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

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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
Page 2 and 3: Operation: Military KidsReady, Set,
Page 4 and 5: Table of ContentsChapter 1: Introdu
Page 6 and 7: Strategies for Parents and Teachers
Page 8 and 9: Chapter One:Introduction to Ready,
Page 10 and 11: Chapter 1:Introduction toOperation:
Page 12 and 13: Do:• Pass the microphone around t
Page 14 and 15: Do:• Get participants to agree to
Page 16 and 17: Things like we have all been to Eur
Page 18 and 19: Purpose of Training• Give partici
Page 20 and 21: Say: The structure of the manual is
Page 22 and 23: Training Materials Provided• CD c
Page 24 and 25: Participant Pre-TestMeasuring the K
Page 26 and 27: What is in the News????Slide 1-13:
Page 28 and 29: What Do Military YouthHave to Say??
Page 30 and 31: Any Questions, Comments,or Thoughts
Page 32 and 33: Ready, Set, Go! Training MaterialsS
Page 34 and 35: 6. Which strategy is NOT helpful in
Page 36 and 37: 6. Which strategy is NOT helpful in
Page 38 and 39: Slide 2-4: Identified Issues for Ch
Page 40 and 41: Chapter 2:A New Reality: Impact of
Page 42 and 43: Say: When these Soldiers are on Act
Page 44 and 45: Say: Because of the large numbers o
Page 46 and 47: e.g., living with a relative or low
Page 50 and 51: Army Component StructuresActive Com
Page 52 and 53: Active Army Demographics• 483,452
Page 54 and 55: Army National GuardSlide 2-10: Army
Page 56 and 57: Army National Guard• 350,000 Sold
Page 58 and 59: Army National Guard Units350,000 So
Page 60 and 61: Strategies for Working with theNati
Page 62 and 63: • 317,495 SoldiersArmy Reserve Ov
Page 64 and 65: Say:They are shown in red:81st RSG
Page 66 and 67: Chapter Three:Introducing Operation
Page 68 and 69: include needed resources, training
Page 70 and 71: What is Operation: Military Kids(OM
Page 72 and 73: Guard or Army Reserve family is dep
Page 74 and 75: OMK—The Concept• Responds to th
Page 76 and 77: Guiding Principles of OMK• Partne
Page 78 and 79: OMK Documentation• State Teams ne
Page 80 and 81: States Receiving OMK Grants• Ariz
Page 82 and 83: Definition of Building CommunityCap
Page 84 and 85: Operation: Military KidsImplementat
Page 86 and 87: What4-H/Army Youth Development Proj
Page 88 and 89: Auburn UniversityTraining Supportan
Page 90 and 91: OMK Program Marketing andResources
Page 92 and 93: OMK Partnership Advisory GroupOvers
Page 94 and 95: OMK Community Volunteer PartnersInd
Page 96 and 97: OMK Management Framework4-H/Army Yo
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OMK Local Community Support Network
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Operation: Military KidsKeys to Imp
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Ready, Set, Go! Training ContentsCh
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Speak Out for Military Kids(SOMK)Th
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Speak Out For Military KidsResource
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What is in a Hero Pack?• A Hero P
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Operation: Military Kids Core Progr
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Mobile Technology Labs OMK StateTea
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Supports regional and local Child &
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National Guard and Army Reserve Sol
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IV. LINKING UP…OMK CONTACTS FOR P
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programs, in military child and you
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✪ 4-H has a Long Standing Partner
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Boys & Girls Clubs of AmericaWho Ar
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Manhood—together form a comprehen
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gram, will refer individuals to OMK
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✪ American Legion Baseball. One o
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Operation Military Kids: Ready, Set
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developed by MCEC to train school c
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SOMK PROGRAM OVERVIEWSpeak Out for
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Youth Participants:✪ Make a year-
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Hero Pack Project OverviewWhat is a
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the pictures by chronological order
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Program Coordinator as well as the
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B. Activity and Directions1. Group
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Say: Ask participants to find commo
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U.S. Army Values• Loyalty—Bear
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Elements of Military Culture• Exp
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Say: Families enter military life w
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Military Acronyms and Terms• PMOS
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Converting between Military Timeand
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Utilizing Army ProtocolHeadquarters
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HOOAH!Often prononunced Houh or Oor
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HOOAH!Common definitions of HOOAH!
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Say: How important is it for indivi
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Social Issues/Needs• Adjusting to
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Educational Issues/NeedsReorienting
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Understanding Military CultureU.S.
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U.S. Army Acronyms:(DOD Dictionary
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IJKLIG—Inspector GeneralINFO—Fo
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STUVSD—Staff DutySDNCO—Staff Du
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Slide 5-16: Suggested Healthy Respo
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Chapter 5:The Emotional Cycle of De
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Do:• Start adding objects to the
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Let’s identify some ideas about d
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The Emotional Cycle of Deployment
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Stage One: Pre-Deployment• Shock/
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Stage Two: Deployment• Mixed emot
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Stage Three: Sustainment• Separat
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Understanding Separation Anxiety•
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Understanding Separation Anxiety•
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Stage Four: Re-Deployment• Antici
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Stage Five: Post-Deployment• Hone
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Strengths for Youth Resulting fromD
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Symptoms of Deployment Stress inSch
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Other Deployment Stress-RelatedIssu
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Activity Instructions:“A Blanket
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As the reality of the deployment fi
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Stage Three: SustainmentStage 3.Sus
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Toddlers (1-3 years) will generally
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cally, a “honeymoon” period fol
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with meaningful opportunities that
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Talk To Your Children About TheDepl
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not to forget birthdays and special
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Chapter Six:The Emotional Cycle of
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Chapter 6:The Emotional Cycle of De
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Homecoming and Reunion ActivitySlid
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The Homecoming:Challenges and Rewar
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experience of homecoming fades, it
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• Reactions— Shyness— Clingin
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Helping Youth Ages 5-12Adjust to Re
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The Myth of the “Perfect” Reuni
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3 to 5 YearsReactions• Demonstrat
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Tips For The Service MemberOn longe
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Tips For Spouse✪ On longer deploy
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Reintegration: This is the stabiliz
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Slide 7-18: General Coping Strategi
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Say: The objectives include: helpin
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Say: The goal of this activity is f
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Say: Children/youth need their basi
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Say: Distress is the stress evoked
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Specific Stressors ImpactingMilitar
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Say: If a Soldier has experienced c
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jumpiness, exaggerated startle resp
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Say: Compassion satisfaction can re
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Infant to 5 Years: Signs of Stress
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6-11 Years: Signs of Stress• Beha
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• Behaviors12-18 Years: Signs of
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Before Adults Can Help• Effective
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Specific Coping Techniques:Infant t
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Specific Coping Techniques:6-11 Yea
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Types of Prevention Strategies• U
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Selective/Indicated(Intervention) S
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Brainstorming Effective PreventionS
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Activity Instructions:Potato Head F
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A Spectrum of Childhood StressorsTh
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Babies begin to cope as soon as the
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against the moment when they will r
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ReferencesBelsky, J. 1980. Child ma
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other children. Children who have l
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ConclusionOur increasing knowledge
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Some of the Typical Signs and Sympt
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Specifically:Notice them. Well-deve
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ReferencesElkind, D. (1988). The Hu
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• Time distortion• Obsession ab
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ody (intactness), disruption of pee
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Strategies for Parents and Teachers
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Don’t be afraid to say “I don
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“fighting the disaster” or assi
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2. Break the class into small group
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Types of Prevention Strategies(Exce
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Chapter Eight:Impact of Grief, Loss
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Chapter 8:Impact of Grief, Loss, an
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What is a Casualty?• “Any perso
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Say: It is important for profession
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Do:• Encourage participants to re
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Adult Reactions to Grief and Loss
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Say: Children and youth need to gri
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Behavioral Responses of the Grievin
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Social Responses of the GrievingChi
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Spiritual Responses of the Grieving
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How To Help: Infants and Toddlers
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How To Help: Preschool Child• Use
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How To Help: Elementary School Chil
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How To Help: Middle School Youth•
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How To Help: High School Youth• A
Page 353 and 354:
Common Mistakes WhenDealing with De
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Brainstorming Strategies to Support
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or managing the changes in their li
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the importance of, and contributing
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• Accident-proneness• Inappropr
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assignments, social obligations, an
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is the term used to identify a casu
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• Grandparents• Other relatives
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Family Support Center, Navy Fleet a
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and practice. The Directorate addre
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✪ We can learn to appreciate our
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letters, saying prayers, or offerin
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✪ 5 to 10 months—The first fear
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schools and need to be reinforced a
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5. A deterioration in appearance. T
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Reactions and Guidelines for Childr
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helpful to validate their strong fe
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television, keep it brief, watch it
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• Remain aware of your own reacti
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to help students separate thoughts
Page 394 and 395:
Chapter Nine:Fostering Resilience I
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Chapter 9: Fostering Resiliency InC
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Understanding Risk Factors• Those
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Do:• Facilitate group brainstormi
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Profile of Resilient Individual•
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The 40 Developmental Assets• Exte
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Four Steps to Fostering Resilience
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Step Two in Fostering Resilience:Fo
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Step Four in Fostering Resilience:N
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Resiliency In ActionFostering Resil
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Figure 1. The Resiliency ChartFor e
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of risk factors and stress. The bal
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• Set and communicate high expect
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His life began turning around when
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Resiliency Requires Changing Hearts
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can be gleaned from the literature
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Inside-out change means that we tak
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not health-compromising, behaviors
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alcohol and other drug abuse, and m
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is predictable and that things will
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must be emphasized is that nowhere
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ehavior and also provide the child
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high expectations for all kids—an
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very actively in all sorts of thing
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formal and informal networks in whi
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Opportunities for ParticipationThe
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and welcomed their participation. A
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perspective. In Etiology of Drug Ab
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Erickson, Erik. Childhood and Socie
Page 452 and 453:
Miller, A. and L. Ohlin. Delinquenc
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phia, PA: Falmer Press, 1989.Werner
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early thirties, and then summarize
Page 458 and 459:
One of the most striking findings o
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1 year, and from alternate caregive
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that the opening up of opportunitie
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The life stories of the children of
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Risk and Protective Factor Framewor
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Building Resilience in Childrenin t
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and many other buildings, cities an
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Promoting Resilience in Military Ch
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keep in mind that today’s militar
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characterized both by a time frame
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for the criminal history or signifi
Page 480 and 481:
early identification and treatment
Page 482 and 483:
school mental health (ESMH) for mil
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Syndrome” Revisited: “By the Nu
Page 486 and 487:
• What happened to the beach ball
Page 488 and 489:
III. Must-Read Background MaterialA
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Today’s Media Presence• Media p
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How Much News ShouldChildren Watch?
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are not able to think as abstractly
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Adult Opinions and Views• May bur
Page 499 and 500:
Talking to Children aboutTerrorism
Page 501 and 502:
How Should I Talk To Children About
Page 503 and 504:
2. Remember that children tend to p
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Children and TV ViolenceAmerican ch
Page 507 and 508:
The possible negative effects of ne
Page 509 and 510:
Can we just ignore the news and hop
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Chapter Eleven:Building Community C
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Chapter 11:Building Community Capac
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our strengths to overcome obstacles
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Levels Purpose Structure ProcessNet
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improve communication between organ
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COLLABORATION FRAMEWORKOUTCOMESPubl
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Examples:• Healthy adolescents•
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Examples:Mission:The what and why
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Process Factors• Process Factors
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Examples:Outcomes:The how much of w
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level. For example, the same neighb
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Say: They are relevant to the missi
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Say: 1) Give overall direction: A s
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Say: Key aspects are outlined in th
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Collaboration Framework—Addressin
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ForwardCollaborative community effo
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Figure 1. Community Linkages—Choi
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Framework emphasizes the need to co
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OutcomesBeginning at the EndAs prev
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Real PeopleImpactsThe behavior chan
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One of the major responsibilities o
Page 553 and 554:
established pattern of communicatio
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is the only thing that ever has.”
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outcome(s) further establishes iden
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Community Tool Box:VMOSAVision, Mis
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Vision (the dream)Your vision commu
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Strategies (the how)The next step i
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We encourage reproduction of this m
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Whatever your organization’s drea
Page 569 and 570:
There are many other reasons to dev
Page 571 and 572:
undoubtedly many people in your com
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• Will it draw people to common w
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ResourcesBarry, B. W. (1982). Strat
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• Community-level outcome objecti
Page 579 and 580:
If your group has not already devel
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How do you collect this information
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of AIDS in its community may decide
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Community Tool Box:Developing Succe
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As with the process you went throug
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• Include comprehensive sex educa
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Community Tool Box:An Action PlanWh
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Let’s consider some of the people
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5. Follow through! One hard part (f
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ResourcesBarry, B.W. (1984). Strate
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ForwardIn democratic countries the
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New IssuesNew issues affecting chil
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Community Linkages—Choices and De
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✪ Decides how to approach the iss
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Open to growth and change Partners
Page 609 and 610:
Chapter Twelve:Operation: Military
Page 611 and 612:
OMK JeopardySlide 12-1: OMK Jeopard
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OMK Reporting RequirementsSlide 12-
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State OMK Team Action Plan Outbrief
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Participant Post-TestMeasuring know
Page 619 and 620:
Operation: Military Kids Points ofC
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Chapter Thirteen:ResourcesI. Lesson
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Website Listings for ResourcesMain
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Marine Corps Community Serviceshttp
Page 628 and 629:
Handouts:• Determined by photogra
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Evaluation for Youth ParticipantsPl
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North CarolinaOMK Best PracticesOMK
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MarylandOMK Best PracticesOperation
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IdahoOMK Best PracticesOMK State Te
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Dear OMK Team Member:Thank you so m
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the world. This support has resulte
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U.S. Army Family& Morale, Welfare,
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OMK Partnership Advisory GroupU.S.
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OMK Community Volunteer PartnersInd
Page 648 and 649:
OMK Local Community Support Network
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B. Speak Out for Military KidsOne o
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2. Schedule a time with your superv
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Participant AgendaReady, Set, Go! T
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Operation: Military KidsReady, Set,
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Journal Questions• Things I learn
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Journal Questions• Things I learn
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Journal Questions• Who else (pers
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Journal Questions• I am committed
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Why Are We Here?Slide C-1: Why Are
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Walk This WaySlide C-3: Walk This W
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If the Shoe Fits ...Slide C-4: If t
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I Belong ...Slide C-5: I Belong ...
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What’s My Rank?Slide C-7: What’
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OMK JeopardySlide C-9: OMK Jeopardy
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Table of ContentsTable of Contents
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Chapter 2:A New Reality:Impact of G
Page 682 and 683:
Chapter 4:Exploring MilitaryCulture
Page 684 and 685:
6: HomecomingChapter 6:The Emotiona
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Chapter 8:Impact of Grief, Loss,and
Page 688 and 689:
10: Media InfluenceChapter 10:Under
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Chapter 12:Operation: Military Kids
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Appendix A:Read Ahead MaterialsA: R
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C: EnergizersAppendix C:Energizers
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