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

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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
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 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 48 and 49: address issue).Ask group(s) to be p
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
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Army National Guard Units350,000 So
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Strategies for Working with theNati
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• 317,495 SoldiersArmy Reserve Ov
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Say:They are shown in red:81st RSG
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Chapter Three:Introducing Operation
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include needed resources, training
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What is Operation: Military Kids(OM
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Guard or Army Reserve family is dep
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OMK—The Concept• Responds to th
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Guiding Principles of OMK• Partne
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OMK Documentation• State Teams ne
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States Receiving OMK Grants• Ariz
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Definition of Building CommunityCap
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Operation: Military KidsImplementat
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What4-H/Army Youth Development Proj
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Auburn UniversityTraining Supportan
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OMK Program Marketing andResources
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OMK Partnership Advisory GroupOvers
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OMK Community Volunteer PartnersInd
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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
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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
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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
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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
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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
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early identification and treatment
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school mental health (ESMH) for mil
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Syndrome” Revisited: “By the Nu
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• What happened to the beach ball
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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
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Talking to Children aboutTerrorism
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How Should I Talk To Children About
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2. Remember that children tend to p
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Children and TV ViolenceAmerican ch
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The possible negative effects of ne
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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
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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
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There are many other reasons to dev
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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
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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
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Chapter Twelve:Operation: Military
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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
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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
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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
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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
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Chapter 4:Exploring MilitaryCulture
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6: HomecomingChapter 6:The Emotiona
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Chapter 8:Impact of Grief, Loss,and
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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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