Therapy Dogs in Afterschool: Getting Started

Top Left: Pets in the Classroom, Center: PSI Solutions, Top Right: Dog Time,
Bottom Left: Valley Humane Society, Bottom Right: Temescal Associates.

By Sam Piha 

Before introducing a therapy dog into your program, there are several steps that come first:

• Discuss with staff: It is important to discuss the topic of a therapy dog with the program staff. Are they in favor and what questions do they have? There may be a staff member who has a dog that would meet all the requirements for a comfort dog.
• Permission: If the program is school- based, it is important to talk to the principal and learn what are the requirements by the school district (certification, insurance, etc.). It is also important to review with the afterschool provider organization and if appropriate, your landlord. 
• Trial Run: You can search for local organizations that allow you to request a therapy dog visit to your program.

How Do I Find a Local Therapy Dog Organizations to Request and Schedule Visits? 
You can do an internet search to identify local organizations that feature therapy dogs. These organizations offer additional materials and often provide site visits with their dogs. Organizations should be vetted to some degree. For example, do they meet the Standards of Practice in AAI which stipulates things like insurance coverages and recurring evaluations.

Can Any Dog Be a Therapy Dog?
According to Rainbow Animal Assisted Therapy, “The key to any dog’s ability to be a successful therapy dog is its temperament. In general, a good therapy dog is responsive to its owner as well as other people, has good manners, is willing to learn new things, and doesn’t become overly stressed in new situations. Therapy dogs must be friendly and gentle, enjoy human contact, and feel content being petted and handled.

Dogs should be 12 months or older, have lived in a permanent home for at least 6 months, should respond to basic obedience commands (sit, down, stay, etc.), and be able to walk on a loose lead. Dogs must also be healthy and up-to-date on all vaccinations. ” [i] Potential therapy dogs should genuinely enjoy, not just tolerate, interactions with others. If your dog has these qualities, then he or she is a good candidate for animal assisted therapy. 

Making Your Dog A Therapy Dog
“Therapy dogs are everyday pets. They do not need extensive training, although obedience training, whether in a class or at home, is very good for reinforcing the bond and communication between you and your pet. Therapy dogs must be well-mannered. No jumping or barking here! Most importantly, you and your dog need to have a bond that demonstrates not owner and pet, but partners. For all the requirements to become certified with The Alliance of Therapy Dogs, go to www.therapydogs.com.” [ii]

“There is a surge in demand among schools and universities to use therapy dogs to develop better student engagement.” [iii] 

Basic Dog Requirements:
Dogs must be well-tempered, outgoing and friendly, and adaptable to a variety of settings. It is also important that the animal is reliably house trained, healthy and free of internal and external parasites, has no history of aggression towards people or other pets, be well bonded and responsive to their handler.

Therapy Dog Handlers

The bigger challenge is finding therapy dog handlers who are adequately prepared. It’s rarely the dog that causes the problem. Many issues can be traced to a handler who is not capable of recognizing or appropriately responding to changes in their dog’s body language. Therapy Animal Handlers must be able to advocate for their animal at all times, which includes ending interactions when it’s necessary.

Do Therapy Dogs Need Certification?
Therapy dogs don’t need a certification – not even service dogs need to have an official certification or identifying materials on them – but a certification can make things easier when it comes to obtaining emotional support animal rights. It is important that both the handler and the animal have been adequately prepared and vetted to interact with the public.

People interested in being a therapy animal team should seek registration or certification with a reputable therapy animal organization.

If You Want to Get a Therapy Dog Certification

“To get your canine companion in the world of therapy dogs, first it needs basic behavioral training to prepare them for their work with the public. Once they have finished their basic training, therapy dogs must learn to comply with the 10 skills of the Canine Good Citizen test, provided by the American Kennel Club (AKC). Once they pass the CGC test, they must be certified as therapy dogs by one of many qualified organizations.” While the CGC is a useful tool for some teams, it’s not required generally speaking.

Is Additional Insurance Needed?

For therapy dogs, liability insurance can protect against potential financial burdens from accidents or incidents involving the dog, covering expenses like medical bills and legal fees. Consider specialized policies or endorsements for animal liability.

END NOTES:
[i] Rainbow Animal Assisted Therapy, Can Any Dog be a Therapy Dog?
[ii] Alliance of Therapy Dogs, How Therapy Dogs Help to Reduce Student Stress and Anxiety
[iii] IBID.
[iv] Matt Fleming, Therapy Dog & Comfort Dog Certification Guide

 UPCOMING WEBINAR

To learn more and register, click here.

Bringing Therapy Dogs into Youth Afterschool Programs

Source: Gabrielle Lurie/ The SF Chronicle 

By Sam Piha

We know that due to the COVID pandemic, the threat of deportation and other recent events that young people are experiencing anxiety at record rates. According to US Service Animals, “comfort or therapy dogs are increasingly used in schools and youth programs to provide emotional support, reduce stress and anxiety, and improve social skills, often with positive impacts on learning and well-being. Comfort dogs are a type of therapy dog that is typically utilized to provide comfort to individuals who have experienced a traumatic or tragic event. They are generally categorized as support animals and thus have different legal protections.” [i]

“The students love the dogs. The teenagers transform, their phones and cool personas forgotten. When a dog shows up, their innocence shows up. They’re little kids again.” [ii] - High School Teacher, Victor Kenneth

THE TASKS THERAPY DOGS COMPLETE

Source: PSI Solutions

According to US Service Animals, “Therapy dogs may complete several different tasks to help patients feel better, and they may need to understand several different commands that allow handlers to better direct their loving energy. Below is an example of the tasks you may expect a therapy dog to complete.

• Participating in animal-assisted therapy, which includes being groomed, pet, and played with
• Providing comfort and support by cuddling or simply acting as a calming presence
• Staying calm and patient in loud or noisy environments
• Listening to their handler when it comes to basic obedience tasks like sitting, staying, and waiting
• Redirecting focus from unwanted behaviors by bringing patients toys and brushes so that they interact with the dog instead
• Providing a care routine and something to look forward to with regular visits to a medical center or another treatment facility
• Cuddling with patients, guiding individuals to safety, and taking a well-deserved nap with the individuals they are comforting

Of course, all therapy dogs are different, and different tasks may be necessary for your therapy dog to learn. This isn’t a complete list, but keep in mind your therapy dog should have basic obedience skills and public manners in order to thrive both inside and outside of their work.” [iii]

Source: Association of Independent School Librarians 

BENEFITS OF THERAPY DOGS IN SCHOOL CLASSROOMS AND YOUTH PROGRAMS

There are many benefits that come with the introduction of therapy dogs in afterschool programs. According to Google AI, these include: 

• “Emotional Support and Stress Reduction: Therapy dogs can provide a calming presence, helping children and teens feel more comfortable and relaxed, especially in stressful situations like school or therapy sessions. 
• Improved Social Skills: Interactions with therapy dogs can encourage social interaction and build confidence, particularly for children who may struggle with social situations. 
• Enhanced Learning: The presence of a therapy dog can create a more positive and engaging learning environment, leading to better focus and concentration. 
• Support for Students with Special Needs: Therapy dogs can be particularly beneficial for students with disabilities, such as autism or ADHD, by providing emotional support and helping with emotional regulation. 
• Crisis Response: In the event of a school crisis or tragedy, therapy dogs can offer comfort and emotional support to students and staff. 
• Boost Confidence: Therapy dogs can help children feel more comfortable reading aloud, as they provide a non-judgmental audience, boosting confidence and reducing anxiety. 
• Promote Literacy: Programs like "Paws to Read" bring therapy dogs to libraries and schools to promote literacy and a love of animals. 
• Facilitate Therapy: Therapy dogs can be integrated into various therapies, helping clients become more receptive to treatment and build healthy relationships. 
• Foster a Sense of Belonging: Therapy dogs can build trust with students, fostering a sense of belonging and community within the school. 
• Reduce Loneliness: The affectionate nature of therapy dogs can help distract children from negative thoughts and redirect their focus to more positive feelings, reducing feelings of loneliness.” [iv]

Source: Pets in the Classroom

END NOTES:
[i] US Service Animals, What Is a Comfort Dog? Your Guide
[ii]  Jill Tucker, ‘This is the best part of my day’: Dogs in Bay Area schools bring joy to kids
[iii] US Service Animals, What Is a Comfort Dog? Your Guide
[iv] Google AI, What Are the Benefits of Comfort Dogs in School Classrooms and Youth Programs?

 UPCOMING WEBINAR

To learn more and register, click here.

Creating a Staff Development/ Training Plan for the Year

Source: www.pexels.com

By Sam Piha 

Training plans and subsequent training sessions can enhance employee skills and promote program improvement. Investing in training plans that emphasize teamwork and communication skills can also contribute to better collaboration among employees. Offering training and development opportunities can enhance employee loyalty and reduce turnover rates by showing a commitment to employee growth.

However, this work can take significant time, effort, and financial resources to develop. It may also disrupt work as the individual may need time away from their regular tasks to focus on the development work. Coursera adds, “Asking people to participate in training that doesn’t interest or engage them can also backfire. If the content is ineffective, the individual could be investing the time but not gaining the required skills from the effort. Finally, training plans only make a difference if employees and managers prioritize individualized development plans. Underlying organizational issues, or a plan that takes a one-size-fits-all approach, can also undermine training plan effectiveness.” [i] 

“The benefits of youth worker training are often lost when times get tough. Training is often the first thing to go when budget cuts are needed. This is true even in industries that have greater financial capital to work with than youth-serving programs. But youth work leaders are faced with a no-win situation when budgets are tight... It’s not easy to solve the problem of tight budgets. But the need for well-trained and motivated staff is so important. As a result, youth work leaders must find exceptional training with a minimal cost. And that helps programs achieve their mission.” [ii]

WHAT IS A STAFF DEVELOPMENT PLAN?

According to Sam Cook, “A staff development plan, also referred to as professional development and career development plans, is a strategic tool used by organizations to support and enhance the skills, knowledge, and abilities of their employees. When done right, an employee development plan not only helps people grow and excel further in their roles, but also builds a more skilled, adaptable, and engaged workforce. That is, both employees and employers benefit, as these plans bridge current capabilities to future needs.” [iii]

FIRST, THE BENEFITS OF YOUTH WORKER TRAINING

According to The Professional Youth Worker, “The benefits of youth worker training are often lost when times get tough. Training is often the first thing to go when budget cuts are needed. This is true even in industries that have greater financial capital to work with than youth-serving programs. But youth work leaders are faced with a no-win situation when budgets are tight. They must make the choice between offering less youth worker training or serving fewer young people. No one is blaming them!

It’s difficult to run a program and balance so many competing needs. Every day, youth work leaders struggle with the fact that funding for youth-serving programs is woefully inadequate. But abandoning training for youth workers is harmful. It has long-lasting negative impacts for every aspect of a youth program. And that costs all of us.

Video: The Benefits of Training Employees

Professional development for youth workers impacts your organization’s culture. Funding training for youth workers is a challenge. But it is always the best investment. Because youth worker training has so many positive outcomes.

Youth worker training promotes a positive organizational culture by:

• Promoting the value of learning
• Encouraging personal and professional growth
• Giving team members the confidence that they are well-trained
• Creating a sense of commitment
• Instilling pride in your mission

In fact, youth worker training is at the core of every successful program.

• Individually and as a team, youth workers are prepared to change lives;
• Young people supported by highly trained and motivated team members will experience measurable positive outcomes;
• A strong team and more positive outcomes help programs secure funding to support more young people.

Also:

• Youth Worker Training Reduces Expenses: As most youth work leaders know, turnover is expensive. Most research shows the average cost to replace a youth worker is about 30% to 50% of their annual salary. It is even more expensive for directors or program leads. Those costs are estimated at 150% of annual salary. Training is a proven tool for team member retention.
• Affordable Training for Working with Youth Is Vital: Outstanding leaders in youth work want to recruit and retain the best team members possible. They see professional development as an organizational priority. It’s not a perk or an afterthought to them. It’s not easy to solve the problem of tight budgets. But the need for well-trained and motivated staff is so important. As a result, youth work leaders must find exceptional training with a minimal cost. And that helps programs achieve their mission.” [iv]

Source: www.pexels.com

BENEFITS OF USING A STAFF DEVELOPMENT PLAN

According to Coursera, “Training and development can differentiate your program and keep employees engaged. Specifically, it’s useful to personalize employee development with an effective training plan. 

Organizations must equip their workforce with the tools and knowledge needed to thrive in today's rapidly evolving landscape. This is where well-crafted employee training plans come into play. Employee training plans provide a roadmap for skill development, career growth, and organizational success. 

As training plans are designed to develop competencies, they can help build employee confidence and positively impact the individual’s overall performance and success. This, in turn, benefits your organization’s success as the individual gains the skills to contribute over the long term and to add value to your business.” [v]

“Training plans can support individual and operational success by offering a clear roadmap for goal achievement. This can help individuals and organizations stay focused and on track. A well-designed training plan provides a structured approach to the larger goal, breaking it down into smaller, more manageable tasks. This helps optimize time and resource utilization by prioritizing tasks and activities. Additionally, training plans include progress tracking mechanisms to help ensure the training produces the desired results. 

Developing a training plan can also boost employee engagement. They will see that you care about both recruiting and retaining talent. Plus, through regular check-ins with the individual, those offering accountability can develop supportive relationships with the employees. 

When we provide opportunities for growth, employees can perform their roles more effectively. 

• Increased Employee Engagement: When employees see that their career goals are supported by the organization, they are more likely to be engaged and motivated. 
• Enhanced Retention: A strong development plan can help retain employees who feel valued and have opportunities for advancement. 
• Organizational Growth/ Improvement: By investing in staff development, organizations can build a more skilled and capable workforce, leading to improved performance and innovation.” [vi]

You can learn more on staff development, by reading our briefing paper, Creating a Staff Development Plan and by viewing a recent webinar recording.

END NOTES:
[i] Coursera, The Power of an Effective Employee Training Program
[ii] The Professional Youth Worker, The Benefits of Youth Worker Training
[iii] Sam Cook, What Is an Employee Development Plan? Overview and Creation Steps
[iv] The Professional Youth Worker, The Benefits of Youth Worker Training
[v] Coursera, The Power of an Effective Employee Training Program

[vi] IBID.

How to Help Kids Understand and Manage Their Emotions

Source: Temescal Associates

By Sam Piha

According to Ariana Hoet, Ph.D, from Kids Mental Health Foundation, “The best way to teach kids to express emotions is by making the time to talk about them and normalizing all feelings.” Below Ariana suggests some activities that may be useful:

• “Check-in. Create a habit of conversation with your child. Find a time to talk every day, even if it’s just for a few minutes. This will let them know you care, you are listening, and you are there to support them. Conversations can help us understand how children are feeling and experiencing their environment. (See past Learning in Afterschool & Summer Blogs on Sharing Circles here.) 
• Praise. When a child uses emotion words or an appropriate way to express themselves, take the time to notice and compliment them. For example, saying things like “Thank you for sharing you’re feeling angry instead of slamming the door.”
• Validate. All emotions are normal and OK, even if you don’t think you would feel the same way. Say things like “I understand you’re nervous, we all feel that way sometimes” instead of dismissing how they feel (“there’s nothing here to be afraid about. It’s no big deal”). You can also share moments where you felt that emotion and how you coped with it.
• Encourage Pause. Many parents share that their child will go ‘from 0 to 100’ so quick. What is likely happening is that the child is ignoring the cues from their body that they are starting to get upset. As adults, we can encourage children to be more mindful of their thoughts and feelings and to take a pause to check-in with themselves. Kids can ask themselves things like, “How does my body feel right now? What thoughts are going through my mind?” This will help them identify their emotion and express it in a helpful way, instead of letting the emotion take control of them.
• Children learn by watching you. Express your emotions out loud so that they know it’s okay for them to do the same thing. Also, remember that children are learning to regulate, so they may still act out sometimes. When they express anger, sadness or another difficult emotion by misbehaving, responding with more negative emotion does not help. Respond with sympathy and try to coach them toward a better way to express themselves.” [i]

ACTIVITIES TO PRACTICE EXPRESSING EMOTIONS

Below are some activities suggested by Ariana Hoet. She writes,

• “Have your children draw, write, or tell a story about a character who feels a strong emotion. How do they express themselves?
• For younger children, puppets are a great way to create characters who can express different emotions and act them out in a playful way. Adults can help practice difficult events and how to identify the emotions and express them appropriately. 

We want to validate and normalize all emotions so that children feel comfortable talking about what they’re experiencing on the inside. Find those moments to check-in and always praise when you catch them using emotion words. Learn how you can teach children how to cope with those strong emotions.” [ii] 

INTRODUCE FEELINGS USING MY PAL, LUKE

Temescal Associates and The How Kids Learn Foundation developed a number of “talking therapy dog” videos to help kids build a feeling vocabulary and that focuses on the question of ‘How are you feeling?’ and explains how to use a feelings chart. These videos can help introduce the subject of feelings. To view the My Pal, Luke videos, click here.

 

MORE ABOUT...

Ariana Hoet Ph.D

Ariana Hoet, Ph.D, executive clinical director of The Kids Mental Health Foundation, is the driving force behind our mission of providing educational resources that make sure mental health is a vital part of every child’s upbringing. 

Dr. Hoet believes all children and families should have a fair opportunity to be as healthy as possible. That enthusiasm extends into her desire for making sure that people of all backgrounds are accepted and celebrated – a passion born from her own experience as an immigrant to the U.S. from Venezuela.

Dr. Hoet works in Pediatric Primary Care where she serves primarily immigrant children. She is also a clinical assistant professor of Pediatrics in the Department of Pediatric Psychology and Neuropsychology at Nationwide Children’s Hospital and The Ohio State University, with a role in training the next generation of behavioral health professionals who will tackle the emerging mental health crisis in children.

RESOURCES:

• Feeling Charts
• Morning Check-In Meetings
• Learning in Afterschool & Summer Blogs on ‘Inside Out’ 1 & 2 
• Big Feels and How to Talk About Them
• Keeping the Conversation Going 

END NOTES:
[i] Ariana Hoet, Helping Kids Express Emotions Appropriately
[ii] IBID

Identifying and Understanding Feelings

Source: www.pixarpost.com

By Sam Piha

There are so many aspects to young people’s mental health. One thing we know is that kids need to be able identify their feelings. Helping kids identify their feelings is a crucial part of social and emotional development and is core to dealing with trauma and being able to self- regulate. This involves helping them recognize different emotions, understand their causes, and learn healthy ways to express them. 

“All emotions are a normal part of life and it's good to express them. Children need to learn how to communicate their emotions, even those often seen as negative, like anger or sadness. Regular conversations help kids feel supported and understood, it also will encourage them to express their feelings. Encourage children to pause and reflect on their feelings.” [i]

HERE'S WHY IT'S IMPORTANT

It is critical that we help young people develop a language related to feelings and use this language to help identify their own feelings and those of others. This is core to developing empathy for others. Why is this important? Google AI states:

• “Emotional Regulation: Learning to identify feelings is the first step in emotional regulation, which is the ability to manage and control one's emotions. 
• Improved Mental Health: Understanding emotions can help reduce anxiety, depression, and other mental health challenges. 
• Stronger Relationships: When children can identify and understand their own emotions, they can also better understand and empathize with the emotions of others, leading to stronger relationships. 
• Enhanced Self-Esteem: Being able to understand and express feelings helps children feel more in control of their emotions and reactions, leading to increased self-esteem and confidence. 
• Increased Resilience: Children who can identify and manage their emotions are better equipped to cope with difficult situations and bounce back from setbacks. 
• Better Social Skills: Understanding emotions helps children navigate social situations more effectively, leading to improved social skills and interactions. 
• Academic Success: Emotional regulation skills are linked to school success and academic achievement.” [ii]  

TEACHING KIDS HOW TO COPE WITH THEIR EMOTIONS

Teaching kids how to cope with their emotions ids how to cope with their emotions is one of the best life skills you can give them. This is what we call emotion regulation, and you can start the moment they’re born! Our experts recommend reading in this order:

• Naming emotions

“Once children learn emotion words and start noticing as they feel them in the moment, it’s important they learn how to communicate what they are feeling. This can be hard because children sometimes mistakenly learn we should avoid certain emotions, like anger, sadness or loneliness.” [iii] 

• Noticing how the emotions feel in their body
• Expressing their emotions
• Coping with their emotions

EMOTION VOCABULARY

If we want young people to be able to identify their feelings, they need to first develop an emotion vocabulary. To do this, Google AI suggests:

• “Name the feelings: Help children learn to label their emotions using words like happy, sad, angry, scared, surprised, frustrated, etc. 
• Use visual aids: Employing picture cards or charts with faces showing different emotions can be helpful.  

Source: My Pal, Luke

“A feelings chart is a visual tool that can help you identify and verbalize your feelings. Feelings charts can be helpful for both kids and adults and can take on a variety of forms. And while they’re helpful in healthcare settings, you can also use a feelings chart on your own or with your family at home.” [iv] - Ariana Hoet (To download a free Feelings Chart, click here.) 

• Talk about feelings regularly: Create a safe space for open conversations about feelings in everyday situations. 
• Use books and stories: Discuss the emotions of characters in books and how they might be feeling in different situations. 
• Model emotional expression: Parents and caregivers can model healthy ways of expressing their own emotions. 
• Use play: Role-playing, puppets, and dolls can be great tools for exploring emotions. 
• Connect feelings to events: Help children understand what might cause them to feel a certain way. For example, ‘You seem sad because you didn't get to play outside today’. 
• Notice body language: Pay attention to how emotions show up in their bodies (e.g., butterflies in the stomach for nervousness, a tight chest for anger).” [v] 

END NOTES:
[i] Ariana Hoet, Helping Kids Express Emotions Appropriately
[ii] Google AI, Why is it Important for Young People to Develop Language for Their Feelings
[iii] Ariana Hoet, Helping Kids Express Emotions Appropriately
[iv] Liz Talago MEd, How to Use an Emotions Chart to Track Your Feelings
[v] Google AI, Best Ways to Identify Feelings and Develop Emotional Vocabulary with Young People

Designing Welcoming, Equitable, and Positive Girls' Sports Programs - 9 Tips

Source: Positive Coaching Alliance

Designing youth sports programs with girls central and in mind is key to making youth sports welcoming, equitable, and positive for all. Check out these nine tips! These tips are reposted with permission from Positive Coaching Alliance. 

1. Make It Girl-Centered

Over 90% of girls ages 7 to13 who play sports like (or love!) to participate. Younger and older girls, and young women really enjoy athletics. Presume girls are interested and want to play especially when programs are inclusive and accommodating.

2. Make It Intentional to Get All Girls in the Game

Black and Latinx girls enter sport at a later average age and leave sport earlier than their counterparts, affording girls of color an even narrower window of opportunity. Girls of color and girls in low-income
communities are getting fewer opportunities to play, yet want to play in greater numbers! Let’s include everyone.

3. Make It Responsive to Girls’ Interests

• Using simple surveys, small focus groups, and/or basic outreach to understand what sports girls want to play, and how, can help set up a lasting, successful program based on girls’ interests. For example, volleyball, soccer, and basketball are popular girls’ sports nationwide; check what girls want to play in your area.
• Many girls prefer and thrive in all girls’ athletic contexts whereas some girls like co-ed play – check with girls on what they prefer and offer that!
• Don’t assume what girls want to play or base offerings simply on what a coach knows / has coached/ what’s been historically offered. Ask and tailor programs.

4. Make It Safe (Physically)

Safety – Are the practice / game times, locations, facilities, and items like bathrooms safe
and accessible (corresponding to identity)? Simple steps like working lights, adult supervision, and safe, clear spaces help girls play.

Source: www.pexels.com

5. Make It Safe (Emotionally)

• Comfortable – Create fun, engaging sport routines so girls know what to expect.
• Belonging – Prioritize support and training for staff / coaches to use positive, gender-supportive language, names, and preferred pronouns, demonstrate empathy, and build connections with girls.
• Friends – Connections with peers is often a driver for participation. Use a buddy registration / team formation system so that girls can know one person, if preferred.
• Curb the Negative – Counter gender stereotypes that can limit girls’ participation. Ensure kids and adults near practice and game space use supportive language.
• Empathy – Coaches can listen to understand girls’ perspectives without judgment.

6. Make It Accessible

• Scheduling – Getting to practice / games is doable if scheduling and facilities are considered – e.g., have sports on / near campuses at ideal times, at a close-by park, and along public transit lines. Support carpools. Consider calendar conflicts.
• Cost – Cost impacts girls in starting and sticking with sport. Make offerings affordable and scholarships available – consider costs (league, equipment, transportation).

7. Make It Informed to Understand Barriers

Finding out what’s keeping girls from playing is key to designing inclusive, supportive, positive, girl-oriented programming. Common barriers easily overcome include:

• Not knowing how / when to sign up for sports programming
• Knowledge gaps re: sports
• Never having played before
• Gender inequity, such as girls’ teams / leagues / divisions getting “less”
• Attitudes of families, communities, and institutions impeding girls’ play
• Obligations (e.g., job to support family; caretaking of siblings)

Source: www.pexels.com

8. Make It Inviting to Break Down Barriers

• Use inviting, clear team, division, and league information for sign-ups; include images of girls actively playing in outreach materials.
• Explain rules and game to girls brand new to the sport; novices welcome!
• Ensure girls’ offerings are gender equitable (facilities, schedules, etc.)
• Share information with girls, families, and all re: why girls in sport benefit (ideally in multiple languages and in engaging ways).
• Offer practice / games when girls are available; explore childcare help for girls with family-oriented obligations.

9. Make It Collaborative With Girls

• Voice and Choice – Share power with girls to help design your program
• Effort, Learn from Mistakes, Mastery – Celebrate progress, not just outcomes
• Balance – Instill healthy competition and fun; mindful of girls’ range of motivations

Download the resource here.

For a full briefing paper on the importance of play, click here.

Check out our upcoming webinar on The Importance of Play in Afterschool. To learn more and register, click here.

Sports and Play Promotes Social Emotional Learning and Character

Source: Coaching Corps

By Sam Piha

 

The research says there is a strong connection between organized sports and play and the development of SEL and character. Yet the rising costs of “participating in organized youth sports is making these activities unaffordable for many families, essentially barring kids and teens from important opportunities to improve their physical health, develop social-emotional skills, and build relationships.” [i] However, there is also a trend in schools to increase time for reading and math by eliminating time for play, including recess. 

Source: CASEL

That’s where OST programs come in. “They can play a vital role in making access to organized sports more equitable, according to the 2023 State of Play report from the Aspen Institute, a think tank.” [ii]

“You can also just have programming after school that is teaching and exposing kids to the sports. Some of the best ways to do that is by bringing in partners from your community. It’s a great opportunity as well for the community programs. Take youth soccer as an example: youth soccer associations that want to grow the sport, why would you not want to come into schools and find ways to subsidize this?” [iii] - Jon Solomon, the editorial director of the Sports & Society Program at the Aspen Institute 



SHRINKING ACCESS TO YOUTH SPORTS

“I think more and more people recognize that you have to provide sports opportunities within the school setting because that’s where most kids are. These are kids who have less money, or their parents are working multiple jobs and can’t get them to practices and games.” [iv] - Jon Solomon, the editorial director of the Sports & Society Program at the Aspen Institute 

 

According to Arianna Prothero, “Sports participation is much lower among children from low-income families than among those from high-income families. A quarter of kids from families earning less than $25,000 a year participate in regular sports, compared with 39 percent of kids in families earning more than $100,000 a year, according to the report. 

 

While sports participation among 6- to 12-year-olds from low-income families has gone up over the past four years, participation among 13- to 17-year-olds in that income bracket continues to decrease, dropping from 38 percent in 2012 to 27 percent in 2022.” [v]

 

SPORTS AND SEL

“While organized sports are excellent SEL skill-builders, uniforms, referees, and rulebooks are not required for children to reap the social and emotional benefits of play. Like organized sports, all types of play offer opportunities to explore, imagine, and create. When children play with others, they practice cooperation, communication, and conflict resolution. Construction play, like building with LEGOs, activates children’s problem-solving skills. And through dramatic play, children take on the perspectives of others and practice empathy. So, get out there and play!” [vi]

Source: Edutopia

 

COACHES TRAINING

If we want to see playing organized sports as contributing to character and social emotional learning, sports coaches require training. There are organizations such as the Positive Coaching Alliance that specialize in this kind of training for coaches. 

 

“Are we as coaches concerned most with hoisting the championship trophy in the air at the end of the season, or raising up stronger character in our youth?” [vii] - Pete Paciorek

 

ADDITIONAL RESOURCES ON PLAY 

There are many resources on the topic of play. We cite a few below. 



Websites 

• The power of play – Part 1-5: This is a 5-part series from Michigan State University The Power of Play
• The Genius of Play has created easy to use activities, provides expert advice and more. And it's all FREE for anyone to use.

Videos

There are many TED talks and other videos on play. Below are some that we like. 

• TED Talk by Stuart Brown entitled “Play is more than just fun” 
• TED Talk by Peter Gray entitled “The decline of play”

 

Articles

• Embracing Learning Through Play by Elizabeth M. Ross
• Teaching Leadership Skills With PE Games by Donna Paul
• The Importance of Play for Adolescents by Heather Hayes

 

LIAS Blogs

You can also view previous LIAS Blogs on the topic of play here and on the topic of sports here. 

For a full briefing paper on the importance of play, click here.

Check out our upcoming webinar on The Importance of Play in Afterschool. To learn more and register, click here.

END NOTES:

[i] Arianna Prothero, Kids Are Getting Priced Out of Youth Sports. How Schools Can Help

[ii] IBID.

[iii] IBID.

[iv] IBID.

[v] IBID.

[vi] The Collaborative for Academic, Social and Emotional Learning (CASEL), Connections, July 2024

[vii] Dr. Arthur Schwartz, What does the research say about the connection between sports and character?

 

How to Help Girls Develop Through Sports and Role Models

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By Sam Piha

There is an exploding interest in girls’ sports, as our understanding of the benefits grow. Through girls’ sports afterschool programs can promote leadership, engagement and personal empowerment.

“We know that sport is empowering, particularly for girls, and challenge gender norms. Sport participation offers girls an opportunity to build their self-esteem, courage and self-efficacy. It is a place where they can take up leadership positions and through sport programs girls' belief in their own ability increases. This translates into everyday life – it encourages them to take initiative, raise their voices and attempt things they never assumed were possible.

When community members see girls achieve in sport, they often recognize their potential to achieve in other domains.  Lastly, sport is a powerful tool and platform to strengthen social ties, networks, engage the community and promote positive messages. In short, wins on the field translate into wins off the field – One Win Leads to Another.” [1]

 

TIPS FOR DEVELOPING LEADERSHIP

According to Women Win, “Girls’ leadership can and should be an important part of program design. Developing the leadership abilities and opportunities within a program for the adolescent girl participants creates a pool of potential coaches, facilitators and female leaders for your sport programs. This, in turn, increases the potential for these girls to grow as leaders in their communities.

One of the most powerful ways to build leadership qualities in girls is to put girls in leadership roles. When girls are expected to lead others, they find power within themselves they might not know existed. This can come in the form of formal positions or informal relationships between girls. Creative program leaders and coaches find subtle ways to facilitate this process and support all forms of leadership.

• Be patient. Leadership is a skill that is developed over time. Ask girls what they are good at and how they want to build their skills and confidence. Encourage them to lead their own development.
• Allow girls to elect their own leaders.
• Highlight examples of good leadership.
• Let girls train others in sport-specific, practical and life skills.
• Show girls you value their opinions.
• Explicitly talk about and encourage discussions about leadership values to girls regularly.
• Lead by example as a coach or program leader.
• Support positive role modelling.
• Allow girls to choose if they want to fill leadership roles.
• Encourage girls to go out in community and be recognized.
• Reward acts of leadership with outward praise and formal honors.
• Reward exceptional performance with leadership roles.
• Give all girls opportunities to lead during practice, not just older, talented, non-disabled or more natural leaders.
• Constantly encourage goal setting and evaluation.
• Target inhibitors of leadership and address them, such as lack of confidence, peer pressure or poor mentoring.
• Seek to help every girl develop to her highest personal potential, as opposed to constantly criticizing or comparing girls to one another.
• Recognize quiet leadership in girls, those who are not outspoken or loud, but rather, those who will always run the extra lap with the slowest girl on the team.
• Create standards of what it takes to be a leader from both girls with and without disabilities

Personal empowerment and control are closely linked. Program partners report that when a girl feels like she has control over her body, her future and her environment, she begins to feel strong and powerful. It is important to give participants in your program some degree of control over the design of the program, especially when the intent of the program is to increase girls’ self-esteem. Girls are more likely to fully engage in activities that they help design.” [2]

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PROGRAM DESIGN: HOW TO ENGAGE GIRLS IN SPORTS 

• “Allow girls to choose paint colors and make decorations for the space where their sessions are held.
• Ask girls to vote on how they would like to be grouped for competitions, for example, by age, by region or by skill level.
• Give girls the choice of uniform colors and team names.
• Consult with girls and their families about time and duration of practices and training sessions
• Ask girls to create rules of conduct for sessions and penalties for breach of conduct.
• Pick a group of girls to interview and evaluate potential coaches.
• Ask girls which sport they would like to play.
• Ask girls which life skills topics they would like to discuss.” [3]

THE IMPORTANCE OF ROLE MODELS FOR GIRLS 

According to Women Win, “Girls are exposed to both positive and negative role models every day: a strong mother who stands up against domestic abuse or a female celebrity that uses her sex appeal to be popular. All of these people affect how a girl views her own potential. These are the people who girls use as references for whom they will become and whose behavior they will emulate.

Local examples provide more easily imaginable visions of success. A key component to presenting girls with role models is to make sure the success experienced by the role models is attainable and replicable in their minds. Research has shown that when individuals feel that the role model in front of them has attained a status unreachable to them, their presence can actually be demoralizing. If possible, find role models who exemplify an area in which girls have an interest and where they need help in personal development. Find a person who can share their personal experience with personal growth in that area. Men can certainly serve as positive role models; however, there is an inherent value in same-gender role modelling.” [4]

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Role Models: Some Tips

“A girl needs to see confidence, leadership and accomplishment in other women in order to envision herself with those qualities. A program designed to empower girls must provide powerful, positive role models. As program directors, it is helpful to expose girls to a diverse set of role models as consistently as possible. Strong role models can be women who are older, skilled athletes, coaches, community leaders, successful business people, celebrities, politicians, religious leaders, confident peers or any strong woman whose presence will resonate with the girls. Although there is power to showing girls women who are international heroines, there is also a power to exposing them to local people.” [5] -  Women Win

Women Win offers these tips to promote women role models: 

• “Organize events where role models speak to girls about their experiences.
• Try to pair up individual girls with older mentors with the intention of creating long-lasting relationships.
• Take girls to see athletic events with older participants. Arrange a meet-and-greet afterwards to allow girls to interact with players.
• Set up guest coaching sessions with successful coaches from your region.
• Ensure that all those in positions of power within the organization are serving as positive role models for participants.
• Seek role models outside of the sport arena. Invite a successful businesswoman or female politician to come to the program and speak to the girls.
• Consider inviting men or women with a disability to come speak, as they often have a powerful impact on girls with and without disabilities.
• Discuss the concept of “negative role modelling” with girls, i.e., simply because a person is successful does not mean that they are worthy of being a role model. Challenge girls to evaluate virtues, values and expectations related to these role models.” [6]

RESOURCES TO LEARN MORE

In addition to the resources that are cited in the end notes (below), we also recommend a few additional resources.

• Women’s Sports Foundation- Designing a Quality Girls’ Sports Program
• Women Win- Engaging Girls in Sport
• Women Win- Guides

END NOTES

[1] Women Win, Empowering Girls Through Sport

[2] Women Win, Developing Girls’ Leadership

[3] Women Win, Girl-Led Design

[4] Women Win, The Power of Role Models

[5] IBID.

[6] IBID. 

Tips for Volunteering with Kids

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By Sam Piha

According to Bright Horizons Foundation for Children, “There are many charitable organizations that rely on volunteers to accomplish their missions. Talk to children about what issues really matter to them and what causes they would like to support. Are they concerned about the environment and pollution? Do they want to help rescue abused or abandoned animals? Do they feel sad about elderly people who have no children or grandchildren nearby to visit them? Do they want to make children in the hospital smile and not feel so scared? Is homelessness and poverty a great concern for them? Do they want to find a cure for a particular disease that someone in your family may have?

After identifying one or two particular causes, children can do research together to identify organizations that need and welcome volunteer support from children. Here are a few ideas for finding volunteer opportunities:

• Start volunteering locally. Go to a local church, temple, other religious organization, community center, school, or library to ask about local groups that support the cause(s) you’ve identified. Talk to friends, family members, co-workers, and neighbors about your area of interest. Perhaps you already know someone who is volunteering for a charity that would be a good fit for your family. Local United Ways often have volunteer listings.


• Try national volunteer organizations. Most national organizations have websites that will connect you to local chapters and outline their specific needs and activities that support their cause. There are also some volunteer websites where you can search for child-friendly volunteer opportunities. Here are just a few suggestions: Big Hearted Families, GenerationOn, Points of Light, Volunteer Match, and Idealist.

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• Go straight to the source. If your children want to cheer up children in the hospital, visit or call a local children’s hospital with your child and ask what you can do. You may want to suggest specific activities like hosting a holiday party, doing arts and craft projects for children in the hospital, painting the fingernails of all the girls, dressing like a clown and painting faces, or whatever your child thinks of. If your child loves animals, you could visit an animal shelter together and offer to walk the dogs once a week. Be creative! If you are sincere and are suggesting something that doesn’t make more work for the employees or other volunteers, chances are you will get a warm reception.” [i]

DIFFERENT WAYS TO HELP

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To ensure that helping activities are meaningful to youth, it is best that they can identify which causes are most important to them. They can do some research on what the best way is to help. For instance, one program leader thought that donating canned goods would be a good way to support a local homeless shelter. However, after their own research, the young people learned that what they really needed were more jackets and coats. In another program in Minnesota, instead of donating clothing to poor children, the youth learned what was highly requested were ice skates. In response, they sponsored a drive to collect ice skates to distribute to others.  

Below, the Bright Horizons Foundation for Children offers these additional ways to help. Please note that this website offers advice to parents, but their remarks are also relevant to youth programs. They suggest:

• “Donating Money: Even if children are too young for volunteer activities, they can help to raise money for their favorite cause. They can organize a yard sale or car wash with signs letting everyone know that the proceeds will go to your preferred charity. Many charities have walk-a-thons and other fundraising activities that welcome the participation of children. 
• Giving Toys: Many children have more toys than they can possibly play with. Before gift-giving holidays and birthdays, children can go through their toys. Parents can help them pick out ones to give away to children who don’t have any toys.
• Donating Clothes: Go through clothes together. You can talk about how even though they don’t fit them anymore, donating baby and kid clothes is still very useful to smaller children who may not have the money to go buy new clothes. 
• Food Drives and Donations: Many local food pantries, soup kitchens, and homeless shelters welcome food donations. Children can organize a canned-food drive in their classroom (with your assistance and the teacher’s approval) and donate all the collected cans together. Some volunteer organizations even welcome holiday leftovers in large quantities. Take the youth to drop off the food so they can actually see where it’s going.” [ii]

For a full briefing paper on kids helping others, click here.

END NOTES:
[i] Bright Horizons, Teaching Children to Help Others
[ii] IBID.