures of your event. Please be sureto complete the Hero Pack report form. Once you have submitted a report form,the State 4-H Military Liaison will forward a certificate to your group as a smalltoken of thanks for participating in this program support piece for Operation:Military Kids.Chapter 3Page 793rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter Four:Exploring Military CultureI. Lesson PlanA. Purpose: Learn about the culture of the militaryB. Objectives:1. Common understanding of “culture”2. Understand elements of a culturally sensitive professional3. Learn the basics of military cultureC. Time: 90 minutesD. Preparation/Materials Needed:✪ Easel, flip chart, and markers✪ Laptop computer, LCD projector, and PowerPoint slidesII. Training Session ContentA. PowerPoint SlidesSlide 4-1: Identify Your CultureSlide 4-2: Understanding CultureSlide 4-3: U.S. Army ValuesSlide 4-4: Elements of Military CultureSlide 4-5: Expectations and Impact of the Mission on Family LifeSlide 4-6: Mission of the ArmySlide 4-7: Military Acronyms and TermsSlide 4-8: Converting between Military Time and Civilian TimeSlide 4-9: The Chain of CommandSlide 4-10: Utilizing ProtocolSlide 4-11: HOOAH!Slide 4-12: Introduction to Military Customs and CourtesiesSlide 4-13: Youth Transition IssuesSlide 4-14: Social Issues/NeedsSlide 4-15: Emotional Issues/NeedsSlide 4-16: Educational Issues/NeedsSlide 4-17: Benefits of TransitionOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page

B. Activity and Directions1. Group discussion (may be done in small groups)• Discuss questions and jot answers on flip chart• If in small groups, have groups report back from their discussionsIII. Must-Read Background MaterialA. U.S. Army ValuesB. The Soldier’s CreedC. The Soldier’s CodeD. U.S. Army Chain of CommandE. U.S. Army Ranks and InsigniasF. Military Service Ribbons and AwardsG. U.S. Army AcronymsIV. EvaluationA. Reflection Questions1. How is the military culture different from or similar to your culture?B. Application Questions1. How can you use your knowledge of cultures to reach military families?Chapter 4Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Identify Your CultureSlide 4-1: Identify Your CultureContent of this slide adapted from: N/AMaterials Needed: Flip chartsPensTrainer Tips: To start the chapter, you will want to explore each individual’s corporateculture. This will identify commonalities and lead to further discussion regardingmilitary culture.What to Do, What to Say:Do:• To begin the session, have the participants break into their commonorganizations (i.e., Legion, Rotary Group, Business Owners, 4-H).Say: Ask the participants to identify any goals, values, visions, slogans, or pledges thatare particular to their organization.Do:• Have each group share their findings.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page

Say: Ask participants to find commonalities among the different groups.Ask for the participants’ thoughts on why they think that these values, goals,slogans, etc., are important to an organization.Chapter 4Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter 4:Understanding Culture• Culture (definition): The knowledge, experience, values,ideas, attitudes, skills, tastes, and techniques that arepassed on from more experienced members of acommunity to new members.• Elements include: aesthetics, ceremony, ethics, healthand medicine, myths, gender roles, gestures and kinetics,grooming and presence, ownership, recreation,relationships, rewards, and privileges.Slide 4-2: Understanding CultureContent of this slide adapted from: RSG! Manual v.1Materials Needed: Trainer and participant manualsPowerPoint slidesTrainer Tips: Generate discussion about culture within non-military groups (i.e.,4-H, BGCA, schools, veterans organizations, faith-based groups, neighborhoods).What to Do, What to Say:Do:• Review slide content with participants.Say: What are some elements of military culture?Do:• Assist participants using judgmental statements in their descriptions ofmilitary culture to reframe their thinking toward a positive perspective.For example, “secrecy” in civilian culture may be defined/seen as “needfor confidentiality” in military culture.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page

U.S. Army Values• Loyalty—Bear true faith and allegiance to the U.S.Constitution, the Army, your unit, and other soldiers.• Duty—Fulfill your obligations.• Respect—Treat people as they should be treated.• Selfless Service—Put the welfare of the nation, theArmy, and your subordinates before your own.• Honor—Live up to all the Army values.• Integrity—Do what’s right, legally and morally.• Personal Courage—Face fear, danger, andadversity (physical or moral).Slide 4-3: Army ValuesContent of this slide adapted from: RSG! v.1, v.2.Materials Needed: Trainer and participant manualsPowerPoint slidesTrainer Tips: Ask if participants have heard the Army Values before. If so, ask where oron what occasion.What to Do, What to Say:Do:• Do not show slide until values have been recited.Say: In 1998 the Chief of Staff of the Army established a set of Army values as guides forSoldiers. This list sets out the essential values of the American Soldier and provides aframework for all.Do:• If there is an Army member present ... approach them prior to the chapterand ask if they would be willing to recite the Army Values.• If there are other service members represented, ask them to recite theirChapter 4Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

service’s core values as well.Say: I would like to introduce (Rank and Last Name) to recite the Army Core Values.Do:• Ask participants to find similarities or differences between Army Core Valuesand their own organization’s.Say: What similarities and differences are there between these Core Values and those ofyour organization?Do:• Review additional “Must-Reads”: acronyms, chain of command, ranks andinsignias, service ribbons, and rewards. Refer participants to “Must-Reads”containing U.S. Army Values, The Soldier’s Creed, and The Soldier’s Code.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page

Elements of Military Culture• Expectations and Impact of the Mission on Family Life• Military Acronyms and Terms• Chain of Command• Utilizing Protocol• Military Customs and Courtesies• Transition IssuesSlide 4-4: Elements of Military CultureContent of this slide adapted from: Army Family Team Building, Family MemberTraining Level 1, and Joint Venture Education Forum Military Culture CourseMaterials Needed: Trainer and participant manualsPowerPoint slidesArmy Basics, Army Family Team Building Short BookTrainer Tips: N/AWhat to Do, What to Say:Do:• Refer to Army Basics, Army Family Team Building Short Book.Say: This chapter will provide background and information about military cultureand special issues related to National Guard and Army Reserve youth, specificallyas they transition to becoming “suddenly military.”Chapter 4Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Expectations and Impact of theMission on Family Life• Expectations of the military lifestyle• Mission of the Army• Coping with the impact of the mission on the familySlide 4-5: Expectations and Impact of the Mission on Family LifeContent of this slide adapted from: Army Family Team Building, Family MemberTraining Level 1, Webster DictionaryMaterials Needed: Trainer and participant manualsPowerPoint slidesTrainer Tips: Generate discussion about expectations of participants attending thistraining and their involvement in OMK.What to Do, What to SayDo:• Give the group an opportunity to look around and gauge the experiencelevel.Say: Has anyone been part of the military for more than ten years?How about between five and ten years?Less than one year?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page

Say: Families enter military life with some concerns. Is the military culture reallydifferent from civilian life? How will this change my life?Do:• Generate responses from group.Say: According to the Merriam-Webster’s Dictionary, the definition of expectation is:“The act of looking forward to a probable occurrence or an occurrence we considerreasonable or due.”What do we mean by expectations?Do:• Allow for responses (i.e., maturity level, support from family, friends,understanding of a Soldier’s job, ability to manage finances, maintaincommunications, etc.)Say: Have you noticed that some families thrive in the military environment while othersseem to wilt? Why do you think that may be?When our expectations in life are met or exceeded, it is fantastic.We want to share this experience with others.But, if our expectations are not met, we feel disappointed or let down.We often share these feelings with others, sometimes more loudly.Experiences shape our expectations.When we do not have experiences from which to draw, we rely on input fromothers or we foster unrealistic expectations.Do:• Generate responses from group (i.e., National Guard soldiers never getdeployed overseas, all Army Reserve soldiers will be deployed before anyNational Guard soldiers, Army Reserve soldiers don’t get deployed stateside,entire Guard units get deployed together).Say: How do you think expectations differ between Army Reserve and Army NationalGuard families?Chapter 4Page 103rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Mission of the Army• Preserve the peace and security, and provide fornational defense• Support national policies• Implement national objectives• Overcome any nations responsible for aggressive actsthat imperil the peace and security of the United StatesSlide 4-6: Mission of the ArmyContent of this slide adapted from: Army Family Team Building, Family MemberTraining Level 1Materials Needed: Trainer and participant manualsPowerPoint slidesTrainer Tips: Ask participants if they are familiar with the Mission of the Army. If so,have them elaborate.What to Do, What to Say:Do:• Review Army Mission slide with participants.Say: The Army Mission determines the function of the Army that, in turn, has an impacton families.Do:• Make sure the group identifies responsibilities and jobs of local NationalGuard and Army Reserve units (i.e. training, peacekeeping, missile defense,drug interdiction, physical training, deployments, field exercises, etc.).Say: What are some tasks or jobs Army National Guard and Army Reserve Soldiers dothat help the Army meet the requirements of the Army mission?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page 11

Military Acronyms and Terms• PMOS—Primary Military Occupational Specialty• FRG—Family Readiness Group• ARNG—Army National Guard• RDC—Rear Detachment Commander• FAC—Family Assistance Center• TAG—The Adjutant General• MOBEX—Mobilization Exercise• ANG—Air National GuardSlide 4-7: Military Acronyms and TermsContent of this slide adapted from: Army Family Team Building, Family MemberTraining Level 1Materials Needed: Trainer and participant manualsPowerPoint slidesGuard/Reserve Acronym StoriesBeach Ball with acronyms on itTrainer Tips: Ask participants if they can think of any common civilian acronyms.What to Do, What to Say:Do:• Review the slide.Say: The Army has its own language.Do:• Refer to Military Acronyms, Abbreviations, and Terms (AFTB 1.2 Handouts).Say: The Army has its own language. In order to understand what’s going on in an Armyenvironment, it is important to understand the language.Acronyms are shortcuts the Army uses. They are formed by using the first letterChapter 4Page 123rd EditionOperation: Military KidsReady, Set, Go! Training Manual

of a name or combining initial letters or parts in a series of words.Do:• Toss an inflated beach ball to someone in the audience.Say: Read the acronym that your left thumb is closest to.Can you tell us what that acronym stands for?Do:• Have them toss the ball to someone else in the room.• Continue until most of the acronyms have been recited.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page 13

Converting between Military Timeand Civilian TimeConventional to Military:The first twelve hours of the day• Always has four numbers• Delete the colon• Before 10:00 am, add a zero (7:00 am to 0700)• 10:00 am to 12:00 pm is read without the colon(11:00 am to 1100)The remaining twelve hours (between noon andmidnight)• Delete the colon• Add twelve hours to the conventionaltime (11:00 pm to 2300)Slide 4-8: Converting between Military Time and Civilian TimeContent of this slide adapted from: RSG! v.1, v.2.Materials Needed: Trainer and participant manualsPowerPoint slidesTrainer Tips: Ask participants to discuss the advantages or disadvantages of utilizingmilitary time.What to Do, What to Say:Do:• Review the slide.Say: As you work with the military community in planning OMK events, it may be helpfulto understand military time.Military time is a concise method of expressing time used by the military, emergencyservices (law enforcement, firefighting, and paramedics), hospitals, and other entities.The main difference between regular and military time is how hours are expressed.Regular time uses numbers 1 to 12 to identify each of the 24 hours in a day.In military time, the hours are numbered from 00 to 24.Chapter 4Page 143rd EditionOperation: Military KidsReady, Set, Go! Training Manual

The Chain of Command• Structure used by all branches of military for command and control• Used for the flow of information• Army Ranks— Enlisted ranks begin at Private and go up to Sergeant Major ofthe Army— General Officer ranks begin at Second Lieutenant and go up toGeneral of the Army— Warrant Officer ranks begin at Warrant Officer and go up toMaster Warrant Officer• Army Insignia— Worn on uniforms for visual identification of ranks• Army Pay Grades— Enlisted pay grades begin at E-1 and go up to E-9— General Officer pay grades begin at 0-1 and go upto 0-10— Warrant Officer pay grades begin at W-1 and goup to W-5Slide 4-9: The Chain of CommandContent of this slide adapted from: Army Family Team Building, Family MemberTraining Level 1Materials Needed: Trainer and participant manualsPowerPoint slidesChart with Officer, Enlisted, and Warrant Officer ranks, insignia,and pay gradesTrainer Tips: Ask if participants can identify groups other than the military that useranks, grades, and insignias.What to Do, What to Say:Do:• Review the slides.• Generate and discuss responses.Say: Why is it important for individuals working with the National Guard and ArmyReserve to have an understanding of the chain of command?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page 15

Utilizing Army ProtocolHeadquarters/Contacts• Army Headquarter Child & Youth Services, National Guard andArmy Reserve CYS (Child & Youth Services) Program ManagersRegional Contacts• Army IMCOM Region Child & Youth Program Manager• National Guard and Army Reserve Regional CYS CoordinatorsState Contacts• Joint Forces State Family Program Director and the State YouthProgram Manager for the National GuardLocal Contacts• Army Garrison Child & Youth Services Coordinator• Family Assistance Center Coordinators and FamilyReadiness Group LeadersSlide 4-10: Utilizing ProtocolContent of this slide adapted from: N/AMaterials Needed: Trainer and participant manualsPowerPoint slidesArmy Basics, Army Family Team Building Short BookTrainer Tips: Ask participants if they have discovered additional contacts at the local,regional, or state level.What to Do, What to Say:Do:• Review the slide.• Generate and discuss responses.Say: Many civilians lack familiarity and understanding of military protocol.Why is it important for individuals providing outreach to the National Guard andArmy Reserve to have an understanding of military protocol?Chapter 4Page 163rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Say: At the national level, your Point of Contacts are the National Guard and ArmyReserve CYS Program Managers and the OMK National Coordinator.At the regional level, you should contact the Region CYS Coordinator for theArmy Reserves and the National Guard.At the state level, you should contact the Joint Forces State Family ProgramDirector and the State Youth Program Manager for the National Guard.Locally, you should make contact with the Family Assistance Center Coordinatorsand Family Readiness Group Leaders.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page 17

HOOAH!Often prononunced Houh or Oorah depending on the service, Hooah!is universally the most understood and misunderstood word ever created.Where did the term originate? Nobody knows!One story goes ... On D-Day, 1944, on Omaha Beach, near the sea cliffs atPoint Du Hoc, General Cota, the 29th Division Assistant Division Commander,jogged down the beach toward a group of Rangers from the 2nd RangerBattalion, and asked, “Where’s your commanding officer?” They pointedhim out and said, “Down there, sir.”General Cota reportedly followed their direction and, on his way down thebeach, said, “Lead the way, Rangers!”The Rangers from 2nd Bat reportedly said, “WHO, US!?”General Cota thought he heard them say, “HOOAH!” He wasso impressed with their cool and calm demeanor, not to mentiontheir cool term, hooah, he decided to make it a household name.Slide 4-11: HOOAH!Content of this slide adapted from: N/AMaterials Needed: Trainer and participant manualsPowerPoint slidesTrainer Tips: Fun activity to introduce some of the peculiarities of Military Culture.Chapter 4Page 183rd EditionOperation: Military KidsReady, Set, Go! Training Manual

HOOAH!Some quotes regarding HooAH!—“It’s an affirmation that I fully agree with and supportthe idea or intent expressed by the person to whom Imake that response.”Former Army Chief of Staff Gordon R. Sullivan—”I don’tknow how exactly to spell it, but I know what it means.Hooah says look at me. I’m a warrior. I’m ready. Sergeantstrained me to standard. I serve America everyday, all the way.”Slide 4-11: HOOAH!Content of this slide adapted from: N/AMaterials Needed: Trainer and participant manualsPowerPoint slidesTrainer Tips: Fun activity to introduce some of the peculiarities of Military Culture.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page 19

HOOAH!Common definitions of HOOAH!• Refers to anything and everything except no• What you way when at a loss for words• Good, great, message received, acknowledged• Nice to meet you• I could care less who you are• I don’t know the answer, but I’ll check on it• I do not agree with anything that was just said• Please tell me you’re kidding• During very long PowerPoint sessions ... go to the nextslide• I don’t know what that means, but I am tooembarrassed to ask• Squared away (He’s pretty Hooah!)• Amen!Slide 4-11: HOOAH!Content of this slide adapted from: N/AMaterials Needed: Trainer and participant manualsPowerPoint slidesTrainer Tips: Fun activity to introduce some of the peculiarities of Military Culture.What to Do, What to Say:Do:• Involve the participants in explaining the slides.• Ask fun questions to get a resounding Hooah! from the crowd.• Replace the word yes with Hooah! for the remainder of the training.• Continue asking questions through the remainder of the training.Say: Does everyone understand that section?Are we ready to go out and help these families?Chapter 4Page 203rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Introduction to Military Customs and Courtesies• Reveille and Retreat— Bugle call played in the morning and end of duty day• Flag Etiquette— Flag is flown every day or for specific holidays and significant events• Parades— Conducted for change of command, retirement, graduationceremonies, to honor visiting dignitaries, and other special occasions• Change of Command Ceremony— Official passing of colors and responsibilities of command of a unitfrom one officer to another• Receiving Lines— Purpose is for a guest to greet and be welcomed by host for an event• Invitations— Generally sent to attend social and official functions• Thank-You Notes— Should be promptly sent after you attend asocial functionSlide 4-12: Introduction to Military Customs and CourtesiesContent of this slide adapted from: Army Family Team Building, Family MemberTraining Level 1 Army Basics, Army Family Team Building Short BookMaterials Needed: Trainer and participant manualsPowerPoint slidesArmy Basics, Army Family Team Building Short BookTrainer Tips: Ask participants if they have ever attended a military social event andbeen through a receiving line. Ask if anyone has ever attended a military parade or achange of command ceremony.What to Do, What to Say:Do:• Review the slide.• Generate several responses and discuss.Say: Do the National Guard and Army Reserve have military customs and courtesiesthat are similar to the Active Duty Army?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page 21

Say: How important is it for individuals working with the National Guard and ArmyReserve to be familiar with the ceremony and traditions associated with militarycustoms, courtesies, and protocol? Why?The better we understand military customs and courtesies and the associatedprotocol, the more effective we will be in outreach efforts.Do:• Review specific information in Army Basics, Army Family Team BuildingShort Book.Chapter 4Page 223rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Youth Transition IssuesMilitary children and youth are vulnerable during major lifechanges, such as:• Moving due to permanent change of station• Parent absence due to long-term temporary duty• Mobilization and deployment• Changes in family demographics• Graduating to junior/high school/post-secondary education• Individual responses vary based on age, maturity, gender,personality, relationships, and coping skills• OMK State Teams can ease transitions withawareness and preplanningSlide 4-13: Youth Transition IssuesContent of this slide adapted from: RSG! Manual v.1Materials Needed: Trainer and participant manualsPowerPoint slidesFlip chart paperMarkersTrainer Tips: Have someone change the slides for you.What to Do, What to Say:Do:• Review the slide.Say: Military children and youth react to change in a variety of ways depending onthe reason for the change and their own ability to cope.OMK State Teams can help ease transitions for military youth by training localteams to address their issues.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page 23

Social Issues/Needs• Adjusting to new or temporary family configuration• Managing new situations, especially being “suddenlymilitary”• Accommodating physical changes• Making new contacts• Acclimating to new places• Coping with changing schools, leagues, activitiesSlide 4-14: Social Issues/NeedsContent of this slide adapted from: RSG! v.1Materials Needed: Trainer and participant manualsPowerPoint slidesTrainer Tips: N/AWhat to Do, What to Say:Do:• Review the slide.Say: When National Guard and Army Reserve youth become “suddenly military,”their normal support systems may no longer be helpful.They need assistance adjusting to the military environment and in contacting otheryouth who have had similar military experiences.While most of them will not relocate, those that do will need additional assistanceacclimating to new schools and communities.Chapter 4Page 243rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Emotional Issues/Needs• Need to know they are loved and cared for, regardless oftheir age• Emotional issues include:— Sadness — Excitement— Anger — Anticipation— Vulnerability — Confidence— Loneliness — New challenges— Lack of sense of belongingSlide 4-15: Emotional Issues/NeedsContent of this slide adapted from: RSG! v.1Materials Needed: Trainer and participant manualsPowerPoint slidesTrainer Tips: N/AWhat to Do, What to Say:Do:• Review the slide.Say: All children and youth, regardless of age, need to know that they are loved andcared for.They experience a variety of positive and negative feelings brought on by themilitary environment.Knowing what these feelings are will help OMK State Teams prepare local teams toaddress them.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page 25

Educational Issues/NeedsReorienting to new classmates, teachers, schedules, andinconsistencies in school requirements and offerings, e.g.,• Immunization requirements• School calendars/scheduling• Entrance and exit testing• Course content and sequencing• Discipline• Graduation requirements• Special Education qualification and services• Records/credit transfers• Informing teachers, counselors, and administratorsabout deployment and its impact on youthSlide 4-16: Educational Issues/NeedsContent of this slide adapted from: RSG! v.1Materials Needed: Trainer and participant manualsPowerPoint slidesTrainer Tips: N/AWhat to Do, What to Say:Do:• Review the slide.Say: Regardless of whether they move or not, National Guard and Army Reserve youthwill need assistance informing school personnel about the deployment and itsimpact on themselves and their family.Those who do move may experience additional challenges as they adjust to newschool requirements.Chapter 4Page 263rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Benefits of Transition• Make friends with other National Guard and ArmyReserve youth• Make friends from other parts of the country• Become more responsible• Adapt more easily to change and become more flexible• Experience firsthand what is read/taught in social studies• Depend on family for safety, security, and companionshipSlide 4-17: Benefits of TransitionContent of this slide adapted from: RSG! v.1Materials Needed: Trainer and participant manualsPowerPoint slidesTrainer Tips: N/AWhat to Do, What to Say:Do:• Review the slide.Say: Although transitions present children and youth with new challenges, theseexperiences will broaden their horizons and help them learn new copingmechanisms.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page 27

Understanding Military CultureU.S. Army Values:Loyalty—Bear true faith and allegiance to the U.S. Constitution, the Army, yourunit and other soldiers.Duty—Fulfill your obligations.Respect—Treat people as they should be treated.Selfless Service—Put the welfare of the nation, the Army, and your subordinatesbefore your own.Honor—Live up to all the Army values.Integrity—Do what’s right, legally and morally.Personal Courage—Face fear, danger, and adversity (physical or moral).The Soldier’s Creed:I am an American Soldier.I am a warrior and a member of the team. I serve the people of the United Statesof America and live the Army Values.I WILL ALWAYS PLACE THE MISSION FIRST.I WILL NEVER ACCEPT DEFEAT.I WILL NEVER QUIT.I WILL NEVER LEAVE A FALLEN COMRADE.I am disciplined, physically and mentally tough, trained and proficient in myWarrior tasks and drills. I always maintain my arms, my equipment and myself.I am an expert and I am a professional.I stand ready to deploy, engage and destroy the enemies of the United States ofAmerica in close combat.I am a guardian of freedom and the American way of life.I am an American Soldier.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page 29

The Soldier’s Code:I. I am an American Soldier—a protector of the greatest nation on earth— swornto uphold the Constitution of the United States.II. I will treat others with dignity and respect and expect others to do thesame.III. I will honor my country, the Army, my unit, and my fellow soldiers livingby the Army values.IV. No matter what the situation I am in, I will never do anything for pleasure,for profit, or personal safety which will disgrace my uniform, my unit, ormy Country.V. Lastly, I am proud of my Country and its flag. I want to look back and saythat I am proud to serve my Country as a soldier.U.S. Army Chain of CommandFor more information see:http:/usmilitary.about.com/library/milinfo/blarmychainofcommand.htmArmy Ranks and InsigniasFor more information see:http://www.defenselink.mil/pubs/almanac/people/insigniashttp://www.military-quotes.com/ranks/army-rank-insignia.htmMilitary Service Ribbons and AwardsFor more information see:http://www.defenselink.mil/specials/ribbons/Chapter 4Page 303rd EditionOperation: Military KidsReady, Set, Go! Training Manual

U.S. Army Acronyms:(DOD Dictionary of Military Terms http://www.dtic.mil/doctrine/jel/doddict/)ABCAAFES—Army and Air Force Exchange ServiceAD—Active DutyADJ—AdjutantAFN— Armed Forces NetworkAG—Adjutant GeneralAGR—Active Guard ReserveAIT—Advanced Individual TrainingAMMO—AmmunitionANCOC—Advanced Noncommissioned Officer CourseANG—Air National GuardAO—Area of OperationsAPC—Armored Personnel CarrierAPFT—Army Physical Fitness TestAPO—Army Post OfficeAR—Army Reserve/Army Regulation/ArmorARNG—Army National GuardASAP—As Soon As PossibleAT—Annual TrainingAUSA—Association of the United States ArmyAWOL—Absent Without LeaveBOQ—Bachelor Officers’ QuartersBHA—Basic Housing AllowanceBC—Battery CommanderBDE—BrigadeBDU—Battle Dress UniformBN—BattalionBNCOC—Basic Noncommissioned Officer CourseCASCOM—Combined Arms Support CommandCDR—CommanderCG—Commanding GeneralCID—Criminal Investigation DivisionCINC—Commander in ChiefOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page 31

CO/Co—Commanding Officer/CompanyCOLA—Cost of Living AllowanceCP—Command PostCPX—Command Post ExerciseCQ—Charge of QuartersDEFGDA—Department of the ArmyDI—Drill InstructorDO—Duty OfficerDOD—Department of DefenseDOR—Date of RankEBC—Embedded Battle CommandEER/OER—Enlisted/Officer Evaluation ReportEM—Enlisted MemberEN—EnlistedETS—Estimated Time of SeparationEWC—Enlisted Wives’ ClubFDU—Full Dress UniformFORSCOM—Forces CommandFOUO—For Official Use OnlyFSA—Family Separation AllowanceFRG—Family Readiness GroupFTX—Field Training ExerciseFY—Fiscal YearFYI—For Your InformationGO—General OfficerHHHC—Headquarters and Headquarters CompanyHOR—Home of RecordHQ—HeadquartersHQDA—Headquarters, Department of the ArmyHS—Home StationChapter 4Page 323rd EditionOperation: Military KidsReady, Set, Go! Training Manual

IJKLIG—Inspector GeneralINFO—For the Information ofIO—Information OfficerIRF—Immediate Reaction ForceIRR—Individual Ready ReserveJAG—Judge Advocate GeneralJUMPS—Joint Uniform Military Pay SystemKIA—Killed in ActionKP—Kitchen PatrolLES—Leave and Earnings StatementLOD—Line of DutyLZ—Landing ZoneMMACOM—Major Army CommandMFO—Multinational Forces and ObserverMI—Military IntelligenceMIA—Missing in ActionMOS—Military Occupational SpecialtyMP—Military PoliceMRE—Meals Ready to EatMSO—Morale Support OfficerNNA—Not ApplicableNATO—North Atlantic Treaty OrganizationNCO—Noncommissioned OfficerNCOA—Noncommissioned Officer AssociationNCOER—Noncommissioned Officer Evaluation ReportNCOIC—Noncommissioned Officer in ChargeOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page 33

OPQRO CLUB—Officers’ ClubOBC/OAC—Officer Basic/Advanced CourseOCS—Officer Candidate SchoolsOD—Officer of the DayOIC—Officer in ChargeOJT—On the Job TrainingORE—Operation Readiness ExerciseOWC—Officers Wives’ ClubPAC—Personnel Administration CenterPAO—Public Affairs OfficerPCS—Permanent Change of StationPDQ—Pretty “Damn” QuickPERSCOM—Total Army Personnel CommandPLDC—Primary Leadership Development CoursePLT—Platoon/Primary Level TrainingPLF—Parachute Landing FallPM—Provost Marshal (police chief)PMOS—Primary Military Occupational SpecialtyPOA—Power of AttorneyPOV—Privately Owned VehiclePT—Physical TrainingPX—Post ExchangeQM—QuartermasterQTRS—Quarters (living area)RA—Regular ArmyRC—Reserve ComponentRD—Rear DetachmentRDC—Rear Detachment CommanderRDF—Rapid Deployment ForceREG—RegulationREGT—RegimentRandR—Rest and RecreationRFO—Request for OrdersRIF—Reduction in ForceROTC—Reserve Officer Training CorpsChapter 4Page 343rd EditionOperation: Military KidsReady, Set, Go! Training Manual

STUVSD—Staff DutySDNCO—Staff Duty Noncommissioned OfficerSDO—Staff Duty OfficerSGLI—Servicemen’s Group Life InsuranceSJA—Staff Judge AdvocateSOCOM—Special Operations CommandSOP—Standing Operating ProcedureSQD—Squad (a unit within a platoon)SQT—Skills Qualification TestSRB—Selective Reenlistment BonusSSN—Social Security NumberTDY—Temporary DutyTIG—Time in GradeTLA—Temporary Living AllowanceTMP—Transportation Motor PoolTRADOC—Training and Doctrine CommandUSAR—United States Army ReserveUSMA—United States Military AcademyUSO—United States OrganizationVA—Department of Veterans’ AffairsVAMC—Veterans’ Affairs Medical CenterVHA—Variable Housing AllowanceWWO—Warrant OfficerWOAC—Warrant Officer Advanced CourseWOC—Warrant Officer Candidate CourseWOSC—Warrant Officer Senior CourseXXO—Executive OfficerOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 4Page 35

Chapter Five:The Emotional Cycle of Deployment: Mobilizationand DeploymentI. Lesson PlanA. Purpose: Understand the cycle of deployment and its effectsB. Objectives:1. Understand the emotional cycle of deployment2. Understand the stages of the emotional cycle of deployment3. Understand separation anxiety and its symptoms4. Understand strengths, stressors, and appropriate responses to deploymentC. Time: 45 minutesD. Preparation/Materials Needed:✪ Laptop computer, LCD, PowerPoint slides, flip chart, and markers✪ Blanket Activity supplies: tarp, beach balls, and nametags with rolesII. Training Session ContentA. PowerPoint SlidesSlide 5-1: Chapter 5 Introduction SlideSlide 5-2: Deployment and the CommunitySlide 5-3: Deployment and the CommunitySlide 5-4: Deployment Cycle SupportSlide 5-5: The Emotional Cycle of DeploymentSlide 5-6: Stage One: Pre-DeploymentSlide 5-7: Stage Two: DeploymentSlide 5-8: Stage Three: SustainmentSlide 5-9: Understanding Separation Anxiety: Preschool or KindergartenAge ChildrenSlide 5-10: Understanding Separation Anxiety: Primary School ChildrenSlide 5-11: Understanding Separation Anxiety: AdolescentsSlide 5-12: Stage Four: Re-deploymentSlide 5-13: Stage Five: Post-deploymentSlide 5-14: Strengths for Youth Resulting from DeploymentSlide 5-15: Symptoms of Deployment Stress in the School SettingOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page

Slide 5-16: Suggested Healthy Responses by AdultsSlide 5-17: Other Deployment Stress-Related IssuesB. Activities and Directions1. “A Blanket Community” activity2. Review slides on the stages of deployment. Brainstorm strengths (assets)built in children during deployment (write on flip chart).3. In small groups, come up with three symptoms of stress in a classroom/program setting and the appropriate adult response.III. Must-Read Background MaterialA. The Emotional Cycle of Deployment: A Military Family PerspectiveB. Strengths Resulting from the Deployment Cycle/StagesC. Helping Children Adjust While Their Military Parent Is AwayD. Helping the Nonmilitary Parent during a Spouse’s Extended AbsenceE. Talk to Your Children about Deployment…Before it HappensF. Deployment Stress-Related IssuesIV. Additional Resources on the CD-ROMA. National Military Family Association (NMFA) Report on the Cycles ofDeployment: An Analysis of Survey Responses from April throughSeptember 2005, www.nmfa.org/site/DocServer/NMFACyclesofDeployment9.pdf?docID=5401B. National Military Family Association (NMFA) Children and Deployment a seriesof articles: http://www.nmfa.org/site/PageServer?pagename=article_series“What Does My Daddy Do? Military Parents in the Work Place” by Holly Seldersfor LIFELines“How I Lived My Life When My Dad Deployed” by Nathan Wright as told toArlene H. Hull for LIFELines“The Deployment Roller Coaster: Emotions of Children” by Kelli Kirwan forLIFELines“Parents, Kids, and Deployments: How to Keep Connected” by Kelli Kirwan forLIFELinesC. The Emotional Cycle of Deployment: A Military Family Perspectivehttp://www.hooah4health.com/deployment/familymatters/emotionalcycle2.htmD. XIII. The Impact of Deployment on the Military Family, by Col. Douglas A.Waldrep, MC, USA; Col. Stephen J. Cozza, MC, USA; and Col. Ryo Sook Chun,MC, USA. Department of Veteran Affairs, National Center for PTSD.http://www.ncptsd.va.gov/war/guide/chapter_xiii.pdfE. Uniformed Services Deployment: Helping Children and Adolescents Throughthe Difficulties of Deployment in the Family. American Academy of Pediatrics.http://www.aap.org/sections/unifserv/deployment/index.htmlF. Journal of the National Association for the Education of Young Children,“Helping Children Cope When a Loved One is on Military Deployment,” byChapter 5Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

http://www.journal.naeyc.org/btj/200701G. DRAFT Army Directive, Deployment Cycle of Support (DCS) DirectiveV. EvaluationA. Reflection Questions1. I learned the following about military culture and the deployment cycle ...2. Some of the ways I can use the RSG! Manual as I implement OMK in mystate include ...3. I am excited to be part of my state team because ...4. Things I learned about OMK partners that will be beneficial toimplementing OMK in my state are ...5. My understanding or perception of OMK has changed from when I firstarrived in Kansas City in the following ways ...Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page

Chapter 5:The Emotional Cycle of Deployment:Mobilization and DeploymentOperation: Military KidsReady, Set, Go! TrainingMegan Allen and Lynn Staley, January 2007.Slide 5-1: Chapter 5 IntroductionContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Share purpose and objectives of this chapter.Say: The purpose of this chapter is to understand the deployment cycle and its effectson families.The objectives include understanding the emotional cycle of deployment, the fivestages of the emotional cycle of deployment, and separation anxiety and itssymptoms. We will also discuss the strengths, stressors, and appropriate responsesChapter 5Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Deployment and the CommunityBlanket Activityto deployment issues.Slide 5-2: Deployment and the CommunityContent of this slide adapted from: N/AMaterials Needed: Blanket Activity supplies: tarp, beach balls, nametags with rolesTrainer Tips: Make up nametags in advance, with roles that represent the community.Blow up the beach balls ahead of time, and make sure you have enough room tomove with the tarp fully opened.What to Do, What to Say:Say: This is an exercise in building teamwork, demonstrating how we need to recognizethe strengths of all community members and understand the importance ofcommunication. This exercise helps emphasize that we need to support the youthand families from our military units.Do:Operation: Military KidsReady, Set, Go! Training Manual• Place the blanket or tarp on the floor and have all participants alignthemselves on the edges. Each member picks up an edge of the cloth andholds the blanket tightly. Each participant holding the blanket will assume acommunity role: teacher, parent, business owner, law enforcement officer,doctor, county employee, school administrator, elected official.3rd EditionChapter 5Page

Do:• Start adding objects to the center of the blanket. As the objects are added, agroup leader will describe a situation where several of your communitymembers have been called up to serve in their National Guard or U.S. ArmyReserve Unit. The remaining participants/community members will try tokeep all the objects on the blanket.• Ask for volunteers to serve as community members of a fictitious town. Readeach nametag as you give it to the volunteers.Say: Towns and cities form a support system or safety net for youth. The volunteersrepresent this safety net for our town.Do:• Have volunteers pick up tarp.Say: Towns have many children to support and help develop into capable, caring,contributing citizens.Do:• Add beach balls to tarp.Say: The adults in the town need to keep the tarp steady so that the youth don’t roll offthe side or “fall through the cracks” in the system. However, when members of thecommunity are in the National Guard or Army Reserve, they can be deployed.Often this affects many members of the community at the same time.Do:• At this point start “deploying” community members (by having them leavetheir spots along the sides of the tarp). Keep doing this until the balls fall offthe tarp.• Debrief the activity by asking the following questions.Say: What happened as people started leaving their spots on the blanket?How did you feel when trying to keep all the objects on the tarp?How did your role/responsibility change as others left the tarp?What implications does this activity have for how we respond to the military youthChapter 5Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Deployment and the CommunityMyths and Facts About DeploymentSlide 5-3: Deployment and the CommunityContent of this slide adapted from: N/AMaterials Needed: 2 blank butcher block pages, tape, markersTrainer Tips: The intent of this activity is twofold: (a) to give attendees an opportunityto share their knowledge of the deployment experience and (b) to clarify the factsfor those unfamiliar with the deployment experience.What to Do, What to Say:Say: The intent of this activity is twofold: (a) to give you an opportunity to share yourknowledge of the deployment experience and (b) to clarify the facts for thoseunfamiliar with the deployment experience.Do:Do:• Tape the butcher block pages next to one another on the wall. Label oneMYTHS and the other FACTS at the top.• Give instructions and ask the class to share their ideas about the deploymentexperience.Say: We’ll limit our discussion to what can be listed on these two sheets of paper.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page

Let’s identify some ideas about deployment and what soldiers and families mightexperience.Do:• After each idea is identified, discuss as a group whether it is fact or myth andwhy. Use the resources listed at the back of this chapter to back up yourdecision.Chapter 5Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Deployment Cycle Support• Department of Army’s (DA) seven stage process for supporting Soldiersand DA Civilians deployed for more than 90 days— Train-up/Preparation – training and readiness activities— Mobilization – Units/individuals alerted for possible deployment— Deployment – Units/individuals deploy to the designated theater ofoperation— Employment – Units/individuals perform their assigned mission intheater for a prescribed period of time— Redeployment – Units/individuals reposture in theater; equipment isreturned to home station; individuals begin reintegrating into theirpredeployment environments and are reunited with families— Post-Deployment – Debriefings, administrative tasks and fullreintegration of individuals into their families andcommunities— Reconstitution – Begins after post-deployment recoveryand administrative requirements; individuals reintegratedinto their families, communities and civilian jobsSlide 5-4: Deployment Cycle SupportContent of this slide adapted from: DRAFT Department of Army Directive,Deployment Cycle SupportMaterials Needed: N/ATrainer Tips: Become familiar with the DA Directive “Deployment Cycle Support.”Emphasize the fact that the audience may be exposed to several versions of thedeployment cycle. Individuals may refer to a variety of stages comprising the deploymentcycle. Soldiers experience the deployment cycle somewhat differently than familymembers do. Consequently, the stages of deployment are labeled differently.What to Do, What to Say:Do:• Review slide content with participants.Say: This slide outlines the seven stages of deployment as defined by the Army. This is avery “military” and mission-oriented perspective of the deployment cycle.Operation: Military Kids focuses on the children and youth of deployed Soldiers.Consequently, this training will focus on the personal experience these youth haveas they navigate the stages of the emotional cycle of deployment.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page

The Emotional Cycle of Deployment• Each stage characterized by a timeframe and specificemotional challenges• Failure to adequately negotiate can lead to significant strife• Promoting understanding of deployment helps avert crisis andneed for intervention/mental health counseling• Five distinct stages—— Stage One: Pre-deployment— Stage Two: Deployment— Stage Three: Sustainment— Stage Four: Re-deployment— Stage Five: Post-deploymentand families in our community?Slide 5-5: The Emotional Cycle of DeploymentContent of this slide adapted from: The Emotional Cycle of Deployment: A MilitaryFamily Perspective by LTC Simon H. Pincus, et al.http://www.hooah4health.com/deployment/familymatters/emotionalcycle.htmMaterials Needed: N/ATrainer Tips: Emphasize physical, mental, and emotional impact of deployment onsoldiers, family, and youth—giving particular emphasis to National Guard and U.S.Army Reserve “Citizen Soldiers.”What to Do, What to Say:Do:• Review slide content with participants.Say: The emotional cycle of an extended deployment (six months or greater) isreadily divided into five distinct stages. These stages are comprised as follows:pre-deployment, deployment, sustainment, re-deployment, and post-deployment.Each stage is characterized both by a timeframe and specific emotional challengesChapter 5Page 103rd EditionOperation: Military KidsReady, Set, Go! Training Manual

which must be dealt with and mastered by each of the family members. Failureto adequately negotiate these challenges can lead to significant strife—both forfamily members and the deployed soldier. Providing information early about whatto expect, especially for families who have not endured a lengthy separation before,can go a long way toward “normalizing” and coping positively with the deploymentexperience. Furthermore, promoting understanding of the stages of deploymenthelps to avert crises and minimize the need for intervention or mental healthcounseling.The following slides will individually review each of the five components of theemotional cycle of deployment in detail.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 11

Stage One: Pre-Deployment• Shock/surprise for National Guard and Army ReserveSoldiers, family members• Anticipation of loss vs. denial• Train up/long hours away• Getting affairs in order• Mental/physical distance• Stress/arguments• Timeframe: VariableSlide 5-6: Stage One: Pre-DeploymentContent of this slide adapted from: The Emotional Cycle of Deployment: A MilitaryFamily Perspective by LTC Simon H. Pincus, et al.http://www.hooah4health.com/deployment/familymatters/emotionalcycle.htmMaterials Needed: N/ATrainer Tips: Be sure to read through the Must-Read material at end of the chapter.What to Do, What to Say:Do:• Review slide content with participants.Say: The onset of this stage begins with the warning order for deployment. This stageends when the soldier actually departs from the home station. The pre-deploymenttimeframe is extremely variable, from several weeks to more than a year.The pre-deployment stage is characterized alternately by denial and anticipation ofloss. As the departure date gets closer, spouses often ask: “You don’t really have to go,do you?” Eventually, the increased field training, preparation, and long hours awayfrom home herald the extended separation that is to come. Soldiers energeticallyChapter 5Page 123rd EditionOperation: Military KidsReady, Set, Go! Training Manual

talk more and more about the upcoming mission and their unit. This “bonding” tofellow Soldiers is essential to unit cohesion and necessary for a safe and successfuldeployment. Yet, it also creates an increasing sense of emotional and physicaldistance for military spouses. In their frustration, many spouses complain: “I wishyou were gone already.” It is as if their loved ones are already “psychologicallydeployed.”The Soldier and family try to get their affairs in order. Long “honey-do” lists aregenerated, dealing with all manner of issues. At the same time, many couples strivefor increased intimacy. Plans are made for the “best” Christmas, the “perfect”vacation, or the “most” romantic anniversary. In contrast, there may be someambivalence about sexual relations: “This is it for six months, but I do not wantto be that close.”A common occurrence, just prior to deployment, is for Soldiers and their spousesto have a significant argument. For couples with a long history, this argument isreadily attributed to the ebb-and-flow of marital life and therefore not taken tooseriously. For younger couples, especially those experiencing an extended separationfor the first time, such an argument can take on “catastrophic” proportions.However, the impact of unresolved family concerns can have potentially devastatingconsequences. From a command perspective, a worried, preoccupied Soldier is easilydistracted and unable to focus on essential tasks during the critical movement ofheavy military equipment. In the worst-case scenario, this can lead to a seriousaccident or the development of a Soldier stress casualty who is mission ineffective.Although easier said than done, it is often helpful for military couples—in thepre-deployment stage—to discuss in detail their expectations of each other duringthe deployment. These expectations can include a variety of issues, to include:freedom to make independent decisions, contact with the opposite sex (fidelity),going out with friends, budgeting, child-rearing, and even how often letters or carepackages will be sent. Failure to accurately communicate these and otherexpectations is frequently a source of misperception, distortion, and hurt later on inthe deployment. It is difficult at best to resolve major marital disagreements whenface to face, let alone over six thousand miles apart.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 13

Stage Two: Deployment• Mixed emotions—grief and loss combined with relief• Disoriented/overwhelmed• Numb, sad, alone/lonely, feelings of abandonment• Sleep difficulties• Security issues• Frequent communication helps all cope• Timeframe: Approximately first month, potentially moreSlide 5-7: Stage Two: DeploymentContent of this slide adapted from: The Emotional Cycle of Deployment: A MilitaryFamily Perspective by LTC Simon H. Pincus, et al.http://www.hooah4health.com/deployment/familymatters/emotionalcycle.htmMaterials Needed: NoneTrainer Tips: Be sure to read through Must-Read material at end of the chapter.What to Do, What to Say:Do:• Review slide content with participants.Say: This stage is the period from the Soldier’s departure from home through the firstmonth of the deployment.A roller coaster of mixed emotions is common during the deployment stage. Somemilitary spouses report feeling disoriented and overwhelmed. Others may feelrelieved that they no longer have to appear brave and strong. There may beresidual anger at tasks left undone. The Soldier’s departure creates a “hole,”which can lead to feelings of numbness, sadness, being alone or abandonment.Chapter 5Page 143rd EditionOperation: Military KidsReady, Set, Go! Training Manual

It is common to have difficulty sleeping and anxiety about coping. Worries aboutsecurity issues may ensue, including: “What if there is a pay problem? Is thehouse safe? How will I manage if my child gets sick? What if the car breaksdown?” For many, the deployment stage is an unpleasant, disorganizingexperience.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 15

Stage Three: Sustainment• Separation anxiety• New routines established• New sources of support• Feel more in control—Able to cope• Independence• Confidence—”I can do this”• Phone contact unidirectional—initiated by spouse; maylead to feeling trapped as may miss call• Timeframe: Approximately months 2through 18Slide 5-8: Stage Three: SustainmentContent of this slide adapted from: The Emotional Cycle of Deployment: A MilitaryFamily Perspective by LTC Simon H. Pincus, et al.http://www.hooah4health.com/deployment/familymatters/emotionalcycle.htmMaterials Needed: N/ATrainer Tips: Be sure to read through Must-Read material at end of the chapter.What to Do, What to Say:Do:• Review slide content with participants.Say: The sustainment stage lasts from the first month through the 18th (penultimate)month of deployment.Sustainment is a time of establishing new sources of support and new routines.Many rely on the Family Readiness Group (FRG), which serves as a close networkthat meets on a regular basis to handle problems and disseminate the latestinformation. Others are more comfortable with family, friends, church or otherreligious institution as their main means of emotional support. As challenges comeChapter 5Page 163rd EditionOperation: Military KidsReady, Set, Go! Training Manual

up, most spouses learn that they are able to cope with crises and make importantdecisions on their own. They report feeling more confident and in control. Duringthe sustainment stage, it is common to hear military spouses say: “I can do this!”One challenge, during this stage, is the rapid speed of information provided bywidespread phone and e-mail access. Over long distances and without face-to-facecontact, communications between husband and wife are much more vulnerableto distortion or misperception. Given this limitation, discussing “hot topics” in amarriage can be problematic and are probably best left on hold until after thedeployment when they can be resolved more fully. On a related note, many spousesreport significant frustration because phone contact is unidirectional and must beinitiated by the Soldier. Some even report feeling “trapped” at home for fear thatthey will miss a call. Now that Internet and e-mail are widely available, spousesreport feeling much more in control as they can initiate communication and do nothave to stay waiting by the phone. Another advantage of e-mail, for both Soldierand spouse, is the ability to be more thoughtful about what is said and to “filterout” intense emotions that may be unnecessarily disturbing. This is not to say thatmilitary couples should “lie” to protect each other, but rather it helps to recognizethat the direct support available from one’s mate is limited during the deployment.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 17

Understanding Separation Anxiety• Preschool or Kindergarten children:— Clinging— Unexplained tears, crying— Change in relationships with same-age friends— Preference in spending time with adults— Increased acts of violence toward people, pets, things— Isolation— Sleep & eating difficulties— Fear of new people and/or situationsSlide 5-9: Understanding Separation Anxiety—Preschool orKindergarten childrenContent of this slide adapted from: The Emotional Cycle of Deployment: A MilitaryFamily Perspective by LTC Simon H. Pincus, et al.http://www.hooah4health.com/deployment/familymatters/emotionalcycle.htmMaterials Needed: N/ATrainer Tips: Be sure to read through Must-Read material at end of the chapter.What to Do, What to Say:Do:• Review slide content with participants.Chapter 5Page 18Say: Preschoolers (3–6 years) may regress in their skills (difficulty with potty training,“baby talk,” thumb sucking, refusal to sleep alone) and seem more “clingy.” Theymay be irritable, depressed, aggressive, prone to somatic complaints, and have fearsabout parents or others leaving. Caregivers will need to reassure them with extraattention and physical closeness (hugs, holding hands). In addition, it is importantto avoid changing family routines such as sleeping in their own bed, unless they arevery scared. Answers to questions about the deployment should be brief, matter-offact,and to the point. This will help to contain the free-floating anxiety of an overactive imagination.3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Understanding Separation Anxiety• Primary School children:— Same as previous slide, plus…— Rise in physical complaints (stomachaches, headaches)when nothing seems wrong— More irritable or cranky— Increase in problems at school— Drop in grades— Unwillingness to go to school— Odd complaints about school or teachersSlide 5-10: Understanding Separation Anxiety—Primary School ChildrenContent of this slide adapted from: The Emotional Cycle of Deployment: A MilitaryFamily Perspective by LTC Simon H. Pincus, et al.http://www.hooah4health.com/deployment/familymatters/emotionalcycle.htmMaterials Needed: N/ATrainer Tips: Be sure to read through Must-Read material at end of the chapter.What to Do, What to Say:Do:• Review slide content with participants.Say: School-age children (6–12 years) may whine, complain, become aggressive, orotherwise “act out” their feelings. They may focus on the soldier-parent missing akey event, for example: “Will you (the soldier) be here for my birthday?”Depressive symptoms may include: sleep disturbance, loss of interest in school,eating, or even playing with their friends. They will need to talk about their feelingsand will need more physical attention than usual. Expectations regarding schoolperformance may need to be a little lower, but keeping routines as close to normalis best for them.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 19

Understanding Separation Anxiety• Adolescents— Same as previous slide, plus…— Acting out behaviors (trouble in school, at home, orwith the law)— Low self-esteem— Self-criticism—blaming themselves for situation— Misdirected anger (i.e., excess anger over smallevents)— Sudden or unusual school problemsSlide 5-11: Understanding Separation Anxiety—AdolescentsContent of this slide adapted from: The Emotional Cycle of Deployment: A MilitaryFamily Perspective by LTC Simon H. Pincus, et al.http://www.hooah4health.com/deployment/familymatters/emotionalcycle.htmMaterials Needed: NoneTrainer Tips: Be sure to read through Must-Read material at end of the chapter.What to Do, What to Say:Do:• Review slide content with participants.Say: Teenagers (13–18 years) may be irritable, rebellious, fight, or participate in otherattention-getting behavior. They may show a lack of interest in school, peers, andschool activities. In addition, they are at greater risk for promiscuity, alcohol, anddrug use. Although they may deny problems and worries, it is extremely importantfor caregivers to stay engaged and be available to talk out their concerns.At first, lowering academic expectations may be helpful; however, return to theirusual school performance should be supported. Sports and social activities should beencouraged to give normal structure to their life. Likewise, additional responsibilityChapter 5Page 203rd EditionOperation: Military KidsReady, Set, Go! Training Manual

in the family, commensurate with their emotional maturity, will make them feelimportant and needed.Unfortunately, some children may have great difficulty adapting to the stress of adeployed parent. If they are unable to return to at least some part of their normalroutine or display serious problems over several weeks, a visit to the family doctoror mental health counselor is indicated. Children of deployed parents are also morevulnerable to psychiatric hospitalization—especially in single-parent and blendedfamilies.Despite all these obstacles, the vast majority of spouses and family memberssuccessfully negotiate the sustainment stage and begin to look forward to theirloved ones coming home.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 21

Stage Four: Re-Deployment• Anticipation of homecoming• Excitement• Apprehension—“Will I have to give up my independence”?• Burst of energy; “nesting”• Difficulty making decisions• Time frame: Months 17–18Slide 5-12: Stage Four: Re-DeploymentContent of this slide adapted from: The Emotional Cycle of Deployment: A MilitaryFamily Perspective by LTC Simon H. Pincus, et al.http://www.hooah4health.com/deployment/familymatters/emotionalcycle.htmMaterials Needed: N/ATrainer Tips: Be sure to read through Must-Read material at end of the chapter.What to Do, What to Say:Do:• Review slide content with participants.Say: The re-deployment stage is essentially defined as the month before the Soldier isscheduled to return home.The re-deployment stage is generally one of intense anticipation. Like thedeployment stage, there can be a surge of conflicting emotions. On the one hand,there is excitement that the Soldier is coming home. On the other, there is someapprehension. Some concerns include: “Will he (she) agree with the changes that Ihave made? Will I have to give up my independence? Will we get along?” Ironically,Chapter 5Page 223rd EditionOperation: Military KidsReady, Set, Go! Training Manual

even though the separation is almost over, there can be renewed difficulty inmaking decisions. This is due, in part, to increased attention to choices that thereturning soldier might make. Many spouses also experience a burst of energyduring this stage. There is often a rush to complete “to-do” lists before their matereturns—especially around the home. It is almost inevitable that expectations willbe high.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 23

Stage Five: Post-Deployment• Honeymoon period• Loss of independence• Need for “own” space• Renegotiating routines• Reintegrating into family• Most important stage to get to know one anotheragain—patient communication, going slow, and lowerexpectations are key• Timeframe: 3–6 months or more afterdeploymentSlide 5-13: Stage Five: Post-DeploymentContent of this slide adapted from: The Emotional Cycle of Deployment: A MilitaryFamily Perspective by LTC Simon H. Pincus, et al.http://www.hooah4health.com/deployment/familymatters/emotionalcycle.htmMaterials Needed: N/ATrainer Tips: Be sure to read through Must-Read material at end of the chapter.What to Do, What to Say:Do:• Review slide content with participants.Say: The post-deployment stage begins with arrival to the home station. Like thepre-deployment stage, the timeframe for this stage is also variable dependingon the particular family. Typically, this stage lasts from three to six months.This stage starts with the “homecoming” of the deployed Soldier. This can be awonderfully joyous occasion with children rushing to the returning parent followedby the warm embrace and kiss of the reunited couple. The unit then comes toattention for one last time, followed by words of praise from the senior commanderChapter 5Page 243rd EditionOperation: Military KidsReady, Set, Go! Training Manual

present. Lastly, weapons are turned in, duffle bags retrieved, and the family goeshome.Homecoming can also be an extremely frustrating and upsetting experience. Thedate of return may change repeatedly or units may travel home piece-meal overseveral days. Some spouses express a sense of awkwardness in addition toexcitement: “Who is this stranger in my bed?” For others, however, the desire forsexual intimacy may require time in order to reconnect emotionally first.Eventually, Soldiers will want to reassert their role as a member of the family, whichcan lead to tension. This is an essential task, which requires considerable patienceto accomplish successfully. Soldiers may feel pressure to make up for lost time andmissed milestones. Soldiers may want to take back all the responsibilities they hadbefore. However, some things will have changed in their absence: spouses are moreautonomous, children have grown, and individual personal priorities in life may bedifferent. It is not realistic to return home and expect everything to be the same asbefore the deployment.Reunion with children can also be a challenge. Their feelings tend to depend ontheir age and understanding of why the Soldier was gone. Babies less than 1 yearold may not know the soldier and cry when held. Toddlers (1–3 years) may be slowto warm up. Pre-schoolers (3–6 years) may feel guilty and scared over theseparation. School age children (6–12 years) may want a lot of attention.Teenagers (13–18 years) may be moody and may not appear to care. In addition,children are often loyal to the parent that remains behind and do not respond todiscipline from the returning Soldier.Post-deployment is probably the most important stage for both Soldier and spouse.Patient communication, going slow, lowering expectations, and taking time to getto know each other again is critical to the task of successful reintegration of theSoldier back into the family. Counseling may be required in the event that theSoldier is injured or returns as a stress casualty. On the other hand, the separationof deployment—not experienced by civilian couples—provides Soldier and spouse achance to evaluate changes within themselves and what direction they want theirmarriage to take. Although a difficult as well as joyful stage, many military coupleshave reported that their relationship is much stronger as a result.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 25

Strengths for Youth Resulting fromDeployment• Fosters maturity• Growth inducing• Encourages independence• Encourages flexibility, adaptability• Builds skills for adjusting to separation and losses facedlater in life• Strengthens family bonds• Civics—relationship with community• What other strengths may result fromdeployment?Slide 5-14: Strengths for Youth Resulting from DeploymentContent of this slide adapted from: Working with Military Children: A Primer forSchool Personnel, Military Child Education Coalition, http://militarychild.orgMaterials Needed: N/ATrainer Tips: Be sure to read through Must-Read material at end of the chapter.What to Do, What to Say:Do:• Review slide content with participants.Say: Much has been written about the negative impact family separations andrelocations have on military children. Less attention has been focused on thepositive impact of these realities of military family life. Several psychological studiesshow that despite the stress of separation, many children make significantdevelopmental gains.Positive impacts include:1) Fostering maturity2) Growth inducingYouth assume age-appropriate responsibilities in the service member’sChapter 5Page 263rd EditionOperation: Military KidsReady, Set, Go! Training Manual

absence. This provides a chance to develop new skills and develophidden interests.3) Encourages independence, flexibilityIn an ever-changing world, youth learn to be resourceful and flexible.4) Builds skills for adjusting to separations and losses faced later in lifeIn a lifestyle filled with good-byes and hellos, military children learnnot only how to say good-bye, but how to begin new friendships.5) Strengthens family bondsEmotional adjustments during a separation often lead to the discoveryof new sources of strength and support among themselves.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 27

Symptoms of Deployment Stress inSchool Settings• Unable to resume normalclass assignments/activities• Continued high levels ofemotional response (i.e.,crying and intense sadness)• Difficulty concentrating inschool• Express violent or depressedfeelings verbally or throughdrawings/play• Intentionally hurt self or others• Gain or lose significantamount of weight in period ofweeks• Discontinue care of personalappearance• Exhibit possible alcohol/drugabuse problem• Frequent absences• Experience decline inperformance andgrades thatdoes not improveover timeSlide 5-15: Symptoms of Deployment Stress in School SettingsContent of this slide adapted from: Educator’s Guide to the Military Child DuringDeployment, sponsored by Educational Opportunities Directorate of the Departmentof DefenseMaterials Needed: N/ATrainer Tips: Be sure to read through Must-Read material at end of the chapter.What to Do, What to Say:Say: Many factors influence a family’s ability to adapt to deployment. Each individual inthe family must adjust to new roles. Most children and youth will be able to adjustto a new normal after the departure of a parent. However, some children and youthwho are fragile or who have had previous social or emotional problems maycontinue to have serious symptoms of stress and their ability to function may remaincompromised.Do:• Review slide content with participants.Chapter 5Page 28Say: The difference between a normal and a serious reaction to deployment is the degreeand duration of the change rather than the kind of change. If a “normal” reactionpersists for over six weeks, then the parent needs to be notified and a referral madeto the appropriate health service.Operation: Military Kids3rd EditionReady, Set, Go! Training Manual

Suggested Healthy Responses byAdults• Educate self on the impact of deployment on children/youthand families• Reflect what you see and hear in terms of their behavior tohelp them with understanding• Be patient, understanding, caring, and firm with consequencesfor misbehavior• Help children/youth identify, accept, and express what theyare feeling• Model constructive ways of dealing with strong orchallenging emotions such as anger, grief, loss,sadnessSlide 5-16: Suggested Healthy Responses by AdultsContent of this slide adapted from: Educator’s Guide to the Military Child DuringDeployment, sponsored by Educational Opportunities Directorate of the Departmentof DefenseMaterials Needed: NoneTrainer Tips: Be sure to read through Must-Read material at end of the chapter.What to Do, What to Say:Do:• Review slide content with participants.• Brainstorm and share as a group additional responses not indicated on thisslide that adults can offer to support children and youth.Say: Children and youth watch the way adults react to situations—deployment is nodifferent. Adults can respond to the concerns of youth by educating themselves.Listen and reflect what you see and hear in terms of their behavior to help themwith understanding. Be patient, caring, and consistent. Help youth understandtheir feelings in an age-appropriate manner. Be a positive role model in dealingwith emotions like anger, grief, and sadness.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 29

Other Deployment Stress-RelatedIssues• Combat Stress—Natural result of heavy mental and emotionalwork when facing danger in tough conditions; physical symptoms(i.e., headaches, racing heart, fatigue, anger) generally get betterwith rest and replenishment• Post Traumatic Stress Disorder—Possible response whendeployment has occurred to war zone, natural disaster site, orurban riot location; physical, mental, and emotional symptomsthat require professional assistance• Secondary Traumatic Stress—Possibly experienced by familymembers upon return of Soldier; stress resulting fromhelping or wanting to help a suffering ortraumatized person(Figley, 1993)Slide 5-17: Other Deployment Stress-Related IssuesContent of this slide adapted from: Hot Topics: Current Issues for U.S. Army Leaders;Reunion: Putting the Pieces Back Together, Volume 5. No. 3Materials Needed: N/ATrainer Tips: Be sure to read through Must-Read material at end of the chapter.Caution to Trainer: This information is meant to illustrate to participants that the severestress resulting from extended deployment can result in these conditions. Do not engage inlengthy discussion on these topics. Refer participants interested in learning more to otherqualified mental health and/or military professionals in community.What to Do, What to Say:Do:• Review slide content with participants.Say: When a Soldier returns home, they may be out of harm’s way but the stress ofbeing deployed may not go away. There are different types of stress that mayappear during post-deployment.Chapter 5Page 303rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Combat Stress is a natural result of heavy mental and emotional work whenfacing danger in tough conditions; physical symptoms (i.e., headaches, racingheart, fatigue, anger) generally get better with rest and replenishment.Post-Traumatic Stress Disorder—This is a possible response when deploymenthas occurred in a war zone, natural disaster site, or urban riot location; physical,mental, and emotional symptoms require professional assistance.Secondary Traumatic Stress—Possibly experienced by family members upon returnof Soldier; it refers to stress resulting from helping or wanting to help a suffering ortraumatized person.If you or one of your trainees is interested in learning more about these disorders,please talk with a qualified mental health and/or military professionals in yourcommunity.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 31

Activity Instructions:“A Blanket Community”This is an exercise in building teamwork, demonstrating how we need to recognizethe strengths of all community members and understand the importance of communicatingwith community members. This exercise helps emphasize that we needto support the youth and families from our military units.Supplies:• Blanket, tarp, or tablecloth• Several objects to represent various aspects of the community such as balls,empty plastic water bottles, other objects with different shapes, texturesProcedures:Place the blanket or tarp on the floor and have all participants align themselves onthe edges. Each member picks up an edge of the cloth and holds the blanket tightly.Add objects to the center of the blanket. Each participant holding the blanket willassume a community role: teacher, parent, business owner, law enforcement officer,doctor, county employee, school administrator, elected official.As the objects are added, a group leader will describe a situation where several ofyour community members have been called up to serve in their National Guard orU.S. Army Reserve Unit. The remaining participants/community members will try tokeep all the objects on the blanket.Debriefing:• Who or what did the objects represent?• What happened as people started leaving their spots on the blanket?• How did you feel in trying to keep all the objects on the blanket?• How did your role/responsibility change as others left the blanket?• What implications does this activity have for how we respond to the “military”youth and families in our community?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 33

The Emotional Cycle of Deployment:A Military Family PerspectiveBy: LTC Simon H. Pincus, US, MC, COL, Robert House, USAR, MC, LTC,Joseph Christenson, USA, MC, and CAPT Lawrence E. Alder, MC, USNR-Rhttp://www.hooah4health.com/deployment/familymatters/emotionalcycle.htmOverviewStages of Deployment• Pre-deployment(varies)• Deployment(1st month)• Sustainment(months 2 through 18)• Re-deployment(last month)• Post-deployment(3–6 months afterdeployment)The emotional cycle of an extended deployment, six months orgreater, is readily divided into five distinct stages. These stagesare comprised as follows: pre-deployment, deployment, sustainment,re-deployment, and post-deployment. Each stage ischaracterized both by a timeframe and specific emotional challenges,which must be dealt with and mastered by each of thefamily members. Failure to adequately negotiate these challengescan lead to significant strife—both for family members and thedeployed soldier. Providing information early about what toexpect, especially for families who have not endured a lengthyseparation before, can go a long way toward “normalizing” andcoping positively with the deployment experience. Furthermore,promoting understanding of the stages of deployment helps toavert crises, and minimize the need for intervention or mentalhealth counseling.Stage One: Pre-deploymentStage 1.Pre-deployment• Anticipation of lossvs. denial• Train-up/long hoursaway• Getting affairs inorder• Mental/physicaldistance• ArgumentsTimeframe:VariableThe onset of this stage begins with the warning order for deployment.This stage ends when the soldier actually departs from home station.The pre-deployment timeframe is extremely variable, from severalweeks to more than a year.The pre-deployment stage is characterized alternately by denialand anticipation of loss. As the departure date gets closer, spousesoften ask: “You don’t really have to go, do you?” Eventually, theincreased field training, preparation, and long hours away fromhome herald the extended separation that is to come. Soldiersenergetically talk more and more about the upcoming missionand their unit. This “bonding” to fellow soldiers is essential tounit cohesion and necessary for a safe and successful deployment.Yet, it also creates an increasing sense of emotional and physicaldistance for military spouses. In their frustration, many spousescomplain: “I wish you were gone already.” It is as if their lovedones are already “psychologically deployed.”Chapter 5Page 343rd EditionOperation: Military KidsReady, Set, Go! Training Manual

As the reality of the deployment finally sinks in, the soldier and family try to gettheir affairs in order. Long “honey-do” lists are generated dealing with all mannerof issues including: home repairs, security (door and window locks, burglaralarms, etc.), car maintenance, finances, tax preparation, child care plans andwills, just to name a few. At the same time, many couples strive for increasedintimacy. Plans are made for the “best” Christmas, the “perfect” vacation, orthe “most” romantic anniversary. In contrast, there may be some ambivalenceabout sexual relations: “This is it for six months, but I do not want to be thatclose.” Fears about fidelity or marital integrity are raised or may go unspoken.Other frequently voiced concerns may include: “How will the children handlethe separation? Can I cope without him/her? Will my marriage survive?” Inthis very busy and tumultuous time, resolving all these issues, completing themultitude of tasks, or fulfilling high expectations often fall short.A common occurrence, just prior to deployment, is for soldiers and their spousesto have a significant argument. For couples with a long history, this argumentis readily attributed to the ebb-and-flow of marital life and therefore not takentoo seriously. For younger couples, especially those experiencing an extendedseparation for the first time, such an argument can take on “catastrophic” proportions.Fears that the relationship is over can lead to tremendous anxiety forboth soldier and spouse. In retrospect, these arguments are most likely causedby the stress of the pending separation. From a psychological perspective, it iseasier to be angry than confront the pain and loss of saying goodbye for sixmonths or more.However, the impact of unresolved family concerns can have potentially devastatingconsequences. From a command perspective, a worried, preoccupiedsoldier is easily distracted and unable to focus on essential tasks during the criticalmovement of heavy military equipment. In the worst-case scenario, this canlead to a serious accident or the development of a soldier stress casualty who ismission ineffective. On the home front, significant spousal distress interfereswith completing basic routines, concentrating at work, and attending to theneeds of children. At worst, this can exacerbate children’s fears that the parentsare unable to adequately care for them or even that the soldier will not return.Adverse reactions by children can include inconsolable crying, apathy, tantrums,and other regressive behaviors. In response, a downward spiral can develop—ifnot quickly checked—in which both soldier and spouse become even more upsetat the prospect of separating.Although easier said than done, it is often helpful for military couples—in thepre-deployment stage—to discuss in detail their expectations of each other duringthe deployment. These expectations can include a variety of issues, to include:freedom to make independent decisions, contact with the opposite sex (fidelity),going out with friends, budgeting, child-rearing, and even how often letters orcare packages will be sent. Failure to accurately communicate these and otherexpectations is frequently a source of misperception, distortion, and hurt later onin the deployment. It is difficult at best to resolve major marital disagreementswhen face to face, let alone over six thousand miles apart.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 35

Stage Two: DeploymentStage 2.Deployment• Mixed emotions/relief• Disoriented/overwhelmed• Numb, sad, alone• Sleep difficulty• Security issuesTimeframe:First monthThis stage is the period from the soldier’s departure from home throughthe first month of the deployment.A roller coaster of mixed emotions is common during the deploymentstage. Some military spouses report feeling disorientedand overwhelmed. Others may feel relieved that they no longerhave to appear brave and strong. There may be residual angerat tasks left undone. The soldier’s departure creates a “hole,”which can lead to feelings of numbness, sadness, being alone,or abandonment. It is common to have difficulty sleeping andanxiety about coping. Worries about security issues may ensue,including: “What if there is a pay problem? Is the house safe?How will I manage if my child gets sick? What if the car breaksdown?” For many, the deployment stage is an unpleasant, disorganizingexperience.On the positive side, the ability to communicate home from any military site isa great morale boost. The Defense Satellite Network (DSN) provides soldiers theability to call home at no cost, although usually for a fifteen-minute time limit.For some soldiers who are unwilling to wait on line, using commercial phonelines is an option. Unfortunately, it is common for huge phone bills to result,which can further add to familial stress. Another potential source of anxietyfor families is that several weeks may pass before soldiers are able to make theirfirst call home.For most military spouses, reconnecting with their loved ones is a stabilizingexperience. For those who have “bad” phone calls, this contact can markedlyexacerbate the stress of the deployment stage and may result in the need forcounseling. One possible disadvantage of easy phone access is the immediacyand proximity to unsettling events at home or in theater. It is virtually impossibleto disguise negative feelings of hurt, anger, frustration, and loss on the phone.For example, a spouse may be having significant difficulty (children acting out,car breaking down, finances, etc.) or a soldier may not initially get along withpeers or a supervisor. Spouse and soldier may feel helpless and unable to supporteach other in their time of need. Likewise, there may be jealousy toward theindividual(s) that the spouse or soldier does rely on, or confide in, during thedeployment. These situations can add to the stress and uncertainty surroundingthe deployment. Yet, military families have come to expect phone (and now evenvideo) contact as technology advances. However, most report that the ability tostay in close touch—especially during key milestones (birthdays, anniversaries,etc.)—greatly helps them to cope with the separation.Chapter 5Page 363rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Stage Three: SustainmentStage 3.Sustainment• New routines established• New sources of support• Feel more in control• Independence• Confidence (“I can dothis”)Timeframe:Months 2 through 18The sustainment stage lasts from the first month through the 18th(penultimate) month of deployment.Sustainment is a time of establishing new sources of supportand new routines. Many rely on the Family Readiness Group(FRG), which serves as a close network that meets on a regularbasis to handle problems and disseminate the latest information.Others are more comfortable with family, friends, church,or other religious institutions as their main means of emotionalsupport. As challenges come up, most spouses learn that theyare able to cope with crises and make important decisions ontheir own. They report feeling more confident and in control.During the sustainment stage, it is common to hear militaryspouses say: “I can do this!”One challenge, during this stage, is the rapid speed of information provided bywidespread phone and e-mail access. In the near future, one can even expectthat individual soldiers will have the ability to call home with personal cellularphones. Over long distances and without face-to-face contact, communicationsbetween husband and wife are much more vulnerable to distortion ormisperception. Given this limitation, discussing “hot topics” in a marriage canbe problematic and are probably best left on hold until after the deploymentwhen they can be resolved more fully. Obvious exceptions to this rule includea family emergency (i.e., the critical illness of a loved one) or a joyful event(i.e., the birth of a child). In these situations, the ideal route of communicationis through the Red Cross so that the soldier’s command is able to coordinateemergency leave if required.On a related note, many spouses report significant frustration because phonecontact is unidirectional and must be initiated by the soldier. Some even reportfeeling “trapped” at home for fear that they will miss a call. Likewise, soldiersmay feel forgotten if they call—especially after waiting a long time on line toget to a phone—and no one is home. This can lead to anger and resentment,especially if an expectation regarding the frequency of calls is unmet. Now thatInternet and e-mail are widely available, spouses report feeling much more incontrol as they can initiate communication and do not have to stay waiting bythe phone. Another advantage of e-mail, for both soldier and spouse, is the abilityto be more thoughtful about what is said and to “filter out” intense emotionsthat may be unnecessarily disturbing. This is not to say that military couplesshould “lie” to protect each other, but rather it helps to recognize that the directsupport available from one’s mate is limited during the deployment.Furthermore, rapid communication can lead to unanticipated rumors, whichthen circulate unchecked within the Family Readiness Group (FRG). The mostdamning rumor involves an allegation of infidelity that is difficult to prove trueor false. Other troubling rumors may include: handling the deployment poorly,Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 37

accidents or injuries, changes in the date of return, disciplinary actions, or evenwho calls home the most. Needless to say, such rumors can be very hurtful tosoldier, spouse, and the FRG. At its worst, unit cohesion and even mission successcan suffer. Limiting the negative impact of such rumors is a constant challengefor unit leaders and chaplains. It is extremely important to keep soldiers andfamily members fully informed and to dispel rumors quickly. In fact, rumorslose their destructive power once the “secret” is exposed.There was a rumor that a commander’s wife reported that a deployed soldier washaving an affair. Members of the FRG, who were very upset, related the details totheir deployed spouses. Senior unit leaders decided not to tell the commanderbecause the allegations were deemed too inflammatory. Unfortunately, unitmorale and cohesion began to suffer greatly as the rumor spread throughout theranks. A month later, the commander finally learned of this destructive rumor,which had been undermining his authority to lead. He immediately confrontedhis wife, senior leaders, and the soldier about whom the allegation had beenmade. Evidence about the validity of these allegations, or how the rumor startedin the first place, could not be found. In response, the commander issued a veryfirm policy regarding exposing all rumors—whether they be true or false. Unitmorale and cohesion, although badly bruised, then began to recover.The response of children to extended deployment of parent is very individualizedand also depends on their developmental age: infants, toddlers, preschool,school age, and teenagers. It is reasonable to assume that a sudden negativechange in a child’s behavior or mood is a predictable response to the stress ofhaving a deployed parent.Possible Negative Changes in Children Resulting from DeploymentAges Behaviors Moods RemedyInfants < 1 yr Refuses to eat Listless Support for parent, pediatricianToddlers 1–3 yrs Cries, tantrums Irritable, sad Increased attention, holding, hugsPreschool 3–6 yrs Potty accidents, clingy Irritable, sad Increased attention, holding, hugsSchool Age 6–12 yrs Whines, body aches Irritable, sad Spend time, maintain routinesTeenagers 12–18 yrs Isolates, uses drugs Anger, apathy Patience, limit-setting, counselingInfants (< 1 year) must be held and actively nurtured in order to thrive. Ifa primary caregiver becomes significantly depressed, then the infant will be atrisk for apathy, refusal to eat, and even weight loss. Early intervention becomescritical to prevent undue harm or neglect. Pediatricians can perform serial examsto ensure growth continues as expected on height/weight charts. Army CommunityServices and Social Work can assist with parenting skills and elicitingfamily or community support. Lastly, the primary caregiver may also benefitfrom individual counseling.Chapter 5Page 383rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Toddlers (1–3 years) will generally take their cue from the primary caregiver.One issue is whether it is the mother or father who is the soldier leaving—especiallywhen children are very young. If the “non-deploying” parent is copingwell, they will tend to do well. The converse is also true. If the primary caregiveris not coping well, then toddlers may become sullen, tearful, throw tantrums,or develop sleep disturbance. They will usually respond to increased attention,hugs, and holding hands. The “non-deploying” parent may also benefit fromsharing their day-to-day experiences with other parents facing similar challenges.In particular, it is important for the primary caregiver to balance the demandsfor caring for children alone with their own needs for time for self.Preschoolers (3–6 years) may regress in their skills (difficulty with potty training,“baby talk,” thumb sucking, refusal to sleep alone) and seem more “clingy.”They may be irritable, depressed, aggressive, prone to somatic complaints, andhave fears about parents or others leaving. Caregivers will need to reassure themwith extra attention and physical closeness (hugs, holding hands). In addition,it is important to avoid changing family routines such as sleeping in their ownbed, unless they are “very” scared. Answers to questions about the deploymentshould be brief, matter-of-fact, and to the point. This will help to contain thefree-floating anxiety of an overactive imagination.School age children (6–12 years) may whine, complain, become aggressive,or otherwise “act out” their feelings. They may focus on the soldier-parent missinga key event, for example: “Will you (the soldier) be here for my birthday?”Depressive symptoms may include: sleep disturbance, loss of interest in school,eating, or even playing with their friends. They will need to talk about their feelingsand will need more physical attention than usual. Expectations regardingschool performance may need to be a little lower, but keeping routines as closeto normal is best for them.Teenagers (13–18 years) may be irritable, rebellious, fight, or participate inother attention-getting behavior. They may show a lack of interest in school,peers, and school activities. In addition, they are at greater risk for promiscuity,alcohol, and drug use. Although they may deny problems and worries, it isextremely important for caregivers to stay engaged and be available to talk outtheir concerns. At first, lowering academic expectations may be helpful; however,return to their usual school performance should be supported. Sports and socialactivities should be encouraged to give normal structure to their life. Likewise,additional responsibility in the family, commensurate with their emotionalmaturity, will make them feel important and needed.Unfortunately, some children may have great difficulty adapting to the stressof a deployed parent. If they are unable to return to at least some part of theirnormal routine or if they display serious problems over several weeks, a visit tothe family doctor or mental health counselor is indicated. Children of deployedparents are also more vulnerable to psychiatric hospitalization—especially insingle-parent and blended families.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 39

Despite all these obstacles, the vast majority of spouses and family memberssuccessfully negotiate the sustainment stage and begin to look forward to theirloved ones coming home.Stage Four: Re-deploymentStage 4.Re-deployment• Anticipation ofhomecoming• Excitement• Apprehension• Burst of energy/”nesting”• Difficulty makingdecisionsTimeframe:Months 17 through 18The re-deployment stage is essentially defined as the month before thesoldier is scheduled to return home.The re-deployment stage is generally one of intense anticipation.Like the deployment stage, there can be a surge of conflictingemotions. On the one hand, there is excitement that the soldieris coming home. On the other, there is some apprehension. Someconcerns include: “Will he (she) agree with the changes that Ihave made? Will I have to give up my independence? Will we getalong?” Ironically, even though the separation is almost over, therecan be renewed difficulty in making decisions. This is due, in part,to increased attention to choices that the returning soldier mightmake. Many spouses also experience a burst of energy during thisstage. There is often a rush to complete “to-do” lists before theirmate returns—especially around the home. It is almost inevitablethat expectations will be high.Stage Five: Post-deploymentStage 5.Post-deployment• Honeymoon period• Loss of independence• Need for “own”space• Renegotiating routines• Reintegrating intofamilyTimeframe:Three to six monthsafter deploymentThe post-deployment stage begins with the arrival to home station.Like the pre-deployment stage, the timeframe for this stage is alsovariable, depending on the particular family. Typically, this stage lastsfrom three to six months.This stage starts with the “homecoming” of the deployed soldier.This can be a wonderfully joyous occasion with children rushingto the returning parent followed by the warm embrace and kissof the reunited couple. The unit then comes to attention for onelast time, followed by words of praise from the senior commanderpresent. Lastly, weapons are turned in, duffle bags retrieved, andthe family goes home.Homecoming can also be an extremely frustrating and upsettingexperience. The date of return may change repeatedly or unitsmay travel home piece-meal over several days. Despite best intentions,the spouse at home may not be able to meet the returningsoldier (short notice, the children might be sick, sitters cannot befound in the middle of the night, unable to get off work, etc.).Soldiers may expect to be received as “heroes” and “heroines”only to find that they have to make their own way home. Typi-Chapter 5Page 403rd EditionOperation: Military KidsReady, Set, Go! Training Manual

cally, a “honeymoon” period follows in which couples reunite physically, butnot necessarily emotionally. Some spouses express a sense of awkwardness inaddition to excitement: “Who is this stranger in my bed?” For others, however,the desire for sexual intimacy may require time in order to reconnect emotionallyfirst.Eventually, soldiers will want to reassert their role as a member of the family,which can lead to tension. This is an essential task, which requires considerablepatience to accomplish successfully. Soldiers may feel pressure to make up for losttime and missed milestones. Soldiers may want to take back all the responsibilitiesthey had before. However, some things will have changed in their absence:spouses are more autonomous, children have grown, and individual personalpriorities in life may be different. It is not realistic to return home and expecteverything to be the same as before the deployment.During this period, spouses may report a lost sense of independence. There maybe resentment at having been “abandoned” for six months or more. Spouses mayconsider themselves to be the true heroes (watching the house, children, payingbills, etc.) while soldiers cared only for themselves. At least one study (Zeff et al.,1997) suggests that the stay-at-home parent is more likely to report distress thanthe deployed soldier. Spouses will also have to adapt to changes. Spouses mayfind that they are more irritable with their mates underfoot. They may desiretheir “own” space. Basic household chores and routines need to be renegotiated.The role played by the spouse in the marriage must be reestablished.Reunion with children can also be a challenge. Their feelings tend to dependon their age and understanding of why the soldier was gone. Babies less than 1year old may not know the soldier and cry when held. Toddlers (1–3 years) maybe slow to warm up. Preschoolers (3–6 years) may feel guilty and scared overthe separation. School-age children (6–12 years) may want a lot of attention.Teenagers (13–18 years) may be moody and may not appear to care. In addition,children are often loyal to the parent that remains behind and do not respondto discipline from the returning soldier. They may also fear the soldier’s return:“Wait till Mommy/Daddy gets home!” Some children may display significantanxiety up to a year later (“anniversary reaction”), triggered by the possibilityof separation. In addition, the soldier may not approve of privileges granted tochildren by the non-deployed parent. However, it is probably best for the soldiernot to try to make changes right away and to take time renegotiating family rulesand norms. Not heeding this advice, the soldier risks invalidating the efforts ofhis/her mate and alienating the children. Soldiers may feel hurt in response tosuch a lukewarm reception. Clearly going slow and letting the child(ren) set thepace goes a long way toward a successful reunion.Post-deployment is probably the most important stage for both soldier andspouse. Patient communication, going slow, lowering expectations, and takingtime to get to know each other again is critical to the task of successful reintegrationof the soldier back into the family. Counseling may be required in theOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 41

event that the soldier is injured or returns as a stress casualty. On the other hand,the separation of deployment—not experienced by civilian couples—providessoldier and spouse a chance to evaluate changes within themselves and whatdirection they want their marriage to take. Although a difficult as well as joyfulstage, many military couples have reported that their relationship is muchstronger as a result.Strengths Resulting From the Deployment Cycle/Stages:Much has been written about the negative impact family separations have onmilitary children. Less attention has been focused on the positive impact ofthese realities on military family life. Many children develop significant gainssuch as:• Fostering maturity• Emotional growth and insight• Encouraging independence• Encouraging flexibility and adapting to change• Building skills for adjusting to separations and losses faced later in life• Strengthening family bonds• Awareness and understanding of the importance of civic dutyAlthough many risk factors may develop and cause stress, there are as many balancingprotective factors which protect children from exposure to risk, either byreducing the impact of risk factors or by changing the way children respond tothe risk. The importance of protective factors cannot be overstated because theypromote positive behavior, health, well-being, and personal success. Researchhas identified protective factors that fall into three basic categories: individualcharacteristics, bonding, and healthy beliefs and clear standards.Belonging to a military family and culture may bring out many protective factorsthat will promote positive well-being and resiliency in the child. Research hasidentified some of these characteristics children are born with and are difficult tochange: a resilient temperament, a positive social orientation, and intelligence.Intelligence, however, has not shown to protect against substance abuse.Positive bonding makes up for many other disadvantages caused by other riskfactors or environmental characteristics. Children who are attached to positivefamilies, friends, school, and community and who are committed to achievingthe goals valued by these groups are less likely to develop problems in adolescence.Positive bonding is a very important protective factor in reducing stress duringthe deployment cycle. To build bonding three conditions are necessary: opportunities,skills, and recognition. Children must have opportunities to contribute totheir community, family, peers, and school. The challenge is to provide childrenChapter 5Page 423rd EditionOperation: Military KidsReady, Set, Go! Training Manual

with meaningful opportunities that help them feel responsible and significant.Children must be taught the skills necessary to effectively take advantage of theopportunity they are provided. Children must also be recognized and acknowledgedfor their efforts. This gives them the incentive to contribute and reinforcestheir skillful performance.The people with whom the children bond need to have healthy beliefs and clearstandards about problem behaviors. They need to share the beliefs with theirchildren and set positive standards for future behavior. Teaching skills to bothcaregivers and the children will foster bonding and other protective factors toreduce the stress of deployment.The Developmental Assets Approach developed by years of research by the SearchInstitute is also helpful in understanding the assets and strengths children mayexperience due to the deployment process. Of the 40 developmental assets thatpromote resiliency and resistance to stressors, many of them, both external andinternal, protect the military child.The external assets are the support, empowerment, boundaries and expectations,and constructive use of time provided for young people. Internal assetsare the commitment to school, positive values, social competencies, and positiveself-identity young people develop to guide themselves. Fostering familysupport, positive family communication, other adult relationships, and caringcommunity within the family affected by the deployment cycle will strengthenthe child’s ability to manage the stress in a positive manner. Providing resourcesand involvement in youth programs are healthy external assets. Internal assetsthat may be affected are improved bonding with others and new caregivers andcultural competence. The Developmental Assets framework emphasizes strengthsthat foster resiliency in people.Helping Children Adjust While Their Military Parent Is AwayEvery child and family is different and each requires help based upon individualneeds. Teachers, parents, or child-care providers may notice behavioral changesthat indicate the child is not coping well. Teachers and counselors may need toget involved. If the child is being neglected by either a babysitter or parent whofeels helpless, referrals can be made to social services, commanders, chaplains,community service, or civilian agencies.Even when there is a healthy, stable family, the children can be helped duringthe absence of a parent. Here are some suggestions:• Be available to listen to the child. Watch expressions and behaviorsthat may communicate more than words. Allow children to expressfeelings of fear, loneliness, sadness, or anger.• Help young children realize the reason for the departure, that theparent did not leave because of a child’s misbehavior, and that thechild is not being abandoned.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 43

• Maintain family routines to provide consistency.• Assure the children of your love.• Keep joy and laughter in your life.• Give children time to play.• Watch that children do not assume adult roles and responsibility whilea parent is deployed.• Encourage regular correspondence while the military parent is away.If the location of the deployment is unknown, notes written beforethe departure may be forthcoming.• Remember birthdays.• Post a picture of the absent parent.• Put up a world map and connect the child’s and parent’s location witha string.• Use a large calendar to show how days and months do pass. Plan eventsand post them on the calendar to show that there are activitiesto anticipate.• Ask the school or military center if they have groups for children ofdeployed parents. Other kids provide real assurance and support.Helping the Nonmilitary Parent During a Spouse’s Extended Absence• Make sure you take care of yourself. Join support groups, call onfriends, family, religious, and community groups for help.• Don’t overreact to a child’s drop in grades or misbehavior.• Children do need reasonable limits, but strict punishment or longrestrictions probably will not help. Most children will test the limitswhen one parent leaves.• Plan something relaxing or fun for weekends. Full-time care ofchildren, household, cars, pets, and jobs is overwhelming for thestrongest parents.• Help children communicate with the absent parent by writing letters,making cassettes, or sending packages together.Chapter 5Page 443rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Talk To Your Children About TheDeployment…Before It Happens!Source: Army Community Service—Deployment Handbookhttp://www.wood.army.mil/mwr/deploymenthndbook.htmCommunicate your thoughts and feelings about the separation. Be open andhonest. Some parents worry that advance warning will only give children moretime to fret. However, children can sense when something is about to happenand worry more when they are left in the dark. Knowing about the assignmentor deployment in advance helps in adjusting to the idea.Building an Emotional Bond: The departing service member needs to spendsome QUALITY time with each child before he/she leaves. Younger children(under eight) will be willing to accept a half-hour of face-to-face communication.Don’t be afraid to hug your child. A display of affection is powerful communication.Older children (eight and over) appreciate being consulted whendeciding how long and where this “special” time together can occur.Use this time to share pride in your work, the military, and the purpose for yourdeployment. Children of school age are beginning to understand that someevents must happen for the good of everyone. It is a little easier to let go if momor dad’s job is seen as essential to the mission of the military.Often when asked if something is bothering them, a child will say “no.” Butthere are ways to get through. Make some casual references to your own worriesor ambivalent feelings about the impending assignment or deployment. Thisenables both parent and child to share similar feelings. It also helps a child torealize their parent is a real person who can cry as well as laugh, and it modelsan appropriate way to release feelings by talking about them.Visit Your Child’s Teacher: For our children, school is the second mostimportant support system they have next to their families. Frequently childrenreact to the assignment or deployment by misbehaving in class or performingpoorly in their studies. Take the time to talk with your child’s teacher aboutthe upcoming separation. A teacher who is aware of the situation is in a betterposition to be sensitive and encouraging.Children Need to See the Parent’s Workplace: Very young children needto see where mom or dad eats, sleeps, and spends some of their day when awayfrom home. You can do this through pictures or TV videos. This provides themwith a concrete image of where the parent is when they can’t come home. Ifyou have access to the Internet from your home, or the home of a friend, let thechildren visit the installation website. A wealth of information is available andthe process is fun for the children. Older children can learn a great deal fromOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 45

the parent about the function of his or her job, the sophisticated technology,the interdependence of each division of the Army with the other, and careerdirection.Plan for Communicating: Expect children to stay in touch with the departedspouse. A lively discussion needs to take place before departure. Encourage childrento brainstorm the many ways communication can occur in addition toletter writing, such as cassette tape exchanges, photographs with their parents,encoded messages, “puzzle messages” (a written letter cut into puzzle parts thatmust be assembled in order to be read), unusual paper for stationery, and picturesdrawn by preschoolers.Help Children to Plan for the Departure: While the service member ispacking bags, allow your children to assist you in some way. Suggest a “swap” ofsome token, something of your child’s that can be packed in a suitcase in returnfor something that belongs to the departing spouse.Discuss the household chores and let your children choose (as much as possible)the ones they would rather do. Both parents need to agree with each other thatdivision of household chores is reasonable. The role of disciplinarian needs tobe supported by the departing parent.Being a Long-Distance Parent: Parenting while away from home is noteasy. Some separated parents find it so emotionally difficult they withdraw andbecome significantly less involved in the lives of their children while they areapart. This, of course, is not good either for the parent or the children, not tomention the difficulty this causes the parent/caregiver who is at home alone.The most important aspect of parenting from a distance is making those smallefforts to stay in touch. Doing something to say the parent is thinking about andmissing the child is what is most important. Here are some practical suggestionsto help keep the absentee parent involved with their children.Letters and cards from mom or dad are important. The length and contents arenot nearly as important as the presence of something in the mail from the absentparent. When sending picture postcards, make little notes about the place orwrite that you stood right here: “x” in the picture. Any small thing that makesthe card personal will have tremendous meaning to children at home.Cut out and send things from the local paper or magazines. This is a tangibleway to help feel connected and give them an idea of what life is like there.For older children, a subscription to a favorite magazine is a gift that keeps ongiving.When using a tape recorder, remember to be creative: sing “Happy Birthday,” tella story, read scripture, take it with you on your job or when visiting with otheremployees of your unit. Don’t try to fill a tape completely in one sitting. Makesure you describe the surroundings, the time of day, and what you are doing. TryChapter 5Page 463rd EditionOperation: Military KidsReady, Set, Go! Training Manual

not to forget birthdays and special holidays that would be important to a child,particularly Thanksgiving, Christmas, Easter, Halloween, or Valentine’s Day.Try to schedule phone calls when children are likely to be at home. Keep a mentallist of things you want to talk about with each child, such as their friends,school, ball games. Ask each child to send you something from their activitiesat school, home, or elsewhere, like dance lessons, youth groups, or scouts.If your child has a pet, make sure to ask about it.Send an age-appropriate gift for each child. It should be something special, justfor them. Some interesting and creative gifts include a special notebook forschool, a book for coloring or reading, or something unique from where youare stationed.Just because a child cannot tell you about their concerns doesn’t mean that theyare not troubled. Children don’t usually recognize the cause nor will they tellyou they are concerned. The spouse that is departing should communicate witheach child individually. There is no substitute for a letter with your own nameon the envelope. Send postcards, snapshots, and tape recordings of the soundsaround you where you are deployed. Use unusual stamps, felt-tip pens, coloredpencils, and different styles of alphabets and lettering.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 5Page 47

Deployment Stress-Related IssuesCombat Stress(Source: Hot topics: Current Issues for Army Leaders; Reunion: Putting the Pieces Back Together, Volume 5. No. 3)Combat stress is a natural result of heavy mental and emotional work when facingdanger in tough conditions. Like physical fatigue and stress, handling combatstress depends on one’s level of fitness training. It can occur quickly or slowly,and it gets better with rest and replenishment. If combat stress does not subside,soldiers should seek medical help. Common signs of combat stress include:✪ Tension headaches, backaches, trembling, fumbling, and jumpiness✪ Rapid breathing or pounding heart✪ Upset stomach, vomiting, diarrhea, frequent urination✪ Emptying bowels or bladder at first sign of danger✪ Fatigue, weariness, distant staring✪ Anxiety, worrying, irritability, swearing, complaining✪ Awakened by bad dreams✪ Grief or guilt✪ Anger at own team, losing confidence in self or unitPost Traumatic Stress Disorder(Source: Hot topics: Current Issues for Army Leaders; Reunion: Putting the Pieces Back Together, Volume 5. No. 3)If deployment was to a war zone, natural disaster, or urban riots, be alert for PostTraumatic Stress Disorder (PTSD) in the returning soldier. PTSD won’t go awayon its own. Professional help should be sought by those who experience fouror more of the following symptoms:✪ Depression✪ Isolation✪ Alienation✪ Avoidance of feelings✪ Rage✪ Anxiety✪ Sleep disturbances✪ Intrusive thoughts✪ Startle responseChapter 5Page 483rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter Six:The Emotional Cycle of Deployment:Homecoming and ReunionI. Lesson PlanA. Purpose: Understand the unique issues faced when a deployed person returnsB. Objectives:1. Understand the excitement and stresses that accompany homecoming2. Understand the stages of homecoming and how various age youthadjustC. Time: 30 minutesD. Preparation/Materials Needed:✪ Scratch paper, quiz answer key, laptop computer, PowerPoint slides, andLCD projectorII. Training Session ContentA. PowerPoint SlidesSlide 6-1: Chapter 6 Introduction SlideSlide 6-2: True or False: The Myth of the “Perfect” Homecoming ReunionSlide 6-3: Homecoming and Reunion ActivitySlide 6-4: The Homecoming: Challenges and RewardsSlide 6-5: Stages of HomecomingSlide 6-6: Helping Infants Adjust to ReunionSlide 6-7: Helping Youth Ages 1–3 Adjust to ReunionSlide 6-8: Helping Youth Ages 3–5 Adjust to ReunionSlide 6-9: Helping Youth Ages 5–12 Adjust to ReunionSlide 6-10: Helping Youth Ages 13–18 Adjust to ReunionB. Activity and Directions1. Review Slides2. Activity: The Myth of the Perfect ReunionIII. Must-Read Background MaterialA. Helping Children Adjust to ReunionOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 6Page

B. Tips for Parents to Keep in MindC. Tips for the Service MemberD. Tips for SpouseE. Children and ReunionIV. EvaluationA. Reflection Questions1. What surprised you about the reaction to homecoming?2 . What have you seen when someone who’s been away returns?B. Application Questions1. How can you ease some of the stresses of homecoming for youth youwork with?2. What are some of the positive things you can do in your classroom/program around homecoming/reunion?Chapter 6Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter 6:The Emotional Cycle of Deployment:Homecoming and ReunionOperation: Military KidsReady, Set, Go! TrainingSlide 6-1: Chapter 6 IntroductionContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Share purpose and objectives of this chapter.Say: The purpose of this chapter is to understand the emotional cycle of deployment andthe unique issues faced when a deployed person returns.The objectives of this chapter include understanding the excitement and stressesthat accompany homecoming. We also want you to understand the stages ofhomecoming and how youth of various ages adjust.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 6Page

True or False: The Myth of the“Perfect” Homecoming Reunion• If you love one another, reunions areeasy.• Angry feelings should neveraccompany reunions.• First few days following homecomingare often mix of relief, happiness,and anxiety.• It’s perfectly natural for communicationto be strained at first.• Children may not feel automaticallycomfortable with the returning parent.• It may take some time for thereturning Soldier to adjust.• If they really love each other,spouses/significant others will notchange during absence.• Re-established intimacy will flourishif given time to grow.• Soldiers never feel let down/lonelyfollowing deployment.• There is no such thing as a perfecthomecoming.Slide 6-2: True or False: The Myth of the “Perfect” Homecoming ReunionContent of this slide adapted from: Deployment and Reunion, Military Family ForumLibrary, Bureau for At-Risk Youth, http://www.Militaryfamily.comMaterials Needed: Scratch paper for participants, answer keyTrainer Tips: N/AWhat to Do, What to Say:Do:• Activity Instruction: The Myth of the Perfect Reunion• Trainer option: Based on time available, you may do the activity with thelarge group or divide into small groups.• Ask participants to pull out a piece of scrap paper (or hand out paper).Say: There are many myths related to a deployed Soldier’s return home. This is a chanceto test your knowledge of the truths and myths related to this event. Please takeabout five minutes to answer the questions on the screen, indicating true or false.Do:• (After five minutes) Review the answers by having the participants share theiranswers. (Allow participants to share some of their stories if applicable.)• Address any additional questions from the group.Chapter 6Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Homecoming and Reunion ActivitySlide 6-3: Homecoming and Reunion ActivityContent of this slide adapted from: N/AMaterials Needed: Marker or chalk, butcher block or blackboardTrainer Tips: Note the resources listed at the end of Chapter 5 which support thisactivity. These articles describe the feelings that family members have reported duringthe Homecoming and Reunion stages. There may be individuals in the audience whohave experienced these stages of deployment. Be sure to include their input, and havesomeone available to assist if individuals become emotional.What to Do, What to Say:Do:• Ask for volunteers from the group to participate in this activity.• Divide them into three groups representing elementary age youth, middleschool youth and teens.Say: Now that we have covered the emotional stages in the cycle of deployment andhave a better understanding of what family members might be feeling, let’s talkabout what they might be feeling as they navigate the stages of Homecoming andReunion with their Soldier.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 6Page

Do:• Ask each group to propose what they might be feeling about or doing inpreparation for the Homecoming and Reunion with their Soldier. Write eachgroup’s response on a blackboard or butcher block.Say: What might elementary school children be feeling and doing?What might middle school youth be feeling and doing?What might teens be feeling and doing?Chapter 6Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

The Homecoming:Challenges and Rewards• Anticipated reunion is often as stressful as the anticipateddeployment• When date finally arrives, many family members areoverwhelmed with rush of emotions—joy, as well as fear,anxiety, and anger• Fears include permanent loss of a deep connection withloved one, or fear of change to a point that leavesnothing in common• Families can reconnect on new, moreexciting level if handled in a healthy waySlide 6-4: The Homecoming: Challenges and RewardsContent of this slide adapted from: Deployment and Reunion, Military Family ForumLibrary, the Bureau for At-Risk Youth, http://www.Militaryfamily.comMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: Although homecoming and reunion is an exciting and joyful time for families, thereare also many struggles in dealing with the stress of learning to live with oneanother again after an extended separation. Homecoming can be as stressfulas deployment. A family goes through a whole range of emotions as the dateapproaches and arrives. Family members also fear that the deployed and themselveshave both changed so much that there will be a loss of deep connection or theymay have nothing in common anymore.If handled in a healthy manner it can be a time to reconnect on a new, moreexciting level.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 6Page

Stages of Homecoming• Stage One: Anticipation (weeks and days beforehomecoming)• Stage Two: Honeymoon and Readjustment— Honeymoon (lasts until first serious disagreement)• Feelings of euphoria, relief, excitement; catching-up, sharingexperiences; reestablishing intimacy— Readjustment (approximately 6–8 weeks)• Intensified pressures; sensitive to each other’s presence; increasedtension as idealized relationship confronts reality• Stage Three: Stabilization (8 weeks and beyond)Slide 6-5: Stages of HomecomingContent of this slide adapted from: Working with Military Children: A Primer forSchool Personnel, Military Child Education Coalition; http://militarychild.orgMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: Homecomings can be a time of celebration as well as change. Family membersexperience a variety of feelings before and after being reunited. These emotions areperfectly normal. In fact, there are three stages that most people experience duringhomecomings: anticipation, readjustment, and stabilization.Stage one is anticipation. The weeks and days before homecoming are filled withmounting excitement, tension, and nervousness. Days may be spent in busypreparation for a spouse’s return. Fantasies of an even better relationship maysurface and take the place of reality as the day of homecoming draws closer. As theChapter 6Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

experience of homecoming fades, it is often followed by a stage of renewal and thepossible renegotiations of roles and responsibilities.Stage two is the honeymoon and readjustment. The honeymoon usually lasts untilthe first serious disagreement. There are feelings of euphoria and excitement andrelief. Families catch up and share experiences and begin to reestablish intimacy.Readjustment takes place in approximately 6–8 weeks. Pressure is intensified andcouples are sensitive to each other’s presence. Reality hits.Stage three is stabilization. The amount of time it takes for families to stabilizevaries. Many experience only minor difficulty in adjusting to new routines. However,readjustment may be a longer process for others.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 6Page

Helping Infants Adjust to Reunion• Reactions— Cries, fusses, pullsaway— Clings to parent whostayed behind— Change in sleep andeating habits— Does not recognizereturning parent• Techniques— Hold, hug as much asallowed— Interact, bathe,change, feed, and playwith baby— Relax and be patient—they will warm upSlide 6-6: Helping Infants Adjust to ReunionContent of this slide adapted from: Hot Topics: Current Issues for U.S. ArmyLeaders, Reunion: Putting the Pieces Back Together, Volume 5. No. 3.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: Infants react to reunion, too. They may cry, fuss, and pull away from the returningparent or cling to the parent or caregiver who stayed behind. They may changesleeping and eating habits. Try to hold infant as much as allowed, interact withthem in their daily routines, and be patient—they’ll warm up.Chapter 6Page 103rd EditionOperation: Military KidsReady, Set, Go! Training Manual

• Reactions— Shyness— ClingingHelping Youth Ages 1–3Adjust to Reunion— Doesn’t recognizereturning parent— Cries, has tempertantrums— Behavior regression• Techniques— Don’t force holding,hugging, or kissing— Give them space andtime to warm up— Be gentle and fun— Meet them/sit at theirlevelSlide 6-7: Helping Youth Ages 1 –3 Adjust to ReunionContent of this slide adapted from: Hot Topics: Current Issues for U.S. ArmyLeaders, Reunion: Putting the Pieces Back Together, Volume 5. No. 3.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: Toddlers are emotional and mobile! They can react in many ways. They may be shyor clinging, and you may see behavior regression. They may not remember a parentthat has been deployed for a long period of time.Some techniques to deal with these behaviors include:– giving the toddler space and time to warm up– be gentle and fun– don’t force holding, hugging, or kissing– meet them on their levelOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 6Page 11

• ReactionsHelping Youth Ages 3–5Adjust to Reunion— Demonstrates anger— Acts out to get attention— Demanding— Feels guilty for makingparent go away— Talks a lot to bringparent up to date• Techniques— Listen— Accept their feelings— Play with them— Reinforce your love— Ask about interests— Assure them absencewas notaboutthemSlide 6-8: Helping Youth Ages 3–5 Adjust to ReunionContent of this slide adapted from: Hot Topics: Current Issues for U.S. ArmyLeaders, Reunion: Putting the Pieces Back Together, Volume 5. No. 3.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: Preschoolers may react by being angry, demanding, or acting out. They may talk alot to bring the parent up to date, or they may feel guilty for making the parent goaway.Techniques to deal with this include listening, accepting their feelings, and askingthem about their interests. Reinforce your love and assure them your absencewasn’t about them.Chapter 6Page 123rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Helping Youth Ages 5–12Adjust to Reunion• Reactions— Fears of inadequacy— Dreads parent’s returnbecause of disciplineresulting from actingout— Boasts about themilitary and theparent’s service• Techniques— Review pictures, schoolwork, activities, scrapbooks— Praise what they havedone— Try not to criticize— Affirm positivebehaviorswhile awaySlide 6-9: Helping Youth Ages 5–12 Adjust to ReunionContent of this slide adapted from: Hot Topics: Current Issues for U.S. ArmyLeaders, Reunion: Putting the Pieces Back Together, Volume 5. No. 3.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: School-age youth may dread their parent’s return if they were threatened with“Wait until your father gets home” during deployment. They also worry that theyare inadequate. They generally take great pride in their parent’s participation inthe military.Parents can reacquaint themselves with their child by going over scrapbooks,activities, and pictures from the time they were gone. It is important to praisewhat they have done and try not to criticize.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 6Page 13

• ReactionsHelping Youth Ages 13–18Adjust to Reunion— Is excited—if positiverelationship prior todeployment— Feels guilty for not livingup to standards— Concerned about rules andresponsibilities changing— Challenging, rebellious• Techniques— Share what has happenedto you during deployment— Listen with undividedattention— Don’t be judgmental— Respect privacy and friends— Don’t tease about fashion,music, etc.— Get involvedin educationSlide 6-10: Helping Youth Ages 13–18 Adjust to ReunionContent of this slide adapted from: Hot Topics: Current Issues for U.S. ArmyLeaders, Reunion: Putting the Pieces Back Together, Volume 5. No. 3.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: Teens can be moody. Some are excited that a deployed parent is home while othersare concerned with the rules and responsibilities changing. It is important for thedeployed parent to be respectful of the teen’s privacy, friends, choice of music, andfashion. They should get involved with the teen by sharing their experience whendeployed and listening to the teen’s interests and issues.Chapter 6Page 143rd EditionOperation: Military KidsReady, Set, Go! Training Manual

The Myth of the “Perfect” Reunion(Answer Key)Source: Deployment and Reunion, Military Family Forum Library,the Bureau for At-Risk Youth, http://www.Militaryfamily.comPerhaps you’ve heard people talking about what they hope their loved one’shomecoming will be like after deployment, or perhaps you’ve got some ideasof your own. Here is a list of the 10 true and false beliefs regarding reunions:1. If you love each other, reunions are easy. (False)2. Angry feelings should never accompany a reunion as they are always a sign ofserious relationship problems. (False)3. The first few days following homecoming are often a mixture of relief, anxiety,and happiness. (True)4. It is perfectly natural for communication to feel strained at first as partnersre-establish their relationship in person. (True)5. Children may not automatically feel comfortable with the returning parentand may be standoffish at first; an adjustment period is natural and oftennecessary. (True)6. It may take some time for returning members to readjust, and they may feel“out of the loop” for awhile. (True)7. If they really love one another, spouses/significant others will not change atall during one another’s absence. (False)8. Re-established intimacy will flourish if given time to grow, or without beingforced. (True)9. Service members never feel let down or lonely following lengthy deployment.(False)10. There is no such thing as the perfect homecoming. (True)Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 6Page 15

Helping Children Adjust to ReunionSource: Hot Topics 2003—Current Issues for Army Leaders;Reunion: Putting the Pieces Back Together, Volume 5, No. 3Children experience a variety of feelings upon a soldier’s return. While theyare often resilient, change and uncertainty can be frightening for them. Theparent who stays behind should talk about the deployed parent daily and leavepictures of them at the child’s eye level. Encourage children to stay connectedwith their parent through email, letters, packages, video, phone calls, and audiomessages. Also, keep a calendar to record the passage of time and specialevents.Toddlers and preschoolers might not understand “duty” and “mission.” Elementaryschool children and teenagers may understand but still show anger or fear.Birth to 1 YearReactions• Cries, fusses and pulls away from parent• Clings to parent or caregiver who stayed behind• Changes sleeping and eating habits• Does not recognize the parentTechniques• Hold the baby, and hug him/her a lot• Bathe and change the baby• Feed and play with the baby• Relax and be patient—the baby will warm up1 to 3 YearsReactions• Shyness• Clinging• Does not know the parent• Cries• Has temper tantrums• Regresses (no longer toilet trained)Techniques• Don’t force holding, hugging, or kissing• Give them space• Give them time to warm up• Be gentle and fun• Sit at their levelChapter 6Page 163rd EditionOperation: Military KidsReady, Set, Go! Training Manual

3 to 5 YearsReactions• Demonstrates anger• Acts out to get the parent’s attention• Is demanding• Feels guilty for making parents go away• Talks a lot to bring the parent up to dateTechniques• Listen to them• Accept their feelings• Play with them• Reinforce your love for them• Ask about interests, from TV to preschool5 to 12 YearsReactions• Has fears of inadequacy• Dreads parent’s return because of discipline• Boasts about the Army and the parentTechniques• Review pictures, school work, activities, scrap books• Praise what they have done• Try not to criticize13 to 18 YearsReactions• Is excited—particularly if had positive relation prior to deployment• Feels guilty about not living up to standards• Is concerned about rules and responsibilities• Unwilling to change plans to accommodate parent• Is challenging, rebelliousTechniques• Share what has happened with you• Listen with undivided attention• Don’t be judgmental• Respect privacy and friends• Don’t tease about fashion, musicBecause children need warm-up time like adults, changes may be gradual. Thereturning parent should understand that children may initially feel a sense ofloyalty to the parent who stayed behind.Both parents should stay involved in children’s education, activities, and interests.Ask them about what’s going on and support their positive efforts. Mostimportantly, try to understand how they feel and what they’re thinking.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 6Page 17

Tips For Parents To Keep In MindSource: Army Community Service—Deployment Handbookhttp://www.wood.army.mil/mwr/deploymenthndbook.htm✪ Avoid the “I’ve Had It Worse” game. Both partners have faced difficultchallenges during the past few days/weeks/months.✪ Agree on family plans for the first few days/weeks. Let everyone contribute.✪ Give each other space as it is needed. People become accustomed to livingwithout their partner and may not always consider another’s opinion beforemaking decisions.✪ If there were problems or unfinished business before the deployment, chancesare they did not go away. The same financial problems or disagreementsregarding children and discipline will probably reappear after the homecomingparty is over.✪ If you have children, that “second honeymoon” you’ve talked about mayhave to wait for a while. Children do not always understand being pushedaside at a time when they need attention.✪ Your relationship may be awkward at first. This is not unusual. Do not feelyou have to reestablish intimacy immediately. You may feel more comfortablegetting to know one another again first. This may take a few hours or a fewdays. The “right” answer is the one that works best for you. Communicateabout feelings.✪ Intimacy reducers: Alcohol, children awake and scurrying around thehouse, unresolved hurt and anger, distrust, and experimentation withoutnegotiation.✪ Many couples have gotten into a real bind because they feel the need tocelebrate their reunion with a spending spree or vacation. Remember—ifyou can’t afford it, don’t do it.✪ Communicate events that occurred during the deployment. Reread letters ordiscuss questions about the deployment and home life.Chapter 6Page 183rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Tips For The Service MemberOn longer deployments, your spouse may have changed. While you’ve beendeployed, your spouse has learned to cope with new and different situations.Don’t be threatened by this independence. The fact that your spouse can copealone does not necessarily mean he or she wants to.✪ Ease yourself back into your family gradually. See yourself as a “special guest”for awhile. Don’t criticize how your spouse has handled the children, finances,or the household—that can cause resentment. If changes need to be made,they can wait a few weeks. Some things will change naturally as a result ofyou being home.✪ Be positive about the decisions your spouse has made, even if you would havehandled them differently.✪ Don’t try and take over the finances immediately. Don’t interrogate yourspouse over every penny he or she may have spent in your absence. You mayfind sharing financial responsibilities a welcome addition to your householdmanagement.✪ Don’t be surprised if your spouse is a little bit envious of your travels. Your lifemay have appeared to be very exciting compared to his or her job at home.✪ When it comes to discipline, take it easy on the children for awhile. Stickto the rules your spouse has established during your absence. Changing therules suddenly may not only be difficult on the children but your spousemay also resent it. On the other hand, it may be very tempting to spoilthe children. Don’t put your spouse in the position where he or she mustconstantly play the “heavy” while you have all the fun with the children.Tips for Returning Soldiers:✪ Take time to listen and talk to your loved ones. Communication is the basisof a healthy, growing relationship.✪ Make separate time for each child and for your spouse. Have a true “familyreunion” before taking time alone with your spouse.✪ Support the good things your family has done. Show pleasure and interestin how your family has grown.✪ Don’t change systems that have been working well. If your spouse has beendoing the checkbook, or a teen doing some of the cooking, don’t demand animmediate return to the way things were before.✪ Go easy on discipline. Don’t try to “whip things into shape.” Take some timeto understand how your family has changed during separation.✪ Remember that romantic conversation can make re-entering intimacy easier.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 6Page 19

When two people have been separated, it usually takes some time to becomerelaxed and get reacquainted.✪ Take a marital-enrichment assessment.✪ Manage your money carefully. It’s exciting to suddenly have money and placesto spend it, but spending without planning usually causes trouble later.✪ Do not overdo the reunion parties.✪ Be prepared to make some adjustments.✪ Expect others to be a little resentful. Others usually think of deployment asmuch more exciting than staying home—whether you think that or not.✪ Realize those at home had a difficult time, too.✪ Get a check up at a local medical clinic and seek other transitional supportas needed.Chapter 6Page 203rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Tips For Spouse✪ On longer deployments, expect your spouse to have changed. Pressures ofthe job, exposure to the suffering of disaster victims, and separation from thefamily may cause attitude changes.✪ Be patient. Your spouse’s routine may have become regimented. It will takesome time to readjust to family life. He or she may try to run the family likea government unit or they may rebel against any type of schedule at all.✪ You may have altered your schedule to compensate for your spouse’s absence.For instance, you may have enrolled in a class or have made new friends.Give your spouse time to adjust to these new commitments.✪ You may find your spouse is either surprised or hurt that you’ve managed sowell by yourself. Try not to get defensive. Reassure him/her you very muchneed his/her companionship and emotional support.✪ Many spouses have been devastated because their partner arrives home exhausted.Working long hours and jet lag contribute to fatigue as well as theexcitement of returning home. Allow your spouse to adjust to time changes.Expect he/she will want plenty of rest the first few days home.✪ Many spouses have also been hurt because their partner is not interestedin the reunion celebration they planned. Allow room for flexibility andspontaneity the first few days home. Plan only homecoming activities thatcan be easily changed.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 6Page 21

Children and Reunion✪ If possible, talk with your children before the service member comes home.Find out what feelings of anger or fear they may have bottled up inside.✪ When the service member returns, don’t pack the kids off to grandma’s houseso you can be alone.✪ Your children may choose to keep their distance from the returning parentbecause they may have unresolved feelings of anger toward the parent wholeft them. They may not trust the parent not to leave them again. Thesechildren want to be “courted” back into the relationship.✪ Other children may attempt to cling to the returning parent for dear life. Ifthe parent leaves the room, the children fear they may be abandoned. This“clinging” stage will pass when they become sure the parent will return homeat the end of the day.✪ Jealousy is a common reaction for children during a reunion. They were thecenter of attention of the parent that remained behind. Be careful not toabruptly demote the child to the number 2 spot.✪ On longer deployments, expect your child to have changed emotionally andphysically. Six months can mean a different stage of development, especiallywith children. Crawling babies may be walking or a teenager may be dating.✪ Do not alter discipline procedures the family has established while the soldierwas away. Discipline methods should be changed only after the parents havehad a chance to discuss options privately.✪ Above all, make sure your children feel loved and needed. Children needto celebrate your return, too!Renegotiation (for longer deployments): Reality hits! The returning spousefinds a more independent family. A little anger, a little disappointment, and alittle guilt creep in. This is not the same family—they are older, more mature,and more self-confident. The children seem to depend more on the spouse theystayed with, forgetting to seek help from the returned spouse. Even the parent’ssexual relationship is a little strained. Things cannot be as they used to be! Allthese people have changed. This is the stage for clear communication of needsand wants. It’s time to refocus, and reorganize. Each will feel a loss of individualfreedom. It’s time to renegotiate the “individual space” for all. Many divorces occurduring this stage. The returning spouse boldly marches in to recapture his/herkingdom. The family members want to retain their routine and the spouse whostayed may not want to give up the measure of independence, decision making,and private freedom he/she experienced during the separation.Chapter 6Page 223rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Reintegration: This is the stabilization stage. Now the conversations become“we”, “us”, and “our.” The family begins to move forward as a unit. When youare back together again, take some quiet time to sit together, holding hands andtalking about what happened. You need to listen to each other and you bothneed to talk. You have a thousand questions to ask, as does your spouse, andyou both need reassurance that everything will be okay. Realize that you bothhave grown during your time apart and it is important for each of you to allowthe other to have some space and time alone. This is the time to reestablish oldpatterns or to establish new, better ones. This can take several weeks, so don’texpect to fall back into “how it was” overnight. Take time to enjoy the intensepleasure of reuniting as a couple.Keep this in mind as you face a family separation. The leaving and returningare never easy, but it does not last forever. Rarely are the separation and reunionexactly as you would have imagined. Both have their drawbacks, but both alsohave their rewards. The important thing is that you both survived the separation.Remember the time apart, what you learned, what you liked, and whatyou did not like. Apply these lessons to similar experiences that you may facein the future. It will help to make you a stronger, better prepared husband andwife team.Children’s IssuesParents can help children understand and accept the separation and theirfeelings about it by planning ahead. Anticipate the problems and discuss themwith the entire family.Family Pre-SeparationThe family pre-separation period is stressful for parents and children. Confrontedwith an extended absence of a parent, family members sense a loss of continuityand security. Children may not fully understand why one of their parents mustleave. Young children may become confused and fearful that Mommy or Daddywill disappear (i.e., “the fear of abandonment”).Children are not very good at expressing fears and feelings in words. Anger anda desire for revenge, as well as guilt for feeling that way, are often demonstratedin the children’s behavior. Change is puzzling to children. They want everythingto remain the same. When changes occur, children usually have no other wayto release anxieties, and no where to go for help. At a time when the servicemember’s duties becomes more demanding of their time and energy, the spousewho stays at home may feel overwhelmed as they prepare to solely support thechildren, home, and car.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 6Page 23

Chapter Seven:Stress and Coping StrategiesI. Lesson PlanA. Purpose: Explain developmental impact of stress on children and youth andage specific techniques to provide support.B. Objectives:1. Understand wide variety of ways stress impacts children and youth.2. Identify age appropriate strategies to support children and youthcoping with stress.C. Time: 120 minutesD. Preparation/Materials Needed:✪ Easel, flip chart, markers, PowerPoint slides, computer, and LCD projectorII. Training Session ContentA. PowerPoint SlidesSlide 7-1: Chapter 7 Introduction SlideSlide 7-2: The Potato Head Family Group ActivitySlide 7-3: Basic Needs for Healthy GrowthSlide 7-4: Understanding StressSlide 7-5: Impact of Stress and Change on National Guard andArmy Reserve FamiliesSlide 7-6: Specific Stressors Impacting Military FamiliesSlide 7-7: Other Deployment Stress-Related Issues for SoldiersSlide 7-8: Other Deployment Stress-Related Issues for SoldiersSlide 7-9: Other Deployment Stress-Related Issues for FamiliesSlide 7-10: General Patterns of Coping for Children/YouthSlide 7-11: Infant to 5 Years: Signs of Stress—Behaviors/ReactionsSlide 7-12: Infant to 5 Years: Signs of Stress—Communication/InteractionsSlide 7-13: 6–11 Years: Signs of Stress—Behaviors/ReactionsSlide 7-14: 6–11 Years: Signs of Stress—Communication/InteractionsSlide 7-15: 12–18 Years: Signs of Stress—Behaviors/ReactionsSlide 7-16: 12–18 Years: Signs of Stress—Communication and InteractionsSlide 7-17: Before Adults Can HelpOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page

Slide 7-18: General Coping StrategiesSlide 7-19: Specific Coping Techniques: Infant to 2 1 /2 YearsSlide 7-20: Specific Coping Techniques: 2 1 /2 to 5 YearsSlide 7-21: Specific Coping Techniques: 6–11 YearsSlide 7-22: Specific Coping Techniques: 12–18 YearsSlide 7-23: Types of Prevention StrategiesSlide 7-24: Universal Prevention StrategiesSlide 7-25: Selective/Indicated (Intervention) Strategies: ElementarySlide 7-26: Selective/Indicated (Intervention) Strategies: Middle School &High SchoolSlide 7-27: Brainstorming Effective Prevention Strategies (Group Activity)B. Activities and Directions1. The Potato Head Family—See end of Chapter 7 for instructions.2. Brainstorming Effective Prevention Strategies—See PowerPoint slide7-28 for instructions.III. Must-Read Background MaterialA. Stress and Coping in Childhood—Avis BrennerB. Stress and Young Children—ERIC Digest, Jan Jewett, and Karen PetersonC. Helping Children Cope With Stress—Karen DeBordD. Recognizing Stress in Children—NC State University, A&T State UniversityCooperative ExtensionE. Strategies for Parents and Teachers—NC State University, A&T State UniversityCooperative ExtensionF. Types of Prevention Strategies—National Institute of Drug AbuseIV. EvaluationA. Reflection Questions1. What did you learn (or re-learn) about children, youth, and coping withstress?2. What personal or professional experiences have you had in dealing withthe stress-related issues of children and youth?3. How have these experiences impacted you?B. Application Questions1. What can you do in the future to be sensitive to the needs of childrenand youth dealing with significant degrees of stress and/or change?2. How can OMK teams support children/youth in our communities whoare coping with the changes and stressors related to the deployment ofa parent or loved one?3. How have these experiences impacted you?Chapter 7Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter 7:Stress and Coping StrategiesOperation: Military KidsReady, Set, Go! TrainingSlide 7-1: Chapter 7 IntroductionContent of this slide adapted from: N/AMaterials Needed: Trainer and participant manualsPowerPoint slidesFlip chart paper & pensPotato Head FamilyStopwatchPrizes for activity winnersTrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Share purpose and objectives of this chapter.Say: The purpose of this chapter is to acknowledge that National Guard and ArmyReserve kids and families experience significant change and stress as a result of aparent or loved one’s deployment and reunion.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page

Say: The objectives include: helping professionals more fully understand theways in which stress and change specifically impact children and youth,and to identify age-appropriate strategies to support them in coping withthe stress-related issues associated with deployment and reintegration.Chapter 7Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Potato Head FamilyGroup ActivitySlide 7-2: Potato Head Family Group ActivityContent of this slide adapted from: N/AMaterials Needed: Playskool Potato Head FamilyActivity instructions (at end of chapter)StopwatchSmall prizes for activity winnersTrainer Tips: The point of this activity is to emphasize coping strategies we can usewhen faced with stress and challenges.Remember that it is important to process specific group coping strategies during thisactivity and how these processes may be related to military kids, deployment, andreintegration.What to Do, What to Say:Do:• Break participants into small groups and review activity instructions.(See detailed instructions in this chapter.)Say: On each table you will see the components to assemble a Potato Head family.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page

Say: The goal of this activity is for each group to fully assemble the Potato Head Familyas quickly as possible while being timed.The first group to fully assemble the Potato Head Family in the fastest time willreceive a prize.Do:• Upon completion of the activity, process the following questions with thegroup:Say: Describe how the process of assembling the Potato Head Family went in your group.How did your group adapt to the challenges presented?How can this experience be compared to coping with stress?Chapter 7Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Basic Needs for Healthy Growth• Safety and structure• Belonging and membership• Closeness and several good relationships• Experience gaining competence and mastering skills• Independence• Self-awareness: The ability and opportunity to act onthat understanding• Self-worth: The ability and opportunity to contribute• Other basic needs?Slide 7-3: Basic Needs for Healthy GrowthContent of this slide adapted from: 4-H 101: The Basics for Starting 4-H Clubs bythe Cooperative State Research Education and Extension Service of the U.S. Departmentof AgricultureMaterials Needed: N/ATrainer Tips: Encourage group sharing & discussion.Discuss stress resulting from unmet needs and the hands-on example provided in theprevious Potato Head Family Activity.What to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question:Say: What other needs do children/youth have when it comes to healthy development?Do:• Facilitate group brainstorming and record responses on flip chart.• Upon conclusion of brainstorming session, emphasize the following:Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page

Say: Children/youth need their basic needs met to help them develop in healthy ways.When this doesn’t happen, they begin to develop alternative (sometimes unhealthy)coping strategies to assist them in dealing with the stressors of their environments.Chapter 7Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Understanding Stress• Dr. Hans Selye (1907–1982)• Stress is defined as “Nonspecific response of the body toany demand made upon it.”• Eustress vs. Distress• General Adaptation Syndrome— Alarm Phase— Resistance Phase— Exhaustion PhaseSlide 7-4: Understanding StressContent of this slide adapted from: The Stress of Life (1975) and Stress WithoutDistress (1974), both by Dr. Hans SelyeMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows:Say: Dr. Hans Selye, the founder of modern stress theory, was a physician andendocrinologist who spent 50 years demonstrating the role of emotionalresponses in causing or combating much of the wear and tear on our bodiesthat we experience throughout our lives.Eustress is the stress evoked by positive emotions or events.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page

Say: Distress is the stress evoked by negative feelings or events.General Adaptation Syndrome is the body’s response to stress. It has a recognizablepattern of up to three phases of resistance levels that individuals go through whenexposed to stressors.Stage One: Alarm Phase—The body’s resistance to physical damage drops for ashort time so that it can prepare to cope with a stressor by using available energyand normally protective stress hormones.Stage Two: Resistance Phase—If stressor persists (can’t fight or flee), our bodiesstart to run in high gear and use a high level of stress hormones to help us cope.Stage Three: Exhaustion Phase—Level of resistance to a physical disorder, disease,or psychological pressure is at its lowest due to extended and persistent stress. Thisperiod is characterized by feelings of lethargy, which is an absence of energy andbodily resources to cope.Do:• Check for group understanding.Say: Do you have any questions about the information presented on this slide?Chapter 7Page 103rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Impact of Stress and Change onMilitary Families• Civilian lifestyle for most part until deployment• Deployment = Change = Stress— Eustress— Distress• Physical, emotional, mental, social, financial, and spiritualimpact on all involvedSlide 7-5: Impact of Stress and Change on Military FamiliesContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Check for group understanding.Say: Are there any questions or comments about the materials on this slide?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 11

Specific Stressors ImpactingMilitary Families• Threats and acts of terrorism• Natural disasters• War• Extended separation• Constant media coverage• Reintegration• Transition and relocation• Other examples?Slide 7-6: Specific Stressors Impacting Military FamiliesContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question:Say: Can you identify any additional stressors you believe National Guard, Army Reserve,and/or other military families and youth may be experiencing that are not currentlyreflected on this slide?Do:• Facilitate group brainstorming and record responses on flip chart paper.Chapter 7Page 123rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Other DeploymentStress-Related Issues for Soldiers• Combat stress— This term is used to describe “normal physiological,behavioral, and psychological reactions experiencedbefore, during, or after combat.”• Battle fatigue— This term refers to service members experiencingstress reactions to the point where they are no longercombat effective.Slide 7-7: Other Deployment Stress-Related IssuesContent of this slide adapted from: DoD Stress Awareness, 528th MedialDetachment, Fort Bragg, U.S. Army, http://www.defenselink.mil/specials/ stressawareness03/combat.htmlMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows:Say: Combat stress has common and identifiable emotional, mental, behavioral,and physical reactions.To learn more about combat stress, review the following websitehttp://www.defenselink.mil/specials/stressawareness03/combat.htmlOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 13

Say: If a Soldier has experienced combat stress, family members need to know this as itwill affect reintegration and require additional professional support for a period oftime.Do:• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Chapter 7Page 143rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Other DeploymentStress-Related Issues for Soldiers• Post Traumatic Stress— “This is a psychiatric disorder that occurs afterwitnessing life-threatening events such as militarycombat, natural disasters, terrorist incidents, seriousaccidents, or violent personal assaults like rape.”~National Center forPost Traumatic Stress DisorderSlide 7-8: Other Deployment Stress-Related IssuesContent of this slide adapted from: National Center for Post Traumatic StressDisorder, http://www.ncptsd.va.govMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows:Say: Careful research and documentation of Post Traumatic Stress Disorder (PTSD)began in earnest after Vietnam War. It impacts veterans as well as others in oursociety.In 1980, the American Psychiatric Association added PTSD to the Third Edition ofDiagnostic and Statistical Manual of Mental Disorders.PTSD symptoms include, but are not limited to: intrusive painful memories, flashbacks, trouble sleeping, bad dreams, social isolation, withdrawal, alienation,Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 15

jumpiness, exaggerated startle response, anxiety, guilt about things done or notdone, alcohol and drug misuse, and misconduct.To learn more about PTSD, review the following website: http://www.ncptsd.va.govProfessional treatment and support are available and critical to successful coping forthe soldier and family.Do:• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Chapter 7Page 163rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Other DeploymentStress-Related Issues for Families• Compassion stress— Stress resulting from helping or wanting to help asuffering or traumatized person• Compassion fatigue— A state of exhaustion and dysfunction, biologically,physiologically, and emotionally, as a result ofprolonged exposure to compassion stress• Compassion satisfaction— A powerful sense of satisfaction withtrauma work; development of personalstrengths as a result–Dr. Charles FigleySlide 7-9: Other Deployment Stress-Related IssuesContent of this slide adapted from: NCPTSD website www.ncptsd.va.gov andCompassion Fatigue: Coping with Secondary Traumatic Stress Disorder in Those WhoTreat the Traumatized, by Charles Figley (1995), New York: Brunner/Mazel.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows:Say: All of these terms were originally developed by Dr. Charles Figley.Compassion stress is seen as a natural outcome (rather than a psychologicalprocess) of learning that a client, friend, or family member has experienced trauma.Compassion fatigue is a more severe example of cumulative compassion stress.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 17

Say: Compassion satisfaction can result in the development over time of a muchstronger sense of strength, self-knowledge, confidence, sense of meaning, spiritualconnection, and respect for human resiliency.It is important to remember that a soldier’s family members can experience theseforms of stress as they cope with deployment and reintegration issues.Do:Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Chapter 7Page 183rd EditionOperation: Military KidsReady, Set, Go! Training Manual

General Patterns of Copingfor Children/Youth• Denial• Regression• Withdrawal• Altruism• Impulsive acting out• Humor• Suppression• Anticipation/hypervigilance• Sublimation• Other examples?Slide 7-10: General Patterns of Coping for Children/YouthContent of this slide adapted from: Helping Children Cope With Stress by AvisBrennerMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key point of discussion as follows:Say: These are general patterns of coping. The following slides will address agespecificresponses of children and youth.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 19

Infant to 5 Years: Signs of Stress• Behaviors— Fussiness, uncharacteristic crying, neediness— Generalized fear— Heightened arousal and confusion• Reactions— Helplessness and passivity— Avoidance of trauma-related reminders— Exaggerated startle response— Regressive symptoms— Somatic symptoms— Sleep disturbances, nightmaresSlide 7-11: Infant to 5 Years: Signs of Stress (Behaviors/Reactions)Content of this slide adapted from: U.S. Army Child & Youth Services Installation Mobilizationand Contingency (MAC) Plan WorkbookMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key point(s) of discussion as follows:Say: Information on these slides is broken down into four distinct categories of behavior,reactions, communication, and interactions for the given age group.The characteristics identified above will help us know more specifically what to lookfor as potential signs that a child/youth may be experiencing high degrees of stress.Do:• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Do:• Respond accordingly to group questions/comments.Chapter 7Page 203rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Infant to 5 Years: Signs of Stress• Communication— Cognitive confusion— Difficulty talking about event; lack of verbalization— Trouble identifying feelings— Unable to understand event as permanent— Anxieties about death• Interactions— Separation fears and clinging to caregivers— Grief related to abandonment by caregiverSlide 7-12: Infant to 5 Years: Signs of Stress (Communication/Interactions)Content of this slide adapted from: U.S. Army Child & Youth Services InstallationMobilization and Contingency (MAC) Plan WorkbookMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: Information on these slides is broken down into four distinct categories of behavior,reactions, communication, and interactions for the given age group.The characteristics identified above will help us know more specifically what to lookfor as potential signs that a child/youth may be experiencing high degrees of stress.Do:• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Do:• Respond accordingly to group questions/comments.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 21

6–11 Years: Signs of Stress• Behaviors— Spacey or distracted— Changes in behavior, mood, personality— Regression to behavior of young child— Aggressive behavior, angry outbursts• Reactions— Reminders trigger disturbing feelings— Responsibility and guilt— Safety concerns, preoccupation with danger— Obvious anxiety and general fearfulness— Somatic symptoms— Sleep disturbances, nightmaresSlide 7-13: 6–11 Years: Signs of Stress (Behaviors/Reactions)Content of this slide adapted from: U.S. Army Child & Youth Services InstallationMobilization and Contingency (MAC) Plan WorkbookMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: Information on these slides is broken down into four distinct categories of behavior,reactions, communication, and interactions for the given age group.The characteristics identified above will help us know more specifically what to lookfor as potential signs that a child/youth may be experiencing high degrees of stress.Do:• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Do:• Respond accordingly to group questions/comments.Chapter 7Page 223rd EditionOperation: Military KidsReady, Set, Go! Training Manual

6–11 Years: Signs of Stress• Communication— Confusion and inadequate understanding of events— Magical explanations to fill in gaps of understanding— Withdrawn and quiet• Interactions— Worry and concern for others— Separation anxiety— Repetitious traumatic play and retelling— Loss of ability to concentrate— School avoidance— Loss of interest in activitiesSlide 7-14: 6–11 Years: Signs of Stress (Communication/Interactions)Content of this slide adapted from: U.S. Army Child & Youth Services InstallationMobilization and Contingency (MAC) Plan WorkbookMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: Information on these slides is broken down into four distinct categories of behavior,reactions, communication, and interactions for the given age group.The characteristics identified above will help us know more specifically what to lookfor as potential signs that a child/youth may be experiencing high degrees of stress.Do:• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Do:• Respond accordingly to group questions/comments.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 23

• Behaviors12–18 Years: Signs of Stress— Self-consciousness— Depression— Trauma-driven acting out; sexual acting out orrecklessness; risk-taking; substance use/abuse— Accident proneness• Reactions— Efforts to distance from feelings— Wish for revenge and action-oriented responses— Life-threatening re-enactment— Decline in school performance— Sleep and eating disturbancesSlide 7-15: 12–18 Years: Signs of Stress (Behaviors/Reactions)Content of this slide adapted from: U.S. Army Child & Youth Services InstallationMobilization and Contingency (MAC) Plan WorkbookMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: Information on these slides is broken down into four distinct categories of behavior,reactions, communication, and interactions for the given age group.The characteristics identified above will help us know more specifically what to lookfor as potential signs that a child/youth may be experiencing high degrees of stress.Do:• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Do:• Respond accordingly to group questions/comments.Chapter 7Page 243rd EditionOperation: Military KidsReady, Set, Go! Training Manual

12–18 Years: Signs of Stress• Communication— Increased self-focusing— Social withdrawal• Interactions— Flight into driven activity/involvement with othersOR retreat from others in order to manage innerturmoil— Rebellion at home and school— Abrupt shift in relationshipsSlide 7-16: 12–18 Years: Signs of Stress (Communication/Interactions)Content of this slide adapted from: U.S. Army Child & Youth Services InstallationMobilization and Contingency (MAC) Plan WorkbookMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: Information on these slides is broken down into four distinct categories of behavior,reactions, communication, and interactions for the given age group.The characteristics identified above will help us know more specifically what to lookfor as potential signs that a child/youth may be experiencing high degrees of stress.Do:• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Do:• Respond accordingly to group questions/comments.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 25

Before Adults Can Help• Effective helpers need a combination of:— Knowledge about the constellation of stressors andcoping strategies of the child/youth— Appreciation of the child/youth’s point of view andtheir reasons for unconscious choices of coping modes— Skills in working effectively with children and youth;communicating easily and warmly, gaining trust, andhelping them talk openly and completely— Self-Awareness of own biases and belief systems inregard to each kind of stressor and copingstrategiesSlide 7-17: Before Adults Can HelpContent of this slide adapted from: Helping Children Cope With Stress by AvisBrennerMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key point(s) of discussion as follows:Say: It is important for adults to have a combination of the skills outlined in this slideto assist them in being effective in providing support for children/youth copingwith stress.Chapter 7Page 263rd EditionOperation: Military KidsReady, Set, Go! Training Manual

General Coping Strategies:• Create a safe environment• Provide reassurance and support• Be honest about what has happened• Explain what government officials are doing (state,federal, police, firefighters, hospital, etc.)• Manage your own anxiety• Help put the event in perspectiveSlide 7-18: General Coping StrategiesContent of this slide adapted from: U.S. Army Child & Youth Services Installation Mobilizationand Contingency (MAC) Plan WorkbookMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key point(s) of discussion as follows:Say: This is simply a list of general coping strategies. The following PowerPoint slideswill address age-specific strategies that adults can use to provide support forchildren and youth coping with stress.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 27

Specific Coping Techniques:Infant to 2 1 /2 Years• Maintain calm atmosphere• Keep familiar routines• Avoid unnecessary separations from caregivers• Minimize exposure to reminders of trauma—don’t keepTV news on• Expect children to temporarily regress; don’t panic• Help children give simple names to big feelings• Talk about event in simple terms during brief chats• Provide simple props (doctor’s kit, toy ambulance)if trying to play out frightening situation• Provide soothing activitiesSlide 7-19: Specific Coping Techniques: Infant to 2 1 /2 YearsContent of this slide adapted from: U.S. Army Child & Youth Services Installation Mobilizationand Contingency (MAC) Plan WorkbookMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question:Say: Can you identify and share any other specific examples of ways you havesuccessfully used these and/or other coping strategies to support childrenand youth?Do:• Facilitate group brainstorming and record responses on flip chart paper.Chapter 7Page 283rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Specific Coping Techniques:2 1 /2 to 5 Years• Maintain familiar routines• Don’t introduce new andchallenging experiences• Avoid nonessential separationsfrom important caregivers• Listen to and tolerate retellingof events• Accept and help them namestrong feelings during briefconversations• Respect fears and give timeto cope• Expect regressive anduncharacteristic behaviors—but maintain rules• Protect from re-exposure andreminders on TV programs,in stories, movies, and evenphysical locations• Provide opportunities andprops for play• If they have nightmares,explain that baddreams aren’t realand they’ll happenless and lessSlide 7-20: Specific Coping Techniques: 2 1 /2 – 5 YearsContent of this slide adapted from: U.S. Army Child & Youth Services Installation Mobilizationand Contingency (MAC) Plan WorkbookMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question:Say: Can you identify and share any other specific examples of ways you havesuccessfully used these and/or other coping strategies to support childrenand youth?Do:• Facilitate group brainstorming and record responses on flip chart paper.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 29

Specific Coping Techniques:6–11 Years• Listen to and tolerate retelling of events• Respect fears; give them time to cope• Increase awareness and monitoring of play—they maysecretly reenact events with peers• Set limits on scary or hurtful play• Permit children to try out new ideas to deal withfearfulness at nap or bedtime to feel safe (i.e., nightlight,radio, extra reading time)• Reassure that feelings of fear, or behaviorsthat feel out of control, are normal after afrightening experienceSlide 7-21: Specific Coping Techniques: 6–11 YearsContent of this slide adapted from: U.S. Army Child & Youth Services Installation Mobilizationand Contingency (MAC) Plan WorkbookMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question:Say: Can you identify and share any other specific examples of ways you havesuccessfully used these and/or other coping strategies to support childrenand youth?Do:• Facilitate group brainstorming and record responses on flip chart paper.Chapter 7Page 303rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Specific Coping Techniques:12–18 Years• Encourage discussions about stress with each other andadults they trust• Reassure that strong feelings—guilt, shame, embarrassment,desire for revenge—are normal• Provide opportunities to spend time with supportivefriends and peers• Help find activities that offer opportunities to experiencemastery, control, self-esteem, and pleasure(i.e., sports, art, acting, etc.)Slide 7-22: Specific Coping Techniques: 12–18 YearsContent of this slide adapted from: U.S. Army Child & Youth Services Installation Mobilizationand Contingency (MAC) Plan WorkbookMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question:Say: Can you identify and share any other specific examples of ways you havesuccessfully used these and/or other coping strategies to support childrenand youth?Do:• Facilitate group brainstorming and record responses on flip chart paper.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 31

Types of Prevention Strategies• Universal—Addresses the entire population (national,local community, school, neighborhood) with messages/programs aimed at preventing or delaying• Selective—Target subsets of the total population that aredeemed to be at-risk by virtue of their membership in aparticular population segment• Indicated—Designed to prevent the onset in individualswho are showing early signs of problem behaviorSlide 7-23: Types of Prevention StrategiesContent of this slide adapted from: Drug Abuse Prevention: What Works, NationalInstitute of Drug Abuse, 1997, pp. 10–15.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Do:• Respond accordingly to group questions/comments.• For additional information to supplement this slide, see Must-ReadBackground Material at the end of this chapter, entitled “Types ofPrevention Strategies,” by the National Institute of Drug Abuse.Chapter 7Page 323rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Universal Prevention Strategies• Focus on youth and maintaining a supportive learningenvironment• Reinforce safety and security• Provide healthy and clear expectations, boundaries, andconsequences• Listen, acknowledge, validate, and provide opportunities forhealthy expression of feelings• Maintain objectivity• Be sensitive to language and cultural needs• Be patient and, if possible, temporarily reducestudent workload• Reinforce healthy anger management andgrief/loss responses• Encourage volunteerismSlide 7-24: Universal Prevention StrategiesContent of this slide adapted from: Educator’s Guide to the Military Child DuringDeployment, U.S. Dept. of Education. Sponsored by the Educational OpportunitiesDirectorate of the Department of Defense.Free download: http://www.center-school.org/homefront/resources.phpMaterials Needed: N/ATrainer Tips: Let participants know the following:• They need to be thinking about specific universal and selective/indicatedprevention strategies they might use in their Operation: Military Kids teamwork.• They will be given time to brainstorm these ideas as a group and share them withthe larger audience in a few minutes.What to Do, What to Say:Do:• Review slide content with participants.• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Do:• Respond accordingly to group questions/comments.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 33

Selective/Indicated(Intervention) Strategies:• Elementary— Engage in play activities— Paint or draw pictures reflecting feelings/thoughts— Write cards or letters to deployed loved one— Create memory book/calendar reflecting importantevents— Participate in extracurricular activities— Referral to school counselor or militaryfamily support organization— Take part in group/individual counselingwhen problems ariseSlide 7-25: Selective/Indicated (Intervention) Strategies: ElementaryContent of this slide adapted from: Educator’s Guide to the Military Child DuringDeployment, U.S. Dept. of Education. Sponsored by the Educational OpportunitiesDirectorate of the Department of Defense.Free download: http://www.center-school.org/homefront/resources.phpMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Do:• Respond accordingly to group questions/comments.Chapter 7Page 343rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Selective/Indicated(Intervention) Strategies:• Middle School & High School— Keep a journal of feelings and thoughts— Engage in school activities (drama, art)— Engage in extracurricular activities (after-schoolsports, 4-H)— Write cards or letters to deployed loved one— Referral to school Student Assistance Program— Take part in individual/group counselingwhen problems arise— Referral to school counselor or militaryfamily support organization for additionalsupportSlide 7-26: Selective/Indicated (Intervention) Strategies: Middle School& High SchoolContent of this slide adapted from: Educator’s Guide to the Military Child DuringDeployment, U.S. Dept. of Education. Sponsored by the Educational OpportunitiesDirectorate of the Department of Defense.Free download: http://www.center-school.org/homefront/resources.phpMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Do:• Respond accordingly to group questions/comments.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 35

Brainstorming Effective PreventionStrategies(Group Activity)• Universal• Selective• IndicatedSlide 7-27: Brainstorming Effective Prevention Strategies (Group Activity)Content of this slide adapted from: N/AMaterials Needed: Flip chart paper, pens, tapeTrainer Tips: Encourage participants to 1) select a group facilitator and recorder forthis process, 2) be creative in their brainstorming, and 3) be prepared to share theirresponse with the large group.What to Do, What to Say:Do:• Review slide content with participants.• Explain activity instructions to group:— Break into small group/teams.— Assign universal, selective, or indicated prevention strategies to eachgroup.— Let group know they will have 15–20 minutes to brainstorm specificexamples of strategies.— Record on flip chart paper.— Report out to large group.Chapter 7Page 363rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Do:• Check group for understanding.Say: Are there any questions about the activity instructions?Ready, Set, Go for it…Begin your small group work!Do:• Facilitate individual group reporting as well as large group discussion/comments.Say: Thank you for your participation!Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 37

Activity Instructions:Potato Head FamilyGoal:To demonstrate impact of stress and coping strategies on individuals and systems.Materials Needed:• One Playskool Potato Head Family (father, mother, and child) for each smallgroup of participants• Stopwatch to time activity• Prizes for winning teamTrainer Preparation:• Prior to distributing the Potato Head Family to each group, remove one criticalbody part from each package (i.e. eye, ear, arm, leg) and hide in discreetlocation.• DO NOT DISCLOSE information to groups that a critical body part is missingwhen providing instructions.Activity Instructions:A. On each table you will see the necessary components to fully assemble thePotato Head Family: father, mother, and child.B. The goal of this activity is for each group to completely assemble the PotatoHead Family as quickly as possible while being timed.C. The first group to successfully and completely assemble the entire Potato HeadFamily in the fastest time will receive the winning prize.Group Process Questions:A. Describe how the process of assembling the Potato Head Family went in yourgroup.B. How did your group adapt to the challenges presented?C. How can this experience be compared to coping with changes and stress?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 39

Stress and Coping in ChildhoodBy: Avis BrennerTaken from: “Helping Children Cope with Stress”Children’s lives have always been stressful. From birth to puberty youngstersface and somehow cope with a myriad of tensions. However in the past twelveyears, the number and severity of childhood stresses has increased dramatically.People who work with children report an uneasy sense that youngsters today havefewer sources of adult support, affirmation, and love than in the recent past. Infact, the number of children living in single-parent homes has doubled. Therehas been a fourfold increase in the number of youngsters living with motherswho have never been married (Bureau of the Census 1982).We have become aware that children are being pressured to grow up faster andthat protected, sheltered, young people are a rarity instead of the norm. Thestatistics suggest some of the reasons for this erosion of childhood. There areliterally fewer caring adults living with children. Child abuse, in all forms, isstill increasing.At the same time, a growing number of organizations have dedicated themselvesto helping children. Social scientists are studying the phenomenon of childhoodstress. This book attempts to synthesize the work being done on behalfof children from birth to twelve years of age. Its aim is to make available toteachers, social workers, mental health personnel, child care staff, and parents asummary of what is known about each kind of stress and what can be done tohelp children to cope.The Nature of StressStress is a part of life. All kinds of events, from the euphoria of falling in loveto the stabbing pain of a cut finger, evoke a similar biological response whichis called stress (Selye 1974). To date, research on childhood tension has beenlimited to negative experiences. We do not know as yet the nature of the stressthat occurs when a child is chosen captain of the best team, visits a belovedgrandparent, or opens a gift and sees a coveted toy. Lists of childhood stresseshave been developed which rank life events in order of the amount of tensionwhich adults suppose each will cause for youngsters (Chandler 1982). In theselists, positive experiences such as an outstanding personal achievement or decreasein the number of arguments between parents are uniformly consideredby adults to involve low levels of stress for children (Coddington 1972; Cohen-Sandler, Berman, and King 1982). There are no assessments of the degree towhich children agree with these adult estimates.Chapter 7Page 403rd EditionOperation: Military KidsReady, Set, Go! Training Manual

A Spectrum of Childhood StressorsThe volume and quality of research on negative childhood stress make it possibleto describe a spectrum of life experiences which range from ordinary to severein terms of stress. At the ordinary end are events which occur to most childrenin our society and for which there are fairly well-defined good coping patterns.For example, most parents are aware that older children are likely to be jealousof newborn siblings. They know how youngsters usually act out their jealousyand how they can be helped to cope.A short distance along from the ordinary end of the spectrum are the stresseswhich occur when children have only one parent in the home or when theylive in multiple-parent, multiple-dwelling households. In these cases, society,particularly through television, is beginning to outline a variety of ways in whichyoungsters can cope and thrive. Teachers faced with more and more childrenin such living situations have helped them to define their problems and seekconstructive solutions.Toward the severe end of the spectrum is the stress caused by separation ofchildren from their parents or siblings. Healthy coping strategies are less welldelineatedand society has been less able to spell out its attitudes towards thisgroup of lonely youngsters. Some are well cared for and others are ignoredwhen there is a separation caused by divorce, death, illness, incarceration, orfoster placement.At the severe extreme of the spectrum are those stressors which occur torelatively few children but which are so long-lasting as to require the child tomake major personality adaptations in order to survive. Victims of incest, forinstance, have no coping guidelines prepared for them by society. Through fearand shame, they remain unknown to their teachers and relatives and receivelittle support.Also at the severe end of the spectrum are the children who live for years insituations of abuse, neglect, and parental alcoholism. Society’s attitude is one ofhorror at the situation and blame for the parents. There is considerable publicoutcry for court intervention and punishment of the adults, ignoring the factthat these corrective actions cause additional stress for children.Combinations of StressesUsually more than one stress occurs at a time in a child’s life. Recent researchsuggests that when several stresses are combined, the effects are more likely toincrease geometrically than to be simply additive. In a carefully designed study,Rutter (1979) showed that ten-year-olds living in London under two chronic lifestresses were four times as likely to eventually need psychiatric care as youngsterswho had to cope with only one chronic stress. He found a similar multiplier effectfor children who were exposed to more than one short-term strain at a time. Infact, these brief tensions, which Lazarus calls hassles, also exhibit a multipliereffect. In adults, Lazarus and his colleagues found that numerous concurrentOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 41

hassles have deeper effects on mental health than individual instances of majorstress (Kanner, Coyne, Schaefer, and Lazarus 1981).Ecology of StressThe sources of tension for children can be understood by employing the conceptof interaction among the ecological factors in their lives. Belsky (1980)and Brofenbrenner (1979) postulate that youngsters live simultaneously in amicrosystem, an exosystem, and a macrosystem. If these systems are visualizedas concentric circles, the microsystem is in the center completely surrounded bythe exosystem. In its turn, the exosystem is enclosed within the macrosystem.By examining the stressors in each system and recognizing that each continuouslyinteracts with and affects the others, it becomes possible to appreciate thecomplexity of childhood stress.The microsystem consists of the child’s own characteristics, his family setting,and interaction patterns. Stress in the microsystem can be caused by the processof maturing physically, intellectually, and emotionally; becoming the objectof new rules and regulations; and being required to take responsibility for selfand siblings. Changes in the microsystem produce stress as the family adds newmembers and adjusts to the varying needs of children and adults.The exosystem encompasses the family’s social networks of acquaintances,friends, and relatives. It includes the neighborhood in which they live and thechildren’s school and daycare arrangement. Exosystem sources of stress arisewhen families move to new homes, add or subtract relatives, join or leave religiousorganizations, and when there are changes in parental employment status.Encircling both the micro- and exosystems, the macrosystem is made up of thosecultural values and beliefs evident in the surrounding larger society. Stress occurswhen a family deviates from accepted cultural norms.A child’s first day of school is an example of the way in which the three systemsinteract. Long before the day, factors in the macrosystem (i.e., society’s attitudestoward education) begin their impact on children. Television and newspapersshow youngsters hating to enter the classroom. Clearly, society expects them tobe under stress each year on the first day of school. Influenced by macrosystempressures, friends, and neighbors commiserate with children for having to returnto school. Classmates conjure up horror stories about the terrible teacher theywill have this year. Under exosystem influences, microsystem stresses mount.Children who dislike school have their distress heightened. Those who love itare dismayed at how different they are from everybody else.Coping with StressAs stress is a part of life, so too is the act of coping with unexpected events andadapting to long-term changes. Coping always involves mental and/or physicalaction. Over time, patterns of coping are developed for specific stressors. Thesebecome habitual or routine and are termed adaptations (Iscoe 1977).Chapter 7Page 423rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Babies begin to cope as soon as they are born. Murphy and Moriarty’s (1976)longitudinal study of middle-class children in Topeka, Kansas, found that asearly as four weeks after birth, infants have habitual ways of responding tonew experiences. The patterns they establish as infants are modified but notbasically changed as they grow to be toddlers and preschoolers. The baby wholooks long and hard at a new toy before reaching for it is also the toddler whostands in the nursery school doorway and watches the other children beforejoining their play.While maintaining innate patterns, youngsters learn additional coping modesfrom parents, peers, teachers, and relatives. Because their abilities develop overtime, it is tempting to make lists of coping techniques which are typical of childrenat different stages in their growth. Certainly, three-year-olds are more apt tocope with loneliness by inventing imaginary friends than are eleven-year-olds.Yet, we see all kinds of coping mechanisms used quite effectively at every agefrom birth to puberty.If we cannot set up an age-stage list of healthy ways of coping, how can we judgethe effectiveness of a child’s adaptation to stress? The answer to this questionis complex. First of all, children seldom use only one strategy at a time. In thecourse of a day, most respond in several different ways to the same event. Forexample, when Brian’s kitten died, he prepared a shoebox coffin and ceremoniallyburied it in the backyard. A favorite TV show took his mind off his loss fora while. He spoke sadly of the kitten at supper, was distracted by a game of cardswith his older brother, then returned to his grieving again at bedtime, cryinghimself to sleep. He used three different methods of coping with his stress. It isimportant, then, to know all of child’s strategies, to examine and weigh themas a group, taking into account how one mode affects the others and how italleviates or adds to his burden of tension.Most of the time children are not conscious of their own coping strategies. Theysimply act without thinking when they are under stress. For example, when hisbrother went away to college, Kevin responded by spending hours perfectingtiny details on his model airplanes. The concentration made him feel better buthe was not aware that this was a way of coping with his sadness and loss. Theparticular techniques children use always seem to them to be good solutions totheir problems, no matter how foolish, illogical, or self-destructive these actionsmay appear to adults.Patterns of CopingPractitioners need to consider whether a child’s coping mode is a way of avoidingor facing stress. Strategies which enable children to go on with their liveswithout confronting the cause of tension are generally thought to be more usefulin the short term. Adaptations which acknowledge and accept the stress areusually deemed to be healthy over the long term.While there are many ways of avoiding stress, the following four broad categoriesdescribe the most typical evasive actions. They are denial, regression, withdrawal,and impulsive acting out. All have both positive and negative consequences forOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 43

children.Denial. When using denial, children act as though the stress does not exist.For example, a preschooler goes on playing with her toys while being told thather father has died. Denial serves to alleviate pain and thus can help childrenpreserve their equilibrium. They may conjure up imaginary friends to keepthem company or rely on magical beliefs to protect themselves and their lovedones.Regression. When children act younger than their years and engage in earlierbehaviors, they are using regression. They become dependent and demanding.As a result, they may receive more physical comforting and affection than usual,thus easing the existing stress.Withdrawal. In withdrawal children take themselves physically or mentallyout of the picture. They run away from the stressful environment or becomequiet and almost invisible. They concentrate their attention on pets and inanimateobjects or lose themselves in daydreams to escape mentally when theycannot escape physically. Their efforts bring them respite from tension for thetime being.Impulsive Acting Out. Children act impulsively and often flamboyantly toavoid thinking either of the past or of the consequences of their current actions.They conceal their misery by making others angry at them. They seek quick andeasy ways to stop their pain. In the process they draw attention to themselvesand find ways of momentarily easing their feelings of stress. However, in thelong run, this coping strategy is almost guaranteed to be self-destructive.In contrast to the evasive mechanisms, we can examine five of the many ways inwhich children accept and face stress. Vaillant (1977) identifies altruism, humor,suppression, anticipation, and sublimation as the mature mechanisms which aremost used by adult males who are judged effective copers. Children use thesestrategies too. Again, each had both positive and negative aspects.Altruism. When children use altruism, they forget their own troubles byhelping others, especially parents and siblings. They gain satisfaction from thehelper role and from knowing that they are being useful. On the negative side,some altruistic youngsters are more like old men and women than children.They do not allow themselves to be carefree or irresponsible.Humor. Children joke about their difficulties. They use humor to expressanger and pain. When this is taken to its extreme, children lose the ability tocry and to reach out to others for help.Suppression. Suppression enables children to set aside their anxieties temporarily.For some hours they forget their cares, yet are not afraid to go back tothe stressful situation when the free time is over. When there is a death in thefamily, preschoolers often unconsciously use suppression to maintain their balance.They cry for a while, then go and play as though nothing had happened.Apparently during this time they ignore their pain and gather their strengthChapter 7Page 443rd EditionOperation: Military KidsReady, Set, Go! Training Manual

against the moment when they will return to the adult’s side to sob some more.The negative aspect of suppression is that children may suppress feelings to thepoint of denial.Anticipation. Children who use anticipation are able to foresee and planfor the next stressful episode. They are then prepared to protect themselvesand to accept what cannot be avoided. Anticipation can be a strong copingtool. Its negative aspect is that children may become too fearful and developcompulsive needs to know and plan for what is coming next.Sublimation. With sublimation, children find ways to vent their anger, overcometheir fears, or express their sadness through becoming absorbed in games,sports, and hobbies. These activities become their satisfactions and compensatefor the stressful events in their lives. The negative aspect of sublimation is thatchildren can become so engrossed that other pleasures, or the needs of familymembers can be ignored.Proposed Helping StrategiesThis book proposes that helping professionals use the following three approachesto their work with children under stress. Each can be effective on its own, orthey can be applied in combination. These techniques include removal of at leastone stressor in a child’s life, teaching the youngster new coping strategies, andshowing children ways in which they can transfer existing coping techniquesto other, more appropriate life situations.Remove at Least One Stressor. Based on Rutter’s (1979) research showingthe effects of multiple stresses, it seems reasonable to expect that even a smallimprovement in the overall situation, that is, the removal of one stress or hassle,can help children to feel stronger and more able. For example, when her teacherarranged a hot breakfast for Lisa (who had been coming to school hungry eachmorning) the child was then able to concentrate on her schoolwork. This in turnmade it possible for Lisa to suppress for a time her anxieties about her parents’impending divorce.Teach New Coping Strategies. Researchers agree that children who use largerepertoires of coping techniques seem to have the best chance of maintaininga healthy equilibrium. When they learn alternative actions, they no longer feelboxed in by fate. For example, Kim was relieved when her social worker helpedher to anticipate what it would be like to visit her seriously ill sister. She hadbeen frightened of the hospital and had coped by withdrawing and saying thatshe didn’t want to see her sibling, even though she missed her sister terribly.Transfer Some Coping Strategies to Other Life Situations. Childrentend to apply their coping techniques only to the situations in which theywere developed. Adults can show youngsters new ways to use established skillsto their best advantage. For example, Jennifer used altruism to cope with herOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 45

mother’s hospitalization for cancer. She coped with the separation by motheringher father, her little brother, and all of her classmates. The children in schoolquickly got annoyed and began to tease Jennifer. Her teacher helped Jenny totransfer her altruism to taking care of the class pets and being responsible forsome daily clean-up chores. The mothering of the other children stopped andso did the teasing.The three approaches which have been outlined here—removing stressors,teaching new coping strategies, and helping children to transfer existing techniquesto other areas of life—can be used by any lay person or professional whoworks with children. It is, of course, important to be able to recognize when achild will need treatment by a trained therapist. However, considering the largenumbers of youngsters who live under stress today, it is equally important thatas many adults as possible take responsibility for helping them to cope.Before Adults Can HelpEffective helpers need a combination of knowledge, appreciation, skill, andself-awareness.Knowledge. It is important to know as much as possible about the constellationof stressors the child faces, his or her typical coping strategies, and theirlikely effects on both youngster and family. Workers need to know a variety ofalternative actions that might be taken, the legal issues which they must confront,and the community resources which are available.Appreciation. The helping professional must appreciate children’s points ofview and their reasons for unconscious choices of coping modes. It is useful tobe able to see the stressor through the child’s eyes and to understand the goodintentions of poor coping mechanisms. The worker needs an appreciation ofthe complexities of each child’s situation and the tangled interactions that canfrustrate the most earnest efforts.Skill. Of course, practitioners need to be skilled in working with children. Itis important to be able to communicate easily and warmly with them and, inturn, to gain their trust and to help them to talk openly and completely abouttheir problems.Self-awareness. A helper’s honest awareness of his or her own biases and beliefsystems in regard to each kind of stressor and each kind of child and family isthe fourth requirement.No matter how adept children become at coping with stress, it is never possiblefor them to be completely successful; to avoid all negative consequences; andto be able to take everything that comes. Children cannot cope on a daily basiswithout help and support from at least one caring adult.Chapter 7Page 463rd EditionOperation: Military KidsReady, Set, Go! Training Manual

ReferencesBelsky, J. 1980. Child maltreatment: An ecological integration. AmericanPsychologist, 35:320-335.Bronfenbrenner, U. 1979. The ecology of human development. Cambridge:Harvard University Press.Bureau of the Census. 1982. Marital status and living arrangement: March1982. Population Characteristics Series P-20, no. 380. Washington, D.C.:Government Printing Office.Chandler, L.A. 1982. Children under stress: Understanding emotional adjustmentreactions, Springfield, Ill.: Charles C. Thomas Publisher.Coddington, R.D. 1972. The significance of life events as etiologic factors inthe Diseases of children: I-A survey of professional workers. Journal ofPsychosomatic Research, 16:7-18.Cohen-Sandler, R., A.L. Berman, and R.A. King. 1982. Life stress andSympotomatology: Determinants of suicidal behavior in children.Journal of the American Academy of Child Psychiatry, 21:178-186.Iscoe, I. 1977. Coping, adaptation and lifestyles. Modules in Psychology, A-8.Westwood, Mass.: The PaperBook Press.Kanner, A.D., J.C. Coyne, C. Schaefer, and R.S. Lazarus, 1981. Comparison oftwo Modes of stress measurement: Daily hassles and uplifts versus majorLife events. Journal of Behavioral Medicine, 4:1-39.Murphy, L.B., and A. E. Moriarty. 1976. Vulnerability, coping and growth:From Infancy to adolescence. New Haven: Yale University Press.Rutter, M. 1979. Protective factors in children’s responses to stress anddisadvantage. In Primary prevention of psychopathology, Volume III, Socialcompetence in Children, ed. M.W. Kent and J.E. Rolf, Hanover, N.H.:University Press of New England.Selye, H. 1974. Stress Without Distress. Philadelphia: Lippincott.Vaillant, G.E. 1977. Adaptation to life: How the best and brightest came ofage. Boston: Little, Brown and Company.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 47

Stress and Young ChildrenBy: Jan Jewett and Karen PetersonTraditionally, stress has been defined in terms of its source (e.g., internal andexternal) (Marion, 2003). Internal sources of stress include hunger; pain; sensitivityto noise, temperature change, and crowding (social density); fatigue;and over- or under-stimulation from one’s immediate physical environment.External stressors include separation from family, change in family composition,exposure to arguing and interpersonal conflict, exposure to violence, experiencingthe aggression of others (bullying), loss of important personal property or apet, exposure to excessive expectations for accomplishment, “hurrying,” anddisorganization in one’s daily life events (Bullock, 2002). Although the researchliterature tends to focus on the impact of single-variable stressors on children’sdevelopment, in real-life situations, children experience stress from multiplesources. Researchers note that multiple stressors interact with one another andcan have cumulative effects (Stansbury & Harris, 2000). This Digest discusseshow children experience and adapt to stress, and offers suggestions to teachersand parents on preventing and reducing children’s stress.How Vulnerable are Young Children to Stress?Stress is experienced in many forms and varies by the individual, the child’sdevelopmental level, and the child’s previous life experience. Adapting ormanaging stress appears to be highly dependent on a child’s developmentalcapabilities and coping-skill inventory. Researchers suggest that children underthe age of 6 are developmentally less capable of (1) thinking about an eventin its entirety; (2) selecting from a menu of possible behaviors in response toany new, interesting, or anxiety-inducing event; (3) comprehending an eventseparate from their own feelings; and (4) modifying their physical reactions inresponse to change in stimuli (Allen & Marotz, 2003).Stress can have positive as well as negative influences. The younger the child, thegreater the impact of new events, and the more powerful and potentially negativestress becomes. Some stress is a normal part of a child’s everyday life and canhave positive influences. However, excessive stress can have both immediateand far-reaching effects on children’s adaptability to new situations, even eventsthat are seemingly unrelated to the specific stressful event.Research indicates that the negative impact of stress is more profound onchildren who are younger than age 10, have a genetic temperament that is“slow-to-warm-up” or “difficult,” were born premature, are male, have limitedcognitive capacity, or have experienced prenatal stress (Monk et al., 2000). Childrenwho live in poverty, who live in violent communities, or who are bulliedin school settings are also subject to more external stress (McLoyd, 1998) thanERIC Digest DOO-PS-02-20 (Educational Resources Information Center, University of Illinois at Urbana-Champaign,Champaign, Illinois), December 2002. http://www.ericdigests.org/2003-4/stress.htmlChapter 7Page 483rd EditionOperation: Military KidsReady, Set, Go! Training Manual

other children. Children who have lower thresholds for external and internalstimuli will find a wider variety of events and conditions to be negatively stressful(Stansbury & Harris, 2000).How Do Children Experience Stress?Specialists have identified two categories of stressful experiences. Acute stress isdefined as a sudden, intense onset (e.g., short-term parental illness) and thenthe subsidence of stressful stimuli. Chronic stress (e.g., loss through death orprolonged separation of a significant person in the child’s life—grandparent,caregiver, sibling) is, on the other hand, ongoing and has the most significantand detrimental effects on children, including changing brain chemistry andfunction, and lowering resistance to disease (Gunnar & Barr, 1998; Lombroso& Sapolsky, 1998).Zegans (1982) theorizes that stress is experienced in four somewhat distinctstages: (1) alarm and physical reaction; (2) appraisal, as a child attempts to makemeaning from the event; (3) searching for adaptation and coping strategies; andfinally (4) implementation of a strategy or strategies. This implementation stagemay be a one-time action or may be extended over hours or days. Children’sappraisal of stressful events and their choices of viable coping strategies aredifferent from those used by adults (e.g., leaving a favorite toy at child careovernight may have a negative impact on children who cannot “find” a way to“wait” until they are reunited; this reaction and fear of its recurrence may lastfor several days). In addition, experts have observed that children’s physicalresponses to stress are also different from adult responses in that they may bemore intense and involve the whole body (Zegans, 1982).How Does Stress Manifest Itself in Children?Stress is most often seen as an overt physical reaction: crying, sweating palms,running away, aggressive or defensive outbursts, rocking and self-comfortingbehaviors, headaches and stomachaches, nervous fine motor behaviors (e.g., hairtwirling or pulling, chewing and sucking, biting of skin and fingernails), toiletingaccidents, and sleep disturbances (Stansbury & Harris, 2000; Fallin, Wallinga, &Coleman, 2001; Marion, 2003). Experts suggest that children may react globallythrough depression and avoidance; excessive shyness; hyper-vigilance; excessiveworrying; “freezing up” in social situations; seemingly obsessive interest inobjects, routines, food, and persistent concern about “what comes next”; andexcessive clinging (Dacey & Fiore, 2000).How Do Children Adapt to Stress?Theorists believe that these behaviors represent children’s struggles to manageand react to stressful events. They believe that children generally distancethemselves emotionally from stressful situations by behaving in ways to diminishthe stress (e.g., crying and being upset in order to show feelings of abandonmentwhen parents go to work) or acting in ways to cover or conceal feelingsOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 49

of vulnerability (e.g., acting out and being aggressive or disruptive when it’stime for toys to be put away or play to stop). With age, children increasinglyuse cognitive problem-solving strategies to cope with negative stress by askingquestions about events, circumstances, and expectations for what will happenand clarification of what has happened (Kochenderfer-Ladd & Skinner, 2002).Prolonged exposure to stress and a child’s continued use of coping strategiesmay result in behavior patterns that are difficult to change if the child perceivesthe strategy as being effective (Kochenderfer-Ladd & Skinner, 2002; Stansbury& Harris, 2000).How Can Adults Respond to Children’s Stress?Assisting children in understanding and using effective adaptation and copingstrategies must be based on the child’s developmental level and understandingof the nature of the stress-inducing event. Teachers and parents can prevent andreduce stress for children in many ways:• Help the child anticipate stressful events, such as a first haircut or the birthof a sibling. Adults can prepare children by increasing their understandingof the upcoming event and reducing its stressful impact (Marion, 2003).Over-preparing children for upcoming stressful events, however, can proveeven more stressful than the event itself (Donate-Bartfield & Passman, 2000).Adults can judge the optimal level of preparation by encouraging the childto ask questions if he or she wants to know more.• Provide supportive environments where children can play out or use artmaterials to express their concerns (Gross & Clemens, 2002).• Help children identify a variety of coping strategies (e.g., “ask for help ifsomeone is teasing you”; “tell them you don’t like it”; “walk away”). Copingstrategies help children feel more effective in stressful situations (Fallin,Wallinga, & Coleman, 2001).• Help children recognize, name, accept, and express their feelings appropriately.• Teach children relaxation techniques. Consider suggesting to a child suchthings as “take three deep breaths”; “count backwards”; “tense and releaseyour muscles”; “play with play dough”; “dance”; “imagine a favorite place tobe and visit that place in your mind” (use creative imagery) (O’Neill, 1993).• Practice positive self-talk skills (e.g., “I’ll try. I think I can do this.”) to helpin promoting stress management (O’Neill, 1993).Other basic strategies include implementing sound positive discipline strategies,following consistent routines, enhancing cooperation, and providing time forchildren to safely disclose their concerns and stresses privately and in groups.Chapter 7Page 503rd EditionOperation: Military KidsReady, Set, Go! Training Manual

ConclusionOur increasing knowledge about the importance and impact of stress on youngchildren should be put to good use in reducing stress factors for young childrenand in assisting children to increase coping strategies and healthy responses tothe unavoidable stresses in their lives.For More InformationAllen, K. E., & Marotz, L. R. (2003). Developmental Profiles (4th ed.).Albany, NY: Delmar.Bullock, J. (2002). Bullying. Childhood Education, 78(3), 130–133.Dacey, J. S., & Fiore, L. B. (2000). Your Anxious Child. San Francisco: Jossey-Bass.Donate-Bartfield, E., & Passman, R. H. (2000). Establishing rapport withpreschool-age children: Implications for practitioners. Children’s HealthCare, 29(3), 179-188.Elkind, D. (1988). The Hurried Child (Rev. ed.). Menlo Park, CA:Addison-Wesley.Fallin, K., Wallinga, C., & Coleman, M. (2001). Helping children cope withstress in the classroom setting. Childhood Education, 78(1), 17–24. EJ 643730.Greenman, J. (2001). What happened to the world? St. Paul, MN: RedleafPress.Gross, T., & Clemens, S. G. (2002). Painting a tragedy: Young children processthe events of September 11. Young Children, 57(3), 44–51.Gunnar, M. R., & Barr, R. G. (1998). Stress, early brain development, andbehavior. Infanta And Young Children, 11(1), 1-14. EJ 570 187.Kochenderfer-Ladd, B., & Skinner, K. (2002). Children’s coping strategies:Moderators of the effects of peer victimization? Developmental Psychology,38(2), 267-278.Lombroso, P. J., & Sapolsky, R. (1998). Development of the cerebral cortex: XII.Stress and brain development: I. Journal of the American Academy of Childand Adolescent Psychiatry, 37(12), 1337–1339.Marion, M. (2003). Guidance of Young Children (6th ed.). Upper Saddle River,NJ: Prentice Hall.McLoyd, V. C. (1998). Socioeconomic disadvantage and child development.American Psychologist, 53(2), 185–204.Monk, C. F., Fifer, W. P., Myers, M. M., Sloan, R. P., Trien, L., & Hurtado, A.(2000). Maternal stress responses and anxiety during pregnancy: Effectson fetal heart rate. Developmental Psychology, 36(1), 67–77.O’Neill, C. (1993). Relax. Auburn, ME: Child’s Play International. Stansbury,K., & Harris, M. L. (2000). Individual differences in stress reactions duringa peer entry episode: Effects of age, temperament, approach behavior, andself-perceived peer competence. Journal of Experimental Child Psychology,76(1), 50-63. EJ 605 474.Zegans, L. (1982). Stress and the development of somatic disorders. In L.Goldberger & S. Breznitz (Eds.), Handbook of Stress: Theorectical and ClinicalAspects (pp. 134-152). New York: Free Press.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 51

HELPING CHILDREN COPE WITH STRESSKaren DeBord, Ph.D.Child Development Specialist, North Carolina Cooperative Extension ServiceWhile some stress is normal and even healthy, children today seem to encountermany stressful life events at earlier ages. Stress shows itself in children bycomplaints about stomachaches, being nervous, trouble sleeping, anger flares,and infections.Stress is a life event or situation that causes imbalance in an individual’s life. Anunhealthy response to stress occurs when the demands of the stressor exceed anindividual’s coping ability. Often stress results from something that is beyondour control. Control has a great deal to do with levels of stress.Some stress is normal. Daily and life challenges can be expected. For example,most children will attend school and will have to go through many transitions.Most adolescents will have to grapple with their sense of identity to determinewhere they “fit.” Being afraid of the dark and feeling peer pressure are predictablestressors. Other stressors are not as predictable. Disruptions to what is considerednormal for the child cause problems with stress. Small amounts of stress, asexperienced before a test or when meeting new people, are necessary to presentchallenges for greater learning. Simple stress experienced when learning a newskill or playing an exciting game raise a person’s level of excitement or pressureabove the normal level.When Is Stress Distress?Problems begin when ordinary stress becomes too much stress or distress. Thereare a variety of reasons for children to feel stress. Death, divorce, remarriage,moving, long illness, abuse, family or community violence, natural disaster, fearof failure, and cultural conflict may each heighten stress. Under stress, the heartrate and breathing are at a higher speed and muscles are tense. Multiple stressorsworsen the stress level and the length of the stress. Our bodies need relief fromstress to reestablish balance.Children’s ReactionsReactions to stress vary with the child’s stage of development, ability to cope, thelength of time the stressor continues, intensity of the stressor, and the degree ofsupport from family, friends, and community. The two most frequent indicatorsthat children are stressed are change in behaviors and regression of behaviors.Children under stress change their behavior and react by doing things that arenot in keeping with their usual style. Behaviors seen in earlier phases of development,such as thumb sucking and regression in toileting, may reappear.Chapter 7Page 523rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Some of the Typical Signs and Symptoms of Stress for ChildrenPreschoolers:Typically, preschoolers lack self-control, have no sense of time, act independently,are curious, may wet the bed, have changes in eating habits, have difficulty withsleep or speech, and cannot tell adults how they are feeling.Preschoolers under stress each react differently. Some behaviors may includeirritability, anxiety, uncontrollable crying, trembling with fright, eating orsleep problems. Toddlers may regress to infant behaviors, feel angry and notunderstand their feelings, fear being alone or without their parent, withdraw,bite, or be sensitive to sudden or loud noises. Feelings of sadness or anger maybuild inside of them. They may become angry or aggressive, have nightmares,or be accident prone.Elementary-age Children:Typical elementary-age children can whine when things don’t go their way, beaggressive, question adults, try out new behaviors, complain about school, havefears and nightmares, and lose concentration.Reactions to stress may include withdrawal, feelings of being unloved, beingdistrustful, not attending to school or friendships, and having difficulty namingtheir feelings. Under stress, they may worry about the future, complain ofhead or stomachaches, have trouble sleeping, have a loss of appetite, or needto urinate frequently.Preteens and Adolescents:Adolescents typically are rebellious, have “growing” pains and skin problems,may have sleep disturbances, may go off by themselves, be agitated, and actirresponsibly.Adolescents and teens under stress may feel angry longer, feel disillusioned, lackself-esteem, and have a general distrust of the world. Sometimes adolescentswill show extreme behaviors ranging from doing everything they are asked, torebelling and breaking all of the rules and taking part in high-risk behaviors(drugs, shoplifting, skipping school). Depression and suicidal tendencies areconcerns.Building Safety Nets for StressJust as children’s reactions are each different, so are their coping strategies.Children can cope through tears or tantrums or by retreating from unpleasantsituations. They could be masterful at considering options, finding compromisingsolutions, or finding substitute comfort. Usually a child’s thinking is notdeveloped fully enough to think of options or think about the results of possibleOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 53

actions. Children who live in supportive environments and develop a range ofcoping strategies become more resilient. Resiliency is the ability to bounce backfrom stress and crisis. For many children, a supportive environment is not presentand many children do not learn a set of positive coping strategies.Factors that support children and create a safety net for them during stressfultimes include:• A healthy relationship with at least one parent or close adult.• Well-developed social skills.• Well-developed problem-solving skills.• Ability to act independently.• A sense of purpose and future.• At least one coping strategy.• A sense of positive self-esteem and personal responsibility.• Religious commitment.• Ability to focus attention.• Special interests and hobbies.Families can provide further protection by:• developing trust, particularly during the first year of life.• being supportive family and friends.• showing caring and warmth.• having high, clear expectations without being overly rigid.• providing ways for children to contribute to the family in meaningfulways.• being sensitive to family cultural belief systems.• building on family strengths.Children who live in supportive environments and develop a range of copingstrategies become more resilient.Coping StrategiesIt is not necessary to be a therapist to help children cope with stress. One keyelement in reducing stress is a stress-free environment. A stress-free environmentis based on social support, having the ability to find hope by thinking throughsolutions, and being able to anticipate stress and learn ways to avoid it.Social SupportSocial support means having people to lean on during difficult times. Parentswho listen, friends to talk to, hugs, and help in thinking through solutions areways children feel support.Chapter 7Page 543rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Specifically:Notice them. Well-developed observation skills are essential. Observe for morequarrels with playmates, poor concentration, or bed-wetting.Praise children. Encourage children and show you care. Be positive.Acknowledge feelings. Let children know it is okay to feel angry, alone,scared, or lonely. Give children the names for their feelings and words to expresshow they are feeling.Have children view the situation more positively. Some stressors makethe child feel ashamed. Shaming truly affects self-esteem.Structure activities for cooperation, not competition. This allowsindividuals to go at their own pace and increases the learning of social skills.Involve parents, family members, and friends. They can read books together,encouraging openness and listening. They also can ensure good nutritionand proper rest.Host regular, safe talks. Members of the family or classroom group who feelcomfortable can share experiences, fears, and feelings. Adults can recognize thesteps a child uses to cope and help others learn from these experiences. Holdregular family conferences or classroom meetings to plan activities or to suggestsolutions.in-posi-Thinking It Through ClearlyChildren must learn to think through a problem. Some specific strategiesclude self-talk, writing about the problem, and making a plan. Thinkingtively and thinking up real solutions is important.Adults can:Show how they can cope in a healthy way. Keep calm, control anger,think through a plan, and share the plan with the family.Be proactive. Plan plenty of playtime, inform children about changes, andplan activities where children can play out their feelings. Books, art, puppetry,play, and writing help children think through and name their feelings.Develop thinking skills. Help children think through the consequences ofactions. Pose situations (friendship, stealing, emergencies) and think throughactions. Ask open-ended questions about what the solutions to problems couldinclude, such as “What could we do about this?”Help children tell reality from fantasy. A child’s behavior, for example,did not cause his or her parents’ separation.As an adult, focus on the stressor. Model how thinking through options forOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 55

dealing with difficult people, situations, or problems helps you find solutions.Find individual talk time. Talk about stressful events and everydayevents.Use stories and books. Stories can help the child identify with the feelingsof the character and tap their own feelings to ease them out for discussion andto discuss coping strategies.Use art for expressing feelings. Paint, clay, sand, and water all allow foractive expression.Encourage children to act out coping skills. Playing with dolls, boxes,toy telephones, puppets, blocks, cars, and similar items provides another avenueto bring feelings out for discussion.Give the child some degree of control. Children should be allowed tochoose within the framework of what is expected. Allow them to make somemanageable decisions, such as how to arrange their room, to voice their opinionin some family decisions, which activity to complete.Foresee Stressful Situations and Avoid ThemIf we can foresee an event, we can often block it as a stressor. Ignoring problems,changing the subject, not worrying about it, or changing an action can be copingstrategies.• Identify what could cause stress and plan ways to avoid it or how to deal withit.• Encourage children to be proud of themselves in some way. Developing aspecial interest or skill can serve as a source of pride and self-esteem.• Use gentle humor or read a silly book to create laughter and to reframenegative thoughts into opportunities.• Offer personal space. Modify the environment. Quiet space and alone timeshould be allowed. (Adjust noise levels and check the traffic pattern.)• Teach relaxation and deep breathing techniques. Ask children to close theireyes and imagine a quiet and or happy place (the beach with waves, a birthdayparty, a warm cup of cocoa).• Teach conflict-resolution strategies. Teach children to think through alternativeways to solve problems. Who else can help solve given problems? Whatadditional information do they need?As adults, we can make sure we don’t add to children’s stress by expecting themto act in adult ways. We can praise, be positive, seek positive solutions, help childrenname their feelings, teach fairness, help children learn to like themselves,be patient, teach honesty, and give lots of love and encouragement, particularlyduring difficult times.Chapter 7Page 563rd EditionOperation: Military KidsReady, Set, Go! Training Manual

ReferencesElkind, D. (1988). The Hurried Child. Reading, MA: Addison-Wesley.Hart, A. D. (1992). Stress and your child. Word publishing: Dallas.Honig, A. S. (1986). Stress and Coping in Children. In J. McCracken’sReducing Stress in Children’s Lives. pp. 142–167.Brenner, A. (1984). Helping Children Cope with Stress. Lexington Books:Lexington, MA.National Network for Family Resiliency (1995). Family Resiliency: Buildingstrengths to meet life’s challenges. Ames: Iowa State University Extension.DOCUMENT USE/COPYRIGHTNational Network for Child Care—NNCC. Part of CYFERNET, the National ExtensionService Children Youth and Family Educational Research Network. Permissionis granted to reproduce these materials in whole or in part for educational purposesonly (not for profit beyond the cost of reproduction) provided that the author andNetwork receive acknowledgment and this notice is included:Reprinted with permission from the National Network for Child Care—NNCC.DeBord, K. (1996). “Helping children cope with stress”. Raleigh, NC: NorthCarolina Cooperative Extension Service.Any additions or changes to these materials must be preapproved by the author.AVAILABLE FROM:Karen DeBordNorth Carolina Cooperative Extension ServiceF-2 Ricks Annex Box 7605North Carolina State UniversityRaleigh, NC 27695-7605Phone: 919-515-2770FAX: 919-515-3483INTERNET: kdebord@amaroq.ces.ncsu.eduCOPYRIGHT PERMISSION ACCESS:Karen DeBord, Ph.D.North Carolina Cooperative Extension ServiceBox 7605North Carolina State UniversityRaleigh, NC 27695-7605Phone: 919-515-9147FAX: 919-515-3483karen_debord@ncsu.eduOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 57

Recognizing Stress in ChildrenHelping Children Cope with a DisasterA disaster is frightening to everyone. Several factors play an important part in achild’s reaction to the event. Children will be affected by the amount of directexposure they have had to the disaster. If a friend or family member has beenkilled or seriously injured and/or the child’s school, home or neighborhood hasbeen destroyed or severely damaged, there is a greater chance that the child willexperience difficulties. Adults can help children grieve by patiently listening andbeing able to tolerate feelings. This is a major factor in a child’s perception ofadults’ reactions to the disaster. Children are very aware of adults’ worries mostof the time but they are particularly sensitive during the period of a disaster.Acknowledging your concerns to the children is important, as is your abilityto cope with stress. Another factor that affects a child’s response is his/her developmentalage. Talking about the disaster together using words children canunderstand is important, as is being sensitive to their different responses.Preschool children will cling to parents and teachers and will worry about theirparents’ whereabouts. School-age children whose homes have been damagedby a fire may express the fear that life isn’t safe or fair, whereas adolescents mayminimize their concerns but fight more with parents and spend more time withtheir friends. It is important to listen to children’s individual concerns and tobe alert to signs of difficulty.Children are the most vulnerable population. Times of disaster and traumaincrease their vulnerability. Recognizing children’s symptoms of stress is noteasy. Some stress reactions may include the following:• Sleep disorders• Persistent thoughts of trauma• Belief that another bad event will occur• Conduct disturbances• Hyperalertness• Avoidance of stimulus or similar events, i.e., boating, swimming, baths,traveling• Moving• Regression, thumb sucking• Dependent behaviorsChapter 7Page 583rd EditionOperation: Military KidsReady, Set, Go! Training Manual

• Time distortion• Obsession about the event• Feeling vulnerable• Excessive attachment behaviorsExtension professionals, parents and caregivers can work with child care providersto help them understand that parents who are under stress may not beable to provide enough love and affection for their children. Some of this lackof affection can be supplemented in child care settings.There are multiple factors that determine how to negotiate stress with children.Child’s Developmental LevelElementary school children in the developmental stage of accomplishing andfeeling competent may not progress well in school. This is an interference indevelopment. Research indicates that the stage of identity development (usuallyin adolescent and teen years) can be hampered if fear is pronounced.Latent reactions observed in children experiencing the Buffalo Creek flood inNew York was depression, powerlessness, vulnerability, difficulty distinguishingfact from fantasy, fear of separation, and chronic anxiety.Child’s Perceptions of Family ReactionsSometimes, anxiety in children can be attributed to anxiety in parents. Childrenwho realize that their parents are powerless (the inevitability of flood waters forexample) are fearful. Erikson suggests a loss in the belief of adults power resultsin the questioning of adult authority in other instances, and may manifest itselfin juvenile misconduct.Collaboration between parents, care givers, social workers has worked in thepast. Meaningful adaptations in children’s environments will aid in their feelingsof security.Expected Reactions of Children and Adolescents to Disasters• Refusal to return to school or child care. This may emerge up to severalmonths after the disaster.• Fears related to the disaster (i.e. the sound of wind, rain, thunder, sirens,etc.)• Sleep disturbances persisting several months after the disaster, manifestedby nightmares and bed wetting.• Misconduct and disobedience related to the disaster reflecting anxietiesand losses that the child may not be talking about may appear weeks ormonths later.• Physical complaints (stomachaches, fevers, headaches, dizziness) for whichOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 59

no immediate physical cause is apparent.• Withdrawal from family and friends, listlessness, decreased activity,preoccupations with the events of the disaster. Many children may beconfused or upset by their normal grief reaction. Children have reportedthat they do not feel enough support from adults during a disaster.• Loss of concentration, irritability.• Increased susceptibility to infection and physical problems related to thedisaster.The most common psychological disturbances found among children who havelived through a disaster include: anxiety disorders, sleep-disturbances, phobias,depression and post-traumatic stress disorder.Children proceed through a variety of stages following a trauma. The followingstages have been identified as stages one might expect following a disaster.• Terror—Exhibits for children through crying, vomiting or bodily discharge,becoming mute, loss of temper, or running away.• Rage, anger—Adrenaline release, tense muscles, heart rate increases.• Denial—Adults may exhibit denial differently than children. Somebehaviors include feeling numb, blocking off pain and emotion, dreaming,feeling removed from experiences, or no feelings at all. Childrenmay withdraw into uncustomary behavior patterns. One study reportedavoidance and resistance to participating in art therapy by not drawinganything related to the actual disaster (Newman, 1976). Behaviors mayappear non-responsive and be overlooked.• Unresolved grief—Unresolved grief could move into deep depressionor major character changes to adjust to unresolved demands of grief andtrauma. A child may stay sad or angry, be passive or resistant.• Shame and guilt—Children do not believe in randomness and mayeven feel at fault after a disaster. Shame is one’s public exposure of vulnerabilities.Guilt is private. There is a need to resolve these feelings, regaina sense of control, gain a new sense of independence and feel capable.The effects of trauma in childhood can be found both immediately and after along period of time. Trauma changes those involved. Knowing what to look forin children can lead caring adults to seek professional assistance.Generally the world for small children is predictable and stable served bydependable people. Any disruption in stability causes stress. The two mostfrequent indicators that children are stressed are CHANGE in behaviors andREGRESSION of behaviors. Children can change their behavior and react bydoing things that are not in keeping with their usual style. Behaviors seen inearlier phases of development such as thumb sucking and regression in toiletingmay reappear. Age groups differ in reactions. For example, loss of prizedpossessions, especially pets, hold greater meaning during middle childhood. Ofconcern to adolescents during/after a major disaster is the fear related to ownChapter 7Page 603rd EditionOperation: Military KidsReady, Set, Go! Training Manual

ody (intactness), disruption of peer relationships and school life. Adolescentsfeel their growing independence from parents and family is threatened. At thistime, it feels different since the family needs to pull together during this timeand less independence is allowed.There will be a difference between age groups:NormalDevelopmentPossible StressfulReactionConsider Referralfor ProfessionalAssistancePreschool (1–5)thumb sucking, bedwettinguncontrollable cryingexcessive withdrawallacks self-control, no senseof time, wants to exhibitindependence (2+)trembling with fright,immobiledoes not respond tospecial attentionfear of the dark or animals,night terrorsrun aimlessly✪clinging to parentsexcessive clinging, fearof being left alone✪curious, explorativeregressive behavior✪loss of bladder/bowelcontrolmarked sensitivity toloud noises, weather✪speech difficultiesconfusion, irritability✪changes in appetiteeating problems✪Middle Childhood(5–11)irritabilitymarked regressive behaviors✪whiningsleep problems✪clingingaggression, questionsauthority, tries new behaviorsfor ‘fit’weather fearsheadache, nausea, visualor hearing problems✪✪overt competition withsiblings for parents’ attentionschool avoidanceirrational fearsrefusal to go to school,distractability, fighting✪✪nightmares, fear of darkpoor performance✪withdrawal from peers✪✪loss of interest/concentration in school✪✪Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 61

Normal Behavior/Stressed Behavior continuedNormalDevelopmentPossible StressfulReactionConsider Referralfor ProfessionalAssistanceEarly Adolescence(11–14)sleep disturbancewithdrawal, isolationdisoriented, hasmemory gapsappetite disturbancedepression, sadnesssuicidal ideationseverely depressed,withdrawnrebellion in the home/refusalto do choresaggressive behaviorssubstance abuserphysical problems (skin,bowel, aches and pains)depressionunable to care for self(eat, drink, bathe)Adolescence(14–18)psychosomatic problems(rash, bowel, asthma)confusionmuch the same asmiddle childhoodheadache/tension hypochondriaseswithdrawal, isolationhallucinates, afraid willkill self or othersappetite and sleep disturbanceantisocial behavior, i.e.,stealing, aggression,acting outcannot make simpledecisions– begin to identify withpeers– have a need for alonetime– may isolate self fromfamily on occasionwithdrawal into heavysleep OR night frightsexcessively preoccupiedwith one thoughtagitation, apathydepression✪irresponsible behavior✪✪poor concentration✪✪Chapter 7Page 623rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Strategies for Parents and TeachersStrategies to Assist Children Manage StressDuring disasters, many families suffer from the onset of sudden stress. Severestress can disrupt functioning. Over time, relief from stress enables families toeventually reestablish equilibrium. Informed intervention can speed up thisprocess and in many instances can prevent serious problems later.On the other hand, families that were dysfunctional (prior to the disaster), willnot be cured through intervention. The most vulnerable and those with thelowest resources were most susceptible before the disaster and remained so afterthe disaster.A theory worthy of consideration in dealing with disaster stress is attachmenttheory. Throughout life, young children are more resilient if they have becomeattached to at least one significant adult. Being able to trust at least one adultpulls them through stressful times. Secure attachment provides a foundationfor healthy development and healthy mental functioning.Although attachment exists all of the time, it is particularly evident when achild is ill, tired, or afraid. A child searches out that person who makes them feelsafe and secure. Stress occurs when that person is not available…in proximityor emotionally.Separation is the flip side of attachment. Any indication that separation mayoccur causes stress. Children going into a new child care situation, to a newclass, or to spend the night away from home (even to camp), can be stresseddue to separation. Children can bring an attachment item along (blanket, bear)to child care, to ease the separation from parents.The more severe the disaster, the more serious the threat and the greater thechance for actual separation or loss. Sleeping alone in a strange place, beingseparated from parents and other family members, losing toys and pets are wayschildren were affected during the disaster.Parents should be assured that they are not spoiling their child by responding tofright. If feelings are not recognized, then buried and later may surface...whenthe reason is not as evident. Significant adult availability and responsiveness isof great importance to move through the stressful time.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 63

Helping Children Handle Disaster-Related AnxietyPre-School Age ChildrenBehavior such as bedwetting, thumb sucking, baby talk, or a fear of sleepingalone may intensify in some younger children, or reappear in children who hadpreviously outgrown them. They may complain of very real stomach crampsor headaches, and be reluctant to go to school. It’s important to remember thatthese children are not “being bad”. They are afraid. Here are some suggestionsto help them cope with their fears:Reassure pre-schoolers that they’re safe. Provide extra comfort and contactby discussing the child’s fears at night, by telephoning during the day and withextra physical comforting.Get a better understanding of a child’s feelings about the disaster.Encouraging children to draw pictures about the disaster, and then discussingthem, will offer insight into each child’s particular fears and concerns. You canwork to structure children’s play so that it remains constructive, serving as anoutlet for expressing fear or anger.School Age ChildrenChildren this age may ask many questions about the disaster, and it’s importancethat you try to answer them in clear and simple language. If a child is concernedabout a parent who is distressed, don’t tell a child not to worry, doing so willjust make him or her worry more.Here are several important points to remember with grade-school-age children:False reassurance does not help this age group. Don’t say disasters willnever affect your family again; children will know this isn’t true. Instead say “I’llalways try to keep you safe,” or “Adults are working very hard to make thingssafer for next time.” Children’s fears often get worse around bed time, so youmight want to stick around until the child falls asleep in order to make him orher feel protected.Monitor children’s media viewing. Images of the disaster and the damageare extremely frightening to children, so consider limiting the amount of mediacoverage they see. A good way to do this without calling attention to your ownconcern is to regularly schedule an activity—story reading, drawing, movies, orletter writing, for example during the news hour.Allow them to express themselves through play or drawing. As withyounger children, school-age children sometimes find comfort in expressingthemselves through playing games or drawing scenes of the disaster. Allowingthem to do so, and then talking about it gives you the story they have expressedin pictures with an emphasis on personal safety.Chapter 7Page 643rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Don’t be afraid to say “I don’t know.” Part of keeping discussion of thedisaster open and honest is not being afraid to say you don’t know how to answera child’s question. When such an occasion arises, explain to your child thatdisasters are very unpredictable, and they cause things that even adults havetrouble dealing with. Temper this by explaining that, even so, adults will alwayswork very hard to keep children safe and secure.AdolescentsEncourage youth to work out their concerns about the disaster. Adolescents maytry to downplay their worries. It is generally a good idea to talk about these issues,keeping the lines of communication open and remaining honest about thefinancial, physical and emotional impact of the disaster on your family.Adolescents typically are going through an identity phase of development. Theirsense of “who they are” at this point in their lives may be tied to possessions andfriends. Having to transfer schools may be traumatic and telling friends they areliving in a shelter equally difficult.Offer support and encouragement that things will get better and elicit theircontribution to work on repairs or prevention of additional damage.General Guidelines for ParentsSpend more time with your child, using at least part of that time to talk.Some comfort may be restored through recreating familiar surroundings (i.e.,obtaining copies of photos from family and friends and allowing the child toreplace stuffed animals).Children can be expected to have greater difficulty with times of separation(school drop-offs, bedtime) so extra reassurance is important. Let your childknow where you are. Daytime phone calls may be increased.Monitor your child’s viewing of the disaster on television and other media.Repeated viewing is traumatic. If possible, watch television with your child.Allow the child to discuss the disaster, but do not force it. When discussing it,emphasize that the child is now safe.General Guidelines for TeachersGreet each child warmly each day. That transition from parent to teacheris an important one. Often mornings are extremely stressful for families. Childrenmay have been yelled at, hurried, and given breakfast in the car. A warmsmile or hug as a child walks in the door can go a long way to help a child feelaccepted and wanted.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 65

Spend time with each child every day. Even if it’s just for one or two minutes,get down on the child’s level, make eye contact, listen, and watch.Value each child. Children learn to value themselves through the eyes (andwords) of others. What you say (or don’t say) to a child has tremendous impact.Eliminate stressful situations from your classroom and routines.Ask yourself the following questions:• Is my room arrangement simple and easy to move through?• Are activity areas clearly defined (e.g., art area, block area, reading/quietarea)?• Do I have a balance of noisy areas (e.g., blocks, dramatic play), and quietareas (books, manipulatives)?• Have I planned my day so that it alternates between active and quietactivities, organized projects and free play?• Do I stick to routine as much as possible so that children know what toexpect each day?Previous guidelines prepared by Extension Specialists at Iowa State University.Parent and Teachers Can Assist ChildrenIn a calm, supportive manner talk honestly about the facts of the disaster. Falselyminimizing the disaster will not end the children’s concerns.Encourage children to share their feelings and discuss their experiences.Methods for Helping Children Cope in School:Story-telling. Oral or written story-telling are among the methods that canbe used to help children reenact their experiences in a constructive manner.Encouraging group discussion after each child relates his/her story allows thechildren to assist each other.Arts projects. Encouraging children to draw what they have felt, wished ordreamed after a disaster allows them to express their feelings. Like story-telling,the drawings can be shared during a period of group discussion. Non-verbalactivities promote the sharing of feelings and the beginning of grieving.Group projects. In a discussion led by their teacher, children can discuss whatthey could do to assist with the recovery efforts. Examples include gatheringbooks and toys for the relief effort or working together on a clean-up project,especially in schools that have been seriously affected.During the disaster and during recovery, there are many concerns about childcare. Where are children safe? Who can watch them while parents are busy inChapter 7Page 663rd EditionOperation: Military KidsReady, Set, Go! Training Manual

“fighting the disaster” or assisting with a clean-up?Some possibilities are churches, clergy/members, child care facilities, relatives,some high school students or elderly in community. Check for after school orsummer school activities. This would give the child a meaningful place to beand would free your time for dealing with the crisis. Other ideas include: Libraryprograms; foster grandparents agencies; 4-H Club; church youth groups; childcare centers.Classroom ActivitiesMany teachers respond to disasters with creative classroom activities to assisttheir students in ventilating and integrating their experiences. Some of theseactivities are appropriate for various age groups. They are meant to be vehiclesfor expression and discussion for your students, important steps in the healingprocess. These are examples of what can be done. They can be used to stimulateyour own ideas and can be adapted to meet your own students’ needs and yourteaching style.Preschool Activities1. Availability of toys that encourage play reenactment of children’s experiencesand observations during the disaster can help children integrate these experiences.These might include fire trucks, dump trucks, rescue trucks, ambulances,building blocks or playing with puppets or dolls as ways for the childto ventilate and act out his or her own feelings about what has occurred.2. Children need close physical contact during times of stress to help them reestablishego boundaries and a sense of security. Games that involve physicaltouching among children within a structure are helpful in this regard. Someexamples might be:a. Ring Around the Rosieb. London Bridgec. Duck, Duck, Goose3. Providing extra amounts of finger foods, in small portions, and fluids is aconcrete way of supplying the emotional and physical nourishment childrenneed in times of stress. Oral satisfaction is especially necessary as childrentend to revert to more regressive behavior in response to feeling that theirsurvival or security is threatened.4. Have the children do a mural on long paper with topics such as whathappened in your house (school or neighborhood) when the big storm hit(earthquake, etc.). This is recommended for small groups with discussionafterward facilitated by an adult.5. “Short stories” dictated to an adult on a one-to-one basis on such topics as“What I do and don’t like about the rain.” This activity can help the childverbalize his/her fears, as well as to perhaps get back in touch with previouspositive associations with the disruptive phenomena.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 67

6. Have the children draw pictures about the disaster and then discuss the picturesin small groups. This activity allows them to vent their experiences andto discover that others share their fears.7. Do a group collage.Primary School Activities1. For the younger children, availability of toys that encourage expressive playreenactment of their experiences and observations during the disaster canbe helpful in their integrating these experiences. These might include ambulances,dump trucks, fire trucks, building blocks, and dolls. Playing withpuppets can provide ways for the older children, as well, to ventilate theirfeelings.2. Help or encourage the children to develop skits or puppet shows about whathappened in the disaster. Encourage them to include anything positive aboutthe experience as well as those aspects that were frightening or disconcerting.3. Stimulate group discussion about disaster experiences by showing your ownfeelings, fears or experiences during the disaster. It is very important to legitimizetheir feelings and to help them feel less isolated.4. Have the children brainstorm on their own classroom or family disasterplan. What would they do? What would they take if they had to evacuate?How would they contact parents? How should the family be prepared? Howcould they help the family? Encourage them to discuss these things with theirfamilies.5. Encourage class activities in which children can organize or build projects(scrapbooks, replicas, etc.), thus giving them a sense of mastery and controlover events.6. Have the children color the pictures in “The Awful Rain and How It Made MeFeel” (or similar material appropriate to the disaster). Encourage the childrento talk about their own feelings during and after the disaster.Junior High and High School Activities1. Group discussion of their experiences of the disaster is particularly importantamong adolescents. They need the opportunity to vent as well as to normalizethe extreme emotions that come up for them. A good way to stimulate sucha discussion is for the teacher to share his/her own reactions to the disaster.They may need considerable reassurance that even extreme emotions and“crazy thoughts” are normal in a disaster. It is important to end such discussionson a positive note (e.g., What heroic acts were observed? How can webe of help at home or in the community? How could we be more preparedfor a disaster?). Such discussion is appropriate for any course of study in thatit can facilitate a return to more normal functioning.Chapter 7Page 683rd EditionOperation: Military KidsReady, Set, Go! Training Manual

2. Break the class into small groups and have them develop a disaster plan fortheir home, school or community. This can be helpful in repairing a senseof mastery and security, as well as having practical merit. The small groupsmight then share their plans in a discussion with the entire class. Encouragestudents to share their plans with their families. They may wish to conducta “Family Disaster Preparedness” meeting and invite family members anddisaster preparedness experts to participate.3. Conduct a class discussion and/or support a class project on how the studentsmight help the community rehabilitation effort. It is important to help themdevelop concrete and realistic ways to be of assistance. This helps them toovercome the feelings of helplessness, frustration, and “survivors guilt” thatare common in disaster situations.4. Classroom activities that relate the disaster to course study can be a goodway to help the students integrate their own experience or observationswhile providing specific learning experiences. In implementing the followingsuggestions, or similar ideas of your own, it is very important to allow timefor the students to discuss feelings that are stimulated by the projects or issuescovered.Journalism—Have the students write stories that cover different aspects of thedisaster. These might include community impact, lawsuits that result fromthe disaster, human interest stories from fellow students, geological impact,etc. Issues such as accurate reporting of catastrophic events as sensationalismmight be discussed. The stories might be compiled into a special studentpublication.Science—Cover scientific aspects of the disaster, e.g., discuss climate condition,geological impact, etc. Project about stress: physiological responses tostress and methods of dealing with it. Discuss how flocks of birds, herds ofanimals, etc., band together and work in a threatening or emergency situation.What can be learned from their instinctive actions?English composition—Have the students write about their own experiencesin the disaster. Such issues as the problems that arise in conveying heavyemotional tone without being overly dramatic might be discussed.Literature—Have students report on natural disaster in Greek mythology,American and British literature, in poetry.Psychology—Have the students apply what they have learned in the courseto the emotions, behaviors, and stress reactions they felt or observed in thedisaster. Cover post-traumatic stress syndrome. Have a guest speaker fromthe mental health professions involved in disaster work with victims, etc.Have students discuss (from their own experience) what things have beenmost helpful in dealing with disaster-related stress. Have students develop aOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 69

mental health education brochure discussing emotional/behavioral reactionsto disaster and things that are helpful in coping with disaster-related stress.Have students conduct a survey among their parents or friends: What wasthe most dangerous situation in which you ever found yourself? How didyou react psychologically?Peer counseling—Provide special information on common responses todisaster; encourage the students’ helping each other integrate their ownexperiences.Health—Discuss emotional reactions to disaster, the importance of taking careof one’s own emotional and physical well-being, etc. Discuss health implicationsof the disaster, e.g., water contamination, food that may have gone baddue to lack of refrigeration, and other health precautions and safety measures.Discuss the effects of adrenalin on the body during stress and danger. Aguest speaker from Public Health and/or Mental Health might be invited tothe class.Art—Have the students portray their experiences of the disaster in variousart media. This may be done individually or as a group effort (e.g., making amural).Speech/Drama—Have the students portray the catastrophic emotions thatcome up in response to a disaster. Have them develop a skit or play on someaspects of the event. Conduct a debate: Women are more psychologicallyprepared to handle stress than men (or vice-versa).Math—Have the class solve mathematical problems related to the impact ofthe disaster (e.g., build questions around gallons of water lost, cubic feet ofearth that moved in a mud slide).History—Have students report on natural disasters that have occurred inyour community or geographic area and what lessons were learned that canbe useful in preparing for future disasters.Civics/Government—Study governmental agencies responsible for aid tovictims, how they work, how effective they are, the political implicationswithin a community. Examine the community systems and how the stressof the disaster has affected them. Have students invite a local governmentalofficial to class to discuss disaster precautions, warning systems, etc. Havestudents contact the California Seismic Safety Commission of State legislatorsregarding recent disaster-related bills passed or pending. How will thislegislation affect your community and other areas of the state? Visit localemergency operating centers and learn about their functions.Chapter 7Page 703rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Types of Prevention Strategies(Excerpt from “Drug Abuse Prevention: What Works”,National Institute of Drug Abuse, 1997, pp. 10–15)In a 1994 report on prevention research, the Institute of Medicine (IOM 1994)proposed a new framework for classifying prevention based on Gordon’s (1987)operational classification of disease prevention. The IOM model divides thecontinuum of care into three parts: prevention, treatment, and maintenance.The prevention category is divided into three classifications—universal, selectiveand indicated prevention interventions, which replace the confusing conceptsof primary, secondary, and tertiary prevention. Although the IOM system distinguishesbetween prevention and treatment, intervention in this context isused in its generic sense and should not be construed to imply an actual treatmentprotocol.UniversalUniversal prevention strategies address the entire population (national, localcommunity, school, neighborhood), with messages and programs aimedat preventing or delaying the abuse of alcohol, tobacco, and other drugs. Forexample, it would include the general population and subgroups such as pregnantwomen, children, adolescents, and the elderly. The mission of universalprevention is to deter the onset of substance abuse by providing all individualsthe information and skills necessary to prevent the problem. All members ofthe population share the same general risk for substance abuse, although therisk may vary greatly among individuals. Universal prevention programs aredelivered to large groups without any prior screening for substance abuse risk.The entire population is assessed as at-risk for substance abuse and capable ofbenefiting from prevention programs.SelectiveSelective prevention strategies target subsets of the total population that aredeemed to be at risk for substance abuse by virtue of their membership in a particularpopulation segment—for example, children of adult alcoholics, dropouts,or students who are failing academically. Risk groups may be identified on thebasis of biological, psychological, social, or environmental risk factors knownto be associated with substance abuse (IOM 1994), and targeted subgroups maybe defined by age, gender, family history, place of residence such as high druguse or low-income neighborhoods, and victimization by physical and/or sexualabuse. Selective prevention targets the entire subgroup regardless of the degreeof risk of any individual within the group. One individual in the subgroupmay not be at personal risk for substance abuse, while another person in thesame subgroup may be abusing substances. The selective prevention program ispresented to the entire subgroup because the subgroup as a whole is at higherrisk for substance abuse than the general population. An individual’s personalOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 7Page 71

isk is not specifically assessed or identified and is based solely on a presumptiongiven his or her membership in the at-risk subgroup.IndicatedIndicated prevention strategies are designed to prevent the onset of substanceabuse in individuals who do not meet DSM-IV criteria for addiction, but whoare showing early danger signs, such as falling grades and consumption of alcoholand other gateway drugs. The mission of indicated prevention is to identifyindividuals who are exhibiting early signs of substance abuse and other problembehaviors associated with substance abuse and to target them with specialprograms. The individuals are exhibiting substance abuse-like behavior, but ata subclinical level (IOM 1994). Indicated prevention approaches are used forindividuals who may or may not be abusing substances, but exhibit risk factorsthat increase their chances of developing a drug abuse problem. Indicatedprevention programs address risk factors associated with the individual, such asconduct disorders, and alienation from parents, school, and positive peer groups.Less emphasis is placed on assessing or addressing environmental influences,such as community values. The aim of indicated prevention programs is notonly the reduction in first-time substance abuse, but also reduction in the lengthof time the signs continue, delay of onset of substance abuse, and/or reductionin the severity of substance abuse. Individuals can be referred to indicated preventionprograms by parents, teachers, school counselors, school nurses, youthworkers, friends, or the courts. Young people may volunteer to participate inindicated prevention programs.ResourcesFor more information on the three types of prevention strategies, you can order“Drug Abuse Prevention: What Works” by National Institute on Drug Abuse(1997), (800) 553-6847, www.drugabuse.gov.Chapter 7Page 723rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter Eight:Impact of Grief, Loss, and TraumaI. Lesson PlanA. Purpose: To learn about the unique issues impacting military families—particularly children and youth—and to identify behavioral and emotionalreactions associated with grief, loss, and trauma.B. Objectives:1. Understand general child and youth reactions to grief, loss, and traumaat various developmental stages.2. Identify academic, behavioral, emotional, social, physical, and spiritualimpact of grief, loss, and trauma on youth.3. Identify adult strategies to provide support and assistance.C. Time: 120 minutesD. Preparation/Materials Needed:✪ Easel, flip chart, markers, PowerPoint slides, computer, and LCD projectorII. Training Session ContentA. PowerPoint SlidesSlide 8-1: Chapter 8 Introduction SlideSlide 8-2: Circumstances Impacting Military FamiliesSlide 8-3: What is a Casualty?Slide 8-4: Casualty StatusesSlide 8-5: Six Basic Concepts of GriefSlide 8-6: The Grief and Loss Process (Kubler-Ross)Slide 8-7: Adult Reactions to Grief and LossSlide 8-8: Children/Youth Reactions to Grief and LossSlide 8-9: Academic Responses of Grieving Child/YouthSlide 8-10: Behavioral Responses of Grieving Child/YouthSlide 8-11: Emotional Responses of Grieving Child/YouthSlide 8-12: Social Responses of Grieving Child/YouthSlide 8-13: Physical Responses of Grieving Child/YouthSlide 8-14: Spiritual Responses of Grieving Child/YouthSlide 8-15: Developmental Responses: Infants and ToddlersSlide 8-16: How to Help: Infants and ToddlersOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page

Slide 8-17: Developmental Responses: Preschool ChildSlide 8-18: How to Help: Preschool ChildSlide 8-19: Developmental Responses: Elementary School ChildSlide 8-20: How to Help: Elementary School ChildSlide 8-21: Developmental Responses: Middle School YouthSlide 8-22: How to Help: Middle School YouthSlide 8-23: Developmental Responses: High School YouthSlide 8-24: How to Help: High School YouthSlide 8-25: Coping with DeathSlide 8-26: Common Mistakes When Dealing with DeathSlide 8-27: Count on Grief, Loss, and Death to...Slide 8-28: Brainstorm Strategies to Support Children and Youth(Group Activity)B. Activity and Directions1. Review slides with participants.2. Allow them to share their experiences.III. Must-Read Background MaterialA. Children and Grief: What They Know, How They Feel, How to HelpB. Resources for Wounded or Injured Servicemembers and their FamiliesC. America at War: Our Attitude Makes a DifferenceD. America at War: Helping Children CopeE. FearsF. Drugs, Alcohol, and Your KidG. Reactions and Guidelines for Children Following Trauma/Disaster1. What to Expect after Trauma: Possible Reactions in Elementary SchoolStudents2. What to Expect after Trauma: Possible Reactions in Middle SchoolStudents3. What to Expect after Trauma: Possible Reactions in High School StudentsIV. EvaluationA. Reflection Questions1. What did you learn (or re-learn) about the grief/loss process?2. What personal or professional experiences have you had in dealing withthe grief/loss issues of children and youth?3. How have these experiences impacted you?B. Application Questions1. What can you do in the future to be sensitive to the needs of childrenand youth dealing with grief, loss, and trauma?2. How can OMK teams support children/youth in our communitiescoping with the grief and loss associated with the deployment, injuryor death of a parent or loved one?Chapter 8Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter 8:Impact of Grief, Loss, and Traumaon Children and YouthOperation: Military KidsReady, Set, Go! TrainingSlide 8-1 : Chapter 8 IntroductionContent of this slide adapted from: N/AMaterials Needed: Trainer and participant manualsPowerPoint slidesFlip chart paper & pensTrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Share purpose and objectives of this chapter.Say: The purpose of this chapter is to learn about the unique issues impacting NationalGuard and Reserve families, particularly children and youth, and to identifybehavioral and emotional reactions associated with grief, loss, and trauma.The objectives include: understanding general child and youth reactions at variousdevelopmental stages to grief, loss, trauma, and death; identify academic,behavioral, emotional, social, physical, and spiritual impact; and identify specificadult strategies to provide support and assistance to children and youth.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page

What types of circumstances impactmilitary families and result in grief,loss, or trauma?(Group brainstorm)Slide 8-2: Circumstances Impacting Military FamiliesContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question.Say: What types of circumstances impact military families and result in grief, loss, ortrauma-related responses?Do:• Facilitate group brainstorming and record responses on flip chart.• Emphasize key points of discussion below.Say: Along with deployment, reintegration, and other issues, casualties are one of themajor events impacting military families when it comes to grief, loss, and trauma.In the next few slides we will take a closer look at what is meant when theterm casualty is used.Chapter 8Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

What is a Casualty?• “Any person who is lost to the organization by reasonof having been declared beleaguered, besieged,captured, dead, diseased, detained, duty statuswhereabouts unknown, injured, ill, interned, missing,missing in action, or wounded.”• Types: Hostile and Non-HostileSlide 8-3: What is a Casualty?Content of this slide adapted from: National Military Family Association www.nmfa.org, DoD Joint Publication 1-02, and Department of Defense Instruction (DoDI)1300.18.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion below.Say: The military definition of casualty encompasses more than injury and death.The next slide will outline the seven casualty statuses as defined by the Departmentof Defense.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page

Casualty Statuses• Deceased• Duty status—whereabouts unknown• Missing• Very seriously ill or injured• Seriously ill or injured• Incapacitating illness or injury• Not seriously injuredSlide 8-4: Casualty StatusesContent of this slide adapted from: National Military Family Association www.nmfa.org, DoD Joint Publication 1-02, and Department of Defense Instruction (DoDI)1300.18.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion below.Say: These seven casualty statuses illustrate levels of severity ranging from mild forms ofinjury and illness, to more severe forms of injury and illness, to, ultimately, death.Military families dealing with any casualty-related circumstances or situations willfind themselves directly impacted by the emotions and behaviors associated withgrief, loss, and trauma.Chapter 8Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Say: It is important for professionals working with military families to be able to identifygrief, loss, and trauma related emotions and behaviors—particularly with childrenand youth—and in turn connect them with available support systems to help themcope effectively with these emotions and behaviors.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page

Six Basic Concepts of Grief• Grief is a natural reaction to change, loss, or death.• Each person’s grieving experience is unique.• There are no “right” or “wrong” ways to grieve.• All individuals walk through the grieving process in theirown timeframes and in their own ways.• Grief comes in waves—times of great intensity followedby times of relief. There is no reasoning or pattern andit can hit with little warning.• Grieving never ends. It is something the personwill not permanently “get over.”Slide 8-5: Six Basic Concepts of GriefContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org and Discovering Permission to Grieve in the Special Care Series byDoug Manning, insightbooks.com.Materials Needed: N/ATrainer Tips: Some participants may be uncomfortable talking about this topic.Trainer empathy and understanding should be kept in mind at all times when facilitatingthese discussions.What to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion below.Say: All human beings, regardless of age, experience these six basic concepts of grief.This, of course, is also true for military families and youth coping with these issues.Numerous studies indicate that grieving can last up to two years for any individualdealing with a significant change, loss, or death.Chapter 8Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Do:• Encourage participants to respond to the following questions.Say: Let’s take a closer and more personal look at these issues for a moment.Raise your hand in response to the following questions. Have any of you…— Experienced a change in which you experienced grief?— Experienced a loss?— Experienced a death?Do:• Note the similarities and differences among the group as a whole when itcomes to their experiences with grief, loss, and trauma.• Upon conclusion of brainstorming session, emphasize the following points.Say: Grieving is a natural human response. It is experienced by all human beings sometime during our lifetimes. It is a topic we often don’t feel comfortable talking openlyabout or know how to deal with effectively.It is an issue that directly impacts many military families, children, and youth.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page

The Grief and Loss Process:Elizabeth Kubler-Ross• Shock• Denial (Survival)• Anger• Bargaining• AcceptanceSlide 8-6: The Grief and Loss Process: Elizabeth Kubler-RossContent of this slide adapted from: On Death and Dying by Elizabeth Kubler-Ross.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion below.Say: The grief and loss process is unique to each individual—like a thumbprint.Children and youth have different reactions based on their ages and stages ofdevelopment. The following slides will explore this further.It is important to understand grief and loss issues because they are oftenexperienced to some degree by Soldiers, families, children, and youth whendealing with issues related to deployment and reintegration.Chapter 8Page 103rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Adult Reactions to Grief and Loss• Denial• Difficulty findingconsolation• Irritability and moodswings• Sleep difficulties• Change in eating habits• Low motivation• Difficulty problem solving• Fear of being alone• Use of substances tomedicate• Vulnerable immunesystem• Other reactions?Slide 8-7: Adult Reactions to Grief and LossContent of this slide adapted from: Life After Loss: How to Help Others Through theGrieving Process by Theresa McIntier, Carondelet Management Institute.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participation in the discussion below.Say: Please share any additional ways, not listed on the slide, in which you havewitnessed grief or loss reactions by adults.Do:• Emphasize the key points of the discussion as follows.Say: It is important to remember that adults may be grieving at the same time as childrenand youth. This may make them physically and/or emotionally unavailable toprovide the necessary support for the children and youth.This is why our understanding of these issues and the support we can provideprofessionally to children and youth is so critical.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 11

Children/Youth Reactionsto Grief and Loss• Children & Youth…— Tend to go in and out of grief— Developmental stage will influence their reactions— All cannot talk openly about their loss and feelings— May not seem to be affected at all (external vs. internalresponses or “survival mode”)— Play is one way in particular they make sense of thechanges in their world— Not unusual for them to experience physicalreactions— Need to grieve any significant loss/change/death at all developmental stages for healthyresolutionSlide 8-8: Children/Youth Reactions to Grief and LossContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to participate in the following discussion.Say: Please share any additional ways, not listed on the slide, that you may havewitnessed grief or loss reactions by children and youth.Do:• Emphasize key points of discussion as follows.Say: Children and youth grieve differently than adults.Chapter 8Page 123rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Say: Children and youth need to grieve loss, change, and death at all developmentalages and stages.It is important to keep the doors of communication open with children and youtheven if they appear to be unaffected or uninterested in talking about the grief andloss, change, and/or death.In time, all grieving children and youth will eventually display some changes inbehavior that are indicated on the following slides.It is important for adults to be aware of and respond to these changes in healthyand supportive ways.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 13

Academic Responsesof the Grieving Child/Youth• Inability to focus or concentrate• Failing or declining grades• Incomplete or poor quality of work• Increased absence or reluctance to go to school• Forgetful, memory loss• Over achievement, trying to be perfect• Inattentiveness• DaydreamingSlide 8-9: Academic Responses of the Grieving Child/YouthContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question.Say: Have any of you seen any other child or youth academic responses to grief andloss not listed on this slide?Do:• Facilitate discussion as needed.Chapter 8Page 143rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Behavioral Responses of the GrievingChild/Youth• Disruptive behaviors, noisy outbursts• Aggressive behaviors, frequent fighting• Non-compliance to requests• Increase in risk-taking or unsafe behaviors• Isolation or withdrawal• Regressive behaviors to a time when things felt more safeand in control• High need for attention• A need to check in with parent/significantotherSlide 8-10: Behavioral Responses of the Grieving Child/YouthContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question.Say: Have any of you seen any other child or youth behavioral responses to grief andloss not listed on this slide?Do:• Facilitate discussion as needed.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 15

Emotional Responses of the GrievingChild/Youth• Insecurity, issues of abandonment, safety concerns• Concern over being treated differently from others• Fear, guilt, anger, regret, sadness, confusion• “I don’t care” attitude• Depression, hopelessness, intense sadness• Overly sensitive, frequently tearful, irritable• Appears unaffected by change/loss/death• Preoccupation, wanting details• Recurring thoughts of death, suicideSlide 8-11: Emotional Responses of the Grieving Child/YouthContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question.Say: Have any of you seen any other child or youth emotional responses to grief and lossnot listed on this slide?Do:• Facilitate discussion as needed.Chapter 8Page 163rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Social Responses of the GrievingChild/Youth• Withdrawal from friends and family• Withdrawal from activities and sports• Use of alcohol and other drugs• Changes in relationships with teachers and peers• Changes in family roles• Wanting to be physically close to safe adult• Sexual acting out• Stealing, shoplifting• Difficulty being in a group or crowdSlide 8-12: Social Responses of the Grieving Child/YouthContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question.Say: Have any of you seen any other child or youth social responses to grief and lossnot listed on this slide?Do:• Facilitate discussion as needed.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 17

Physical Responses of the GrievingChild/Youth• Stomachaches, headaches, heartaches• Frequent accidents or injuries• Nightmares, dreams, or sleep difficulties• Loss of appetite or increased eating• Low energy, weakness• Nausea, upset stomach, hives, rashes, etc.• Increased illnesses, low resistance• Rapid heartbeatSlide 8-13: Physical Responses of the Grieving Child/YouthContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question.Say: Have any of you seen any other child or youth physical responses to grief and lossnot listed on this slide?Do:• Facilitate discussion as needed.Chapter 8Page 183rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Spiritual Responses of the GrievingChild/Youth• Anger at God or Higher Power• Questions of “Why me?” and “Why now?”• Questions about meaning of life• Confusion• Feelings of being alone in the universe• Doubting or questioning current beliefs• Sense of meaninglessness about the future• Changes in values, questioning what isimportantSlide 8-14: Spiritual Responses of the Grieving Child/YouthContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question.Say: Have seen any other child or youth spiritual responses to grief and loss not listed onthis slide?Do:• Facilitate discussion as needed.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 19

Developmental Responses:Infants and Toddlers• Intuitive sensesomething serioushas happened• General anxiety• Crying• Sleeplessness• Excessive sleeping• Stomach problems• Clinging, needing tobe held• Separation anxiety• Biting• Throwing things• Regression throughbaby talk, bed wetting• Irritability• Temper tantrums• ClumsinessSlide 8-15: Developmental Responses: Infants and ToddlersContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows.Say: Infants and toddlers know intuitively that something has happened but don’t havethe verbal skills to articulate their feelings.It is important to be aware of changes in behavior and to respond with support asoutlined on the following slide.Chapter 8Page 203rd EditionOperation: Military KidsReady, Set, Go! Training Manual

How To Help: Infants and Toddlers• Lots of holding, additional nurturing, and physicalcontact• Consistent routine, including regular meal and bed times• Rules and limits which are concrete and specific• Short, truthful statements about what happened• Making time for play, both physical and imaginativeSlide 8-16: How to Help: Infants and ToddlersContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows.Say: Physical touch, nurturing, and consistent structure are key components to helpinginfants and toddlers feel safe and supported during times of grief and loss, change,and/or death.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 21

Developmental Responses:Preschool Child• See change/loss/death as abandonment• Changes in eating and sleeping patterns• Wanting to be dressed or fed• Thumb sucking• Baby talk• Wanting a bottle• Bed wetting• General irritability• Concerns about safety and abandonment• General confusionSlide 8-17: Developmental Responses: Preschool ChildContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows.Say: Preschool children see grief, loss, change, and especially death as abandonment, soit is important to reassure them that it is not about them—it is not their fault.Regression in behavior will most likely occur. It is important to put this in contextwith the child’s grief and loss response.Be sure to provide consistent nurturing and structure during this time to assurechildren they are safe and will not be abandoned by remaining caregivers.Chapter 8Page 223rd EditionOperation: Military KidsReady, Set, Go! Training Manual

How To Help: Preschool Child• Use simple and honestanswers• Be prepared to answersame questions over andover again• Include child in ritualsaround loss/death• Support child in his/herplay• Allow for anger andphysical expression• Maintain consistentstructure and routines• Allow to act younger fora while• Hold, nurture, and givelots of physical attention• Encourage/allow funand happy times• Have books available• Model by sharingpersonal anecdotes asappropriateSlide 8-18: How To Help: Preschool ChildContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows.Say: It is important to be honest and patient with children when dealing with theirquestions of why, how, etc., related to the grieving process.Emotional responses from children such as anger and resistance are commonreactions to grief and loss at this age and stage.Developmentally appropriate nurturing and consistent structure are key componentsto helping preschool children feel safe and supported during times of grief and loss,change, and/or death.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 23

Developmental Responses:Elementary School Child• Begin questioning howthings will be same ordifferent• Want to see change/loss/death as reversible but alsobeginning to understandthat it is final• Regression• Fighting, anger• Difficulty paying attentionand concentrating• Daydreaming• Not completinghomework assignments• Sleepiness• WithdrawalSlide 8-19: Developmental Responses: Elementary School ChildContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows.Say: Children may struggle tremendously at this age and stage with realizing andaccepting that grief, loss, change, and/or death is completely final.They may mistakenly blame themselves for grief and loss, change, and death. It isimportant to let them know it is not their fault.Defiant and angry behaviors are common responses of grieving children at this age.A balanced response of caring, support, and accountability by concerned others iskey to healthy resolution of these emotions.Chapter 8Page 243rd EditionOperation: Military KidsReady, Set, Go! Training Manual

How To Help: Elementary School Child• Answer questions asclearly and accurately aspossible• Provide creative outlets(art, music, journal, etc.)• Help identify and usesupport systems• Work with student aroundacademic workload• Encourage taking breaksand some time alone• Allow for expression offeelings and emotions• Maintain routines andstructure but allow forflexibility• Give choices wheneverpossible• Share that you care andare thinking about them• Create “safe space” forchild to go to as neededSlide 8-20: How to Help: Elementary School ChildContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows.Say: It is important to provide detailed information as needed to help childrenunderstand grief and loss, change, and death from their perspective.Creative outlets, such as art, music, sports, etc., can provide healthy alternativesfor excess emotional and physical energy.Developmentally appropriate nurturing and consistent structure—even if the child isresistant—are key components to helping the elementary school child feel safe andsupported during times of grief and loss, change, and/or death.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 25

Developmental Responses:Middle School Youth• Experience range ofemotions impacted byphysical/hormonaldevelopment• Comprehend change/loss/death as final andunavoidable• Feelings of helplessnessand hopelessness mayincrease risk-takingbehaviors• Argumentative, anger,fighting• Withdrawal, sullenness• Need healthy physicaloutlets• Lack of concentration• Risk-taking behaviors(alcohol/drugs, sexual actingout, stealing)• Unpredictable ups anddowns ormoodiness• Erratic,inconsistentreactionsSlide 8-21: Developmental Responses: Middle School YouthContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows.Say: Defiant, angry, and acting out behaviors are common responses of the grievingchild at this age. A balanced response of caring, support, and accountability byconcerned others is key to healthy resolution of these emotions.There is high potential at this age and stage for youth to turn to risk-takingbehaviors as a way to cope with the stress associated with grief and loss.Students at this age and stage struggle with clear and direct expression of emotionsrelated to grief and loss, change, and death. It is most important to see what theyare saying—not with words but with their behaviors.Chapter 8Page 263rd EditionOperation: Military KidsReady, Set, Go! Training Manual

How To Help: Middle School Youth• Expect and accept mood swings• Provide supportive environment where student can share,when needed• Anticipate increased physical concerns, illness, bodyaches, pains• Allow to choose with whom and how s/he gets support• Encourage participation in support group• Allow flexibility in completing school workSlide 8-22: How to Help: Middle School YouthContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows.Say: Extreme emotional ups and downs are common responses for youth grieving at thisage and stage.Developmentally appropriate nurturing and consistent structure—even if the youthis resistant—are key components to helping them feel safe and supported duringtimes of grief and loss, change, and/or death.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 27

Developmental Responses:High School Youth• Appear to use “adult”approaches to problemsolving and abstractthinking to deal with grief• May struggle with theirvulnerability because theywant very much to beindependent• May assume responsibilityfor family• Withdrawal from adults• Angry outbursts• Increased risk-takingbehavior• Pushing the limits of rules• Lack of concentration,inability to focus• Hanging out with friends• “Sad” or “strong” face• Sleepiness,exhaustionSlide 8-23: Developmental Responses: High School YouthContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows.Say: High school youth might appear to be coping like adults but they may also bestruggling with their ability to ask for much-needed support, nurture, and structureto help them cope with grief and loss, change, and death.Defiant behavior, anger, and acting out behavior are common responses of grievingyouth at this age. A balanced response of caring, support, and accountability byconcerned others is key to healthy resolution of these emotions.Potential is high at this age and stage for youth to turn to risk-taking behaviors as away to cope with the stress associated with grief and loss.Chapter 8Page 283rd EditionOperation: Military KidsReady, Set, Go! Training Manual

How To Help: High School Youth• Allow for regression anddependency• Encourage expression offeelings such as sorrow,anger, guilt, and regret• Understand and allow forvariation in maturity level• Answer questions honestlyand provide factualinformation• Model appropriateresponses• Avoid power strugglesand allow choices• Help to understand andresolve feelings ofhelplessness• Assist with plans forcompletion of schoolassignmentsSlide 8-24: How to Help: High School YouthContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows.Say: Extreme emotional ups and downs are a common response for youth grieving atthis age and stage.Healthy adult role-modeling can be helpful to youth coping with grief and loss,change, and death at this age and stage.Developmentally appropriate nurturing and consistent structure—even if the youthis resistant—are key components to helping the high school youth feel safe andsupported during times of grief, loss, or death.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 29

Coping with Death• Important qualities for assistance include:— Courage to acknowledge the loss— Willingness to talk; “Keep the door open”— Good listening skills— Ability to empathize— Offer ongoing care and support— Regular, healthy routines and structures— Boundaries, limits, and accountability— Spiritual perspective/insightSlide 8-25: Coping with DeathContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows.Say: Children and youth coping with the death of a parent or loved one will experiencethe grief and loss process intensely throughout all of their stages of development.Patience, understanding, and accountability are the keys to providing support tochildren and youth dealing with these issues.Persistence and care in attempts to acknowledge and talk about death with childrenand youth are vital to letting them know they are not alone and that someone cares.Chapter 8Page 303rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Common Mistakes WhenDealing with Death• Words and actions to avoid— Acting as if nothing has happened— Suggesting the person has grieved long enough— Indicating they should “get over it” and move on— Expecting business as usual when it comes to school/work performance• Please don’t ever say:— “It could be worse…”— “I know how you feel…”— “You’ll be stronger because of this…”Slide 8-26: Common Mistakes When Dealing with DeathContent of this slide adapted from: Helping the Grieving Student: A Guide for Teachersby The Dougy Center: The National Center for Grieving Children & Families, Portland,OR, www.dougy.org.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key points of discussion as follows.Say: Don’t be afraid to ask children and youth, “How are you doing?” This is a safe wayto open the doors of communication and let them know you care.Remember that because grieving is a process, long-term adult support is verybeneficial in helping children and youth deal with loss and death in healthy ways.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 31

Count on Grief, Loss, and Death to…• Increase vulnerability• Create change• Stress relationships• Re-define priorities• Strengthen compassion• Increase awareness (physically, mentally, emotionally,socially, spiritually)• Define past and open new doors to future• Take time to resolveSlide 8-27: Count on Grief, Loss, and Death to…Content of this slide adapted from: Life After Loss: How to Help Others Through theGrieving Process by Theresa McIntier, Carondelet Management Institute.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Check for group understanding.Say: Are there any questions or comments about the materials on this slide?Chapter 8Page 323rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Brainstorming Strategies to SupportChildren and Youth• Academically• Behaviorally• Emotionally• Socially• Physically• SpirituallySlide 8-28: Brainstorming Strategies to Support Children and YouthContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Instructions: Divide into small groups and have each identify a facilitator tosupport those participating in conversation.• Allow 15–20 minutes (minimum) to discuss questions on slide.• Upon completion, process general responses to questions with large group.Say: What responses did your group have to the questions presented on the slide?Do:• Check for group understanding.Say: Are there any final comments or questions on this chapter?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 33

Children and Grief: What They Know,How They Feel, How to HelpBy: Robin F. Goodman, Ph.D., NYU Child Study CenterIt is estimated that over two million children in the United States alone, orslightly more than 3 percent, experience the death of a parent before the age of18. Almost three-quarters of these are anticipated. The percentage is much higherwhen the statistics include experiences children usually have, such as death ofgrandparents, relatives, siblings, classmates, and pets. With tragedy occurringthroughout the world, children are also exposed to loss of life many times overbefore they become adults. Thus it is not possible to shield children or protectthem from this reality, nor should adults try. We have come to realize that infact children do grieve and they can be helped with the grieving process.Types of LossA variety of factors influence a child’s adjustment to death. These include:✪ Type of death. Any death is painful and a life-changing experience. However,when the death follows a prolonged illness, the family has the opportunity toprepare, plan for closure, be involved in the dying process, and perhaps putpreventive mental health measures in place. The shock of a sudden death canmake it more difficult to comprehend and acknowledge, resulting in differentemotions. Certain causes, such as suicide, homicide, AIDS, or drug-overdosestill carry shame and embarrassment, further complicating grief and mourning.✪ Physical and emotional functioning of the surviving adults/parents.Children are reactive to their parent’s response. If grief and sadness overwhelma parent, the child may be scared by such intense emotion. Likewise,a parent who is in denial may confuse or limit a child’s own expressionof sadness. In addition, a child may be affected by a parent’s physical oremotional availability.✪ Demographic characteristics of the child and family such as age, socioeconomicstatus. Children’s ability to understand the full meaning of a deathis limited by their age and cognitive understanding of death. Families mayalso be more or less limited in their ability to access help for immediate andlong-term needs.✪ Child’s personality and temperament. Children have their own individualstyles of functioning and coping and at a time of crisis certain characteristicscan be exaggerated and certain resources will be called upon. A cautious oranxious child may be more fearful for a time and a child who is practical mayset about quickly re-establishing a routine.✪ Pre-existing risk factors such as prior mental illness, learning, or socialproblems. Children with other problems may be more challenged in theirability to cope with a loss. They may have more difficulty understandingOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 35

or managing the changes in their life or they may have poor social skills orstrained social relationships with peers, making it more difficult for them tobenefit from supportive friendships.✪ Family structure, functioning, and relationship. All families have a particularstyle for functioning and relating. Those that have an open system ofcommunication and a strong structure will provide comfort and assurance forchildren. Strained relationships, fighting, existing resentments, or conflictsmay interfere with the family’s ability to band together.✪ Quality of the prior relationship. The type of relationship shared betweentwo people prior to a death impacts how the loss is felt and the emotionalrecovery. Siblings, who fought in a normal fashion, may feel the loss of aplaymate when a sibling dies but may also feel regret and blame. Likewise, arebellious teen may feel guilty for harsh words said to a parent in a momentof anger.✪ Concurrent life stressors such as financial problems, difficult livingsituations, divorce, or illness. Other existing stresses can make adjustmentto a death more complex and leave the child and family feeling overwhelmedor empty of energy. Certain situations, such as a divorce or illness of otherfamily members, can also tax one’s ability to cope and may add to a sense offutility or lack of security.✪ Support services, interventions, and networks provided and availablebefore, during, and after the death. Because a child will feel that somethingis missing following a death, it is helpful to have familiar people availableto fill the void. The child may turn to a trusted counselor or someone elsein their immediate network: a coach, a religious teacher. Some childrenmay find it difficult to establish a strong personal connection with someonenew. However if they are unable to rely on existing supports, children canbe quickly helped by designating a particular individual to fill the role.Responses: Expected and ExpressedWe have come to expect certain reactions from children when dealing withdeath. Their fear, anger, sadness, and guilt are related to their:• Ability to understand the situation• Worry about others’ physical and emotional well-being• Desire to protect those who are living• Reactions to changes in home life• Changes in roles and expectations• Feelings of being different, alone, isolated• Sense of injustice• Concern about being taken care of and about the futureChildren express their grief by their:• Behavior• Emotions• Physical reactionsChapter 8Page 363rd EditionOperation: Military KidsReady, Set, Go! Training Manual

• ThoughtsThere are some predictable ways that children understand and respond to deathat different ages.Infants and toddlers: Before age 3The very young have little understanding of the cause or finality of death, as illustratedby a belief that leaves can be raked up and replaced on a tree. They aremost likely to react to separation from a significant person and to the changesin their immediate world. Toddlers are curious about where things go and delightin disappearance and reappearance games such as “peek-a-boo.” Their distressat the changes in their environment following a death are displayed by:• Crying• Searching• Change in sleep and eating habitsPreschoolers and young children: 3–5 years oldWith language and learning comes an interest in the world and children thisage are full of questions, often repeated. They try to use newly acquired information.A 4-year-old on the plane for the first time looks out the window andasks “We’re in heaven—where are all the people?” They focus on the details ofdeath and may also personalize the experience, perhaps by incorrectly perceivingthe cause as stemming from them. For them, being dead can mean livingunder changed circumstances, so even though a child has seen someone buriedunderground there may be concern for the person getting hungry. At this agedeath is equated with punishment. But it is also is seen as reversible; being deadmeans being still and being alive means moving. When playing cops and robbers,if someone is shot in “play,” merely standing up makes you alive once again.Children this age are apt to be sad, angry, scared, or worried and communicatethese feelings in their:• Tantrums, fighting• Crying• Clinging• Regression to earlier behaviors (such as nightmares, bedwetting, thumbsucking)• Separation fears• Magical thinking that the person can reappear• Acting and talking as if the person is still aliveEarly school age children: 6–9 years oldChildren this age have the vocabulary and ability to comprehend simple conceptsrelating to germs and disease. There is still a fascination with concrete detailsas a way to organize information. When asked what happens when someonedies, a six-year-old replied, “like a special car comes and it picks them up…aspecial sort of station wagon what has no back seat on it.” They have a sense ofOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 37

the importance of, and contributing factors to, personal health and safety. Yettheir emotions and understanding can be incongruent. Therefore we see theirless sophisticated beliefs such as in the power of their own thoughts to causebad things to happen. They also personify death, thinking that a “boogey man”can snatch people away. They are most likely to display:• Anger• Denial• Irritability• Self-blame• Fluctuating moods• Withdrawal• Earlier behaviors• School problems such as avoidance, academic difficulty, lack ofconcentrationMiddle school age children: Age 9–12 years oldBy age nine or ten children have acquired a mature understanding of death.They know that: (1) it is a permanent state; (2) it cannot be reversed; (3) onceyou have died your body is no longer able to function; (4) it will happen to everyoneat some time; (5) it will happen to them. This adult understanding canbe accompanied by adult-like responses such as feeling a sense of responsibility,feeling different, being protective of others who have been affected, and thinkingcertain emotions are childish or that they must put up a good front. The mostcommon reactions are:• Crying• Aggression• Longing• Resentment• Isolation, withdrawal• Sleep disturbance• Suppressed emotions• Concern about physical health• Academic problems or declineEarly teens and adolescentsClearly able to understand the significance of death, teens’ responses are directlyrelated to developmental tasks. As they struggle towards independence, theymay feel resentful and unsure of themselves, yet pressured to fulfill an adult role.They have a view to the future, question their own mortality, ask themselves“what if?,” think about ways life is changed forever, or anticipate events thatwill be different than imagined such as a graduation or wedding. They may beafraid of exposing their strong feelings and thus they may be denied or ignoredChapter 8Page 383rd EditionOperation: Military KidsReady, Set, Go! Training Manual

and replaced by teenage rebellion. Common reactions include:• Numbing• Anger• Resentment• Anxiety• Guilt• Sense of increased responsibility• Self-involvement• Risk-taking and acting-out behaviors• Avoidance of feelings• Distance• Fear of death• Appetite and sleep changes• Physical complaint• Academic decline or apathyWhen to Get HelpChildren and teens are at most risk for adjustment problems in the first year afterthe loss, with 10–15 percent at risk for problems, most likely in the form ofdepression. It is believed that the majority of children and teens have adjustedemotionally and returned to healthy functioning at school, home, and withfriends at one year. However, some children develop more serious problems thatwarrant the attention of a mental health professional and some problems mayemerge even two or more years later as different developmental tasks or as lifechallenges are confronted. In particular, depending on the child’s age and situationand the intensity, frequency, and interference of different symptoms,causes for concern include:• Long-term denial and/or avoidance of the topic, lack of recognizedresponse to the loss• Sleep, appetite, weight change, and/or disturbance• Extended periods of sadness, loss of interest in activities, feelings ofhelplessness and hopelessness, inability to experience moments ofjoy, profound emptiness• Vague and generalized feelings of guilt and depression, rather thansadness connected to the death• Inability to respond to comfort, rejection of support• Purposeful withdrawal from friends, loss of sociability• Inability to sleep, loss of appetite, prolonged fear of being alone• Prolonged rather than transient physical complaints• Acting younger for a prolonged period• Destructive outbursts• Inappropriate euphoriaOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 39

• Accident-proneness• Inappropriate/illegal behavior• Decline in school performance, refusal to attend school• Persistent anxieties about one’s own death or illness• Excessive grief, difficulty weeping or controlling weeping• Acting like or imitating the one who has died• Repeated statements about the desire to join the deceased that suggestintent to cause self-injury rather than just a longing to be reunitedCoping TasksWe know that children, as well as adults, grieve in their own way, that feelingschange over time, and that the bereavement process goes on throughoutlife. There can be an ebb and flow to emotions and situations that trigger newthoughts and ways of thinking about the person who has died and one’s lifewithout the person. Rather than believe in a set series of stages that one must passthrough, the work is conceptualized as different tasks with which one mustcope or which one must resolve. The tasks of mourning for children have beenmodeled on the tasks identified for adults as follows:✪ Adults need to accept the reality of the loss. Children need to understandthe person has actually died. Understanding can involve believing thedeath has occurred, understanding the feelings about it, and accepting theaccompanying changes. A child may need to accept that dad doesn’t braidhair as well as mom or that the family needed to get a new nanny becausemom had to start working to earn money after dad died.✪ Adults need to work through the pain of grief. Children must also copewith the pain of loss and are faced with future occurrences of feelingsrelated to loss. Experiencing rather than avoiding feelings is a necessary step.Experiencing and facing difficult feelings allows one to manage and movebeyond them. As children get older, their understanding and feelings aboutthe person who died may change and these feelings must also be addressed.Unaddressed feelings at any time can lead to physical symptoms and emotionaldifficulties, or exert more force later on. A child may need to tell hismother he will never be as good a baseball player as his older brother whojust died.✪ Adults adjust to the environment in which the person is no longer there.Children are faced with the task of investing in new relationships anddeveloping a new identity based on the loss. Realization and understandingoccurs over time as a death shapes life in new ways. Children face everydayconcrete changes in routine as well as changes in responsibilities and roles.Coming to terms with the differences encourages active control rather thanpassive avoidance. Whereas a wife may need to take over the family finances,a teenage boy may need to get a part time job as well as develop a strongbond with a coach as a male role model and guide.Chapter 8Page 403rd EditionOperation: Military KidsReady, Set, Go! Training Manual

✪ Adults must emotionally relocate the person who has died to moveon. Children accomplish this task by reevaluating the relationship,keeping an internal sense of the person, and continuing with normaldevelopmental tasks. Gradually, as days and months pass, the intenseemotional focus and feelings become less prominent as balance is restoredin life and memories are reinforced. There is a reinvestment of physical andemotional energy in other aspects of life. This can be seen when a youngteen continues to forge strong peer relationships, when a family enjoys aThanksgiving celebration with talk about happy memories of past holidays,and when children are comforted by realizing they have incorporated qualitiesof a parent who has died into their own personality or life.How to HelpChildren and teens can be helped with coping tasks in a variety of ways. Whereasthe particular issues and specific content discussed must be varied and adaptedto the age of the child and the situation, it is helpful for parents and adults to:1. Tell the truth. The alternative—hiding information—causes children to feelconfused, unable to turn to adults for help, and mistrustful of other information.Avoid any unnecessary information.2. Be simple and direct. Use correct words and language. Although this maybe difficult for adults, saying someone has died is preferable to potentiallyconfusing euphemisms such as “he went to sleep,” “he passed on,” and“we’ve lost him.”3. Reassure children they are not to blame.4. Model appropriate responses. Do not hide emotions. Explain feelings as away to help children understand their own, but keep expressions of strong,dramatic feelings for private times with other adults.5. Find ways for the child to be involved with family, if at all possible. Participatingin hospital routines or funeral rituals in whatever way they feelmost comfortable can demystify events for children and provides closure.6. Encourage the child to talk and ask questions. Find out what a child thinksand feels and correct any misconceptions or misinformation.7. Become attuned to and respond to the child’s own pace for revealingfeelings. Offer opportunities for comfort by being available whenever thechild/teen is ready or is experiencing some strong emotion.8. Allow and encourage expression in private ways, e.g., use of journals, art.9. Acknowledge and affirm children’s expressions. Accept and normalize theirresponse.10. Have more than one conversation. A child’s familiarity, interest, and questionsabout difficult situations change over time. Be available and look forteachable moments or opportunities for further exploration.11. Provide understanding, support, and extra guidance or assistance with schoolOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 41

assignments, social obligations, and home chores as necessary over time.12. Explore their feelings about the situation or death. Understand their beliefsand how being confronted with death can stimulate related personalfeelings.13. Realize children may make comparisons; they may comment on and wishfor things to be the way they used to be, compare times before and afterevents, compare the surviving parent to the one who has died, or their lifeto that of others.14. Talk to and enlist the support of other adults (such as teachers and coaches)who are in contact with the children.15. Become familiar with cultural and religious beliefs and practices. Beingsensitive to specific rituals and customs is important for understanding howto respond, how to tailor comfort, what is within the realm of expectedbehavior, and how to prepare and involve classmates.16. Monitor a child’s response over time and check out any concerns with amental health professional.17. Encourage and help the child to collect keepsakes and construct andmaintain memories.Chapter 8Page 423rd EditionOperation: Military KidsReady, Set, Go! Training Manual

2500 North Van Dorn Street, Suite 102Alexandria, VA 22302-1601Phone (703) 931-6632 Fax (703) 931-4600 E-mail families@nmfa.orgwww.nmfa.orgFact SheetResources for Wounded or InjuredServicemembers and their FamiliesNMFA strongly believes that wounded servicemembers have woundedfamilies and that our Nation must ensure the emotional, financial, and readjustmentrequirements of these families are met. A quote from President Lincoln’ssecond inaugural address so eloquently states what our obligations are to familiesof wounded servicemembers: “…to care for him who shall have borne the battleand for his widow and his orphan.”NMFA hears various questions from military families every day about whatresources are available to them. Many have asked for an easy-to-use guide thatwould help them navigate the initial stages after a servicemember’s injury. Thisfact sheet is intended to meet that need and give military families a basic understandingof available resources and the overall process if their servicemember iswounded, injured, or becomes ill in the line of duty.Because each Service handles the notification of the Primary Next of Kin (PNOK)and Secondary Next of Kin (SNOK) differently based on the degree of injury,it is prudent for servicemembers before they deploy to make families aware ofthe notification and transition process that will take place should they becomewounded. This recommendation applies to single servicemembers as well.What is a casualty?The word casualty can be a very frightening term for families to hear. It is goodto know that the term actually has several meanings. A casualty is any personwho is lost to the organization by reason of having been declared beleaguered,besieged, captured, dead, diseased, detained, duty status whereabouts unknown,injured, ill, interned, missing, missing in action, or wounded. (Source: DoDJoint Publication 1-02 http://www.dtic.mil/doctrine/jppersonelseriespubs.htm and Department of Defense Instruction (DoDI) 1300.18 http://www.dtic.mil/whs/directives/corres/html/130018.htm)When a servicemember is killed, injured, gets sick, or is hospitalized, he or shebecomes a “casualty.” The servicemember is then further categorized by andreported according to his/her casualty type and the casualty status. Casualty typeOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 43

is the term used to identify a casualty as either a hostile casualty or a non-hostilecasualty. Casualty status is the term used to classify a casualty for reportingpurposes. According to DoD Joint Publication 1-02, there are seven casualtystatuses:1. Deceased2. Duty status-whereabouts unknown (DUSTWUN)3. Missing4. Very seriously ill or injured (VSI)5. Seriously ill or injured (SI)6. Incapacitating illness or injury (III)7. Not seriously injured (NSI)Basic definitions you should know:A servicemember who has incurred an injury due to an external agent or cause,other than the victim of a terrorist activity, is classified as Wounded in Action(WIA). This term encompasses all kinds of wounds and other injuries incurredin action, to include penetrating wounds, injuries caused by biological or chemicalwarfare agents, or the effects of exposure to ionizing radiation or any otherdestructive weapon or agent. A person who is not a battle casualty, but who islost to the organization by reason of disease or injury, is classified as Diseaseand Non-Battle Injury (DNBI). This category also includes servicememberswho are missing when the absence does not appear to be voluntary or who aremissing due to enemy action or internment. When someone is wounded in actionor has an illness or disease, they will be further categorized in one of thefollowing statuses:✪ Very Seriously Injured (VSI): Casualty status of a person whose injury/illnessis classified by medical authorities to be of such severity that life is imminentlyendangered.✪ Seriously Ill or Injured (SI): Casualty status of a person whose illness orinjury is classified by medical authorities to be of such severity that there iscause for immediate concern, but there is no imminent danger to life.✪ Incapacitating Illness or Injury (III): Casualty status of a person whoseillness or injury requires hospitalization, but medical authority does notclassify as very seriously ill or injured or seriously ill or injured; the illnessor injury makes the person physically or mentally unable to communicatewith the next of kin (NOK).✪ Not Seriously Injured (NSI): Casualty status of a person whose injury or illnessmay or may not require hospitalization but not classified by a medicalauthority as very seriously injured (VSI), seriously injured (SI), or incapacitatingillness or injury (III); the person is able communicate with the next ofkin.✪ Duty Status-Whereabouts Unknown (DUSTWUN): A transitory casualtystatus, applicable only to military personnel, that is used when the responsiblecommander suspects the member may be a casualty whose absence isinvoluntary, but does not feel sufficient evidence currently exists to make adefinite determination of missing or deceased.Chapter 8Page 443rd EditionOperation: Military KidsReady, Set, Go! Training Manual

What is the process for notifying families of casualties?Remember to keep in mind that each Service is responsible for notification ofnext of kin and has its own specific procedures for ensuring expeditious andpersonal notification. In the event of a servicemember injury or illness, only theprimary next of kin (PNOK) will be notified and may be notified telephonically.All notified families will have ready access to information as it becomes available.In all death and missing cases, the PNOK, secondary next of kin (SNOK), andany other person listed on the DD Form 93 (Record of Emergency Data), will benotified in person. The notification will be made as a matter of highest priority,taking precedence over all other responsibilities the notifier has. Wheneverpossible, the notifier’s grade is equal to or higher than the grade of the casualty.When the PNOK is also a servicemember, the notifier’s grade will be equal to orhigher than the grade of the PNOK. Personal notification will generally be madebetween 0600 and 2200 hours local time. The PNOK is always notified first.Although each Service’s notification process is slightly different, in general theprocess works as follows:• The Service will notify all PNOK and SNOK as soon as possible, generallywithin 24–48 hours.• In injury cases deemed to be VSI or SI, the PNOK is normally telephonicallynotified. For minor injuries, notification generally comes throughother channels (i.e., the hospital or directly from the servicemember).How is the Primary Next of Kin (PNOK) determined?The person most closely related to the casualty is considered the PNOK for notificationand assistance purposes. This is normally the spouse for married personsand the parents for unmarried servicemembers/individuals. The precedence ofNOK with equal relationships to the casualty is governed by seniority (age). Equalrelationship situations include divorced parents, children, and siblings. Minorchildren’s rights are exercised by their parents or legal guardian. The adult NOKis usually the first person highest in the line of succession who has reached theage of eighteen. Even if a minor, the spouse is always considered the PNOK. Thefollowing order of precedence is used to identify the PNOK:• Spouse• Natural, adopted, step, and illegitimate children• Parents• Persons standing in loco parentis (In loco parentis means a person whois charged with a parent’s duties and responsibilities in the place of aparent, normally someone who stood in the relationship of a parent tothe deceased for a period of at least 5 years prior to the servicememberreaching 18 years of age.)• Persons granted legal custody of the individual by a court decree ofstatutory provision• Brothers or sisters, to include half-blood and those acquired throughadoptionOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 45

• Grandparents• Other relatives in order of relationship to the individual according to civillaws• If no other persons are available, the Secretary of the Military Departmentmay be deemed to act on behalf of the individual.• SNOK is any other next of kin other than the PNOK.What causes delays in notification of family members?The number one reason causing a delay in notification to families that the servicememberhas been wounded/injured is incorrect phone numbers providedon the emergency information data card. It is IMPERATIVE the servicememberkeeps this information updated. Precious time is wasted when military officialshave to track down correct notification numbers for family members. Delaysare also common when the family member leaves the area without notifyingthe unit Rear Detachment Commander or Family Readiness Point of Contact.The number one rule of thumb is to let someone in the unit know that you areleaving the area and to provide them with a working phone number where youcan be reached should they need to contact you.How often will Families be provided updates on their servicemember?The Service will pass information to PNOK as it becomes available. Since thePNOK will be notified of updates, families/friends should use the PNOK as afocal point for sharing information internally. In the first hours after the incident,information may be limited. If there is no solid evidence a particularservicemember was involved in the incident, but military officials have reasonto believe the servicemember was involved, families will be given a “believed tobe” notification. This simply tells the family that the military has good reasonto believe their loved one was involved and that they will be provided updatesas they become available. This type of notification will be delivered only whenthere is overwhelming reason to believe their servicemember was involved. Ifit is “believed to be killed” or “believed to be missing,” PNOK and SNOK willbe notified in person. If it is “believed to be injured,” only the primary next ofkin will be notified telephonically. All family members who have been notifiedoriginally will be kept informed of developments in their cases.How do I get to my wounded servicemember? Who funds my travel?For Very Seriously Injured/Ill (VSI) or Seriously Injured/Ill (SI) patients, the primarynext of kin (PNOK) can be issued Invitational Travel Orders (ITOs) if theattending physician determines it is essential to the recovery of the patient andit is verified by the hospital commander. The Services can provide transportationfor up to three family members when a servicemember is classified as VerySeriously Injured/Ill (VSI) or Seriously Injured/Ill (SI), as determined by the attendingphysician and hospital commander upon injury. ITOs will be offered toimmediate family members (spouse, children, mother, father, siblings (includingChapter 8Page 463rd EditionOperation: Military KidsReady, Set, Go! Training Manual

step) OR those acting in loco parentis. The Service point of contact/notifier orhospital will provide information concerning travel regulations. Transportationand lodging is provided for up to three family members in two-week increments.Wounded servicemembers cases are evaluated every two weeks and at the discretionof the attending physician, family members are authorized additionaltime at the bedside.Where will I stay while I am visiting my wounded servicemember?If the family members are traveling on ITOs, the Services arrange for familymember’s lodging before traveling to be with the wounded servicemember.Families are housed in local hotels and, if available, a Fisher House, which is “ahome away from home” for families of patients receiving medical care at majormilitary and VA medical centers. The homes provide comfortable, temporaryhousing for families of servicemembers recovering from serious medical conditions.Families pay $10.00 per night to stay in a Fisher House; however, this fee iswaived for families of wounded servicemembers. The homes are normally locatedwithin walking distance of the treatment facility or have transportation available.For more information on the Fisher Houses, go to: www.fisherhouse.org.Is child care available for my children while I am with my woundedservicemember?Hourly child care slots are often hard to access on military installations and sofamilies should not assume there is child care available. Child care is an addedexpense for families and is not covered in the ITO reimbursement. The individualwho notifies you about your servicemember’s injury can direct you to the installationchild development center to help you determine if you can make childcare arrangements. There may be community resources available to assist withchild care. Do not forget to bring a copy of the child’s shot record as you willneed this to register your child at any child care facility. Some medical facilitieshave Family Assistance Centers (FACs) that provide assistance to the families ofwounded servicemembers once they arrive at the MTF. The FACs should be ableto provide child care information.Who will work with our family during the servicemember’s recoveryperiod?Wounded servicemembers have case managers assigned to work with themduring their recovery period. The job of these individuals is to provide informationand help assist the servicemember and family during the recovery periodand the Physical Evaluation Board (PEB) and Medical Evaluation Board (MEB)process. These individuals also provide information on Veteran Service Organizations(VSOs). As stated above, many military hospitals serving wounded orinjured servicemembers also have Family Assistance Centers. Families can alsoseek assistance from the installation chaplains, social workers, and family center:Army Community Services, Marine Corps Community Services, Air ForceOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 47

Family Support Center, Navy Fleet and Family Support Center, and Coast GuardWork Life Offices.What is the transition process for my servicemember?The shift of a servicemember to medical retirement, to the Department of VeteransAffairs, or to separation from the military is known as Transition. DoD hasa mandatory Transition Assistance Program (TAP) for all transitioning and/orseparating servicemembers. You can read more about transition at http://www1.va.gov/opa/fact/tranasst.html.What employment opportunities are there for spouses/family membersof wounded servicemembers?Spouses often ask how they can find work after their servicemember is injured.Military OneSource offers practical tips and includes information on Enteringthe Work Force When Your Spouse Has Been Severely Injured at: http://www.militaryonesource.com/ctim/index.aspx?ctim=105.372.1159.13406. You canalso access this publication from http://www.militaryonesource.com.What support agencies are available for wounded servicemembers andtheir families?Several DoD, other government agencies, and non-profit organizations haveprograms in place to support wounded/injured servicemembers and theirfamilies. Here are a few of them:✪ Air Force Palace HART: The Air Force Palace HART (Helping Airmen RecoverTogether) program follows Air Force wounded in action until they return toactive duty, or are medically retired. It then provides follow up assistance for5–7 years post injury. The Air Force works to retain injured servicememberson active duty, if at all possible; however, if unable to return an Airman toactive duty, they try to get them civilian employment within the Air Force.The Air Force also ensures counseling is provided on all of the benefits towhich an individual servicemember may be entitled within the Departmentof Defense, Department of Veterans Affairs, and Department of Labor.For immediate, 24-hour response, the Military Severely Injured Center candirect you to an Air Force point of contact. It can be reached toll free at1-888-774-1361 or you can e-mail severelyinjured@militaryonesource.com.✪ Army Disabled Soldiers Support System (DS3): Through the DisabledSoldiers Support System (DS3), the Army provides its most severely disabledSoldiers and their families with a holistic system of advocacy and follow-up,with personal support and liaison to resources, to assist them in their transitionfrom military service to civilian life. DS3 links the Army and otherorganizations that stand ready to assist these Soldiers and families, such asChapter 8Page 483rd EditionOperation: Military KidsReady, Set, Go! Training Manual

the Department of Veterans’ Affairs and the many Veterans’ Service Organizations,to the Soldier. One key goal of DS3 is to provide a network of resourcesto severely disabled Soldiers, no matter where they relocate and regardless oftheir component: active, Reserve, or National Guard. The goal is to ensureSoldiers, families, and communities receive responsive support services thatmeet their needs. The DS3 toll-free number is: 1-800-833-6622. To learn more,go to: www.armyds3.org.✪ Marine for Life Injured Support Program (M4L): The Marine For Life InjuredSupport Program provides information, advocacy, and assistance fromthe time of injury through return to full duty or transition to the VeteransAdministration, up to one year after separation. The program is currentlybeing introduced by Marine for Life staffers to Marines, Sailors, and theirfamilies at National Naval Medical Center at Bethesda and Walter Reed ArmyMedical Center in Washington, D.C., with a plan to expand to all major Navalhospitals as soon as possible. Marines who have already been medicallydischarged are being contacted telephonically. Injured Marines, Sailors, orfamily members needing assistance can call toll-free: 1-866-645-8762 ore-mail injuredsupport@M4L.usmc.mil. For more information about theMarine for Life Injured Support Program, go to: https://www.m4l.usmc.mil.✪ Navy Sea Warrior/Safe Harbor Program: The Navy Sea Warrior/Safe HarborProgram has a coordinated and tailored response for its men and womenreturning from Iraq, Afghanistan, and other areas of conflict with severedebilitating injuries. For immediate, 24-hour response, the Military SeverelyInjured Center can direct you to a Navy point of contact. It can be reachedtoll- free at 1-888-774-1361, or e-mail severelyinjured@ militaryonesource.com✪ Military Severely Injured (MSI) Center: The Center is a central Department ofDefense (DoD) resource available to offer support services to seriously injuredservicemembers and their families. The Center works with and complimentsexisting Service programs such as the Army’s Disabled Support System (DS3),the Marine for Life Injured Support System, and Military OneSource. Supportservices are provided as long as seriously injured servicemembers and theirfamilies require quality of life support. Services are tailored to meet individual’sunique needs during recovery and rehabilitation. The Center offerscounseling and resource referral in such areas as financial support, educationand employment assistance, information on VA benefits, family counseling,resources in local communities, and child care support. For immediate, 24-hour response, the Military Severely Injured Center can be reached toll-freeat 1-888-774-1361, or you can e-mail severelyinjured@militaryonesource.com.✪ Deployment Health Support Directorate: DoD established the DeploymentHealth Support Directorate to see that the medical lessons learned from previousconflicts and deployments are integrated into current policy, doctrine,Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 49

and practice. The Directorate addresses deployment-related health threats toservicemembers. Part of the Deployment Health focus is on outreach. Currentinformation on deployment-related health issues is published on aninteractive web site, Deployment LINK: http://deploymentlink.osd.mil.The Directorate operates a toll-free, direct hotline number where staff membersassist callers in finding the answers they seek in relation to current andpast deployments, helping them locate lost medical records, and providingcontact information in the Department of Veteran Affairs. That number is1-800-497-6261.Other useful resources:If you do not have access to the Internet, or have further questions, contactNMFA at 1-800-260-0218.National Military Family Association (NMFA)www.nmfa.org1-800-260-0218TRICAREhttp://www.tricare.osd.milDepartment of Veterans Affairshttp://www.va.govVeteran Center Readjustment Counselingand Bereavement Counselinghttp://www.va.govNational Center for PTSD (VA SponsoredCenter for PTSD)http://www.ncptsd.va.govVeterans Service Organizations—Lists OrganizationsChartered by Congress and/or Recognized by VAfor Claim Representationhttp://www1.va.gov/vso/index.cfm?template=viewUnited Spinal Associationhttp://www.unitedspinal.orgFisher Househttp://www.fisherhouse.orgAmerican Legionhttp://www.legion.orgDisabled American Veteranshttp://www.dav.orgMilitary OneSourcehttp://www.militaryonesource.com1-800-342-9647The Military Coalition (TMC)http://www.themilitarycoalition.orgTragedy Assistance Programhttp://www.taps.org/Veterans of Foreign Warshttp://www.vfw.orgVeterans and Familieshttp://www.veteransandfamilies.orgMilitary Order of the Purple Hearthttp://www.purpleheart.org© National Military Family Association, Inc.Resources for Wounded Servicemembers and Families, July 2005Chapter 8Page 503rd EditionOperation: Military KidsReady, Set, Go! Training Manual

America At War:Our Attitude Makes A DifferenceSource: American Psychological Associationhttp://www.apa.orgAmid international tensions and the state of war between the United States andIraq, all of us can benefit from taking especially good care of ourselves. A chieffrustration for many of us is our relative lack of direct control over world affairs.No matter what we do, our ability to directly affect world events is limited. Wecan, however, make a difference by engaging ourselves positively in life. Hereare some ideas for reflection:✪ We must each decide, in our own way, to detach ourselves somewhat from allthat we cannot control. We may not be able to affect directly the outcome ofthe war or prevent terrorism from hitting close to home, but we can remaincalm and take common sense precautions. We can control how we feel aboutour current situation much more than many of us realize.✪ We can establish a daily routine that creates a sense of well-being. If you alreadyhave a routine, there may be steps you can take to alter it in ways thatwill give you an added sense of control. You may wish to say no to “time-eaters”such as overworking or watching too much TV. You may want to get upearlier, prepare for potentially difficult times, touch bases with key friends, orset aside more time for prayer or for family activities. Take time for activitiesthat nourish you, such as being with nature, listening to uplifting music, orcuddling up with a loved one.✪ We can attack worry when and where it begins before it gets out of hand.Learn to distinguish between what is a clear and present danger that you mustprepare for and what you really don’t need to worry about. Worry may havebeen more of a necessity to our prehistoric ancestors in their daily fight forsurvival, but a “fight or flight” mentality is unhealthy when there is nothingtangible in your daily environment to fight or run away from.✪ We can reduce stress by keeping a light heart. Enjoy a sport, hobby, or inspirationalbook that feeds your spirit. Have a good laugh with a special friendor a favorite comedian. Count your blessings. Listen to the whispers of yourheart and soul, and follow through on the guidance you receive.✪ There is nothing like helping others to give life a sense of meaning. In helpingothers, we also help ourselves. Consider volunteering in a meaningful way,such as giving blood, providing food for the hungry, helping out an elderlyneighbor who doesn’t get around very well anymore, or being a big brotheror sister to a child who needs an extra friend.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 51

✪ We can learn to appreciate our friends and loved ones, and let them knowhow we feel about them. Be thankful for all the good and loving people inour country and throughout the family of nations. Acknowledge the debtthat we all have to each and every one of the brave men and women whoare risking their lives to promote freedom and equality of opportunity.✪ We can avoid hatred. It may be hard not to hate those who hurt us, but whateveryou do, don’t extend that hate categorically. No nation and no religionare to blame for the misguided behavior of individuals and groups. Make aneffort to get to know people of diverse backgrounds and to appreciate thesimilarities and differences of our wonderfully diverse human family.If there’s one thing we learned from the events of September 11, 2001, it is thattimes of national crisis often bring out the best in each of us. America, at hercore, is about people creatively giving of themselves and embracing the visionfor a kinder, more loving world. The war with Iraq and its potential challengeswill eventually pass. A brighter, more peaceful future will surely come if weeach give our best to our loved ones, intelligently work for a safer and morecompassionate world, and unleash our inner reservoirs of love and creativityfor the benefit of all.Chapter 8Page 523rd EditionOperation: Military KidsReady, Set, Go! Training Manual

America At War:Helping Children CopePrepared by Sam Quick, Ph.D., Human Development and Family Relations Specialist;Carole Gnatuk, Ed.D., Child Development Specialist; and,Alex Lesueur, Jr., M.S.L.S, Staff Support Associate, University of KentuckyNow that America is at war against Iraq, an edge of anxiety and uncertainty pervadesour nation, and children are quick to pick up on the resulting tensionsand concerns. With the constant threat of terrorism since the tragedy of September11, 2001, most parents have had practice in helping their youngsterscope with violence, confusion, and uncertainty. As your child’s first and mostimportant teacher, recognize that this is another “teachable moment,” albeit adifficult one. Here are a few suggestions that you may find helpful.✪ All children and their particular circumstances are unique; therefore, it’simportant that we sensitively respond to the individual needs of each child.While a few children may not seem particularly bothered by the war, othersmay experience a range of emotions including fear, worry, doubt, confusion,sadness, anger, and guilt. Every youngster will benefit from an extra dose ofadult sensitivity, wisdom, and love during this time of complicated internationalstrife. Keep family routines uninterrupted and enjoy your usual timesof family fun.✪ In a way that is appropriate to your child’s needs and level of development, bethere when he/she needs a hug or seems troubled by fears. Be generous withheartfelt smiles and affectionate touches. Your caring attention and physicaltouch will reassure and help him/her feel safe in expressing all his/her feelingsand thoughts.✪ Observe carefully and listen attentively for clues from your child about his/herinner world. His/her tone of voice, body posture, facial expression, indirectquestions, or comments may help you out. Younger children might expresstheir concerns in behaviors such as withdrawal, clinging, or irritability, ratherthan words. Because of limited language ability, they may benefit from drawingpictures or acting out their worries with toys. A sensitive adult mightuse an open-ended question, such as, “Would you like to tell me about yourpicture?” to gain insight into a younger child’s thoughts.✪ Older children are likely to state opinions or ask questions about the war. Inaddition to anxieties, they may display qualities such as pride, confidence,faith, and compassion for all those killed and injured during the conflict.They may also want to affect the situation by helping out—a healthy responsethat should be appropriately encouraged. This might involve reaching outto victims or military personnel by sending gifts or monetary aid, writingOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 53

letters, saying prayers, or offering other forms of support. Younger brothersand sisters might also ask to participate. Encourage such gestures; they fostera healthy sense of control and compassion while aiding children in workingthrough their feelings.✪ According to Purdue University’s Dr. Judith Meyers-Walls, media images oftroops deploying for war can be confusing to young non-military children.When they observe other children saying goodbye to family members, theymay become anxious, thinking the same thing may happen to them. “It wasa common misunderstanding in the Persian Gulf War,” says Meyers-Walls,“and the same problem is happening today.” As a parent, be on the lookoutfor such confusion and clear it up.✪ In a way that is appropriate to the developmental level of your child, feelfree to share your personal viewpoints about the war. It’s okay to let childrenknow that you find a situation frightening or dismaying. Be honest and realistic.You cannot guarantee that the violence will be confined to Iraq. Thewar could spark other international conflicts and terrorism may become moreprevalent on American soil. Strive to find a balance between helping a childfeel safe and acknowledging the existence of danger and evil. Your honestyopens lines of communication that will help your child work through his/herown thoughts and emotions.✪ Avoid talking unnecessarily about war or other acts of violence in a youngchild’s presence. Unnecessary exposure to televised coverage of such events isalso harmful. Why give a child an overdose of information that would likelypromote anxiety?Remain calm and in control. Children react strongly to the feelings of parents,caregivers, and teachers. Even very young children pick up on adult uncertainty,helplessness, sadness, and anger. You cannot hide your feelings, but you can riseto the occasion and exercise your innate courage and strength. The little onesin your care, and older children, too, are depending upon you for stability in atime of uncertainty.Chapter 8Page 543rd EditionOperation: Military KidsReady, Set, Go! Training Manual

FearsBy Robin F. Goodman, Ph.D. and Anita Gurian, Ph.D.http://www.aboutourkids.org/aboutour/articles/fears.htmlIntroductionFears are a normal part of growing up. Everyone has them to some degree.Helping children learn to cope with fear is what’s important. As children learnhow to master fears, they become more competent in dealing with other lifechallenges and new situations. If fears become disabling and intrude on a child’slife and development, it’s time to seek help.Real Life Stories✪ The mother of five-year-old Louisa says, “I go through a routine every nightwith Louisa. She always makes the same requests when I put her to bed; ‘don’tlet the bed go up in the sky. Don’t let the moon break the house. Don’t letany alligators, cows, or snakes into the house.’”✪ Scott, age 4, is afraid of the banging of the radiator in his room, the wail ofa siren, the noise of thunder.✪ Serena, age 5, and her mother look under her bed every night to make surethere are no witches hiding there.Fears: A Closer LookHuman beings can’t avoid being anxious or fearful or worried at various timesin their lives. Most adults know that the fear will pass despite the immediate discomfort.Children, however, are not so sure. Most children experience somefears as they grow; it may be a fear of a ghost under the bed or a fear that theirparents may leave them. Although fears are a normal part of development, childrendeal with them differently. Some children are daredevils; they rush into a new situation fearlessly. Some children are more cautious and like to lookthings over first. Some children are too fearful to try anything new.The nature of fears and the ways in which children cope with them change withage. To the younger child, a minor danger can be seen as an enormous threat.Young fearful children rely on adults to soothe them, but with increasing age,children’s increased ability to understand and to use logical reasoning helpsthem learn to cope with fears. Mastering fears can help a child deal with dangersrather than retreat from them.What are kids afraid of? Every child has his own special fears, but certain fearsare more prevalent at specific ages.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 55

✪ 5 to 10 months—The first fear—stranger anxiety—usually appears at thisage. The infant begins to distinguish between people she knows and thoseshe doesn’t know or doesn’t remember.✪ 12 to 18 months—Anxiety about separation is common. A toddler may worryabout leaving a parent to begin nursery school or day care. This fear usuallydisappears within a short time as the child begins to feel more comfortablein the new setting. Separation anxiety may reoccur or develop at a later agewhen a child has experienced stress, such as the death of a relative or pet, anillness, or a major change such as moving or divorce.✪ 2 1 /2 to 4 years—Toddlers are learning to make sense of the world and are notalways clear about the difference between fantasy and reality. They’re apt tobe afraid of monsters, the dark, and other imagined threats. Some childrenat this age are afraid of being hurt, and a sudden loud noise, like a vacuumcleaner, can be scary.✪ 4 to 6 years—The most common fears are going to school, the dark, water,heights, getting stuck in an elevator, getting lost, and small animals.✪ 6 to 11 years—The most common fears are dentists, doctors, thunder andlightning, airplanes, and burglars.✪ 12 years and up—The most common fears at this age revolve around socialand evaluative situations: taking tests, giving oral reports, being teased orrejected by others, being embarrassed, dating, and encountering situationsrequiring assertiveness.What To Do✪ Help her to get used to the feared situation gradually. Some children needmore time than others to enter a new situation. Don’t push or force her, butuse encouragement and praise for coping and approaching a feared situation.For example, if your child is afraid of dogs, read stories and watch a TV showabout dogs and then get her acquainted with a small, friendly dog. If she’safraid of doctor visits, plan a doctor visit when she’s well and doesn’t needan examination or injection. If she’s afraid of the dark, provide a nightlightor soft music so she doesn’t feel lonely. If she’s afraid of the toilet flushing orthe drain in the bathtub, provide a potty first and make bath time fun withwater toys.✪ Don’t try to dismiss her fears with statements such as “Don’t be silly; there’snothing to be afraid of.” Rather, offer support by statements such as “I knowyou’re afraid of going in to the water; I’ll be with you to make sure you’reall right.”✪ Don’t try to tease him out of the fear or equate not being afraid with being“a big boy” or a “grown-up.”Chapter 8Page 563rd EditionOperation: Military KidsReady, Set, Go! Training Manual

✪ Don’t handle a serious fear by avoiding it. Help the child master it. Havehim think of ways to handle the fear. Capitalize on the child’s imaginationby having him conjure up an image, such as a super-hero protector or acontainer to put his fears in.✪ A child’s fear will abate if he feels he has some control over it. Remind himthat he can close his eyes or he can turn off the television set if a cartoon istoo scary. For some children, letting them know in advance what to expectin a new situation helps them deal with their concerns.✪ Help her understand that some fears are appropriate; we need to protectourselves from danger; we don’t touch a hot stove; we don’t run in front ofa swing or an oncoming bus.✪ Don’t let up on discipline and limits in order to appease a fearful child. Thechild needs the security of limits. Provide safe boundaries within which thechild can function. Reinforce coping; don’t rescue.✪ Be aware of your own reactions; children are tuned in to their parents’ moodsand fear can be contagious. Don’t read more into a fear than is really there,and understand that fears may not disappear overnight.Warning SignsMost fears abate with time as children discover they can cope. They learn thatparents always return, bad things won’t happen because it’s dark, ghosts andmonsters are not real, etc. Remember that fears may appear when a child is attemptingto deal with a transition or a particular stress in school or at home.A new school, a new baby, a move to a new home may trigger a re-appearance ofan old fear or the emergence of a new one. But sometimes a child may show excessivefears, worry, or other signs of stress, such as difficulty sleeping, undueanxiety about separation, withdrawal from new or previously enjoyed situations,or complaints of headaches or stomachaches.When feelings and reactions become too strong and out of proportion to what’sreally going on, and the fears interfere with the child’s life, it’s time to speakopenly with the child to try and ascertain what he’s experiencing. It’s also oftenhelpful to speak to a teacher or with other adults who have contact withyour child to see if similar behaviors are occurring in other aspects of his life. Ifthe symptoms are pervasive and persistent, consultation with a mental healthprofessional is warranted.Questions and AnswersHow can we help children develop realistic fears about real dangers? Isn’tit important for children to know that there are real threats in life?Children must be taught about safety skills such as bicycle rules, fire and disasterreadiness, traffic regulations, seat belts, etc. These issues are also dealt with inOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 57

schools and need to be reinforced at home. However, one should guard againstencouraging unreasonable fears by assuring children that disasters happeninfrequently and that all possible steps are being taken to ensure their safety.Take the age of the child into consideration and don’t tell them more than theyneed to know.When a child has a tantrum about separating from her mother, can that bebecause her mother is too clingy?Although anxiety about separation tends to run in families, it is not causedby clingy or neglectful parents. Parents don’t want to see their children suffer.When a child is distressed, a parent’s natural reaction is to provide comfortand reassurance. For the anxious child, however, such reassurance can inhibitlearning to soothe one’s self and to cope. If a parent finds him or herself alwaysprotecting and reassuring a child, the process of learning to master anxiety maybe delayed or stopped. The difficulty is not necessarily due to the parent beingtoo clingy, but is more likely due to the interaction of a child’s distress with theparent’s reaction.A lot of children are afraid to go on the rides in the amusement park. Whenthe other kids tease them and call them cry-babies, they just cry more. Whatcan we do?Teasing doesn’t help. It just compounds the fear and may cause intense feelingsof incompetence. He may learn to avoid rather than to confront his fears. A morehelpful strategy would be explaining the situation to the other children and havingthe child approach the situation gradually with support and reassurance.What about kids who are so scared of a lot of things they’re afraid to leavethe house even to go to a party?When a child shows an exaggerated fear of a specific object or situation, he maydevelop what is called a phobia. A phobia can severely limit a child’s activities.A child with a dog phobia, for example, may start to avoid dogs and then toavoid any situation outside of home in which he might possibly encounter adog. Common phobias experienced by children are blood, dark, fire, germs, dirt,heights, insects, small or closed spaces, snakes, spiders, or thunder.Do scary movies and television shows make kids more afraid?Parents, whenever possible, should monitor what their children watch. However,when a child actually sees a scary movie or television show, it’s often helpful totalk about it, discuss what was scary, how television and movies use tricks andcameras to make things more scary, and what the characters might have donein the scary situation.Chapter 8Page 583rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Drugs, Alcohol, and Your KidBy: Judith S. Seixas and Geraldine Youcha (Source: NYU Child Study Center)http://www.aboutourkids.org/aboutour/articles/drugs.htmlSome youngsters are clearly more likely than others to be attracted to and becomeaddicted to tobacco, alcohol, and other drugs. The risk increases for youthif they experience any of these factors, and a cluster of them can tip the scalestoward addiction:1. Family history of drug use or alcoholism2. A family in turmoil3. Learning difficulties4. Behavioral problems before adolescence5. Early school failure6. Hyperactivity7. Poor impulse control8. Rebelliousness9. Low self-esteem10. The belief that “it can’t happen to me”11. Thinking “marijuana” (or cocaine or heroin if it is not injected) is notaddictiveWarning SignsThere are also warning signs that can help parents decide if a problem is brewingor a child is already involved in substance use. Adolescence is a bumpy ride, andsome of these warning signs may only be the normal symptoms of growing up,but parents have to be alert to the possibility that, with their particular child,they may indicate trouble. In general, you should suspect some drug use if youobserve one or more of these indicators:1. A change of friends from those you know to new friends who seem to avoidyou. But don’t pin all your youngster’s troubles on “bad friends.” Oftenthe child who is already troubled is the one who is drawn to a group thatis taking dangerous risks and is heavily committed to using alcohol anddrugs.2. Friendship with older teenagers and young adults. Older users need the attentionand admiration they get from younger kids and often entice themto be followers and dealers.3. A best friend who uses drugs. This is the single best indicator of use.4. Daily cigarette smoking. This is an early warning that other substance usemay be in the picture.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 59

5. A deterioration in appearance. The reverse is not necessarily a safety signal.Many drug users look like clean-cut all-American kids instead of stereotypicaldrug users.6. A decline in performance at home. Chores may be neglected or done sloppily;curfew may be ignored.7. A change in school performance. The drop in grades may or may not be adramatic sign by itself, but watch for tardiness, truancy, and disciplinaryproblems.8. Use of street or drug language.9. Hypersensitivity, irritability. The teenage user is often hostile, avoids familycontact, overreacts to mild criticism, and deflects the topic when pressed foraccountability.10. Lack of concern about people, ideas, and values that used to be very important.11. Wide mood swings. Although mood changes are a normal part of adolescence,extreme emotional swings indicate a problem and could be the resultof drug or alcohol use.12. Secretive phone calls. Callers who hang up when you answer may be yourchild’s new friends or acquaintances involved in substance use.13. The disappearance of money, personal belongings, pills, or alcohol.14. The sudden appearance of expensive merchandise. Electronic equipment,clothes, or jewelry your child can’t possibly afford may indicate drug dealing.Be mindful that a teenager will often deny any illegal or inappropriateactivity with explanations such as, “I borrowed it from a friend.”15. Lying.16. Trouble with the law. Kids may be picked up for shoplifting, driving whileintoxicated, disorderly conduct.What if?What if your suspicion about your child’s drug use is accurate? How can youtell use from abuse? One counselor has a simple rule of thumb: three tries isexperimentation; more than that is use. Abuse is characterized by the needto have the drug (whether it is marijuana, cocaine, alcohol, or tobacco) andpreoccupation with getting it.Once you’ve faced reality and know that your child needs help, the most crucialstep is getting the right help. You must determine what kind of intervention isbest for your particular child and what is available close to home. The right help atthe right time can get your child back on track. You may not know where toturn first. You can begin by using your local phone book. Start with a call toone or more of these:• School personnel—counselor, administratorChapter 8Page 603rd EditionOperation: Military KidsReady, Set, Go! Training Manual

• Your family doctor• Hotline: usually listed under Alcoholism Treatment or Drug AbuseInformation and Treatment in the yellow pages• Community Services, often in the white pages• An agency specializing in treating drug/alcohol abuse and relatedproblems, often listed in the yellow pages under Drug Abuse• A local counseling or mental health center, often under the yellowpages• A community-based storefront counseling center• A social worker, psychologist, or drug counselor• The school guidance department or student assistance service• A police youth officer• A clergyman• A relative, particularly one in a helping professionChildren Who Don’t Use DrugsDespite the fact that drugs, alcohol, and tobacco are available everywhere, somekids don’t get involved. More than half of all high school seniors have not triedmarijuana; and alcohol, our social drug, has not been tried by about twenty percentof twelfth graders. Unfortunately, for those who do drink, binge drinking(five or more drinks in a row) is a pervasive problem. What helps some youngstersavoid the pitfall of today’s world? Some children just seem to have an innercompass. They say very early, “That’s not me.” In addition, a national study (TheNational Longitudinal Study of Adolescent Health, 1997) found that teenagerswho feel “connected”—who feel loved, understood and feel their parents payattention to them—were less likely to use drugs. Parents can help protect theirchildren by providing:• Trust and support. A study of seven thousand youngsters showed thatthose who didn’t have the trust and support of their parents were morelikely to cave in to peer pressure.• Realistically high academic standards.• The chance to succeed.• The chance to fail and still be accepted.• Praise, love, and physical touching. The “Did you hug your kid today?”bumper stickers apply to kids of all ages—teens as well as toddlers.Adolescents sometimes cringe, but don’t let that inhibit you or make youthink they need it any less than a younger child.Whatever the reasons, and they are many—parental concern and involvement,a changing social climate that makes drug use, drunk driving, and smoking inpublic less “cool” than it once was—the rise in substance use seen in the earlynineties seems to have been stemmed and may even be reversing. But this isno reason for complacency. It means only that the fever that had been 104° isnow 102°, and needs continuing attention.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 61

Reactions and Guidelines for ChildrenFollowing Trauma/DisasterCompiled by Robin H. Gurwitch, Ph.D., Jane F. Silovsky, Ph.D., Shelli Schultz, Ph.D.,Michelle Kees, Ph.D., and Sarah Burlingame, B.A.; Department of Pediatrics; University of OklahomaHealth Sciences Center; PsychNET®; ©2003 American Psychological AssociationWhat to Expect After Trauma:Possible Reactions in Elementary School Students✪ Feelings of anxiety, fears, and worries about safety of self and others (moreclingy to teacher or parent)✪ Worries about reoccurrence of violence✪ Increased levels of distress (whiny, irritable, more “moody”)✪ Changes in behavior including: increased activity level; decreased concentrationand/or attention; withdrawal; angry outbursts; aggression; absenteeism✪ Increased somatic complaints (e.g., headaches, stomachaches, aches andpains)✪ Changes in school performance✪ Recreating event (e.g., talking repeatedly about it, “playing” the event)✪ Increased sensitivity to sounds (e.g., sirens, planes, thunder, backfires, loudnoises)✪ Statements and questions about death and dyingIn addition, parents may see changes in behavior at home:1. Changes in sleep2. Changes in appetite3. Withdrawal4. Lack of interest in usual activities5. Increased negative behaviors (e.g., defiance) or emotions (e.g., sadness, fears,anger, worries)6. Regression in behaviors (e.g., baby talk, bedwetting, tantrums)7. Hate or anger statementsWhat Can I Do to Help?Guidelines for Parents of Elementary School StudentsIn addition to the guidelines for teachers of elementary school students (seeTeacher Guidelines), the following are ways parents can complement what isChapter 8Page 623rd EditionOperation: Military KidsReady, Set, Go! Training Manual

eing provided in the schools.• Avoid exposing your child to reminders of the trauma. This includes limitingyour child’s exposure to the news and other television programs aboutthe tragedy. If you do choose to have your child see this information on thetelevision, keep it brief, watch it with your child, and talk to your child afterto clarify miscommunication. Protecting the children from re-exposure includeslimiting exposure to adult conversations about the events. Even whenyou think they are not listening, they often are.• Maintain the family routines, particularly around sleeping, eating, andextracurricular activities (e.g., sports, church, dance). Be sure the bedtimeroutine includes safely tucking them in at night. Young children may wanta nightlight again. Make sure your child is receiving a balanced diet andenough rest.• Avoid unnecessary separations from important caregivers.• Expect temporary regression in your child’s behaviors (e.g., starting to babytalk, wetting the bed). Do not panic, as your child is likely to return to previousfunctioning with time and support.• Provide soothing activities, such as reading books, listening to music, takinga walk, riding bikes, etc.• Increase patience with your child and with yourself. Give your family timeto cope. Find ways to emphasize to the children that you love them.What Can I Do to Help?Guidelines for Elementary School Teachers• Reinforce ideas of safety and security. This may be needed multiple times,particularly in response to changes, loud sounds, or other events that mayremind the students of the tragedy. After any classroom discussion of theevent, end the discussion with a focus on their current safety and a calmingactivity, such as taking deep breaths, working together on an art project, orholding hands and singing a quiet song.• Maintain a predictable class schedule and rules to provide support andconsistency for the children.• Listen to and tolerate your students retelling of events, as well as playing outthe events. Schedule specific times for discussion and play during the schoolday to allow for opportunities to express their thoughts and feelings aboutthe tragedy; however, set limits on scary or hurtful play.• Encourage students to talk about confusing feelings, worries, daydreams, anddisruptions of concentration by accepting the feelings, listening carefully,and reminding students that these are normal reactions (any of these feelingsare okay) following a very scary event. Information focused on safetywill be important. For example, the President of the United States and other“helping people” (e.g., the firefighters, military, police, doctors) are all workingtogether to make us safe (give examples). A review of school safety rulesmay also be helpful.• Some students might express hate toward a large group of people. It can beOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 63

helpful to validate their strong feelings of anger. However, it will be criticalto help the students separate thoughts and feelings about the specific peoplewho caused the tragedy from generalizing it to larger groups of people,including their classmates or other people they might know (e.g., all peopleof Arab descent).• Young children will process the information about the events at unpredictabletimes throughout the day. As they try to develop an understanding ofwhat has happened, they may ask questions that may be initially shocking toadults. Try to respond in a calm manner, answering the questions in simple,direct terms and helping the students transition back to their activity.• Use simple, direct terms to describe what happened. Avoid terms designedto “soften” the information, which inadvertently further confuses children.For example, use the term “died,” rather than “went to sleep.”• Students may misunderstand information about the event as they are tryingto make sense of what happened. For example, they may blame themselves,believe things happened that did not happen, believe that terrorists are inthe school, etc. Gently help students develop a realistic understanding of theevent.• Students may ask the same types of questions repeatedly, which can be confusingand/or frustrating for teachers. Understand that students may needto hear the information multiple times before being able to integrate andunderstand it. Give the students time to cope with fears.• Expect some angry outbursts from students. Try to catch students beforethey “act out” by taking them aside and helping them calm down and regaincontrol of their behavior.• Do classroom activities that will reinforce the message that one person canmake a difference to help and heal. Activities can include drawing picturesand sending cards or class projects of collecting pennies or aluminum cans.• Encourage some distraction times, which would include doing schoolwork that does not require high levels of new learning, as well as enjoyableactivities.• Expect some brief, temporary declines in the students’ school performance.Consider reducing homework as the nation heals and the national routineis stabilized (e.g., parents are back to work, no additional threats).• Provide reassurance to the students that feelings will get smaller and easierto handle over time.• Expect and understand students’ regression (acting younger) and other difficultbehaviors that are not typical of the students.• Protect students from re-exposure to frightening situations and remindersof trauma. This includes limiting teacher-to-teacher conversations about theevents in front of students.• Maintain communication with other teachers, school personnel, and parentsto monitor how the students are coping with the demands of school, home,and community activities.• Remain aware of your own reactions to students’ trauma. It is okay to expressemotions to your students, such as “I am feeling sad about what happened.”However, if you are feeling overwhelmed with emotion, it is important totake care of yourself and seek support from other teachers and staff.Chapter 8Page 643rd EditionOperation: Military KidsReady, Set, Go! Training Manual

What to Expect After Trauma:Possible Reactions in Middle School Students✪ Feelings of anxiety, worries, and fears about safety of self and others✪ Worries about reoccurrence or consequences such as war, as well as worriesabout school violence✪ Statements and questions about death and dying✪ Changes in behavior including: decreased attention and/or concentration;increase in hyperactivity; changes in academic performance; irritability withfriends, teachers, events; anger outbursts and/or aggression; withdrawal; absenteeism✪ Increased somatic complaints (e.g., headaches, stomachaches, chest pains)✪ Discomfort with feelings, particularly those associated with revenge✪ Increased likelihood to discuss the gruesome details✪ Repeated discussions of event✪ Increased sensitivity to sounds (e.g., sirens, planes, thunder, backfires, loudnoises)✪ Negative impact on issues of trust and perceptions of others, particularly ofthose that are “different”✪ Repetitive thoughts and comments about death and dyingIn addition, parents may see changes in behavior at home:1. Changes in sleep or appetite2. Withdrawal3. Lack of interest in usual activities (e.g., after-school activities, time withfriends)4. Increased negative behaviors (e.g., defiance) or emotions (e.g., sadness, fears,anger, worries)5. Hate or anger statements6. Denial of impactWhat Can I Do to Help?Guidelines for Parents of Middle School StudentsIn addition to the guidelines for teachers of middle school students (see TeacherGuidelines), the following are ways parents can complement what is beingprovided in the schools.• Avoid exposing your child to reminders of the trauma. This includes limitingyour child’s exposure to the news and other television programs aboutthe tragedy. If you do choose to have your child see this information on theOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 65

television, keep it brief, watch it with your child, and talk to your child afterto clarify miscommunication. Protecting the children from re-exposureincludes limiting exposure to adult conversations about the events—evenwhen you think they are not listening, they often are.• Maintain the family routines, particularly around sleeping and eating andextracurricular activities (e.g., sports, church, dance). Make sure your childis receiving a balanced diet and enough rest. Extra time with friends who aresupportive and meaningful to him/her may be needed.• Avoid unnecessary separations from important caregivers.• Provide soothing activities, such as reading books, listening to music, takinga walk, riding bikes, etc. Some middle school students benefit from writingtheir thoughts and feelings in a journal.• Address acting-out behavior involving aggression or self-destructive activitiesquickly and firmly with limit setting. If this behavior is severe or persists, seekprofessional help.• Increase patience with your child and with yourself. Give your family timeto cope. Find ways to emphasize to the children that you love them.What Can I Do to Help?Guidelines for Teachers of Middle School Students• Reinforce ideas of safety and security. This may be needed multiple times,particularly in response to changes/loud sounds/or other events that mayremind the students of the tragedy. After any classroom discussion of theevent, end the discussion with a focus on their current safety and a calmingactivity, such as taking deep breaths, working together on an art project, orhaving a moment of quiet reflection.• Listen to and tolerate your students’ retelling of events, as well as playingout the events. Maintain a predictable class schedule and rules to provide supportand consistency for the students. Schedule specific times for discussionduring the school day to allow for opportunities to express their thoughtsand feelings about the tragedy. This may need to be done in multiple classes;however, set limits on scary or hurtful talk (e.g., specific threats of retribution).• Encourage the students to talk about confusing feelings, worries, daydreams,and disruptions of concentration by accepting the feelings, listening carefully,and reminding the students that these are normal reactions (any of these feelingsare okay) following a very scary event. Discuss students’ perceptions ofmedia descriptions of events. Information focused on safety will be important.For example, the President of the United States and other “helping people”(e.g., the firefighters, military, police, doctors) are all working together to makeus safe (give examples). Review of school safety rules may also be helpful.• Some students might express hate toward a large group of people. It can behelpful to validate their strong feelings of anger. However, it will be criticalto help the students separate thoughts and feelings about the specific peoplewho caused the tragedy from generalizing it to larger groups of people, includingtheir classmates or other people they might know (e.g., all people ofChapter 8Page 663rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Arab descent). It may be helpful to have discussions about how world leaderscan help with reducing hate and preventing future violent acts.• Students will often process the information about the events at unpredictabletimes throughout the day. As they try to develop an understanding ofwhat has happened, they may ask questions that may be initially shocking toadults, including questions that have gruesome details or focus on death. Tryto respond in a calm manner, answering the questions in simple and directterms and helping the students transition back to their activity.• Use simple direct terms to describe what happened, rather than terms designedto “soften” the information, which inadvertently further confuses thestudents. For example, use the term “died,” rather than “went to sleep.”• Students will often misunderstand the information about the event as theyare trying to make sense of what happened. For example, they may blamethemselves, believe things happened that did not happen, believe that terroristsare in the school, etc. Gently help students develop a realistic understandingof the event.• Students may ask the same types of questions repeatedly, which can beconfusing and/or frustrating for the teacher. Understand that students mayneed to hear the information multiple times before being able to integrateand understand it. Give the students time to cope with fears.• Expect some angry outbursts from students. Try to catch students before they“act out,” by taking them aside, helping them calm down and regain controlof their behavior. In addition, redirect students who are being irritable witheach other, which could escalate to direct conflict.• Do classroom activities that will reinforce the message that one person canmake a difference to help and heal. Activities can include drawing picturesand sending cards or class projects of collecting pennies or aluminum cansor making origami cranes.• Encourage some distraction times, which would include doing school workthat does not require high levels of new learning as well as enjoyable activities.Help students do activities that allow them to experience mastery andbuild self-esteem.• Expect some brief (temporary) declines in the students’ school performance.Consider suspending standardized testing and classroom testing for the restof the week. Also, consider reducing homework until the regular routine isstabilized (e.g., parents are back to work, no additional threats).• Provide reassurance to the students that feelings will get smaller and easierto handle over time.• Protect students from re-exposure to frightening situations and remindersof trauma. This includes limiting teacher-to-teacher conversations about theevents in front of the students.• Maintain communication with other teachers, school personnel, and parentsto monitor how the students are coping with the demands of school, home,and community activities. Should difficulties coping with the event persistand interfere with the students’ functioning, consider seeking help froma mental health professional. In addition to helping those who are clearlyangry or depressed, monitor students who are withdrawn and isolated fromothers.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 67

• Remain aware of your own reactions to students “trauma.” It is okay to expressemotions to your students, such as “I am feeling sad about what happened.”However, if you are feeling overwhelmed with emotion, it is importantto take care of yourself and to seek support from other teachers and staff.What to Expect After Trauma:Possible Reactions in High School Students✪ Worries, fears, and anxiety about safety of self and others✪ Worries about reoccurrence or repercussions such as war or school violence✪ Changes in behavior including: withdrawal; irritability with friends, teachers,events; anger outbursts and/or aggression; changes in academic performance;decrease in attention and concentration; increase in hyperactivity; absenteeism✪ Discomfort with feelings, particularly revenge, but also those of vulnerability✪ Increased risk for substance abuse, including drinking✪ Discussion of events and reviewing of details✪ Negative impact on issues of trust and perceptions of others, particularlythose that are “different”✪ Increased sensitivity to sounds (e.g., sirens, planes, thunder, backfires, loudnoises)✪ Repetitive thoughts and comments about death or dying (including suicidalthoughts)In addition, parents may see changes in behavior at home:1. Changes in sleep or appetite2. Withdrawal3. Lack of interest in usual activities (e.g., after-school activities, time withfriends)4. Increased negative behaviors (e.g., defiance) or emotions (e.g., sadness, fears,anger, worries)5. Hate or anger statements6. Denial of impactWhat Can I Do to Help?Guidelines for Parents of High School StudentsIn addition to the guidelines for teachers of high school students (see TeacherGuidelines), the following are ways parents can complement what is beingprovided in the schools.• Avoid exposing your teen to reminders of the trauma. This includes moni-Chapter 8Page 683rd EditionOperation: Military KidsReady, Set, Go! Training Manual

toring your teen’s exposure to the news and other television programs aboutthe tragedy. When you can, watch it with your teen, and talk to your teenafterwards to clarify their understanding of the events and the images seen.Be aware that your teens are often listening when adults are discussing theevents. Protecting your teen from re-exposure includes limiting exposure toadult conversations. However, find time to include them in age appropriatediscussions about the events and resulting thoughts and feelings.• Maintain the family routines, particularly around sleeping and eating andextracurricular activities (e.g., sports, church, dance). Make sure your teen isreceiving a balanced diet and enough rest. Extra time with friends who aresupportive and meaningful to him/her may be needed.• Avoid unnecessary separations from important caregivers.• Provide soothing activities, such as reading books, listening to music, takinga walk, riding bikes, etc. Some high school students benefit from writing theirthoughts and feelings in a journal.• Address acting-out behavior involving aggression or self-destructive activitiesquickly and firmly with limit setting. If this behavior is severe or persists, seekprofessional help.• Encourage your teen to delay making big decisions.• Increase patience with your teen and with yourself. Give your family time tocope. Find ways to emphasize to your teen that you love them.What Can I Do to Help?Guidelines for Teachers of High School Students• Reinforce ideas of safety and security, even though many high school studentswill not verbalize fears around these issues. This may be needed multipletimes, particularly in response to changes, loud sounds, or other eventsthat may remind students of the tragedy. After any classroom discussionof the event, end the discussion with a focus on their current safety and acalming activity, such as having a moment of quiet reflection.• Maintain a predictable class schedule and rules to provide support andconsistency for the students.• Listen to and tolerate your students’ retelling of events. Schedule specific timesfor discussion during the school day to allow for opportunities to expresstheir thoughts and feelings about the tragedy; however, set limits on scaryor hurtful talk (e.g., specific threats of retribution). This may need to be donein multiple classes.• Encourage students to talk about confusing feelings, worries, daydreams,and disruptions of concentration by accepting feelings, listening carefully,and reminding students that these are normal reactions following a veryscary event. Discuss students’ perceptions of media descriptions of events.Information focused on safety will be important. For example, discuss whatthe US and other world leaders are doing to address safety. From this tragedy,opportunities for learning and discussion of world events are heightened.• Some students might express hate toward a large group of people. It can behelpful to validate their strong feelings of anger. However, it will be criticalOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 69

to help students separate thoughts and feelings about the specific people whocaused the tragedy from generalizing it to larger groups of people, includingtheir classmates and other acquaintances (e.g., all people of Arab descent).It may be helpful to have discussions about how world leaders can helpwith reducing hate and preventing future violent acts.• Students will often process the information about the events at unpredictabletimes throughout the day. As they try to develop an understanding ofwhat has happened, they may ask questions that are initially shocking toadults, including questions that have gruesome details. Try to respond in acalm manner, answering the questions in simple, direct terms and help thestudents to transition back to their activity.• Students will often misunderstand the information about the event as theyare trying to make sense of what happened. For example, they may blamethemselves, believe things happened that did not happen, believe that terroristsare in the school, etc. Gently help students develop a realistic understandingof the event.• Students may ask the same types of questions repeatedly, which can be confusingand/or frustrating for teachers. Understand that students may needto hear the information multiple times before being able to integrate andunderstand it. Give students time to cope with their fears.• Expect some angry outbursts from students. Try to catch students before they“act out,” taking them aside, helping them calm down and regain controlof their behavior. In addition, redirect students who are being irritable witheach other, which could escalate to direct conflict.• Do classroom activities that will reinforce the message that one person canmake a difference to help and heal. Activities can include drawing picturesand sending cards or class projects of collecting pennies or aluminum cansor making origami cranes.• Encourage some distraction times, which would include doing schoolworkthat does not require high levels of new learning and enjoyable activities.Help students do activities that allow them to experience mastery and buildself-esteem.• Expect some brief (temporary) declines in the students’ school performance.Consider suspending standardized testing and classroom testing for the restof the week. Also, consider reducing homework until the regular routine isstabilized (e.g., parents are back to work, no additional threats).• Provide reassurance to students that the feelings will get smaller and easierto handle over time.• Protect students from re-exposure to frightening situations and remindersof trauma. This includes limiting teacher-to-teacher conversations about theevents in front of students.• Maintain communication with other teachers, school personnel, and parentsto monitor how students are coping with the demands of school, home, andcommunity activities. Should difficulties coping with the event persist andinterfere with students’ functioning, consider seeking help from a mentalhealth professional. In addition to helping those who are clearly angry ordepressed, monitor students who are withdrawn and isolated from others.• Remain aware of your own reactions to students’ trauma, as well as yourChapter 8Page 703rd EditionOperation: Military KidsReady, Set, Go! Training Manual

own reactions to the trauma. It is okay to express emotions to your students,such as “I am feeling sad about what happened.” However, if you are feelingoverwhelmed with emotion, it is important to take care of yourself and toseek support from other teachers and staff.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 8Page 71

Chapter Nine:Fostering Resilience In Children and YouthI. Lesson PlanA. Purpose:1. Define and describe resilience.2. Identify strategies necessary to foster resiliency in children and youth.B. Objectives:1. Understand risk, protective factors, and developmental assets, and theirrelationship to resilience.2. Identify and apply four basic steps to fostering resilience in children andyouth.C. Time: 45–60 minutesD. Preparation/Materials Needed:✪ Bounce Back Activity MaterialsII. Training Session ContentA. PowerPoint SlidesSlide 9-1: Chapter 9 Introduction SlideSlide 9-2: Resilience: Shifting ParadigmsSlide 9-3: Understanding Risk FactorsSlide 9-4: Definitions of ResilienceSlide 9-5: Profile of Resilient IndividualSlide 9-6: Profile of Resilient Individual (cont.)Slide 9-7: Protective FactorsSlide 9-8: The 40 Developmental AssetsSlide 9-9: Working Together: Protective Factors and Developmental AssetsSlide 9-10: Four Steps to Fostering ResilienceSlide 9-11: Step One in Fostering ResilienceSlide 9-12: Step Two in Fostering ResilienceSlide 9-13: Step Three in Fostering ResilienceSlide 9-14: Step Four in Fostering ResilienceSlide 9-15: Discussion QuestionsOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page

B. Activity & Directions1. Bounce Back Activity• Trainer Tip: Be sure to thoroughly review activity instructions andprepare all materials prior to facilitating this activity.• Share instructions with group and facilitate activity as directed.• Process questions provided with large group at conclusion of activity.III. Must-Read Background MaterialA. Fostering Resiliency in Children and Youth: Four Basic Steps for Families,Educators, and Other Caring Adults—Nan Henderson, MSWB. Resiliency Requires Changing Hearts and Minds—Bonnie BenardC. Fostering Resiliency in Kids: Protective Factors in the Family, School, andCommunity—Bonnie BenardD. The Children of Kauai: Resiliency and Recovery in Adolescence andAdulthood—Emmy Werner, Ph.D.E. 40 Developmental Assets—Search InstituteF. Risk and Protective Factor FrameworkG. Fostering Resilience in Time of War—American Psychological AssociationH. Building Resilience in Children in the Face of Fear and Tragedy—RichardGallagher, Ph.D., and Anna ChaseI. Promoting Resilience in Military Children and Adolescents—Michael Faran,Mark Weist, Diane Faran, and Stephen MorrisJ. Bounce Back—Tom JacksonIV. EvaluationA. Reflection Questions1. What did you learn in this discussion about fostering resilience withchildren and youth?2. How do children and youth deal with the deployment of a parent orloved one potentially at risk?3. What protective factors or developmental assets can provide support fordealing with the stress associated with the deployment of a parent orloved one?B. Application Questions1. How can we work together as a team to foster resilience in the lives ofchildren and youth who are dealing with the deployment of a parent orloved one?2. How can we…• Communicate the resiliency attitude?• Focus on strengths?• Work toward building a wheel/web of support?• Demonstrate a never-give-up attitude?3. How can we foster our own resilience as a team to stay enthusiastic andmotivated?Chapter 9Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter 9: Fostering Resiliency InChildren and YouthOperation: Military KidsReady, Set, Go! TrainingSlide 9-1: Introduction SlideContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: See Must-Read Materials in this chapter for additional information tosupport slide content and group discussions.What to Do, What to Say:Do:• Review slide content with participants.• Share purpose and objectives of this chapter.Say: The purpose of this chapter is to define and describe resilience and the strategiesnecessary to foster resilience in children and youth.The objectives include: understanding risk, protective factors, and developmentalassets, and their relationship to resilience. We will then identify and apply four basicsteps to fostering resilience in children and youth.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page

Resilience: Shifting Paradigms• From– Risk– Problem Solving– Pathology– Reactive– Deficiency– Competition– People as Problems– Authoritarian– Remedial• To– Resiliency– Positive Development– Wellness– Proactive– Competency– Collaboration– People as Resources– Democratic– EmpowermentSlide 9-2: Resilience: Shifting ParadigmsContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize the key point of discussion as described below.Say: Resilience is about building on an individual’s strengths rather than focusing ondeficits.Chapter 9Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Understanding Risk Factors• Those conditions, attitudes, and behaviors that occuraround and within communities, families, schools,teens, and their friends that increase the likelihood thatindividuals will have difficulty with school/work, the law,alcohol, and other drugs, violence, and abuse.From: Together We Can by Gibbs and Bennett• What risk factors are present in the lives of childrenor youth dealing with the deployment of a parentor loved one?Slide 9-3: Understanding Risk FactorsContent of this slide adapted from: Together We Can by Gibbs & Bennett. BounceBack Activity adapted from More Activities That Teach by Tom Jackson, www.activelearning-site.comMaterials Needed: Instructions for Bounce Back ActivityOne inflatable beach ballTrainer Tips:Simultaneously demonstrate and integrate the Bounce Back Activity into discussion ofChapter 9, slides 9-3 through 9-6. See Chapter 9 Must-Read Material for Bounce BackActivity details and instructions.What to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question.Say: What risk factors are present in the lives of children or youth dealing with thedeployment or reintegration of a parent or loved one?Do:• Facilitate group brainstorming and record responses on flip chart paper.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page

Definitions of Resilience• The capacity to spring back, rebound, successfully adapt in theface of adversity, and develop social, academic, and vocationalcompetence despite exposure to severe stress or simply the stressthat is inherent in today’s world.Nan Henderson, MSW• The capacity to rise above adversity and to forge lasting strengthsin the struggle. It is the means by which children/adults canrebound from hardship and emerge as strong, healthy individuals,able to lead gratifying lives, albeit with some scars to show for theirexperiences.Stephen and Sybil Wolin• How do you think children and youth dealing withthe deployment of a parent or loved onedemonstrate their resilience?Slide 9-4: Definitions of ResilienceContent of this slide adapted from: “Fostering Resiliency in Children and Youth:Four Basic Steps for Families, Educators, and Other Caring Adults,” in Resiliency In Action:Practical Ideas for Overcoming Risks and Building Strengths in Youth, Families, andCommunities, by Nan Henderson, Nancy Sharp-Light, and Bonnie Benard (eds.), SanDiego, CA: Resiliency In Action, Inc. 1999. (800-440-5171) www.resiliency.comThe Resilient Self by Steven and Sybil WolinMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Continue demonstration of Bounce Back Activity.• Encourage participants to respond to the questions below.Say: What components of these definitions resonate with you and why?Chapter 9Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Do:• Facilitate group brainstorming and record responses on flip chart paper.Say: How do you think children and youth dealing with the deployment or reintegrationof a parent or loved one demonstrate their resilience?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page

Profile of Resilient Individual• Social Competence • Problem Solving– Responsiveness– Ability to think– Flexibilityabstractly, reflectively,– Empathyand flexibly– Caring– Ability to attemptalternative solutions– Communication skillsfor both cognitive– Sense of humorand social problems– Other prosocial behaviorSlide 9-5: Profile of Resilient Individual: Social Competence andProblem SolvingContent of this slide adapted from: Fostering Resiliency in Kids: Protective Factorsin the Family, School, and Community by Bonnie Benard. Portland, OR: Northwest RegionalEducational Laboratory, 1991.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Finish demonstration of Bounce Back Activity.• Encourage participants to respond to the following question.Say: Have you witnessed any examples of the resilient characteristics identified onthis slide being demonstrated by children and youth you encounter in your work?Chapter 9Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Profile of Resilient Individual• Autonomy– Strong sense ofindependence– Internal locus of control– Sense of personal power,self-esteem, andself-efficacy– Self-discipline– Impulse control– Ability to separate selffrom environment• Sense of Purpose– Healthy expectancies– Goal-directedness– Success/achievementorientation– Persistence– Hopefulness– Hardiness– Sense of anticipationand compellingfutureSlide 9-6: Profile of Resilient Individual: Autonomy and Sense of PurposeContent of this slide adapted from: Fostering Resiliency in Kids: Protective Factors inthe Family, School, and Community by Bonnie Benard. Portland, OR: Northwest RegionalEducational Laboratory, 1991.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question.Say: Have you witnessed any examples of the resilient characteristics identified on thisslide being demonstrated by children and youth you encounter in your work?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page

Protective Factors• Definition: Conditions that buffer people from thenegative consequences of exposure to risks by eitherreducing the impact of risks or changing the way aperson responds to the risk by promoting positivebehavior, health, well-being, and personal success.David Hawkins and Richard Catalano• What protective factors can be made available tochildren and youth to help them cope with stressrelated to dealing with the deployment of a parentor loved one?Slide 9-7: Protective FactorsContent of this slide adapted from: Fostering Resiliency in Kids: Protective Factors inthe Family, School, and Community by Bonnie Benard. Portland, OR: Northwest RegionalEducational Laboratory, 1991.Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question.Say: What protective factors can be made available to children and youth to help themcope with stress related to dealing with the deployment or reintegration of a parentor loved one?Chapter 9Page 103rd EditionOperation: Military KidsReady, Set, Go! Training Manual

The 40 Developmental Assets• External Assets– Support– Empowerment– Boundaries andExpectations– Constructive Useof Time• Internal Assets– Commitment toLearning– Positive Values– Social Competencies– Positive IdentitySlide 9-8: The 40 Developmental AssetsContent of this slide adapted from: The 40 Developmental Assets by SearchInstitute, www.search-institute.orgMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question.Say: How can OMK state, regional, and local teams build on The 40 DevelopmentalAssets in the work that they do?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 11

Working Together:Protective Factors and Developmental AssetsBuilding Protective FactorsThe Social Development Strategy:Framing Youth AssetsHealthy BehaviorsHealthy Beliefs & Clear StandardsCommunityCaring NeighborhoodReligious CommunityAdult Role ModelsSafetyOpportunitiesOther Adult RelationshipsCommunity ServicesMusic, Art, DramaSports, Clubs, OrganizationsProsocial: Helping OthersYouth Given Useful RolesTime at HomeParental InvolvementReading for PleasureHomeworkFamilyFamily SupportPositive FamilyCommunicationBondingAttachmentCommitmentSkillsPersonal ControlCultural CompetenceFamily BoundariesInterpersonal CompetenceNon-Violent Conflict ResolutionPlanning and Decision-MakingResistance SkillsIndividual CharacteristicsPersonal ControlBehavioral RestraintSelf-EsteemSchoolBonding to SchoolSchool EngagementAchievement MotivationIndividual/PeerPositive Peer InfluenceRecognitionCommunity Values YouthYouths Given Useful RolesCaring School ClimateHigh ExpectationsAdapted from (c) 2000 Developmental Research and Programs, Inc.Slide 9-9: Working Together: Protective Factors and Developmental AssetsContent of this slide adapted from: Developmental Research Programs (2000)Materials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize the key point of discussion as described below.Say: It is important to remember that these two strategies can work together veryeffectively to support children and youth impacted by the deployment orreintegration of a parent or loved one.Chapter 9Page 123rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Four Steps to Fostering Resilience• Step One—Always communicate the “resiliency attitude.”• Step Two—Focus on strengths with same or even greatermeticulousness than used in characterizing weaknesses.• Step Three—Build “Resiliency Wheel/Web” around eachchild/youth.• Step Four—A Never Give Up! attitude.Slide 9-10: Four Steps to Fostering ResilienceContent of this slide adapted from: “Fostering Resiliency in Children and Youth:Four Basic Steps for Families, Educators, and Other Caring Adults,” in Resiliency In Action:Practical Ideas for Overcoming Risks and Building Strengths in Youth, Families, andCommunities, by Nan Henderson, Nancy Sharp-Light, and Bonnie Benard (eds.), SanDiego, CA: Resiliency In Action, Inc. 1999. (800-440-5171) www.resiliency.comMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key point of discussion as follows.Say: The following slides will describe in more detail the four steps to fostering resilience.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 13

Step One in Fostering Resilience:Always Communicate the “Resiliency Attitude”• Expressed verbally and nonverbally.• “I see what is right with you no matter what hashappened in the past, no matter what challenges/problems you face right now.”• How can we communicate the “resiliency attitude” tochildren and youth we encounter who may be strugglingwith the deployment of a parent or loved one?Slide 9-11: Step One in Fostering Resilience: Always Communicate theResiliency AttitudeContent of this slide adapted from: “Fostering Resiliency in Children and Youth:Four Basic Steps for Families, Educators, and Other Caring Adults,” in Resiliency In Action:Practical Ideas for Overcoming Risks and Building Strengths in Youth, Families, andCommunities, by Nan Henderson, Nancy Sharp-Light, and Bonnie Benard (eds.), SanDiego, CA: Resiliency In Action, Inc. 1999. (800-440-5171) www.resiliency.comMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question.Say: How can we communicate the “resiliency attitude” effectively to children and youthwe encounter who may be struggling with the deployment or reintegration of aparent or loved one?Chapter 9Page 143rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Step Two in Fostering Resilience:Focus on strengths with same or even greatermeticulousness than used in characterizingweaknesses.• Honestly acknowledging problems/challenges.• And…focus more prominently on individual strengths andpositive supports! (Reframing)• How can we build on strengths of children and youthdealing with deployment of parent or loved one?Slide 9-12: Step Two in Fostering Resilience: Focus on StrengthsContent of this slide adapted from: “Fostering Resiliency in Children and Youth:Four Basic Steps for Families, Educators, and Other Caring Adults,” in Resiliency In Action:Practical Ideas for Overcoming Risks and Building Strengths in Youth, Families, andCommunities, by Nan Henderson, Nancy Sharp-Light, and Bonnie Benard (eds.), SanDiego, CA: Resiliency In Action, Inc. 1999. (800-440-5171) www.resiliency.comMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Encourage participants to respond to the following question.Say: How can we build on the strengths of children and youth dealing with thedeployment or reintegration of a parent or loved one?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 15

Step Three in Fostering Resilience:The Resiliency WheelProvideopportunitiesfor meaningfulparticipation.Set andcommunicatehigh expectations.Increaseprosocialbonding.Set clear,consistentboundaries.Teach“life-skills.”Provide caringand support.Wheel adapted from the Resiliency Training Program (c) 1977 Nan Henderson and AssociatesSlide 9-13: Step Three in Fostering Resilience: The Resiliency WheelContent of this slide adapted from: “Fostering Resiliency in Children and Youth:Four Basic Steps for Families, Educators, and Other Caring Adults,” in Resiliency In Action:Practical Ideas for Overcoming Risks and Building Strengths in Youth, Families, andCommunities, by Nan Henderson, Nancy Sharp-Light, and Bonnie Benard (eds.), SanDiego, CA: Resiliency In Action, Inc. 1999. (800-440-5171) www.resiliency.comMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key point of discussion as follows.Say: In a few minutes you will have the opportunity to brainstorm and then sharespecific examples of how your team can build a resiliency wheel or web aroundchildren and youth in your own states, regions, local areas.Chapter 9Page 163rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Step Four in Fostering Resilience:Never Give Up! attitude• Resiliency is a lifespan process that ebbs and flows.• Resiliency doesn’t happen by putting a kid through aprogram.• Connection(s) with caring adults with high expectationsand who offer opportunities for involvement createresilient children• How can we present a “Never Give Up!” attitude tochildren and youth dealing with the deploymentof a parent or loved one?Slide 9-14: Step Four in Fostering Resilience: Never Give Up!Content of this slide adapted from: “Fostering Resiliency in Children and Youth:Four Basic Steps for Families, Educators, and Other Caring Adults,” in Resiliency In Action:Practical Ideas for Overcoming Risks and Building Strengths in Youth, Families, andCommunities, by Nan Henderson, Nancy Sharp-Light, and Bonnie Benard (eds.), SanDiego, CA: Resiliency In Action, Inc. 1999. (800-440-5171) www.resiliency.comMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Emphasize key point of discussion as follows.Say: Developing just one connection with a caring adult is one of the most criticalcomponents to effectively fostering resilience with children and youth.Do:• Encourage participants to respond to the following question.Say: How can we present a ‘Never Give Up!’ attitude to children and youth dealing withthe deployment of a parent or loved one?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 17

Discussion Questions• How can we work together as a team to foster resiliencein the lives of children and youth who are dealing withthe deployment of a parent or loved one?How can we…– Communicate the resiliency attitude?– Focus on strengths?– Work toward building a wheel/web of support?– Demonstrate a never-give-up attitude?• How can we foster our own resilience as ateam to stay enthusiastic and motivated?Slide 9-15: Discussion QuestionsContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Divide into small groups and have each identify a facilitator to support allparticipating in conversation.• Allow 15–20 minutes (minimum) to discuss questions on slide.• Upon completion, process general responses to questions with large group.Say: What responses did your group have to the questions presented on the slide?Do:• Check for group understanding.Say: Are there any final comments or questions on this chapter?Chapter 9Page 183rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Resiliency In ActionFostering Resiliency in Children and Youth:Four Basic Steps for Families, Educators, and Other Caring AdultsBy: Nan Henderson, M.S.W.“Where do I start in fostering resiliency in my children?” “What are the mostimportant things to do?” “How long does it take?” “What if I only see themonce a week (or once a month)?”Parents and other family members, and educators and other helping professionals,all pose similar questions about resiliency. No one doubts that it is important,even crucial. Almost everyone agrees with my premise that resiliency—thecapacity to spring back, rebound, successfully adapt in the face of adversity, anddevelop social, academic, and vocational competence despite exposure to severestress or simply to the stress that is inherent in today’s world (Henderson & Milstein,1996, p.7)—is needed by every child alive. Yet often feeling too stretchedas it is, family members and helping professionals alike can’t imagine fitting onemore thing into their already time-pressured interactions with children.After reading dozens of resiliency-focused studies and books, and after talkingwith hundreds of kids about their resiliency, I have identified four basic stepsto fostering resiliency in children and youth—steps that can be used by everyadult, whatever their role in children’s lives.The good news is this: To a large degree, fostering resiliency occurs by integratingcertain attitudes and behaviors with kids into the interactions we already have withthem. This is because fostering resiliency is a process that occurs first and foremostin relationships.When I ask young people who and what contributed to their resiliency (as definedabove), they always name individual people first...then go on to mentionactivities, opportunities, classes, or—occasionally—programs. Their relationshipswith the individuals they name are characterized by the following recommendation:1. Always communicate “the resiliency attitude.” Fostering resiliency beginswith an attitude, expressed verbally and nonverbally, that communicates, “Isee what is right with you, no matter what you have done in the past, nomatter what problems you currently face. Your strengths are more powerfulthan your ‘risks.’ And whatever risks, problems, and adversity you are facingare steps on the road to bouncing back—they are not the end of the road!”The Resiliency Attitude is also one in which caring and support is expressedArticle in Resiliency in Action: Practical Ideas for Overcoming Risks and Building Strenths in Youth, Families, and Communities,by Nan Henderson, Nancy Sharp-Light, and Bonnie Benard (eds.), San Diego, CA: Resiliency In Action,Inc. 1999.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 19

in as many ways as possible—in word and in deed. Listening with compassion,validating the pain of a child’s problems while conveying his or herability to overcome, and providing thoughtful and nurturing gestures—greator small—are all part of this attitude. “She talks to me. She encourages me.She helps me a lot [with my baby]. She lends me money when I need it. Shepraises me. She tells me she is proud of me,” is how Loretta Dejolie (see “Facesof Resiliency” on page 175) described her mother—the embodiment of theresiliency attitude.L.W. Schmick, now finishing his freshman year in college, described the attitudeof the teacher he credits most with his resiliency in this way:In my sophomore year, I had an English class with Brian Flynn…Alot of teachers when they see an “at risk” student, they automaticallydistrust and they don’t give them some of the responsibilitiesthey would give other students. But Brian Flynn showed me respectand trust. He gave me a lot of power to take responsibility. Hesaid, “If you want an inch, take an inch. If you want a mile, takea mile.” I wasn’t set apart as different. He saw me as just anotherperson, not as an “at risk” student (Henderson, 1996a, p.30).2. Focus on strengths with the same or an even greater meticulousness thanyou use in cataloging weaknesses. Steve Wolin (see interview with Benardon page 145) believes that focusing on strengths goes against human nature.I believe it would be easier to do if we lived in a strength-reinforcing culture(that is possible to create), which viewed discussing one’s capabilities andtalents, goals, and achievements as positive. A part of this culture would be agood news-reporting media focused equally on all the ways people help, support,sacrifice for, and care for one another. Whether it is because of “natureor nurture”—that old debate!—all adults interacting with young people needtraining in focusing on strengths, in “cataloguing…capabilities with the exquisiteconcern we normally reserve for weaknesses” (Higgins, 1994, p. 320).I have used a process called the Resiliency Chart outlined in Figure 1 to trainmyself and others in identifying, reinforcing, nurturing, and using strengthsin personal and professional interactions with children and youth.The way The Resiliency Chart might look at two different points in one child’slife is diagrammed in Table 2 and Table 3. Last fall, I wrote about JuanitaCorriz, a 15-year-old ninth grader in Santa Fe, New Mexico, who—after atwo-year wait—was matched with a Big Sister, Sharyn Obsatz, when she was14 (Henderson, 1996b). When I talked with Juanita, it became clear that herlife has changed significantly for the better in the two years since she metSharyn—that her strengths evident at age 12 have been nurtured, that othershave emerged, and that many of the “risks” in her life have been mitigatedby this growing list of positive personal and environmental characteristics.It is important to note that families often simultaneously contribute risksand strengths in a child’s life—a point almost entirely overlooked in theChapter 9Page 203rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Figure 1. The Resiliency ChartFor each particular child, draw a t-chart as shown below. On the left-hand side of the chart, list all the concerns—internal,in terms of the attitudes and behaviors of this child, and external, in terms of environmentalrisks and stressors—that you have about the child. Try to limit your list to a handful of the most pressingproblems. On the right-hand side of the chart, list every positive you can think of both within this child andwithin his or her environment. Think in terms of attitudes, behaviors, personality characteristics, talents andpotential talents, capabilities, and positive interests. Think also in terms of the child’s environment: List everyperson, place, organization, or structure that provides positive interaction and support for this child. Referringto Table 1, lists of individual and environment characteristics that facilitate resiliency, can help with thisstrength-identification process. Don’t limit you thinking, however, to these lists. Include anything you thinkof as a strength or positive support.Child’s NameProblems/ChallengesStrengths/Positive SupportsTable 1. Individual and EnvironmentalCharacteristics that Facilitate ResiliencyIndividual Characteristics1. Gives of self in service to others and/or a cause2. Uses life skills, including good decision-making,assertiveness, impulse control, and problemsolving3. Sociability/ability to be a friend/ability to formpositive relationships4. Sense of humor5. Internal focus of control6. Perceptiveness7. Autonomy/independence8. Positive view of personal future9. Flexibility10. Capacity for and connection to learning11. Self-motivation/initiative12. Is “good at something”/personal competence13. Feelings of self-worth and self-confidence14. Personal faith in something greater; spiritualityEnvironmental Characteristics1. Promotes close bonds2. Values and encourages education3. Uses high warmth/low criticism style of interaction4. Sets and enforces clear boundaries (rules,norms, and laws)5. Encourages supportive relationships with manycaring others6. Promotes sharing of responsibilities, service toothers, “required helpfulness”7. Provides access to resources for meeting basicneeds of housing, employment, health care,and recreation8. Expresses high, and realistic, expectations forsuccess9. Encourages goal-setting and mastery10. Encourages prosocial development of values(such as altruism) and life skills (such as cooperation)11. Provides leadership, decision-making, and otheropportunities for meaningful participation12. Appreciates the unique talents of each individual(Richardson et al., 1991, Werner & Smith, 1992, Higgins, 1994, Wolin & Wolin, 1993)Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 21

Table 2. Juanita, age 12Problems/Challenges1. Single-parent mom who must work every night,and who has several children to care for2. No father in her life—has never know her dad3. Lots of unsupervised time on her hands4. Family history of many people—”including about20 cousins”—not graduating from high school5. Family history of poverty6. Struggling with some of her schoolworkStrengths/Positive Supports1. Mom who gives message, “Become somethingbetter for yourself” and, recognizing her children’sneed for more quality adult time, contactedBig Brothers/Big Sisters2. Example set by mom of getting off of welfare3. Oldest of four children, recognition that “I am arole model for the others”4. “Required helpfulness” role (see Warner, 1996)in helping with younger children5. Desire to do well in school6. Very giving of self to mom and younger siblings7. Sociability—outgoing, friendly, enthusiastic8. Interest and ability in foreign languages9. Insight about what she needs to do wellTable 3. Juanita, age 15Delete #3 aboveDelete #6 aboveProblems/ChallengesStrengths/Positive SupportsAdd the following:10. Weekly interaction for several hours with a BigSister who conveys The Resiliency Attitude11. A certain belief by Juanita that she will go tocollege12. Over a 1.5 raise in G.P.A.13. Increased time reading, due to Big Sister’s influence14. Expansion of altruism to include goal of oneday being a Big Sister herself.dysfunctional family model. In Juanita’s case, her mother is a high-schooldrop-out, who got pregnant as a teenager, and who survived for many yearson welfare—and now works nights as a custodian to support her family. Butthis same mother communicates to her children by example and by word,“Make a better life for yourself.” Recognizing her own time limitations, shemade the call to Big Brothers/Big Sisters that provided both Juanita and oneof her younger brothers with mentors.Two years later, as a result of weekly interactions with her Big Sister Sharynwhom Juanita describes as “a best friend...I’ve grown to love, who gave methe belief, ‘I’m going to try to do good because I know I can do good’” (p.19). I would modify Juanita’s chart as shown in Table 3.It is not possible, nor even desirable in preparing a child to successfully copewith life, to eliminate 100% of the risks, stresses, challenges in his or her life.What can be done, through interactions with family members and other caringadults, is to increase “the right-hand side of the chart” by focusing on andadding to strengths and environmental supports, which mitigate the impactChapter 9Page 223rd EditionOperation: Military KidsReady, Set, Go! Training Manual

of risk factors and stress. The balance is thereby shifted: The power of the risksand problems are reduced and the strengths—including talents, competencies,resiliency characteristics, and environmental supports—grow.3. Build a Resiliency Wheel around each child. After communicating a resiliencyattitude, after assessing and figuring out how to reinforce, nurture,and expand on strengths, the next step—which can happen simultaneouslywith the first two—is to build a web of resiliency-fostering environmentalconditions around each child. This web is diagrammed in the The ResiliencyWheel shown in Figure 2. This wheel is in actuality a web of protection, support,and nurture of each child’s “self-righting tendency” (Werner & Smith,1992) and capacity for resiliency. No child can have too many strands in hisor her web and most today have far too few.Risk factor research, which encompasses hundreds of studies over severaldecades, (Hawkins, Catalona, & Miller, 1992) suggests three main strategies—elementsone, two, and three of The Resiliency Wheel—for mitigatingFigure 2. The Resiliency WheeltheEnvironmentProvideOpportunitiesfor MeaningfulParticipationIncreaseProsocialBondinginBuild ResiliencySet andCommunicateHigh Expectations5614 32Set Clear,ConsistentBoundariesMitigate RiskFactors in theProvide Caringand SupportTeach“Life Skills”EnvironmentReprinted from Resiliency in Schools: Making it Happen for Students and Educators by Nan Henderson and MikeMilstein, published by Corwin Press, Thousand Oaks, CA 1996Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 23

the impact of risk in the lives of children and youth, in effect moving themtowards resiliency (Hawkins & Catalona, 1990). These are:Increase Bonding—This involves increasing the connections between youngpeople and resiliency-fostering peers and adults and between young peopleand any prosocial activity (such as sports, art, music, drama, communityand/or school service, and reading and other learning).Set clear and consistent boundaries—This involves the development andconsistent implementation of family rules and norms, school policies andprocedures, and community laws and norms. These expectations should bedeveloped with input from young people, clearly communicated (in writingis ideal), and coupled with appropriate consequences that are consistentlyenforced. My experience as a clinical social worker working with families hasshown me that often parents believe that their children know the family rulesand what consequences to expect if they are broken, when in the children’sminds there is no clarity or consistency about them. Recent experiences withgroups of young people in schools has emphasized that here, too, kids oftenexperience inconsistency and a laxness—which they complain to me aboutin our meetings!Teach “life skills”—These include cooperation, healthy conflict resolution,resistance and assertiveness skills, communication skill, problem solving anddecision making, and healthy stress management. When these skills are adequatelytaught and reinforced they help young people successfully navigatethe perils of adolescence including resisting the use of cigarettes, alcohol, andother drugs (Botvin & Botvin, 1992), and successfully dealing with hurtfulpeer or adult behaviors.The lifespan-focused resiliency research yields three additional steps (synthesizedby Benard, 1991)—elements four, five, and six of The ResiliencyWheel—that are consistently shown to help young people “bounce back”from risk, stress, and adversity. These are• Provide caring and support—This includes providing unconditional positiveregard and encouragement. Because it is the most critical of all theelements that promote resiliency, it is shaded on The Resiliency Wheel.In fact, it seems almost impossible to successfully “overcome” adversitywithout the presence of caring. This caring does not necessarily have tocome from biological family members—though that is ideal. Optimally,every child should have several adults he or she can turn to for help (Benson,Galbraith, & Espeland, 1994). Educational reformers are recognizingthe criticalness of a caring environment as the foundation for academicsuccess. Noddings (1988) notes, “It is obvious that children will workharder and do things even odd things like adding fractions—for peoplethey love and trust” (p. 32).Chapter 9Page 243rd EditionOperation: Military KidsReady, Set, Go! Training Manual

• Set and communicate high expectation—This strategy means providingopportunities for problem solving, decision making, planning, goal setting,and helping others, and involves adults sharing power in real wayswith children. This resiliency builder is also increasingly showing up inschool change literature with expectations that teaching become more“hands-on,” curriculum more “relevant” and “real world,” and decisionmaking site-based, actively involving all members of the school community(Cooper & Henderson, 1995).One way that a family member or other concerned adult can use The ResiliencyWheel is by filling in the grid shown in Figure 3, The Resiliency Web,for each child. Again, the goal is to weave as many “strands” in each area,recognizing that due to an individual’s circumstances, most of the strands inone or several of the six elements of the Wheel may come from the family, orthe school, or the community—rather than being equally distributed acrosseach of these environments.Once this grid is complete, where should a parent or other adult start inmaking use of this information? Start where you see the greatest need and/or start wherever you can. Often, as in the case of teacher Brian Flynn, whoguided L.W. Schmick and his peers through a community service project,Figure 3. The Resiliency WebChild’s NameProsocialBondingClear,ConsistentBoundariesLife SkillsTaught/PracticedCaring andSupportProvidedHighExpectationsCommunicatedOpportunitiesfor MeaningfulParticipation/ContributionIn the FamilyBy whom/what?How?In SchoolBy whom/what?How?In theNeighborhoodBy whom/what?How?In theCommunityBy whom/what?How?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 25

one action will embody many of the elements of The Resiliency Wheel. It isimportant to recognize that there is no way to know just how much of thisweb is needed by any one individual to assure “shifting the balance” to aresilient outcome. Most resilient kids who have been studied didn’t have astrong web in their family, school, and community environments. Some haveonly a few strands in just a few places. So, start wherever you can, based onyour assessment of what would help an individual child the most and basedon available resources.Children do need both quantity and quality of resiliency-fostering interactions.Yet, feeling they don’t have enough time to give, parents and otheradults often underestimate the power of what they can do. As Higgins (1994)notes:Several subjects in [my] study [of the resilient] strongly recommended thatthose of you who Touch the life of a child constructively, even briefly, shouldnever underestimate your possible Corrective impact on that child…In fact,one of the strongest leitmotifs rippling through the interviews [I conductedwith resilient survivors] was the reparative power of simple, open availability…Remember,too, that the surrogates [caring adults outside the immediatefamily] of the resilient were generally available for only small amounts ofclock time, and some faded after a limited developmental exposure. Yet theirpositive impact persisted for life (pp. 324–325).4. Never Give Up! Resiliency is a life-span process and it ebbs and flowsthroughout an individual’s life. Many resilient survivors of difficult childhoodcircumstances share how crucial persistence by caring people around themwas to their ability to both become resilient and to maintain their resiliency.Leslie Krug, now 17 and nearing high school graduation from an alternativeschool, went through ninth grade in a traditional high school three timesbefore succeeding on the fourth try in her alternative school. She, too, creditsher mother as a major source of resiliency. “She just kept making me go toschool. She wouldn’t let me drop out,” Leslie said in an interview last year.She reported that during years of skipping school and “hanging out” hermom got mad at her for her behavior but she never gave up on her. No matterwhat, her mom was “just always there” (Henderson, 1996c, p.13).Phil Canamar’s story (Henderson, 1996d) shows how each of the four stepsdiscussed in this article helped him change from a gang and drug-involved16-year-old school dropout to a 19-year-old nearing high school graduation,and currently soliciting grants from companies such as Honeywell to help“multicultural youth.” Phil, too, had a single-parent mother who worked overtimeto support her three children. He began getting into trouble in middleschool when he experienced a void of caring, supportive adult interaction.This void, he said, contributed to his gang involvement, which he initiatedat a time when he said to himself, “No one is here for me. I’m sick of it.” Hesaid “I turned toward the gang to find support” (p.14). Eventually, he droppedout of school and he ran away from home.Chapter 9Page 263rd EditionOperation: Military KidsReady, Set, Go! Training Manual

His life began turning around when he reconnected with Joe, a former malefriend of his mother’s who had told him if he ever needed help to contacthim. He eventually moved in with Joe and Joe’s parents, all three of whomhe considers his family. He reports that they give him love and care, support,and encouragement. Phil also contacted an alternative school he had heardabout years before. On the day of his initial contact, the principal encouragedPhil to attend, telling him, “I know you are a good kid.”“The structure of the school”—which is built around adult and student cooperativeteams, experiential activities, identifying and nurturing strengths,finding real-world work placements as part of learning—”the environmenthere, and last—but not least—my teacher Kathryn who always [for severalyears] gave me encouragement to take it one day at a time,” (p.14) are thereasons Phil says he is still in school and working in a community agencywriting grants to help other kids. His goal after graduation is to own his ownvideo production company.“Facilitating resiliency is more a matter of orientation than specific intervention,”writes Higgins (1994, p. 319), based on her study of resilient survivorsof childhood trauma. It is clear that fostering resiliency doesn’t happen asa result of putting kids through a program, though many programs such asBig Brothers/Big Sisters, as well as families, provide the caring adults thatprovide this crucial “resiliency orientation.” A “resiliency orientation” somethingall caring adults, however and wherever they interact with children,can convey—through an attitude of optimism and encouragement, a focuson strengths, a commitment to weaving strands from The Resiliency Wheelinto children’s lives, and persistence, for decades if necessary, in these approaches.ReferencesBenard, B. (1991). Fostering resiliency in kids: Protective factors in the family, school,and community. Portland, OR: Western Regional Center for Drug-Free Schoolsand Communities.Benson, P., Galbraith, J., and Espeland, P. (1994). What kids need to succeed: Proven,practical ways to raise good kids. Minneapolis, MN: Free Spirit Publishing.Botvin, G., and Botvin, E. (1992). Adolescent tobacco, alcohol, and drug abuse:Prevention strategies, empirical findings, and assessment issues. Journal ofDevelopmental and Behavioral Pediatrics, 13 (4), 29.Cooper, C., and Henderson, N. (1995). Motivating schools to change: Integratingthe threads of school restructuring. Tasmania, Australia: Global Learning Communities.Hawkins, J., and Catalona, R., (1990). 20 questions: Adolescent substance abuserisk factors (Audiotape). Seattle, WA: Developmental Research and Programs,Inc.Hawkins, J., Catalano, R., and Miller, J. (1992). Risk and protective factors forOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 27

alcohol and other drug Problems, Psychological Bulletin, 112 (1), 64–105.Henderson, N., and Milstein, M. (1996). Resiliency in schools: Making it happenfor students and educators. Thousand Oaks, CA: Corwin Press.Henderson, N. (1996a). L.W. Schmick: Challenging the “at risk” label. ResiliencyIn Action, 1 (3), 29-30.Henderson, N. (1996b). Juanita Corriz: A relationship with a big sister taughther to “want everything there is good for me in life.” Resiliency In Action, 1(4), 19–20.Henderson, N. (1996c). Leslie Krug: “I’ve been in so much trouble and I’m stillhere.” Resiliency In Action, 1 (1), 12-13.Henderson, N. (1996d). Phil Canamar: “I feel the pain and anger in everybody’sheart that joins a gang.” Resiliency In Action 1 (1), 13–15.Higgins, G. (1994). Resilient adults: Overcoming a cruel past. San Francisco, CA:Jossey-Bass.Noddings, N. (1988). Schools face “crisis in caring.” Education Week, December7, p. 32.Richardson, G., Neiger, B., Jensen, S., and Kumpfer, K. (1990). The resiliencymodel. Health Education 21 (6), 33–39.Werner, E., and Smith, R. (1992). Overcoming the odds: High risk children from birthto adulthood. New York, NY: Cornell University Press.Werner, E. (1996). How children become resilient: Observations and cautions.Resiliency In Action 1 (1), 18–28.Wolin, S., and Wolin, S. (1993). The resilient self: How survivors of troubled familiesrise above adversity. New York, NY: Villard Books.Chapter 9Page 283rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Resiliency Requires Changing Hearts and MindsBy: Bonnie BenardWestern Regional Center for Drug-Free Schools and CommunitiesFar West Laboratory for Educational R&DFrom Western Center News, March 1993, Vol. 6, No. 2Judging from the positive response I’ve had to my document on resiliency publisheda year and a half ago, as well as from the growing number of recent booksand articles incorporating this concept, I feel the need to address what I see asthe fundamental issue of the “resiliency approach”—the shifting of our personalperspective, our paradigms, from a focus on risks and deficits to a focus on protectionand strengths. My concern is that the movement toward resiliency—towardcreating family, school, and community environments rich in the protectivefactors of caring, high expectations, and opportunities for meaningful participation—notdissolve into more add-on, quick-fix programs and strategies.Systemic ChangeThe building of resilient kids is a long-term developmental process that involvessystemic change—the fundamental altering of our human systems, includingthe family, the school, the neighborhood, community-based organizations, andthe workplace to make each of these arenas supportive, caring, participatoryclimates for all involved persons. Fostering resiliency isn’t something we do tokids; it isn’t about teaching them “resiliency skills,” per se. Rather, protectivefactorresearch has clearly shown us that the development of resiliency is theprocess of healthy human development that is based on and grows out of nurturing,participatory relationships grounded in trust and respect. If we as adultsand preventionists are truly concerned with preventing problems like alcoholand other drug abuse, then it is imperative that we make our central vision andmission the creation of supportive relationships with youth and their families.Only then will we be helping to create what Garmezy calls a “protective shield”that helps children “withstand the multiple vicissitudes that they can expect ofa stressful world” (1991).Years of educational community research have documented that long-lasting, systemicchange—change that is infused throughout the daily life of the school andcommunity and not just a tacked-on program—begins with our beliefs, feelings,and attitudes. If we have the attitudes, we can easily learn skills and strategies;if we try to learn skills and strategies that don’t match our attitudes and values,we’ll drop them by the wayside. Consider this example from education: It is futilefor a teacher to learn the logistics of creating cooperative learning groups in herclassroom when she believes that kids need a competitive environment to bemotivated or that only she has the expertise and right answers. On the otherhand, the belief that each child has talents and skills to share with others willOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 29

encourage her to use a pedagogy like cooperative learning.It is only when we change our paradigms—that is, our world view or the lensthrough which we see our work—that we will change our feelings, beliefs, andattitudes, and ultimately our behaviors and practices. To make the systemicchanges in our schools, community-based organizations, and prevention programsthat will foster resiliency in kids and families depends ultimately, then,on changing the hearts and minds of all those who work with them.Paradigm Shifting“Paradigm-shifting” is a concept appearing in the dialogue of several fields,especially organizational development. Probably 100 different terms describeparadigm-shifting. We can best summarize the resiliency perspective this way:Seeing people as resources, as experts in their own lives, as possessing innate mentalhealth and well-being, instead of identifying and labeling them as problems.As Bill Lofquist so eloquently puts it: “If we were to use as a beginning point anew commitment to viewing and respecting young people as resources in allthat we do-which incidentally would mean that we would also begin viewingand respecting all people as resources—we would create a new basis for shapinga shared vision and clear mission for youth opportunity systems” (1992).If we are to shift our prevention paradigm to a resiliency focus, we have to letgo of our preoccupation with risk and risk factors as the research base guidingour planning and evaluation efforts. Solutions do not come from looking atwhat is missing; solutions will come by building on strengths. While severalapproaches to prevention programming try to combine a risk- and protectivefactorapproach, I believe that these are two incompatible paradigms for change.Individuals cannot simultaneously hold on to two competing paradigms; wecannot simultaneously see the proverbial glass as both half-empty and half-full.Thomas Kuhn, who coined the paradigm-shift concept 30 years ago in his bookThe Structure of Scientific Resolutions, discusses it as requiring a “transformationof vision” that “cannot be made a step at a time, forced by logic and neutralexperience. Like a gestalt switch, it must occur all at once or not at all” (1962,p. 149). The shift is born out of “flashes of intuition” or like “scales falling fromone’s eyes.”As change agents, we have to focus on what works, on what we’ve learned fromlongitudinal research about what protects kids living in high-risk environments,on what we’ve learned from programs that have successfully reduced problemssuch as alcohol and other drug abuse, teen pregnancy, and school failure. AsWerner and Smith state in their recent book Overcoming the Odds: High RiskChildren from Birth to Adulthood: “Our findings and those by other American andEuropean investigators with a life-span perspective suggest that these buffersmake a more profound impact on the life course of children who grow up underadverse conditions than do specific risk factors or stressful life events. They appearto transcend ethnic, social class, geographical, and historical boundaries.Most of all, they offer us a more optimistic outlook than the perspective thatChapter 9Page 303rd EditionOperation: Military KidsReady, Set, Go! Training Manual

can be gleaned from the literature on the negative consequences of perinataltrauma, caregiving deficits, and chronic poverty. They provide us with a correctivelens—an awareness of the self-righting tendencies that move childrentoward normal adult development under all but the most persistent adversecircumstance” (1992, p. 202).This quote provides two critical rationales for the resiliency paradigm. First, weknow that the protective factors of caring relationships, high expectations, andopportunities for meaningful participation are more powerful than risk factorsand serve to protect kids across ethnic, social class, geographical, and historicalboundaries. Second, a resiliency paradigm offers us, as change agents, hope andoptimism, which can also prevent burn-out. We know, all too well, the power ofnegative expectancies to become negative outcomes. We also know how negativeexpectancies result in high levels of burn-out among teachers and other humanservice workers. In a discussion of paradigm-shifting in The Seven Habits of HighlyEffective People: Powerful Lessons in Personal Change, Stephen Covey sees positiveexpectancies toward others as a “self-renewing” process: “What do we reflect toothers about themselves? And how much does that reflection influence theirlives? We have so much we can invest in the emotional bank accounts of otherpeople. The more we can see people in terms of their unseen potential, the morewe can use our imagination rather our memory, with our spouse, our children,our co-workers or employees. We can refuse to label them—we can ‘see’ themin new fresh ways each time we’re with them. We can help them become independent,fulfilled people capable of deeply satisfying, enriching, and productiverelationships with others” (1989, p. 301).Moreover, as researcher Martin Seligman explains in his recent book focusedon his paradigm shift from studying learned helplessness to learned optimism(Learned Optimism: How to Change your Mind and Your Life), optimistic people “dobetter in school, win more elections, and succeed more at work than pessimistsdo. They even seem to lead longer and healthier lives!” (1990, p. 96–97).A third related rationale I will propose is that a risk-factor approach itself canbecome a risk factor. While labeling is noticeably absent from most lists of riskfactors, an enormous body of research has documented the deleterious effectsof programs that label and track kids. (See the related article on children ofalcoholics and resiliency, Page 6.) Yes, we try to talk about high-risk environments,but we still end up with programs for high-risk kids, families, schools,and communities. We end up with programs that perhaps further “blame thevictim” and further stigmatize disenfranchised populations.Furthermore, the labeling process is clearly a demotivator to change. For changeto happen, people have to have a sense of self-efficacy. They have to believeand have hope that they have the strengths and the abilities to make positivechanges. A risk-factor approach that sees the “half-emptiness” of kids, families,schools, and communities can only further entrench feelings of “internalizedoppression” that disenfranchised groups in our country already face. As communitydevelopment specialist John McKnight explains: “Our greatest assetsOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 31

are our people. But people in low-income neighborhoods are seldom regardedas ‘assets.’ Instead, they are usually seen as needy and deficient, suited best forlife as clients and recipients of services. Therefore, they are often subjected tosystematic and repeated inventories of their deficiencies with a device called a‘needs survey.’ The starting point for any serious development effort is the oppositeof an accounting of deficiencies. Instead there must be an opportunityfor individuals to use their own abilities to produce. Identifying the variety andrichness of skills, talents, knowledge, and experience of people in low-incomeneighborhoods provides a base upon which to build new approaches and enterprises”(1992, p. 10).Beyond TherapyEducator and writer Herb Kohl also provides us with a clear challenge to movefrom a risk to a resiliency paradigm: “Although I’ve taught in East Harlem, inBerkeley, and in rural California, I have never taught an at-risk student in mylife. The term is racist. It defines a child as pathological, based on what he or shemight do rather than on anything he or she has actually done. It is a projectionof the fears of educators who have failed to educate poor children. Rather thandefine children as ‘at risk’ it would be educationally and socially more effectiveto join with community members and fight to eliminate poverty. Standingwith the community is one strong way of showing children that their teacherscare and are willing to take risks for them, instead of dubbing them ‘at risk’”(Nathan, 1991, p. 679).Similarly, in her latest book, Anne Wilson Schaef argues for moving from amechanistic scientific paradigm to an empowering participatory paradigm. BeyondTherapy, Beyond Science: A New Model for Healing the Whole Person challengesall helping professionals to examine their underlying paradigm: “Are psychologistsand others in the helping professions open to ask, ‘Is the unspoken worldview that underlies the assumptions in the way I practice my profession perhaps,unwittingly, contributing to the very problems that I am committed to helpsolve’? If we are not open to struggling with this question and articulating ourassumptions, we are, indeed, part of the problem” (1992, p. 227).The challenge to us as preventionists, then, is to look within ourselves, examineour personal lenses, reflect on our practices, discuss our beliefs, values, and feelingswith others, and listen to the kids and families we work with. Finally, wehave to let go of prior negative beliefs and assumptions.“Change—real change—comes from the inside out. It doesn’t come from hackingat the leaves of attitude and behavior with quick-fix personality ethic techniques.It comes from striking at the root—the fabric of our thought, the fundamental,essential paradigms, which give definition to our character and create the lensthrough which we see the world” (Covey, 1989, p. 317). Moving to a resiliencyapproach requires a personal transformation of vision. Creating positive changesin ourselves requires a context characterized by caring relationships, mutualrespect, and active participation.Chapter 9Page 323rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Inside-out change means that we take care of ourselves, that we love and acceptourselves. This message resounds through the anthology Healers on Healing: “Thebest thing therapists, whether medical or psychological practitioners, can do tohelp their clients the most is to love themselves. When therapists really lovewho they are, it’s easy for them to teach that love to their clients…When we’rewilling to love and accept ourselves, we can make changes” (Hay, 1989, p. 23).ReferencesCovey, Stephen. The Seven Habits of Highly Effective People: Powerful Lessons inPersonal Change. New York Simon and Schuster, 1989.Garmezy, Norman. Resiliency and vulnerability to adverse developmental outcomesassociated with poverty. American Behavioral Scientist 34 (4), 1991,416–430.Hay, Louise. Healer, heal thyself. In Healers on Healing, ed. By Richard Carlsonand Benjamin Shield. Los Angeles: Jeremy Tarcher, 1989, 22–26.Kuhn, Thomas. The Structure of Scientific Revolutions. Chicago: University ofChicago Press, 1962.Lofquist, William. Let’s create a new culture of youth work in America. NewDesigns for Youth Development, Winter 1992, 23–27.McKnight, John. Mapping community capacity. New Designs for Youth Development,Winter 1992, 9–15.Nathan, Joe. An interview with Herbert Kohl: Toward educational change andeconomic justice. Phi Delta Kappan 72(9), May 1991, 678–681.Seligman, Martin. Learned Optimism: How to change Your Mind and Your Life. NewYork: Pocket Books, 1990.Werner, Emmy and Ruth Smith. Overcoming the Odds: High Risk Children fromBirth to Adulthood. Ithaca, NY: Cornell University Press, 1992.Wilson Schaef, Anne. Beyond Therapy, Beyond Science: A New Model for Healing theWhole Person. San Francisco: Harper, 1992.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 33

Fostering Resiliency in Kids:Protective Factors in the Family, School, and CommunityBy: Bonnie BenardWestern Regional Center Drug-Free Schools and CommunitiesThe field of prevention, both research and practice, came a long way in the1980s: from short-term, even one-shot, individual-focused interventions inthe school classroom to a growing awareness and beginning implementationof long-term, comprehensive, environmental-focused interventions expandingbeyond the school to include the community. Furthermore, in the mid-1980swe finally started to hear preventionists talking about prevention strategies andprograms based on research identifying the underlying risk factors for problemssuch as alcohol and other drug abuse, teen pregnancy, delinquency and gangs,and dropping out (Hawkins, Lishner, and Catalona, 1985). While certainly agiant step in the right direction, the identification of risks does not necessarilyprovide us with a clear sense of just what strategies we need to implement toreduce the risks. More recently, we are hearing preventionists talk about “protectivefactors,” about building “resiliency” in youth, about basing our strategieson what research has told us about the environmental factors that facilitate thedevelopment of youth who do not get involved in life-compromising problems(Benard, March 1987). What clearly becomes the challenge for the 1990s is theimplementation of prevention strategies that strengthen protective factors in ourfamilies, schools, and communities. As Gibbs and Bennett (1990) conceptualizethe process, we must “turn the situation around…by translating negative riskfactors into positive action strategies” which are, in essence, protective factors.After a brief overview of the protective factor research phenomenon, this paperwill discuss the major protective factors that research had identified as contributingto the development of resiliency in youth and the implications of this forbuilding effective prevention programs.Protective Factors: A Research Base for the Prevention FieldHistorically, the social and behavioral sciences have followed a problem-focusedapproach to studying human and social development. This “pathology” modelof research traditionally examines problems, disease, illness, maladaptation,incompetence, deviance, etc. The emphasis has been placed on identifying therisk factors of various disorders like alcoholism, schizophrenia and other mentalillnesses, criminality, delinquency, etc. These studies have been retrospectivein design, that is, they do a one-time historical assessment of adults with theseexisting identified problems, a research design that can only perpetuate a problemperspective and implicate an inevitability of negative outcomes. Furthermore,the data yielded from such research studies have ultimately been of only limitedvalue to the prevention field, concerned as it is with building health-promoting,Chapter 9Page 343rd EditionOperation: Military KidsReady, Set, Go! Training Manual

not health-compromising, behaviors and with facilitating the development ofsocial competence in children and youth. According to Garmezy, this pathologymodel of research has “provided us with a false sense of security in erectingprevention models that are founded more on values than facts” (in Werner andSmith, 1982).This retrospective research approach even became problematic for investigatorsfocused on studying risks for the development of “problem behaviors,” for theywere stymied by the issue of whether abnormalities in people already diagnosedas schizophrenic, criminal, or alcoholic were the causes or consequences ofschizophrenia or alcoholism (for example, is the lack of problem-solving skillsusually found in adult alcoholics a cause or a result of drinking?) Consequently,with the exception of a couple of earlier studies, beginning in the late 1950sand on into the 1960s and 1970s, a few researchers decided to circumvent thisdilemma by studying individuals postulated to be at high risk for developingcertain disorders—children growing up under conditions of great stress and adversitysuch as neonatal stress, poverty, neglect, abuse, physical handicaps, war,and parental schizophrenia, depression, alcoholism, and criminality. This riskresearch, therefore, used a prospective research design which is developmentaland longitudinal, assessing children at various times during the course of theirdevelopment in order to better understand the nature of the risk factors thatresult in the development of a disorder.As the children studied in these various longitudinal projects grew into adolescenceand adulthood, a consistent—and amazing—finding emerged: Whilea certain percentage of these high-risk children developed various problems(a percentage higher than in the normal population), a greater percentage ofthe children became healthy, competent young adults. For example, ManfredBleuler found that only 9 percent of children of schizophrenic parents becameschizophrenic, while 75 percent developed into healthy adults. He found “remarkableevidence of strength, courage, and health in the midst of disasterand adversity” (in Watt, 1984). Similarly, Michael Rutter’s research on childrengrowing up in poverty found “that half of the children living under conditionsof disadvantage do not repeat that pattern in their own adult lives” (Garmezy,1991). And, according to the often quoted statistic, while one out of four childrenof alcoholic parents develops alcohol problems, three out of four do not. Andin the 1980s, researchers in the collaborative, international, interdisciplinaryRisk Reduction Consortium reported the same phenomenon in their ongoingprospective, longitudinal research—children who somehow are “invulnerable,”“stress-resistant,” “hardy,” “ego-resilient,” “invincible,” and, the most currentpopularly used term, “resilient,” in spite of severe stress and adversity.The above finding, along with the increasing theoretical acceptance in the childdevelopment field of the transactional-ecological model of human developmentin which the human personality is viewed as a self-righting mechanismthat is engaged in active, ongoing adaptation to its environment (see Bronfenbrenner,1974), has resulted in a growing research interest in moving beyondOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 35

the identification of risk factors for the development of a problem behavior toan examination of the “protective” factors, those “traits, conditions, situation,and episodes, that appear to alter—or even reverse—predictions of [negative outcome]and enable individuals to circumvent life stressors” (Segal, 1986; Garmezy,1991). The importance of this research to the prevention field is obvious: If wecan determine the personal and environmental sources of social competenceand wellness, we can better plan preventive interventions focused on creatingand enhancing the personal and environmental attributes that serve as the keyto healthy development. “Ultimately, the potential for prevention surely lies inincreasing our knowledge and understanding of reasons why some children arenot damaged by deprivation” (Garmezy and Rutter, 1983).While researchers have commonly categorized protective factors falling withinthe domains of individual personality attributes or dispositions, family characteristics,and environmental influences (i.e., peers, school, and community),the discussion here will begin with a profile of the resilient child (as opposedto the “protective factors within the personality system”) and then will examinethe protective factors consistently found in the family, the school, and thecommunity arenas. In order to avoid falling into the pathology paradigm and“blaming the victim” syndrome with its concomitant focus on “fixing kids,”our perspective is that personality and individual outcomes are the result of atransactional process with one’s environmental contexts—families, schools, andcommunities that, in turn, reinforce positive behaviors.Profile of the Resilient ChildA phrase occurring often in the literature sums up the resilient child as one who“works well, plans well, loves well, and expects well” (Gamezy, 1974; Wernerand Smith, 1982). Since this is a little too abstract for most researchers, the followingmore specific attributes have been consistently identified as describingthe resilient child.Social CompetenceThis commonly identified attribute of resilient children usually includes thequalities of responsiveness, flexibility, empathy and caring, communicationskills, a sense of humor, and any other prosocial behavior. Resilient children areconsiderably more responsive (and can elicit more positive responses from others),more active, and more flexible and adaptable even in infancy (Werner andSmith, 1982; Demos, 1989). Furthermore, a great number of resilient childrenhave a sense of humor, that is, they have the ability to generate comic reliefand find alternative ways of looking at things as well as the ability to laugh atthemselves and ridiculous situations (Masten, 1986). As a result, resilient children—fromearly childhood on—tend to establish more positive relationshipswith others, including friendships with their peers (Berndt and Ladd, 1989;Werner and Smith, 1982).Not only do most studies on resiliency document these attributes, but studiesdone on individuals already experiencing problems with crime, delinquency,Chapter 9Page 363rd EditionOperation: Military KidsReady, Set, Go! Training Manual

alcohol and other drug abuse, and mental illness consistently identify the lack ofthese qualities. According to Trower, “One of the few facts that emerges clearlyin the beleaguered field of mental health is the extent of poor social skills inpsychiatric patients. The studies and surveys show skills problems to be a majorcomponent in schizophrenia, mental handicap, depression, social anxiety,addiction disorders, psychopathology, childhood and adolescent problems…There is evidence, too, that individuals with the poorest social competence havethe worst prognoses and highest relapse rate, and childhood competence levelis predictive of severity of adult psychiatric problems” (1984; also see Kellam,1982; Hawkins et al., 1985; Austin, 1991; Lerner, 1984).Problem-Solving SkillsThese skills include the ability to think abstractly, reflectively, and flexibly andto be able to attempt alternate solutions for both cognitive and social problems.As with social competence, studies on adults experiencing psychosocial problemshave also consistently identified their lack of problem-solving skills (Shure andSpivack, 1982). And conversely, studies on resilient children repeatedly find thepresence of problem-solving skills. For example, Rutter found especially prevalentin the population of abused and neglected girls who later became healthyadults the presence of planning skills that resulted in their planning marriagesto nondeviant men (1984). The literature on “street” children growing up in theslums of the United States and other countries provides an extreme example ofthe role these skills play in the development of resiliency since these childrenmust continually successfully negotiate the demands of their environment ornot survive (Felsman, 1989).Furthermore, as with social competence, research on resilient children has discoveredthat these problem-solving skills are identifiable in early childhood.According to Halverson and Waldrup’s research on pre-schoolers, “A child whocan demonstrate at an early age that he or she is an agent capable of producingchange in a frustrating situation tends to be active and competent in gradeschool as well” (1974).AutonomyDifferent researchers have used different terms to refer to autonomy. For example,Anthony refers to a “strong sense of independence” (1987); Garmezy and Wernerand Smith to an “internal locus of control” and “sense of power” (1974 and 1991;1982); Rutter and Garmezy to “self-esteem” and “self-efficacy” (1984; 1983); andothers to “self-discipline” and “impulse control.” Essentially, the protective factorresearchers are talking about is a sense of one’s own identity and an abilityto act independently and exert some control over one’s environment.Several researchers have also identified the ability to separate oneself from a dysfunctionalfamily environment—“to stand away psychologically from the sickparent”—as the major characteristic of resilient children growing up in familieswith alcoholism and mental illness (Anthony, 1974). According to Berlin andDavis, “In our work with children and families of alcoholics we have begun toOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 37

view the crucial task that they must master, if they are to cope successfully withthe dilemmas of alcoholism, as the task of adaptive distancing,” the process ofbreaking away from the family focus on the dysfunctional behavior (1989; alsosee Chess, 1989). Similarly, Beardslee and Podorefsky found that the resilientchildren they studied “were able to distinguish clearly between themselves andtheir own experiences and their parents’ illness” and, thus, realized they werenot the cause and that their future would be different (1988).The task of adaptive distancing, according to Wallerstein’s study of childrensuccessfully dealing with their parents’ conflict and divorce, involves two challenges:(1) to disengage enough from the centrifugal pull of parental distress tomaintain pursuits and satisfactions in the outside world of peers, school, andcommunity and (2) to “remove the family crisis from its commanding positionin [the child’s] inner world” (1983). Chess states: “Such distancing provided bufferthat was protective of developmental course, of self-esteem, and of ability toacquire constructive goals” (1989).Sense of Purpose FutureRelated to a sense of autonomy and self-efficacy and the belief that one can havesome degree of control over one’s environment is another characteristic of resilientchildren—a sense of purpose and future. Within this category fall several relatedattributes invariably identified in the protective factor literature: healthy expectancies,goal-directedness, success orientation, achievement motivation, educationalaspirations, persistence, hopefulness, hardiness, belief in a bright future, asense of anticipation, a sense of a compelling future, and a sense of coherence.This factor appears to be a most powerful predictor of positive outcome.According to Brook et al.’s research on risk and protective factors for adolescentalcohol and drug use, high achievement orientation appeared to have a protectiveinfluence which even offset the effects of alcohol consumption by peers, the mostcommonly identified influential risk factor (1989). Futhermore, Newcomb andBentler found that “educational aspirations” were an even more powerful predictorof high school graduation than actual academic achievement (1986).Cameron-Bandler’s research into why some children of alcoholics developedinto healthy, successful adults identifies the critical variable as their “sense of acompelling future.” As she explains, “When a compelling future is generated, weare easily persuaded to subordinate immediate gratification for a more fulfillinglater gratification, or to save ourselves from some intensely unpleasant futureexperience” (1986). Similarly, Marian Wright Edelman concludes, from theChildren’s Defense Fund’s ongoing adolescent pregnancy prevention initiative,that “a bright future is the best contraceptive!”Werner and Smith also validate the power of this attribute in summarizing their35-year study of resiliency in childhood: “The central component of effectivecoping with the multiplicity of inevitable life stresses appears to be a sense ofcoherence, a feeling of confidence that one’s internal and external environmentChapter 9Page 383rd EditionOperation: Military KidsReady, Set, Go! Training Manual

is predictable and that things will probably work out as well as can be reasonablyexpected” (1982). According to these researchers, this sense of coherence,of purpose and meaning and hopefulness, lies in direct contrast to the “learnedhelpfulness” that Seligman and others have consistently found present in individualsexperiencing mental and social problems (1982). Furthermore, a Club ofRome study of several years ago identified that a sense of anticipation, the taking“responsibility for our ability to influence—and in some cases, determine—thefuture” is one of the traits that not only is essential to individual success butwill be a trait essential for human survival in the increasingly complex world ofthe future (Botkin et al., 1979).While research also ascribes a few other characteristics to resilient children(i.e., good health or being female), the above attributes of social competence,problem-solving skills, autonomy, and sense of purpose appear to be the commonthreads running through the personalities of resilient children, those who“work well, play well, love well, and expect well”—no matter their health or sexstatus. Now let’s look at the environments of resilient children, at the protectivecharacteristics within the family, the school, and the community systems thatappear to facilitate the development of resiliency in youth.What must be kept in mind in this discussion is that resiliency or protectivefactor research, by definition, is studying children and youth that experiencemajor stress, adversity, and risk in one or more of these environmental systems.Therefore, if a child’s major risks lie in the family system, such as growing up inan alcoholic, abusive, or schizophrenic home, many of the factors identified asprotective will derive from the school or community environments. Likewise,when a child’s major risks come from the community system—usually the conditionof living in poverty as over one-fourth of the children in the United Statesnow do—protective factor research has usually examined the role that the familyand school systems play in the development of resiliency. Of course, given theself-righting nature of human systems, researchers have also identified strengthsand protective attributes even within environments characterized overall bygreat risks. Unfortunately, according to Werner, “Most studies of vulnerablechildren have defined risk at only one level of organization [i.e., system]. Dataanalyses that explore the interplay among multiple risks and protective factorsat all three levels—the individual organism, the immediate family, and the largersocial context—are still rare” (1990).Protective Factors Within the FamilyWhat clearly emerges as a powerful predictor of the outcome for children andyouth is the quality of the immediate caregiving environment, which is determinedby the following characteristics.Caring and SupportWhat is evident from nearly all the research into the family environments ofresilient children is that, “despite the burden of parental psychopathology, fam-Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 39

ily discord, or chronic poverty, most children identified as resilient have hadthe opportunity to establish a close bond with at least one person [not necessarilythe mother or father] who provided them with stable care and from whomthey received adequate and appropriate attention during the first year of life”(quote from Werner, 1990; Watt, 1984; Anthony, 1974 and 1987; Garmezy, 1983;Demos, 1989; Werner and Smith, 1982). While Werner and Smith identifiedcaregiving during the first year of a child’s life as the most powerful predictor ofresiliency in children, other researchers have also found that a caring and supportiverelationship remains the most critical variable throughout childhoodand adolescence (Rutter, 1979; Demos, 1989; Feldman, Stiffman, and Jung,1987). A just-published longitudinal study that looked at parents’ child-rearingpractices when the child was five, at other childhood experiences, and at socialaccomplishment at age 41, found that “having a warm and affectionate fatheror mother was significantly associated with adult social accomplishment” andcontentment (Franz, McClelland, and Weinberger, 1991).According to Feldman, Stiffman, and Jung, “The social relationships amongfamily members are by far the best predictors of children’s behavioral outcomes”(1987). Furthermore, Rutter’s research found that even in cases of an extremelytroubled home environment, “a good relationship with one parent” (defined interms of the presence of “high warmth and absence of severe criticism”) providesa substantial protective effect (also see Baumrind, 1985). Only one-fourth ofthe children in the troubled families studied by Rutter showed signs of conductdisorder if they had a single good relationship with a parent, compared to threefourthsof the children who lacked such a relationship (1979). Similarly, Berlinand Davis’s study of children growing up in alcoholic families found that thesupportiveness of the nonalcoholic spouse was the most crucial variable in thedegree of impact of alcoholism on the family (1989). And, recently, the researchof Brook et al. has clearly identified that “a nonconflictual and affectionate parent-adolescentrelationship insulates the adolescent from drug use…and [results]in less alcohol use” (1989).The incredible power of this attribute of caring, support, and affection to protectchildren is clear. As Werner and Smith explain this dynamic, “Constant feedbackfrom a few adults early in life—not necessarily a parent—gave the resilientinfants a basic trust and sense of coherence” (1982). This “sense of basic trust,”identified long ago by Erik Erickson (1963), appears to be the critical foundationfor human development and bonding, and, thus, human resiliency. Asphilosopher-psychologist Sam Keen explains this phenomenon: “To the degreethat we are not held and bonded, we will have to find something to hold onto some substitute for that holding we didn’t get. The nature of addiction is allin the way that we hold on, that we grasp, in order to make up for the way inwhich we were not held,” and therefore, did not develop this basic trust in theworld (Keen, 1990).While we don’t have the time or space here to discuss the issue of family “structure”in terms of family composition (see Benard, January 1989), one point thatChapter 9Page 403rd EditionOperation: Military KidsReady, Set, Go! Training Manual

must be emphasized is that nowhere in the literature is there support for eitherdivorce as a risk factor or family intactness as a protective factor in the developmentof later problem behaviors like alcohol and other drug abuse. While divorceis certainly a stressful life event for children and families, research has foundthat the availability of social support—from family members or from friends,relatives, or others in the community—is the critical factor in the outcome forthat child (Werner and Smith, 1982; Werner, 1989; Cowen et al., 1990; Felneret al., 1985; Eggert and Herting, 1991; Wolchik et al., 1989). What is evident isthat to mitigate the effects of other risks and stressful life events and to develophealthily, a child needs the “enduring loving involvement of one or more adultsin care and joint activity with that child” (Bronfenbrenner, 1983).High ExpectationsResearch into why some children growing up in poverty still manage to besuccessful in school and in young adulthood had consistently identified highparental expectations as the contributing factor (Williams and Kornblum,1985; Clark, 1983). Similarly, the work of Roger Mills with parents living in animpoverished housing project in Miami demonstrated the power of a parentalattitude that “sees clearly the potential for maturity, common sense, for learningand well-being in their children.” According to Mills, an attitude expressed toa youth that, “You have everything you need to be successful—and you can doit!” played a major role in the reduction of several problem behaviors, includingsubstance abuse, in this disadvantaged community (Mills, 1990).Furthermore, families that establish high expectations for their children’s behaviorfrom an early age play a role in developing resiliency in their children.Norma Haan, whose research on the development of morality in young childrenclearly challenges prior assumptions of Freud, Piaget, and Kohlberg that youngchildren are morally deficient, i.e., self-serving, writes, “Young children havethe same basic moral understandings and concerns as adolescents and youngadults” (1989). Moreover, she found that “childhood resiliency and vulnerabilityhave specific relationships to the moral climate of families that build children’sexpectancies about the nature of moral interchanges. Resilient children will havereason to be optimistic that moral difficulties can usually be worked out.” Theirfamily environment validates them as worthwhile human beings: “They willbe heard; they will usually be able to protect their legitimate self-interests; theywill understand that no human is faultless, that even adults morally violate, sothey will ‘speak truth to power’ and be able to forgive themselves.”Concomitant with high expectations are other family characteristics such asstructure, discipline, and clear rules and regulations, Bennett, Wolin, and Reisshave found that even in alcoholic families, children tended to have better outcomesif the family was able to maintain some order and clear expectations forbehavior (1988). Similarly, Baumrind found that families she labeled “authoritarian”or “permissive,” had low rates of adolescent alcohol and drug use (1985).Another related aspect of high expectations is that of faith. According to Werner,“A number of studies of resilient children from a wide variety of socioeconomicOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 41

and ethnic backgrounds have noted that their families have held religious beliefsthat provided stability and meaning to their lives, especially in times ofhardship and adversity” (1990; also see Anthony, 1987). Werner hypothesizesthat, “Such faith appears to give resilient children and their caregivers a senseof rootedeness and coherence, a conviction that their lives have meaning, anda belief that things will work out in the end, despite unfavorable odds” (1990).Moskovitz concludes from his study of child survivors of the Nazi Holocaustthat this sense of hope and expectation for the future enabled these childrento learn to love and to behave compassionately toward others in spite of theatrocities they had experienced (1983).Encourage Children’s ParticipationA natural outgrowth of having high expectations for children is that they areacknowledged as valued participants in the life and work of their family. Researchhas borne out that the family background of resilient children is usually characterizedby many opportunities for the children to participate and contribute inmeaningful ways. For example, Werner and Smith found that assigned chores,domestic responsibilities (including care of siblings), and even part-time workto help support the family proved to be sources of strength and competencefor resilient children (1982). In her recent review of protective factor research,Werner cites several studies of children growing up in psychotic or alcoholicfamilies, in war-torn countries, and in poverty during the Great Depression,as well as now, that demonstrate “that such productive roles of responsibility,when associated with close family ties, are important protective factors duringtimes of adversity” (1990).When children are given responsibilities, the message is clearly communicatedthat they are worthy and capable of being contributing members of the family.Some of the family attributes of resilient children identified by various otherresearchers, such as “respect for the child’s autonomy” (Hauser et al., 1989; Anthony,1974) or encouragement of the child’s independence” (Clair and Genest,1987), are also getting at this sense of family acknowledgment of the child asa valued person in his or her own right. The positive outcomes for children offamily environments that value their contributions are supported by a wealthof anthropological studies that find children in other cultures “as young as agethree typically assuming duties such as carrying wood and water, cleaning andother household chores, gathering and preparing food, gardening, and caring foryounger siblings and animals” (Kurth-Schai, 1988). According to Kurth-Schai, “Allof these tasks, even from a child’s perspective, clearly contribute to the welfareof the family” (1988). Thus, to the child, there is no question that he or she is abonded, integral, contributing member of the family and community.While various researchers have identified other family factors that appear tobe protective of children (for example, small family size, mother over age 17,or children spaced at least two years apart), the factors critical to the positivedevelopment of children are those that provide a caring, supportive family lifein which the adult caregivers have high and clear expectations for the child’sChapter 9Page 423rd EditionOperation: Military KidsReady, Set, Go! Training Manual

ehavior and also provide the child with lots of opportunities to participatemeaningfully in the life and work of the family. Obviously, family environmentswith these characteristics provide the fertile soil for the growth and nurturing ofthat sense of basic trust and coherence essential for human development and,therefore, for the development of the traits of resiliency: social competence,problem-solving skills, autonomy, and a sense of purpose. Yet, as we’ll discussshortly, the family, like the individual, is a system that also exists in the largercontext of the community. For families to create environments characterizedby the qualities of caring, high expectations, and opportunities for participation,they, in turn, must exist in communities which also provide support andopportunities.Protective Factors Within the SchoolIn the last decade the literature on the power of the school to influence the outcomefor children from high-risk environments has burgeoned (Austin, 1991; Brook etal., 1989; Cauce and Srebnik, 1990; Rutter, 1984; Rutter 1979; Berrueta-Clementet al., 1984; Coleman and Hoffer, 1987; Comer, 1984; Nelson, 1984; Offord, 1991;Felner et al., 1985; Ziegler et al., 1989; Edmonds, 1986—to name a few!). Theevidence demonstrating that a school can serve as a “protective shield to helpchildren withstand the multiple vicissitudes that they can expect of a stressfulworld” abounds, whether it is coming from a family environment devastatedby alcoholism or mental illness or from a poverty stricken community environment,or both (Garmezy, 1991). Furthermore, both protective factor research andresearch on effective schools clearly identifies the characteristics of schools thatprovide this source of protection for youth. And, lo and behold, they parallel theprotective factors found in the family environment of resilient youth!Caring and SupportJust as in the family arena, the level of caring and support within the school is apowerful predictor of positive outcome for youth. While, according to Werner,“Only a few studies have explored the role of teachers as protective buffers in thelives of children who overcome great adversity,” these few do provide movingevidence of this phenomenon (1990). For example, in her own research Wernerfound that “among the most frequently encountered positive role modelsin the lives of the children of Kauai, outside of the family circle, was a favoriteteacher. For the resilient youngster, a special teacher was not just an instructorfor academic skills, but also a confidant and positive model for personal identification”(1990).Moskovitz’ 30- to 40-year follow-up study of childhood survivors of the NaziHolocaust who were sent from concentration camps and orphanages to a therapeuticnursery school in England at the end of World War II further documentsthe power of a caring teacher; all of the resilient survivors “considered onewoman to be among the most potent influences in their lives—the nursery schoolteacher who provided warmth and caring, and taught them to behave compas-Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 43

sionately” (cited by Werner, 1990). Reinforcing these findings, Nel Noddingsconcludes the following from her research into the power of caring relationshipsat school to effect positive outcomes for children: “At a time when the traditionalstructures of caring have deteriorated, schools must become places where teachersand students live together, talk with each other, take delight in each other’scompany. My guess is that when schools focus on what really matters in life,the cognitive ends we now pursue so painfully and artificially will be achievedsomewhat more naturally…It is obvious that children will work harder and dothings—even odd things like adding fractions—for people they love and trust”(1988). Based on his research into effective schools, James Coleman similarlyspeculates that if we were to “reinstitute the school as an agent of families,”with the primary emphasis on caring for the child—on providing the “attention,personal interest, and intensity of involvement, some persistence and continuityover time, and a certain degree of intimacy—children would develop thenecessary attitudes, effort, and conception of self that they need to succeed inschool and as adults” (1987).While the importance of the teacher as caregiver cannot be overemphasized,a factor often overlooked that has definitely emerged from protective factorresearch is the role of caring peers and friends in the school and communityenvironments. Research into the resiliency of “street gamins” clearly identifiespeer support as critical to the survival of these youth (Felsman, 1989).Similarly, Emmy Werner found caring friends a major factor in the developmentof resiliency in her disadvantaged population (Werner and Smith, 1982). JamesColeman also cites the positive outcomes for youth who have lived with theirpeers in boarding schools when their families were no longer able to be supportive(1987). And, convincing evidence for the role of peers in reducing alcohol anddrug use are the findings of two meta-analyses (comparing the effects of morethan 200 studies) that concluded peer programs (including cooperative learningstrategies) are the single most effective school-based approach for reducingalcohol and drug use in youth (Tobler, 1986; Bangert-Drowns, 1988).Obviously, resilient youth are those youth who have and take the opportunity tofulfill the basic human need for social support, caring, and love. If this is unavailableto them in their immediate family environments, it is imperative that theschool provide the opportunities to develop caring relationships with both adultsand other youth. The positive outcomes prevention program— including reducedlevels of alcohol and drug use—which have focused on increasing the amountof social support available to youth in their schools by facilitating the developmentof teacher and peer relationships (Felner et al., 1985; Eggert and Herting,1991) or the numerous forms of peer helping programs which exponentiallyincrease the caregiving resources available to a youth (Benard, December 1990)unequivocally demonstrate that a caregiving environment in the school servesas that “protective shield” (Felner et al., 1985; Benard, December 1990).High ExpectationsAs with family environment, research has identified that schools that establishChapter 9Page 443rd EditionOperation: Military KidsReady, Set, Go! Training Manual

high expectations for all kids—and give them the support necessary to achievethem—have incredibly high rates of academic success (Rutter, 1979; Brook et al.,1989; Edmonds 1986; O’Neil, 1991; Levin, 1988; Slavin, Karweit, and Madden,1989). Probably the most powerful research supporting a school “ethos” of highexpectations as a protective shield is that reported by Michael Rutter in his bookFifteen Thousand Hours (1979). According to Garmezy, this work “stands forthas a possible beacon for illuminating the role of schools as a strategic force infostering the well-being of disadvantaged children” (1991). Rutter found thateven within the same poverty-stricken areas of London, some schools showedconsiderable differences in rates of delinquency, behavioral disturbance, attendance,and academic attainment (even after controlling for family risk factors).The successful schools, moreover, appeared to share certain characteristics: anacademic emphasis, teachers’ clear expectations and regulations, high levels ofstudent participation, and many, varied alternative resources—library facilities,vocational work opportunities, art, music, and extra-curricular activities.A major critical finding was that the relationships between a school’s characteristicsand student behavior increased over time; that is, the number of problembehaviors experienced by a youth decreased over time in the successful schoolsand increased in the unsuccessful schools. Rutter concluded that “schools thatfoster high self-esteem and that promote social and scholastic success reducethe likelihood of emotional and behavioral disturbance” (1979). The incrediblepower of a schoolwide ethos of high expectations has also been borne out inthe protective factor research of Judith Brook and her colleagues, who foundthat this factor, in conjunctions with a school value of student participation andautonomy, was even able to mitigate against the most powerful risk factors foradolescent alcohol and drug use—peers that are substance-abusers (1989).During the last several years, research on successful programs for youth at riskof academic failure has clearly demonstrated that a schoolwide climate of highexpectations is a critical factor in reducing academic failure and increasing thenumber of college-bound youth. For example, according to Phyllis Hart of theAchievement Council, a California-based advocacy group, the establishment ofa “college core curriculum” in an inner-city, disadvantaged community resultedin over 65 percent of its graduates going on to higher education (up from 15percent before the program began). Several students participating in this programstated a major factor in their decision to attend college was “having one personwho believed I could do it!” (California Department of Education, 1990). Similarly,Henry Levin’s Accelerated Schools Program and Robert Slavin’s Success forAll project have clearly demonstrated that engaging students at risk for schoolfailure in a challenging, speeded-up—as opposed to a slowed-down—curriculumhas positive academic and social outcomes. These findings are in direct contrastto the dismal outcomes of children who are labeled as slow learners and trackedinto low-ability classes (Oakes, 1985). Hart claims, “Even students in the worst ofcircumstances can excel, given appropriate support, and watering down academiccontent or having low standards doesn’t help anyone” (O’Neil, 1991).Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 45

Furthermore, the research of Burk and Sher found that children from alcoholicfamilies who were functioning successfully were still perceived more negativelyand ascribed lower expectations by mental health professionals and peers oncethey were labeled “children of alcoholics” (1990). They conclude, “To the extentthat it makes services available for those who are currently in distress, labelingcan be a beneficial process. However…the benefits of labeling are lost whenthose who are identified suffer negative consequences as a result of the labelingprocess.” Similarly, Richard Barth warns from his research on services provided toprenatally drug-exposed children that “labels can create powerful expectations.There is no better example of this than the label ‘crack baby’.” According to Barth,“The outcomes from perinatally drug-exposed children are determined,…as arethose of other children at risk of developmental problems,…by the extent ofperinatal insult and subsequent environmental protective factors” (1991).A powerful illustration of this high expectation model is described by JonathonKozol as follows: “On any given day in Massachusetts, 200 Black children fromthe Boston slums ride the bus to go to school in the suburban town of Lexington.They begin in kindergarten and, although they are provided with a lot ofcounseling, their education is the same as that which is afforded to their affluentWhite classmates. Virtually every non-White child bused to Lexington fromBoston finishes 12 years of school and graduates; most go to four-year colleges.Low-income Black children of the same abilities, consigned to public school inBoston, have at best a 24 percent chance of the same success” (1990). Whileother factors may be operating in this scenario, the one factor that clearly standsout in this and other successful programs is “the expectation among staff, parents,and the students themselves that they are capable of high achievement”(O’Neil, 1991).What appears to be the dynamic here is the internalization of high expectationsfor oneself. When the message one consistently hears—from family members,from teachers, from significant others in one’s environment—is, “You are a brightand capable person,” one naturally sees oneself as a bright and capable person,a person with that resilient trait, a sense of purpose and a bright future.Youth Participation and InvolvementA natural outcome in schools, as in families, of having high expectations foryouth is providing them with the opportunities to participate and be meaningfullyinvolved and have roles of responsibility within the school environment.Carat’s primary finding from her research analyzing instructional factors ininner-city classrooms was that “students in these classrooms simply were notactively engaged by their teachers and with their instructional materials.” Furthermore,Carat identified the “opportunity to respond” as the key variable fordifferentiating classrooms that were effective or not effective (1991).Turning once again to Michael Rutter’s research on successful schools, we findunequivocal documentation of the protective nature of youth participation(1979; 1984). According to Rutter, in the schools with low levels of problemslike delinquency, children “were given a lot of responsibility. They participatedChapter 9Page 463rd EditionOperation: Military KidsReady, Set, Go! Training Manual

very actively in all sorts of things that went on in the school; they were treatedas responsible people and they reacted accordingly” (1984). These schools createda variety of opportunities to ensure that all kids found something they wereinterested in and could succeed in. Rutter concluded, “If you bring children infor a variety of things and give them multiple opportunities for success, then Ithink it’s less likely that you get this anti-academic atmosphere and alienation sooften found in inner-city schools” (1984). Brook et al.’s research, as well as thatof Roger Mills, further validates Rutter’s findings as protective against alcoholand drug use as well (1989; 1990).The reverse process of participation is alienation, the lack of bonding to socialinstitutions like the family, the school, and the community, a process that hasconsistently been identified in study after study as a major risk factor for involvementin alcohol and other drugs, delinquency, teen pregnancy, school failure, anddepression and suicide. The challenge clearly for these social institutions—andespecially for the schools—is to engage youth by providing them opportunitiesto participate in meaningful, valued activities and roles—those involving problem-solving,decision-making, planning, goal-setting, helping others (Wehlage,1989). Maton’s research with older adolescents and at-risk urban teenagers foundthat engagement in “meaningful instrumental activity” was significantly relatedto their life satisfaction, well-being, and overall self-esteem—and was as powerfula factor as that of social support (1990).The power of creating these opportunities from an early age was vividly demonstratedin the High/Scope Education Research Foundation’s 15-year follow-upstudy, the Perry Preschool Project. This study discovered that when childrenfrom an impoverished inner-city environment were given the opportunitiesto plan and make decisions in their preschool environment, they were at theage of 19 significantly less (as much as 50 percent less!) involved in drug use,delinquency, teen pregnancy, school failure, etc. (Berrueta-Clement et al., 1984;Schweinhart et al., 1986).Once again, the operation dynamic reflects the fundamental human need tobond—to participate, to belong, to have some power or control over one’s life. Accordingto several educational reformers, when schools ignore these basic humanneeds—of kids and adults—they become ineffective, alienating places (Sarason,1990; Glasser, 1990; Wehlage, 1989). Seymour Sarason says it well: “When onehas no stake in the way things are, when one’s needs or opinions are providedno forum, when one sees oneself as the object of unilateral actions, it takes noparticular wisdom to suggest that one would rather be elsewhere” (1990).The Club of Rome’s report on human learning also claims that, in addition tothat quality of anticipation discussed earlier, opportunities for active participationare critical to creating learning environments that will effectively prepare youthto live in an increasingly complex world. Moreover, “participation is more thanthe formal sharing of decisions; it is an attitude characterized by cooperation,dialogue, and empathy,” an attitude essential not only to “human dignity” butOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 47

to “human survival” as well (Botkin et al., 1979).Clearly, a preponderance of evidence demonstrates that schools have the powerto overcome incredible risk factors in the lives of youth—including those foralcohol and drug abuse. Brook et al. conclude that “evidently there are drug-mitigatingaspects to the school environment which are unrelated to the drug problemas such” (1989). In his classic study on school effectiveness, Ron Edmondsconcluded that a school can create a “coherent” environment, a climate, morepotent than any single influence—teachers, class, family, neighborhood—“sopotent that for at least six hours a day it can override almost everything else inthe lives of children” (1986).And Garmezy also reiterates from his review of protective factors in the schoolenvironment that “the presence of a school in a high-delinquency area was notthe determiner of behavioral or scholastic deviance. Schools exercised their effectsover and above any area effects [i.e., risk factors] that existed” (1991). Thevalue of focusing on enhancing protection, as opposed to focusing on risk, isclear. According to Garmezy, “What is apparently needed by school personnelis the proud awareness that by putting forth the best effort in their classroomsand schools they are engaged in the most worthy of societal enterprises—theenhancement of competence in their children and their tailoring, in part, of aprotective shield to help children withstand the multiple vicissitudes that theycan expect of a stressful world” (1991).Protective Factors Within the CommunityAs with the other two arenas in which children are socialized, the family andthe school, the community which supports the positive development of youthis promoting the building of the traits of resiliency—social competence, problem-solvingsills, autonomy, and a sense of purpose and future. Communitypsychologists refer to the capacity of a community to build resiliency as “communitycompetence” (Iscoe, 1974). And, once again, as with the family andthe school systems, competent communities are characterized by the triad ofprotective factors: caring and support, high expectations, and participation.Moreover, communities exert not only a direct influence on the lives of youthbut, perhaps even more importantly, exert a profound influence on the “lives”of the families and schools within their domain and, thus, indirectly powerfullyaffect the outcome for children and youth (Brook et al., 1989: Kelly, 1988). Acompetent community, therefore, must support its families and schools, havehigh expectations and clear norms for its families and schools, and encouragethe active participation and collaboration of its families and schools in the lifeand work of the community.Caring and SupportAccording to Kelly, “The long-term development of the ‘competent community’depends upon the availability of social networks within the community thatcan promote and sustain social cohesion within the community…That is, theChapter 9Page 483rd EditionOperation: Military KidsReady, Set, Go! Training Manual

formal and informal networks in which individuals develop their competenciesand which provide links within the community that are a source of strength[i.e., health and resiliency] for the community and the individuals comprisingit” (1988). This characteristic of “social cohesiveness” or “community organization”has probably been the most frequently examined community factor affectingthe outcome for children and families. The clear finding from years ofresearch into crime, delinquency, child abuse, etc., is that communities andneighborhoods rich in social networks—both peer groups and intergenerationalrelationships—have lower rates of these problems (Garbarino, 1980; Miller andOhlin, 1985). Similarly, Coleman and Hoffer found the intensity of the intergenerationalsocial networks surrounding private, religious schools created a“functional community” that built social capital for youth and, consequently,higher achievement and lower dropout rates (1987).Furthermore, the protective nature of social support across the lifespan—be itfrom friends, neighbors, caring help givers—is documented by volumes of studiesfrom the field of community psychology, community health, and communitymental health as well as by the overwhelming success of community-based familysupport programs (Schorr, 1988). These latter programs, for example, basedon longitudinal research such as Kellam et al.’s, who found that the “socialisolation” that often evolved from teenager motherhood was the critical variabledetermining an adverse outcome for the mother and child—including thechild’s later alcohol and drug abuse—have clearly shown the protective effectof linking young families into a network of peer-helping and other informalsystems of social supports (1982). Similarly, Feldman, Stiffman, and Jung founda significant positive relationship between the total amount of help receivedby families from both informal and formal sources and the child’s behavior inschool (1987).Perhaps the most obvious manifestation of caring and support at the communitylevel is the availability of resources necessary for healthy human development:health care, child care, housing, education, job training, employment,and recreation. According to most researchers, the greatest protection we couldgive children is ensuring them and their families access to these basic necessities(Garmezy, 1991; Sameroff et al., 1984, Long and Vaillant, 1989; Wilson, 1987;Coleman, 1987; Hodgkinson, 1989). Conversely, the greatest risk factor for thedevelopment of nearly all problem behaviors is poverty, a condition characterizedby the lack of these basic necessities. This clearly testifies to the lack of anational political will to provide the opportunities for all children to succeed.In light of our national neglect of children and families, the imperative falls tolocal communities to fill the gap. And, the only way communities can and havesucceeded in this endeavor is through the building of social networks that linknot only families and schools but agencies and organizations throughout thecommunity with the common purpose of collaborating to address the needs ofchildren and families (Coleman, 1987; Schorr, 1988; Hodgkinson, 1989; Mills,1990; Benard, October 1989). Thus, while community competence dependsupon the availability of social networks within the community, it also dependsOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 49

on the “ability of [these networks] to respond to differential needs of the variedpopulations they serve, and the ability of citizens or groups to use existingresources or develop alternatives for the purpose of solving problems of living”(Barbarin, quoted in Fellini, 1987),High ExpectationsIn the context of community, discussions around the issue of high expectationsare usually referenced in terms of “cultural norm.” Two cultural norms appearespecially salient to our discussion of protective factors in the community. Thefirst is that in cultures that have as a norm the valuing of youth as resources (asopposed to problems), youth tend to be less involved in all problem behaviors(Kurth-Schai, 1988). According to Diane Hedin, our society tells children andyouth that “they have no real place in the scheme of things, that their only responsibilityis to go to school and learn and grow up. When they have learnedand grown up, which is supposed to occur miraculously at age 18, they canperhaps make some modest contribution as a citizen. The young people, therefore,view themselves as strictly consumers, not as contributors” (1987). And,speaking of consumption…A second relevant cultural norm is that of our expectancies surrounding alcoholuse. According to the longitudinal research of Long and Vaillant (1989) as wellas the community work of Peter Bell (1987), “Cultures that teach children how,when, and where to drink tend to have lower rates of alcoholism than do thosethat forbid children to drink” (Vaillant, 1986). Furthermore, “how a societysocializes drunkenness is as important as how it socializes drinking” (Vaillant,1986). In other words, countries in which drunkenness is more socially acceptabletend to have higher rates of alcohol abuse.Obviously, in terms of national policies, our culture measures up poorly interms of providing protection for youth through the teaching of low-risk choicemakingaround alcohol use and especially through our condoning of alcoholadvertising, much of which glamorizes abusive drinking and even drunkenness(Room, 1990). Similarly, we have a long way to go in terms of changing localcommunity norms, which, of course, are strongly influenced by the big moniesthe alcohol industry spends on advertising and promotion at the local level.The majority of researchers who have evaluated the consistent failure of mostschool-based prevention programs have concluded the following: “Currentsocial norms about chemical use are a reflection of the community. The communityis a fertile, powerful, and necessary environment for changing norms.If chemical use problems of young people are to be reduced, community-basedprevention programs also must challenge adults to reflect on their patterns ofchemical use...Prevention cannot be a task assigned by the community to theschool and focused only on youth. It is a shared responsibility” (Griffin, 1986).Certainly, the message and expectation that speaks loudest and clearest to youthis not the one explicitly presented in substance abuse prevention programs inthe school but the one implicitly communicated through the values and actionsof the larger community in which they live.Chapter 9Page 503rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Opportunities for ParticipationThe natural outcome of having high expectations for youth, for viewing youthas resources and not problems, is the creation of opportunities for them to becontributing members of their community. Just as healthy human developmentinvolves the process of bonding to the family and school through the provisionof opportunities to be involved in meaningful and valued ways in family andschool life, developing a sense of belonging and attachment to one’s communityalso requires the opportunities to participate in the life of the community. Accordingto Kurth-Schai, several cross-cultural studies have clearly indicated the“youth participation in socially and/or economically useful tasks is associatedwith heightened self-esteem, enhanced moral development, increased politicalactivism, and the ability to create and maintain complex social relationships”(1988). On the other hand, “related studies demonstrate the lack of participationis associated with rigid and simplistic relational strategies, psychologicaldependence on external sources for personal validation, and the expressionof self-destructive and antisocial behaviors including drug abuse, depression,promiscuity, premature parenthood, suicide, and delinquency” (Kurth-Schai,1988). Similarly, Richardson et al. concluded from their research on the heavieralcohol and drug use patterns of latchkey youth that “traditional societies hadclearly defined roles for young adolescents in the life of the community. Thesecontributory roles have largely been replaced by autonomy and leisure andfrequently accompanied by no adult supervision. This time could be put togood use both in the home and in the community. The family or communitythat learns to direct the energy, general good will, and potential of these youngadolescents into community or individual improvement projects may find thatthey benefit the community as well as the individual” (1989).The challenge, then, for communities as well as for families and schools, is tofind ways “to harness that force, to turn on our youth, to capture their inherentneed for an ideology and group,” to meet their basic human needs for connectingto other people and to a larger meaning or purpose (Levine, 1983). Statedeloquently by James Coleman, our most fundamental task is “to look at thewhole fabric of our society and say, ‘Where and how can children be lodged inthis society? Where can we find a stable psychological home for children wherepeople will pay attention to them?’” (quoted in Olson, 1987).One approach many communities are incorporating to begin providing this“home” for youth is youth service. While no evaluated studies as yet exist oncommunities that have provided youth the opportunities to “serve,” that is, toprovide needed human services (i.e., academic tutoring, literacy training, childcare, elder care, etc.) within their communities, anecdotal evidence from thehundreds of youth service programs operating in communities across the countrybear witness to the power of this approach to engage youth as communityresources (National Crime Prevention Council, 1988; Benard, January 1990).Just as research from the field of community psychology and community developmenthas documented the positive effects of “citizen participation”—im-Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 51

provements in the neighborhood and community; stronger interpersonal relationshipsand social fabric; feelings of personal and political efficacy; etc.—wecan expect that civic participation on the part of youth will have even morepowerful effects (Florin and Wandersman, 1990; Chavis and Wandersman, 1990;Zimmerman and Rappaport, 1988). Furthermore, as the Club of Rome warnedmany years ago, society needs the full participation and creativity of youth toaddress the social and environmental problems of the present and future. Inmany ways, nourishing the potential of our youth is society’s protective shieldfor the future. Citing anthropological research, Kirth-Schai states, “The imaginativeexperiences of childhood represent humanity’s primary source of personaland cultural evolutionary potential.” Furthermore, youth possess the capacity“to create images of the future powerful enough to guide and motivate positivesocial change…[as well as] to provide leadership, nurturance, and economic assistance.In a world characterized by widespread feelings of purposelessness andpowerlessness, the social contributions of childhood represent a primary sourceof humanity’s hope for the future” (Kurth-Schai, 1988).Protective Factors: A PerspectiveJust as Zucker concluded that “severe drug involvement is a human act, involvinga bio-psycho-social process over long spans of developmental time” (1989),the development of human resiliency is none other than the process of healthyhuman development—a dynamic process in which personality and environmentalinfluences interact in a reciprocal, transactional relationship. The rangeof outcomes, according to Werner, is determined by the balance between riskfactors, stressful life events, and protective factors (Werner and Smith, 1982).Furthermore, this balance is not determined only on the basis of the numberof risk and protective factors present in the life of an individual but on theirrespective frequency, duration, and severity, as well as the developmental stageat which they occur. According to Werner, “As long as [this] balance betweenstressful life events and protective factors is favorable, successful adaptation ispossible. However, when stressful life events outweigh the protective factors,even the most resilient child can develop problems” (1990).No one is invulnerable; every person has a “threshold” beyond which he or shecan “succumb” (Rutter, 1979). Thus, “intervention may be conceived as an attemptto shift the balance from vulnerability to resilience, either by decreasingexposure to risk factors and stressful life events, or by increasing the numberof available protective factors…in the lives of vulnerable children” (Werner,1990).Shifting the balance or tipping the scales from vulnerability to resilience mayhappen as a result of one person or one opportunity. As we have seen in thisreview, individuals who have succeeded in spite of adverse environmental conditionsin their families, schools, and/or communities have often done so becauseof the presence of environmental support in the form of one family member,one teacher, one school, one community person that encouraged their successChapter 9Page 523rd EditionOperation: Military KidsReady, Set, Go! Training Manual

and welcomed their participation. As protective factor researcher David Offordconcludes, “A compensating good experience, good programs in the schools, orone good relationship can make a difference in the child’s life” (1991). As onestreet gamin reflected on his resiliency: “You’re right, the gamins are smart andstrong; they survive. But it still depends on where you go, what you find, whoyou meet” (Felsman, 1989).While tipping the scales toward resiliency through individual, serendipitousrelationships or events is certainly important, the increasing number of childrenand families that are experiencing growing numbers of risks in their livesdue to environmental deprivation necessitate that as preventionists we takea systems perspective and intervene with planned environmental strategiesto build protection into the lives of all children and families. From this perspective,a major underlying cause of the development of social problems likeschool failure, alcohol and drug abuse, teen pregnancy, child abuse, etc., canbe traced back to the gradual destruction of naturally occurring social networksin the community. The social, economic, and technological changes since thelate 1940s have created a fragmentation of community life, resulting in breaksin the naturally occurring networks and linkages between individuals, families,schools, and other social systems within a community that traditionally haveprovided the protection, the “social capital,” that is, the social supports andopportunities for participation and involvement, necessary for healthy humandevelopment (Comer, 1984; Coleman, 1987). What had become clear, fromnot only the failure of alcohol and drug abuse programs and other preventionprograms that do not address this root cause, but from the positive findings ofprotective factor research into why some kids succeed, is the need for preventionefforts to build these networks and intersystem linkages. Emmy Werner says itall in the following statement: The key to effective prevention efforts is reinforcingwithin every arena, these “natural social bonds…between young and old,between siblings, between friends…that give meaning to one’s life and a reasonfor commitment and caring.” To neglect these bonds is to “risk the survival ofa culture” (Werner and Smith, 1982).We must work with our families, schools, and community environments tobuild these social bonds by providing all individuals within these systems withcaring and support, relating to them with high expectations, and giving themopportunities to be active participants in their family, school, and communitylife. While volumes can be written (and have!) on just how to go about this, thestrategies are fairly simple and reflect not a need for behavioral interventions asmuch as for an attitude change—a willingness to share power within a system,to create a system based on reciprocity and sharing rather that control. For example,research on resiliency clearly implicates peer helping and cooperativelearning, as well as mentoring, as strategies of reciprocity that work in all systemsthroughout the lifespan to achieve all three of the protective characteristics:support, high expectations, and participation.Furthermore, to ensure that all children have the opportunities to build resil-Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 53

iency—to develop social competencies (like caring and responsiveness), problemsolvingskills, autonomy, and a sense of purpose and future, we must also work tobuild linkages between families and schools and between schools and communities.It is only at this intersystem level—and only through intersystem collaborationwithin our communities—that we can build a broad enough, intense enoughnetwork of protection for all children and families. While it’s certainly true thatas a society America does not value nor invest in children, even when communityresources do exist, they are often so fragmented they become ineffectual atdealing with the root causes of risk and, thus, with the building of a protectiveshield or “safety net” for children. As Sid Gardner, a national expert in children’spolicy, states, “In fact, we are ultimately failing our children, not only becausewe haven’t invested in them, but also because as communities we have failed towork together to hold ourselves accountable for the substantial resources we doinvest—and for the outcomes of our most vulnerable residents” (1989).As protectionists we must encourage the development of community-wide collaborativeefforts that focus on “turning the situation around,” on translatingnegative risk factors for alcohol and other drug abuse and other problem behaviorsinto positive community action strategies that support and nurture thedevelopment of children and youth. Ultimately, as Stanton Peele states, “Themission of those concerned with adolescent drug abuse is to create a culturalclimate that encourages children to value and to achieve independence, adventure,intimacy, consciousness, activity, fun, self-reliance, health, problem-solvingcapacities, and a commitment to the community. There is no better antidotefor drug abuse than adolescents’ beliefs that the world is a positive place, thatthey can accomplish what they want, and that they can gain satisfaction fromlife” (1986).ReferencesAnthony, E.J. The syndrome of the psychological invulnerable child. In The Childin His Family, Vol. 3: Children at Psychiatric Risk, ed. by E. J. Anthony. NewYork: John Wiley and Sons, 1974, 529-544.Anthony, E.J., and B. Cohler, eds. The Invulnerable Child. New York: GuilfordPress, 1987.Austin, Greg. School failure and AOD use: a literature review. Draft submittedto Wisconsin Clearinghouse, Madison, WI, February 1991.Aylward, Glen, Environmental influences on the development outcome of childrenat risk. Infants and Young Children 2(4), 1990, 1–9.Bangert-Drowns, Robert. The effects of school-based substance abuse education.Journal of Drug Education 18(3), 1988, 243–264.Barocas, Ralph, Ronald Seifer, and Arnold Sameroff. Defining environmentalrisk: multiple dimensions of psychological vulnerability. American Journal ofCommunity Psychology 13(4), 1985, 433–447.Barth, Richard. Educational implications of prenatally drug-exposed children.Social Work in Education 13(2), January 1991, 130–136.Baumrind, Diana. Familial antecedents of adolescent drug use: a developmentalChapter 9Page 543rd EditionOperation: Military KidsReady, Set, Go! Training Manual

perspective. In Etiology of Drug Abuse: Implications For Prevention (NIDA ResearchMonograph 56), ed. by Coryl Jones and Robert Battjes. Washington,DC: USGPO, 1985, 13044.Beardslee, William and Donna Podorefsky. Resilient adolescents whose parentshave serious affective and other psychiatric disorders: importance of selfunderstandingrelationships. American Journal of Psychiatry 145(1), January1988, 63–69.Bell, Peter. Community-based prevention. Proceedings of the National Conferenceon Alcohol and Drug Abuse Prevention: Sharing Knowledge for Action,Washington, D.C., August 3–6, 1986. Rockville, MD: NIDA, 1987.Benard, Bonnie. Protective factor research: what we can learn from resilientchildren. Illinois Prevention Forum 7(3), March 1987.Benard, Bonnie. Towards family. Illinois Prevention Forum 9(2), January 1989.Benard, Bonnie. Working together: principles of effective collaboration. PreventionForum 10(1), October 1989.Benard, Bonnie. Youth service: from youth as problems to youth as resources.Illinois Prevention Forum 10(2), January 1990.Benard Bonnie. The case for peers. Portland, OR: Western Center for Drug-FreeSchools and Communities, December 1990.Bennett, Linda, Steven Wolin, and David Reiss. Cognitive, behavioral, and emotionalproblems among school-age children of alcoholic parents. AmericanJournal of Psychiatry 145(2), February 1988, 185–190.Berlin, Richard and Ruth Davis. Children from alcoholic families: vulnerabilityand resilience. In The Child in Our Times, ed. by Timothy Dugan and RobertColes, 1989, 81–105.Berndt, Thomas and Gary Ladd, eds. Peer Relationships in Child Development. NewYork: John Wiley and Sons, 1989.Berrueta-Clement, John et al. Changed Lives: The Effects of the Perry PreschoolProgram on Youths Through Age 19. Ypsilanti, MI: High/Scope Press, 1984.Botkin, James et al. No Limits to Learning: Bridging the Human Gap (A Report tothe Club of Rome). New York: Pergamon, 1979.Brenner, M. Harvey. Estimating the effects of economic change on national health andsocial well-being. A study prepared for the Subcommittee on Economic Goalsand Inter-governmental Policy of the Joint Economic Committee Congressof the United States, June 15, 1984. Washington, D.C.:USGPO, 1984.Bronfenbrenner, Urie. Beyond policies without people: an ecological perspectiveon child and family policy. In Children, Families, and Government: Perspectiveson American Social Policy, ed. by Edward Zigler et al. New York: CambridgeUniversity Press, 1983.Brook, Judith, C. Nomura, and P. Cohen. A network of influences on adolescentdrug involvement: neighborhood, school, peer, and family. Genetic, Socialand General Psychology Monographs 115(1), 1989, 303–321.Brook, Judith et al. Onset of adolescent drinking: a longitudinal study of intrapersonaland interpersonal antecedents. Advances in Alcohol and SubstanceAbuse 5(3), Spring1986, 91–110.Bry, Brenna. Empirical foundations of family-based approaches to adolescentOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 55

substance abuse. In Preventing Adolescent Drug Abuse: Intervention Strategies(NIDA Research Monograph 47). ed. by Thomas Glynn et al. Rockville, MD,1983, 154–171.Burk, Jeffrey and Kenneth Sher. Labeling the child of an alcoholic: negativestereotyping by mental health professionals and peers. Journal of Studies onAlcohol 51(2), 1990, 156–163.California Department of Education. Enhancing opportunities for higher educationamong underrepresented students. Sacramento: 1990.Cameron-Bandler, Leslie. Strategies for creating a compelling future. Focus onFamily and Chemical Dependency, July/August, 1986, 6–7, 37, 44.Carat, Judith, Inner-city children’s education. American Behavioral Scientist 34(4),1991, 441–453.Cauce, Ana Mari and Debra Srebnik. Returning to social support systems: amorphological analysis of social networks. American Journal of CommunityPsychology 18(4), 1990.Chavis, David and Abraham Wandersman. Sense of community in the urbanenvironment: a catalyst for participation and community development.American Journal of Community Psychology 18(1), 1990, 55–81.Chess, Stella. Defying the voice of doom. In The Child in Our Times, ed. by TimothyDugan and Robert Coles, 1989, 179–199.Clair, David and Myles Genest. Variables associated with the adjustment ofoffspring of alcoholic fathers. Journal of Studies on Alcohol 48(4), 1987,345–355.Clark, Reginald. Family Life and School Achievement: Why Poor Black ChildrenSucceed or Fail. Chicago: University of Chicago Press, 1983.Coleman, James. Families and school. Educational Researcher 16(6), August/ September1987, 32–38.Coleman, James and Thomas Hoffer. Public and Private High Schools: The Impactof Communities. New York: Basic Books, 1987.Comer, James. Home-school relationships as they affect the academic success ofchildren. Education and Urban Society 16(3), May 1984, 323–337.Cowen, Emory et al. Relationships between support and adjustment amongchildren of divorce. Journal of Child Psychology and Psychiatry 31(5), 1990,727–735.Demos, Virginia. Resiliency in infancy. In The Child in Our Times, ed. by TimothyDugan and Robert Coles, 1989, 3–22.Dugan, Timothy and Robert Coles. The Child in Our Times: Studies in the Developmentof Resiliency. New York: Brunner-Mazel, 1989.Edmonds, Ron. Characteristics of effective schools. In The School Achievement ofMinority Children: New Perspectives. Hillsdale, NJ: Lawrence Erlbaum, 1986,93–104.Eggert, Leona and Jerald Herting. Preventing teenage drug abuse: exploratory effectsof network social support, Youth and Society 22(4), June 1991, 482–524.Epstein, Joyce. Toward an integrated theory of school and family connections.Report 3 of Center for Research on Elementary and Middle Schools, Johns HopkinsUniversity, 1986.Chapter 9Page 563rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Erickson, Erik. Childhood and Society, 2nd edition. New York: W.W. Norton,1963.Feldman, Ronald, Arlene Stiffman, and Kenneth Jung, eds. Children At Risk: Inthe Web of Parental Mental Illness. New Brunswick, NJ: Rutgers UniversityPress, 1987.Fellini, P. The Community and the Social Worker. Itasca, IL: F.E. Peacock, 1987.Felner, Robert. Vulnerability in childhood. In Prevention of Problems in Childhood,ed. by Michael Roberts et al. New York: John Wiley and Sons, 1984,133–168.Felner, Robert et al. Adaptation and vulnerability in high-risk adolescents: anexamination of environmental mediators. American Journal of CommunityPsychology 13(4), 1985, 365–379.Felsman, J. Kirk. Risk and resiliency in childhood: the lives of street children. In TheChild in Our Times, ed. by Timothy Dugan and Robert Coles, 1989, 56–80.Florin, Paul and Abraham Wandersman. An introduction to citizen participation,voluntary organizations, and community development: insights forempowerment through research. American Journal of Community Psychology18(1), 1990, 41–54.Franz, Carol, David McClelland, and Joel Weinberger. Childhood antecedents ofconventional social accomplishment in midlife adults: a 36-year prospectivestudy. Journal of Personality and Social Psychology 60(4), 1991, 1–10.Garbarino, James. Preventing child maltreatment. In Prevention in Mental Health:Research, Policy, and Practice, ed. by Richard Price. Beverly Hills, CA: Sage,1980, 63–108.Gardner, Sid. Failure by fragmentation. California Tomorrow, Fall 1989, 18–25.Garmezy, Norman. The study of competence in children at risk for severe psychopathology.In The Child in His Family, Vol. 3: Children at Psychiatric Risk,ed. by R.J. Anthony, 1974, 77–98.Garmezy, Norman. Resiliency and vulnerability to adverse developmental outcomesassociated with poverty. American Behavioral Scientist, 34(4), March/April 1991, 416–430.Garmezy, Norman and Michael Rutter, Stress, Coping and Development in Children.New York: McGraw-Hill, 1983.Gibbs, Jeanne and Sherrin Bennett. Together We Can: A Framework for CommunityPrevention Planning. Seattle, WA: Comprehensive Health EducationFoundation, 1990.Glasser, William. The Quality School: Managing Students Without Coercion. NewYork: Harper and Row, 1990.Griffin, Tom. Community-based chemical use problem prevention. Journal ofSchool Health 56(9), November 1986, 414–417.Haan, Norma. Coping with moral confict as resiliency. In The Child in Our Times,ed. by Timothy Dugan and Robert Coles, 1989, 23–42.Halverson, C.F. and M.P. Waldrup. Relations between preschool barrier behaviorsand early School measures of coping, imagination and verbal development.Developmental Psychology 10, 1974, 716–720.Hauser, Stuart et al. Family aspects of vulnerability and resilience in adolescence:a theoretical perspective. In The Child in Our Times, ed. by Timothy DuganOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 57

Chapter 9Page 58and Robert Coles, 1989, 109–133.Hawkins, J. David et al. Childhood predictors and the prevention of adolescentsubstance abuse. In Etiology of Drug Abuse: Implications for Prevention, NIDAResearch Monograph 56. Rockville, MD: NIDA, 1985, 75-125.Hedin, Diane, Students as teachers: a tool for improving school. Winter 1987,42–47.Higgens, Catherine. Youth Motivation: At-Risk Youth Talk to Program Planners.Philadelphia: Public/Private Ventures, Summer, 1988.Hodgkinson, Harold. The Same Client: The Demographics of Education andService Delivery Systems. Washington, DC: Institute for Educational Leadership,September 1989.Iscoe, I. Community psychology and the competent community. American Psychologist29, 1974, 607–613.Kagan, Dona. How schools alienate students at risk: a model for examining proximalclassroom variables. Educational Psychologist 25(2), 1990, 105–125.Keen, Sam. Conversation with the author. California Prevention Network Journal3, Spring 1990, 24–25.Kellam, Sheppard. Social adaptational and psychological antecedents in firstgrade of adolescent psychopathology ten years later. Paper presented at ResearchWorkshop on Prevention Aspects of Suicide and Affective Disorders AmongAdolescents and Young Adults. Boston, MA: Harvard School of Public Health,December 3–4, 1982.Kellam, Sheppard, M. Ensminger, and R. Turner, Family structure and the mentalhealth of children. Archives of General Psychiatry 34, 1012–1022, 1977.Kellam, Sheppard et al. The long-term evolution of the family structure ofteenage and older mothers. Journal of Marriage and the Family, August 1982,539–554.Kelly, James. A guide to conducting prevention research in the community: firststeps. Prevention in Human Services 6(1), 1988. Whole issue.Kozol, Jonathon. [Special PTA Supplement], Fall, 1990.Kurth-Schai, Ruthanne. The roles of youth in society: a reconceptualization.Educational Forum 52(2), Winter 1988, 131–132.Lerner, Jacqueline. Difficult temperament and drug use: analysis from the NewYork Longitudinal Study. Journal of Drug Education 14(1), 1984, 1–7.Levin, Henry. Accelerated schools for disadvantaged students. Educational Leadership44(6), 1988, 19–21.Levine, Saul. Drugs and Drug Abuse Education, October 1983, 6.Long, Jancis and George Vaillant. Escape from the underclass. In The Child in OurTimes, ed. by Timothy Dugan and Robert Coles, 1989, 200–213.Masten, Ann. Humor and competence in school-aged children. Child Development57, 1986, 461–473.Masten, Ann et al. Family factors related to stress and competence in children. Paperpresented at the 93rd Annual Convention of the American PsychologicalAssociation, Los Angeles, CA. August 1985.Maton, Kenneth. Meaningful involvement in instrumental activity and well-being:studies of older adolescents and at risk urban teenagers. American Journalof Community Psychology 18(2), 1990, 297–320.McIntyre, Kevin, Douglas White, and Richard Yoast. Resilience Among High RiskYouth. University of Wisconsin-Madison: Wisconsin Clearinghouse, 1990.Operation: Military Kids3rd EditionReady, Set, Go! Training Manual

Miller, A. and L. Ohlin. Delinquency and Community: Creating Opportunities andControls. Beverly Hills, CA: Sage, 1985.Mills, Roger. Substance abuse, dropout and delinquency prevention: the Modello-Homestead Gardens Early Intervention Project. Report presented at the NinthAnnual Conferenceof Psychology of Mind, 1990.Mills, Roger, Roger Dunham, and Geoffrey Alpert. Working with high-risk youthin prevention and early intervention programs: toward a comprehensivewellness model. Adolescence 23(91), Fall 1988, 643–660.Moskovitz, S. Love Despite Hate: Child Survivors of the Holocaust and Their AdultLives. New York: Schocken, 1983.Moskowitz, Joel. The primary prevention of alcohol problems: a critical reviewof the research literature. Journal of Studies on Alcohol 50(1), 1989.Murphy, Lois and Alice Moriarty. Vulnerability, Coping and Growth: From Infancyto Adolescence. New Haven, CT: Yale University Press, 1976.National Crime Prevention Council. Reaching Out: School-Based Community ServicePrograms. Washington, D.C., 1988.Nelson, Geoffrey. The relationship between dimensions of classroom and familyenvironments and the self-concept, satisfaction, and achievement of grade 7and 8 students. Journal of Community Psychology 12, July 1984, 276–287.Newcomb, Michael and Peter Bentler. Drug use, educational aspirations, andworkforce involvement: the transition from adolescence to young adulthood.American Journal of Community Psychology 51(3), 564–577. 1986.Noddings, Nel. Caring: A Feminine Approach to Ethics and Moral Education,Berkeley, CA: University of California Press, 1984.Noddings, Nel. Schools face crisis in caring. Education Week, December 7,1988.O’Neil, John. Transforming the curriculum for students at risk. ASCD Update,June 1991.O’Neil, Audrey. Normal and bright children of mentally retarded parents: theHuck Finn Syndrome. Child Psychiatry and Human Development 15(4), Summer1985, 255–268.Oakes, Jeanne. Keeping Track: How Schools Structure Inequality. New Haven, CT:Yale University Press, 1985.Offord, David. Conference summary of the Research and Training Center for Children’sMental Health of the Florida Mental Health Institute, University of South Florida,February 18–20, 1991.Olson, Lynn. A prominent ‘boat rocker’ rejoins the fray. Education Week, January14, 1987, 14–17.Parker, Gayle et al. Test correlated of stress resilience among urban school children.Journal of Primary Prevention 11(1), 1990, 19–35.Peele, Stanton. The “cure” for adolescent drug abuse: worse than the problem?Journal of Counseling and Development 65, September 1986, 23–24.Quinton, David and Michael Rutter. Parenting Breakdown: The Making and Breakingof Intergenerational Links. Brookfield, VT: Gower, 1988.Richardson, Jean et al. Substance use among 8th-grade students who take careof themselves. Pediatrics 84(3), September 1989, 556–566.Room, Robin. Recent research on the effects of alcohol policy changes. JournalOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 59

of Primary Prevention 11(1), 1990, 83–94.Rutter, Michael. Protective factors in children’s responses to stress and disadvantage.In Primary Prevention of Psychopathology, Vol. 3: Social Competence inChildren, ed. by M. W. Kent and J. E. Rolf. Hanover, NH: University Press ofNew England, 1979, 49–74.Rutter, Michael. Resilient children. Psychology Today, March 1984, 57–65.Rutter, Michael et al. Fifteen Thousand Hours. Cambridge, MA: Harvard UniversityPress, 1979.Sameroff, Arnold et al. The early development of children born to mentally illwomen. In Children At Risk for Schizophrenia: A Longitudinal Perspective, ed.by Norman Watt et al., 1984, 482–514.Sarason, Seymour. The Predictable Failure of Educational Reform. San Francisco:Jossey-Bass, 1990.Schilling, Robert, William Snow, and Steven Schinke. Prevention and the transitionsof adolescence. Practice Applications (Center for Adolescent Mental Health)5(3), 1988.Schorr, Lisbeth. Within Our Reach: Breaking the Cycle of Disadvantage. New York:Doubleday, 1988.Schweinhart, Lawrence et al. A report on the High/Scope Preschool Curriculum ComparisonStudy: consequences of three preschool curriculum models through age 15.Ypsilanti, MI: High/Scope Educational Research Foundation, 1986.Seagal, Julius. Winning Life’s Toughest Battles: Roots of Human Resilience. NewYork: McGraw-Hill, 1986.Seligman, Martin. Helplessness: On Depression, Development, and Death. San Francisco:Freeman, 1982.Shure, Myna and George Spivack, Interpersonal problem-solving in young children:a cognitive approach to prevention. American Journal of CommunityPsychology 10(3), 1982, 341–356.Slavin, Robert, N. Karweit, and N. Madden. Effective Programs for Students At Risk.Needham Heights, MD: Allyn and Bacon, 1989.Tobler, Nancy. Meta-analysis of 143 adolescent drug prevention programs: quantitativeoutcome results of program participants compared to a control orcomparison group. Journal of Drug Issues 16(4), 1986.Trower, Peter, ed. Radical Approaches to Social Skills Training. New York: Methuen,1984.Unger, Donald and Abraham Wandersman. The importance of neighbors: thesocial, cognitive, and affective components of neighboring. American Journalof Community Psychology 13(2), 1985, 139–167.Vaillant, George. Cultural factors in the etiology of alcoholism: a prospectivestudy. Annals of the New York Academy of Sciences 472, 1986, 142–148.Vaillant, George. Cultural factors in alcoholism. Brown University Digest of AddictionTheory and Application 6(2), 1987, 11–14.Wallerstein, Judith. Children of divorce: the psychological tasks of the child.American JournalOf Orthopsychiatry 53(2), 1983, 230–243.Watt, Norman et al. Children At-Risk for Schizophrenia: A Longitudinal Perspective.New York: Cambridge University Press, 1984.Wehlage, Gary, ed. Reducing the Risk: Schools as Communities of Support. Philadel-Chapter 9Page 603rd EditionOperation: Military KidsReady, Set, Go! Training Manual

phia, PA: Falmer Press, 1989.Werner, Emmy. Resilient offspring of alcoholics: a longitudinal study from birthto age 18. Journal of Studies on Alcohol 44(1), 1986, 34–40.Werner, Emmy and Ruth Smith. Vulnerable But Invincible: A Longitudinal Studyof Resilient Children and Youth. New York: Adams, Bannister, and Cox, 1989(1st edition 1982).Werner, Emmy. High-risk Children in young adulthood: a longitudinal studyfrom birth to 32 years. American Journal of Orthopsychiatry 59, 1989, 72–81.Werner, Emmy. Protective factors and individual resilience. In Handbook Of EarlyChildhood Intervention, ed. by Samuel Meisels and Jack Schonkoff. New York:Cambridge University, 1990.Wheeler, Robert and Monica Frank. Identification of stress buffers. BehavioralMedicine, Summer 1988, 78–89.Williams, Terry and William Kornblum. Growing Up Poor. Lexington, MA: D.C.Heath, 1985.Wilson, William Julius. The Truly Disadvantaged: The Inner City, the Underclass,and Public Policy. Chicago: University of Chicago Press, 1987.Wolchik, Sharlene et al. Social support of children of divorce: direct and stressbuffering effects. American Journal of Community Psychology 17(4), 1989,485–501.Work, William et al. Stress resilient children in an urban setting. Journal of PrimaryPrevention 11(1), 1990, 3–17.Ziegler, Suzanne, Noreen Hardwick, and Glenys McCreath. Academically successfulinner-city children: what they can tell us about effective education. Paperpresented at Society for Applied Anthropology Annual Conference, SantaFe, NM, April 5–9, 1989.Zimmerman, Marc and Julian Rappaport. American Journal of Community Psychology16(5), 1988, 725–750.Zucker, Robert. Is risk for alcoholism predictable? A probabilistic approach to adevelopment problem. Drugs and Society 3(3/4), 1989, 69–93.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 61

The Children of Kauai: Resiliency andRecovery in Adolescence and AdulthoodBy: Emmy E. Werner, Ph.D.Journal of Adolescent Health 1992;13:262-268IntroductionIn 1955, an interdisciplinary team of pediatricians, psychologists, and publichealth and social workers began a prospective study of the development of allbabies born on the Hawaiian island of Kauai. The principal goals of what cameto be know as the Kauai Longitudinal Study were 1) to document, in naturalhistory fashion, the course of all pregnancies and their outcomes in the entireisland community until the surviving offspring had reached adulthood, and 2) toassess the long-term consequences of perinatal complications and adverse rearingconditions on the individuals’ development and adaptation to life (1–4).The men and women whose lives we followed from birth to ages 1, 2, 10, 18,and 32 years are a mixture of ethnic groups—most are of Japanese, Philipino,and Hawaiian descent. Their parents and grandparents came from SoutheastAsia to work on the sugar and pineapple plantations of Kauai. Most membersof this cohort were raised by parents who were semi- or unskilled laborers, andwho had not graduated from high school.We began by examining the children’s vulnerability, that is, their susceptibilityto negative developmental outcomes after exposure to perinatal stress, poverty,parental psychopathology, chronic discord, and disruptions of their family unit.Our first book, The Children of Kauai (1), documents the cumulative effects ofpoverty, perinatal stress, and a disorganized caretaking environment on the developmentof these children from birth to age two years. A second book, Kauai’sChildren Come of Age (2), examines the roots of the learning disorders, mentalhealth problems, and antisocial behavior displayed by many of the high-riskchildren in their teens, and analyzes the likelihood of the persistence of seriousproblems into adulthood.As our longitudinal study progressed, we also looked at the roots of resiliency inthose children who successfully coped with such biological and psychosocial riskfactors, and at protective factors that aided in the recovery of troubled childrenand youths as they made the transition into adulthood. Our third book, Vulnerable,but Invincible (3), contrasts the behavior and care giving environments ofthe resilient youngsters with that of their high-risk peers of the same age andsex who had developed serious coping problems in the first two decades of life.Our fourth book, Overcoming the Odds (4), gives an account of the life trajectoriesof the high-risk children in our study from birth to age 32 years.I will review here briefly the life course of the children of Kauai from birth to theirChapter 9Page 623rd EditionOperation: Military KidsReady, Set, Go! Training Manual

early thirties, and then summarize what we have learned about the process bywhich a chain of protective factors is forged that afforded vulnerable individuals anescape from childhood adversity. I will then consider the implications of our findingsfor prevention and intervention programs that might benefit other youngstersexposed to biological or social conditions that are hazardous to their developmentand psychological well-being. The interested reader can find a detailed statisticalaccount of our study finds in Appendix I of Overcoming the Odds (4).The Life Course of the Children of KauaiOf the 698 children in this cohort 55% grew up in chronic poverty. Some 10%were exposed to moderate prenatal or perinatal stress, i.e., complications duringpregnancy, labor, or delivery; 3% suffered severe perinatal trauma. Of every6 children who survived infancy, 1 had physical or intellectual handicaps ofperinatal or neonatal origin that were diagnosed between birth and age 2 yearsand required long-term specialized medical, educational, or custodial care.In addition, 20% of the children developed serious learning or behavior problemsin the first decade of life. By the time they were 10 years old, twice as many childrenneeded some form of remedial education (usually for problems associatedwith reading) as were in need of medical care. By the age of 18 years, 15% ofthe youths in this cohort had delinquency records, and 10% had mental healthproblems requiring either in- or outpatient care. Of the women, 8% were pregnantas teenagers.As we followed these children from birth to adulthood we noted two trends: Theimpact of perinatal stress diminished with time, and the developmental outcomeof virtually every biological risk condition was dependent on the quality of therearing environment. We did find some correlations between moderate-to-severedegrees of perinatal trauma and major physical handicaps of the central nervoussystem and the musculoskeletal and sensory systems. Perinatal trauma was alsocorrelated with mental retardation, serious learning disabilities, and chronicmental health problems, such as schizophrenia, that arose in late adolescenceor early adulthood.Consistent with our findings in childhood and adolescence, we discovered significantsocial class differences in the adult health status of individuals who hadexperienced moderate-to-severe perinatal stress or delayed physical developmentin early childhood; 30% of the men and women who had been reared in povertyand had experienced moderate-to-severe perinatal stress, reported serious healthproblems by age 32 years in contrast to only 10% of the individuals who hadsuffered moderate-to-severe perinatal complications, but who had grown up inmiddle-class homes.Of the individuals who had been considered “below normal” in physical developmentduring the pediatric examination at age 20 months and grew upin poverty, 20% reported serious health problems by age 32 years—none ofthe individuals who had received a similar rating at age 2 years, but who hadOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 63

grown up in middle-class homes, reported such problems. Among those witha moderate-to-severe physical handicap at age 10 years who had grown up inpoverty, the proportion of self-reported serious health problems at age 32 yearswas 38.5%; among individuals with the same degree of handicap who had grownup in more affluent homes, the proportion of self-reported health problems wasless than half (16.7%).Among the 28 cohort members who had died by age 30 years, males from poorand unstable homes who had suffered moderate-to-severe degrees of perinatalstress, with abnormal cord and placental conditions or delivered by Caesariansection, were over-represented, as were males whose mothers had suffered seriouspsychological trauma and physical abuse during pregnancy. Death rates offemales with moderate-to-severe degrees of perinatal stress did not differ significantlyfrom peers of the same age and sex without such conditions.In general, overall rearing conditions were more powerful determinants of outcomethan perinatal trauma. Prenatal and perinatal complications were consistentlyrelated to impairment of physical and psychological development onlywhen they were combined with chronic poverty, parental psychopathology,or persistently poor rearing conditions, unless there was serious damage to thecentral nervous system.The High-Risk Children in Their TeensWe designated about one-third of the surviving boys and girls in this cohort as“high-risk” children (n = 201) because they were born into poverty; they hadexperienced moderate-to-severe degrees of perinatal stress; and they lived in afamily environment troubled by discord, divorce, parental alcoholism, or mentalillness. Two-thirds of these children (who encountered four or more of such riskfactors by age 2 years) did indeed develop serious learning or behavior problemsby age 10 years, and had delinquency records, mental health problems, or teenagepregnancies by the time they were 18 years old; 25% in this high-risk samplehad records of multiple problems. Clearly the odds were against them!Yet 1 of 3 of these high-risk children (n = 72) grew into competent young adultswho loved well, worked well, played well, and expected well. None developedserious learning or behavior problems in childhood or adolescence. As far as wecould tell from interviews and from their records in the community, they succeededin school, managed home and social life well, and expressed a strongdesire to take advantage of whatever opportunity came their way.The High-Risk Children as AdultsWith only 2 exceptions, these resilient children grew into competent, confident,and caring adults whose educational and vocational accomplishments were equalto or exceeded those of the low-risk children in the cohort who had grown up inmore affluent, secure, and stable homes. Personal competence and determination,support from a spouse or mate, and reliance on faith and prayer were theshared qualities that characterized the resilient individuals in their early 30s.Chapter 9Page 643rd EditionOperation: Military KidsReady, Set, Go! Training Manual

One of the most striking findings of our follow-up in adulthood was that mosthigh-risk youths with serious coping problems in adolescence had staged a recoveryof sorts by the time they reached their early 30s. For example, the situationof the 28 teenage mothers in the 1955 birth cohort had improved significantlyover time. In almost all respects, except for marital stability, they were betteroff than when we saw them in their late teens and mid-20s; 60% had obtainedadditional schooling and 90% were gainfully employed. On the average, theyhad fewer children than their families of origin—about the same number asanticipated by the women in this cohort who started childbearing later. In theirearly 30s, they expressed a stronger belief in their ability to control their ownfate than they had at age 18 years.The paths that had led to improvement for the majority of the teenage motherson rural Kauai were similar to those reported by Furstenberg et al. (5) for a muchlarger sample of black adolescent mothers who grew up in metropolitan Baltimore.The development of the women’s personal resources, their competenceand motivation, the support of kith and kin, and a stable marriage all contributedto positive changes in their life trajectories from high-risk pregnancy tosuccessful adult adaptation.Likewise, most of the 103 delinquent youths in this cohort did not go on to anadult criminal career. Only 28% of the males and only 10% of the females with arecord of juvenile offenses also had a criminal record by age 32 years. The majorityof the adult crimes in this cohort were committed by a small group of individuals(n = 21) with an average of four or more juvenile arrests before age 18 years, afinding similar to that reported by Wolfgang et al. (6) who followed cohorts ofblack and Caucasian teenagers born in Philadelphia into adulthood.The majority of the delinquent youths on Kauai who did not go on to commitany adult crimes scored within the average range of intelligence in early andmiddle childhood, were not described as “trouble-some” by their teachers whenthey were in grade school, and grew up in intact families during their teens.One of their elders (a parent, grandparent, uncle, or aunt) provided structureand stability in their lives. Military service, marriage to a stable partner, and parenthoodproved to be positive turning points in the adult lives of these “crimeresistant” juvenile offenders.By age 32 years, a significant shift in life trajectories from risk to adaptation hadalso taken place in one-half of the 70 individuals in this birth cohort who hadbeen troubled by mental health problems in their teens—a finding similar to thatreported by Magnusson (7) from a contemporary urban Swedish cohort. Onlyone-third of the individuals in need of mental health services during childhood oradolescence (n = 23) had actually received some counseling or psychotherapy—aproportion similar to that reported by Tuma (8) for nationwide trends in theutilization of mental health services for young people. A significant minority(n = 21) had found a sense of meaning and security in their lives through activeinvolvement in a religious group. The most salient turning points on the road torecovery for most of these troubled individuals, however, were meeting a caringOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 65

friend and marrying an accepting and supportive spouse.Links Between Protective Factors and Successful Adult Adaptation inHigh-Risk Children and YouthsA major objective of our follow-up into adulthood was to document how a chainof protective factors, linked across time, afforded vulnerable children and teenagersan escape from adversity, and contributed to positive outcomes in theiradult lives [For a detailed account of our latent variable path analyses and pathdiagrams, see Appendix 1 in Overcoming the Odds (4)].Five clusters of protective factors appeared in the records and interviews of thehigh risk children who made a successful adaptation in adult life. Cluster 1included temperamental characteristics of the individual that helped him/herto elicit positive responses from a variety of caring persons: parents, teachers,mentors, friends, spouses, or mates. Cluster 2 included skills and values that ledto an efficient use of whatever abilities they had: faith that the odds could beovercome; realistic educational and vocational plans; regular household choresand domestic responsibilities. Cluster 3 included characteristics and care givingstyles of the parents reflected competence and fostered self-esteem in the child;mother’s level of education; rules and structure in the household; for girls, themodel of a mother who was gainfully employed. Cluster 4 consisted of supportiveadults who fostered trust and acted as gatekeepers for the future. Amongthese “surrogate” parents were grandparents, elder mentors, youth leaders,and members of church groups. Finally, there was the opening of opportunitiesat major life transitions, from high school to the work place, from civilianto military life, from single state to marriage and parenthood, that turned thetrajectory of a significant proportion of the high-risk children on the path tonormal adulthood. Among the most potent forces of change that provided a“second chance” for troubled youths in their 20s were adult education providedby local junior colleges and educational and vocational skills acquired duringservice in the armed forces. Both settings provided them with opportunities forpersonal growth in a structured setting and a chance to take responsibilities thatenhanced their self-esteem.When we examined the links between protective factors within the individualand outside sources of support or stress, we noted a certain continuity thatappeared in the life course of the high-risk men and women who successfullyovercame a variety of childhood adversities. Their individual dispositions ledthem to select or construct environments that, in turn, reinforced and sustainedtheir active, outgoing dispositions and rewarded their competencies. In spite ofoccasional deviations during transitional periods, such as adolescence, their lifetrajectories revealed “interactional continuity” (9).There was, for example, a significant positive link between an “easy” infanttemperament and the sources of support available to the individual in early andmiddle childhood. Active and sociable babies, without distressing sleeping andfeeding habits, tended to elicit more positive responses from their mothers at ageChapter 9Page 663rd EditionOperation: Military KidsReady, Set, Go! Training Manual

1 year, and from alternate caregivers by age 2 years. Positive parental interactionswith the infant and toddler were, in turn, associated with greater autonomy andsocial maturity at age 2 years, and with greater scholastic competence at age 10years. In middle childhood, such children tended to rely on a wider network ofcaring adults both within and outside the family circle.A higher parental educational level was linked to more positive parent-child interactionsin the first and second year of life, and to more emotional supportprovided for the offspring during early and middle childhood—even when thefamily lived in poverty. Parental education was also positively linked to the infants’health and physical status by age 2 years. There were significant positivelinks between parental educational level and the child’s scholastic competenceat 10 years as well; one path was direct, the other was mediated through theinfant’s health and physical status. Better educated parents had children withbetter problem-solving and reading skills, but they also had healthier childrenwith fewer handicaps and fewer absences from school due to repeated seriousillnesses.Scholastic competence at 10 years, in turn, was positively linked with the numberof sources of help that the teenager attracted, including support from teachersand peers, as well as from family members. Scholastic competence at 10 yearswas also positively linked with a sense of self-esteem at age 18 years. A greatersense of self-efficacy at age 18 years was, in turn, linked to less distress and emotionalityfor the high-risk women in early adulthood.Although parental competence and the sources of support available in the childhoodhome were modestly linked to the quality of adult adaptation, they madeless of a direct impact in adulthood than the individuals’ competencies, degreeof self-esteem and self-efficacy. Many resilient high-risk youths left the adverseconditions of their childhood homes (and their island community) after highschool and sought environments they found more compatible. In short, theypicked their own niches (10).ImplicationsWhat lessons have we learned from following the lives of the children of Kauaithat might be of relevance to those who care for other races, in different places,at different times?The most precious lesson that we choose to learn from this study is Hope; ahope reinforced by reports from a handful of other long-term studies whichhave identified similar protective buffers and mechanisms that operated in thelives of vulnerable youths who succeeded “against the odds” (11).The British child psychiatrist Rutter (12) reminds us that if we want to help vulnerableyoungsters, we need to focus on the protective processes that bring aboutchanges in life trajectories from risk to adaptation. He includes among them 1)Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 67

those that reduce the risk impact; 2) those that reduce the likelihood of negativechain reactions; 3) those that promote self-esteem and self-efficacy; and 4)those that open up opportunities. We have seen these processes at work amongthe resilient children in our study and among those youths who recovered fromserious coping problems in young adulthood. They represent the essence of anyeffective intervention program, whether by professionals or volunteers.We noted, for example, that children of parents with chronic psychopathologycould detach themselves from the discord in their household by spending timewith caring adults outside the family circle. This process altered their exposureto the potent risk condition in their homes. In other cases, the negative chainreactions following the intermittent hospitalizations of psychotic or alcoholicparents were buffered by the presence of grandparents or older siblings whoacted as substitute parents and provided continuity in care.The promotion of self-esteem and self-efficacy in a young person is probably thekey ingredient in any effective intervention process. We saw, for example, howeffective reading skills by grade four were one of the most potent predictors ofsuccessful adult adaptation among the high-risk children in our study. More thanone-half of the school failures detected at age 10 years were due to deficienciesin that skill. Such children profited substantially from short-term remedial workin the first three grades by teachers’ aides and peer tutors.Self-esteem was derived not only from academic competence. Most of the resilientchildren in our high-risk sample were not unusually talented, but they tookgreat pleasure in interests and hobbies that brought them solace when thingsfell apart in their home lives. Self-esteem also grew when youngsters took on aresponsible position commensurate with their ability, whether it was part-timepaid work, managing the household when a parent was incapacitated, or mostoften, caring for younger siblings. At some point in their young lives, usuallyin middle childhood and adolescence, the high-risk youngsters who grew intoresilient adults were required to carry out some socially desirable task to preventothers in their family, neighborhood, or community from experiencing distressor discomfort. Such acts of required helpfulness can become a crucial elementof intervention programs that involve high-risk youths in part-time communityservice, either paid or for academic credit.Most of all, self-esteem and self-efficacy were promoted through supportiverelationships. The resilient youngsters in our study all had at least one personin their lives who accepted them unconditionally, regardless of temperamentalidiosyncrasies, physical attractiveness, or intelligence. Most established such aclose bond early in their lives, if not with a parent, then with another familymember—a grandparent or favorite aunt or uncle. Some of the high-risk youthswho had problems in their teens but staged a recovery in young adulthoodgained a more positive self-concept in the context of an intimate relationshipwith a spouse, mate, or mentor.One of the most important lessons we learned from our adult follow-up wasChapter 9Page 683rd EditionOperation: Military KidsReady, Set, Go! Training Manual

that the opening up of opportunities led to major turning points in the lives ofhigh-risk individuals as they entered their 20s and early 30s.Several routes out of poverty and despair in later life were identified in our studyof the Asian-American youths on Kauai. Some of these pathways have also beentraced for contemporary black teenage mothers, and for Caucasian youths of theGreat Depression (13, 14). Among the most potent forces for positive change forhigh-risk youths on Kauai in early adulthood were education at communitycolleges, educational and vocational skills acquired during service in the armedforces, and active involvement in a church or religious community.Attendance at community college and enlistment in the armed forces were alsoassociated with geographical moves for many of the high-risk youths. Both settingsprovided them with an opportunity to obtain educational and vocationalskills that were instrumental in moving them out of a context of poverty intoskilled trades and middle-class status.Involvement in church activities and a strong faith provided meaning to theadult lives of many high-risk youths. Such a faith was tied to identification withfundamentalist religious groups for a significant minority who had been troubledby mental health problems in their teens. For the majority of men and womenin this cohort, however, faith was not tied to a specific religious affiliation. Itdid not seem to matter whether they were nominally Buddhist, Catholic, mainstreamProtestant, or Latter Day Saints—the resilient individuals used their faithto maintain a positive vision of a meaningful life.The central component in the lives of the resilient individuals in our study thatcontributed to their effective coping in adulthood appeared to be a feeling ofconfidence that the odds can be surmounted. Some of the luckier ones developedsuch hopefulness early in their lives, in contact with caring adults. Manyof their troubled peers had a second chance at developing a sense of self-esteemin adulthood by virtue of encounters with persons who opened up opportunitiesand gave meaning to their lives.We need to keep in mind that our research has focused on children and youths“who pulled themselves up by their own bootstraps,” with informal supportfrom kith and kin, not children who were recipients of intervention services.Yet, there are some lessons these young people can teach us about setting priorities,about critical time periods for prevention and intervention, and aboutthe need for a continuum of care and caring that should include volunteers, aswell as professionals.Our examination of the long-term effects of childhood adversity and of protectivefactors and processes in the lives of high-risk youths has shown that someof the most critical determinants of adult outcome are present in the first decadeof life. It is also apparent that there are large individual differences amonghigh-risk children in their responses to both negative and positive circumstancesin their caregiving environment. The very fact of individual variation amongOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 69

youngsters who live in adverse conditions suggests the need of greater assistanceto some than to others.Our findings alert us to the need for setting priorities, to choices we must makein our investment of resources and time. Intervention programs need to focuson children and youths who appear most vulnerable because they lack some ofthe essential personal resources and/or social bonds that buffer chronic adversity.Among them are the increasing numbers of preterm survivors of neonatalintensive care, the offspring of parents with severe psychopathology (chronicsubstance abuse, effective disorders, and schizophrenia), children reared by isolatedsingle parents without roots in a community, and (pre-) adolescents withconduct disorders who have poor reading skills. From a longitudinal perspective,these youngsters appear most at risk of developing serious coping problems inadulthood—especially if they are boys.Assessment and diagnosis, the initial part of any intervention program—whetherpreventive or ameliorative—need to focus not only on the risk factors in thelives of these children, but also on the protective factors. These include competenciesand sources of informal support that already exist in the extendedfamily, the neighborhood, and the community at large, and that can be utilizedto enlarge a child’s repertoire of problem-solving skills, and his self-esteem andself-efficacy.Our own research and that of our American and European colleagues who havefollowed resilient children into adulthood have repeatedly shown that, if aparent is incapacitated or unavailable, other persons in a youngster’s life canplay such an enabling role, whether they are grandparents, older siblings, caringneighbors, family day-care providers, teachers, ministers, youth workers in4-H or the YMCA/YWCA, Big Brothers and Big Sisters, and elder mentors. Suchinformal and personal ties to kith, kin, and community are preferred by mostchildren and families to impersonal contacts with formal bureaucracies. Theseties need to be encouraged and strengthened, not weakened or displaced, bylegislative action and social programs.A cooperative effort by concerned volunteers and competent professionals couldgenerate a continuum of care that cuts across narrow disciplinary boundaries.It would involve health-care providers who give advice on family planning anddeliver follow-up care for children with disabilities, preschool teachers for highriskinfants and toddlers, peer tutors for children who have reading problems inthe primary grades, counselors who assist youths with disabilities with realisticeducational and vocational plans, retired individuals who become mentors forpotential school drop-outs or juvenile offenders, foster grandparents who workwith teenage mothers and their infants, community college instructors whoencourage young adults motivated to return to school to upgrade their skills,and civic and religious leaders who provide a sense of moral values. A numberof such exemplary programs already exist that involve no great expenditures ofmoney, but a sustained commitment in time and caring (15).Chapter 9Page 703rd EditionOperation: Military KidsReady, Set, Go! Training Manual

The life stories of the children of Kauai now grown into adulthood teach us thatcompetence, confidence, and caring can flourish, even under adverse circumstances,if children encounter persons who provide them with the secure basisfor the development of trust, autonomy, and initiative. From odds successfullyovercome springs hope—a gift each of us can share with a child—at home, inthe hospital, in the classroom, on the playground, or in the neighborhood.References1. Werner EE, Bierman JM, French FE. The children of Kauai: A longitudinalstudy from the prenatal period to age ten. Honolulu, University of HawaiiPress, 1971.2. Werner EE, Smith RS. Kauai’s Children Come of Age. Honolulu, University ofHawaii Press, 1977.3. Werner EE, Smith RS. Vulnerable but invincible: A longitudinal study of resilientchildren and youth. New York, McGraw Hill, 1982.4. Werner EE, Smith RS. Overcoming the odds: High risk children from birth toadulthood. Ithaca, NY: Cornell University Press, 1992.5. Furstenberg FF, Brooks-Gunn J, Morgan SP, Adolescent mothers in later life.Cambridge, Cambridge University Press, 1987.6. Wolfgang ME, Thornberry TP, Figlio RM. From boy to man-from delinquencyto crime. Chicago, Chicago University Press, 1987.7. Magnusson D. Individual development from an interactional perspective. Hillsdale,NJ: Erlbaum, 1988.8. Tuma JM. Mental health services for children: The state of the art. AM Psychol1989; 44:188–99.9. Caspi A, Elder GH, Bem DJ. Moving away from the world: Life course patternsof shy children. Dev Psych 1988; 24:824–31.10. Scarr S, McCartney K. How people make their own environments: A theory ofgenotype environment effects. Child Dev 1983; 54:424–35.11. Garmezy N, Rutter M, eds. Stress, coping and development in children. NewYork, McGraw Hill, 1983.12. Rutter M. Psychosocial resilience and protective mechanism. AmericanJournal Orthopsychiarty 1987; 57:3:16–31.13. Elder GH. Military times and turning points in men’s lives. Dev Psych 1986;22:233–45.14. Felsman JK, Vaillant GE. Resilient children as adults; A 40 year study. In: AnthonyEF, Cohler BJ, eds. The Invulnerable Child. New York: Guilford,1987.15. Schorr E. Within our reach: Breaking the cycle of disadvantage. New York:Doubleday, 1988.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 71

40 Developmental AssetsSearch Institute has identified the following building blocks of healthy development that help youngpeople grow up to be healthy, caring, and responsible.Internal ASSETS External AssetsCategorySupportEmpowermentBoundaries &ExpectationsConstructiveUse of TimeCommitmentto LearningPositive ValuesSocialCompetenciesPositiveIdentityAsset Name and Definition1. Family support—Family life provides high levels of love and support.2. Positive family communication—Young person and her or his parent(s) communicate.3. Other adult relationships—Young person receives support from three or more nonparentadults.4. Caring neighborhood—Young person experiences caring neighbors.5. Caring school climate—School provides a caring, encouraging environment.6. Parent involvement in schooling—Parent(s) are actively involved in helping youn personsucceed in school.7. Community values youth—Young person perceives that adults in the community valueyouth.8. Youth as resources—Young people are given useful roles in the community.9. Service to others—Young person serves in the community one hour or more per week.10. Safety—Young person feels safe at home, at school, and in the neighborhood.11. Family boundaries—Family has clear rules and consequences and monitors the young person’swhereabouts.12. School boundaries—School provides clear rules and consequences.13. Neighborhood boundaries—Neighbors take responsibility for monitoring young peoples’behavior.14. Adult role models—Parent(s) anad other adults model positive, responsible behavior.15. Positive peer influence—Young person’s best friends model responsible behavior.16. High expectations—Both parent(s) and teachers encourage the young person to do well.17. Creative activities—Young person spends three or more hours per week in lessons or practicein music.18. Youth programs—Young person spends three or more hours per week in sport, clubs, ororganizations at school or in the community.19. Religious community—Young person spends one or more hours per week in activities in areligious institution.20. Time at home—Young person is out with friends “with nothing special to do” two or fewernights per week.21. Achievement motivation—Young person is motivated to do well in school.22. School engagement—Young person is actively engaged in learning.23. Homework—Young person reports doing at least one hour of homework every school day.24. Bonding to school—Young person accepts and takes personal responsibility.25. Reading for pleasure—Young person reads for pleasure three or more hours per week.26. Caring—Young person places high value on helping other people.27. Equality and social justice—Young person places high value on promoting equality and reducinghunger and poverty.28. Integrity—Young person acts on convictions and stands up for her or his beliefs.29. Honesty—Young person “tells the truth even when it is not easy.”30. Responsibility—Young person accepts and takes personal responsibility.31. Restraint—Young person believes it is important not to be sexually active or to use alcohol orother drugs.32. Planning and decision making—Young person knows how to plan ahead and make choices.33. Interpersonal competence—Young person has empathy, sensitivity, and friendship skills.34. Cultural competence—Young person has knowledge of and is comfortable with people ofdifferent cultural/racial/ethnic backgrounds.35. Resistance skills—Young person can resist negative peer pressure and dangerous situations.36. Peaceful conflict resolution—Young person seeks to resolve conflict nonviolently.37. Personal power—Young person feels he or she has control over “things that happen tome.”Chapter 9Page 723rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Risk and Protective Factor FrameworkThe following graphic supports a public health model using a theoretical framework of risk reductionand protection enhancement. Developments in prevention and intervention science have shown thatsome characteristics of individuals, their families, and their environment (i.e., community neighborhood,school) affect the likelihood of negative outcomes including substance abuse, delinquency,violence, and dropping out of school. Other characteristics serve to protect or provide a buffer tomoderate the influence of the negative characteristics. These characteristics are identified as risk factorsand protective factors (Arthur, Hawkins et al., 1944; Hawkins, Catalono, Miller, 1992).Risk FactorsAdolescentProblem BehaviorsProtective FactorsSocial DevelopmentModel (SDM)INDIVIDUAL/PEER SCHOOL FAMILY COMMUNITY DOMAINSRisk factors are characteristic ofindividuals, their family, school,and community environmentsthat are associated with increasesin alcohol and other drug use,delinquency, teen pregnancy,school dropouts, and violence.The following factors have beenidentified that increase the likelihoodthat children and youthwill develop such problem be-Availability of drugsSubstance Abuse✓DelinquencyTeen PregnancySchool DropoutCommunity laws and normsfavorable to drug use ✓ ✓ ✓Transitions and mobility ✓ ✓ ✓ ✓Low neighborhood attachmentand community disorganization ✓ ✓ ✓Extreme economic deprivation ✓ ✓ ✓ ✓ ✓Family history of the problembehavior ✓ ✓ ✓ ✓ ✓Family management problems ✓ ✓ ✓ ✓ ✓Family conflict ✓ ✓ ✓ ✓ ✓Favorable parental attitudes andinvolvement in problem behaviors ✓ ✓ ✓Academic failure ✓ ✓ ✓ ✓ ✓Lack of commitment to school ✓ ✓ ✓ ✓ ✓Early and persistent antisocialbehavior ✓ ✓ ✓ ✓ ✓Rebelliousness ✓ ✓ ✓Friends who engage in theproblem behavior ✓ ✓ ✓ ✓ ✓Favorable attitudes toward theproblem behavior (including lowperceived risk of harm) ✓ ✓ ✓ ✓Early initiation of the problembehavior ✓ ✓ ✓ ✓ ✓Constitutional factors ✓ ✓ ✓ViolenceFactors associated with reducedpotential for drug use are calledprotective factors. Protective factorsencompass family, social, psychological,and behavioral characteristicsthat can provide a buffer for thechildren and youth. These factorsmitigate the effects of risk factorsthat are present in the child oryouth’s environment.Opportunities for prosocial involvementin communityRecognition for prosocial involvementin communityBonding to family with healthybeliefs; clear standardsAttachment to family with healthybeliefs; clear standardsOpportunities for prosocial involvementRecognition for prosocial involve-Bonding and attachment to schoolOpportunities for prosocial involvementRecognition for prosocial involve-Bonding to peers with healthybeliefs; clear standardsAttachment to peers with healthybeliefs; clear standardsOpportunities for prosocial involvementIncrease in social skillsSDM is a synthesis of threeexisting theories of criminology(control, social learning,and differential association).It incorporates the resultsof research on risk and protectivefactors for problembehavior. It is based on theassumption that childrenHealthy BehaviorsHealthyBeliefs and Clear StandardsBondingAttachmentCommitmentOpportunities Skills RecognitionIndividualCharacteristicsOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 73

Fostering Resilience In A Time of War(Source: American Psychological Association) http://www.apa.orgA time of war can be scary to children/teens, especially because terrorism hasbrought fear so close to home and events are uncertain for them. Their friend’sparents, or perhaps their own parents, may be called away to serve in the military.They look to parents and teachers to help them feel safe in a time of war.As children/teens hear about and study subjects that teach them about the worldoutside their homes, they need help from caring adults to sort it all out. Youmight be that person and may wonder how you can teach children and youthto move beyond the fears that a time of war brings. The good news is just that aschildren/teens learn reading and writing, they can also learn skills of resilience—the ability to adapt well in the face of adversity, trauma, tragedy, threats, oreven significant sources of stress.The tips below can help parents/teachers foster resilience in children andteens:✪ Talk with children/teens and answer questions honestly✪ Make home and school a safe place emotionally✪ Limit the amount of news children/teens watch—particularly during a timeof war✪ Realize the stresses of war may heighten daily stresses✪ Map out a routine and stick to it—particularly in a time of war✪ Make sure to take care of yourself✪ Let children/teens know that they will be all right when you can✪ Watch children/teens for signs of fear and anxiety—he/she may not beable to put his or her feelings, thoughts into words✪ Enlist your child’s/teen’s help—give them opportunities to be involved✪ Put things in a positive perspective, when possibleChapter 9Page 743rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Building Resilience in Childrenin the Face of Fear and TragedyBy: Richard Gallagher, Ph.D. and Anna Chasehttp://www.aboutourkids.org/aboutour/articles/crisis_resilience.htmloutcomes.Operation: Military KidsReady, Set, Go! Training ManualThe psychological state of the people of the United States was altered dramaticallyby the attacks of September 11. We learned that we are not protected frommassive violence directed at ordinary citizens. We learned that typical experiencescould be fraught with unexpected danger, so that travel, airplanes, tallbuildings, and, eventually, the daily mail could be deadly. This new awarenesshas caused fear, anxiety, and emotional distress in New York, Washington, andrural Pennsylvania as well as in the rest of the country. The attacks created anemotional flu that was contagious, spread rapidly, and, then, gradually dissipatedfor most people. However it continues to affect many. Government officials andexperts highlight the need to remain alert, indicating that other terrorist attacks,perhaps much smaller in scope, are likely to occur in the future.Educators, pediatricians, and parents have been advised to be aware of symptomsof excessive distress in children who have directly or indirectly witnessed theattacks or who seem preoccupied with news about the attacks, the war againstterrorism, and biological terror. Based on knowledge gained after the OklahomaCity bombing and other places where terrorism or war have struck, we are awarethat the likely forms of distress include heightened anxiety, avoidance of fearedsituations, physical symptoms indicating stress such as stomachaches, headaches,and general malaise, and, in adolescence, increased use of substances. Childrenwho were worriers before the attacks may have had their worries intensified orconfirmed. We also know the traumatic nature of the death can complicate thebereavement process for children.Despite the potential for mental health problems, research on the capacity ofchildren to overcome disastrous life events or living circumstances indicates thatchildren can emerge from horrific life experiences with positive outcomes. Studieshave carefully reviewed the adjustment of children in war-torn countries such asCambodia, Bosnia, and Kosovo, areas of high terrorist activity, such as Lebanon,Israel, and the Palestinian territories, and areas of violence and poverty, suchas slum regions of the United States. Follow-up studies of children who havelost loved ones through death and reviews of children’s adjustment after theyhave witnessed life-threatening natural disasters provide evidence that childrencan do well under certain circumstances. Many children who have experiencedtragedy or witnessed life-threatening events emerge with a positive outlook onlife, have a good capacity to form positive, fulfilling relationships, achieve ahigh level of personal success, and develop effective resources for dealing withfuture negative events.People caring for children and adolescents can do much to foster such positive3rd EditionChapter 9Page 75

Following are some suggestions for adults to help children and adolescents copewith frightening and tragic events:• Take steps to ensure children’s safety: Government agencies, organizations,and private citizens have all made efforts to increase surveillance and security.Be aware of recommendations from security experts to determine whatsteps should be taken in the future. Make sure that settings where childrengather have closed any security gaps. Ask questions to determine who is ableto visit settings where children spend their time. Be alert in settings wherelarge numbers of people gather. Also, raise appropriate questions of publicofficials to make certain that policies and procedures reflect our new reality.Secure environments will enable children to spend their time on the maintasks of childhood: playing, learning, and growing.• Help children establish and maintain a close relationship with an adult:Under even the harshest circumstances, children do well when they have arelationship with at least one adult who is extremely supportive and accepting.Children who have someone who frequently spends time with them, isconcerned about their welfare, and provides them with guidance, discipline,and information do much better than children without such a relationship.Most often this relationship is with parents, but others can also supply support,guidance, and affection. Sometimes it may be necessary to reach outside ofthe family to obtain this relationship, especially if one of the child’s parentsis mourning the loss of the other parent.• Be sure that children and teens know ways to calm themselves: All peoplemanage stress better if they know some method for relieving mental and physicaltension. Even in war zones, children usually find a means to play, whichnaturally relieves tension. Give children the opportunity to relax throughplay, talk, art activities, music, or physical comforting. Exercise, muscle relaxationtechniques, deep breathing exercises, and using calm mental imagesare techniques proven to reduce stress. Teenagers should be advised to avoidunhealthy means of stress reduction such as smoking, alcohol, and drugs.Talk to a professional to learn more about these methods.• Help children understand the real statistical probability of tragedy anddisaster: We have a tendency to believe events that have a great impact onour lives happen with greater frequency than they really do. Children easilyidentify with others, so they may personalize negative events and believe theycould easily happen to them. This belief may lead to undue fright and persistentanxiety. Help children recognize that the awful events are very unlikelyto happen to them or members of their family. Keep in mind several facts.Despite the great loss of life that occurred on September 11, many peoplewere not physically harmed on that day. Many people on airplanes at thetime of the attacks returned to the ground safely, the vast majority of peoplein the World Trade Center and the Pentagon were not physically harmed,Chapter 9Page 763rd EditionOperation: Military KidsReady, Set, Go! Training Manual

and many other buildings, cities and areas throughout the United States werenot physically affected. A realistic outlook should help children remain alertto dangers, but free from constant worries that they will be harmed.• Watch for negative reactions and provide early assistance, or treatment,when necessary: Although it may seem that the attacks are long past, psychologicalreactions to the attacks are still likely. In fact, people often do notexperience problematic reactions until three months after an event. Be on thealert for anxiety reactions manifested as chronic irritability, persistent worriesabout safety for themselves and others, avoidance of situations that arouseanxiety, and limited concentration on usual activities. Some older childrenand teens may demonstrate signs of depression such as limited investmentin their futures, lack of energy, pessimistic statements, and involvement withsubstances. Some children may demonstrate increased aggression and anger.Behaviors that interfere with daily functioning and that last for more than aweek or two should be discussed with the child’s doctor or school personnel.Mental health professionals should be consulted for a full assessment so thatappropriate treatment can be provided. Untreated anxiety, depression, andaggression can interfere with a child’s ability to function at home, in school,with friends.• Keep children informed about related events: Information filters downto children, even in preschool settings, through overheard conversations,news reports, and discussions among older children. Thus, children may geta distorted understanding that may be more frightening than the truth. Theimportant adults in children’s lives should provide an age-appropriate reportof the facts, which will enable the children to understand the scope of theevents. Help children understand the nature of any threats to their safetyand the safety of family and friends. Be careful how information is presented,however. Repeated exposure to violent images is not useful to anyone of anyage, but it can be especially harmful to children. It is not helpful for childrento focus on images of destruction, injury, or death, and it is harmful for themto hear recollections of gruesome details provided by witnesses and survivors.Therefore, limit news coverage and keep discussions focused on the facts asmuch as possible.• Help children establish a set of values to guide their actions: Children whobase their actions on values suffer less from depression and anxiety than others.Prosocial values help children look to the future, help them feel connectedto a larger social group, and engage in more positive behavior. This is eventrue for children who have been first-hand witnesses of violent acts. Manywitnesses become highly empathic and very concerned about the welfare ofothers. Even children who share the values of groups that endorse violencehave better adjustment than children who have no values at all.• Help children develop a positive outlook for the future: Children andyouth are generally optimistic; they have a natural tendency to see the futureOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 77

positively and expect that their experiences will be pleasant and fulfilling.Traumatic events can shake that optimism. However, children who believethat negative events are temporary have a much more positive outcome thanchildren who get mired in negative views of the future. It is important thatcaretakers help children develop a sense of self efficacy and belief in theirability to effectively deal with stress. Children who believe that they can takesteps to make their future better and who believe that adults are working tocreate a better world have better mental health even when they experienceyears of traumatic events. Remember, our history contains many more positivetimes than negative times with great stages of growth often emergingfollowing tragedy and conflict.• Finally, take care of your own physical and mental health: Children needcaretakers who are available and supportive. Make sure that you are safe, ascalm as possible, appropriately rested, as healthy as possible, and in goodmental health so that children can develop strength in your presence. Youdo not need to be perfect in your demeanor, health, and adjustment, but it isimportant that you get support, assistance, and rest so that you have reservesavailable for the youth in your life.Chapter 9Page 783rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Promoting Resilience in Military Children andAdolescentsMichael E. Faran, Mark D. Weist, Diane A. Faran and Stephen M. MorrisMichael E. Faran and Stephen M. Morris, Child and Adolescent Psychiatry Service, Tripler ArmyMedical Center, Honolulu, HI 96859Mark D. Weist, University of Maryland School of Medicine, Baltimore, MD 21201Diane A. Faran, Hanahau’oli School, Honolulu, HI 96822The views expressed in this manuscript are those of the authors and do not reflect the official policyor position of the Department of the Army, Department of Defense, or the U.S. Government.AcknowledgementsWe would like to sincerely thank Dr. Albert Saito for allowing us to incorporate datafrom a project he organized into this chapter. We also want to recognize the leadershipand support we have received from the Hui E Malama Project, particularly from GaryGriffiths, Oahu Central District School Superintendent and Linda Yoshikami, Principal,Solomon Elementary School. We also want to thank Colonel William Evans, MD, Consultantfor Child and Adolescent Psychiatry to the Army Surgeon General, for providinginformation on Army active duty child and adolescent psychiatrists.Promoting Resilience in Military Children and AdolescentsChildren and adolescents of military families (military children) face numerouschallenges that their civilian counterparts do not experience. Stressors areparticularly intense now related to sustained military deployments in Afghanistanand Iraq. These stressors including the frequent deployments of parents,the associated fear of losing a parent, the move of remaining family members“closer to home” while the active duty parent is deployed, and the financialstress of only having one person work with no second job, all test the resilienceof the military child and his or her family. With a much smaller military thanthe United States (U.S.) has had in the past, the onus of protecting the nationfalls to highly trained and effective but less numerous forces. This translates intomore frequent deployments for many.Other common stressors that are a constant even during times of peace for soldiersand their families are moves on an average every three years, often to othercountries and/or remote places such as Alaska and Hawaii, being isolated fromtheir support system (e.g. extended family) and transitioning into new cultures.Children may be required to learn new languages, which while beneficial, is stillstressful. For single parent families or families where both parents are active duty,the military requires a “care plan” designating who will care for the children inthe event of parental deployment. This forces families to deal with the realityof separation in a very tangible manner.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 79

Because of the moves and periodic deployments, children are faced with the lossof friends and familiar surroundings and must meet the challenge of formingnew relationships when they change schools. This can be particularly stressfulfor some, but also may contribute to building resilience in others. While manycivilian families must contend with a parent who travels, when an active dutyparent goes on a “business trip” there are major differences. The service memberis often placed in imminent danger, and most school age children understandthat their parent is in a potentially dangerous place. The children must cope withthe knowledge that their parents may be harmed or killed as well as the uncertaintyof how long the parent will be gone. Communication with the parent isunpredictable. In addition to missing key family events, such as birthdays andholidays, the active duty parent may return to find a child at a different developmentalstage. In the case of children with ongoing mental health problems,the child may also be in a different place therapeutically. For example, one ofus (MEF) recently treated an 11-year-old girl with Bipolar Disorder whose fatherhad been deployed to Korea for one year. When the father returned he said hedid not recognize his daughter, and while she was doing better therapeutically,he missed the aggressive, moody, and oppositional girl that he left behind.Given public awareness and media coverage, the non-deployed parent mayfind it very difficult to shield children from the frightening realities of combatconditions where their dad or mom is stationed. For many families who are stationedoverseas, when the active duty parent is deployed, the remaining familyreturns to the U.S. Mainland to be closer to home and their extended familyand friends. Although this may improve day-to-day functioning of the family,it is highly disruptive to the children’s school lives. For the recent deploymentof troops from the 25th Infantry Division at Schofield Barracks, Hawaii, manyof the remaining families are taking their children out of school and returningto their “homes” on the mainland.When children are being constantly challenged as described above, resiliencebecomes a requirement for healthy functioning. In this military system childrenand families must be flexible and adaptable, capable of coping with stressors mostfamilies do not have to endure. Resilience in both parents and children directlycontributes to “soldier readiness” and ultimately has an impact on how well amilitary unit is able to accomplish its mission. Those that have difficulty copingare often referred for support services. If a family member is having significantproblems, particularly externalizing behaviors, this member may be sent backto their home of record.BackgroundThe military plays an important role in the lives of its families and providesa wide range of family support (Jensen, Lewis, & Xenasis, 1986). Most of theearly research concerning military children was centered on observational data,clinic- based studies, anecdotal evidence and hypotheses. Only within the lasttwenty years have there been good cross-sectional controlled studies. Though itis helpful to look at the work done by these early researchers, it is important toChapter 9Page 803rd EditionOperation: Military KidsReady, Set, Go! Training Manual

keep in mind that today’s military family is very different than those originallystudied. Currently, there is no draft, the military is a downsized force, there aremore active duty women, and more single parent military families. The militaryis invested in promoting resilient families and providing resources for families’emotional health.Cantwell (1974) wrote on the prevalence of psychiatric disorders in militarychildren ages 8–11 seen in a pediatric clinic. He used a semi-structured interviewwith the parents, a behavior questionnaire with teachers and a diagnostic playinterview with the child. He found that 35% of the children had a psychiatricdisorder. In 1978, LaGrone described what he coined the “Military FamilySyndrome” based on a review of clinic records of 792 children and adolescentsseen in a military mental health clinic. He stated: “the greatest number of behavioraldisorders, nearly 93%, came from the authoritarian families (p. 1042).”He described a system where children had higher rates of mental disorders thantheir civilian counterparts, fathers were autocratic and controlling, scapegoatingof family members was common, and the children suffered as a result of theparanoid system.Morrison (1981) first challenged the “Military Family Syndrome” in a prospectiveclinic-based study of 140 military children and adolescents and 234 non-militarypatients. The only difference he found between the two samples was that thenon-military children had a higher prevalence of schizophrenia and schizophreniformdisorder. Jensen, Xenasis, Wolf, and Bain (1991) re-examined the“Military Family Syndrome” by surveying 213 military families and comparedtheir results to national norms. Parents and teachers rated the children’s behaviorusing established measures of internalizing and externalizing behavior, childrencompleted measures of depression and anxiety, and parents reported on their lifestress and depression and anxiety. Based on the use of established and commonlyused measures of psychosocial functioning, Jensen et al. (1991) concluded thatrates of psychopathology in military children, aged 6 to 12 years old, were notdifferent from national normative data. However, they did find that mothersrated a greater proportion of the children as presenting clinically significant levelsof emotional and behavioral problems than did fathers or teachers. Jensen etal. (1991) attributed the higher ratings of child emotional/behavioral problemsby mothers as reflected the higher stress they were experiencing in maintainingthe household as the non-deployed parent. This is an important finding fortreatment efforts with military families; that is that reported child behavioralproblems may signal problems in parental, particularly maternal coping. Finally,Jensen et al. (1991) found no evidence of a “Military Family Syndrome.”In 1995, Jensen, Watanabe, Richters, Cortes, Roper, and Liu assessed the prevalenceof mental disorders in a sample of the 294, 6- to 17-year-old militarychildren, using a similar measurement approach to that used in the Jensen etal. (1991) study, with the addition of structured diagnostic interviewing usingthe NIMH Diagnostic Interview Schedule for Children (Schaffer et al., 1996).The military parents were 70.1% enlisted (median rank Staff Sergeant E-6) and29.9% officer (median rank Major O-4) with median incomes of $25,000–$30,000Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 81

a year. Structured diagnostic interviewing identified the following prevalencerates of disorders in the 294 children: 25.2% with any anxiety disorder, 4.3%with Major Depressive Disorder (MDD) and Dysthymic Disorder, 20.0% withAttention Deficit/Hyperactivity Disorder (ADHD) and 5.2% with OppositionalDefiant Disorder (ODD). The total prevalence was 40.8% of children with anydisorder (many children qualify for more than one disorder with mean numberof disorders being 1.3), which is lower that the rate seen in the U.S. civilianpopulation as described in the Methodology of Epidemiology in Children andAdolescents (MECA) study of 48.5% for subjects 9–17 years of age (Schafferet al., 1996). When these rates were further restricted by the requirement ofdiagnosis-related impairment and “need for services/use” the prevalence ratesdecreased to 114% for any anxiety disorder, 0.6% for MDD/Dysthymia, 2.7%for ADHD, and 3.3% for ODD. The rates of ADHD were higher than seen in theMECA study, but the levels of ODD and conduct disorder were lower. In summary,Jensen et al. (1995) found lower rates of psychopathology in the militarychildren than found in the civilian population, again discounting the “MilitaryFamily Syndrome.”DeploymentA few reports have looked at how children and families experience deploymentat different times during the deployment cycle. Logan (1987), writing aboutNavy wives whose husbands routinely went out to sea, listed seven stages ofdeployment, broken into three phases of Pre-Deployment, Deployment, and Post-Deployment. Pre-Deployment consists of Stage 1–Anticipation of Loss, occurringone to six weeks prior to deployment and Stage 2–Detachment, which happensduring the last week before deployment. Deployment itself includes Stages 3–5,and consists of Emotional Disorganization, Recovery and Stabilization, andAnticipation of Homecoming, respectively. Post-Deployment consists of Stages6–7, Renegotiation of Marriage Contract, and Reintegration and Stabilization.Nice (1983) studied the course of depressive affect in Navy wives whose husbandswere deployed as compared to those wives whose husbands remained athome using a depression questionnaire that was completed on a biweekly basisbeginning six weeks prior to deployment and ending two weeks after return (aseven-month period). He found that the wives of the deployed group reportedsignificantly more depression that the wives of the non-deployed group and thattheir mood improved to baseline within two weeks of their husbands’ return.Age correlated with depressive symptoms, with younger wives having moresymptoms than older ones.Pincus, House, Christenson, and Adler (2001) modified the deployment cycleof Logan to five stages: Pre-Deployment (preparation for leaving), Deployment(leaving), Sustainment (on assignment away from the home base), Re-Deployment(preparing to return home), and Post-Deployment (back at home base).This model was based on the authors’ observations of families during deployment.Based on our experience, it appears to provide a better fit to what actuallyoccurs. Pincus et al. (2001) emphasized the potentially large emotional impactdeployment may have on children and spouses. They reported: “Each stage isChapter 9Page 823rd EditionOperation: Military KidsReady, Set, Go! Training Manual

characterized both by a time frame and specific emotional challenges, whichmust be dealt with and mastered by each of the family members (p. 15).” Accordingto Pincus et al (2001), Pre-Deployment is a highly stressful period whennumerous crucial tasks need to be accomplished to get ready for deployment.During the Deployment and Sustainment stages, the remaining spouse becomesa “married single parent.” She or he must take on full responsibility for thechildren and household, then relinquish it when the deployed spouse returnshome. The role of head of household takes on a “revolving door” quality inmany military families.Pincus et al. (2001) found that a child’s response to the deployment of a parentis variable and listed some of the “negative changes” seen in children. For ages1–12 the behaviors reported were “cries, tantrums, clingy, potty accidents, whining,and body aches, with irritable sad moods (p. 19).” For adolescents 12–18of age, behaviors listed were “isolates, uses drugs with mood changes of angerand apathy (p. 19).”In a study of Army children’s response to parents (90.8% fathers) being deployedfor Desert Shield/Storm in 1990/1991, Rosen and Teitlebaum (1993) assessedparent-rated emotional and behavioral problems in 1,798 children, and depressionand anxiety in the non-deployed spouse. The following were found to besignificant predictors of children’s symptoms: symptoms of mother and othersiblings, history of counseling, history of poor school performance, history ofbeing on medication for hyperactivity, health problems, learning disabilities,younger age, and male gender. For example, high depression and/or anxiety inthe mother was correlated with more symptoms in the children, such as eatingproblems, nightmares, sadness, and “perceived need for counseling.”In a study of the Army wives during the Operation Desert Shield/Storm deploymentof their husbands, Rosen and Teitelbaum (1994) reported that in general,younger spouses had more difficulty coping with deployment and utilized moremedical resources than older spouses. In an earlier study (Rosen & Moghadam,1991) of Army wives, the strongest predictor of general well-being (e.g., marriage,friendship, financial satisfaction, military life stress, and role satisfaction)was previous general well-being. Predictability of husband’s schedule, maritalsatisfaction, financial satisfaction, and experiencing a sense of “mastery” overtheir lives and obligations was predictive of wives’ well-being.In 1989, Jensen, Grogan, Xenakis, and Bain studied the effects of an Army father’sabsence on his children’s and wife’s psychopathology. Families whose fatherwas gone greater than one month in the last year were compared to families inwhich the father was gone less than a month. Children for whom father wasgone more than a month had significantly more depressive and anxiety symptomsthan children whose fathers were gone less than a month. Mothers’ reportof child behavior problems correlated with the amount of stress experiencesby the mother and the level of her self-reported psychiatric symptoms. Jensenet al. (1989) suggested that children’s difficulties as a result of father’s absencewere related to family stresses and the level of emotional/behavioral problemsOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 83

experienced by the mother.Jensen, Martin, and Watanabe (1996) examined children’s response to parentsbeing deployed during Operation Desert Storm, specifically looking at childrenprior to deployment and after with respect to age and gender. A sample of 383children ages 4–17 and their parents were examined using a measurement approachsimilar to Jensen et al. (1991) as well as measures of coping and socialresources. Findings from the study showed that children of deployed parentsreported significantly more depressive symptoms than children whose parentswere not deployed. Boys of a deployed parent reported significantly more depressivesymptoms than control boys and significantly more than either girls with adeployed or non-deployed parent. The caretaking spouses of deployed soldiersalso had more depressive symptoms and more reported stress than controls, butno differences with non-deployed spouses in marital adjustment, social supports,or coping were shown. The lower the military rank the greater symptoms inthe non-deployment parent. Previously, Nice (1983) reported the same patternof increased depressive symptoms in Navy wives and children, with more depressivesymptoms during fathers’ deployments, returning to the baseline aftertheir return. These findings support the notion that in military children havingproblems it is likely that the caretaking parent also had elevated levels of stressand depression. We have also found this to be true in our clinical experience.Kelley, Hock, Smith, Jarvis, Bonney, and Gaffney (2001) studied internalizingand externalizing behaviors in very young children (mean age of 3.1) of enlistedNavy mothers who were deployed and compared these behaviors to children ofnon-deployed Navy mothers and civilian controls. 83% of the deployed womenwere separated from their children for 5 or 6 months. When the three groups werecompared, 12% of children of deployed mothers presented clinically significantlevels of internalizing behaviors as compared to 1% of children of non-deployedmothers, and 3% of civilian control children. No significant differences werefound for externalizing behavior between groups, although children of deployedNavy moms had slightly higher scores. Kelley et al. (2001) summarized that fordeployed mothers their very young children may be susceptible to anxiety andsadness during deployment periods similar to results found in previous studiesof deployed fathers even though the effects are small and not suggestive ofhigher psychopathology.Risk and Protective Factors in Military ChildrenAs shown in the above literature review, the concept of the “Military FamilySyndrome” has been repeatedly debunked. Military children, if anything, exhibitless psychopathology than their civilian counterparts. This is remarkable giventhe additional challenges of growing up in a military family that moves everythree years on average, in which one parent may be absent for prolonged periodson a regular basis. There have been no controlled studies that we know of thathave specifically examined protective factors in military children. Some militaryrelatedprotective factors that have been hypothesized are lower divorce ratesin military families; relative job security; screening of the active duty memberChapter 9Page 843rd EditionOperation: Military KidsReady, Set, Go! Training Manual

for the criminal history or significant history of psychopathology; free medical,behavioral health, legal and recreational services; and more family support fromallied agencies such as Family Advocacy, Alcohol and Substance Abuse Program,and the Exceptional Family Member Program. These latter organizations are specificallydesigned to assist families with problems, whether it is family violence,substance abuse, or a family member with a chronic illness or mental disorder.Undoubtedly these programs have benefit and, in some instances, greatly improvethe lives of families, which we have witnessed on numerous occasions.As we have demonstrated, deployment is a notable risk factor for emotional/behavioral problems in military children, and non-deployed spouses (usuallymothers; e.g., Jensen et al. 1989, 1991, 1996; Kelly et al., 2001; Rosen and Teitelbaum,1994). Other risk factors for the development of emotional/ behavioralproblems in military children have been suggested. These include: lower rank ofthe soldier parent, isolation from extended family and friends, frequent movesand school changes, dual active duty parents, single active duty parent, frequentparental deployments, and history of emotional/behavioral problems. Other riskfactors are the same as those experienced by civilian families, such as familydiscord and divorce, parental substance abuse, younger age of the child, malegender (particularly for father’s absence), illness, sibling position, (Jensen et al.,1996). Lower rank families’ susceptibility to more stress and emotional/behavioralproblems may be explained by a combination of factors, such as greaterfinancial stress, less time and experience with the military, and younger age ofparents (see Jensen et al., 1996). Regarding frequent moves, in a review article,Jensen et al. (1986) wrote that the difficulties with moves “are probably timelimited”and “may actually represent growth opportunities and increase copingcapacities for most military families” (p. 230). More pronounced problems mayoccur in a small proportion of families, with negative attitudes about movingassociated with dysfunction.Promoting Resilience in Military Children and Adolescents in2004Operation tempo (OPTEMPO) is loosely defined as the rate of military actionsor missions in clued training exercises, garrison duties, and deployments affectingthe unit, the soldier, and the family. Since the Iraqi War the OPTEMPO inthe military has greatly increased to a level most soldiers have not experiencedin their military lives. The military and civilian populations are at heightenedalert, and a great number of active duty personnel are in harm’s way. The reasonsfor this are many. Since 1990 the military had downsized from 2,043,705 to1,411,634 (Department of Defense [DOD] statistics, web1.whs.ods.mil/mmid/military/miltop.htm, September, 2003). The Army’s numbers have decreasedfrom 732,403 to 499,301 active duty soldiers during the same period (DODstatistics, September 2003). Combined with the greatly increased OPTEMPO,the likelihood of a soldier being deployed is much higher and the probabilityof more frequent deployments is greater.Also, military technology has drastically improved over the last decade, requiringmore training experience. The individual soldier’s life is growing in complexity.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 85

A soldier must be capable of functioning for prolonged periods of time, underany environmental conditions, in dangerous places, and be highly effective 24hours a day. In addition, performance of duty has become more public, as wasthe case when reporters were embedded within units fighting in Afghanistan.Soldiers themselves must be very physically fit and emotionally resilient.Military demographics have also undergone considerable changes. In a reviewof the demographics of Army active duty and families members, data from 1990to 2001 show that family members outnumber the actual number of active dutymilitary, comprising 57.9% of the total military population in 2001 (MilitaryFamily Resource Center, www.mfrc-dodpol.org/, 2002). There were 1,221,951military children and adolescents under the age of 18 (in 2003), of which497,743 (41%) were 5 years old and younger, 426,151 (35%) were 6 to 11 yearsold, and 297,957 (24%) were 12 to 17 years old. The percentage of females onactive duty has also dramatically increased from 1.4% in 1970 to 14.9% on 30July 2003 (Women in the Military www.gendercenter.org/military.htm, multiplesources listed). Currently there are about 33,913 dual-military marriages and87,475 single parent active duty families (Navy having 7.8%, Army 7.5%, AirForce 5.0%, and Marine Corps 3.2%).Even though the military has expanded the types of behavioral health servicesavailable to families, there are still problems of stigma in seeing a military mentalhealth care provider, “stove piping” (i.e., separate silos with their own bureaucracies)of services, and shortages in certain specialties, such as child psychiatriststhat are actually seeing children. The stigma about seeing a mental healthprovider is not unique to the military, but is probably amplified by the fear thatmilitary commanders might discover that a soldier or sailor, for instance, seekshelp and this might in some way affect their career. Confidentiality issues remaina concern for the active duty military, even though in most circumstancesconfidentiality in seeing a provider is closely maintained. Because of the recognizedconcern that soldiers and/or family members might not seek assistancewhen needed, the Army instituted a new program called “Army One Source”that began in August 2003 (www4.army.mil/ocpa/read.php?story_id_key=5183).This program provides 24/7 telephone access for information/counseling andreferral, if requested, from a social worker or psychologist. The program offerssix sessions from a civilian social worker that are free of charge and completelyconfidential. It is hoped that individuals and families that would not otherwiseseek help within the system will take this opportunity to get assistance.School Mental Health as a Vehicle to Promote Resilience in MilitaryChildrenThe movement toward more comprehensive school mental health approaches,involving school-community partnerships to provide a full continuum of mentalhealth promotion and intervention (see Weist, Evens, & Lever, 2003), is beginningto develop in military schools. Faran, Weist, Saito, Yoshikami, Weiser, and Kaer(2003) described the first such comprehensive program—the Hawaii Wellness forEducation Program (HWEP) on a military installation that included prevention,Chapter 9Page 863rd EditionOperation: Military KidsReady, Set, Go! Training Manual

early identification and treatment of students within the school environment. Inthis partnership between Triplet Army Medical Center (TAMC) and the HawaiiDepartment of Education, child psychiatry fellows and a group of allied mentalhealth trainees and professionals are providing a full continuum of mentalhealth promotion, early intervention and treatment to youth and families inone elementary school (Solomon) on Schofield Barracks and is expanding to twoothers (Hale Kula and Wheeler Elementary Schools on military bases in Oahu,Hawaii). Preliminary analyses of data indicate that the project is having a positiveimpact on the students and teachers from the participating schools. Over aperiod of 2 1 /2 years at Solomon Elementary School on Schofield Barracks, 123students have been treated. Of these students referred for emotional/behavioralproblems, only one was referred to special education (SPED), which contrastswithin the rest of the Central Oahu District schools where about 25% of referralsto SPED are for emotional/behavioral problems. Parent satisfaction data atSolomon and school climate data at Wheeler Elementary School also stronglysupport the positive impact HWEP is having.Importantly, the HWEP program is building interventions for students andfamilies based on reducing the impact of risk/stress factors and on enhancingprotective factors. Currently, Schofield Barracks, Hawaii, is getting ready for thedeployment of soldiers to Afghanistan and Iraq. The goal is to prepare studentsas best as possible for a parent being sent into a dangerous environment for aperiod of a year or more. This is a daunting task. It is remarkable that militaryfamilies, in general, function so well in coping with profound stressors such asthis. Fortunately there are several other Army Agencies involved in the processof preparing families, such as Army Community Services (ACS), CommunityMental Health Services, Family Readiness Groups, and Behavioral Health atTripler Army Medical Center. At present, HWEP staffs are holding “Teach theTeacher” sessions with teachers, childcare providers and child recreational staffon how to communicate with kids about the deployment of a parent. Withinthe school, in-class sessions with the children discussing deployment of theirparents are also planned. Numerous other activities are being planned or arein progress that involve all the above agencies listed. At present the responseto the coming deployment is fluid and attempts to adapt to the needs of thecommunity.In addition to the major focus on preventing and addressing deployment relatedstresses, HWEP is seeking to build interventions in each of the three elementaryschools to reduce unique stressors on military families. Advisors are trained inpositive mental health (including relevant stress and protective factors, andinformation on coping with deployment), and in turn reach out to supportother families, and to help connect them to needed resources, such as the HWEPprogram. Protocols are being developed to assist in identifying families whomight be at particular risk (e.g., younger families, lower rank, evidence thatnon-deployed spouse is highly stressed).The HWEP program is attempting to expand resources through connections withtraining programs in Hawaii for psychologists and social workers, and throughOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 87

the development of research grants. As staffs in HWEP expand, a training agendais beginning to be developed that provides guided readings and training programson reducing stress and risk and enhancing protective factors in militarychildren and families. For example, the training program will include segmentson: unique stressors of military families (e.g., deployment, risk, moves, isolation);transitioning to new communities/cultures; developing relationships innew communities; improving parent-child communication; controlling accessto negative media; avoiding school disruptions; stress reduction; promotingpositive family management, rituals and routines; sound financial management;promoting healthy marriage; and helping families connect to available Armyresources. This training program is being developed based on the literature reviewedin this chapter.Areas of Need and Future ResearchOur involvement in practice and research in child and adolescent mental healthand school-based mental health for military children and families supports anumber of realities. As confirmed in this chapter, there is limited literature onfactors that place military children and families at risk for both problems, anda limited literature on factors that may help them promote resilience. But thereare many gaps in the literature. First, there is evidence that deployment is amajor stressor for military children and families, but there is little empiricalevidence on child and family functioning during other periods (e.g., pre- andpost-deployment). There is a strong need to study the impact of Operation EnduringFreedom (operations in Afghanistan and Iraq) on military children andfamilies, as was done in the past during Desert Storm. Importantly, our literaturesearch failed to identify any comprehensive approach to assist families in copingwith deployment, and similarly there was no literature on strategies to promotepositive functioning during other deployment phases. There is clear need forthe future development of programs and connected research agendas related toassisting military children, families, and soldiers in coping with and showingresilience during all phases of Pre-Deployment, Deployment, Sustainment, Re-Deployment, and Post-Deployment.There are many other related research agendas ready to be pursued, such asexploring protective factors that operate for military children, understandingrelationships between family well-being and systems negotiation within themilitary, understanding negative and resilience promoting aspects of militaryculture, evaluating the impact of programs to support non-deployed parents,strategies to train school-based staff in reducing stress and enhancing protectivefactors (as is beginning to be done in HWEP), and methods to promote familyroutines and rituals, and to promote communication (within the family andwith the deployed spouse).Similarly, our literature review highlighted problems in traditional clinic-basedmental health services for military children and families, and identified only afew innovative approaches to bringing needed mental health promotion andintervention services to them. One of these innovative approaches is expandedChapter 9Page 883rd EditionOperation: Military KidsReady, Set, Go! Training Manual

school mental health (ESMH) for military families, and we are fortunate to bea part of a leading ESMH-military school program in Hawaii and the U.S. (seeFaran et al., 2003). But again, the literature and research here is extremely limited.There is much mutual advantage to school-military partnerships. For schoolsthat serve high percentages of military families, partnering with the militarymental health community brings a high level of expertise and resources into theschool, makes military officers (e.g., medical personnel with ranks of Captainor higher) human and accessible to school staff and families, and as shown bythe HWEP experience, leads to outcomes valued by the families and the schools.For the military, well done ESMH provides needed care for military children andfamilies, enhances support to them, and contributes to soldier readiness.In spite of these advantages, the reality is that there are very few ESMH programsin military schools, and the research literature on effectiveness within them isvery limited. There is a tremendous opportunity to advance an interconnectedprogram development and research agenda related to ESMH in military schools,consistent with the field’s national development (see Weist, Evens, & Lever,2003).It is also noteworthy that nationwide there is a critical shortage of child andadolescent psychiatrists. Kim (2003) analyzed data from the American PhysicianMasterfile for 2000, and found that there were about 6,300 child and adolescentpsychiatrists in the U.S., which correlates to a national average of one psychiatristper 15,000 youths under the age of 18. He stated, “…if a child and adolescentpsychiatrist is to take care of the most severely impaired children and adolescents(5% of the population), each one has to carry a case load of 750 severelydisturbed children and adolescents at any given time.”In the Army there is also a shortage of child and adolescent psychiatrists, althoughnot as severe in Hawaii. There are 57 Army active duty child and adolescentpsychiatrists, of which only 8–12 (15–20%) are serving in full-time child andadolescent psychiatry positions (Colonel William S. Evans, personal communication,December 12, 2003). If it is assumed that there are 12 practicing childand adolescent psychiatrists, then this translates into one provider per 39,659children and adolescents under the age of 18 (total population of 463,903).The remaining child and adolescent psychiatrists in the Army are practicingpredominately adult psychiatry, although many of those (40–50%) see childrenon a space available basis.These data are comparable with previous reports. Jensen et al. (1986) stated thatof the 45 child and adolescent psychiatrists in the Army at that time, less than 20“were actually serving in child psychiatry positions” given an estimated populationof 630,000 children. The reason for this is there is also a shortage of psychiatristsin the Army, and many child and adolescent psychiatrist are needed to carefor active duty soldiers. The military has relied predominately on the TRICARE,U.S. Department of Defense (DOD) Military Health System (primarily a civiliansystem), to provide the additional services necessary to provide care, althoughOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 89

there are DOD civilian psychiatrists at certain installations. For those who arereferred to TRICARE providers, again the civilian system is greatly strained, inaddition to the fact that in some geographic areas, TRICARE’s payment ratedfor child and adolescent psychiatrists are below the norm for that region of thecountry. We found in a review of patients referred to the TRICARE network onthe island of Oahu, Hawaii, only about 50% of the children were ever seen byany mental health provider.Thus, on the one hand HWEP provides an important example of the potentialfor child psychiatry and ESMH, but shortages of child psychiatrists generallyand in the military are a factor that will mitigate against such involvement.This underscores the need for interdisciplinary approaches involving childpsychiatry, psychology, social work, and education working closely together todevelop plans to promote student mental health and assist youth in need (Weist,Prodente, Ambrose, Proescher, & Waxman, 2001). It also underscores a need foradvocacy within the military regarding the need for (e.g., to promote resiliencein the face of deployment) and benefit (e.g., to promote soldier readiness) ofenhancing involvement of child mental health professionals in interacting withstudents and families, such as the schools, as in the expanded school mentalhealth approach. Clearly, an outcomes focus, as begun in the HWEP project onthe impacts of ESMH in military schools, will propel further research, the growthof resources, and the advancement of the field.ReferencesArmy Public Affairs (2003). Army One Source gives around the clock humantouch. www4.army.mil/ocpa/read.php?story_id_key=5183,30 Nov 2003.Evans, William S. (December 12, 2003). Personal communication.Faran, M.E., Weist, M.D., Saito, A.Y., Yoshikami, L., Weiser, J.W., & Kaer, B.(2003). School-Based Mental Health on a United States Army Installation.In M.D. Weist, S.W. Evans, & N.A. Lever (Eds), Handbook of school mentalhealth: Advancing practice and research (pp. 191–202). New York, NY: KluwerAcademic/Plenum Publishers.Jensen, P.S., Grogan, D., Xenakis, S.N., & Bain, M.W. (1989). Father Adsence:Effects on Child and Maternal Psychopathology, Journal of American Academyof Child Adolescent Psychiatry, 28:2, 171–175.Jensen, P.S., Lewis, R.L., & Xenakis, S.N., & Bain, M.W. (1986). The Military Familyin Review: Context, Risk, and Prevention, Journal of the American Academyof Child and Adolescent Psychiatry, 28:2, 225–234.Jensen, P.S., Martin D., & Watanabe, H., (1996). Children’s Response to ParentalSeparation During Operation Desert Storm, Journal of the American Academyof Child and adolescent Psychiatry, 35:4, 433–441.Jensen, P.S., Watanabe, H., Richters, J.E., Cortes, R., Roper, M., & Liu, S.(1995).Prevalence of Mental Disorder in Military Children and Adolescents fromTwo-Stage Community Survey, Journal of the American Academy of Child andAdolescent Psychiatry, 34:11, 1514–1524.Jensen, P.S., Xenakis, S.N., Wolf, P., & Bain, M.W. (1991). The “Military FamilyChapter 9Page 903rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Syndrome” Revisited: “By the Numbers”, The Journal of Nervous and MentalDisease, 179:2, 102–107.Kelley, M.L., Hock, W., Smith, K.M., Jarvis, M.S., Bonney, J.F., & Gaffney, M.A.(2001). Internalizing and Externalizing Behavior of Children with Enlisted NavyMothers Experiencing Military-Induced Separation. Journal of the AmericanAcademy of Child and Adolescent Psychiatry, 40:4, 464–471.Lagrone, D.M. (1978). The Military Family Syndrome. American Journal of Psychiatry,135:9, 1040–1043.Logan, K.V. (1987). The Emotional Cycle of Deployment. Proceedings, February1987, 43–47.Morrison, J. (1981). Rethinking the Military Family Syndrome, American Journalof Psychiatry, 138:3, 354–357.Nice, D.S. (1983). The Course of Depressive Affect in Navy Wives During FamilySeparation, Military Medicine, 148, 341–343.Pincus, S.H., House, R., Christenson, J., & Adler, L.E. (2001). The Emotional Cycleof Deployment: A Military Family Perspective. US Army Medical DepartmentJournal, PB 8-01, 15–23.Rosen, L.N., & Teitelbaum, J.M. (1993). Children’s Reactions to the Desert StormDeployment: Initial Findings From Survey of Army Families, Military Medicine,158, 465–469.Shaffer, D., Fisher, P., Dulcan, M.K., Davies, M., Piacentini, J., Schwab-Stone.M.E., Lahey, B.B., Bourdon, K., Jensen, P.S., Bird, H.R., Canino, G., & Regier,D.A. (1996). The NIMH Diagnostic Interview Schedule for Children Version2.3 (DISC-2.3): Description, acceptability, prevalence rates, and performancein the MECA study. Methods for the Epidemiology of Child and AdolescentMental Disorders Study. Journal of the American Academy of Child and AdolescentPsychiatry, 35, 865–877.Weist, M.D., Evans, S.W., & Lever, N.A. (2003). Advancing mental health practiceand Research in schools. In M.D. Weist. S.W. Evans, & N.A. Lever (Eds.)Handbook of school mental health: Advancing practice and research (pp. 1–8).New York, NY: Kluwer Academic/Plenum Publishers.Weist, M.D., Prodente, C., Ambose, M.G., Proescher, E., & Waxman, R.P. (2001).Mental health, health, and education staff working together in schools. Childand Adolescent Psychiatry Clinics of North America, 10, 33–43.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 91

Bounce BackBy Tom JacksonAdapted from: More Activities That Teachwww.active-learning-site.com; (888) 588-7078Topic Area: Resilience and Self-EsteemActivity Concept: Bouncing back from problems is one reason we feel healthyself-esteem and personal resilience are such vital parts of a person’s character. Itis the difference between feeling things are your fault or the feeling that outsideforces have created a problem for you, but you can handle it. When we feel thereisn’t any way we can successfully handle a situation due to a low impression ofour own abilities, then we find ourselves less likely to risk moving out of ourcomfort zone to attempt new things. If this pattern is repeated over and overagain, we soon find ourselves unwilling to try something new and staying rightwhere we were in the first place while others around us are moving ahead.Method: Small or large group demonstrationTime Needed: 10 minutes plus discussion timeMaterials Needed: One inflatable beach ballActivity: Have beach ball inflated before you begin demonstration. Begin presentationby explaining that you are using the beach ball to represent a person’sresilience. Show the group how resilient the beach ball is. It can be pushed in onone side and it will pop back to its original shape. You can drop it on the floorand it will bounce back up.Now ask the group to list the things that might physically, emotionally, socially,intellectually or spiritually impact the ability of National Guard and Army Reservekids to be resilient when their parents or loved ones have recently beendeployed and/or have come home from serving in the current global war onterrorism. Let the group know that you are going to let some air out of thebeach ball every time they name an event or situation that would lower theirability to be resilient. Caution: Don’t let too much air out for each item listed. Youwill want to stop when about one third to one half of the air has been let outof the beach ball.Now once again push the side of the beach ball in and let them see if the ballreturns to its original shape. Then drop the ball and point out that it did notbounce back. After the discussion time, blow the ball back up and show thatwe can foster resilience and raise self-esteem. Refer to the discussion questionsabout ways to foster resilience and repeat what they have said as you blow thebeach ball back up a little at a time. Bounce the ball as a final reinforcement toemphasize the point you are making.Discussion Ideas:Chapter 9Page 923rd EditionOperation: Military KidsReady, Set, Go! Training Manual

• What happened to the beach ball when I pushed on it when it had lots ofair?• What happened to the beach ball when I dropped it when it had lots of airin it?• What happened to the beach ball when I pushed on it when it had less airin it?• What happened to the beach ball when I dropped it when it had less air init?• What are some of the things that lower military kids self-esteem and theirability to be resilient?• Who are the people around us that affect our self-esteem and ability to beresilient? Why do they?• Is a low level of resilience a permanent thing? Why or why not?• Is our ability to be resilient the same throughout the day? Explain.• How can we raise our levels of self-esteem and resilience?• Who can help us raise our self-esteem and ability to be resilient?• How can we help others raise their self-esteem and ability to be resilient?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 9Page 93

Chapter Ten:Understanding the Influence of the MediaI. Lesson PlanA. Purpose: Understand the effect of the media on children and youth.B. Objectives:1. Understand the influence of the media on children and youth.2. Understand how to talk with children about terrorism and war and theimages from the media.C. Time: 20 minutesD. Preparation/Materials Needed:✪ Laptop computer, LCD projector, and PowerPoint slidesII. Training Session ContentA. PowerPoint SlidesSlide 10-1: Chapter 10 Introduction SlideSlide 10-2: Today’s Media PresenceSlide 10-3: How Much News Should Children Watch?Slide 10-4: What They Understand About War and ViolenceSlide 10-5: Talking to Children/Youth About Terrorism and WarSlide 10-6: Adult Opinions and ViewsSlide 10-7: What Do I Say?B. Activity and Directions1. Review slides with participants.2. Large or small group brainstorm and sharing (depending on timeavailable) of following questions:• What forms of media influence our culture in the U.S.?• What influence do you think the media have on today’s youth?• In what ways might children/youth experiencing the deployment ofa parent or loved one be impacted by the media?• How can we support these youth?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 10Page

III. Must-Read Background MaterialA. Talking to Children about Terrorism and WarB. Children and TV ViolenceC. Talking with Kids about Violent Images of WarD. Talking with Children about War and Violence in the WorldIV. EvaluationA. Reflection Questions1. What was something new that you learned about the media andchildren?2. How has the media influenced you? As a youth? As an adult?B. Application Questions1. How can you work with youth to help them understand the media?2. What are some things you can do to help youth understand the mediathrough OMK?Chapter 10Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter 10:Understanding the Influenceof the MediaOperation: Military KidsReady, Set, Go! TrainingSlide 10-1: Chapter 10 IntroductionContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Share purpose and objectives of this chapter.Say: This chapter of the notebook will help us understand the effect of the media onchildren and youth. We will look at the influence of the media on children andyouth. We will also look at ways to talk with children about terrorism and warand images from the media.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 10Page

Today’s Media Presence• Media presence is prevalent in our lives today.• We have easy, ready access to volumes of informationwhich have potential positive and negative influences.• Terrorism, conflict, and war occur in front of our eyeseach day on television programs and news.• Extensive media coverage of ongoing military operationscreates daily anxiety for children/youth impacted by thedeployment of a parent/loved one.Slide 10-2: Today’s Media PresenceContent of this slide adapted from: N/AMaterials Needed: Easel, newsprint, markersTrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: The media presence is prevalent in our lives today. We have easy, ready access tovolumes of information that can be positive or negative, accurate or inaccurate.The television as well as the internet bring war and terrorism into our homes. Allof this can create additional anxiety for a youth with a deployed loved one.Do:• Brainstorm questions as large or small groups.Say: What do you think about the media in the world today?What forms of media influence our culture in the U.S.?Chapter 10Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Say: What influence do you think the media have on today’s youth?In what ways might the media impact children/youth experiencing the deploymentof a parent or loved one?How can we support these youth?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 10Page

How Much News ShouldChildren Watch?• Depends on age and maturity• Parent/Caregiver should watch with them• Talk about what was watched• Limit exposure to graphic images (especially youngchildren)Slide 10-3: How Much News Should Children Watch?Content of this slide adapted from: Talking with Children about War and Violencein the World, Educators for Social Responsibility, www.esrnational.orgMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: How much and what type of news coverage a child watches is dependent on theirage and level of maturity. It is suggested that parents/caregivers decide on theappropriateness of shows and topics. Because it is not possible to know exactly whatis going to be shown, watch with children so that you are able to discuss the imagesseen. There is ample research correlating the viewing of violent or tragic events withincreased chances of post-traumatic stress symptoms, so it is important to limit theamount of television coverage children watch. It is especially important to limityoung children’s exposure to graphic images of violence.Chapter 10Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

What They Understand About Warand ViolenceAges 5–6• Begin to understand events in context...• But often one piece at a time• Intellect not integrated with emotional responseAges 7 and up• Think more logically and understand more complex ideas• Start to look at causes for events• May see contradictions between war andwhat they have been toldSlide 10-4: What They Understand About War and ViolenceContent of this slide adapted from: PBS Parents Guide to... Talking With Kids aboutWar & Violence; http://www.pbs.org/parents/talkingwithkids/war/agebyageMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: Children experience a shift in thinking about current events. They not only havequestions about “What is happening in MY world” but also begin to ask “Whatis happening in THE world.” Children in kindergarten and early elementary schoolare beginning to understand the events in context, but often just one piece ata time. They cannot always distinguish that events happening elsewhere are notgoing to affect them directly. This is because their intellectual awareness is notintegrated with their emotional response—they still feel scared.Say: As a child gets older they are able to think more logically about world events. TheyOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 10Page

are not able to think as abstractly as adults but they are able to understand somecomplex ideas. They like to examine issues and look for causes for events and askmore challenging questions. Once they are capable of logical thinking they will startto see the contradiction of war and what they have been taught—that it’s not goodto fight or hurt people.Chapter 10Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Talking to Children/Youth AboutTerrorism and War• Children/youth ask tough questions and these are themost difficult to answer.• Age, individual personality, and temperament influencereactions/responses.• Children/youth also tend to personalize the news they hear.• It is not always possible to judge if/when they are scaredor worried—they may be reluctant to show fears.• It’s important to look for behavioral/emotionalclues.Slide 10-5: Talking to Children/Youth About Terrorism and WarContent of this slide adapted from: Talking To Your Children About War and Terrorism,by Robin F. Goodman, Ph.D., http://www.aboutourkids.org/aboutour/articles/war.htmlMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: Children/youth will ask adults tough questions about war and terrorism. These arethe most difficult questions to answer. A child’s age, individual personality, andtemperament will influence the way they react and their response to war andterrorism. Often youth will personalize the news they hear. This can be especiallyproblematic if a loved one is deployed. It is not always possible to judge whether ornot a child is scared or worried, as they may be reluctant to show their fears. Watchfor behavioral or emotional clues in the child.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 10Page

Adult Opinions and Views• May burden youth with adult concerns• May raise new questions and concerns• May feel need to take care of adult• May cut off child’s expressionBe a good listener—youth need to be heard and understood.Slide 10-6: Adult Opinions and ViewsContent of this slide adapted from: Talking To Your Children About War and Terrorism,by Robin F. Goodman, Ph.D., http://www.aboutourkids.org/aboutour/articles/war.htmlMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: There are several pitfalls to be avoided when an adult shares their feelings aboutwar and terrorism with children. We may burden children with our concerns, raisenew questions and fears in the child, or make them feel that they need to care of us.This defeats the purpose of allowing the child or youth to express their feelings andthoughts. It is important that as an adult we actively listen and understand thechild or youth’s emotions.As children grow they may have different opinions about war and terrorism. It isimportant to teach tolerance and have an understanding of all sides of an issue.Do not let differences of opinion ever spiral to violence.Chapter 10Page 103rd EditionOperation: Military KidsReady, Set, Go! Training Manual

What Do I Say?• Use words and concepts your child/youth can understand toexplain terrorism/war.• Give them honest information and answers to questions.• Be prepared to repeat explanations or have severalconversations.• Acknowledge and support child/youth’s thoughts, feelings,and reactions.• Be consistent, reassuring, and don’t make unrealistic promises.• Avoid stereotyping—teach tolerance and explainprejudice.• Remember you are a role model and yourreactions are being watched closely.Slide 10-7: What do I Say?Content of this slide adapted from: Talking To Your Children About War and Terrorism,by Robin F. Goodman, Ph.D., http://www.aboutourkids.org/aboutour/articles/war.htmlMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: When talking with children, use words and concepts they can understand to explainterrorism and war. Be sure to give them honest information and answers to theirquestions. Be prepared to repeat explanations and answers to questions severaltimes. Be supportive of the child or youth and accepting of their feelings, thoughts,and reactions.Be consistent, reassuring, and don’t make unrealistic promises like “I’m sure yourparent will be just fine.” It is important to avoid stereotyping, teach tolerance, andexplain prejudice. You are a role model and you are being watched closely so don’tlet your own views cloud the picture for the child.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 10Page 11

Talking to Children aboutTerrorism and WarBy Robin F. Goodman, Ph.D;http://www.aboutourkids.org/aboutour/articles/war.htmlHow do you talk to your children about their concerns when it comes to terrorism?The following article addresses that and other questions related to thistimely topic.IntroductionKids ask lots of tough questions but questions about acts of terrorism or war aresome of the hardest to answer. Especially when the news provides immediate andgraphic details, parents wonder if they should protect their children from the grimreality, explore the topic, or share their personal beliefs. Professionals may wonderhow much information to provide or how to help children if they are confused ortroubled. And all adults must reconcile the dilemma of advocating non-violencewhile explaining terrorism and why nations maintain armies and engage in war.This guide helps answer some common questions and concerns parents and professionalshave about talking to children about terrorism and war.How Do Children React to News About War and Terrorism?Children’s age and individual personality influence their reactions to stories theyhear and images they see about violent acts in the newspapers and on television.With respect to age, preschool age children may be the most upset by the sightsand sounds they see and hear. Children this age confuse facts with their fantasiesand fear of danger. They can easily be overwhelmed. They do not yet have theability to keep things in perspective and may be unable to block out troublingthoughts. School age children can certainly understand the difference betweenfantasy and reality but may have trouble keeping them separate at certain times.Therefore they may equate a scene from a scary movie with news footage andthus think that the news events are worse than they really are. They also maynot realize a single incident is rebroadcast and so may think many more peopleare involved than is the case. In addition, the graphic and immediate natureof news makes it seem as if the conflict is close to home—perhaps around thecorner. Middle school and high school age children may be interested and intriguedby the politics of a situation and feel a need to take a stand or action.They may show a desire to be involved in political or charitable activities relatedto the violent acts.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 10Page 13

In addition to age and maturity, children’s personality style and temperamentcan influence their response. Some children are naturally more prone to befearful and thus news of a dangerous situation may heighten their feelings ofanxiety. Some children or teens may be more sensitive to, or knowledgeableabout, the situation if they are the same nationality of those who are fighting.Children who know someone involved in the area of the acts may be especiallyaffected by events.Children and teens will also personalize the news they hear, relating it to eventsor issues in their own lives. Young children are usually most concerned aboutseparation from parents, about good and bad, and fears of punishment. They mayask questions about the children they see on the news who are alone or bringup topics related to their own good and bad behavior. Middle school childrenare in the midst of peer struggles and are developing a mature moral outlook.Concerns about fairness and punishment will be more prevalent among thisage group. Teens consider larger issues related to ethics, politics, and even theirown involvement in a potential response through the armed services. Teenagers,like adults, may become reflective about life, re-examining their prioritiesand interests.At the other extreme, some children become immune to, or ignore, the sufferingthey see in the news. They can get overloaded and become numb due to therepetitive nature of the reports. Exposure to multiple forms of violence, suchas video games, makes it more difficult to believe in, and understand the realhuman cost of tragedies. Parents and professionals should be on the lookout forchildren’s extreme solutions based on what they have seen in movies. A machoor impulsive response is ill advised and should be put into the context of thereal conflict.How Can I Tell What A Child Is Thinking or Feeling About the Terrorist Actor War?It is not always possible to judge if or when children are scared or worried aboutnews they hear. Children may be reluctant to talk about their fears or may notbe aware of how they are being affected by the news. Parents can look for cluesas to how their child is reacting. War play is not necessarily an indication of aproblem. It is normal for children to play games related to war and this mayincrease in response to current events as they actively work with the information,imitate, act out, or problem solve different scenarios. Regressive behaviors(when children engage in behaviors expected of a younger age child), overlyaggressive or withdrawn behaviors, nightmares, or an obsession about violencemay indicate extreme reactions needing closer attention.Addressing a child’s particular, personal fears is also necessary. Parents shouldnot make assumptions about what worries their child. Parents are often surprisedby a child’s concerns, e.g., worrying about being shot while at Sunday school,or refusing to go on a boat ride after seeing a ship get attacked.Chapter 10Page 143rd EditionOperation: Military KidsReady, Set, Go! Training Manual

How Should I Talk To Children About A Terrorist Act or War?Contrary to parents’ fears, talking about violent acts will not increase a child’sfear. Having children keep scared feelings to themselves is more damaging thanopen discussion. As with other topics, consider the age and level of understandingof the child when entering into a discussion. Even children as young asfour or five know about violent acts but all children may not know how to talkabout their concerns. It is often necessary for parents to initiate the dialoguethemselves. Asking children what they have heard or think is a good way tostart. Parents should refrain from lecturing or teaching about the issues untilthere has been some exploration about what is most important, confusing, ortroublesome to the child. Adults should look for opportunities as they arise,for example when watching the news together. You can also look for occasionsto bring up the topic when relevant related topics arise—for example, whenpeople in a television show are arguing. Discussion about larger issues such astolerance, difference, and non-violent problem solving can also be stimulatedby news. Learning about a foreign culture or region also dispels myths and moreaccurately points out similarities and differences.Far off violent events can stimulate a discussion of non-violent problem solvingfor problems closer to home. For instance, helping children negotiate howto share toys or take turns in the baseball lineup demonstrates productivestrategies for managing differences. Older children may understand the issueswhen related to a community arguing over a proposed shopping mall. Effectiveways of working out these more personal situations can assist in explaining andexamining the remote violent situations.Adults should also respect a child’s wish not to talk about particular issues untilready. Attending to nonverbal reactions, such as facial expression or posture,play behavior, verbal tone, or content of a child’s expression can offer importantclues to a child’s reactions and unspoken need to talk.Answering questions and addressing fears does not necessarily happen all atonce in one sit down session or one history lesson plan. New issues may ariseor become apparent over time and thus discussion about war should be doneon an ongoing and as needed basis.Should I Let A Child Watch Television or Read About Terrorism or War?Terrorism and war provide a perfect opportunity to discuss the issues of prejudice,stereotyping, and aggression, and nonviolent ways to handle situations.Unfortunately, it is easy to look for and assign blame, in part to make a situationunderstandable and feel it was preventable. Adults must monitor theirown communications, being careful to avoid making generalizations aboutgroups of individuals. This dehumanizes the situation. Open, honest discussionis recommended. But adults must be mindful of stating their opinions as factor absolutes. Discussions should allow for disagreement and airing of differ-Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 10Page 15

ent points of view. Feeling their opinion is wrong or misunderstood can causechildren to disengage from dialogue or make them feel they are bad or stupid.In discussing how war or terrorism often stems from interpersonal conflict,misunderstanding, or differences in religion or culture, it is important to modeltolerance. Accepting and understanding others’ opinions is a necessary step innonviolent conflict resolution.Distinguishing between patriotism and opinion can be helpful. One can disagreewith a cause or action but still believe in the right to have arms or feel itis important to defend a country. The manner in which issues are resolved isseparate from one’s allegiance or personal beliefs.How Can I Reassure A Child?Don’t dismiss a child’s fears. Children can feel embarrassed or criticized whentheir fears are minimized. Exploring the issues and positive ways of coping helpchildren master their fear and anxiety. Parents and professionals can reassurechildren with facts about how people are protected (for example, by policemenin the community or the President who meets with world leaders) and individualsafety measures that can be taken (for example, reinforcing the importance oftalking to an adult when bullied). Avoiding “what if” fears by offering reliable,honest information is best. Maintaining routines and structure is also reassuringto children and helps normalize an event and restore a sense of safety.What Should I Do If We Know Someone in the Conflict or Terrorism?Having a personal relationship with someone in the area of conflict or targetof terrorism can cause additional particularly troubling feelings. When a friendor relative is involved in a traumatic newsworthy event, others often searchfor information. It is advisable to find the most reliable information sourceand filter out both the quantity and quality of the potentially inaccurate newsprovided to the general public. Having accurate information informs one of thebest way to communicate with the person and the possibility of sending aid.Taking things one step at a time, being realistic about what is known rather thanpreparing for the worst, can be difficult but helpful. Imagining the worst doesnot prevent it from happening and can turn an unpredictable situation into anunnecessarily bleak one. Obtaining support from others in a similar situation bysharing information or feelings helps some people feel less alone and validatestheir distressing feelings. Adults can share their fears but must manage their owndistraught reactions so as not to scare their children or students. Engaging insome normal activities of life, like eating, sleeping, school, and work, providesstability and predictability at a time when events make life seem confusing.Listen to Children:1. Create a time and place for children to ask their questions. Don’t forcechildren to talk about things until they’re ready.Chapter 10Page 163rd EditionOperation: Military KidsReady, Set, Go! Training Manual

2. Remember that children tend to personalize situations. For example, theymay worry about friends or relatives who live in a city or state associatedwith incidents or events.3. Help children find ways to express themselves. Some children may notbe able to talk about their thoughts, feelings, or fears. They may be morecomfortable drawing pictures, playing with toys, or writing stories orpoems directly or indirectly related to current events.Answer Children’s Questions:1. Use words and concepts your child can understand. Make your explanationappropriate to your child’s age and level of understanding. Don’toverload a child with too much information.2. Give children honest answers and information. Children will usuallyknow if you’re not being honest.3. Be prepared to repeat explanations or have several conversations. Someinformation may be hard to accept or understand. Asking the same questionover and over may be your child’s way of asking for reassurance.4. Acknowledge and support your child’s thoughts, feelings, and reactions. Letyour child know that you think their questions and concerns are important.5. Be consistent and reassuring, but don’t make unrealistic promises.6. Avoid stereotyping groups of people by race, nationality, or religion.Use the opportunity to teach tolerance and explain prejudice.7. Remember that children learn from watching their parents and teachers.They are very interested in how you respond to events. They learn fromlistening to your conversations with other adults.8. Let children know how you are feeling. It’s OK for them to know if youare anxious or worried about events. However, don’t burden them withyour concerns.9. Don’t confront your child’s way of handling events. If a child feels reassuredby saying that things are happening “very far away,” it’s usuallybest not to disagree. The child may need to think about events this wayto feel safe.Provide Support:1. Don’t let children watch lots of violent or upsetting images on TV. Repetitivefrightening images or scenes can be very disturbing, especially toyoung children.2. Help children establish a predictable routine and schedule. Children arereassured by structure and familiarity. School, sports, birthdays, holidays,and group activities take on added importance during stressful times.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 10Page 17

3. Coordinate information between home and school. Parents should knowabout activities and discussions at school. Teachers should know aboutthe child’s specific fears or concerns.4. Children who have experienced trauma or losses may show more intensereactions to tragedies or news of war or terrorist incidents. These childrenmay need extra support and attention.5. Watch for physical symptoms related to stress. Many children showanxiety and stress through complaints of physical aches and pains.6. Watch for possible preoccupation with violent movies or war themevideo/computer games.7. Children who seem preoccupied or very stressed about war, fighting, orterrorism should be evaluated by a qualified mental health professional.Other signs that a child may need professional help include: ongoingtrouble sleeping, persistent upsetting thoughts, fearful images, intensefears about death, and trouble leaving their parents or going to school.The child’s physician can assist with appropriate referrals.8. Help children communicate with others and express themselves at home.Some children may want to write letters to the President, Governor, localnewspaper, or to grieving families.9. Let children be children. They may not want to think or talk a lot aboutthese events. It is OK if they’d rather play ball, climb trees, or ride theirbike, etc.War and terrorism are not easy for anyone to comprehend or accept. Understandably,many young children feel confused, upset, and anxious. Parents,teachers, and caring adults can help by listening and responding in an honest,consistent, and supportive manner. Most children, even those exposed to trauma,are quite resilient. Like most adults, they can and do get through difficult timesand go on with their lives. By creating an open environment where they feelfree to ask questions, parents can help them cope and reduce the possibility ofemotional difficulties.Chapter 10Page 183rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Children and TV ViolenceAmerican children watch an average of three to fours hours of television daily.Television can be a powerful influence in developing value systems and shapingbehavior. Unfortunately, much of today’s television programming is violent.Hundreds of studies of the effects of TV violence on children and teenagers havefound that children may:• Become “immune” to the horror of violence• Gradually accept violence as a way to solve problems• Imitate the violence they observe on television• Identify with certain characters, victims and/or victimizersExtensive viewing of television violence by children causes greater aggressiveness.Sometimes, watching a single violent program can increase aggressiveness. Childrenwho view shows in which violence is very realistic, frequently repeated, orunpunished, are more likely to imitate what they see. Children with emotional,behavioral, learning or impulse control problems may be more easily influencedby TV violence. The impact of TV violence may be immediately evident in thechild’s behavior or may surface years later, and young people can even be affectedwhen the family atmosphere shows no tendency toward violence.While TV violence is not the only cause of aggressive or violent behavior, it isclearly a significant factor.Parents can protect children from excessive TV violence in the followingways:• Pay attention to the programs their children are watching and watch somewith them• Set limits on the amount of time they spend with the television; considerremoving the TV set from the child’s bedroom• Point out that although the actor has not actually been hurt or killed,such violence in real life results in pain or death• Refuse to let the children see shows known to be violent, and change thechannel or turn off the TV set when offensive material comes on, withan explanation of what is wrong with the program• Disapprove of the violent episodes in front of the children, stressing thebelief that such behavior is not the best way to resolve a problem• To offset peer pressure among friends and classmates, contact otherparents and agree to enforce similar rules about the length of time andtype of program the children may watchOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 10Page 19

Parents can also use these measures to prevent harmful effects from televisionin other areas such as racial or sexual stereotyping. The amount of time childrenwatch TV, regardless of content, should be moderated because it decreases timespent on more beneficial activities such as reading, playing with friends, anddeveloping hobbies. If parents have serious difficulties setting limits, or haveongoing concerns about how their child is reacting to television, they shouldcontact a child and adolescent psychiatrist for consultation and assistance.Children and the NewsChildren often see or hear the news many times a day through television, radio,newspapers, magazines, and the Internet. Seeing and hearing about local andworld events, such as natural disasters, catastrophic events, and crime reports,may cause children to experience stress, anxiety, and fears.There have also been several changes in how news is reported that have givenrise to the increased potential for children to experience negative effects. Thesechanges include the following:• Television channels and Internet services and sites which report the news24 hours a day• Television channels broadcasting live events as they are unfolding, in“real time”• Increased reporting of the details of the private lives of public figures androle models• Pressure to get news to the public as part of the competitive nature of theentertainment industry• Detailed and repetitive visual coverage of natural disasters and violentactsWhile there has been great public debate about providing television ratingsto warn parents about violence and sex in regular programming, news showshave only recently been added to these discussions. Research has shown thatchildren and adolescents are prone to imitate what they see and hear in thenews, a kind of contagion effect described as “copy cat” events. Chronic andpersistent exposure to such violence can lead to fear, desensitization (numbing),and in some children an increase in aggressive and violent behaviors. Studiesalso show that media broadcasts do not always choose to show things that accuratelyreflect local or national trends.For example, statistics report a decrease in the incidence of crime, yet, the reportingof crime in the news has increased 240 percent. Local news shows oftenlead with or break into programming to announce crime reports and devote asmuch as 30 percent of the broadcast time to detailed crime reporting.Chapter 10Page 203rd EditionOperation: Military KidsReady, Set, Go! Training Manual

The possible negative effects of news can be lessened by parents, teachers, orother adults by watching the news with the child and talking about what hasbeen seen or heard. The child’s age, maturity, developmental level, life experiences,and vulnerabilities should guide how much and what kind of news thechild watches.Guidelines for Minimizing the Negative Effects of Watching the NewsInclude:• Monitor the amount of time your child watches news shows• Make sure you have adequate time and a quiet place to talk if you anticipatethat the news is going to be troubling or upsetting to the child• Watch the news with your child• Ask the child what he/she has heard and what questions he/she mayhave• Provide reassurance regarding his/her own safety in simple wordsemphasizing that you are going to be there to keep him/her safe• Look for signs that the news may have triggered fears or anxieties such assleeplessness, fears, bedwetting, crying, or talking about being afraidParents should remember that it is important to talk to the child or adolescentabout what he/she has seen or heard. This allows parents to lessen the potentialnegative effects of the news and to discuss their own ideas and values. Whilechildren cannot be completely protected from outside events, parents can helpthem feel safe and help them to better understand the world around them.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 10Page 21

Talking With Kids About Violent Images of WarBy Anita Gurian, Ph.Dhttp://www.aboutourkids.org/aboutour/articles/images_war.htmlPhotographs showing Iraqi prisoners of war being subjected to abuse by Americanmilitary police have recently been released and shown repeatedly by mostAmerican television stations. The photographs contain graphic details and parentswonder if, when, and how to explain these events to their children. Kids’questions are likely to be tough to answer, but as with all important discussions,keeping communication lines open is critical and honesty is essential. Someconcerns don’t get settled quickly, and more than one talk may be necessary.Following are some guidelines:• Wait for the child’s questions or for an opportune moment to bring upthe topic. Be aware of your own reactions—shock, dismay, anger—sincechildren are apt to reflect the attitudes of their parents.• Consider the child’s individual personality style and temperament. Somechildren are naturally more prone to be fearful and may already be worriedabout the war, especially if they know someone directly involved in thewar. News showing graphic instances of sexual and physical violence mayheighten a child’s feelings of anxiety. Some children, preoccupied withtheir own lives, will simply not pay much attention to the news. At theother extreme, some children become immune to, or ignore, the violenceand suffering depicted. They can get overloaded and become numb due tothe repetitive nature of the reports. Exposure to other forms of violence,such as video games, makes it more difficult to understand the reality ofthe news events.• Adjust your response to the age of the child. Children personalize thenews and interpret events in relation to their own lives. Young childrenare usually concerned about good or bad and fear punishment. Theymay confuse facts with their fantasies and fears. They may not realizethat the same images are shown many times and may think the actionsare repeated. School-age children, in the midst of peer struggles, are concernedabout fairness and punishment. They may equate scenes from ascary movie with news footage and magnify the personal effect of newsevents. Teens consider issues of ethics and politics and may feel a needto take a stand or action.Following are common questions reflecting parents’ concerns and some possibleanswers:Chapter 10Page 223rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Can we just ignore the news and hope the children don’t seeshocking and violent images?Although it’s tempting to protect children from unpleasant realities, ignoringthe news, particularly for school-age children, is probably not an option. Theyare likely to see the images in the media or hear about them from others. Lettingkids keep scared feelings to themselves can be more damaging than frankdiscussion.How do we explain abusive and shocking acts?First find out what the child saw, read, or heard and then encourage questions.Answer questions directly without giving more information than the child isasking for. Answers might include points such as the following, depending onthe age and personality of the child:• What we know so far is that some prison guards and others have brokenlaws.• These laws have been agreed upon by countries all over the world.• Our government and army courts are investigating these acts.• People involved in cruel acts will be brought to trial.• Punishment for people found guilty will be decided by courts.• Most people in all countries, including the Americans and the Iraqis, obeythe rules and laws of their country.With older children the discussion might include reasons why rules, even inwar, are necessary. Discussion should emphasize that individual acts of violencedo not reflect the values of the whole society. It would be helpful to point outexamples of individual bravery that have been in the news.How much information should we share?For children who want more information, parents can talk about the role ofthe International Red Cross, the specific rules for the rights of prisoners of warestablished by the Geneva Convention, and the fact that war criminals areprosecuted in the World Court. Older children may wish to discuss the reasonsfor the war, the way their lives have been affected, and ways in which theycan express their opinion.Should I let my children watch television?Research has shown that watching media coverage, especially repeated viewing,can create stress for children even when they are not directly exposed totragedy. Television viewing should be limited. Parents should watch with theirchildren in order to deal with their reactions and to be available to share theirfeelings.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 10Page 23

Should we tell our child our opinion?Open and honest discussion is recommended. Serious and shocking eventsmay stimulate a dialogue about the larger issues of terrorism, tolerance, andnonviolent problem solving.How can we help children deal with their worry and shock?Continue with established routines. When appropriate, talk about thingschildren might do, such as writing letters to make their opinions known andparticipating in community or political organizations. Parents should seekfurther help if they see:• Acting out behavior• A change or problems with behavior, such as eating or sleeping or withdrawnor depressed behavior that does not resolve• Excessive or uncontrollable worry• Regression to earlier behavior, such as bedwetting or baby talk• Avoidance of school and social contacts• Avoidance of anything that reminds them of the war• Frequent new, unusual, or unexplained physical complaintsChapter 10Page 243rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter Eleven:Building Community Capacity to Take ActionI. Lesson PlanA. Purpose: To provide participants with an understanding of collaboration andaction planning needed for their State OMK TeamB. Objectives:1. Understand what collaboration is and the benefits of collaboration2. Understand the differences between collaboration and other linkages3. Understand the common elements of collaboration4. Brainstorm how collaboration will work for their State OMK Teams5. Development of collaboration vision, mission, and principles6. Understand and demonstrate setting outcomes7. Understand and demonstrate developing strategies8. Understand and demonstrate action planningC. Time: 60 minutes plus team planning timeD. Preparation/Materials Needed:✪ Laptop, LCD projector, PowerPoint slides, newsprint, markers, DifferencesHandout (1 per person), and Action Planning Worksheets (15 per team)II. Training Session ContentA. PowerPoint SlidesSlide 11-1: Chapter 11 Introduction SlideSlide 11-2: Magic Carpet ActivitySlide 11-3: What is Collaboration?Slide 11-4: DifferencesSlide 11-5: Benefits of Collaboration and PartnershipsSlide 11-6: Components of a Successful CollaborationSlide 11-7: The Framework of CollaborationSlide 11-8: Vision StatementsSlide 11-9: MissionSlide 11-10: Process FactorsSlide 11-11: Contextual FactorsSlide 11-12: OutcomesOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page

Slide 11-13: Types of OutcomesSlide 11-14: Characteristics of Objectives: “SMART+C”Slide 11-15: Developing Good StrategiesSlide 11-16: Action PlansSlide 11-17: Action Planning WorksheetB. Activity & Directions1. Review slides, answer participant questions.2. Give participants time to work as a group to develop their State Teamplans.III. Background MaterialA. “Must-Read” Materials• Collaboration Framework…Addressing Community Capacity• Community Tool Box—VMOSA• Community Tool Box—Proclaiming Your Dream: Developing Visionand Mission Statements• Community Tool Box—Creating Objectives• Community Tool Box—Developing Successful Strategies: Planning to Win• Community Tool Box—Action PlanB. “Optional-Read” Materials• Community Wellness MultipliedC. Web Resources• http://crs.uvm.edu/nnco/National Network for Collaboration (online Collaboration Framework Training)• http://ctb.ku.edu/tools/en/chapter_1007.htmCommunity ToolboxIV. EvaluationA. Reflection Questions1. What was something new you learned this session? What surprised youin this session?B. Application Questions1. How did this help your team (or not)? What ways will you use this backhome with your OMK team? With other groups?Chapter 11Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter 11:Building Community Capacityto Take ActionOperation: Military KidsReady, Set, Go! TrainingSlide 11-1: Chapter 11 IntroductionContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Share purpose and objectives of this chapter.Say: This chapter focuses on putting the rubber to the road. We have looked at MilitaryCulture, the Global War on Terrorism, and the effects of deployment on children andfamilies. We will now look at implementing Operation: Military Kids in your stateand local communities. We will look at the parts of a successful, sustainablecollaboration. We will also put together action plans for each State Team thatcan be implemented upon your return home.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page

Magic Carpet ActivitySlide 11-2: Magic Carpet ActivityContent of this slide adapted from: N/AMaterials Needed: Plastic tarps (1/team), masking tape, markersTrainer Tips: Be sure to spread groups out and give them enough room to do theactivity without bumping into each other. If you have small teams you may want tocombine them to make the task more challenging.What to Do, What to Say:Do:• Give each team a tarp, masking tape, and markers.Say: Ask teams to get up and move to an open space in the room, open their tarpand stand around the perimeter of it.Do:• Circulate during the activity to observe the discussions going on. Payattention to leadership in the group and the process the group is using.Say: State OMK teams are made up of individuals and organizations that bring strengthsand assets to the group. For OMK state and local teams to become operational youwill need to overcome barriers, obstacles, and challenges. We are going to try to useChapter 11Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

our strengths to overcome obstacles in this exercise.Each person should take some tape and a marker. Write down on separate pieces oftape 2-3 assets or strengths that you and your organization bring to the OMK StateTeam. Adhere the pieces of tape to the tarp. Share what you wrote with the rest ofyour team.Once everyone has put their assets and strengths on the tarp, flip the tarp over.Now, do the same thing with the barriers or challenges they think your OMK Teammay encounter at the state or local level. Share what you wrote with the rest of yourteam. Don’t turn the tarp over when you are finished.As a team, you need to turn your tarp over to bring out the assets and strengths onthe other side. All team members must stay on the tarp at all times and, for safety,no one may be held up or get on shoulders. Any questions? Okay, get started.(Once the Teams have completed the task) Ask the teams “What happened duringthe task?” “Who took on the leadership role in your group?” “How did your groupsolve the problem?” “How can this activity help your team deal with the barriersand challenges you may face when you return to your state?”Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page

What is a Collaboration?A collaboration is a process ofparticipation through which people,groups, and organizations work togetherto achieve desired results.Slide 11-3: What is a Collaboration?Content of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: Starting or sustaining a collaborative journey is exciting, sometimes stressful, andeven new for many people, groups, and organizations.As we will see in the next slide, a true collaboration is different from networking,cooperation, coordination, or a coalition.Briefly describe a collaboration that you are involved in.Do:• Perform large or small group brainstorming and sharing.Chapter 11Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Levels Purpose Structure ProcessNetworkingCooperationor AllianceDifferencesFigure 1. Community Linkages—Choices and Decisions• Dialog and commonunderstanding• Clearinghouse forinformation• Create base of support• Match needs and providecoordination• Limit duplication of services• Ensure tasks are done• Loose/flexible link• Roles loosely defined• Community action is primary linkamong members• Central body of people ascommunication hub• Semi-formal links• Roles somewhat defined• Links are advisory• Group leverages/raises money• Low key leadership• Minimal decision making• Little conflict• Informal communication• Facilitative leaders• Complex decision making• Some conflict• Formal communications within thecentral groupCoordinationorPartnership• Share resources to address commonissues• Merge resource base to createsomething new• Central body of people consists ofdecision makers• Roles defined• Links formalized• Group develops new resources andjoint budget• Autonomous leadership but focus inon issue• Group decision making in centraland subgroups• Communication is frequent andclearCoalition• Share ideas and be willing to pullresources from existing systems• Develop commitment for aminimum of three years• All members involved in decisionmaking• Roles and time defined• Links formal with written agreement• Group develops new resources andjoint budget• Shared leadership• Decision making formal with allmembers• Communication is common andprioritizedCollaboration• Accomplish shared vision andimpact benchmarks• Build interdependent system toaddress issues and opportunities• Consensus used in shared decisionmaking• Roles, time and evaluationformalized• Links are formal and written inwork assignments• Leadership high, trust level high,productivity high• Ideas and decisions equally shared• Highly developed communicationSlide 11-4: DifferencesContent of this slide adapted from: Community Based Collaborations—WellnessMultiplied 1994, Teresa Hogue, Oregon Center for Community LeadershipMaterials Needed: Handout of Differences Grid (one per participant)Trainer Tips: Refer back to definition of collaboration mentioned above.What to Do, What to Say:Do:• Review the grid briefly.• Perform large or small group brainstorming and sharing.Say: We are in groups that meet on this project or that program. Many times they arereferred to as a collaboration but they may not be. Take a look at this handout.Think about the collaborations that you are in. Is it really a collaboration?(Give participants a couple of minutes to share their thoughts in a small group.)Ask participant to share their thoughts on groups they thought were a collaborationbut are not, and why.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page

Benefits of Collaborations and Partnerships• Important issues of the day cannot be addressed by a singleorganization or agency• Identify strengths in current programs and cooperate to meetcommunity needs• Improve communication between organizations and members ofthe community• Reduce interagency conflicts and tension by squarely addressing issuesof competition and turf. Avoid duplication of programs and services• Mobilize action to effect needed changes• Provide better programs with community citizens throughinteragency planning and implementing• Develop a greater understanding of community strengths andneeds by seeing the whole picture• Share similar issues while being enriched by diverseperspectives that different members from variedbackgrounds bring to the collaboration• Expand available programs through grantwriting/fund raisingSlide 11-5: Benefits of Collaboration and PartnershipsContent of this slide adapted from: Mary K. Deen, 4-H Youth Development andFamily Specialist, Washington State University, Jan. 1997; Source: The CommunityCollaboration Manual, The National Assembly of National Volunteer Health and SocialWelfare Organizations, 1993, p.3.Materials Needed: Easel, newsprint, markersTrainer Tips: N/AWhat to Do, What to Say:Do:• Brainstorm benefits of collaboration.• Review the contents of the slide if group missed anySay: Collaborations help communities identify strengths in current programs andcooperate to meet community needs. They mobilize action to effect neededchanges. We all realize that important issues cannot be addressed by a singleorganization or agency.Collaborations expand available programs through grant writing/fundraising andChapter 11Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

improve communication between organizations and members of the community.Say: They can provide better programs through interagency planning and implementation.They can also reduce interagency conflicts and tension by squarely addressing issuesof competition and turf while avoiding duplication of programs and services.Collaborators develop a greater understanding of community strengths and needsby seeing the whole picture. They share similar issues while being enriched bydiverse perspectives that different members from varied backgrounds bring to thecollaboration.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page

Components of a SuccessfulCollaboration• Stakeholders with vested interest• Trust among partners• Shared vision and common goals• Open communication• Clear mission, goals, action plan• Teamwork strategies and motivated partners• Sufficient means to implement and sustain effortsSlide 11-6: Components of a Successful CollaborationContent of this slide adapted from: Anne J. Atkinson, (2002) “Fostering School-LawEnforcement Partnerships,” in Safe and Secure: Guide to Creating Safer Schools, Portland,OR, Northwest Regional Educational Laboratory; http://www.safetyzone.orgMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Say: For a collaboration to be effective and sustainable, it must have:— Stakeholders with vested interest in the issue— Trust among partners— Shared vision and common goals— Open communication— Clear mission, goals, action plan— Teamwork strategies and motivated partners— Sufficient means to implement and sustain effortsChapter 11Page 103rd EditionOperation: Military KidsReady, Set, Go! Training Manual

COLLABORATION FRAMEWORKOUTCOMESPublic SafetyEducationEconomic Well-beingIMPACT MEASURESReal People ImpactsPolicy DevelopmentSystem DevelopmentResource DevelopmentFamily SupportHealthEnvironmentPolitical ClimateResourcesCatalystsCONTEXTUAL FACTORSPROCESS FACTORSLeadershipCommunicationCommunity DevelopmentSustainabilityUnderstanding CommunityResearch & EvaluationPolicies/Laws/RegulationsHistory of WorkingTogetherConnectednessCORE FOUNDATION: vision mission values/principlesGROUNDING: DIVERSITYSlide 11-7: The Framework of CollaborationContent of this slide adapted from: Collaboration Framework…AddressingCommunity Capacity, National Network for CollaborationMaterials Needed: N/ATrainer Tips: You may want to use a pointer to direct participants to the differentparts of the framework.What to Do, What to Say:Do:• Review the contents of the slide.Say: The Framework provides common elements of collaboration. The common elementsinclude:Grounding: The bedrock of collaboration is the diverse background of the people,groups, organizations, and communities who wish to collaborate.The Core Foundation is the shared purpose and destiny of the collaborative efforts.Outcomes represent what is achieved by implementing a collaboration.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 11

Say: Process and Contextual Factors represent elements that affect the everydayactivities of the collaboration.We will look at the different parts of collaboration and a little later you will havethe opportunity to build (or remodel) the framework of your State Team’scollaboration.Chapter 11Page 123rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Examples:• Healthy adolescents• Healthy babies• Caring parents• A community of hope• Safe sex• Teen power• Caring relationshipsVision Statements:The dreamSlide 11-8: Vision StatementsContent of this slide adapted from: Community Tool Box developed by theUniversity of Kansas, http://ctb.ku.edu/index.jspMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review the contents of the slide.Say: Your vision communicates what your state team believes are the ideal conditions foryour community.There are certain characteristics that most vision statements have in common. Ingeneral, vision statements should be:— Understood and shared by members of the community— Broad enough to allow a diverse variety of local perspectives to be encompassedwithin themOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 13

— Inspiring and uplifting to everyone involved in your effort— Easy to communicate—for example, they should be short enough to fit on aT-shirtHere are a few vision statements that meet the above criteria:— Healthy children— Safe streets, safe neighborhoods— Every house a home— Education for all— Peace on earthCan you think of some other vision statements?Chapter 11Page 143rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Examples:Mission:The what and why• To build a healthy community through a comprehensiveinitiative to promote jobs, education, and housing• To promote adolescent health and development throughschool and community support and preventionSlide 11-9: MissionContent of this slide adapted from: Community Tool Box developed by theUniversity of Kansas, http://ctb.ku.edu/index.jspMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review the contents of the slide.Say: A mission statement describes what the group is going to do, and why it’sgoing to do it.Mission statements are similar to vision statements, but they’re more concrete,and they are definitely more “action-oriented” than vision statements. They shouldbe concise, outcome-oriented, and inclusive. Although not as short as a visionstatement, a mission statement should still get its point across in one sentence.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 15

Say:Mission statements explain the overarching outcomes your organization is workingto achieve. While mission statements do make statements about your group’soverarching goals, it’s very important that they do so very broadly. Good missionstatements are not limiting in their strategies and they should be inclusive in termsof the sectors of the community that may become involved in the project.Chapter 11Page 163rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Process Factors• Process Factors— Understanding the Community— Community Development— Leadership— Communication— Research and Evaluation— SustainabilitySlide 11-10: Process FactorsContent of this slide adapted from: Collaboration Framework…AddressingCommunity Capacity, National Network for CollaborationMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review the contents of the slide.Say: Process Factors represent elements that can either enhance or inhibit collaborationsand ultimately the desired outcomes.Process Factors focus on the “how to” aspect of collaboration. They deal with thespecific skills and/or components necessary to build effective working relationshipsand contribute to the capacity of a community. Six major factors have been identified:— Understanding the Community — Communication— Community Development — Research and Evaluation— Leadership — SustainabilityOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 17

Contextual Factors• Contextual Factors— Connectedness— History of Working Together/Customs— Political Climate— Policies/Laws/Regulations— Resources— CatalystsSlide 11-11: Contextual FactorsContent of this slide adapted from: Collaboration Framework…AddressingCommunity Capacity, National Network for CollaborationMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review the contents of the slide.Say: Contextual Factors are characteristics of the ecology/environment that are related tothe effectiveness of a collaboration. Ecology, here, includes but is not limited to thephysical and structural settings of the community, such as resources available in thecommunity, and the social context (i.e., political atmosphere). The collaborationmay be able to influence these characteristics, but the group does not have controlover them. Within the Collaboration Framework, six Contextual Factors have beenidentified as important to the success of a collaboration:— Connectedness — Policies/Laws/Regulations— History of Working Together — Resources— Political Climate — CatalystsChapter 11Page 183rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Examples:Outcomes:The how much of what will beaccomplished by when• By 2008, increase by 40% the number of adults whoreport caring activities with a child not their own.• By 2015, decrease by 25% the number of reportedcases of child abuse and neglect.Slide 11-12: OutcomesContent of this slide adapted from: Community Tool Box developed by the Universityof Kansas, http://ctb.ku.edu/index.jspMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review the contents of the slide.Say: Outcomes refer to specific, measurable results of an initiative. They typically includea timeframe to make them more quantifiable. Outcomes for an organization mightinclude specific players, so they know what was produced by various groups orpeople within the organization.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 19

Types of Outcomes• Behavioral outcomes• Community-level outcomes• Process outcomesSlide 11-13: Types of OutcomesContent of this slide adapted from: Community Tool Box developed by the Universityof Kansas, http://ctb.ku.edu/index.jspMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review the contents of the slide.Say: There are three basic types of outcomes:Behavioral outcomes look at changing the behaviors of people (what they aredoing and saying) and the products (or results) of their behaviors. For example,a neighborhood improvement group might develop an objective for having anincreased amount of home repair taking place (the behavior) and of improvedhousing (the result).Community-level outcomes are often the product or result of behavior change inmany people. They are more focused on a community level instead of an individualChapter 11Page 203rd EditionOperation: Military KidsReady, Set, Go! Training Manual

level. For example, the same neighborhood group might have an objective ofincreasing the percentage of people living in the community with adequate housingas a community-level outcome objective. (Notice this result would be a communityleveloutcome of behavior change in lots of people.)Process outcomes are the outcomes that provide the groundwork or implementationnecessary to achieve your other outcomes. For example, the group might adopt acomprehensive plan for improving neighborhood housing. In this case, adoption ofthe plan itself is the objective.It’s important to understand that these different types of outcomes aren’t mutuallyexclusive. Most groups will develop outcomes in all three categories. And all of thedifferent types of outcomes should be used as intermediate markers of theorganization’s progress.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 21

Characteristics of Outcomes:“SMART + C”• Specific• Measurable• Achievable• Relevant• Timed• ChallengingSlide 11-14: Characteristics of Outcomes: “SMART+C”Content of this slide adapted from: Community Tool Box developed by the Universityof Kansas, http://ctb.ku.edu/index.jspMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review the contents of the slideSay: The best outcomes have several characteristics in common. They are all S.M.A.R.T. + C.:They are specific. That is, they tell how much (say 40%) of what (like a specificbehavior) is to be achieved by when (say by 2010).They are measurable. Information concerning the objective can be collected,detected, or obtained from records (at least potentially).They are achievable. Not only are the outcomes themselves possible, it is likely thatyour organization will be able to pull them off.Chapter 11Page 223rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Say: They are relevant to the mission. Your organization has a clear understanding ofhow these outcomes fit in with the overall vision and mission of the group.They are timed. Your organization has developed a timeline (a portion of which ismade clear in the outcomes) by which they will be achieved.They are challenging. They stretch the group to set its aims on significantimprovements that are important to members of the community.There are many good reasons to develop specific outcomes for your organization.They include:— Developing outcomes helps your organization create specific and feasible ways inwhich to carry out your mission.— Completed outcomes can serve as a marker to show members of yourorganization, funders, and the greater community what your initiative hasaccomplished.— Creating outcomes helps your organization set priorities for its goals.— It helps individuals and work groups set guidelines and develop the task list ofthings that need to be done.— It reemphasizes your mission throughout the process of change, which helpskeep members of the organization working toward the same long-term goals.— Developing the list of outcomes can serve as a completeness check, to make sureyour organization is attacking the issue on all appropriate fronts.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 23

Developing Good StrategiesStrategies should:• Give overall direction• Fit resources and opportunities• Minimize resistance and barriers• Reach those affected• Advance the missionSlide 11-15: Developing Good StrategiesContent of this slide adapted from: Community Tool Box developed by the Universityof Kansas, http://ctb.ku.edu/index.jspMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review the contents of the slide.Say: Strategies are the “how”—they explain how the initiative will reach its outcomes.State Teams will have a wide variety of strategies that include people from all of thedifferent parts, or sectors, of the community. Your plan may range from very broadstrategies that encompass people and resources from many different parts of thecommunity to very specific strategies that take place on a much smaller level.Your State Team strategies should meet several criteria.Does the strategy:Chapter 11Page 243rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Say: 1) Give overall direction: A strategy, such as enhancing experience and skill orincreasing resources and opportunities, should point out the overall path withoutdictating a particular narrow approach (e.g., using a specific skills training program).2) Fit resources and opportunities: A good strategy takes advantage of currentresources and assets, such as people’s willingness to act or a tradition of self-helpand community pride. It also embraces new opportunities such as an emergingpublic concern for neighborhood safety or parallel economic development efforts inthe business community.3) Minimize resistance and barriers: When initiatives set out to accomplishimportant things, resistance (even opposition) is inevitable. However, strategiesneed not provide a reason for opponents to attack the initiative. Good strategiesattract allies and deter opponents.4) Reach those affected: To address the issue or problem, strategies must connectthe intervention with those who should benefit. For example, if the mission of theinitiative is to get people into decent jobs, do the strategies (providing educationand skills training, creating job opportunities, etc.) reach those currently unemployed?5) Advance the mission: Taken together, are strategies likely to make a difference onthe mission and outcomes? If the aim is to reduce a problem such as unemployment,are the strategies enough to make a difference on rates of employment? If the aimis to prevent a problem, such as substance abuse, have factors contributing to risk(and protection) been changed sufficiently to reduce use of alcohol, tobacco, andother drugs?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 25

These consist ofAction Plans:The specifics of who will dowhat, by when, at what costs.• Action steps (what will be done)• People responsible (by whom)• Date completed (by when)• Resources required (costs)• Collaborators (who should know)Slide 11-16: Action PlansContent of this slide adapted from: Community Tool Box developed by the Universityof Kansas, http://ctb.ku.edu/index.jspMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review the contents of the slide.Say: An action plan fleshes out what change will happen: who will do what by when tomake it happen. An organization’s action plan describes in great detail exactly howstrategies will be implemented to accomplish the outcomes developed earlier in thisprocess.The plan refers to:a) specific (community and systems) changes to be soughtb) specific action steps necessary to bring about changes in all of the relevantsectors, or parts, of the communityChapter 11Page 263rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Say: Key aspects are outlined in the action plan. For example, in a program whosemission is to increase youth interest in politics, one of the strategies might be toteach students about the electoral system. Some of the action steps, then, might beto develop age-appropriate materials for students, to hold mock elections forcandidates in local schools, and to include some teaching time in the curriculum.The action plan for your team should meet several criteria.Is the action plan:Complete? Does it list all the action steps or changes to be sought in all relevantparts of the community (e.g., schools, business, government, faith community)?Clear? Is it apparent who will do what by when?Current? Does the action plan reflect the current work? Does it anticipate newlyemerging opportunities and barriers?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 27

OUTCOME (WHY)ACTION PLANNING WORKSHEETSTRATEGY:TODAY’S DATE:COMPLETED TARGET DATE:ACTION STEPS(WHAT)WHOTIMEFRAME(BY WHEN)WHATRESOURCESCOMMUNICATIONWITHWhat difficulties do we anticipate?Next meeting date:Slide 11-17: Action Planning WorksheetContent of this slide adapted from: Community Tool Box developed by the Universityof Kansas, http://ctb.ku.edu/index.jspMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Hand out copies of the Action Planning Worksheet to participants.• Review the contents of the worksheet/slide.• Give teams time (1–2 hours) to work on their vision, mission, outcomes, andactions plans.• Ask participants to take a moment and look at the worksheet. Ask one team(that seems to be doing well in training) to share what they would put ineach of the sections of the worksheet. (Follow along and correct/clarifyanything they say that may confuse the other teams.)Chapter 11Page 283rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Collaboration Framework—Addressing Community CapacityTo support collaboration among universities and community-based programs, theCooperative State Research, Education, and Extension Service (CSREES), USDA,created five National Networks to marshal faculty and program resources todirectly respond to the economic, social, and human stresses faced by children,youth and families.These networks, which constitute the Cooperative Extension System Children,Youth and Family (CYF) Network, are linked and accessed through CYFERNET,an Internet-based children, youth, and family information system operated bythe CSREES.The CSREES currently funds five networks for Child Care, Collaboration, FamilyResiliency, Science and Technology Literacy, and National Decisions forHealth.© 1995 National Network for CollaborationOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 29

IndexAuthors• Forward• Framework Model• Outcomes• Process Factors• Contextual Factors• Summary• More InformationBergstrom, Arno, Area Extension Agent, Washington State UniversityClark, Richard, Extension Specialist, 4-H Youth Development, Ohio StateUniversityHogue, Teresa, Extension Specialist, Community Development, Oregon StateUniversityIyechad, Ted, Extension Specialist, University of GuamMiller, Jeff, Extension Specialist, 4-H Youth Development, University of IllinoisMullen, Steve, National 4-H Program Leader, Cooperative State Research,Education, and Extension Service (CSREES)Perkins, Daniel, Extension Associate, Michigan State UniversityRowe, Ellen, Extension Specialist, University of VermontRussell, Juanita, Extension Specialist, 4-H Youth Development, PurdueUniversitySimon-Brown, Viviane, Editor, Collaboration FrameworkSlinski, Margaret, Extension Specialist, University of MassachusettsSnider, B. Alan, Professor, Pennsylvania State UniversityThurston, Flossie, Youth Development Program Leader, Langston University(To contact the authors, please check the current National Network for CollaborationMembership Roster at this site or send mail to nncoinfo@extension.umn.edu .)Chapter 11Page 303rd EditionOperation: Military KidsReady, Set, Go! Training Manual

ForwardCollaborative community efforts are constructive responses to creating caringcommunities and expanding the safety net for children, youth and families(National Commission on Children, 1991; Dryfoos, 1990; Meszaros, 1993).The goal of community collaboration is to bring individuals and members ofcommunities, agencies and organizations together in an atmosphere of supportto systematically solve existing and emerging problems that could not be solvedby one group alone. While this is easily “said,” experience shows that it is noteasily “done.” It has been likened to “teaching dinosaurs to do ballet” (Schlechtyin DeBevoise, 1986, p. 12).Understanding the complexities of collaboration and applying the key elementsinvolved in collaboration increases the likelihood of achieving shared goals andoutcomes. To assist citizens and practitioners in their collaborative efforts, theNational Network for Collaboration has created a Collaboration Framework.The Collaboration Framework is designed to help individuals and practitionerswho are either starting collaborations, or need help in strengthening anexisting collaboration. Specifically, the Framework assists people, groups andorganizations to achieve clearly defined outcomes. Drawing from a diversity ofpeople and opinions, the Framework is based on a Core Foundation of sharedvision, mission, principles and values. It clarifies the Factors, both Processand Contextual, which can either promote or inhibit the effectiveness of acollaboration which, in turn, affects its desired Outcomes.The Framework can be used as a tool while developing and sustaining collaborations.While, those involved in collaborations often describe it as being “ona journey,” the Framework may be used to define the shortest and safest route.For individuals starting a collaborative journey, the Framework can serve as aguide. Utilizing the Process and Contextual Factors will define routes in reachingspecific Outcomes. Once a collaboration has been established, the Frameworkmay be used as a diagnostic tool to evaluate the continued development andexpansion of the group.The Collaboration Framework has been developed through the collaborativeefforts of eleven Land Grant Universities and the Cooperative State ResearchEducation and Extension Service (CSREES). It utilizes knowledge and expertiseof specialists who have researched collaborations and experienced sustainingcollaborations within communities.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 31

Framework ModelTechnically, collaboration is a process of participation through which people,groups and organizations work together to achieve desired results. Starting orsustaining a collaborative journey is exciting, sometimes stressful, and even newfor many people, groups, and organizations.Initiating CollaborationsWhen beginning the journey, it is critical that all existing and potential membersshare the vision and purpose. It is this commonality that brings members togetherto focus on achieving a mission. Several catalysts may initiate a collaboration—aproblem, a shared vision, a desired outcome, to name a few. Regardless what thecatalyst may be, it is critical to move from problem driven to vision driven, frommuddled roles and responsibilities to defined relationships, and from activitydriven to outcome focused.Often groups form as a result of an existing problem or perhaps a crisis. Whileproblems may be the initial catalysts in forming a collaboration, defining thevision and desired outcomes begins to give shape and direction to the futurecollaboration. Moving from problem driven solutions to vision driven solutionsoffers greater potential for maximizing resources, developing sustainableoutcomes and greater community ownership and commitment in the coursesof action. Vision driven solutions also keep us from getting caught up in oldstereotypes that often interfere with the ability to bring diverse membershiptogether. Without this movement, there is a tendency to solve practical problemsby grabbing at ready-made solutions that neither address the fundamentalcauses of a problem, nor challenge thinking in new directions.Building relationships is fundamental to the success of collaborations. Effectivecollaborations are characterized by building and sustaining “win-win-win”relationships—the kind of relationships where expectations are clear andunderstood by all members of the collaboration and by those who are workingwith the collaboration. Defining relationships assists in identifying tasks, roles,responsibilities, and work plans and ultimately reaching desired outcomes.Defining the Relationship of CollaboratorsThe first steps focus on defining existing or potential relationships. A range ofrelationships have been defined in the “Community Linkages—Choices andDecisions” (Figure 1) matrix. This matrix defines five levels of relationships andthe purpose, structures, and processes for each level. Using “Community Linkages”in companionship with the Framework provides focus and clarity in thedialog supporting new relationships. Recognizing and strengthening the interrelatednesscontributes to the “infrastructure” of the collaboration.Chapter 11Page 323rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Figure 1. Community Linkages—Choices and DecisionsLevels Purpose Structure ProcessNetworking• Dialog and commonunderstanding• Clearinghouse forinformation• Create base of support• Loose/flexible link• Roles loosely defined• Community action isprimary link amongmembers• Low key leadership• Minimal decisionmaking• Little conflict• Informal communicationCooperationor Alliance• Match needs andprovide coordination• Limit duplication ofservices• Ensure tasks are done• Central body of peopleas communication hub• Semi-formal links• Roles somewhat defined• Links are advisory• Group leverages/raisesmoney• Facilitative leaders• Complex decisionmaking• Some conflict• Formal communicationswithin the central groupCoordinationorPartnership• Share resources toaddress common issues• Merge resource base tocreate something new• Central body of peopleconsists of decisionmakers• Roles defined• Links formalized• Group develops newresources and jointbudget• Autonomous leadershipbut focus in on issue• Group decision makingin central andsubgroups• Communication isfrequent and clearCoalition• Share ideas and bewilling to pull resourcesfrom existing systems• Develop commitment fora minimum of threeyears• All members involved indecision making• Roles and time defined• Links formal with writtenagreement• Group develops newresources and jointbudget• Shared leadership• Decision making formalwith all members• Communication iscommon and prioritizedCollaboration • Accomplish shared visionand impact benchmarks• Build interdependentsystem to address issuesand opportunities• Consensus used in shareddecision making• Roles, time andevaluation formalized• Links are formal andwritten in workassignments• Leadership high, trustlevel high, productivityhigh• Ideas and decisionsequally shared• Highly developedcommunicationSource: National Network for Collaboration—Wellness Multiplied1994, Teresa Hogue, Oregon Center for Community LeadershipOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 33

The FrameworkThe Framework has been designed as a comprehensive guide to form newcollaborations, enhance existing efforts and/or evaluate the progress of developingcollaborations (Figure 2). The Framework provides common elements ofcollaboration. The common elements include: Groundbreaking, the bedrockof collaboration is the diversity with which the people, groups, organizationsand communities share an desire to collaborate; Core Foundation, the sharedpurpose and destiny of the collaborative efforts; Outcomes, those which areachieved by implementing a collaboration; and the Process and ContextualFactors, those which affect the everyday activities of the collaboration.COLLABORATION FRAMEWORKOUTCOMESIMPACT MEASURESCONTEXTUAL FACTORSPROCESS FACTORSCORE FOUNDATIONGROUNDING: DIVERSITYFigure 2The Framework…GroundingAll Framework elements are grounded in valuing and respecting diversity.Valuing diversity honors the uniqueness, gifts, and talents each person, group,and organization brings to the collaboration. It opens the door to gaining anunderstanding of how all the elements fit together and how each is importantto the whole. Diversity brings a critical balance to any level of collaboration.When a real diversity of people and opinion occurs in a group, a reverence for theshared vision often takes hold. It becomes easier to understand each member’sperspective on current reality, and each other’s ideas about courses of action.People whose lives are affected by decisions must be equally represented in thedecision process.The Framework fosters many opportunities to value the diversity of its individualmembers,opportunity to recognize unique skills, capabilities and expectationswithin each Process and Contextual Factor. It encourages examining underlyingstereotypes that affect capacity for change, promoting new awareness forcollaboration members that shifts attitudes and beliefs about what is possible.Through inventorying research, literature and curricula, the CollaborationChapter 11Page 343rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Framework emphasizes the need to consider issues of diversity when definingstrategies and content for trainings, workshops or specified assignments incommittees.The Framework…Core FoundationThe Core represents the common ground of understanding. It focuses on creatinga sense of common purpose that binds people together and inspires them tofulfill their deepest aspirations. Building the Core takes time, care and strategy.The discipline of building a Core is centered around a never-ending process,whereby people in the collaboration articulate their common interests—aroundvision, mission, values and principles. Together, the vision, mission, values, andprinciples describe why the collaboration matters and how it fits in the largerworld. This core is essential for any successful collaboration.Visionan image of the desired future—a Vision is a picture of the future, describedin the present tense, as if it were happening now.Missionthe purpose of the collaboration. The Mission represents the fundamentalreason for the collaboration’s existence.Values and Principlesthe beliefs individuals and the group hold. Values and Principles are theguides for creating working relationships and describe how the group intendsto operate on a day-by-day basis.The Framework…OutcomesOutcomes are the desired “conditions” for the community. They reflect success inworking to reach the collaboration’s vision. Outcomes result from the behaviorand actions of people, groups, and organizations. Outcomes may range from“communities valuing and supporting life-long learning” or “ensuring diversifiedlivable wage jobs for families,” or “area businesses reporting a decrease invandalism and increased public safety.” Outcomes do not include “increasingservices” or “building a community center.” These may be strategies or actionsused to attain the desired outcome.Outcomes are often, but not exclusively, defined following the development ofthe shared vision. A group focusing on defining the desired Outcomes in theinitial stage of building the collaboration is more likely to increase its effectivenessand the likelihood of engaging greater participation by a wide cross sectionof people and groups to create the vision.The Framework…Contextual and Process FactorsThe Contextual and Process Factors represent elements that can either enhanceor inhibit collaborations and ultimately the desired outcomes. Process Factorsfocus on the “how to” aspect of the collaboration and cover specific skillsOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 35

and components which are necessary to build effective working relationships.Contextual Factors are conditions that either exist or are lacking within anenvironment which can enhance or inhibit collaborations.A five year collaboration which began by addressing the problem of teenmothers dropping out of high school, quickly identified underlying causesof this problem. Some of the causes included: a norm of parent and communityexpectations of young women to have children before 18 years ofage, a norm of accepting school drop out, school policy barriers limitingstudent re-entry after two week absences, lack of livable wages, and lack ofaffordable day care.The group initially defined three desired outcomes: 1. By 1995, schoolretention would be at 85% among teen parents; 2. Quality affordable daycare and evening care would be available to all teen mothers and fathersenrolled in school; 3. By 1998, a minimum of 25% of all teen mothers andfathers would be enrolled in post secondary education.The group defined the initial relationship level to be a coalition. With a groupdesire to merge budgets and attain a higher level of commitment, by year fourthe relationship moved to a collaboration level. The vision for the communitycontinues to be “Supporting young men and women to reach their full potentialin their family, school and community life.” The mission of the Teen ParentCollaboration is “to foster the environments which support young women andmen who have parenting responsibility in their family, school and communitylives through education, building positive relationships, and healthy environments.”Some of the group values include: realigning and utilizing all resources tomaximum effectiveness; respecting and valuing all people and organizations;valuing young people, their gifts and their opinions as resources; and definingpositive courses of actions through creativity, experience and research.Chapter 11Page 363rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OutcomesBeginning at the EndAs previously noted, a collaboration is a process of participation through whichpeople, groups and organizations work together on the strengths of the communityto achieve desired results. Outcomes represent the desired “conditional”changes. While a vision articulates a picture of the future that the group seeksto create, the outcomes address specific “conditions to be achieved.”The Collaboration Framework centers on six of the most common outcomestoday: Public Safety; Education; Economic Wellbeing; Family Support; Health;and the Environment. Outcomes are essential to the formation of a sharedvision, though, often they are not thought about until after the shared visionhas been created. This leads to inconsistences between vision and actual desiredoutcomes. Thus, we have placed the outcome section before the Process andContextual sections to encourage the creation of a shared vision that purposelyincludes well thought-out desired outcomes (Figure 3).The following list are actual examples of specific outcomes defined by communitycollaborations. Following the example outcomes, indicators are listed.Indicators are short term measures of achievement. Indicators may include datacounts, change in beliefs or behaviors, or new policies.COLLABORATION FRAMEWORKPublic SafetyEducationEconomic Well-beingOUTCOMESIMPACT MEASURESReal People ImpactsPolicy DevelopmentSystem DevelopmentResource DevelopmentFamily SupportHealthEnvironmentPolitical ClimateResourcesCatalystsCONTEXTUAL FACTORSPROCESS FACTORSLeadershipCommunicationCommunity DevelopmentSustainabilityUnderstanding CommunityResearch & EvaluationPolicies/Laws/RegulationsHistory of WorkingTogetherConnectednessCORE FOUNDATION: vision mission values/principlesFigure 3Operation: Military KidsReady, Set, Go! Training ManualGROUNDING: DIVERSITYSource: National Network for Collaboration3rd EditionChapter 11Page 37

Public SafetyCommunities are safe, enriching, and participative and have access to essentialservices.Indicators—lower index in crime rate and increased youth participation inout-of-school programs.EducationWell educated and capable people along with individual, family and socialwellbeing are ends in themselves.Indicators—increase in student skill levels and literacy rates.Economic WellbeingEconomic diversity exists which generates desirable jobs and higher incomefor citizens.Indicators—increase in personal income, employment rate increases andcontained costs.Family SupportFamilies are competent, self-reliant, skilled and globally knowledgeable.Families are cohesive and nurturing.Indicators—civic and occupational participation, family participation inintergenerational support.HealthA healthy society defined by individuals who are mentally and physicallyhealthy. The harmony of social relations as neighborhoods and places ofemployment become more heterogeneous.Indicators—live birth rates, lower alcohol and drug rates, and higher numberof women receiving prenatal care.EnvironmentRetaining and bettering quality of life characterized by natural environments,vital communities, accessible services, and responsive political and socialinstitutions.Indicators—air quality, land use policy, transportation services and availablehousing.Impact MeasuresImpact Measures are embedded within the context of Outcomes. Impact Measuresare specific measures related to any outcome defined by a collaboration. ImpactMeasures articulate the dramatically improved results which support sustainablechange and eventually “conditional” change. Four categories of Impact Measureshave been identified: Real People Impacts; Policy Development; SystemsDevelopment; and Resources Development. A definition and example for eachImpact Measure follows.Chapter 11Page 383rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Real PeopleImpactsThe behavior changes occurring within individuals, among groups,families, and within communities. These can include sharing ofgifts and building on community capacity and strengths.Example: As a result of a collaboration focused on providing parentingeducation, child care and a parenting support network, 18 twoparentfamilies and 23 single-parent families are now practicinglearned parenting skills and behaviors.PolicyDevelopmentSystemsDevelopmentResourceDevelopmentThe evidence of policies and procedures that support and sustainongoing efforts.Example: A collaboration of eight agencies, and four communityorganizations focused on the issue of providing 24-hour child carefor infants through 12 years of age. The collaboration led statelegislatedpolicy to provide matching budget for the services. Policywas developed to provide quality care standards for private childcareproviders which supported interdependent relationships withCommunity Childcare.Organizations, agencies and groups of people who work togetherin a common cause.Example: Three agencies joined together to create a new programfor teen parents, including mothers and fathers, which provideseducation, family support, and job skills training.A range of resources including skills, time, people and moneyrealigned to focus on common issues.Example: In a three county, community-supported effort, a new$450,000 administration building for private non-profit social serviceshas been built. A $120,000 grant with a realignment of existingresources in the community valued at $320,000 in materials,supplies, and labor was leveraged to complete the structure. Theincentive for the community was to provide services with low or noadministrative costs to allow more resources to be provided for thepeople of the community.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 39

Process FactorsProcess Factors focus on the “how to” aspect of collaboration. They deal withthe specific skills and/or components necessary to build effective working relationshipsand contribute to the capacity of a community. Six major factorshave been identified: Understanding the Community; Community Development;Leadership; Communication; Research and Evaluation; and Sustainability.Each of these factors covers a broad range of skills or tasks which impact thecollaboration process (Figure 3).Factor—Understanding the CommunityUnderstanding the community, including its people, cultures, values and habits,provides the foundation for effective collaboration. It allows the practitioner togain a sense of the vision the community has for itself and the underlying valuesof the citizenry. A close look at the community helps identify individuals in thecommunity who have power and those who have gifts. Potential audiences areidentified. Potential collaborators will be discovered and potential turf battleinsights will be gained.The practitioner will recognize the diversity of strengths and weaknesses thatinfluence the success of the collaboration. A clear view of the overall strengthscan be made and not focus on the weaknesses.Factor—Community DevelopmentCommunity development is the process of mobilizing communities to addressimportant issues and build upon the strengths of the community. The naturalcommunication systems and formal information channels enable one to beginthe process of exploring issues, goals and objectives. The collaboration begins theprocess of defining its vision, mission, values, principles and outcomes withinthe context of the attitudes, norms, beliefs and values of the larger community.Efforts begin to build teamwork and mobilize resources (revenue, time, people)to build on the positive environment within the community, overcome potentialbarriers and begin to mobilize the citizenry to institute change.While mainstream collaborative efforts begin with the process outlined, a senseof trust is critical to successful community development strategies. Citizens oftensee the language of collaboration in rhetoric, with actions not rooted in meldingactual and long lived community development.Factor—LeadershipCommunity collaboration requires effective leadership. While leadership isoften defined as who is in power, the definition of leadership for successfulcollaborations is broadened to include those who impact change within theircommunity, group and/or organization.Chapter 11Page 403rd EditionOperation: Military KidsReady, Set, Go! Training Manual

One of the major responsibilities of leadership is to assure that appropriatemembers have been brought to the collaboration. A diverse membership shouldencompass potentially impacted groups and individuals. Collaborative effortsshould provide for youth and adult partnerships. Norms of operation must beestablished which include protocol, conflict resolution, political and culturalsensitivity, structure, and roles and responsibilities. Leadership should facilitateand support team building and capitalize upon diversity and individual, groupand organizational strengths.Factor—CommunicationCollaborative efforts are dependent upon open and clear communication. Normsof communicating must be established which assure “language usage” which isacceptable to all members. Terminology must be clarified so that shared meaningcan occur. A formal process for communication between meetings must beestablished (i.e., weekly phone calls, mailings, faxed updates). Communicationfrom the collaboration to the broader community must be established. Thismay involve the development of working relationships with the media andother formal information channels. Establishing and maintaining non-formalcommunication channels with local community leaders will also be essential.Marketing of the collaboration efforts must also be conducted in order to obtaincommunity support and acquire needed resources.Factor—Research and EvaluationObtaining and utilizing information is essential for collaborative groups. Theeffect of meeting the desired outcomes is the primary objective of a collaborationevaluation. Data must be collected which establishes benchmarks for futureimpact and outcome analysis. Reviewing examples of other successful modelsof collaboration will help in adopting or customizing a collaboration model.Evaluation efforts are essential to monitor progress related to the group’s goalsand objectives and to make modifications where necessary. Numerous methodologiesmay be employed in this process including quantitative, qualitative, andparticipatory strategies. Strategies for communicating program impacts must beestablished.Factor—SustainabilityIn order for collaborative efforts to be sustainable, it is essential that systemsbe instituted to provide sustained membership, resources, and strategic programplanning. This will involve membership guidelines relating to terms of officeand replacement of members. Formal operational agreements may be necessary.Resource development efforts must be ongoing to assure that the appropriatelevel of revenue, time and people are available to conduct the group’s programmingefforts. Planning must be both short-term and long-term. The collaborationmust be able to identify emerging trends and issues and develop strategiesfor needed expansion.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 41

Contextual FactorsAs can be seen in the Framework, the Process Factors are embedded within thecontext of the community. The relationship between Contextual Factors andProcess Factors is reciprocal and mutually influential. Contextual Factors arecharacteristics of the ecology/environment that are related to the effectivenessof a collaboration. Ecology, here, includes but is not limited to the physicaland the structural settings of the community, (i.e., resources available in thecommunity), and the social context (i.e., political atmosphere). The collaborationmay be able to influence these characteristics, but the group does not havecontrol over them.Within the Collaboration Framework, six Contextual Factors have been identifiedas important to the success of a collaboration: Connectedness; History ofWorking Together; Political Climate; Policies/Laws/Regulations; Resources; andCatalysts.In cases where minority/majority tension underlies the issues of concerns to acommunity, respect for diversity is a key element. Has the leadership in a givenenvironment historically voiced the “rhetoric for change” with no real positiveoutcomes, or has the leadership demonstrated sincere commitment to valuingdiversity—a part of the community’s fabric? The capacity of diverse voices to beheard and valued influences each contextual factor, beginning with the abilityof diverse citizens to form strong bonds of connection within and outside theircultural society through seeing their concerns as equally important catalysts toinitiate positive change.Factor—ConnectednessConnectedness refers to the linkages between individuals, groups, and organizations.That is, how people know each other or how they are connected to oneanother. There are multiple types of connections that are not mutually exclusive.These types of connection include: individual, group, community, and networks.People are drawn together socially through organizations and groups, and byinformal and/or formal rules, resources, and relationships.An example of individual connection would be two individuals who are drawntogether because of a social history that is not related to their careers or employment.Thus, on an individual level, Connectedness can be measured on whetheran individual feels a linkage or bond with another individual. On a group level,people feel that they have associations or a sense of belonging to different groupsand organizations. At the community level, Connectedness refers to universallyunderstood principles and values of the community.Finally, one can get a measure of communication by examining whether thereare “natural” networks of information exchange at each level and across thethree levels. These networks may be formal and/or informal, but they provide anChapter 11Page 423rd EditionOperation: Military KidsReady, Set, Go! Training Manual

established pattern of communication at each of the levels—individuals, groups,communities—and across them. Collaborations that employ both the formaland informal networks of communication to support them are more likely tosucceed. In sum, collaborations that are effective involve well connected individuals,groups, organizations and communities and have established informaland formal communication networks at all levels of Connectedness.Factor—History of Working Together/CustomsHistory, here, has to do with a community’s past with regard to working cooperativelyor competitively. Collaboration is more likely to succeed in communitiesthat have a history of working together cooperatively (Mattessich & Monsey,1992). Usually, in communities where there is a long history of cooperation,there exists a corresponding history of solving problems. These communitieswork on difficult issues by employing the available resources and developingcreative, community-wide solutions based on the desired outcomes. Moreover,in communities where a history of cooperation exists, the collaboration memberstrust each other and the collaboration process. A diversity of members iswelcomed as a resource and this diversity enhances creative solutions.Finally, the power structure of the community also demonstrates the historyof working together for the shared values of the community. In communitieswhere a competitive history exists, it might be useful to implement educationprograms for potential collaborators regarding the benefits, costs, and processesof collaboration. Collaborations succeed in an environment that is orientedtoward cooperation and away from competition.Factor—Political ClimatePolitical Climate is the history and environment surrounding power and decisionmaking. Political Climate may be within the community as a whole, systemswithin the community or networks of people. A healthy collaboration insuresthat Political Climates affecting or potentially affecting the collaboration havebeen identified and utilized in the positive development of the collaboration.Recognizing and welcoming the Political Climate as a resource sets the stagefor engaging a diversity of support for the shared vision of the collaboration.A wide cross section of people, groups and organizations within the identifiedPolitical Climate will better insure a mutually inclusive membership within thecollaboration.Widespread political support is important in developing and sustaining collaborations,particularly for policy making and implementation of policy. In collaborativePolitical Climates, there is a demonstrated willingness to dialog, acceptand negotiate new ideas, to navigate through conflict, and to be open towardemerging trends. Moreover, it is important that a collaboration has memberswho know which decision makers need to be influenced and how to influenceOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 43

those decision makers.Collaborations which have support and endorsement of key people, groups andorganizations in power are more likely to be effective in reaching the agreedupon outcomes. Effective collaborations have the potential of fostering new andemerging leaders. Together with existing people in power, new and emergingleaders find an opportunity to align themselves with an agreed-upon sharedfocus and a wide range of people within the community who are committed toreaching positive outcomes.Factor—Policies/Laws/RegulationsSolving problems collaboratively means transforming and changing Policies,Laws and Regulations. Indeed, Policies, Laws and Regulations represent all theconcepts and activities that are used to resolve problems. Collaborations aremore likely to succeed when supportive Policies, Laws and Regulations are inplace. This is especially true with regard to the policies and regulations withinthe collaborating members’ groups and/or organizations, contributors, and thepeople using the service.Policies, Laws and Regulations contribute to the Political Climate, but alsodirectly affect the environment. Thus, whether systems and their structures,norms, and decision-making processes are open and supportive of collaborationdepends in part on existing Policies, Laws and Regulations. Sustainability of collaborationsis often dependent on policies and practices in place.Factor—ResourcesWithin a collaboration, resources refer to four types of capital: Environmental,in-kind, financial, and human. Much of what has already been presented hasto do with environmental capital. The ecology can promote collaborations orit can discourage them. An environment where there is connectedness at alllevels, a history of working together, a supportive Political Climate, and Policies,Laws and Regulations that encourage cooperativeness, increases the probabilityof a successful collaboration.In-kind capital has to do with what each of the collaboration members and theirorganizations contribute to the collaboration, such as meeting rooms, supplies,and computers. Financial capital involves monetary resources, which are oftenassumed to be most important. Note, however, that collaborations that cooperateonly to seek funding are more likely to fail than collaborations that form ascomprehensive community-wide responses to a problem. That emphasis shiftsinto a vision.Human capital is the most important asset in a collaboration. The investmentof people’s time, expertise and energy into a collaboration is an essential contributionto achieving the collaboration’s shared vision. Margaret Mead oncesaid, “Never doubt that a small group of people can change the world, indeed itChapter 11Page 443rd EditionOperation: Military KidsReady, Set, Go! Training Manual

is the only thing that ever has.” Each collaboration member and organizationdemonstrates commitment to the collaboration by contributing and/or realigningresources to the collaboration. The contribution can be in one or all four ofthe types of capital mentioned previously. However, the contribution of humancapital to a collaboration is a crucial investment for Sustainability.Factor—CatalystsCatalysts get the collaboration started. The existing problem(s) or the reason(s)for the collaboration to exist must be viewed by the community and potentialcollaboration members as a situation that requires a comprehensive response.In this way, the problem(s) or reason(s) are the catalyst. For example, before theprevention of youth violence can be an issue to collaborate around, the communitymust view youth as having skills and gifts that can enhance the qualityof life in the community.In addition to a community-wide issue, the second type of catalyst needed isa convener. This is the person who calls the initial meeting of a collaborationand draws everyone into a dialog about possible solutions to the situation. Ifthe collaboration is going to move forward and establish a shared vision, theperson who convenes the collaborative group must be respected and viewed asa “legitimate” player. Conveners must have organizational and interpersonalskills, and must carry out the role with passion and fairness.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 45

SummaryPractical ApplicationThis Framework is for people who want to learn to sustain community buildingthrough collaboration. It is for people who want to make collaborationsmore effective, while realizing specific outcomes. And it is for people who areinvested in addressing an array of complex problems which resist “simple solution”fixes.Using the Framework, people can experiment with redesigning or changingthe direction of an existing collaboration or address the beginnings of a newcollaboration. In the process, users will recognize increased skills in communication,decision making, and applying research. The Framework will guidecollaboration members in dealing with daily problems and opportunities. Itwill help groups of people focus on investing in their capacity to develop newsolutions while maximizing a range of resources to their fullest potential.Respect for diversity lays the groundwork for a dynamic collaboration. The Frameworkfoundation provides a purpose for collaborators to gather around. In sum,the Contextual Factors influence and are influenced by the Process Factors. Thedynamic interaction among these factors determines the possibility of having asuccessful collaboration. In order to prepare for possible obstacles and pitfalls,the Contextual Factors (Connectedness, History of Working Together, PoliticalClimate, Policies/Laws/Regulations, Resources, and Catalysts) can be evaluatedbefore forming/developing a collaboration. Additionally, these factors can beused in ongoing evaluation of a collaboration.The Framework itself can be used as a tool for communication, setting directionand focus, defining results, leveraging new resources or diagnosing problems.Although a few examples of applying the Framework follow, those using theFramework are encouraged to expand these examples and share with the CollaborationNetwork membership.Opening DialogWhether one is working with an existing collaboration or developing a newone, communication within the collaboration and with those affected by thecollaboration is critical. Using the factors as a focus of discussion may reducefragmentation within the group and move group conversation from polite discussionto skillful dialog, sound decision making, and action. Open and honestdialog within the group contributes to the distribution of power in the groupwhile increasing self-discipline and commitment. It also assists with viewingissues and problems in a holistic approach.Setting Direction and FocusHaving a clear direction and focus for a collaboration defines the purpose of thecollaboration as what its members seek to create. Setting the direction and focusbegins with establishing the vision, mission, values, and principles. Defining theChapter 11Page 463rd EditionOperation: Military KidsReady, Set, Go! Training Manual

outcome(s) further establishes identity and fundamental purpose.Applying the range of factors to the processes and contexts of the collaborationresults in a greater shared understanding of what the collaboration stands for,where it’s going, the community environment, and how it intends to make itsoutcomes a reality.A five year-old Drug Education Collaboration, originally organized around aspecific grant, recently used the Collaboration Framework to set a new directionand focus for its work. While the initial grant sought to provide drug awarenesseducation after school hours, other organizations have become interested injoining with the schools, Extension Service, and community organizations toprovide a continuum of drug education for all school age youth and families.The Framework has been used to guide the expansion and development of abroader vision, broader outcomes, and implementation of a range of new leveragedresources.A Victims Support collaboration has identified four Process Factors and five ContextualFactors having potential direct impact on the success of the organization.They have a list of “indicators” of success for each factor. During meetings, thegroup discusses strategies to increase the success thereby keeping a focus on theimportant issues impacting the collaboration.Leverage New ResourcesThe Framework may be used to explore new resources and enhance existingresources. Many collaborations look for “new money” to support the actionsof the collaborations, when in fact the most valuable resources available existwithin the community.The Framework may be used to examine the membership of the collaboration.By reviewing the Process Factors a group may decide to add a member who agreesto facilitate the meetings or provide evaluation expertise. Key people in thecommunity may be added who are viewed as “catalysts” in making somethinghappen. The Framework has the capacity to redeploy people more effectively.The Framework assists collaborations in designing fundamental mechanisms thatincrease the stability and value of the membership. For example, using existingcommunication systems such as newsletters, telephones, and electronic mail isfar more effective than creating new systems.A newly formed collaboration used the Framework to insure inclusivity in itsmembership. The collaboration’s purpose is to develop community capacityto support the juvenile justice system. With the Framework, membership nowincludes people and organizations with a wide range of backgrounds. The ExtensionService has been added for its expertise in community development andcommunication. A local non-profit research agency with expertise in evaluation,and outreach workers with a social service agency have been added to assist indesigning community-based outreach.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 47

As a result of the added membership, new office space, equipment and a basebudget have been added to the collaboration. Awareness of the collaborationamong a wider cross section of the community has increased.Diagnosing ProblemsThe Framework may be used to diagnose problems within a collaboration. Viewingthe Framework as a “template” and placing it over an existing collaborationwill help dissect the workings of the group. Often one or more elements may becausing underlying problems within the group.A four year-old Affordable Housing collaboration used the Framework as a diagnostictool when they began to experience problems with low attendance, lackof commitment, few resources and lack of accomplishment. The membershipalong with an outside facilitator, examined each element of the Framework andhow it applied to their collaboration. Through consensus, it was decided thatthe mission was muddled, communication systems were fragmented, leadershipneeded to be shared, and there was a lack of protocol on how the group workedtogether. Strategies for each factor were defined and within eight months newprogress from the group had been documented.In summary, the Framework can assist you in your collaboration. The NationalNetwork for Collaboration members invite you to join our evolving dialog.ReferencesDeBevoise, W. (1986). Collaboration: Some Principles of Bridgework. EducationalLeadership, 44 (2), 9–12.Dryfoos, J. G. (1990). Adolescents at risk: Prevalence and Prevention. New York,NY: Oxford University Press.Hogue, Teresa. (1993). Community Based Collaboration: Community Wellness Multiplied.Oregon State University, Oregon Center for Community Leadership.Kretzman, J. P. and McKnight, J. L. (1993) Building Communities from the InsideOut: A Path Toward Finding and Mobilizing Communities Assets. Centerfor Urban Affairs and Policy Research, Neighborhood Innovations Network,Northwestern University.Meszaros, P. S. (1993). The 21st Century Imperative: A Collaborative EcologicalInvestment In Youth. Journal of Home Economics, Fall 1993, 11–21.National Commission on Children. (1991). Beyond Rhetoric: A New AmericanAgenda for Children and Families. Washington, DC: Author.Senge, Peter, (1990). The Fifth Discipline. New York, NY. Double Day Currency.(246–259).For more information contact:The National Network for Collaboration219 FLC, Box 5016Fargo, ND 58105-5016701.231.7259 Fax 701.231.8568nncoinfo@extension.umn.edu http://www.cyfernet.org/Chapter 11Page 483rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Community Tool Box:VMOSAVision, Mission, Objectives, Strategies, and Action PlansIntroductionMany people, when they have a dream, consider it just that: it’s a pleasantfantasy they think about from time to time, but don’t believe it will ever happen.Wouldn’t it be nice, people think, to be a millionaire, or to travel to China, orto fly to the moon? Thoughts like these are nice escapes for many people, butnot anything they actively pursue, nor are they anything people truly believewill happen.There are community dreams, too. An end to drug abuse—every child beingwanted, cared for and nurtured—a home for everyone—peace in our lifetime— arejust a few of many people’s visions for our community. Like individual desires,many of us might think about these desires from time to time, when we’re noddingoff at our desk, or read a particularly touching article in the newspaper. Butunfortunately, also similar to our individual desires, we think they are unachievable;they’re dreams that could never happen.But the reality is, these dreams are achievable. Look, for example, at our globalsuccess in eradicating small pox, or how far we have come since the 1950s inthe United States towards reaching racial and gender equality. As Henry DavidThoreau said over a century ago, “If you have built castles in the air, your workneed not be lost; there is where they should be. Now, put foundations underthem.”Building foundations for your community dreams is what VMOSA, the strategicplanning process that is the focus of this chapter, is all about. It’s about groupsof people deciding together what they want to accomplish, and how they aregoing to get there.What is VMOSA?One way to make that journey is through strategic planning, the process bywhich a group defines its own “VMOSA;” that is, its Vision, Mission, Objectives,Strategies, and Action Plans. VMOSA is a practical planning process that can beused by any community organization or initiative. This comprehensive planningtool can help your organization by providing a blueprint for moving fromdreams to actions to positive outcomes for your community.In this section, we will give a general overview of the process, and touch brieflyon each of the individual parts. In Examples, we’ll show you an initiative toprevent adolescent pregnancy that used the VMOSA process effectively. Then,Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 49

in Tools, we offer you a possible agenda for a planning retreat, should yourorganization decide to use this process. Finally, the remaining sections in thischapter will walk you through the steps needed to fully develop each portionof the process. Does this make sense to you? Then let’s jump in!Why should your organization use VMOSA?Why should your organization use this planning process? There are many goodreasons, including all of the following:• The VMOSA process grounds your dreams. It makes good ideas possibleby laying out what needs to happen in order to succeed. It does this bygiving both structure and direction to your initiative.• By creating this process in a group effort (taking care to involve bothpeople affected by the problem and those with the abilities to change it),it allows your organization to build consensus around your focus and thenecessary steps your organization should take.• VMOSA allows your organization to focus on your short-term goals whilealways keeping sight of your long-term vision and mission.When should you use VMOSA?So, when should you use this strategic planning process? Of course, it alwaysmakes sense for your organization to have the direction and order it gives you,but there are some times it makes particularly good sense to use this process.These times include:• When you are starting a new organization.• When your organization is starting a new initiative or large project, or isgoing to begin work in a new direction.• When your group is moving into a new phase of an ongoing effort.• When you are trying to invigorate an older initiative that has lost its focusor momentum.More about VMOSALet’s look briefly at each of the individual ingredients important in this process.Then, in the next few sections we’ll look at each of these in a more in-depthmanner, and explain how to go about developing each step of the planningprocess.Chapter 11Page 503rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Vision (the dream)Your vision communicates what your organization believes are the ideal conditionsfor your community; how things would look if the issue important to youwere perfectly addressed. This utopian dream is generally articulated by one ormore phrases or vision statements, which are brief proclamations that conveythe community’s dreams for the future. By developing a vision statement, yourorganization makes the beliefs and governing principles of your organizationclear to the greater community (as well as to your own members).There are certain characteristics that most vision statements have in common.In general, vision statements should be:• Understood and shared by members of the community• Broad enough to allow a diverse variety of local perspectives to be encompassedwithin them• Inspiring and uplifting to everyone involved in your effort• Easy to communicate—for example, they should be short enough to fiton a T-shirtHere are a few vision statements which meet the above criteria:• Healthy children• Safe streets, safe neighborhoods• Every house a home• Education for all• Peace on earthMission (the what and why)Developing mission statements are the next step in the action planning process.An organization’s mission statement describes what the group is going to do, andwhy it’s going to do that. Mission statements are similar to vision statements,but they’re more concrete, and they are definitely more “action-oriented” thanvision statements. The mission might refer to a problem, such as an inadequatehousing, or a goal, such as providing access to health care for everyone. And,while they don’t go into a lot of detail, they start to hint—very broadly—athow your organization might go about fixing the problems it has noted. Somegeneral guiding principles about mission statements are that they are:• Concise. Although not as short a phrase as a vision statement, a missionstatement should still get its point across in one sentence.• Outcome-oriented. Mission statements explain the overarching outcomesyour organization is working to achieve.• Inclusive. While mission statements do make statements about yourgroup’s overarching goals, it’s very important that it does so very broadly.Good mission statements are not limiting in the strategies or sectors ofthe community that may become involved in the project.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 51

The following mission statements are examples that meet the above criteria.• “To promote child health and development through a comprehensivefamily and community initiative.”• “To create a thriving African American community through developmentof jobs, education, housing, and cultural pride.• “To develop a safe and healthy neighborhood through collaborativeplanning, community action, and policy advocacy.”Objectives (how much of what will be accomplished by when)Once an organization has developed its mission statement, its next step is todevelop the specific objectives that are focused on achieving that mission.Objectives are the broad goals that refer to specific measurable results of the initiative.An organization’s objectives generally lay out how much of what will beaccomplished by whom. For example, one of several objectives for a communityinitiative to promote care and caring for older adults might be: “By 2015 (bywhen), to increase by 20% (how much) those elders reporting that they are indaily contact with someone who cares about them (of what).”There are three basic types of objectives. They are:• Behavioral objectives. These objectives look at changing the behaviors ofpeople (what they are doing and saying) and the products (or results) oftheir behaviors. For example, a neighborhood improvement group mightdevelop an objective around having an increased amount of home repairtaking place (the behavior) or of improved housing (the result).• Community-level outcome objectives. These are related to behavioraloutcome objectives, but are focused more on a community level instead ofan individual level. For example, the same group might suggest increasingthe percentage of people living in the community with adequate housingas a community-level outcome objective.• Process objectives. The final type of objective is process objectives. Theseare the objectives that provide the undergirding or implementationnecessary to achieve your other objectives. For example, the group mightadopt a comprehensive plan for improving neighborhood housing.It’s important to understand that these different types of objectives aren’tmutually exclusive. Most groups will develop objectives in all three categories.Examples of objectives include:• By December 2010, to increase by 30% parent engagement (i.e., talking,playing, reading) with children under 2 years of age. (Behavioral objective)• By 2012, to have made a 40% increase in youth graduating from highschool. (Community-level outcome objective)• By the year 2006, increase by 30% the percentage of families that owntheir home. (Community-level outcome objective)• By December of this year, implement the volunteer training program forall volunteers. (Process objective)Chapter 11Page 523rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Strategies (the how)The next step in the process of VMOSA is developing your strategies. Strategiesexplain how the initiative will reach its objectives. Generally, organizations willhave a wide variety of strategies that include people from all of the different parts,or sectors, of the community. These strategies range from very broad strategiesthat encompass people and resources from many different parts of the communityto very specific strategies that take place on a much smaller level.Examples of broad strategies include:• A child health program might use social marketing to promote adultinvolvement with children• An adolescent pregnancy initiative might decide to increase access tocontraceptives in the community• An urban revitalization project might enhance the artistic life of thecommunity by encouraging artists to perform in the areaFive specific strategies can help guide most interventions. They are:• Providing information and enhancing skills (e.g., offer skills training inconflict management)• Enhancing services and support (e.g., start a mentoring programs forhigh-risk youth)• Modify access, barriers, and opportunities (such as offering scholarshipsto students who would be otherwise unable to attend college)• Change the consequences of efforts (e.g., provide incentives for communitymembers to volunteer)• Modify policies (e.g., change business policies to allow parents andguardians and volunteers to spend more time with young children).Action plan (what change will happen; who will do what by whento make it happen)Finally, an organization’s action plan describes in great detail exactly howstrategies will be implemented to accomplish the objectives developed earlierin this process. The plan refers to: a) specific (community and systems) changesto be sought, and b) the specific action steps necessary to bring about changesin all of the relevant sectors, or parts, of the community.The key aspects of the intervention or (community and systems) changes tobe sought are outlined in the action plan. For example, in a program whosemission is to increase youth interest in politics, one of the strategies might beto teach students about the electoral system. Some of the action steps, then,might be to develop age-appropriate materials for students, to hold mockelections for candidates in local schools, and to include some teaching time inthe curriculum.Action steps are developed for each component of the intervention or (com-Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 53

munity and systems) changes to be sought. These include:• Action step(s): What will happen• Person(s) responsible: Who will do what• Dated completed: Timing of each action step• Resources required: Resources and support (both what is needed and what’savailable)• Barriers or resistance, and a plan to overcome them!• Collaborators: Who else should know about this actionHere are two examples of action steps, graphed out so you can easily follow theflow.Action StepPerson(s)ResponsibleDateCompletedResourcesRequiredPotentialbarriers orresistanceCollaborators1. Draft a socialmarketing planTerry McNeil(from marketingfirm)April, 2006$15,000(remainingdonated)NoneanticipatedMembers of thebusiness actiongroup2. Ask localcorporationto introduceflextime forparents andmentorsMaria Suarez(business actiongroup)September,20085 hours: 2hour proposalprep,3 hours formeeting andtransportationCorporation:may see thisas expensive;must convincethem ofbenefit of theplan for thecorporationMembers of thebusiness actiongroup and theschools actiongroupOf course, once you have finished designing the strategic plan or “VMOSA” foryour organization, you are just beginning in this work. Your action plan willneed to be tried and tested and revised, then tried and tested and revised again.You’ll need to obtain feedback from community members, add and subtract elementsof your plan based on that feedback. All of these topics will be discussedin later Community Tool Box sections.To sum it upEveryone has a dream. But the most successful individuals—and communityorganizations—take that dream and find a way to make it happen. VMOSA helpsgroups do just that. This strategic planning process helps community groupsdefine their dream, set their goals, define ways to meet those goals, and finally,develop practical ways bring about needed changes.In this section, you’ve gained a general understanding of the strategic planningprocess. If you believe your organization might benefit from using this process,we invite you to move on to the next sections of this chapter, which explain insome depth how to design and develop your own strategic plan.Chapter 11Page 543rd EditionOperation: Military KidsReady, Set, Go! Training Manual

We encourage reproduction of this material, but ask that you creditthe Community Tool Box, developed by the University of Kansas,http://ctb.ku.eduResourcesBarry, B. W. (1982). Strategic planning workbook for non-profit organizations. St. Paul,MN: Amherst H. Wilder Foundation.Bryson, J. M. (1988) Strategic planning for public and nonprofit organizations: Aguide to strengthening and sustaining organizational achievement. San Francisco:Jossey-Bass Publishers.Coover, V., et al. Resource manual for a living revolution: a handbook of skills & toolsfor social change activists. Philadelphia: New Society Publisher, 1985.Fawcett, S. B., Paine-Andrews, A., Francisco, V., Richter, K. P., Lewis, R. K., Williams,E. L., Harris, K. J., Winter-Green, K., in collaboration with Bradley, B.and Copple, J. (1992). Preventing adolescent substance abuse: an action planningguide for community-based initiatives. Lawrence, KS: Work Group on HealthPromotion and Community Development, University of Kansas.Fawcett, S. B., Paine-Andrews, A., Francisco, V., Richter, K. P., Lewis, R. K., Harris,K. J., Williams, E. L., and Fischer, J. L., in collaboration with Vincent, M. L.and Johnson, C. G. (1992). Preventing adolescent pregnancy: an action planningguide for community-based initiatives. Lawrence, KS: Work Group on HealthPromotion and Community Development, University of Kansas.Fawcett, S. B., Schultz, J. A., Francisco, V. T., Cyprus, J., Collie, V., Carson, V.,and Bremby, R. (2001). Promoting urban neighborhood development: An actionplanning guide for improving housing, jobs, education, safety and health, andhuman development. Lawrence, KS: Work Group on Health Promotion andCommunity Development.Lord, R. (1989). The non-profit problem solver: a management guide. New York: PraegerPublishers.Kansas Health Foundation. VMOSA: An approach to strategic planning. Wichita, KS:Kansas Health Foundation.Olenick, J. & Olenick, R. (1991). A non-profit organization operating manual: planningfor survival and growth. New York: Foundation Center.Stonich, P. J. (1982). Implementing strategy: making strategy happen. Cambridge:Ballinger Publishing Company.Unterman, I., & Davis, R. H. (1984). Strategic management of not-for-profit organizations.New York: CBS Educational and Professional Publishing.Wolff, T. (1990). Managing a non-profit organization. New York: Prentice HallPress.OrganizationsOperation: Military KidsReady, Set, Go! Training ManualAmerican Planning Association1776 Massachusetts Ave., N.W.Washington, DC 20036202-872-0611FAX: 202-872-06433rd EditionPlanner’s Bookstore1313 East 60th StreetChicago, IL 60637312-955-9100FAX: 312-955-8312Chapter 11Page 55

Community Tool Box:Proclaiming Your Dream:Developing Vision and Mission StatementsContributed By Jenette Nagy and Stephen FawcettEdited by Bill Berkowitz and Jerry SchultzIntroductionWe have all seen organizations whose purpose we never quite understood; weknow they are out there, in our town, doing something—but we’re not quitesure what. They may have a purpose we could learn about, but we’ve never takenthe time to do so; it’s always been more effort than it was worth.If we got closer to these organizations, we might be surprised to learn that evensome of their own members aren’t entirely sure of the organization’s goals;they only know about a specific project they are working on at that moment.Very often, these organizations end up slipping quietly away; they lose theirmomentum, they lose their funding, and finally, the organization is gone, withno one other than staff really noticing much.Chances are, these organizations never had well-defined vision and missionstatements to help clarify and communicate their purpose. Developing thesekey elements is crucial to the success of any community initiative, and understandinghow to do so is the purpose of this section.Creating your vision and mission statements are the first two steps in the VMOSAaction planning process we discussed in the previous section of this chapter. Inthe next few pages, we will look more closely at what these statements are, whythey are important, and how an organization can develop them. Does that makesense to you? Then let’s go!What is a Vision Statement?Your vision is your dream. It’s what your organization believes are the ideal conditionsfor your community; that is, how things would look if the issue importantto you were completely, perfectly addressed. It might be a world without war,or a community in which all people are treated as equals, regardless of genderor racial background.Chapter 11Page 563rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Whatever your organization’s dream is, it may be well articulated by one or morevision statements. Vision statements are short phrases or sentences that conveyyour community’s hopes for the future. By developing a vision statement orstatements, your organization clarifies the beliefs and governing principles ofyour organization, first for yourselves, and then for the greater community.There are certain characteristics that most vision statements have in common.In general, vision statements should be:• Understood and shared by members of the community• Broad enough to include a diverse variety of local perspectives• Inspiring and uplifting to everyone involved in your effort• Easy to communicate—for example, they are generally short enough tofit on a T-shirtHere are some examples of vision statements that meet the above criteria:• Caring communities• Healthy children• Safe streets, safe neighborhoods• Every house a home• Education for all• Peace on earthWhat is a Mission Statement?The next piece of the puzzle is to ground your vision in practical terms. Thisis where developing a mission statement, the next step in the action planningprocess comes in. An organization’s mission statement describes what the groupis going to do and why it’s going to do that. For example, “Promoting care andcaring at the end of life through coalitions and advocacy.”Mission statements are similar to vision statements, in that they, too, look atthe big picture. However, they’re more concrete, and they are definitely more“action-oriented” than vision statements. Your vision statement should inspirepeople to dream; your mission statement should inspire them to action.The mission statement might refer to a problem, such as an inadequate housing,or a goal, such as providing access to health care for everyone. And, whilethey don’t go into a lot of detail, they start to hint—very broadly—at how yourorganization might fix these problems or reach these goals. Some general guidingprinciples about mission statements are that they are:• Concise. While not as short as vision statements, mission statementsgenerally still get their point across in one sentence.• Outcome-oriented. Mission statements explain the fundamental outcomesOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 57

your organization is working to achieve.• Inclusive. While mission statements do make statements about yourgroup’s key goals, it’s very important that they do so very broadly. Goodmission statements are not limiting in the strategies or sectors of thecommunity that may become involved in the project.The following examples should help you understand what we mean by effectivemission statements.• “Promoting child health and development through a comprehensivefamily and community initiative.”• “To create a thriving African American community through developmentof jobs, education, housing, and cultural pride.”• “To develop a safe and healthy neighborhood through collaborativeplanning, community action, and policy advocacy.”• “Promoting community health and development by connecting people,ideas and resources.” (This is the mission of the Community Tool Box[http://ctb.ku.edu/])Why Should You Create Vision and Mission Statements?Why is it important that your organization develops vision and mission statementslike those above? First of all, because these statements can help your organizationfocus on what is really important. Although your organization knowswhat you are trying to do to improve your community, it’s easy to lose sightof this when dealing with the day-to-day hassles that plague all organizations.Your vision and mission statements help members remember what is importantas you go about doing your daily work.Second, your vision and mission statements let other individuals and organizationshave a snapshot view of whom your group is and what it wants to do.When your vision and mission statements are easily visible (for example, ifthey are on the letterhead of your stationary), people can learn about your organizationwithout having to work hard for the information. Then, those withcommon interests can take the time necessary to learn more. Clearly, this canbe very helpful when you are recruiting other people and organizations to joinin your effort.Finally, vision and mission statements are also very helpful in having memberswho are focused and bound together in common purpose. Not only dothe statements themselves serve as a constant reminder of what is importantto your organization, the process of developing them allows people to see theorganization as “theirs.” It’s common sense: people will believe in somethingmore completely if they had a hand in developing it.Chapter 11Page 583rd EditionOperation: Military KidsReady, Set, Go! Training Manual

There are many other reasons to develop vision and mission statements as well.For example, having clear and compelling vision statements can:• Draw people to common work• Give hope for a better future• Inspire community members to realize their dreams through positive,effective action• Provide a basis for developing the other aspects of your action planningprocess: your mission, objectives, strategies, and action plansHaving a clear mission statement can:• Convert the broad dreams of your vision into more specific, actionorientedterms• Explain your goals to interested parties in a clear and concise manner• Enhance your organization’s image as being competent and professional,thus reassuring funding sources that their investment was (or would be!)a smart choiceHow Do You Create Vision and Mission Statements?Armed with a better understanding of vision and mission statements, it’s time foryour organization to develop them for itself. If your group has already developedvision and mission statements, you might wish to look at them in light of thecriteria we discussed above. If members of your organization feel your currentstatements could be improved upon, this process can be used to modify them.Ready? Let’s go!Learn what is important to people in your community.As developing your vision and mission statements is the first step in developingthe action plan that will guide your effort, it is especially important that thesefirst steps are well grounded in community beliefs and values. Knowing theimportant issues in your community is vital for the development of a strong,effective, and enduring action group.Therefore, one of the first steps you should take when developing the vision andmission of your organization will be is to define the issue(s) that matter mostto people in your community. How do you go about doing so? There are manydifferent ways you can gather this information. Some of the best ways to do soinclude the following:• Conduct “public forums” or “listening sessions” with members of thecommunity to gather ideas, thoughts, and opinions about how theywould like to see the community transformed.In public forums or listening sessions, people come together from throughoutthe community to talk about what is important to them. These meetings areOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 59

usually led by facilitators, who guide a discussion of what people perceive to bethe community ‘s strengths and problems, and what people wish the communitywas like. Someone usually records these meetings, and a transcript of whatis said provides a basis for subsequent planning.For more information on public forums, see Chapter 3, Section 3: Conducting PublicForums and Listening Sessions.• Hold focus groups with the people interested in addressing the issue(s),including community leaders, people most affected by the issues, businesses,church leaders, teachers, etc.Focus groups are similar to public forums and listening sessions, but they aresmaller and more intimate. Generally speaking, they are comprised of smallgroups of people with similar backgrounds, so they will feel comfortable talkingopenly about what concerns them. For example, the members of a groupare generally about the same age, are of the same ethnic group, or have anothercommon experience. They are used in much the same way as public forums, andalso use facilitators and recorders to focus and take notes on the work done.Your organization may choose to hold focus groups with several different groupsof people, to get the most holistic view of the issue at hand. For example, ifyour organization is involved in child health, you might have one focus groupwith health care providers, another with parents or children, and still anotherwith teachers. Once you have a rough mission statement, you might again usea focus group to test it out.To learn how to use Focus Groups, see Chapter 3, Section 6: Conducting FocusGroups.• Obtain interviews with people in leadership and service positions,including such individuals as local politicians, school administrators,hospital and social service agency staff, about what problems or needsthey believe exist in your community.Often, these individuals will have both facts and experiences to back up theirviews. If so, you can also use these data later if and when you apply for funding,or when you request community support to address the issues. More informationon this topic can be found in Chapter 3, Section 12: Conducting Interviews.Of course, these different ways to gather information from your community aren’tmutually exclusive. In fact, if you have the resources, it makes sense to do all ofthe above: to have some time for the community at large to respond, then spendmore time in focus groups with the people you believe might contribute greatlyto (or be most affected by) some of the issues brought up in your communitylistening session. And finally, some one on one time with community leaderscan only serve to strengthen your knowledge and purpose; remember, there areChapter 11Page 603rd EditionOperation: Military KidsReady, Set, Go! Training Manual

undoubtedly many people in your community who have been wrestling withthe same issues you are now looking at for a long time. Take advantage of thatexperience; you don’t want to reinvent the wheel!Deciding what to askNo matter if you are talking to one person or 300, your purpose is the same: tolearn what matters in your community. Here’s a list of questions you might useto focus your discussions with community members. These questions may beused for individual interviews, focus groups, public forums, or in any other wayyou choose to gather information.• What is your dream for our community?• What would you like to see change?• What kind of community (or program, policy, school, neighborhood, etc.)do we want to create?• What do you see as the community’s (or school’s, neighborhood’s, etc.)major issues or problems?• What do you see as the community’s major strengths and assets?• What do you think should be the purpose of this organization (or effort)?• Why should these issues be addressed?• What would success look like?When your organization is questioning people, the facilitator should encourageeveryone to allow their most idealistic, hopeful, and positive ideas to shinethrough. Don’t worry right now about what’s practical and what’s not—this canbe narrowed down later. Encourage everyone to be bold and participate, and toremember that you are trying to articulate a vision of a better community, anda better world.For more ideas for running a brainstorming-type session, see Chapter 17, Section6: Generating and Choosing Solutions.Decide on the general focus of your organization.Once members of your organization have heard what the community has tosay, it’s time to decide the general focus of your organization or initiative. Firstof all, what topic is most important to your organization and your community?For example, will you tackle urban development or public health issues? Racismor economic opportunity?A second question you will need to answer is at what level will your organizationwork. Will your organization begin only in one school, or in one neighborhood,or in your city? Or will your initiative’s focus be broader, working on a state,national, or even international level.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 61

These are questions for which there are no easy answers. Your organization willneed to consider what it has learned from the community, and decide throughthoughtful discussion the best direction for your organization. We suggest youopen this discussion up to everyone in your organization to obtain the best results.To help guide this process, you may want to use some of the general tipsoffered in Chapter 16, Section 1: Conducting Effective Meetings.Of course, if your organization is receiving grant money or major funding froma particular agency, the grant maker may specify what the general goal of yourgroup should be. For example, if your group accepts a grant to reduce childhunger, at least part of its mission will be devoted to this purpose. Even in thesecircumstances, however, the community should determine the ultimate visionand mission that will best advance what matters to local people.Develop your vision and mission statements.Now that your organization has a clearer understanding of what the organizationwill do and why, you are in a prime position to develop the statements thatwill capture your ideas.As you are looking at potential statements, remember to keep them broad andenduring. Vision and mission statements that are wide in scope allow for a senseof continuity with a community’s history, traditions, and broad purposes. Andvision and mission statements that are built to last will guide efforts both todayand tomorrow.Vision StatementsFirst of all, remind members of your organization that it often takes several visionstatements to fully capture the dreams of those involved in a communityimprovement effort. You don’t need—or even want—to have just one “perfect”phrase. Encourage people to suggest all of their ideas, and write them down— possiblyon poster paper at the front of the room, so people can be further inspiredby the ideas of others. As you do this, help everyone keep in mind:• What you have learned from your discussions with community members• What your organization has decided will be your focus• What you learned about vision statements at the beginning of this sectionIf you have a hard time getting started, you might wish to check out some ofthe vision statements in the Examples at the end of this section. You might askyourself how well they meet the above suggestions.After you have brainstormed a lot of ideas, your group can discuss critically thedifferent ideas. Oftentimes, several of the vision statements will just jump outat you—someone will suggest it, and people will just instantly think, “That’s it!”You can also ask yourselves the following questions about vision statements:Chapter 11Page 623rd EditionOperation: Military KidsReady, Set, Go! Training Manual

• Will it draw people to common work?• Does it give hope for a better future?• Will it inspire community members to realize their dreams throughpositive, effective action?• Does it provide a basis for developing the other aspects of your actionplanning process?A final caution: try not to get caught up in having a certain number of visionstatements for your organization. Whether you ultimately end up with twovision statements or ten, what is most important is that the statements togethergive a holistic view of the vision of your organization.Mission StatementsThe process of writing your mission statement is much like that for developingyour vision statements. The same brainstorming process can help you developpossibilities for your mission statement. Remember, though, that unlike withvision statements, you will want to develop a single mission statement for yourwork. After having brainstormed for possible statements, you will want to askof each one:• Does it describe what your organization will do and why it will do it?• Is it concise (one sentence)?• Is it outcome oriented?• Is it inclusive of the goals and people who may become involved in theorganization?Together, your organization can decide on a statement that best meets thesecriteria.Obtain consensus on your vision and mission statements.Once members of your organization have developed your vision and missionstatements, your next step might be to learn what other members of yourcommunity think of them before you start to use them regularly.To do this, you could talk to the same community leaders or focus groupmembers you spoke to originally. First of all, this can help you ensure that theydon’t find the statements offensive in any way. For example, an initiative thatwants to include young men more fully in its teen pregnancy prevention projectmight have “Young men in Asheville are the best informed” as one of theirvision statements. But taken out of context, some people community membersmight believe this statement means young men are given better information oreducation than young women, thus offending another group of people.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 63

Second, you will want to ensure that community members agree that thestatements together capture the spirit of what they believe and desire. Yourorganization might find it has omitted something very important by mistake.Decide how you will use your vision and mission statements.Finally, it’s important to remember that while developing the statements isa huge step for your organization (and one you should celebrate!), there ismore work to be done. Next, you have to decide how to use these statements.Otherwise, all of your hard work will have happening for nothing. The point isto get the message across.There are many, many ways in which your organization may choose to spreadits vision and mission statements. To name just a few examples, you might:• Add them to your letterhead or stationary• Use them on your website• Give away T-shirts, or bookmarks, or other small gifts with them• Add them to your press kit• Use them when you give interviews• Display them on the cover of your annual report…and so on. Again, this is a step that will use all of your creativity. If you wouldlike even more ideas, see Chapter 6: Promoting Interest in Community Issues.To sum it upDeveloping effective vision and mission statements are two of the most importanttasks your organization will ever do, because almost everything else youdo will be affected by these statements. We hope that this section has allowedyou to feel more confident now in your group’s ability to create successful andinspiring vision and mission statements. Remember, think broadly and boldly!Good luck!We encourage reproduction of this material, but ask that you creditthe Community Tool Box, developed by the University of Kansas,http://ctb.ku.eduChapter 11Page 643rd EditionOperation: Military KidsReady, Set, Go! Training Manual

ResourcesBarry, B. W. (1982). Strategic planning workbook for non-profit organizations. St.Paul, MN: Amherst H. Wilder Foundation.Bryson, J. M. (1988) Strategic planning for public and nonprofit organizations: Aguide to strengthening and sustaining organizational achievement. San Francisco:Jossey-Bass Publishers.Coover, V., et al. Resource manual for a living revolution: a handbook of skills & toolsfor social change activists. Philadelphia: New Society Publisher, 1985.Fawcett, S. B., Paine-Andrews, A., Francisco, V., Richter, K. P., Lewis, R. K.,Williams, E. L., Harris, K. J., Winter-Green, K., in collaboration with Bradley,B. and Copple, J. (1992). Preventing adolescent substance abuse: an actionplanning guide for community-based initiatives. Lawrence, KS: Work Group onHealth Promotion and Community Development, University of Kansas.Fawcett, S. B., Paine-Andrews, A., Francisco, V., Richter, K. P., Lewis, R. K., Harris,K. J., Williams, E. L., and Fischer, J. L., in collaboration with Vincent, M. L.and Johnson, C. G. (1992). Preventing adolescent pregnancy: an action planningguide for community-based initiatives. Lawrence, KS: Work Group on HealthPromotion and Community Development, University of Kansas.Kansas Health Foundation. VMOSA: An approach to strategic planning. Wichita,KS: Kansas Health Foundation.Lord, R. (1989). The non-profit problem solver: A management guide. New York:Praeger Publishers.Olenick, J. & Olenick, R. (1991). A non-profit organization operating manual:planning for survival and growth. New York: Foundation Center.Stonich, P. J. (1982). Implementing strategy: making strategy happen. Cambridge:Ballinger Publishing Company.Unterman, I., & Davis, R. H. (1984). Strategic management of not-for-profit organizations.New York: CBS Educational and Professional Publishing.Wolff, T. (1990). Managing a non-profit organization. New York: Prentice HallPress.OrganizationsAmerican Planning Association1776 Massachusetts Ave., N.W.Washington, DC 20036202-872-0611FAX: 202-872-0643Planner’s Bookstore1313 East 60th StreetChicago, IL 60637312-955-9100FAX: 312-955-8312Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 65

Community Tool Box:Creating ObjectivesContributed By Jenette Nagy and Stephen FawcettEdited by Bill Berkowitz and Jerry SchultzIntroduction“What are we trying to accomplish? Towards what ends are our efforts directed?”How many times have we seen something in our community that we don’t like,but aren’t sure how to change it? We know people are dying of AIDS, or thatinequality exists in our school system, or that the environment is endangered,but what should we do about it? What should our community efforts be pointedtowards?To obtain long-term results, we need to know, specifically, what more immediategoals will take us there. We need to have mid-term goals that will lead to theoutcomes we desire. If a child wants to finish high school (his long-term goal),in the meantime, he will need to successfully complete the second, third, fourth(and so on) grades.Learning to develop these statements of goals is what this section is all about. Inthe last section of this chapter, you learned how to develop your organization’svision (for example, “A world without AIDS”), as well as its mission (for example,“To ensure the highest quality care of people in our community with HIV/AIDSand halt the further spread of the disease through a comprehensive communityinitiative.”). In the next few pages, we’ll look at developing the specific objectivesthat will help to make your vision and mission a reality.What are Objectives?Once an organization has developed its mission statement, its next step is todevelop the specific objectives that are focused on achieving that mission.Objectives are the specific measurable results of the initiative. An organization’sobjectives offer specifics of how much of what will be accomplished by when. Forexample, one of several objectives for a community initiative to promote careand caring for older adults might be: “By 2015 (by when), to increase by 20%(how much) those elders reporting that they are in daily contact with someonewho cares about them (of what).”There are three basic types of objectives. They are:• Behavioral objectives. These objectives look at changing the behaviors ofpeople (what they are doing and saying) and the products (or results) oftheir behaviors. For example, a neighborhood improvement group mightdevelop an objective for having an increased amount of home repairtaking place (the behavior) and of improved housing (the result).Chapter 11Page 663rd EditionOperation: Military KidsReady, Set, Go! Training Manual

• Community-level outcome objectives. These are often the product or resultof behavior change in many people. They are more focused on a communitylevel instead of an individual level. For example, the same neighborhoodgroup might have an objective of increasing the percentage of people livingin the community with adequate housing as a community-level outcomeobjective. (Notice this result would be a community-level outcome ofbehavior change in lots of people.)• Process objectives. These are the objectives that provide the groundwork orimplementation necessary to achieve your other objectives. For example,the group might adopt a comprehensive plan for improving neighborhoodhousing. In this case, adoption of the plan itself is the objective.It’s important to understand that these different types of objectives aren’t mutuallyexclusive. Most groups will develop objectives in all three categories. Andall of the different types of objectives should be used as intermediate markersof the organization’s progress.The best objectives have several characteristics in common. They are allS.M.A.R.T. + C.:• They are specific. That is, they tell how much (e.g., 40 %) of what is to beachieved (e.g., what behavior of whom or what outcome) by when (e.g.,by 2010)?• They are measurable. Information concerning the objective can be collected,detected, or obtained from records (at least potentially).• They are achievable. Not only are the objectives themselves possible, itis likely that your organization will be able to pull them off.• They are relevant to the mission. Your organization has a clear understandingof how these objectives fit in with the overall vision and mission ofthe group.• They are timed. Your organization has developed a timeline (a portion ofwhich is made clear in the objectives) by which they will be achieved.• They are challenging. They stretch the group to set its aims on significantimprovements that are important to members of the community.Why Should You Create Objectives?There are many good reasons to develop specific objectives for your organization.They include:• Developing objectives helps your organization create specific and feasibleways in which to carry out your mission.• Completed objectives can serve as a marker to show members of yourorganization, funders, and the greater community what your initiativehas accomplished.• Creating objectives helps your organization set priorities for its goals.• It helps individuals and work groups set guidelines and develop the taskOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 67

list of things that need to be done.• It reemphasizes your mission throughout the process of change, whichhelps keep members of the organization working towards the samelong-term goals.• Developing the list of objectives can serve as a completeness check, to makesure your organization is attacking the issue on all appropriate fronts.When Should You Create Objectives?Your community organization should create objectives when:• Your organization has developed (or revamped) its vision and missionstatements, and is ready to take the next step in the planning process.• Your organization’s focus has changed or expanded. For example, perhapsyour organization’s mission relates to care and caring at the end oflife. You have recently been made aware of new resources, however, topositively affect the lives of those deeply affected by the death of a lovedone. If your organization were to apply for this new grant, it would clearlyexpand upon your current work, and would require objectives as youdeveloped your action plan.• The organization wants to address a community issue or problem, createa service, or make a community change that requires:— Several years to complete. For example, your child health organizationmight hope to increase the percentage of students who finish highschool—a task that may take several years to complete.— A change in behavior of large numbers of people. For example, yourorganization may be trying to reduce risks for cardiovascular diseases,and one of your objectives may be to increase the number of adultswho engage in physical activity in your community.— A multi-faceted approach. For example, with a problem as complexas substance abuse, your organization may have to worry abouttackling related issues, such as access to drugs, available drug rehabilitationservices, legal consequences for drug use, etc., as well asreducing the prevalence (how often or how much) of drug use.How do You Create Objectives?So once your organization has decided that it does wish to develop objectives,how do you go about doing so? Let’s look at the process that will help you todefine and refine objectives for your organization.Define or reaffirm your vision and mission statements.The first thing you will need to do is review the vision and mission statementsyour organization has developed. Before you determine your objectives, youshould have a “big picture” that they fit into.Chapter 11Page 683rd EditionOperation: Military KidsReady, Set, Go! Training Manual

If your group has not already developed these statements, see Chapter 8, Section2: Proclaiming your Dream: Developing Vision and Mission Statements.Determine the changes to be made.The crux of writing realistic objectives is learning what changes need to happenin order to fulfill your mission. There are many ways to do this, including:• Research what experts in your field believe to be the best ways to solvethe problem. For many community issues, researchers have developeduseful ideas of what needs to occur to see real progress. This informationmay be available through local libraries, the Internet, state and nationalagencies, national nonprofit groups, and university research groups.• Discuss with local experts what needs to occur. Some of the people withwhom you may wish to talk include:– Other members of your organization– Local experts, such as members of other, similar organizations who havea great deal of experience with the issue you are trying to change– Your agents of change, or the people in a position to contribute to thesolution. Agents of change might include teachers, business leaders,church leaders, local politicians, community members, and membersof the media. (For more information on this, see Chapter 18, Section3: Identifying Targets and Agents of Change: Who Can Benefit and WhoCan Help.)– Your targets of change, the people who experience the problem orissue on a day-to-day basis and those people whose actions contributeto the problem. Changing their behavior will become the heart ofyour objectives. (Again, more information can be found in Chapter 18,Section 3: Identifying Targets and Agents of Change: Who Can Benefit andWho Can Help.)• Discuss the logistical requirements of your own organization to successfullyaddress community needs. At the same time your organization islooking at what needs to happen in the community to solve the issue importantto you, you should also consider what your organization requiresto get that done. Do you need an action plan? Additional funding? Morestaff, or more training for additional staff? This information is necessaryto develop the process objectives we talked about earlier in this section.At this point in the planning process, you don’t need hard and fast answers tothe above questions. What you should develop as part of this step is a generallist of what needs to occur to make the changes you want to see.Collect baseline data on the issues to be addressed.As soon as your organization has a general idea of what it wants to accomplish,the next step is to develop baseline data on the issue to be addressed. Baselinedata are the facts and figures that tell you how big the problem is; it gives specificfigures about the extent to which it exists in your community.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 69

For example, perhaps your group has decided upon the following mission:“To reduce risks for cardiovascular diseases through a community-wideinitiative.” At this point in your research (without getting into specifics!),your organization might have decided that your objectives will be basedon the following general goals:• Begin smoking cessation programs• Begin smoking prevention programs• Bring about an increase in aerobic exercise• Decrease the amount of obesity• Encourage healthier diets• Increase preventative medicine (for example, more checkups forearlier detection of disease; better understanding of warning signsand symptoms)• Increase the scientific understanding of your own organization regardingthe causes and pathophysiology of cardiovascular disease• Strengthen your organization’s ties with national organizationscommitted to the same goals as your organizationBaseline data can indicate the incidence (new cases) of a problem in the community.For example, “Malott County has an adolescent pregnancy rate of 12.3pregnancies for every thousand teen-age girls.” Such data can also reveal theprevalence (existing cases) of the problem. For example, “In Jefferson County,35% of teens reported that they did not use contraceptives during the last timethat they had sex.”Baseline data may also measure community attitudes towards a problem.For example, “65% of the residents of Malott County do not consider teenpregnancy to be an important problem for the community.”Why collect baseline data? This information is important because baselinedata provides your organization with the numbers; the starting points againstwhich you can measure how much progress you have made. Not only is thisinformation helpful when originally asking for financial (or other) assistance, itcan help you show what your organization has done later in its lifetime.So, early in your organization’s life, you can prove to funders that there really isa very significant problem in your community that needs to be addressed (“MalottCounty’s adolescent pregnancy rate is the highest in the state of Georgia.”)Then, when asked later in the life of your community initiative, “What haveyou done?” you will be able to answer, “Since our coalition was formed, MalottCounty has seen pregnancy among teens drop by 35%.” If you don’t collect (orobtain) the baseline information, you can’t prove how much you have done.Chapter 11Page 703rd EditionOperation: Military KidsReady, Set, Go! Training Manual

How do you collect this information? There are two basic ways to collect baselinedata:• You can collect your own baseline data for the information related to yourspecific issues. Ways to gather this information include the use of surveys,questionnaires, and personal interviews.• You can use information that has already been collected. Public libraries,city government, social service agencies, local schools, or city healthdepartments may already have the statistics that you want, especially ifanother organization has already done work on a similar issue in yourcommunity.For a fuller understanding of how you obtain this information, see Chapter 3,Section 9: Developing Baseline Measures of Behavior.Decide what is realistic for your organization to accomplish.Once you know what you want to do, as well as exactly how big the problem is,it’s time to figure out how much you believe your organization can accomplish.Do you have the resources to affect all of the goals you looked at in Step Two?And to what extent will you be able to achieve them?These questions are difficult ones to answer. It’s hard for a new organization toknow what it can reasonably expect to get done. For example, if you are tryingto increase rates of childhood immunization, will your organization be able toincrease it by 5% in three years, or by 20% in one year? How do you make thesedecisions?Unfortunately, there are no easy answers. Your organization will need to take agood look at its resources, as well as talk to experts who have a sense of what isnot only possible, but likely. For example, you might ask members of organizationswho have done similar things, or researchers in your topic area what theybelieve makes sense.Remember, you are attempting to set objectives that are both achievable andchallenging. It’s hard to hit just the right note of balance between these twoqualities, and you may not always get it just right. Research and experience,however, should help you come closer and closer to this goal.Set the objectives for your organization or initiative.With all of this information in mind, your organization is ready to set some shorttermgoals or objectives that are feasible but demanding. Remember, objectivesrefer to specific measurable results. These changes in behavior, outcome, andprocess must be able to be tracked and measured in such a way to show that achange has occurred.A caution: Oftentimes, the objectives of a community initiative or organizationare set or influenced by the primary funding agency. Regardless of outsideOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 71

influences, each community initiative must decide what problems it is goingto take on and what objectives would define success for their organization.Your organization’s list of objectives should do all of the following:• Include all three types of objectives: objectives that measure behaviorchange, community outcomes, and those that measure important partsof the planning process.• Include specific objectives that tell how much of what will occur by when.For example, “By 2010, rates of teen pregnancy among 12–17 year oldgirls will decrease by 30%.”• They should include all of the “SMART + C criteria.” As we discussed earlierin this section, this means that they should be, Specific, Measurable,Achievable, Relevant, Timed, and Challenging.Let’s look at one more example of some objectives; these goals come from anorganization focusing on preventing adolescent substance abuse.Objectives developed by an adolescent substance abuse preventioninitiative• By the year 2012, the use of tobacco among 12–17 year-olds will bereduced by 40%.• By the year 2012, the use of alcohol among 12–17 year-olds will bereduced by 50%.• By the year 2012, the use of marijuana among 12–17 year-olds will bereduced by 70%.• By the year 2012, the use of cocaine among 12–17 year-olds will bereduced by 80%.Review the objectives your organization has created.Before you finalize your objectives, it makes sense for members of your organizationto review them one more time, and possibly, to ask people outside of yourorganization to review them as well. You might ask members of your organizationwho were not involved in the development process to review your work. Youmay also wish to get the thoughts of local experts, targets and agents of change,and/or of people doing similar work in other communities to review what youhave developed. You can ask reviewers to comment on:• Do your objectives each meet the criteria of “SMART+C”?• Is your list of objectives complete? That is, are there important objectivesthat are missing?• Are your objectives appropriate? Are any of your objectives controversial? Ifso, your organization needs to decide if it is ready to handle the storm thatmay arise. For example, a program that is trying to reduce the spreadChapter 11Page 723rd EditionOperation: Military KidsReady, Set, Go! Training Manual

of AIDS in its community may decide clean needles for drug addicts isan objective they wish to strive for; but it may very well cause difficultiesfor that organization. That’s not to say the organization shouldn’t makethat an objective, but they should do so with as clear an understandingof the consequences as possible.Use your objectives to define your organization’s strategies.Finally, once you have your general objectives, you are ready for the next step:developing the strategies that will make them possible. This is the subject of thenext section of the Community Tool Box. Once your objectives are finished,and satisfactory to members of the organization and important people outsideof your group, you are ready to move on to Developing Successful Strategies:Planning to Win.To Sum it UpDeveloping objectives is a critical step in your planning process. It can also bevery exciting piece, because this is the time when your organization really startsto say what, exactly, you are going to get done in order to realize your dream.In the next section on strategies, we get even more detail oriented, as we discussthe broad ways to achieve (or even, to exceed) the objectives you have set.We encourage reproduction of this material, but ask that you creditthe Community Tool Box, developed by the University of Kansas,http://ctb.ku.eduOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 73

ResourcesBarry, B. W. (1982). Strategic planning workbook for non-profit organizations. St.Paul, MN: Amherst H. Wilder Foundation.Bryson, J. M. (1988) Strategic planning for public and nonprofit organizations: Aguide to strengthening and sustaining organizational achievement. San Francisco:Jossey-Bass Publishers.Coover, V., et al. Resource manual for a living revolution: a handbook of skills & toolsfor social change activists. Philadelphia: New Society Publisher, 1985.Fawcett, S. B., Paine-Andrews, A., Francisco, V., Richter, K. P., Lewis, R. K., Williams,E. L., Harris, K. J., Winter-Green, K., in collaboration with Bradley, B.and Copple, J. (1992). Preventing adolescent substance abuse: an action planningguide for community-based initiatives. Lawrence, KS: Work Group on HealthPromotion and Community Development, University of Kansas.Fawcett, S. B., Paine-Andrews, A., Francisco, V., Richter, K. P., Lewis, R. K., Harris,K. J., Williams, E. L., and Fischer, J. L., in collaboration with Vincent, M. L.and Johnson, C. G. (1992). Preventing adolescent pregnancy: an action planningguide for community-based initiatives. Lawrence, KS: Work Group on HealthPromotion and Community Development, University of Kansas.Kansas Health Foundation. VMOSA: An approach to strategic planning. Wichita,KS: Kansas Health Foundation.Lord, R. (1989). The non-profit problem solver: a management guide. New York:Praeger Publishers.Olenick, J. & Olenick, R. (1991). A non-profit organization operating manual:planning for survival and growth. New York: Foundation Center.Stonich, P. J. (1982). Implementing strategy: making strategy happen. Cambridge:Ballinger Publishing Company.Unterman, I., & Davis, R. H. (1984). Strategic management of not-for-profit organizations.New York: CBS Educational and Professional Publishing.Wolff, T. (1990). Managing a non-profit organization. New York: Prentice HallPress.OrganizationsAmerican Planning Association1776 Massachusetts Ave., N.W.Washington, DC 20036202-872-0611FAX: 202-872-0643Planner’s Bookstore1313 East 60th StreetChicago, IL 60637312-955-9100FAX: 312-955-8312Chapter 11Page 743rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Community Tool Box:Developing Successful Strategies:Planning to WinContributed By Jenette Nagy and Stephen FawcettEdited by Bill Berkowitz and Jerry SchultzWhat is a Strategy?The word “strategy” comes from the Greek word for “generalship”. Like a goodgeneral, strategies give overall direction for an initiative.A strategy is a way of describing how you are going to get things done. It is lessspecific than an action plan (which tells the who-what-when); instead, it triesto broadly answer the question, “How do we get there from here?” (Do we wantto take the train? Fly? Walk?)A good strategy will take into account existing barriers and resources (people,money, power, materials, etc.). It will also be in keeping with the overall vision,mission, and objectives of the initiative. Often, an initiative will use many differentstrategies—providing information, enhancing support, removing barriers,providing resources, etc.—to achieve its goals.Objectives outline the aims of an initiative—what success would look like inachieving the vision and mission. By contrast, strategies suggest paths to take(and how to move along) on the road to success. That is, strategies help youdetermine how you will realize your vision and objectives through the nittygrittyworld of action.What are the Criteria for Developing a Good Strategy?Strategies for your community initiative should meet several criteria. Does thestrategy:• Give overall direction? A strategy, such as enhancing experience and skillor increasing resources and opportunities, should point out the overallpath without dictating a particular narrow approach (e.g., using a specificskills training program).• Fit resources and opportunities? A good strategy takes advantage of currentresources and assets, such as people’s willingness to act or a traditionof self-help and community pride. It also embraces new opportunitiessuch as an emerging public concern for neighborhood safety or paralleleconomic development efforts in the business community.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 75

• Minimize resistance and barriers? When initiatives set out to accomplishimportant things, resistance (even opposition) is inevitable. However,strategies need not provide a reason for opponents to attack the initiative.Good strategies attract allies and deter opponents.• Reach those affected? To address the issue or problem, strategies mustconnect the intervention with those who should benefit. For example,if the mission of the initiative is to get people into decent jobs, do thestrategies (providing education and skills training, creating job opportunities,etc.) reach those currently unemployed?• Advance the mission? Taken together, are strategies likely to make a differenceon the mission and objectives? If the aim is to reduce a problemsuch as unemployment, are the strategies enough to make a difference onrates of employment? If the aim is to prevent a problem, such as substanceabuse, have factors contributing to risk (and protection) been changedsufficiently to reduce use of alcohol, tobacco, and other drugs?Why Develop Strategies?Developing strategies is really a way to focus your efforts and figure out howyou’re going to get things done. By doing so, you can achieve the followingadvantages:• Taking advantage of resources and emerging opportunities;• Responding effectively to resistance and barriers;• A more efficient use of time, energy, and resources.When Should You Develop Strategies for Your Initiative?Developing strategies is the fourth step in the VMOSA (Vision, Mission, Objectives,Strategies, and Action Plans) process outlined at the beginning of thischapter. Developing strategies is the essential step between figuring out yourobjectives and making the changes to reach them. Strategies should always beformed in advance of taking action, not deciding how to do something after youhave done it. Without a clear idea of the how, your group’s actions may wastetime and effort and fail to take advantage of emerging opportunities. Strategiesshould also be updated periodically to meet the needs of a changing environment,including new opportunities and emerging opposition to the group’s efforts.How Do You Develop Strategies?Once again, let’s refer back to our friends at the fictional Reducing the Risk (RTR)Coalition that hopes to reduce the risk of teenage pregnancy in its community.We’ll walk through the process of developing strategies with this group so as tobetter explain the who, what, and why of strategies.Chapter 11Page 763rd EditionOperation: Military KidsReady, Set, Go! Training Manual

As with the process you went through to write your vision and mission statementsand to set your objectives, developing strategies involves brain-stormingand talking to community members.Organize a brainstorming meeting with members of yourorganization and members of the community.Remember, people will work best in a relaxed and welcoming environment. Youcan help achieve this by:• Making meetings a place where all members feel that their ideas are listenedto and valued, and where constructive criticism may be openly voiced.To help meet these goals, you might post some “ground rules” so peoplefeel free to express themselves. Sample ground rules might include:– One person speaks at a time;– No interrupting each other;– Everyone’s ideas are respected.• Bringing fans or heaters (if needed) so people will be comfortable.• Asking members to escort each other home or to their cars, the subway,or the bus stop if the meeting runs late.• Providing refreshments. Never underestimate the power of homemadefood, drinks, and other treats.The RTR Coalition held brainstorming sessions among organization members.They invited local teens, parents, teachers, counselors, church members, andother community leaders to participate in listening sessions. These were usedto help develop strategies to reduce the risk of teen pregnancy. Homemadecookies, fruit, and coffee helped make participants feel welcome.Review (identify) the targets and agents of change for yourinitiative.• Your targets of change include all of the people who experience (or areat risk for) this issue or problem addressed by your initiative. Rememberto be inclusive; that is, include everyone who is affected by the problemor issue or whose action or inaction contributes to it. For example, acoalition like the RTR Coalition would want to include all teenagers aspotential targets of change, not just adolescents who seem particularly atrisk, and parents, peers, and teachers whose actions or inactions mightmake a difference.• Your agents of change include everyone who is in a position to helpcontribute to the solution. With the RTR Coalition, examples of agentsof change might include teens, teachers, guidance counselors, parents ofteens, lawmakers, and others.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 77

Review your vision, mission, and objectives to keep you on theright track.Work together to brainstorm the best strategies for your initiative.The following list of questions can be a guide for deciding on the most beneficialstrategies for your group:• What resources and assets exist that can be used to help achieve the visionand mission? How can they be used best?• What obstacles or resistance exist that could make it difficult to achieveyour vision and mission? How can you minimize or get around them?• What are potential agents of change willing to do to serve the mission?• Do you want to reduce the existing problem, or does it make more sense totry to prevent (or reduce risk for) problems before they start? For example,if you are trying to reduce teen sexual activity, you might consider gearingsome of your strategies to younger children, for whom sex is not yeta personal issue; or, to promote academic success, to work with youngerchildren who still have full potential for learning and school success.• How will your potential strategies decrease the risk for experiencing theproblem (e.g., young girls getting pressure for sex from older men)? Howwill the strategies increase protective factors (e.g., support from peers;access to contraceptives)?• What potential strategies will affect the whole population and problem?For example, connecting youth with caring adults might be goodfor virtually all youth, regardless of income or past experience with theproblem. Also, just one strategy, affecting just one part of the communitysuch as schools or youth organizations, often isn’t enough to improve thesituation. Make sure that your strategies affect the problem or issue as awhole.• What potential strategies reach those at particular risk for the problem?For example, early screenings might help focus on those at higher riskfor heart disease or cancer; past academic failure or history of drug use,for identifying with whom support and other intervention efforts mightbe focused.Let’s look at the strategies proposed by the members of the RTR Coalition toprevent teen pregnancy.Example: The strategies of the RTR CoalitionWe will pursue the following strategies to reach each of our objectives:• Assist local churches in implementing parent-child awarenesssessions (for example, a series of talks might be given discussinghow to talk to your preteen about sex);Chapter 11Page 783rd EditionOperation: Military KidsReady, Set, Go! Training Manual

• Include comprehensive sex education in the curriculum of studentsfrom kindergarten through grade twelve, including information onabstinence, sexual decision-making skills, and family planning/contraception at age-appropriate times;• Incorporate options for teacher-led and peer support programs inthe schools;• Survey and report on student knowledge, attitudes, and behaviorrelated to sexual issues;• Increase access to contraception;• Organize a school/community action group to create supervisedafter-school activities, mentor programs, etc.Things to note about the RTR strategies:• They give overall direction (without dictating specifics, such as the particularsexuality education curricula to be used);• They fit local resources, including a variety of the available agents ofchange (in this case, peers, parents and guardians, clergy, and teachers);• Some of the strategies try to change existing situations (such as increasedaccess to contraception); others are geared to stop the problem of teenpregnancy before it starts (for example, assisting local churches to improveearly parent-child communication);• The strategies involve many different parts of the community, includingchurches and other groups from whom opposition to some strategies(such as access to contraceptives) might be expected;• The strategies try to decrease some of the probable risk factors for teenpregnancy (lack of information, lack of access to contraceptives, peerpressure), and at the same time, they try to increase some of the possibleprotective factors (increased parent-child communication, church involvement,education, opportunities for a better future).Check your proposed strategies for completeness, accuracy, andwhether they contribute to the vision, mission, and objectives.We encourage reproduction of this material, but ask that you creditthe Community Tool Box, developed by the University of Kansas,http://ctb.ku.eduOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 79

ResourcesBerkowitz, W. R. (1982). Community impact: creating grassroots change in hardtimes. Cambridge: Schenkman.Brown, C. R. (1984). The art of coalition building: a guide for community leaders.The American Jewish Committee.AHEC/Community Partners. (1993). Coalition building tip sheets [Resource Sheets].Amherst, MA: Author.Fawcett, S. B., Francisco, V. T., Paine-Andrews, A., Fisher, J. L., Lewis, R. K.,Williams, E. L., Richter, K. P., Harris, K. J., and Berkley, J. Y., with assistancefrom Oxley, L., Graham, A., and Amawi, L. (1994). Preventing youth violence:an action planning guide. Lawrence, KS: Work Group on Health Promotionand Community Development, University of Kansas.Fawcett, S. B., Harris, K. J., Paine-Andrews, A., Richter, K. P., Lewis, R. K., Francisco,V., Arbaje, A., Davis, A., Cheng, H. in collaboration with Johnston, J. (1995).Reducing risk for chronic disease: an action planning guide for community- basedinitiatives. Lawrence, KS: Work Group on Health Promotion and CommunityDevelopment, University of Kansas.Hawkins, J. D., and Catalano, R. F., et al. (1992). Communities that care. SanFrancisco, CA.National Highway Traffic Safety Administration (1996). Strategic execution plan(DOT HS 808-377) [Online].Wolf, T. (1990). Managing a nonprofit organization. New York: Prentice Hall.Chapter 11Page 803rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Community Tool Box:An Action PlanWhat is an Action Plan?In some ways, an action plan is a “heroic” act: it helps us turn our dreams intoa reality. An action plan is a way to make sure your organization’s vision ismade concrete. It describes the way your group will use its strategies to meet itsobjectives. An action plan consists of a number of action steps or changes to bebrought about in your community.Each action step or change to be sought should include the following information:• What actions or changes will occur;• Who will carry out these changes;• By when they will take place, and for how long;• What resources (i.e., money, staff) are needed to carry out these changes;• Communication (who should know what?)What are the Criteria for a Good Action Plan?The action plan for your initiative should meet several criteria. Is the actionplan:• Complete? Does it list all the action steps or changes to be sought in allrelevant parts of the community (e.g., schools, business, government,faith community)?• Clear? Is it apparent who will do what by when?• Current? Does the action plan reflect the current work? Does it anticipatenewly emerging opportunities and barriers?Why Should You Develop an Action Plan?There is an inspirational adage that says, “People don’t plan to fail. Instead theyfail to plan.” Because you certainly don’t want to fail, it makes sense to take allof the steps necessary to ensure success, including developing an action plan.There are lots of good reasons to work out the details of your organization’s workin an action plan. They include:• To lend credibility to your organization. An action plan shows membersof the community (including grantmakers!) that your organization is wellordered and dedicated to getting things done.• To be sure you don’t overlook any of the details;Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 81

• To understand what is and isn’t possible for your organization to do;• For efficiency: to save time, energy, and resources in the long run;• For accountability: To increase the chances that people will do what needsto be done.When Should You Create an Action Plan?Ideally, an action plan should be developed within the first six months to oneyear of the start of an organization. It is developed after you have determinedthe vision, mission, objectives, and strategies of your group. If you develop anaction plan when you are ready to start getting things done, it will give you ablueprint for running your organization or initiative.Remember, though, that an action plan is always a work in progress. It is notsomething you can write, lock in your file drawers, and forget about. Keep itvisible. Display it prominently. As your organization changes and grows, youwill want to continually (usually monthly) revise your action plan to fit thechanging needs of your group and community.How to Write an Action PlanPreparing your plan1. Determine what people and sectors of the community should be changedand involved in finding solutions. If you have been using the VMOSA (Vision,Mission, Objectives, Strategies, Action Plans) model, you might havealready done this, when you were deciding upon your group’s objectives.Again, try to be inclusive. Most of the health and development issues thatcommunity partnerships deal with are community-wide, and thus need acommunity-wide solution. Possible sectors include the media, the businesscommunity, religious organizations, schools, youth organizations, socialservice organizations, health organizations, and others.Some members of the community you might consider asking to join theaction planning group include:• Influential people from all the parts of the community affected by yourinitiative (e.g., from churches and synagogues, the school system, lawenforcement, etc.);• People who are directly involved in the problem (e.g., local high schoolstudents and their parents might be involved in planning a coalitiontrying to reduce teen substance abuse);• Members of grassroots organizations;• Members of the various ethnic and cultural groups in your community;• People you know who are interested in the problem or issue;• Newcomers or young people in the community who are not yet involved.Chapter 11Page 823rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Let’s consider some of the people who were involved with the planninggroup for the fictional Reducing the Risks (RTR) Coalition that hopes toreduce the rate of teen pregnancy. Some of the members of this planninggroup included teachers at the local high school, local teenagers and theirparents, members of the clergy, counselors and school nurses, staff of thecounty health department, and members of youth organizations, serviceagencies, and other organizations that focus on youth issues.2. Convene a planning group in your community to design your actionplan. This might be the same group of people who worked with you to decideyour group’s strategies and objectives. If you are organizing a new group ofpeople, try to make your planning committee as diverse and inclusive as possible.Your group should look like the people most affected by the problemor issue.Once everyone is present, go over your organization’s:• vision;• mission;• objectives;• strategies;• targets and agents of change (e.g., youth, parents and guardians, clergy);• proposed changes for each sector of the community (e.g., schools, faithcommunity, service organizations, health organizations, government)3. Develop an action plan composed of action steps that address all proposedchanges. The plan should be complete, clear, and current. Additionally, theaction plan should include information and ideas you have already gatheredwhile brainstorming about your objectives and your strategies. Whatare the steps you must take to carry out your objectives while still fulfillingyour vision and mission? Now it’s time for all of the VMOSA components tocome together. While the plan might address general goals you want to seeaccomplished, the action steps will help you determine the specific actionsyou will take to help make your vision a reality. Here are some guidelines tofollow to write action steps.Members of the community initiative will want to determine:• What action or change will occur;• Who will carry it out;• When it will take place, and for how long;• What resources (i.e. money, staff) are needed to carry out the change;• Communication (who should know what)Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 83

Example: The RTR Coalition’s Action Plan (a sample)One community change sought by this coalition to prevent teen pregnancywas to increase publicity about contraception and unwanted pregnancy atthe local high school.• What action or change will occur: Hanging posters, displays, andother information about contraception and the facts about unwantedpregnancy in the hallways of the local high school. The posters andother information will become a permanent part of the high school.Posters and information will be regularly changed as new materialsbecome available.• Who will carry it out: A sub-committee comprised of parents andguardians, teachers, students, and coalition members will be responsiblefor maintaining the displays. The coalition as a whole will worktowards finding funding to purchase the materials. Maria and Alexof the schools action group will be responsible for researching andordering the materials.• By when will it take place, and for how long: The coalition will tryto have posters hanging and displays visible within six weeks ofdeciding on the action step (2/19/99).• What resources are needed to carry out the step: The coalition willapproach the school district to request funding for the project.Otherwise, the group will seek funding from other sources such asfoundations and local businesses to finance the program.• Communication about the action step. The school principal andleadership of the Parent-Teacher Organization (PTO) should be giveninformation about this planned change.Things to note about this portion of the RTR action plan:• It appears complete. Although this step seems fully developed, we wouldneed to review the entire action plan to see whether all community andsystems changes that should be sought are included.• It is clear. We know who will do what by when.• It seems current. We would need to know more about other current work(and new opportunities and barriers) to judge whether this portion of theaction plan is up-to-date.4. Review your completed action plan carefully to check for completeness.Make sure that each proposed change will help accomplish your group’smission. Also, be sure that the action plan taken as a whole will help youcomplete your mission; that is, make sure you aren’t leaving anything out!Chapter 11Page 843rd EditionOperation: Military KidsReady, Set, Go! Training Manual

5. Follow through! One hard part (figuring out what to do) is finished. Nowtake your plan and run with it! Remember the 80–20 rule: successful effortsare 80% follow through on planned actions and 20% planning for success.6. Keep everyone informed about what’s going on. Communicate to everyoneinvolved how his or her input was incorporated. No one likes to feel like herwit and wisdom has been ignored.7. Keep track of what (and how well) you’ve done. Always keep track of whatthe group has actually done. If the community change (a new program orpolicy) took significant time or resources, it’s also a good idea to evaluatewhat you have done, either formally or informally.Keep several questions in mind for both yourself and others:• Are we doing what we said we’d do?• Are we doing it well?• Is what we are doing advancing the mission?You can address these questions informally (ask yourself, chat with friendsand other people), as well as formally, through surveys and other evaluationmethods.8. Celebrate a job well done! Celebrate your accomplishments; you and thoseyou work with deserve it. Celebration helps keep everyone excited and interestedin the work they are doing.After you’ve written your action plan: Getting members to dowhat they said they wouldEvery community organization has undoubtedly had this happen: you plan andyou assign tasks to get everything you’ve planned to do accomplished. Everyoneagrees (maybe they even offer!) to do certain tasks, and you all leave witha great feeling of accomplishment. The problem? At the next meeting, nothinghas been done. Besides tearing out your hair, what can you do?Fortunately, there are several things you can try. It’s particularly tricky in thecase of volunteers, because you don’t want to lean too hard on someone who isdonating their time and energy to begin with. Still, you can make it easier formembers to get things done (and harder to avoid work) without acting like themean neighbor down the street. Some of these gentle reminders include:• Regular phone calls from staff members or dedicated volunteers asking othershow they are doing with their tasks. This should be a supportive call, not a“are you doing what you’re supposed to” call. The person calling can offeremotional support “how are you doing?” as well as see if the group memberneeds any other assistance. A friendly call such as this can be seen as helpful,give the member the sense that he is a very important part of the group,and serve as a great reminder to do what he said he would do.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 85

• Distributing the action plan in writing to all members, with names attachedto specific tasks. (Additionally, this can be a great time to ask forfeedback before the plan becomes “official.”) [See the example action planbelow and the blank one at the end of this section].• Making sure timelines (with due dates) are complete, clear and current.• At regular group meetings, such as committee meetings or board meetings,ask members to report on accomplishing the tasks they have set outto do. Consider making this a regular part of the meeting.• Celebrate the accomplishment of tasks. It’s important that gettingsomething done actually means something, and is recognized by thegroup as a whole.Follow up on the action plan regularly. You are asking members to be accountable,and to get things done on a regular basis. If they have agreed, you shouldhelp them fulfill their commitment as best you can!We encourage reproduction of this material, but ask that you creditthe Community Tool Box, developed by the University of Kansas,http://ctb.ku.eduChapter 11Page 863rd EditionOperation: Military KidsReady, Set, Go! Training Manual

ResourcesBarry, B.W. (1984). Strategic planning workbook for nonprofit organizations. St. Paul:MN: Amherst H. Wilder Foundation.Berkowitz, W.R. (1982). Community impact: creating grassroots change in hard times.Cambridge, MA: Schenkman Publishing.Bryson, J. M. (1988). Strategic planning for public and nonprofit organizations: Aguide to strengthening and sustaining organizational achievement. San Francisco:Jossey-Bass Publishers.Fawcett, S. B., Paine-Andrews, A., Francisco, V., Richter, K. P., Lewis, R. K., Williams,E. L., Harris, K. J., Winter-Green, K., in collaboration with Bradley, B.and Copple, J. (1992). Preventing adolescent substance abuse: an action planningguide for community-based initiatives. Lawrence, KS: Work Group on HealthPromotion and Community Development, University of Kansas.Fawcett, S. B., Claassen, L., Thurman, T., Whitney, H., and Cheng, H. (1996).Preventing child abuse and neglect: an action planning guide for building a caringcommunity. Lawrence, KS: Work Group on Health Promotion and CommunityDevelopment, University of Kansas.Kansas Health Foundation. VMOSA: An approach to strategic planning. Wichita,KS: Kansas Health Foundation.Lord, R. (1989). The nonprofit problem solver. New York: Praeger.Olenick, A. J. & Olenick, P. R. (1991). A nonprofit organization manual. NewYork: The Foundation Center.Unterman, I., & Davis, R. H. (1984). Strategic management of not-for-profit organizations.New York: CBS Educational and Professional Publishing.Wolf, T. (1990). Managing a nonprofit organization. New York: Prentice Hall.OrganizationsCenter for Creative LeadershipP.O. Box 26300Greensboro, N.C. 27438-6300919-288-3999National Training and Information Center810 N. Milwaukee AvenueChicago, IL 60647312-243-3035Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 87

Community Based CollaborationCommunity Wellness MultipliedFrom the Chandler Center for Community Leadership,http://crs.uvm.edu/nnco/collab/wellness.htmlThe Chandler Center for Community Leadership is a collaboration of OregonState University Extension service and Central Oregon Community College.The Center is committed to increasing community capacity to achieve positivechange through education, communication, and information. Under partnershipsand contracts, the Center offers technical assistance for citizens, governments,agencies, organizations and business. Since its founding in 1989, theCenter has conducted projects throughout Oregon and in 15 states in the UnitedStates. Although this paper is written about Oregon, it is equally applicable toany state in the United States.The Chandler Center for Community Leadership is concerned with the practicalapplication of research, proven success, and action to solve community problems.Such problems are numerous and complex. Attention is centered on achievingpositive community conditions, including: helping communities to becomevision and mission driven, tailoring services to fit the community, developingpreventative solutions, and emphasizing the value of citizen leadership, collaborativeuse of resources, and the democratic formation of public policy.Table of Contents• Forward• Why Collaborate in the Community?• Nine Forces Shaping Community Collaboration• How Collaborations Enhance the Community• Community Linkages—Choices and Decisions (Table)• Foundations of Collaborations• Roles and Responsibilities• Systems Approach to Service Delivery• Challenges for Collaboration• Collaboration Multiplied• Next StepsChapter 11Page 883rd EditionOperation: Military KidsReady, Set, Go! Training Manual

ForwardIn democratic countries the science of associations is the motherscience; the progress of all the rest depends upon the progress ithas made.—Alexis De Tocqueville 1835Americans understand that their voices are stronger when they join with otherswho share the same vision. When community citizens, agency personneland organization leaders, from the public and private sectors, all work togethertoward a common vision, they maximize their resources.Community based collaboration is the process by which citizens, agencies,organizations, and businesses make formal, sustained commitments to worktogether to accomplish a shared vision. Community based collaboration requiresa commitment to share decision-making and the allocation of human, physicaland financial resources.Taking a community based approach acknowledges that citizens are the key tothe communities future.When communities do not develop a pattern of collaboration, they diminishcommunity development potential. Without collaboration lack of direction,win-lose behaviors, lack of commitment, and poor planning result—all withnegative effects within the community.This is the first in a three part series to assist communities to effectively plan,develop and implement real community based collaboration which will have adirect impact on the lives and well-being of Oregonians.Why Collaborate in the Community?IntroductionThe world is undergoing dramatic changes—producing global impacts whichultimately affect the children and families of Oregon. Oregonians are taking onnew levels of commitment to address emerging problems and develop opportunitiesto improve the status and future well-being of children and families.Collaborative efforts now appear in many places: public policy development,policy within funding organizations, organization charters, and economic developmentplans within the business community. All provide a base to obtainthe “best bang for the buck” and build a sense of community.The Purpose of CollaborationToday’s community environment dictates that citizens and providers of servicedevelop effective ways to improve the use of limited resources. Communitiesseek positive benchmarks such as safety and security, educational success, andOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 89

sound economic diversity. Community leaders, agency managers, and businessesare discovering the power of collaboration.Simply put, collaboration involves two or more individuals working towarda desired outcome. Recognizing citizens as the community’s most valuableresource unleashes people’s creativity and acknowledges collaboration as theprimary catalyst to move the community agenda.Effective collaboration is characterized by win-win-win situations. Collaboratingpartners create flexible working environments where authority is shared,each person is challenged to do their best, and all are involved in the process ofimproving the outcome, the service, and the community condition. Collaborationssolve problems and seize opportunities. Collaboration is dynamic and everchanging as it moves the community forward.Nine Forces Shaping Community CollaborationIn these fast changing times, America is experiencing profound restructuring.The “Information Highway” forever changes how the average person gives andreceives information and knowledge. After a decade of concentration on businessand economic growth, the public agenda pendulum is swinging decisivelyin the direction of social concerns. Environmental degradation, deterioration ofpublic infrastructure, pervasive homelessness, school dropouts, violence, lack ofaffordable housing, racial tensions, and extensive child poverty are issues thatare gaining increased attention.Nine trends in society support the growth of community basedcollaborations:Shift to CommunityThe community is taking on more responsibility as the decentralization of governmentcontinues. More responsibility is given to the community for designingsolutions to problems and issues.Redefining Private and Public RolesThere is a blurring of the boundaries that have traditionally defined the rolesof the public and private sectors, as well as individual versus institutional responsibilities.As the federal budget deficit continues to constrain action on social problems,private sector firms are contracting to perform many traditional, governmentfunctions. Business is more directly involved in social issues and becoming amajor player in an area once dominated by the public and volunteer sectors.Policy DevelopmentPublic and private sector policy supports the merging of existing and newresources to focus on commonly defined issues. This is in direct contrast totraditional turf boundary resource distribution.Chapter 11Page 903rd EditionOperation: Military KidsReady, Set, Go! Training Manual

New IssuesNew issues affecting children and their families are emerging at a faster pacethan previously experienced. Often preexisting solutions do not exist.Citizen ParticipationPolitical activism, reflecting our maturing society, is more pragmatic and measured.More people are actively interested in doing “their part for the community.”People who participate want two things: to make a positive impact andto grow personally from the experience.Quality of Life—WellnessQuality of life issues, particularly the health of children and families, are emergingas key areas of public concern.Fragmentation of ServicesCooperation is replacing competition, however, fragmentation, unproductivecompetition, lack of communication and unplanned service delivery stillexist.Focus on Root CausesA clearer understanding of youth development and the factors that dramaticallyincrease the likelihood of successful growth to adulthood is evolving, andcan be termed the ecology of youth development. An ecological perspective emphasizesthe community is a vital part of each person’s life. This recognizes theAfrican proverb which states that “it takes a whole village to educate a child.”Shared DecisionsTraditional funding is shrinking. Organizations are examining the efficienciesgained by addressing common issues or jointly delivering similar services. Collaborationsreduce duplication of cost and effort.How Collaborations Enhance the CommunityWhen community leaders, service delivery personnel, business representatives,youth and adults—people and organizations who represent the fabric of thecommunity—come together in collaboration they move the community togreater strength. Collaboration creates an organizational environment thatbenefits everyone.Such an environment promotes the opportunity for people to experience:✪ Understanding—An understanding of how their expertise and skill fitinto the big picture, and a challenge to make significant contributions;✪ Belief—Belief in the community and in its desire to produce the bestpossible services;✪ Recognition—Recognition for their talents, experience, and contributions;Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 91

✪ Diversity—Acceptance that diversity is an advantage to the community;and✪ Knowledge—Knowledge that each citizen and organization is importantto the community.As the community begins to partner, it develops a climate that recognizes andnurtures the collaboration. This climate cultivates problem solvers and opportunityseekers. Collaborations thrive on the belief that people are its most valuableresource. Successful collaborations foster other successful collaborations.Choices and DecisionsCollaborations, coalitions, cooperation, networks and partnerships—all presentthemselves as commonplace words today. It is important to recognize thedifferences and the value of each.Before initiating a collaborative relationship, it is critical to understand the rangeof choices of community based linkages. In some cases a collaboration is theideal relationship—in other cases perhaps a coordination effort is appropriate.Existing linkages are often a good place to start moving toward collaboration.In one Oregon community, 32 different groups had been formed to addressthe issues surrounding teen pregnancy. Today, the community hosts two collaborationson teen pregnancy: one addresses community policy and the other,service policy.Foundations of CollaborationsVisionwhat the collaborators want to accomplish and how they will usethe collaboration to get there;Commitment pledge to attain specific goals and benchmarks and to enhance thecollaboration;LeadershipActionqualities include personal commitment, enjoyable involvementand determination to achieve the goals and benchmarks vital tothe development and operation of the collaboration;a plan to accomplish these goals and benchmarks, including responsibilities,resources and deadlines.Vision is a clear picture of what can be. It creates the focus of what a collaborationcan accomplish. Vision motivates and requires the partners to act. It fosterspositive, creative and synergistic thinking. Benchmarks describe what communityconditions will change as a result of reaching the vision.Ideally, vision is created by all partners. The vision should establish the imageof working together.Chapter 11Page 923rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Community Linkages—Choices and Decisions…Levels Purpose Structure ProcessNetworking• Dialog and commonunderstanding• Clearinghouse forinformation• Create base of support• Non-hierarchical• Loose/flexible link• Roles loosely defined• Community action isprimary link amongmembers• Low key leadership• Minimal decisionmaking• Little conflict• Informal communicationCooperationor Alliance• Match needs andprovide coordination• Limit duplication ofservices• Ensure tasks are done• Central body of peopleas communication hub• Semi-formal links• Roles somewhat defined• Links are advisory• Little or no new financialresources• Facilitative leaders• Complex decisionmaking• Some conflict• Formal communicationswithin the central groupCoordinationorPartnership• Share resources toaddress common issues• Merge resource base tocreate something new• Central body of peopleconsists of decisionmakers• Roles defined• Links formalized• Group leverages/raisesmoney• Autonomous leadershipbut focus in on issue• Group decision makingin central andsubgroups• Communication isfrequent and clearCoalition• Share ideas and bewilling to pull resourcesfrom existing systems• Develop commitment fora minimum of threeyears• All members involved indecision making• Roles and time defined• Links formal with writtenagreement• Group develops newresources and jointbudget• Shared leadership• Decision making formalwith all members• Communication iscommon and prioritizedCollaboration • Accomplish shared visionand impact benchmarks• Build interdependentsystem to address issuesand opportunities• Consensus used inshared decision making• Roles, time andevaluation formalized• Links are formal andwritten in workassignments• Resources and jointbudgets are developed• Leadership high, trustlevel high, productivityhigh• Ideas and decisionsequally shared• Highly developedcommunication systemsOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 93

Commitment is an internal decision that a person or organization makes whenthey believe in the need for change and are willing to make it work. Commitmentcomes easy in an environment in which people have seen and been a partof success.Commitment and vision are double threads, overlapping and reinforcing eachother. People with commitment demonstrate a spirit to make things happen.Commitment is supported when each partner knows what to do, how to do itand when the work should be completed.The best way to gain commitment from others is to model it, to give positive reinforcementto those who demonstrate it and to publicize partnering success.Many collaborations begin with one, two or three people. As the collaborationgrows and membership increases, it is important that each member perceives asense of responsibility for the success of the collaboration.To build trust, all partners within the collaboration must present their intentionsand agendas honestly and openly. They must nurture the diversity of thecollaboration as a strength. Leaders must understand and develop interconnectingsystems for clear communication, trust building and the sharing of humanand fiscal resources.Collaborations often meld private and public service systems with business andcivic groups. Leadership that respects the value of each partner, and the degreeto which organizations can be flexible, and recognizes that some activities willbe dropped in order to collaborate, is incredibly important to successful collaborations.Certain leadership traits have been found to be common to successful collaborations.Strong determined leaders with the ability to seek resources, who knowhow to recruit the right people, consistently prove to be effective. The ability toseek resources has been ranked the most important quality of a leader: resourcesinclude human, financial and political support.Vision, commitment and leadership weave together with the action plan. Theaction describes the specifics of who does what, when and how. Each partnerwithin the collaboration takes responsibility for specific tasks and makes acommitment to carry them out.The action plan can make or break the collaboration. Barriers include inadequatefunding, resistance to involvement by a critical community sector, and turf issues.A well-designed action plan addresses these issues prior to the implementation.A good action plan:✪ Sets goals and benchmarks✪ Identifies partner rolesChapter 11Page 943rd EditionOperation: Military KidsReady, Set, Go! Training Manual

✪ Decides how to approach the issue or opportunity✪ Establishes time lines✪ Determines resources needed—not just what is in place✪ Decides what type of evaluation is needed✪ Documents agreement with partnersRoles and ResponsibilitiesAddressing the issues is just the first step, the easiest one. Now wemust do the hard part—acting on the ideas and following throughwith the delivery.—Partner with Oregon Mentoring CollaborationTo move past tokenism into real collaboration, all partners must understand theinterrelationships of their roles and responsibilities. This becomes a life-sustainingpart of collaboration by building an environment that supports and encouragesparticipation and commitment.Unfortunately, there are no universal roles and responsibilities. Each collaborationmust form its own to suit its needs. Recurring roles include:LeaderCoachTrainerModelpromotes the vision and directionencourages excellenceskill developerdemonstrates appropriate group behaviorFacilitator guides the processEvaluatorappraises resultsSystems Approach to Service DeliveryEngaging in a “system wide approach” to service delivery presents itself in manynames—“seamless services,” “comprehensive service system,” or “total servicedelivery.” All strive to achieve a system of support which addresses prevention,intervention and treatment services.Collaborations can be successful in creating and mobilizing a system wide servicedelivery. Success depends on the authority and commitment of agencies and thebusiness community, and the advocacy and support of citizens. There must bethe drive and power to alter existing policies, develop new policies and continueto educate and provide activities to create awareness for the community.Sustained system wide services are acknowledged through formal agreementsand interdependent relationships within the community and with regional,Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 95

state and national organizations. This approach builds support for what citizensvalue.Challenges for CollaborationCollaboration building is complex, and for most, a new adventure. It brings newchallenges to communities, existing service delivery systems and the everydaylives of citizens.Interviews with existing collaborations identify a host of challenges:ResourcesCommitmentTurfConflictRespectDiversityLack of ready funding resources and skill in creating newfinancial resources.Resistance to involvement and commitment from keycommunity sectors.Turf issues, often stemming from a lack of trust.Personality conflicts within the collaboration.Building respect, understanding and trust.Gaining an appropriate cross section of partners.Communication Maintain open and frequent communication.FacilitatorInsuring a skilled facilitator is engaged with the group.Collaboration MultipliedThe alternative to supplying “five easy quick steps to successful collaboration”is to explore common characteristics which multiply the effect of communitybased collaborations. The following characteristics have been found in manysuccessful community based collaborations.Outcomes and benchmarksAgreement andcommitment to impactRoles are defined and clearThrough consensus, all partners clearly andspecifically define outcomes and benchmarks.All partners—citizens, service providers,businesses—must walk the same talk.Partners strive to improve one or moreconditions within the community…forthe long haul.Partners are more open minded, trusting,and willing to define their commitment andspecific role.Chapter 11Page 963rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Open to growth and change Partners are willing to “ask for what theywant.” This may be information, resources,skills, and authority.Success acknowledgedCorrectionsRisk takersEmbrace creativityCreditEvaluate the resultsPartners support each other and acknowledgecitizens and systems outside the group thatsupport and help the collaboration.During a flight from Portland to Japan a pilotmakes approximately 487 in-flight courseadjustments. Partners open to and accepting ofchange and adjustment will build and maintaina firm collaboration foundation.Partners acknowledge, understand, and sharein risk taking thereby committing to change.Partners who represent a wide cross section ofthe community hold a common characteristicof never looking at an issue or opportunity inthe same way. Many do not come to the tablewith preconceived notions of the “right way”to solve a problem. Creativity and synergybuild collaborations with drive.Give credit where credit is due.Monitoring the effectiveness is making sure therudder is in the water and the ship is on course.Next StepsThis resource is designed to be a companion to additional resources. Otherresources include information on specific collaborations, the use of coalitionsand partnerships. Also, work teams to support communities in developing theircollaboration.The following two parts of this series address specifics on how to develop a communitybased collaboration and sustain it. Technical assistance for communitieswill be available after March 1, 1994. The assistance will focus on:Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 11Page 97

1. Elements of building effective collaborations.2. Developing collaborative strategies and work plans.3. Facilitating and negotiating collaborations.This information was developed by the Chandler Center for Community Leadership, acollaboration of the Oregon Commission on Children and Families, Oregon State UniversityExtension Service and Central Oregon Community College. The Center developed theinformation from interviews with communities in Oregon and other states, evaluation ofcurrent collaborations and research from the following institutions:Academy for Educational DevelopmentWashington D.C.Associates for Youth DevelopmentTucson, AZGlobal Vision FoundationWashington D.C.JGS Management Consultants, Inc.New York, NYInteragency Partnership to ConnectChildren and Families with ComprehensiveServices Washington D.C.Michigan State UniversityEast Lansing, MIMontana State UniversityBozeman, MTOhio State UniversityColumbus, OHWilder Research CenterSaint Paul, MNWorld Future SocietyBethesda, MDThe information was written by Teresa Hogue, and edited by Viviane Simon-Brown.The Chandler Center for Community Leadership was established in 1992 in response to acompelling need to foster community-based leadership. The overall goal of the Center is toencourage individuals and community groups to take part in governing.The Center focuses primarily—but not exclusively—on the development of public andprivate sector opportunites and supports for children, youth and their families.The Chandler Center for Community Leadership is located at 2600 NW College Way, Bend,OR 97701-5998; Phone: 541.388.8361.This project is funded in part by the United States Department of Justice, Office of the Justice and JuvenileDelinquency Prevention under Grant 92-JFCX0041Chapter 11Page 983rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter Twelve:Operation: Military Kids ... Next StepsI. Lesson PlanA. Purpose: Provide a wrap-up of the training and enable teams to visualize theirnext steps. Provide closure to the group and an opportunity to share their StateTeam Plan with the rest of the group.B. Objectives:1. Learn about Mobile Technology Labs2. Learn about OMK Reporting Requirements3. Learn about resources that are available at national, state, and local level4. Report on State Team plans5. Review Best Practices Appendix6. Complete Post-Test7. Complete training evaluationC. Time: 90 minutesD. Preparation/Materials Needed:✪ Laptop and projector✪ OMK Jeopardy program✪ Copies of Post-Test✪ Course evaluation✪ Participant’s certificate of completionII. Training Session ContentA. PowerPoint Slides and Key Talking PointsSlide 12-1: OMK JeopardySlide 12-2: Final Agenda/Parking LotSlide 12-3: OMK Reporting RequirementsSlide 12-4: OMK Web PageSlide 12-5: State OMK Team Action Plan OutbriefsSlide 12-6: Best PracticesSlide 12-7: Participant Post-TestSlide 12-8: Review of ResourcesSlide 12-9: OMK Points of ContactSlide 12-10: So, What Can We Do To Make A Difference?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 12Page

B. Activity and Directions1. In State Teams, have participants play OMK Jeopardy2. Review Mobile Technology Labs (MTLs). What they are and how touse them.3. Cover any outstanding items from the Agenda or “Parking Lot” items.4. Review reporting requirements for State OMK Teams.5. Review OMK web page and what to populate it with.6. Give teams time to continue planning and then report back.III. EvaluationA. Reflection Questions1. What new information did you learn in this portion of the training?B. Application Questions1. How will you be supportive of youth who are dealing with the stressesof the deployment of a parent or loved one when you return to yourcommunity/school?2. How will your OMK team be supportive of youth who are dealing withthe stresses of the deployment of a parent or loved one when you returnto your community/school?Chapter 12Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK JeopardySlide 12-1: OMK JeopardyContent of this slide adapted from: N/AMaterials Needed: OMK jeopardy program, laptop computer, LCD projectorTrainer Tips: N/AWhat to Do, What to Say:Do:• Divide the group into two teams.• Have a representative from each team come to the front/deck.• Facilitator will pick the first question/first category.• Facilitator reads off the answer.• The first two participants on deck have the chance to answer, the one whosehand goes up first has the first try. A point will go to the team that answerscorrectly.• If the participants on deck cannot answer, it goes to the first team torespond.• The winner then gets to choose the next category/question.• Play until the board is complete.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 12Page

Final AgendaParking LotSlide 12-2: Final AgendaContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review the Agenda for the day.• Address any parking lot issues.Chapter 12Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

OMK Reporting RequirementsSlide 12-3: OMK Reporting RequirementsContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Remind participants of the reporting requirements of the OMK State Team(i.e., monthly report and annual reports).Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 12Page

OMK Web PageSlide 12–4: OMK Web PageContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Show the National OMK web page.Say: This should be treated as your primary website and updated weekly or as needed tomaintain current information.Chapter 12Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

State OMK Team Action Plan OutbriefsSlide 12-5: State OMK Team Action Plan OutbriefsContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Set orders for teams to brief their action plans to the group. Give each team20 minutes to present their plan.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 12Page

Best PracticesOperation: Military KidsSlide 12-6: Best PracticesContent of this slide adapted from: N/AMaterials Needed: RSG! Chapter 13 Best Practice ExamplesTrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: The OMK Ready, Set, Go! Training Manual contains examples of best practices toassist you and your team with effective implementation of program componentsand activities.Do:• Refer participants to best practice examples in manual to assist them withimplementation.• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Chapter 12Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Participant Post-TestMeasuring knowledge gainSlide 12-7: Participant Post-TestContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: Be sure to include time to determine average score of participantPre-/Post-Tests and share with group to measure learning.What to Do, What to Say:Do:• Review slide content with participants.Say: The post-test is simply used to compare your knowledge base at the start of thetraining with your knowledge base at the end of the training.Do:• Distribute post-test to participants.• Allow time to complete the test, then collect them.• See Chapter 1 in Operation: Military Kids Ready, Set Go! Manual for answers.• Add total class score and divide by number of participants to determineaverage score. Share these results with the class.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 12Page

Review of ResourcesOMK Ready, Set, Go! Training ManualSlide 12-8: Review of ResourcesContent of this slide adapted from: N/AMaterials Needed: RSG! Manual Chapter 13 List of ResourcesTrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.Say: The OMK Ready, Set, Go! Training Manual contains a variety of resources to assistyou and your team with effective implementation of program components andactivities.Do:• Refer participants to materials in manual listing resources to assist them withimplementation.• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Chapter 12Page 103rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Operation: Military Kids Points ofContact• Operation Military Kids Websitehttp://www.operationmilitarykids.org• 4-H/Army Youth Development ProjectDarrin AllenOperation: Military Kids Coordinator(703) 681-4848darrin.allen@fmwrc.army.milArmy Child & Youth ServicesNancy Campbell(703) 681-5383nancy.campbell@fmwrc.army.milSlide 12-9: Operation: Military Kids Points of ContactContent of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: When providing training at the local level, create and distribute to participantsa one-page handout of points of contact for Operation: Military Kids Teammembers and other key points of contact.What to Do, What to Say:Do:• Review slide content with participants. Refer participants to Operation:Military Kids Ready, Set, Go! Training Manual, Must-Reads for Chapter 13:Resources.• Check group for understanding.Say: Are there any questions or comments about the materials on this slide?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 12Page 11

So…What Can We Do To Make ADifference?• Remember that collaboration/partnerships are the keys to success!• Take action plans/goals created at this training and implement themas soon as possible. Increasing awareness is the first step towardfacilitating change!• Continue to educate yourself on the issues surrounding resourcesavailable at national, state, regional, and local levels to support NationalGuard, U.S. Army Reserve (and other branches of the military). Soldiers,families, and youth impacted by deployment.• Be conscious on a day-to-day basis of the many ways you cansupport youth impacted by these issues.• Know that the National Operation: Military Kids ProjectTeam is here to assist you as needed.Slide 12-10: So…What Can We Do To Make A Difference?Content of this slide adapted from: N/AMaterials Needed: N/ATrainer Tips: N/AWhat to Do, What to Say:Do:• Review slide content with participants.• Ask participants to respond to the following question:Say: Can you identify and share any additional ideas that come to mind right nowat the conclusion of this training that can help us support/make a differencewith soldiers, families, and youth?Do:• Facilitate group brainstorming and record responses on flip chart paper.Say: Thank you for attending this training!Good luck with your state, regional and local OMK team endeavors!Chapter 12Page 123rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Chapter Thirteen:ResourcesI. Lesson PlanA. Purpose: Provide additional information to OMK teams to help them accessresources and best practices for supporting children/youth impacted by thedeployment of a parent or loved one.II. Training Session ContentA. Activity and Directions1. Review list of additional resources in “Must Read” section of this chapter.2. Review list of “Best Practices” in “Must Read” section of this chapter.3. Have large group identify and share any additional resources that canhelp support/make a difference with soldiers, families, and youth.III. Must-Read Background MaterialA. Sample Two-Hour Training OutlineB. Operation: Military Kids Website Listings for ResourcesC. Operation: Military Kids Best PracticesD. Review Operation: Military Kids Ready, Set, Go! Supplemental Resources CDIV. EvaluationA. Reflection Questions1. What new information did you learn in this portion of the training?B. Application Questions1. How will you be supportive of youth who are dealing with the stressesof the deployment of a parent or loved one when you return to yourcommunity/school?2. How will your OMK team be supportive of youth who are dealing withthe stresses of the deployment of a parent or loved one when you returnto your state?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 13Page

Sample Two-Hour Training PlanSample A:Schools and Communities: Supporting Families in TransitionAudience: School employees and after school providersTimeActivityTrainer’s NotesResources5 minutes10 minutes15 minutes30 minutes15 minutes10 minutes25 minutes5 minutesWelcomeTransition BINGODeployment BasicsWhat happens to kidsin transitionRole PlayDebrief Role playingHow can you providesupport in schools/classroom/programQ & A—ClosureHousekeepingAdapted gameDataCycle of dependents(Interactive lecture)Family changesRisk factorsBehavior changesResearch basedInteractive lectureScenarios related toschool, after schoolGroup discussionBathroombreaksHandoutsPowerPointhandoutsScenariosNewsprintMarkersSmall group workShare group actionsand activities“Group Hug”Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 13Page

Website Listings for ResourcesMain Project Resource Websites:Operation: Military Kids Websitehttp://www.operationmilitarykids.orgCore OMK Partners:Army Child & Youth Services (CYS)http://www.armymwr.comNational 4-H Headquartershttp://www.national4-hheadquarters.govThe American Legionhttp://www.legion.orgBoys & Girls Clubs of America (BGCA)http://www.bgca.orgMilitary Child Education Coalition (MCEC)http://www.militarychild.orgNational Association of Child Care Resource and Referral Agencies(NACCRRA)http://www.NACCRRA.orgOther Project Resources (listed alphabetically):Academy for Educational Development, Center for Youth Development andPolicy Researchhttp://www.aed.orgAir Forcehttp://www.afcrossroads.comAmerica Supports Youhttp://www.americasupportsyou.mil/AmericaSupportsYou/index.htmlAmerican Academy of Child and Adolescent Psychiatryhttp://www.aacap.orgAmerican Academy of Experts in Traumatic Stresshttp://www.aaets.orgAmerican Academy of Pediatricshttp://www.aap.orgChapter 13Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Army Community Service Operation READY Training Moduleshttp://www.armycommunityservice.org/home.aspArmy Community Service—Operation READYhttp://www.armycommunityservice.orgArmy MWR (Morale, Welfare and Recreation)http://www.armymwr.comArmy Reserve Family Programshttp://www.arfp.orgAssociation of the United States Army (AUSA)http://www.ausa.orgChild Care Awarehttp://www.childcareaware.orgChildren’s Defense Fundhttp://www.childrensdefense.orgCommunity Youth Mappinghttp://www.communityyouthmapping.orgCYFERnet—Children, Youth, and Families Education and Research Networkhttp://www.cyfernet.mes.umn.eduDepartment of Defense Deployment LINK (Deployment Health Support)http://www.deploymentlink.osd.milDepartment of Defense dictionary of military termshttp://www.dtic.mil/doctrine/jel/doddict/Department of Defense Educational Opportunitieshttp://www.militarystudent.orgDepartment of Defensehttp://www.defenselink.milDepartment of Defense Military Family Resource Centerhttp://www.mfrc-dodqol.orgDeployment Support Linkhttp://www.deploymentlink.osd.milHooah4Healthhttp://hooah4health.com/Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 13Page

Marine Corps Community Serviceshttp://www.usmc-mccs.orgMilitary Child and Youth websitehttp://www.mfrc-dodqol.orgMilitary Homefronthttp://www.militaryhomefront.dod.mil/Military Impacted Schools Associationhttp://www.militaryimpactedschoolsassociation.orgMilitary One Sourcehttp://www.militaryonesource.comMilitary Student in Transition and Deploymenthttp://www.militarystudent.orgMilitary Teens on the Move (MTOM)http://www.defenselink.mil/mtomNational 4-H Councilhttp://www.fourhcouncil.eduNational After School Organizationhttp://www.naaweb.orgNational Association for the Education of Young Childrenhttp://www.naeyc.orgNational Association of School Psychologisthttp://www.nasponline.orgNational Center for Post-Traumatic Stresshttp://www.ncptsd.va.gov/National Guard Family Programshttp://www.guardfamily.orgReal Teens Connectedhttp://www.us.army.milNational Military Family Associationhttp://www.nmfa.orgZero to Threehttp://www.zerotothree.orgChapter 13Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Iowa State UniversityOMK Best PracticesCreating Memories ProjectIssue:Increased mobilization and deployment of Guard and Reserve soldiers createsseparation issues between kids and deployed family members. Creating Memoriesutilizes 4-H photography curriculum, 4-H photography project members, andvolunteers to create a connection between military kids and deployed familymembers through digital photography. In addition, military kids will participatein other photography activities and be introduced to the 4-H program. Current4-H members participating in Creating Memories will practice communicationskills, leadership skills, and community service as an outgrowth of their projectarea.Goals:1) Introduce military kids to the 4-H photography project area utilizing handsonactivities and curriculum from photography project materials2) Take, process, print, and laminate digital photos to send off to deployedfamily members3) Build connections between military kids and 4-H program4) Expand communication skills, leadership skills, and community service ofcurrent 4-H members involved in program.Resources:4-H Photography project materialsEquipment:• Laptop computer• Digital camera• Color photo printer• Photo paper• Laminator• Laminating film• Photo trimmer (scrapbook trimmer) or scissors• Back drape for photo• Props—flags (US, 4-H), 4-H Freedom Bears, marker board to make signsSupplies to make displays:• Poster board/tri-fold display board• Markers, scissors, mounting materials• Photo samplesOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 13Page

Handouts:• Determined by photography skills and activities 4-H members choose tofocus on (see samples at end)• Photo releases (needed from all participants)Planning Meeting:Who:• 4-H members• volunteers• 4-H staffWhat:• 4-H members determine skills they want to share• Plan activities• Discuss what their displays might look like• Learn how to operate digital photography and processing equipment• Firm up schedule/transportationActivity station suggestions(see 4-H photography project materials):• Know your camera• Tips for good photos• DOCS• Rule of thirds• Cropping• Matting makes a difference• How to take tricky shotsEvaluation:• Written evaluation from 4-H members, volunteers, staff• Sample handouts and evaluations followComposition DOCS 1Composition is the way we arrange things in our photos. To keep our photoshealthy, we need to be photo DOCS. Keep these things in mind when you takeyour photos!Details: Our photos look better if we show details—get close!Off-center: Our photos look better if the subject isn’t always right in the centerof the photo.Clutter: Our photos look better without clutter detracting from the story.Simple: Our photos look better if we keep them simple.Chapter 13Page 3rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Tips for Better Photos 1• Know your camera—read the instructions!• Keep your camera steady• Focus!• Show action• Off-center subject is more interesting• Get close—avoid a busy background• Keep it simple• Get closer than a car’s length when using flash• Look for unusual viewpoints or dramatic lighting• To show depth in scenic photos, include some of the front part of thescenePoint of Interest and Rule of Thirds 2Mentally divide your photo into thirds…vertically and horizontally. Note thatthere are four points where the imaginary lines intersect. A photo is usuallymore interesting to look at (has more impact) if the point of interest falls nearone of the intersections. The rule of thirds is useful when you are shooting orcropping your photo.If your photo is a landscape, it is usually bestto place the horizon line one-third from thebottom or the top of your photo.Think of these rules as guides. Never say always”or “never” when composing your photo.Point of interest1Adapted from Adventures With Your Camera—A, 1999, National 4-H Council (available at yourlocal Extension office).2Adapted from a publication by Don Wishart, former communication specialist, Iowa State UniversityExtensionOperation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 13Page

Evaluation for Youth ParticipantsPlease help us evaluate the Creating Memories project by reviewing the goalslisted below and answering the questions that follow.Goals:1) Introduce military kids to the 4-H photography project area utilizing handsonactivities and curriculum from photography project materials2) Take, process, print, and laminate digital photos to send off to deployedfamily members3) Build connections between military kids and the 4-H program4) Expand communication, leadership skills, and community service of current4-H members involved in the pilotWhat do you think the military kids learned about photography from yourskill-a-thon station?What do you think the military kids learned about 4-H?What other information do you wish you had to help prepare for the CreatingMemories session with the military kids?What did you learn from this experience? (about yourself, your own photographyskills, military kids)How will you use the information you put together for your skill-a-thon station(posters/activities) in the future?Would you be willing to help with this project again?Yes____ No____Would you encourage other 4-H members to help with this project?Yes____ No____What other comments would you like to share with us to help make CreatingMemories a better program?I am enrolled in the photography project area. Yes____ No____This is my _________ year in 4-H.Thanks again for all your help with this project!Chapter 13Page 103rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Evaluation for Adult ParticipantsPlease help us evaluate the Creating Memories project by reviewing the goalslisted below and answering the questions that follow.Goals:1) Introduce military kids to the 4-H photography project area utilizing handsonactivities and curriculum from photography project materials2) Take, process, print, and laminate digital photos to send off to deployedfamily members3) Build connections between military kids and the 4-H program4) Expand communication, leadership skills, and community service of current4-H members involved in the pilotWhat do you think the military kids learned about photography from the skilla-thonstations?What do you think the military kids learned about 4-H?What other information do you wish you had to help prepare for the CreatingMemories session with the military kids?What did you learn from this experience? (about yourself, your own photographyskills, military kids)What suggestions do you have to make the actual taking and processing ofphotos run smoothly?Would you be willing to help with this kind of activity again?What other comments would you like to share with us to help make CreatingMemories a better program?Thanks again for all your help with this project!Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 13Page 11

North CarolinaOMK Best PracticesOMK Best Practice Submission 1: Creating Linkages that WorkIn North Carolina, we have struggled with creating networks to identify “suddenlymilitary” families and connect them to 4-H and Extension programs in localcommunities. Our most effective method has developed in partnership with theSchool Liaison Officers in counties surrounding our military bases. While theseprofessionals focus on active duty military and families, the “suddenly military”families become part of the target audience for these outreach personnel as activationand deployment occur. As the School Liaison Officer identifies youth onvisits to area schools, we have been successful in presenting Hero Packs and inacquainting the youth and their families with the resources available throughExtension. This network also provides an avenue for the School Liaison Officerto request permission to share contact information with the local 4-H staff, sothat direct contact can be initiated to invite the youth and their families toappropriate activities and events. The School Liaison Officers are also availableto visit schools across the state to provide training to school staff if a need isrecognized and the school requests assistance in addressing this need.OMK Best Practice Submission 2: Adding Information to Hero PacksDistributing Hero Packs is a definite asset in creating a positive connection tosuddenly military families. The young people, their families, and their soldiersare all very appreciative of the acknowledgement, and the positive energy createdis exciting for everyone involved. Including a flyer or brochure in the letterfor the recipient increases the likelihood of the family contacting the local 4-Hprogram and accessing the resources available through their county’s CooperativeExtension programs. Sometimes the insert is a generic information factsheetthat includes information about getting involved in local 4-H programs, andsometimes we include a calendar of upcoming 4-H and Extension events thatmight be interesting for these families. Some HP presentations have simply includeda list of all of the county Extension centers with phone numbers whenHero Pack events include youth from several counties. This was a very easy, veryinexpensive way for us to try to create local connections for these families.OMK Best Practice Submission 3: Teens Reaching Youth in PatrioticServiceNorth Carolina’s version of Speak Out for Military Kids has a youth-centeredtwist. Since November 2004, eight teams of teens (each with an adult coach) havebeen trained in issues relating to military and “suddenly military” families. (Anadditional four teams will be trained in the fall of 2005, with one of these teamsbeing a Boys & Girls Club team.) Teams of two to four teenagers from military,reserve, and civilian families have made presentations to both adult and youthgroups at schools, community meetings, statewide conferences, andChapter 13Page 123rd EditionOperation: Military KidsReady, Set, Go! Training Manual

local fairs. Through a combination of public speaking, hands-on exercises, andtrue-life scenarios, these teams work with session participants to understand theneeds of “suddenly military” families and to identify ways these families can besupported within their community. These same teams have been instrumentalin creating special events for military families, and in involving military familiesin ongoing events within their local 4-H program. This peer-to-peer model hasproven successful throughout North Carolina 4-H Youth Development.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 13Page 13

MarylandOMK Best PracticesOperation: Stuffed ToysOperation: Stuffed Toys is a creative project used in place of Hero Pack distribution.White bows are tied around the necks of stuffed toys with OMK/Hero Kidstickers placed at the tips of ribbon. This idea was a success to kids and parentsof deployed soldiers.To continue the efforts of this project, the Maryland OMK Program solicited forstuffed toy donations while attending the State Fair 4-H/OMK Exhibit. Citizensthat did not have the opportunity to make fair donations can also make donationsat their local 4-H County Offices.Operation: Book DriveThe Maryland 4-H Teen Focus Committee organized a book drop-off for incomingteens attending the Teen Focus Leadership Conference. OMK stickers wereplaced inside of the front cover of the donated books.Operation: Book Drive is a collaborative project with Operation: Stuffed Toys.Both projects serve as a kid/teen replacement for Hero Pack distribution.Carroll County, OMK Dance-A-ThonIn support of the Operation: Military Kids Program, there will be a Statewide4-H Dance-A-Thon. Teenagers ages 14–18 are asked to dance the night awayand raise additional funds to support our program. Participants will also receivedoor prizes, dinner, and partake in get-acquainted activities. We look forwardto this event.“Speak Out for Military Kids”The Maryland Speak Out for Military Kids (SOMK) curriculum has been used inseveral areas beyond the intended use of community awareness. Our state teamtook the opportunity to introduce the SOMK curriculum during the 4-H TeenFocus Leadership Conference. Community volunteers assisted in teaching thecurriculum to youth ages 14 and up. Youth were also interviewed by local newsstations, which created publicity for our program.Additional use of the Speak Out for Military Kids curriculum also came aboutduring the SOMK Training. The Maryland OMK Program advised interestedcitizens that could not attend the August event that this training is an overallintroduction to the SOMK Program. Plans are currently being made to create aSpeakers Bureau.Chapter 13Page 143rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Youth who attended the training would be considered the SOMK Core Group.This group would also become a Civic Group, in which youth perform communityservice projects in conjunction with the Operation: Military Kids Program.Their first community service project began with solicitation of volunteers andstuffed toys at the Maryland State Fair 4-H/OMK Display.Maryland SOMK Format*1. Introductory Training2. Core Group Meeting3. Recruitment Drive4. Research and Skills Sessions5. Speaking Engagements*Throughout all of these steps, youth will conduct meetings and participate in communityservice activities.General State IdeasThe Maryland Operation: Military Kids program, in conjunction with the NationalGuard, Cooperative Extension, Patuxent River 4-H Center, and Kraft Foods,hosted the Home Front Challenge: Food, Fun, and Fitness Camp. This campwas for National Guard and Army Reserve youth ages 8–13 and teen mentorsages 14 and up. Youth traveled from the states of Pennsylvania, Maryland, andVirginia to attend camp. Home Front Challenge weekly activities included canoeing,fishing, lawn initiatives, and orienteering. Additional classes taught wereBasics of Public Speaking, Fitness, Health, and Nutrition courses. To concludethe Home Front Challenge Camp Ceremony, General Bruce F. Tuxill served as aguest speaker for this event. Youth were also given Certificates, Fitness Kits, anda CD of SOMK speeches to share with parents and friends.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionChapter 13Page 15

IdahoOMK Best PracticesOMK State Team:✪ Prepare written memorandums of understanding with “Partners”✪ Meet regularly✪ Agree upon terms for team members (1–2 years)✪ With the Team, prepare a Plan of Work/Calendar/Goals for the year✪ Prepare an agenda and distribute it at least one week before each meeting✪ Record minutes of meetings and distribute them within one week after themeeting✪ Involve youth✪ Make copies of publicity/news articles to send to National✪ Refer to the CSREES Budget Guidelines and to your organization/university’srules to be sure that meeting expenses and reimbursements conform towhat is allowable.Mobile Technology Lab:✪ Prepare a contract and other forms that define responsibilities for security,use, return, payment of broken/lost equipment, events/activities andpopulations served, community partners, and evaluation/reporting.✪ Create a job description for volunteers (adults and youth) and paid staffassociated with administering the lab.✪ Create an on-line calendar/schedule of lab activities/reservations/availability.✪ Provide materials/instructions/applications to help participating youthlink to local and state Tech Teams and to apply to attend the National4-H Technology Conference, National 4-H Conference, and local 4-H clubs,camps, and events.Chapter 13Page 163rd EditionOperation: Military KidsReady, Set, Go! Training Manual

Operation: Military KidsState Team MemberReady, Set, Go! TrainingRead Ahead MaterialsOperation: Military KidsReady, Set, Go! Training Manual3rd EditionRead Ahead/Appendix APage

Dear OMK Team Member:Thank you so much for making the personal commitment to participate inOperation: Military Kids and the OMK Ready, Set, Go! (RSG!) Training.Operation: Military Kids is the U.S. Army’s colloborative effort with America’scommunities to support “suddenly military” kids impacted by the Global Waron Terrorism. We are proud to have your organization as an active participant inthe implementation and execution of Operation: Military Kids throughout yourstate. As a member of your OMK State Team, you connect to other professionalsand assets in your organization, attend state OMK team planning meetings, andinitiate OMK support services in coordination and cooperation with other stateand local OMK partners. These efforts will build the capacity of local communitiesin your state to address the many issues that the children and youth of NationalGuard and Army Reserve families face.This read ahead packet will provide background information on the historyof OMK, explain the implementation framework of OMK, guide you to gatherpertinent information before departing for Kansas City to make your trainingexperience more valuable, and give you an outline of what to expect during theReady, Set, Go! Training.We look forward to working with you and your team as you design and implementOperation: Military Kids throughout your state to support the childrenand youth of National Guard and Army Reserve families. See you very soon inKansas City!Thank you for your support of Operation: Military Kids.Sincerely,Operation: Military Kids Management TeamPlease print this document and bring it to the training session.Read Ahead/Appendix APage 3rd EditionOperation: Military KidsReady, Set, Go!

Background: 4-H/Army Youth Development Project (YDP)The U.S. Army Family & Morale, Welfare, and Recreation (FMWRC) and theU.S. Department of Agriculture (USDA) Cooperative State Research Educationand Extension Service (CSREES) share a common mission of providing positiveyouth development programs to build the skills and competencies youth needto live productive, healthy, and self-sufficient lives wherever they live. These twofederal agencies have created a partnership, the 4-H/Army Youth DevelopmentProject (YDP), to accomplish their common mission and make efficient use ofpublic resources.USDA/CSREES and National 4-H Headquarters provide leadership for 4-H youthdevelopment programs in Land Grant universities and 3,150 U.S. counties aspart of the Cooperative Extension System. Youth aged 5–19 participate in a widevariety of 4-H programs led by youth development professionals and volunteersacross the country. FMWRC provides leadership to the Army’s Child & YouthServices (CYS) programs. CYS Programs provide quality childcare and youthrecreation services on Army installations worldwide for children and youth ages4 weeks through 18 years.The 4-H/Army Youth Development Project (YDP) assists Army CYS providepredictable, quality youth programs by introducing 4-H to military and nonmilitaryyouth on installations and in communities worldwide. The YDP alsomakes significant contributions to:• Mission readiness—Soldiers focus on their mission, knowing their childrenare in safe and supportive environments with caring adults.• Reaching new audiences—4-H reaches a new audience of youth not previouslyserved.• Wise use of public resources—Federal agencies improve programs and usetax dollars effectively.The successful partnership is due largely to the following contributions:• CSREES has Cooperative Agreements with five universities to implementYDP. Through the agreements, faculty from multiple universities arecontracted to administer programs, develop educational materials, conducttrainings, and to provide technical assistance for Army youth andtechnology programs.• 4-H Youth Development and Technology Specialists are on loan fromtheir universities for assignments at seven Army Regional offices to workdirectly with Regional Child & Youth Services staff to assist installationsin their Region.• Each state has identified one State 4-H Military Liaison to coordinatemilitary support efforts in their state.Army CYS staff have positively embraced the benefits of the partnership andopened the doors for programming to be administered on installations aroundOperation: Military KidsReady, Set, Go! Training Manual3rd EditionRead Ahead/Appendix APage

the world. This support has resulted in the establishment of over 400 4-H clubs at125 CYS program locations worldwide; enrollment of over 11,000 new 4-H members;and involvement of almost 1,000 Army staff in implementing 4-H clubs.Expanding the 4-H/Army Partnership…Operation: Military Kids (OMK)The OMK initiative builds on the eleven year 4-H/Army Youth DevelopmentProject’s (YDP) established infrastructure of the State 4-H Military Liaisons. TheState 4-H Military Liaisons serve as the central point of contact for OMK StateTeams, comprised of the Army National Guard, Army Reserve, Boys & GirlsClubs of America, the Military Child Education Coalition, The American Legion,Schools, and other Community Organizations. State Teams are joining ArmyChild & Youth Services to build local community support networks designed toreach out to “suddenly military” youth…before, during, and after their parentsare deployed.Operation: Military Kids focuses on those young people whose parents are inthe National Guard and Army Reserve who are being called up in increasingnumbers for extended assignments in support of the Global War on Terrorism.While these youth do not relocate, their lives are changed dramatically when aparent suddenly is mobilized or deployed and leaves the family for potentiallydangerous assignments. Families of National Guard and Army Reserve Soldiersusually do not live on military installations but are dispersed throughout theUnited States in rural areas, small towns, suburbs, and cities. In addition, manyof these families live 50–100 miles away from any other National Guard or ArmyReserve family and from the normal military support mechanisms. Therefore,they may be isolated from other families and youth who are experiencing similardeployments and separations. Until deployment, these families have typicallybeen civilians with little or no experience dealing with military culture. Clearly,they now face new challenges and risks.The goals of Operation: Military Kids are to:• Create community support networks for military youth “in our ownbackyard” when Soldier parents are deployed.• Deliver recreational, social, and educational programs for military youthliving in civilian communities.• Support military kids coping with the stress of knowing their deployedparents may be in harm’s way.• Collaborate with schools to ensure that staff is attuned to the uniqueneeds of military students whose parents are deployed.• Educate the public on the impact of the deployment cycle on Soldiers,families, kids, and the community as a whole.• Incorporate “suddenly military” families into ongoing Partner Programsoffered by 4-H clubs, Boys & Girls Clubs, The American Legion, etc., inthe communities where they live.Read Ahead/Appendix APage 3rd EditionOperation: Military KidsReady, Set, Go!

OMK has three major components: (1) Building Infrastructure Support, (2) ImplementingEducational/Support Program Options, and (3) Operation: MilitaryKids—Ready, Set, Go! Training.Building infrastructure or building community capacity to address issues thatconfront “suddenly military” children and youth who are geographically dispersedaway from military installations is a major focus of Operation: MilitaryKids. The following short PowerPoint presentation gives you a visual picture ofthe OMK Implementation framework.OMK Implementation Framework4-H/Army YouthDevelopmentProjectOMKManagement TeamOMKPartnershipAdvisoryGroupOMKStateTeamsOMKLocalCommunitySupportNetworkThis slide shows the OMK infrastructure designed to support the OMK localCommunity Support Networks.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionRead Ahead/Appendix APage

U.S. Army Family& Morale, Welfare, andRecreation CommandM.-A.(FMWRC)LucasChild & Youth Services (CYS)Cooperative StateResearch, Education, andExtension Service(CSREES)4-H SherriWright4-H/ArmyYouth DevelopmentProjectNancyCampbellDarrinAllenThis slide, representing the 4-H/Youth Development Project, illustrates thestrong partnership between the U.S. Army’s Family & Morale, Welfare, andRecreation Command and Child & Youth Services and the USDA’s CooperativeState Research, Education, and Extension Service and 4-H. The project’s primaryresponsibility is to assist in identifying potential OMK states, secure funding forOMK grants, develop the OMK state request for proposals, and approve submittedstate OMK proposals.Read Ahead/Appendix APage 3rd EditionOperation: Military KidsReady, Set, Go!

Auburn UniversityTraining Supportand Special ProjectsStacey Bozeman*FMWRC OMKOversightNancy Campbell*FMWRCTechnology SupportMark Otto*Washington StateUniversityOMK ImplementationKevin Wright*OMKManagementTeamWashington Officeof Superintendent ofPublic InstructionOMK ImplementationMona Johnson*Kansas StateOMK State GrantsMarlene Glasscock**Primary OMK Point of ContactCSREESOMK OversightDarrin Allen*4-H MilitaryProgram SpecialistEddy Mentzer*The OMK Management Team consists of staff persons from the 4-H/Army YouthDevelopment Project partnering with Universities and Army Child & Youth Services.The OMK Management Team is responsible for managing the OMK stategrants, providing OMK program and marketing resources, providing technicalassistance to OMK State Teams, and providing State Teams with the Operation:Military Kids—Ready, Set, Go! Training.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionRead Ahead/Appendix APage

OMK Partnership Advisory GroupU.S. Army Family &Morale, Welfare andRecreation Command(FMWRC)M.A. Lucas*Cooperative State Research,Education, and ExtensionService (CSREES)Sherri Wright*CommunityAgenciesBonnie Storm*Army NationalGuardKathy Goedde**Primary OMK Point of ContactOMKPartnershipAdvisoryGroupU.S. Army ReservePamela McBride*Military ChildEducation CoalitionDr. Mary Keller*Boys & Girls Clubsof AmericaCindy Rondeau*The AmericanLegionJason Kees*The OMK Partnership Advisory Group is made up of representatives of all thecore National OMK Partners. The primary responsibility of this group is to helpOMK State Teams connect with the core partners at the state and local levels,promote OMK to key personnel in partner organizations, and develop partnerprogram materials for use with OMK states.Read Ahead/Appendix APage 3rd EditionOperation: Military KidsReady, Set, Go!

OMK State TeamYouthArmy InstallationCYS StaffRegional and LocalBoys & Girls ClubProfessionalsCounty/State 4-HExtensionProfessionalsArmy National GuardTerritory/State CYS Staff*4-H State Military Liaisons serveas OMK State Team Leaders.OMKState Team*CommunityVolunteer PartnersSchoolPersonnelU.S. Army ReserveRegion CYS StaffThe AmericanLegionRepresentativeThe OMK State Team is comprised of representatives from all the OMK CorePartners and any other agencies/organizations/people in the state that haveresources to contribute to OMK. The OMK State Team’s primary responsibilitiesare to create local community support networks throughout the state, provideOMK—Ready, Set, Go! Training to state and local OMK partners, coordinate theimplementation of the “Speak Out for Military Kids” program, deliver youth outreachservices through partner organizations, coordinate the use of the MobileTechnology Lab (MTL), and document OMK efforts and activities in progressreports.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionRead Ahead/Appendix APage

OMK Community Volunteer PartnersIndividualVolunteersYouth ServingAgencies/OrganizationsVeteransOrganizationsLocal MilitaryComponents(Active, Guard,and Reserve)CommunityVolunteerPartnersCivicGroupsBusinessesFaith-BasedOrganizationsPrivateOrganizationsThis slide represents potential members of your State Team. The goal is to havea committed and diverse group representing OMK at the state and local levels.Read Ahead/Appendix APage 103rd EditionOperation: Military KidsReady, Set, Go!

OMK Statewide Support NetworkOMKLocal CommunitySupport NetworkOMKLocal CommunitySupport NetworkOMKStateTeamsOMKLocal CommunitySupport NetworkOMKLocal CommunitySupport NetworkCreating local support networks is the key to making OMK a success and is theOMK State Team’s primary responsibility. This involves leveraging resources inlocal communities to provide support services to assist “suddenly military” kidsin communities where they live.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionRead Ahead/Appendix APage 11

OMK Local Community Support NetworksLocal MilitaryComponentsSchools BGCA 4-HLocal BusinessesCivic GroupsOMKLocal CommunitySupport NetworkYouth ServingAgencies/OrganizationsPrivateOrganizationsFaith-BasedOrganizationsVeteransOrganizationsOthers?This slide illustrates that local support networks are made up of a wide varietyof organizations, agencies, and volunteers who provide the resources and havea desire to support National Guard and Army Reserve children and youth.Read Ahead/Appendix APage 123rd EditionOperation: Military KidsReady, Set, Go!

Joint Programming EffortsOperation: Military Kids programs should be delivered in collaboration and cooperationby multiple state and local partners. Ongoing communication amongthe OMK Management Team, Partnership Advisory Group, and OMK State Teamsis critical to create successful local community support networks! Frequent StateOMK team conference calls, email discussions, and submission of OMK StateTeam monthly reports will ensure that information flows to the people whocan keep OMK moving forward. Below is a brief synopsis of the major programelements of Operation: Military Kids that State Teams will need to implementupon their return home from Kansas City.A. Ready, Set, Go! TrainingThe Operation: Military Kids (OMK)—Ready, Set, Go! (RSG!) Training Manualwas developed for distribution to state, regional, and local teams as well as keymilitary, school, and community stakeholders. Coordinated regional and localtraining efforts are needed to increase understanding of the unique issues facingmilitary youth who are dealing with the deployment or reintegration of aparent or loved one.Anticipated outcomes of this manual and accompanying training include:• Providing participants with hands-on practical information to assist themin building community capacity and educating community membersabout:— issues that “suddenly military” youth face— ways that they can support military kids who are currently coping withthe stress of knowing their parents or loved ones are in harm’s way• Supporting participants with planning, implementation, and facilitationof training at the state, regional, and local levels to increase understandingand support for National Guard, Army Reserve, and other military youthimpacted by the current Global War on Terrorism.Some of the topics that will be covered during the RSG! Training include:✪ Exploring Military Culture✪ The Emotional Cycle of Deployment: Mobilization and Deployment✪ The Emotional Cycle of Deployment: Homecoming and Reunion✪ Stress and Coping Strategies✪ Impact of Grief✪ Loss and Trauma✪ Fostering Resilience in Children and Youth✪ Understanding the Influence of the Media✪ Building Community Capacity to Take ActionThese training sessions will give the State Teams the tools they need to returnhome and begin creating and training local community support networks.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionRead Ahead/Appendix APage 13

B. Speak Out for Military KidsOne of the issues facing military youth and families is the lack of communityawareness of the unique stressors and challenges they face during times of conflictand war. This lack of understanding by the general public can make militaryyouth feel isolated and misunderstood. These issues are particularly important foryouth from National Guard and Army Reserve families who may be geographicallyisolated from other military youth and who may not be familiar with orhave access to traditional military support systems.Speak Out for Military Kids (SOMK) is a youth-driven community outreachinitiative associated with OMK. It is designed to raise awareness of issues facingmilitary families and foster community activism to address the challengesfaced by military youth and families. SOMK is a core program that every OMKstate agrees to execute. Both military and non-military youth can be involved.Through youth-led simulations, interviews, and research, participants learnabout the experiences of military peers and families.SOMK participants form speakers bureaus whose participants develop lectures,public service announcements, videos, and other materials. They share theirexperiences with others in the community (e.g., at school assemblies, Rotaryclubs, city council, teacher in-services, etc.) In addition to building public awarenessand support about issues facing military families during mobilization anddeployment, SOMK provides youth participants with the opportunity to gainvaluable leadership, research, organizational, technology, and public speakingskills.C. Hero PacksA Hero Pack is a tangible way to hand-deliver a salute to military children andyouth for their strength and sacrifices while parents are deployed. A Hero Packserves as an expression of support for military children and youth from theircommunities and OMK Partners. Hero Packs are a community service programthat builds awareness and fosters community support for geographically dispersedNational Guard and Army Reserve children and youth.Hero Packs consist of three components: an appreciation component, a contentcomponent, and a support component.Any youth group that wants to get involved in OMK can assemble and distributeHero Packs, e.g., Boys & Girls Club members, an American Legion baseball team,4-H members, a chess club from school, a church youth group, etc.The goals of the Hero Pack project include:• Recognize the strengths of military-connected children and youth.• Provide a symbol of thanks to children and youth for the sacrifices theymake when their parents are deployed.Read Ahead/Appendix APage 143rd EditionOperation: Military KidsReady, Set, Go!

• Provide the tools to help “suddenly military” children and youth connectwith their absent parent.• Educate the non-military community about the challenges that “suddenlymilitary” families are facing to support the Global War on Terrorism.D. Mobile Technology LabsEach OMK state will receive a 10-station Mobile Technology Lab (MTL)* to supportOMK programs throughout the state. The lab will have one external DVDrecorder, one printer network, one portable laminator, one digital camera, onedigital video camera, one scanner, three pelican cases for storage and transport,DVD media (writable/rewritable), and power strips/extension cords. Includedwith the equipment is an MTL inventory list and instructions on how to set upand take down the equipment. The software packages will include Pinnacle 9.0,QuickTime Pro 6.0, DVD or CDROM burning software, Photoshop Elements,FrontPage, Macromedia Flash, BGCA Digital Arts Suite, KidPixs, Hallmark CardMaker, MS Publisher, and Encarta. The hardware and software packages are designedto give the lab a variety of options for activities and programs that willhelp children and youth connect to their deployed parent. All OMK partners willhave access to the Mobile Technology Lab and will be encouraged to use it!Information to Gather Before You Attend RSG!The Ready, Set, Go! Training will be an intensive, interactive, and fun trainingwhere participants will:• Gain an understanding of the military deployment process.• Explore issues that arise because of deployment of a loved one.• Receive tools to train and equip individuals, agencies, and organizationswith knowledge that will help them to support children and youth ofNational Guard and Army Reserve families more effectively.• Create comprehensive action plans to make OMK operational at state,regional, and local levels.The following tasks to complete before attending RSG! Training will:• Allow participants to be fully engaged in the RSG! Training.• Help State Teams create solid action plans to execute when they returnhome.1. Please bring with you a list of meetings that your organization currently hasscheduled in the upcoming year (including dates, times, locations). It is ourhope that you will use the planning time provided during the training toidentify specific dates, times, and locations that you and your team memberscan work together to promote OMK at the state, regional, and local levels.*Receipt of the MTL is contingent on available funding.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionRead Ahead/Appendix APage 15

2. Schedule a time with your supervisor and/or your organization’s key stakeholdersto back-brief them on your experience at RSG! Training as well as informthem of future plans to implement OMK at the state, regional, and/or locallevels.3. Bring a list of key contacts throughout your organization that you thinkmight need to be briefed on OMK or whose support you know you will needto secure.4. Obtain and read the state OMK grant proposal from your State 4-H MilitaryLiaison. It is important for you to be familiar with the proposed plan andrealize that this plan will be built upon during your participation in RSG!Training and beyond. The OMK proposal is a working document and will berefined over time.5. Be prepared to discuss your organization’s ongoing programs that might beable to be integrated into OMK. (Be prepared to share dates, times, locations,and a brief description of the activity or program so your team can work togetherto assist you with integration.)6. Explore partner websites for background information on Core OMK Partners:• Military Child Education Coalition—http://www.militarychild.org• The American Legion—http://www.legion.org• 4-H—http://www.4husa.org• Boys & Girls Clubs—http://www.bgca.org• U.S. Army MWR—http://www.armymwr.com/portal/family/childandyouth/• National Guard Family program—http://www.guardfamily.org• Army Reserve Family Program—http://www.arfp.org• Kansas City Marriott—http://marriott.com/property/propertypage/MCIAPWhat to Expect at OMK RSG! Training in Kansas City✪ Training Agenda IS Included.✪ Participate in a fast-paced, interactive, and fun training.✪ Meet a new team of people committed to working together on this excitinginitiative!✪ Please be prepared to take back a 5-inch three ring binder that is full of valuableinformation.✪ To find out about the hotel where you will be staying, check out: http://marriott.com/property/propertypage/MCIAP.Teach Back OpportunitiesIn an effort to give State Teams an opportunity to practice teaching and sharesome of the informational material they will be given at RSG! Training, theRead Ahead/Appendix APage 163rd EditionOperation: Military KidsReady, Set, Go!

agenda includes scheduled State Team “teach back” opportunities. These 15–20minute sessions offer teams the chance to design an hour-long training agendaon the topic assigned below with the material modified for an audience thatyour team chooses (i.e., Chamber of Commerce, a group of 25 middle schoolteachers, 15 high school guidance counselors, a veterans service organization).We will collect each State Team’s “teach back” lesson plan and share it with allthe participants. Each team will leave with at least one lesson plan from eachidentified chapter of the manual.Please note your state’s assigned topic below. After you have been trained on theassigned topic, your team will create a one-hour lesson plan for that topic. (Yourteam will be given planning time at the end of each training day.) Due to timeconstraints, you won’t be able to actually present a one-hour training session.Your team will brief the large group on your lesson plan in 15–20 minutes. Thelesson plan brief will describe your audience, introduce the content, includean interactive activity (set-up and debrief questions), and present a conclusion(e.g., the main points from the content that you want to emphasize to youraudience).TOPICStress and CopingGrief and LossResiliencyMediaMilitary CultureMob/DemobPost-DeploymentReunion9 APR.COLORADOKANSASMASSACHUSETTSDELAWAREPENNSYLVANIAUTAHSOUTH DAKOTAOperation: Military KidsReady, Set, Go! Training Manual3rd EditionRead Ahead/Appendix APage 17

Participant AgendaReady, Set, Go! TrainingApril 9-13, 2007Kansas City, MissouriRSG! Learning ObjectivesA. Understand deployment processB. Identifying issues that arise as a result of deployment of loved oneC. Operationalize OMK at state, regional and local levelMonday—Why We Are Here (5pm–9pm)Dinner• Welcome to Operation: Military Kids• Until Then Home Video• Exploring the Issues of Today’s National Guard and Army Reserve Child• Why Are We Here?• Operation: Military Kids Public Service Announcement• Questions• Wrap upTuesday (8am–5pm)• Team Building Activity• Military Component Overview— Active Duty— National Guard— Reserve• Introduction to OMK Implementation Framework/Operationalizing OMKBreak• OMK Partner PresentationsLunch• Overview OMK Program Elements— Featured OMK Element of the Day: RSG! Introduction of the “TeamTeach Backs”— Exploring Military CultureBreak• Deployment Cycle— Deployment and Mobilization— Homecoming and Reunion• Wrap up• Team Planning TimeRead Ahead/Appendix APage 183rd EditionOperation: Military KidsReady, Set, Go!

Wednesday (8am–5pm)• Featured OMK Element of the Day: SOMK— Stress & Coping— Grief & Loss— ResilienceBreak• Teach Back• Teach Back• Building Community Capacity to Take ActionLunch• Building Community Capacity to Take Action (cont.)• Teach Back—Deployment & Mobilization• Affinity Breakouts—How Does OMK Work Within Our Organizations?Break• Teach Back—Homecoming & Reintegration• Building Community Capacity to Take Action—Debrief of Strategies• Team Planning TimeThursday (8am–5pm)• Building Community Capacity to Take Action—Debrief of Strategies (cont.)• Featured OMK Element of the Day: Hero Packs• Teach Back—Stress & CopingBreak• OMK State Team Breakouts—How to Connect with PartnersLunch• Affinity Groups DebriefBreak• Teach Back• Teach Back• Wrap Up/Review• Team Planning Time (How to infuse OMK into my Organization)Friday (8:30am–3pm)• Featured OMK Element of the Day: Mobile Technology Labs• OMK Reporting Requirements and OMK Webpage• Communities Taking Actions & Building CapacityBreak• Team Strategic Action Planning Time• Report Out on State Team’s Action PlansLunch• Report Out on State Team’s Action Plans (cont.)• Final Comments and ClosureBreaks are 15 minutes in duration.Meals will be 60 minutes in duration and provided for all participants.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionRead Ahead/Appendix APage 19

Operation: Military KidsReady, Set, Go! TrainingJournalOperation: Military KidsReady, Set, Go! Training Manual3rd EditionAppendix BPage

Journal QuestionsIntroduction• I learned the following about OMKtonight that I didn’t already know ...Slide B-1: Journal Questions—IntroductionContent of this slide adapted from: N/AMaterials Needed: Inspirational reading/quote, slide, Reflection Journal, pensTrainer Tips: N/AWhat to Do, What to Say:Do:• Show the Journal slide on the screen.• Distribute the Reflection Journals.• Read an inspirational reading/quote to set the tone for the Reflection Journal.• Instruct the group to answer the listed questions.Appendix BPage 3rd EditionOperation: Military KidsReady, Set, Go!

Journal Questions• Things I learned about OMK partnersthat will be beneficial to implementingOMK in my state are ...• My understanding or perception ofOMK has changed from when I firstarrived in Kansas City in the followingways ...Slide B-2: Journal QuestionsContent of this slide adapted from: N/AMaterials Needed: Inspirational reading/quote, slide, Reflection Journal, pensTrainer Tips: N/AWhat to Do, What to Say:Do:• Show the Journal slide on the screen.• Locate the Reflection Journals.• Read an inspirational reading/quote to set the tone for the Reflection Journal.• Instruct the group to answer the listed questions.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionAppendix BPage

Journal Questions• I learned the following about militaryculture and the deployment cycle ...• Some of the ways I can use RSG!manual as I implement OMK in mystate include ...• I am excited to be a part of my stateteam because ...Slide B-3: Journal QuestionsContent of this slide adapted from: N/AMaterials Needed: Inspirational reading/quote, slide, Reflection Journal, pensTrainer Tips: N/AWhat to Do, What to Say:Do:• Show the Journal slide on the screen.• Locate the Reflection Journals.• Read an inspirational reading/quote to set the tone for the Reflection Journal.• Instruct the group to answer the listed questions.Appendix BPage 3rd EditionOperation: Military KidsReady, Set, Go!

Journal Questions• Things I learned about OMK partnersthat will be beneficial to implementingOMK in my state are ...• My understanding or perception ofOMK has changed from when I firstarrived in Kansas City in the followingways ...Slide B-4: Journal QuestionsContent of this slide adapted from: N/AMaterials Needed: RSG! JournalTrainer Tips: Summarize the topics discussed during the day. Ask if there are anyunanswered questions. Ask the participants to write in their RSG! Journal their ownresponses to the statements in this slide.What to Do, What to Say:Do:• Review slide content with participants.Say: Instruct participants to write their own personal responses to the statements on theslide in their RSG! Journals.Ask if anyone has something specific they want to ask or share about what they’velearned in this session.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionAppendix BPage

Journal Questions• How could you support military kidsand families who are experiencingdeployment stressors and/or tragedy?• What assets, strengths, or abilities do Icontribute to my OMK state team?Slide B-5: Journal QuestionsContent of this slide adapted from: N/AMaterials Needed: Inspirational reading/quote, slide, Reflection Journal, pensTrainer Tips: N/AWhat to Do, What to Say:Do:• Show the Journal slide on the screen.• Locate the Reflection Journals.• Read an inspirational reading/quote to set the tone for the Reflection Journal.• Instruct the group to answer the listed questions.Appendix BPage 3rd EditionOperation: Military KidsReady, Set, Go!

Journal Questions• Who else (person, organization, agency, etc.) needs to beincluded on our state team to make it effective?• Who will do this, when, how?• How will we as state team prioritize issues?• How will we communicate as state team? (next mtg?methods?)• Who is your “chain of command”?• How will you brief others in your organization on OMK?(dates, times, content)• How will your state team connect w/ organizations/agencies/people at regional and local levels tobuild capacity and deliver support programs?• How can you actively foster these connections?Slide B-6: Journal QuestionsContent of this slide adapted from: N/AMaterials Needed: Inspirational reading/quote, slide, Reflection Journal, pensTrainer Tips: N/AWhat to Do, What to Say:Do:• Show the Journal slide on the screen.• Locate the Reflection Journals.• Read an inspirational reading/quote to set the tone for the Reflection Journal.• Instruct the group to answer the listed questions.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionAppendix BPage

Journal Questions• My organization can contribute toOMK as follows ...• How do Hero Packs help youth copewith the stress of deployment?• How will HP be incorporated into yourOMK efforts?Slide B-7: Journal QuestionsContent of this slide adapted from: N/AMaterials Needed: Inspirational reading/quote, slide, Reflection Journal, pensTrainer Tips: N/AWhat to Do, What to Say:Do:• Show the Journal slide on the screen.• Locate the Reflection Journals.• Read an inspirational reading/quote to set the tone for the Reflection Journal.• Instruct the group to answer the listed questions.Appendix BPage 3rd EditionOperation: Military KidsReady, Set, Go!

Journal Questions• I am committed to my state team inthe following ways ...• I see my responsibilities on my stateteam being ...• I feel the journal has been helpful tome because ...Slide B-8: Journal QuestionsContent of this slide adapted from: N/AMaterials Needed: Inspirational reading/quote, slide, Reflection Journal, pensTrainer Tips: N/AWhat to Do, What to Say:Do:• Show the Journal slide on the screen.• Locate the Reflection Journals.• Read an inspirational reading/quote to set the tone for the Reflection Journal.• Instruct the group to answer the listed questions.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionAppendix BPage

Operation: Military KidsReady, Set, Go! TrainingEnergizersOperation: Military KidsReady, Set, Go! Training Manual3rd EditionAppendix CPage

Why Are We Here?Slide C-1: Why Are We Here?Content of this slide adapted from: N/AMaterials Needed: 3x5 card, pensTrainer Tips: Review the cards at the trainer recap meeting to see if the audience ison the same page or address in the next morning session.What to Do, What to Say:Do:• Distribute a 3x5 card for each participant.• Have each participant write on the 3x5 card why they think they are here.• Have each participant pass the card in to the OMK Training Team.• No sharing necessary.Appendix CPage 3rd EditionOperation: Military KidsReady, Set, Go!

Who Are We?Slide C-2: Who Are We?Content of this slide adapted from: N/AMaterials Needed: ParticipantsTrainer Tips: N/AWhat to Do, What to Say:Do:• Go around to each table and have the participants stand up, one-by-one,and share the following info:– Name– Organization– TidbitOperation: Military KidsReady, Set, Go! Training Manual3rd EditionAppendix CPage

Walk This WaySlide C-3: Walk This WayContent of this slide adapted from: N/AMaterials Needed: Walk this Way bingo sheets, pens, small prizesTrainer Tips:• Participants will be able to reflect on what it may be like to be amilitary kid.• Participants will be able to understand the challenges thatmilitary youth face.What to Do, What to Say:Do: • Pass out the bingo square sheet.Say: Have you ever heard of the expression, “Walk a mile in my shoes?”We are going to participate in an activity that is similar to the game of bingo.Have the participants read the bingo squares to themselves.Mingle and find someone who has experienced these situations.Appendix CPage 3rd EditionOperation: Military KidsReady, Set, Go!

Get their signature on the line.Participants mingle and gather signatures until the first person gets a “bingo” andearns a prize!What happened when you completed the “Walk this Way” activity?Were you surprised at how many participants did/didn’t have similar experiences onthe activity?How can you use this information to help “suddenly military” families who areaffected by the deployment of a parent or loved one?How can you use this information to make your OMK initiative successful?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionAppendix CPage

If the Shoe Fits ...Slide C-4: If the Shoe Fits ...Content of this slide adapted from: Adapted from the lesson plan created by DonaLeonhard, Janel Dingy, and Jessica Rice, Ohio State University, Course AGR EDUC 643.Materials Needed: Shoes, markers, easel pad paperTrainer Tips: Participants will be able to demonstrate to one another that it is muchharder than what they think to “walk in someone else’s shoes.”What to Do, What to Say:Say: Have participants sit in a circle with their team.Have each participant take off both of their shoes and put them in the middle of thecircle.Have each participant find two shoes that are not their own and put them on.Have each participant stand up and have them try to walk around the room.What was it like to wear someone else’s shoes?Appendix CPage 3rd EditionOperation: Military KidsReady, Set, Go!

What was easy about it?What was hard?What would have made it easier?How can we be supportive of “suddenly military” youth?Operation: Military KidsReady, Set, Go! Training Manual3rd EditionAppendix CPage

I Belong ...Slide C-5: I Belong ...Content of this slide adapted from: N/AMaterials Needed: Signs—Yes, I Belong and No, I Don’t Belong; Yes or No questions.Trainer Tips: Phrases should be fun and relate to training topics. Do not let the activitydrag on.What to Do, What to Say:Do:• Mark one side of the room with the “Yes, I Belong” sign.• Mark the other side of the room with the “No, I Don’t Belong” sign.• Have the participants stand in the middle of the room—between the signs.• Read off a list of phrases that the participants must agree or disagree with.• If they agree with the statement, participants move to the Yes I Belong sideof the room. If they do not agree, they move to the No I Don’t Belong sideof the room.• After each phrase have the people look at the people around them, etc.Appendix CPage 3rd EditionOperation: Military KidsReady, Set, Go!

Playdough PictionarySlide C-6: Playdough PictionaryContent of this slide adapted from: N/AMaterials Needed: A jar of “playdough” per table, a list of five items to create (ex.Eiffel Tower, Santa, car, etc.), small prize for the winning teamTrainer Tips: N/AWhat to Do, What to Say:Do:• Place a jar of “playdough” at each team table.• Ask for a volunteer from each table to come up to the front of the room.• Let each volunteer see the “item” to be created. Instruct the volunteers toreturn to their tables.• The volunteers must not talk.• Once all volunteers have returned to their table, signal “go” so that theymay create their sculpture.• First team to get the correct answer scores a point.• Continue the process with a new set of volunteers until you run out of itemsto create.• The team with the most wins, wins a prize.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionAppendix CPage

What’s My Rank?Slide C-7: What’s My Rank?Content of this slide adapted from: AFTB Level 1 resourcesMaterials Needed: A picture set of Army ranks—1 per table, small prize for winningteamTrainer Tips: Also could discuss how rank impacts group dynamics.What to Do, What to Say:Do:• Copy a set of Army ranks and insignias for each team.• Cut the insignias and ranks up and have the group try to correctly “rank”order them.• Group must outbrief their results• First group to match correctly wins.Appendix CPage 103rd EditionOperation: Military KidsReady, Set, Go!

Dog TagsSlide C-8: What’s My Rank?Content of this slide adapted from: N/AMaterials Needed: 8 OMK Partner Dog Tags/participant, 1 dog chain per participant,slide with partner dog tagTrainer Tips: N/AWhat to Do, What to Say:Do:• Place stacks of 8 random tags on each table for each participant.• Each stack will not have all 8 OMK partners.• The objective is to trade to get all 8 OMK partner tags.• Rule 1: One cannot get a tag from your own state team member.• Rule 2: One cannot get more than 1 tag from each person.Operation: Military KidsReady, Set, Go! Training Manual3rd EditionAppendix CPage 11

OMK JeopardySlide C-9: OMK JeopardyContent of this slide adapted from: N/AMaterials Needed: OMK Jeopardy program, laptop computer, LCD projectorTrainer Tips: N/AWhat to Do, What to Say:Do:• Divide the group into two teams.• Have a representative from each team come to the front/deck.• Facilitator will pick the first question/first category,• Facilitator reads off the answer.• The first two participants on deck have the chance to answer, the one whosehand goes up first has the first try. A point will go to the team that answerscorrectly.• If the participants on deck cannot answer, it goes to the next person in lineor the first team to respond.• The winner then gets to choose the next category/question.• Play until the board is complete.Appendix CPage 123rd EditionOperation: Military KidsReady, Set, Go!

Operation: Military KidsReady, Set, Go! TrainingMust-Read andBackground Materials3rd Edition

Table of ContentsTable of Contents

1: IntroductionChapter 1:Introduction toReady, Set, Go!

Chapter 2:A New Reality:Impact of Global Waron Terrorism2: New Reality

Chapter 3:Introducing Operation:Military Kids and theOMK ImplementationFramework3: Introductin OMK

Chapter 4:Exploring MilitaryCulture4: Military Culture

5: Mobilize/DeployChapter 5:The Emotional Cycle ofDeployment:Mobilization andDeployment

6: HomecomingChapter 6:The Emotional Cycle ofDeployment:Homecomingand Reunion

Chapter 7:Stress and CopingStrategies7: Stress & Coping

Chapter 8:Impact of Grief, Loss,and Trauma8: Grief, Loss, & Trauma

Chapter 9:Fostering Resiliance inChildren and Youth9: Resiliance

10: Media InfluenceChapter 10:Understanding theInfluence of the Media

Chapter 11:11: Building CommunityBuilding CommunityCapacity to Take Action

Chapter 12:Operation: Military Kids ...Next Steps12: Next Steps

Chapter 13:Resources13: Resources

Appendix A:Read Ahead MaterialsA: Read Ahead

B: JournalAppendix B:Journal

C: EnergizersAppendix C:Energizers