Mod 1 Safe Content Guide

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Youth Staff Training Program ii Module 1: Safe

Module 1:
Safe
Content Guide
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Youth Staff
Training
Program
Youth Staff Training Program iii Module 1: Safe
Youth Staff Training Program iv Module 1: Safe

Acknowledgments
The Youth Staff Training Program is a series of self-study training modules that form the core of the Navy
Foundation Training Program for Program Assistants working with youth in sixth – twelfth grades. The
competency-based training modules equip Program Assistants with the skills and knowledge necessary
to be successful working with youth and include real-life situations faced by middle school and teen youth
every day.
To promote training consistency across Child and Youth Programs (CYP), the module format and
selected activities and content are patterned after similar series of training modules developed by
Teaching Strategies Inc. used by military School-Age Care (SAC), Child Development Center (CDC), and
Child Development Homes (CDH) Programs. We thank Teaching Strategies, Inc. for laying the
groundwork and developing a self-study training format that supports Navy staff working across child and
youth program areas. We also thank the Council for Professional Recognition whose “Functional Areas”
form the basis of the “core competencies” for youth staff.
Many people contributed to the concept, writing, and overall development of this training program. First,
we would like to thank M.-A. Lucas, Director of Army Child and Youth Services, who recognized the
impact staff have on the lives of military middle-school and teen youth and identified the need for quality
training in the youth program. Special thanks to Mary Ellen Pratt, Chief of Army Child Development
Programs / CYS Training Programs, Army Youth Modules Project Manager, for her guidance and
direction throughout the development of the modules. We also want to recognize Roxanne Spillet,
President Boys and Girls Clubs of America (BGCA) and Sarah Berry-Rabun, BGCA Youth Modules
Project Manager, for their collaborative support on this project. In addition, we are appreciative of the
encouragement and assistance provided by Kevin Montgomery, Chief of Army Youth Programs, for the
development of The Youth Staff Training Program.
Project content primary authors / editors:

Karen Shannon, BGCA Consultant
Chris Corrado, BGCA Director of Training & Professional Development
Donna M. McGrath, Army Youth Sports & Fitness Program Manager (Project Lead)
Deb Marple, Army 4-H Coordinator, 4-H/Army Youth Development Project
In addition, the following served as primary authors for specific modules: Derry G. Koralek, DGK
Associates (Safe) and, from the USDA/ Army Youth Development Project - Marcia McFarland
(Professionalism), Dr. Jacqueline Scott (Social and Cultural; Guidance; Families, Communities and
Schools) and Dr. Angela Huebner (Guidance). Content on Character Counts! and the Six Pillars of
1
Character SM was provided throughout the modules by Mary Jo Williams, Character Education Specialist,
4-H/Army Youth Development Project. Other contributing authors include: from Army CYS Headquarters
– Nancy Campbell, Linda Harwanko, Maria Lopez Henderson, Kevin Montgomery and Mary Ellen Pratt,
and from the USDA/Army Youth Development Project – Courtney Gaskins and Marianne Reynolds. We
would also like to thank Army CYS Headquarters staff Virginia Brown, Nora Clouse, Bea Curl and Ingrid
Osewalt for reviewing and providing feedback on the modules.
This training program will allow staff to expand their knowledge about middle school and teen youth and
their interests, challenges and overall development. Through the completion of the modules, staff will
also have the opportunity to build skills in programming, communicating with youth and helping youth to
grow and develop into productive citizens and leaders in their communities.
Copyright 2006 AMWRF. All rights reserved. Photocopying or reproduction strictly prohibited except
within the Department of Defense.
1
CHARACTER COUNTS! and the Six Pillars of Character SM are service marks of the CHARACTER COUNTS! Coalition, a project
of the Josephson Institute of Ethics, www.charactercounts.org.
Youth Staff Training Program v Module 1: Safe

Youth Staff Training Program vi Module 1: Safe

Safe
Welcome to Module 1: Safe. On a daily basis, you are responsible for the safety of youth in the Center.
This guide will show you the importance of following policies and procedures and encouraging youth to
take healthy risks. It will also explain the importance of community in creating and maintaining a safe
environment. The Table of Contents below will give you an overview of what you’ll be covering.
Throughout this Content Guide, you’ll be directed to the companion Skill Building Journal. This journal
contains a module checklist for you to use to chart your progress, a pre-training assessment and
worksheets for each of the activities in this guide. Together, the Content Guide and Skill Building Journal
will help you identify opportunities for growth and put your new ideas into practice.
After you move through this Content Guide and Skill Building Journal, your final step will be to complete
the knowledge and competency assessments. When you have finished this module, let your trainer know
you are ready to schedule them. After you have successfully completed the assessments, you will be
ready to begin a new module.
Section Page
1.1 Introduction 1
Overview 1
Take a Closer Look 5
Self-Reflection 10
1.2 Pre-Training Assessment 11
1.3 Learning Activities 12
A. Using Your Knowledge of Developmental Stages to Promote Safety 13

B. Creating and Maintaining a Safe Environment 16
C. Knowing and Following Emergency Procedures 18
D. Ensuring Safety on Youth Program Trips 24
E. Working as a Team to Prevent Violence 27
Summarizing Your Progress 31
1.4 Resources 32
Safe Field Trip Checklist 33
Youth Staff Training Program vii Module 1: Safe

Youth Staff Training Program viii Module 1: Safe

1. Safe
1.1 Introduction
Program Assistants maintain a commitment to creating and maintaining a safe environment in the
Youth Center by:
• maintaining indoor and outdoor environments that reduce and prevent accidents and injuries;
• planning for and responding to accidents, emergencies and injuries; and
• working with youth to develop personal safety habits and skills.
Overview
There’s no way around it. Growing up is difficult, especially as older youth begin the transition to
adulthood. The middle school and teen years are a time of establishing identities, testing boundaries and
trying new things. Add to the ordinary pressures of growing up the special challenges that youth in
military families face, from dealing with frequent moves to the stress of having one or more parents
deployed.
Luckily, these young people have plenty of support as they make the passage to adulthood: the Youth
Programs offered by the military. As a Program Assistant, you provide a vital service to these young
people in this critical time and these unique circumstances. How? You give them the chance to explore
their interests and develop in a fun, supervised and safe environment.
Promoting safety – what it means for you
Simply defined, safety is freedom from danger, harm and loss. You feel safe when you have control over
your surroundings and know what to do if something goes wrong. But for Program Assistants, the issue
of safety is much bigger than this simple definition. As a Program Assistant responsible for the safety of
youth, you have responsibilities to manage risk in the program. This means you must constantly be
aware of safety hazards and possible problems. You must take steps to reduce risk and prevent
accidents, both at the Youth Center and at activities off-site. At the same time, you must teach the youth
you serve how to make responsible decisions regarding their own safety. In promoting safety, then, you
have two key responsibilities:
To ensure that youth are in a safe environment while they take part in activities at the Youth
Center and at other sites on and off the installation; and
To encourage youth to become independent decision-makers who can do much to promote their
own safety.
Policies and procedures are in place to reduce danger and promote safety. These policies support you in
your risk management work. For example, it is policy that two staff be on duty whenever a Youth Center
is open. This way, all youth activities will be fully supervised, and an adult will always be on hand in case
of an emergency. In addition, when youth complete their annual registration form, they get an ID card to
Youth Staff Training Program 1 Module 1: Safe

Overview
show at program sites, activities and events. This ID card helps staff keep track of attendance. It helps
you limit participants to registered youth and their approved guests.
Helping youth develop life skills
Of course, keeping young people safe takes more than a close watch over the Youth Center and off-site
activities. It is just as important to help youth develop the life skills to keep themselves safe – not just
now, but for the rest of their lives. After all, you’re working with an especially sensitive age group. Middle
school and teen youth tend to feel invincible, as if no harm could ever come their way. They love
challenges and seek out risk. To teach them how to make responsible decisions and healthy choices,
you need to create an environment where there is both safe support and clear limits and boundaries.
Through modeling, discussions and planned activities, you can help young people learn how to assess
risks and likely consequences. This way, they can make informed decisions rather than acting on
impulse. Sound like a lot to handle? Don’t be alarmed. This training module will prepare you to tackle
these important responsibilities and make your Youth Center the safest possible environment.
Safety and character
At first glance, safety and character may seem completely unrelated. What does character have to do
with keeping young people safe? Quite a bit, actually. In everything you do on the job, you should
display good character. You are a role model at all times. You should take every possible chance to
promote the Six Pillars of Character SM 1 : trustworthiness, respect, responsibility, fairness, caring and
citizenship. What’s more, these Six Pillars should guide your own actions and decisions. Keeping people
safe shows you are trustworthy, respectful of others, caring and responsible. One element of good
character, responsibility, is especially important in promoting safety. Imagine the consequences if you
chose to act irresponsibly and didn’t heed bad weather warnings before a group camping trip! What if
during a teen dance you were chaperoning, you left early just because you felt like it? The results would
be disastrous! These are extreme examples, of course, but they show the importance of always
displaying responsibility and good character.
Non-negotiable rules for youth activities
One of your key responsibilities is encouraging adolescents to make their own decisions. However, while
young people should be empowered to make their own choices, determine their own rules (with adult
input, of course), and live with and learn from their own mistakes, some boundaries must be in place.
Youth need structure, and when their safety or well-being is at stake, certain rules and requirements are
non-negotiable. It is your responsibility, as a Program Assistant, to clearly state these absolute, non-
negotiable rules prior to every event. Make it clear that these rules apply to adults as well as youth. For
example, the following inappropriate behaviors should be forbidden:
blaming or belittling anyone;
breaking the rules and regulations of any hosting group or organization;
defacing, destroying or removing any property, including trees, shrubs and flowers;
1
CHARACTER COUNTS! and the Six Pillars of Character SM are service marks of the CHARACTER COUNTS! Coalition, a project
of the Josephson Institute of Ethics, www.charactercounts.org.

Overview
carrying or concealing weapons of any kind;
possessing or using alcoholic beverages, illegal drugs or cigarettes; and
visiting the opposite sex’s sleeping area (always designate gender-specific sleeping areas on
overnight trips).
These are just a few examples. Your Youth Center may have or need to make other non-negotiable
rules. These rules may address not only inappropriate behaviors that could lead to risky activity but also
poor character choices. Enforcing Youth Center rules and teaching good character is more than the right
thing to do. It will help provide a safe place for young people.
Demonstrating your competence in keeping youth safe
Besides setting clear rules and boundaries, it is essential that you maintain a safe environment and
reduce potential hazards at your site. Here are some actions you can take to promote youth safety:
Maintaining Complete an environmental safety checklist before opening a Youth Program

indoor and site and/or starting an activity or event.
outdoor
environments Make sure equipment and supplies are cleaned up and stored in the proper
that reduce and place before closing a Youth Program site.
prevent
accidents and Conduct daily environmental safety checks to identify potential hazards and
injuries. make sure safety and first-aid equipment and supplies are available, centrally
located and in good condition.
Respond to safety check findings immediately by addressing potential hazards; discarding,

repairing, or removing unsafe items; fixing safety equipment; and/or restocking first-aid and safety
supplies.
Arrange indoor areas so traffic paths and fire exits are clear.
Maintain required staff-youth ratios for day-to-day activities (1:15) and check on ratios for higher
risk activities such as field trips.
Make sure there is a telephone in working order at Youth Program sites.
Review Standing Operating Procedures (SOPs)
Unfortunately, accidents and emergencies are a fact of life. They occur sometimes no matter how many
precautions are taken. How you react to such events will make a big difference in the safety and well
being of the young people you serve. Review your installation’s standing operating procedures (SOPs)
for accidents and emergencies. Share them with youth so that you all know how to deal with a crisis
calmly and effectively.
Develop and follow standing operating procedures (SOPs) for accidents and emergencies:

Overview
Post SOPs for accidents and emergencies in a place that is clearly visible to
Planning for and
youth and staff.
responding to
accidents,
Maintain current emergency contact information for parents of all registered
emergencies and
youth.
injuries.
Monitor youth and staff attendance at Youth Program sites through an
accurate record keeping system such as a sign in/out log.
Bring a fully stocked and easily accessible first-aid kit on trips and to sites used for the sports
program.
Reassure youth involved in accidents and prevent further injuries.
Respond quickly and calmly to youth during emergencies.
Communicating safety with youth
You can also promote safety through your routine conversations and dealings with youth. Here are some
examples of everyday ways to teach safety skills:
Working with Alert youth to potential hazards at Youth Program sites, activities, events
youth to develop and trips.
personal safety Example: “J.T. (15), before the Youth Council meeting ends, could you review
habits and skills. the kitchen safety rules that everyone should be aware of for the teen party next
Friday?”
Discuss how and when to take safety precautions.

Example: “What are some things you could say if you were offered a ride by someone you know had
been drinking?”
Use planned and spontaneous opportunities to teach youth personal safety strategies to use
now and in the future.
Example: “Raven (15), it’s very dark in the parking lot. Let’s wait inside until our rides come.”
Have youth take the lead in establishing safety rules for the Youth Program environment,
activities, events and trips.
Example: “Jamie (14), please review the rules for the amusement park trip. When should people meet
at the information center for our check-ins?”
Make sure youth use safety equipment for sports and other activities, as needed.
Example: “There are two sizes of life jackets for the rafting trip. Make sure you wear one that’s sized
for your height and weight.”
Intervene immediately when youth are engaged in potentially hazardous activities.

Example: “Monique (13), please be careful. You need spotters on both sides when using the balance
beam.”

Take a Closer Look
Take a Closer Look

Now you have a broad overview of safety, but how do these concepts affect you as a Program Assistant?
On the following pages, you’ll find situations you might encounter on the job. As you read the situations,
think about how the Program Assistants are dealing with safety issues. What are the staff members
doing to create and maintain a safe environment? Have you found yourself in similar situations? These
examples are designed to help you maintain indoor and outdoor environments that reduce and prevent
accidents and injuries, plan for and respond to accidents, emergencies and injuries, and work with youth
to develop personal safety habits and skills. After you read each example, you will be directed to your
Skill Building Journal to answer questions.
Example 1
Maintaining indoor and outdoor environments that reduce and prevent accidents
and injuries.
1. Conduct safety checks (daily and monthly, indoor and outdoor); remove or repair unsafe items;
keep safety equipment in good condition; and maintain first-aid and safety supplies.
2. Check daily to see that equipment and supplies are cleaned and stored appropriately.
3. Ensure that traffic paths and fire exits are clear.
4. Maintain appropriate staff-youth ratios in the facility and follows appropriate ratios for higher-risk
activities.
5. Make sure there is an accessible telephone in working order.
Ms. Donna has two Youth Center members, Nakia (15) and Sean (15), who have volunteered to
help with safety checks in the Youth Center. When Ms. Donna arrives at the Youth Center,
Nakia, Sean and Mr. Samson are sitting outside waiting for her.
“Don’t worry, Ms. D.,” says Nakia. “You’re not late. We’re early.” Ms. Donna smiles and says,
“That’s great. We can get started as soon as I get our materials.”
Once inside, each person picks up a clipboard and a copy of the Youth Center’s daily safety checklist.
Ms. Donna goes over the process, “Sean, you’ll be checking the kitchen and game room. Nakia, you
have the rest of the indoor space. Mr. Samson will check the outdoor area.”
The safety checkers begin looking for potential problems in their assigned areas. Soon they all meet
in the Youth Center office to discuss their findings.
Sean starts, “The game room looks good, but there’s a puddle on the floor by the sink in the kitchen.”
Nakia continues, “One of the chairs in the Youth Technology Lab has a broken leg. Everything else is
fine.”
Mr. Samson shares his findings, too. “I saw some broken glass in the parking lot. The rest is okay.”
“Great job! Now, what do we need to do before opening the Center?” Ms. Donna asks.

Take a Closer Look
Sean answers, “I’ll mop up the water. I’ll check it again in 15 minutes to make sure we don’t have a
leaky pipe. If we do, I’ll let you know so you can call in a work order.”
Nakia adds, “I’ll move the chair to the closet and fill out a repair request for you to sign.”
Ms. Donna says, “Thanks! That sounds great. I’ll start cleaning up the broken glass while Mr.
Samson checks some game equipment. Can you come help me once you take care of things in
here?”
What’s next?
Go to the Skill Building Journal and answer the questions for Example 1
in Section 1.1, Take a Closer Look. When you are finished, return to this
guide and continue on with Example 2.

Take a Closer Look
Example 2
Planning for and responding to accidents, emergencies and injuries.

6. Develop, post and clearly communicate emergency procedures.
7. Know and adhere to guidelines, policies and procedures for emergency situations (i.e. know
where to find parents’ emergency numbers, etc.).
8. Maintain records that are complete, accurate and in compliance with policy and legal regulations
(i.e., monitor attendance through accurate records by keeping sign in/out sheets.)
9. Ensure that first-aid kits are accessible.
10. Assess and handle injuries and illnesses with youth.
11. Respond quickly and calmly to youth in distress.
Ms. Deb stops by one of the soccer fields to watch the Rolling Rockets, the installation’s
traveling soccer team for girls ages 13-15. She stands on the sidelines, observing the game
and visiting with parents. Feeling a raindrop, she looks up and sees a dark cloud moving
quickly toward the field.
“Uh oh. This wasn’t in the forecast,” says the coach, Mr. Frank. “I listened to the weather report
before we left. The prediction was for sunny skies.”
Ms. Deb takes a small transistor radio from her backpack. She says, “Let me check the weather
channel to listen to the current forecast.” She listens for a few minutes, and then says, “They’re
predicting showers for the rest of the afternoon. They didn’t mention thunder or lightning. I think we
can continue the game. I'll keep the radio on though in case something changes.”
“Thanks,” says Mr. Frank.
As the half-time whistle blows, the Rolling Rockets come running off the field. Several players see
Ms. Deb. They ask, “Ms. Deb, will they call the game because it’s raining?”
“I don’t think so,” she replies. “Your coaches and I are monitoring the weather. I checked the
forecast on the radio. Thunder and lightning aren't predicted, just showers. We’ll keep listening in
case the forecast changes. If there's thunder and lightning, we'll have to call the game for safety
reasons. Now go listen to Mr. Frank. I bet he has some plays to talk over with you.”
What’s next?
guide and continue on with Example 3.

Take a Closer Look
Example 3
Working with youth to develop personal safety habits and skills.

12. Involve youth in developing program safety rules and in identifying the consequences for youth in
not following safety rules.
13. Ensure that youth understand and follow standards of conduct in the Youth Center.
14. Instruct and demonstrate the proper and safe use of equipment and supplies.
15. Involve youth in keeping the facility neat, clean and well organized.
16. Ensure that youth are held accountable for keeping equipment in good condition.
17. Explain rules and procedures for activities clearly before activity begins.
18. Intervene immediately when youth are involved in unsafe activities.
19. Alert youth to potential hazards in the environment.
20. Teach youth to observe safety rules on trips and tours.
21. Provide youth with strategies to develop awareness of personal safety outside of the Youth
Center.
Mr. Andy has been the advisor for the Youth Council for the past three months. The Youth
Council is in the middle of planning a dance at the Youth Center. Mr. Andy has been
encouraging them to think about safety issues that may come up. At the Youth Council’s
request, Mr. Andy drops in on a planning meeting for the upcoming dance.
Toni (16), the chairperson, greets him. “Hi, Mr. A! We have a few questions. First, can we charge
for admission?”
Mr. Andy has a quick answer for this question and several others. The conversation then turns to
monitoring attendance at the dance.
Jake (15) says, “A friend at school told me this guy is coming to make trouble for his old girlfriend. I
don’t want to turn him in. I mean, it might not be true. But I’m worried.”
Amber (16) adds, “It’s true. I heard it too.”
Mr. Andy listens while several teens add to the story.
“He’s really mad,” says Shawn (15.) “He’s gonna punch out her new boyfriend.”
Tony (17) says, “This is awful. Maybe we should cancel the dance.”
Mr. Andy responds, “It sounds like you all have real concerns about what this person might do – at
your dance or anywhere else. What do you want to do?”
After a few moments of silence, Toni answers. “Mr. A., would you mind stepping out for a few minutes
so we can talk?”

Take a Closer Look
“Sure,” says Mr. Andy. “You kids have tackled a lot of tough issues in the past. I’ll grab a soda and
come back in ten minutes.”
When Mr. Andy returns, he knocks on the door.
“Come in,” says Toni.
He asks, “What did you decide?”
Amber speaks for the group. “Since several of us heard about this, there may be truth to the rumors.
We’re going to talk to our school peer mediation team. We’ll ask them to hold a conflict resolution
meeting with the people involved.”
“Sounds like a good plan,” says Mr. Andy. “But, let’s review the security arrangements for the dance
before the event.”
What’s next?
guide and continue on with Self-Reflection.

Self-Reflection
Self-Reflection
To appreciate the impact of a safe environment on the young people you work with, think about the
importance of safety in your own life. Doesn’t knowing you are in a safe environment, whether at home,
at work or out in your community, give you the peace of mind both to do simple tasks and take on greater
challenges? What about those times you don’t feel safe? When you are worried about your basic safety,
you are probably less likely to branch out or learn new skills. Because safety is so important, you
probably already do things to reduce risk. You create safe environments at home and work and ensure
your personal safety – all without even thinking about it! Basic safety precautions include the following:
fastening your seat belt and adjusting your car mirrors before driving away;
replacing smoke detector batteries at least twice a year;
moving the barbecue grill away from flammable surfaces before lighting it; and
using a fictitious name when talking on a chat line.
Simple practices such as these can help you feel secure, relaxed, confident and able to enjoy yourself.
However, neglecting to consider safety can cause uneasy feelings. Worse, it can bring actual harm to
you or to others.
Learning about safety is an ongoing process
Can you remember the first time you learned about safety? Probably not. You learn about safety your
entire life, both through direct instruction and by others’ examples. When you were a child, your parents,
caregivers and teachers created and maintained safe environments for you. As you grew older, adult role
models such as Program Assistants helped you learn how to lower risks and enhance your personal
safety. Now it’s your turn to provide the same service for young people.
Just as your own introduction to safety was an extensive and ongoing process, you’ll need to promote
safety in all areas of youth programming. Safety is always a concern. It doesn’t matter whether youth are
planning a dance, attending Driver’s Ed or shooting hoops in the gym. In this module, you will learn to
create and maintain safe environments. You will be able to plan for and respond to accidents,
emergencies and injuries. And you can encourage youth to develop personal safety habits.
The worksheets that accompany Self-Reflection will allow you to take a look into your own need for
safety.
What’s next?
Go to the Skill Building Journal and answer the questions for Self-
Reflection in Section 1.1. When you are finished, return to this guide and
continue on with the Pre-Training Assessment.

1.2 Pre-Training Assessment
Before you can move forward in any area of life, you need to know where you stand. How could you
begin improving your ability to create and maintain a safe environment without a clear sense of what you
need to work on? To give you that sense of where you are now, a pre-training assessment will help you
look at your current safety habits and skills. This assessment will measure the knowledge and skill areas
that you will be studying, and it will help you pinpoint areas for improvement. Ultimately this assessment,
and other checklists in the Skill Building Journal, will help you develop a plan for your own skill
development.
Don’t worry – this assessment is not a test. It will not be graded or judged. Rather, it is a tool for you, an
opportunity to identify knowledge and skill areas that you may want to improve. As you answer the
questions, be thoughtful and honest with yourself. That’s the only way you can get a true picture of your
needs and create a useful plan of action for your professional growth.
What’s next?
Go to the Skill Building Journal and complete the Pre-Training
Assessment in Section 1.2. When you are finished, return to this guide and
continue on with the Learning Activities.

1.3 Learning Activities
Section Page
A. Using Your Knowledge of Developmental Stages to Promote 13

Safety
B. Creating and Maintaining a Safe Environment 16
C. Knowing and Following Emergency Procedures 18
E. Working as a Team to Prevent Violence 27
Summarizing Your Progress 31

Learning Activity A
A. Using Your Knowledge of Developmental Stages to

Promote Safety
In this activity, you will learn to:
Learning • recognize some typical youth behaviors that are related to safety; and
Activity
• use what you know about youth to promote their safety.
Adolescents are constantly exposed to new experiences, opportunities and choices. They have so many
exciting things to focus on, from music and movies to first dates. It’s no wonder most of them don’t sit
around thinking about safety. In fact, it’s generally the last thing on their minds. Luckily, if they’ve already
learned safe practices, they may use them automatically. But in new situations, young people are likely
to act without thinking. This is especially true if they are pressured by peers or are focused on having a
good time. For this reason, the work you do to help lay a foundation for safe and responsible decision-
making can make a big difference.
Experimenting is normal for youth
Balanced between childhood and adulthood, the age group you work with is in a challenging
developmental stage. They are actively exploring the world beyond their families, schools and
communities. On the road to independence, young people experiment with new ideas and actions. They
seek out challenges and take risks. This is natural. These behaviors are a necessary and normal part of
growing up. But youth still need adult guidance to help them understand that some risks are more
dangerous than others. For example, while driving at night is risky for any new driver, it is a manageable
risk. That is, it is a risk that can be reduced through driver’s education and practice sessions with an
older, experienced driver. Driving while drunk, however, is a risk that cannot be managed. Drunk drivers
are a danger to themselves and to others on the road. Young people need help to learn the difference
between these and other manageable and non-manageable risks.
Identify the needs youth are trying to meet
Adolescents do not always think about the dangers associated with their actions. Others feel invincible.
If they do consider the potentially harmful consequences of risk-taking, they may think, “That won’t
happen to me.” Whichever the case, there are reasons for all behaviors, including risky ones. It will help
you to understand the motives behind youth’s actions. If you ask them why they become involved in risky
2
situations, they may list reasons such as these:
It was going to save time.
2
Based in part on Risks to Take, Choices to Make: Social Decision Making in Adolescence. Copyright 1981 by Family and
Community Health Through Caregiving, Life Cycle Series, Education Development Center, Inc., Newton, MA. Used with
permission. All rights reserved.

Learning Activity A
It was a joke.
I didn’t know I could get hurt.
It was cheaper.
Everybody was watching me.
I was angry.
I was bored.
When you know why youth engage in risky behaviors, you can help them plan different ways to meet
their needs. The challenge is to help them learn to think about the possible consequences of their
behaviors and take steps to minimize the risks.
Support healthy risk-taking
It is normal and healthy for young people to try new things. Youth are busy defining who they are. They
are still deciding what they like and value. Some adolescents try new ways of dressing or adopt an ever-
changing vocabulary of slang words. They listen to music that drives the older generation crazy. They’ll
do anything to prove that they are not like their parents, teachers or other authority figures. You can
support them in this necessary developmental process. How? By accepting their tastes in clothes,
music, and language within acceptable boundaries. However, if this natural experimentation goes too far,
putting them or others at risk, you’ll need to step in.
Youth become more self-confident when they take positive risks. These are risks that allow them to
stretch their abilities. Running for a class office, trying out for a school play, learning to kayak, or
volunteering to be in charge of an event are all examples of positive risks. There’s also risk involved in
participating in discussions, trying out for a sports team, or competing in individual and team sports and
other activities. Sometimes the risks are physical – “My kayak might flip over.” Other times the risks are
more on a personal level related to peer pressure – “I might lose the election”, or “People might laugh at
me.” However, in each of these cases – and with all healthy risks – the potential payoff is great, and the
potential hazards, if any, are low.
You can support healthy risk-taking by planning a range of safe and structured activities that challenge
thinking, social and physical skills. Design activities so youth can make decisions and learn to be risk
managers themselves. For example, tell the teen nervous about kayaking, “There’s a course starting
next month at the swimming pool. You’ll learn how to roll over in your kayak if you should accidentally flip
over.”
Help youth get the facts about specific risks
Some youth feel so independent and invincible that they automatically reject information provided by
adults. They don’t even consider whether information is accurate or useful. But think back to when you
were their age. Wasn’t advice from an adult the last thing you wanted to hear? Of course. So how can
you deliver your message? Try this. When you provide facts about the consequences of certain risky
behaviors, be prepared to back them up. State the source along with the information. For example, you
might say “According to data from the National Highway Traffic Safety Administration, 76% of the people
who die in bike accidents weren’t wearing helmets. Their Web site has more information.” Don’t expect
to win them over right away. It takes time for this approach to make a difference in a young person’s

Learning Activity A
actions. Be patient. Youth are still developing their ability to think, make good judgments and link facts to
their own behavior.
Provide a balance between freedom and structure
As young people become increasingly independent, they seek more and more control over their own
lives. They want to choose their friends, clothes and music. They want to make decisions about their
activities at home, school and the Center. At the same time, they still count on adults to help them stay
safe. This is where you come in. You can work with youth and other Youth Center staff to set and
enforce a few important rules for use of Youth Program sites and participation in activities. In addition,
you should let youth know when an activity is potentially harmful. In these cases, encourage them to plan
an alternative. For example, “Building a stage for the band is a great idea. However, it has to be strong
enough to hold the five musicians and their equipment. Plywood won’t hold that much weight. How else
could you build a stage?”
Know when to step in
Many youth can meet their developmental needs through healthy experimentation and risk-taking. Some
youth, however, put themselves at risk by failing to consider the consequences of their actions. They
might experiment with alcohol and other drugs, engage in unsafe sex, drive while drunk, drive with
someone who is drunk, or resort to violence to express feelings and solve problems.
These risky behaviors put physical health at risk. However, the same behaviors affect young people in
other ways. In addition to promoting physical safety, talk to all youth about the importance of good
character. People tend to remember negative behavior. One bad decision – such as driving drunk or
starting a fight – may have lasting consequences. It may mean starting over to show others that they are
responsible, respectful, responsible, fair and caring citizens.
While you should always address safety and character issues with all youth, monitor the youth in your
program for those who might need real help. What should you look for? Young people making poor
choices might have sudden and unexplainable mood swings or personality changes. They might appear
isolated from or on the fringe of their peer group. Or they may act as if they have something to hide. If
you are concerned about a young person’s safety, it’s time to step in. Discuss your concerns with your
supervisor. It may be appropriate to involve the youth’s parents and seek professional help.
You now have an overview of the importance of safety in the Youth Center. By working to ensure every
youth’s personal safety while involved in Youth Center activities, you allow youth to relax in the
knowledge that they are protected and cared for. But the effects of your work extend beyond the Center.
From helping youth develop risk management skills to stepping in when a youth is headed for trouble, you
ensure that youth will become healthy adults.
What’s next?
Go to the Skill Building Journal and complete the worksheets for Activity
A in Section 1.3. When you are finished, return to this guide and continue
on with Activity B.

Learning Activity B
B. Creating and Maintaining a Safe Environment

Learning • create a safe Youth Center environment;

Activity
• use environmental safety checklists to identify safety hazards; and
• promote safety at a variety of Youth Program sites.
Promoting youth safety is a big job. In addition to creating and maintaining a safe environment at the
Youth Center, you and other program staff may be responsible for safety in the Teen Center if your
installation has a separate building for teen programming. Youth Program participants also take part in
activities at a variety of locations on and off the installation. For example, youth might go to swim team
practices and meets at the pool. They may attend a fitness class at the middle school or volunteer at a
senior center. Perhaps they travel by bus to attend a baseball game. You may not be able to control
conditions at every site personally. However, you can work with others to ensure safety.
Staff and youth work together to create a safe inviting Youth Center
Promoting safety may sound like a lot to handle, but you aren’t working alone. One of the special
pleasures in working with this age group is that adolescents are interested in taking an active role. They
have great interest in decision-making. You’ll work with youth to create an inviting, and safe, Youth
Center environment.
Chances are, your Youth Center is pretty inviting already. A typical Center has fun posters on the walls,
comfortable furniture, equipment such as game tables and computers, a snack bar/kitchen area stocked
with drinks and snacks. There are tables and chairs, and shelves housing a wide variety of magazines,
software and books. Youth can play games, do research on the Internet, watch television or videos,
prepare and eat snacks, and just enjoy hanging out with friends. But an inviting Youth Center is not only
fun. It is safe. The staff and youth who create such an environment make sure it is free of safety
hazards. They arrange the furniture so traffic paths and exits are clear; securely attach rugs to the floor;
and keep windows and vision panels free of items that could obstruct the view into the Youth Center.
Even a well-planned environment can become unsafe
Over time, a well-attended Youth Center can become an unsafe environment. Through normal use,
materials and equipment break or wear out. Clutter can build when project materials are not put away.
Out-of-date magazines pile up. Here are some examples of potential hazards to be aware of in the Youth
Center:
There are cleaning supplies on the kitchen counter.

The table lamp on an end table has a frayed electrical cord.
Several chairs have wobbly legs that could break if someone sits on them.

Learning Activity B
The pool cues have rough edges that could cause splinters.
There are boxes and other items blocking an exit.
The batteries in the smoke detectors are worn out.
The first-aid kit is missing critical items.
One Program Assistant is on site and there are more than 15 youth in the program area.
(Requirements call for 1 adult staff member per 15 youth and generally 2 staff on duty whenever
a facility is open.)
To keep the Youth Center safe, you and the young people you serve should always be aware of potential
dangers. Encourage youth to work with you to check Youth Center safety on a regular basis. This way,
they will help you catch problems and learn about safety firsthand. But that’s not all. They will also
practice two elements of good character – responsibility and citizenship. Working as a team with youth,
you should develop and use daily and monthly environmental safety checklists to identify hazards. These
safety checklists will help you find problems. You can then take care of them before someone gets hurt.
What’s next?
B in Section 1.3. When you are finished, return to this guide and continue
on with Activity C.

Learning Activity C
C. Knowing and Following Emergency Procedures

Learning • prepare for accidents and other emergencies; and

Activity
• follow the program’s established procedures for dealing with emergencies.
No matter how well-prepared you are, you will face emergencies from time to time. For example, the
bowling alley could lose power in a rainstorm. A youth could collapse during a basketball game.
Someone could smell smoke at the Youth Center. How would you handle these events? As the person
in charge of youth safety, how you react will make all the difference in keeping others calm and reducing
further risks.
The time to get ready for emergencies is before they happen. That is why all staff is required to complete
First Aid and CPR training. Your Youth Program also has Standing Operating Procedures (SOPs) for
emergencies. Your installation has specific forms for injury reports, permission slips for trips, and forms
for emergency contacts. You may have to complete, distribute, and/or maintain these forms. If you know
the SOPs inside and out, you’ll be sure to act quickly and effectively when an emergency occurs.
Knowing the SOPs is the first step toward preparing for emergencies. However, it’s not enough if you’re
the only person who can follow them. Post a summary of the emergency SOPs. That way, both adults
and youth can cooperate and get to safety. Then, plan emergency drills to get everyone ready. Try to
designate staff responsibilities in advance. For example, one person gives first aid while another
oversees evacuation of the facility. Everyone should practice taking the lead in emergency drills.
Assess the seriousness of an injury
When a young person has an accident at a Youth Program site, remember your training. You must
quickly assess the injury and respond correctly. Most injuries are not serious. However, others may
require first aid at the program site. Still others may require a hospital visit.
It’s essential that you react calmly and quickly when an accident occurs. After assessing and responding
to injuries, let your supervisor know an accident has occurred. If the injury is serious, inform the youth’s
parents immediately. If the injury is minor, inform the parents at the end of the program activity or after
closing the Youth Center. Keep in mind that some injuries are more serious than they look, so make your
assessments carefully. Use your program’s reporting form, CNICCYP 1700/25 Accident/Child
Abuse/Neglect Notification Form to document what happened and how you and other staff responded.

Learning Activity C
Weather-related emergencies may happen with little or no warning 3
Although you work hard to maintain safe environments inside the Youth Center, emergencies can be
caused by events outside your control. Weather-related emergencies such as floods, tornadoes and
earthquakes can occur with little or no warning. Many geographic locations have a history of specific
weather-related emergencies. Make sure you learn about those common in your area. Review your
program’s plans for responding to these events. As with all emergencies, if you and the youth know what
to do, you can act swiftly and prevent injuries.
The best way to avoid being outside in a weather-related emergency is to plan ahead. Simply check the
radio or television for an up-to-date forecast just before traveling. It also helps to carry a small transistor
radio in case you need updates. Your Youth Program might want to purchase a weather radio that
receives National Weather Service (NWS) warnings of severe weather conditions. These radios issue a
tone alert followed by up-to-date information about fast-moving storms and tornadoes.
Even after checking the forecast, you may be taken by surprise. If a sudden weather-related emergency
occurs, follow the NWS’s recommended safety actions for lightning storms, tornadoes and earthquakes,
described below.
Take these precautions when caught outdoors during a lightning storm
According to the National Weather Service (NWS), on average, lightning kills 73 and injures 300 people in
the United States each year. Most of these deaths and injuries are preventable.
Lightning is attracted to the tallest objects in an area. These may be tall trees, goal posts or players on a
sports field. Metal picnic tables, bleachers, lights and fences may be struck. During a lightning storm,
staff and youth should not handle metal sporting equipment (such as aluminum bats, shoes with metal
cleats, tennis rackets, and bicycles), because metal conducts electricity. For the same reason, everyone
should stay away from water. If you are in an outdoor swim area, everyone should put their shoes on
immediately.
If someone’s hair stands on end, they are in immediate danger of being struck. They should drop to
their knees, curl their head forward, and make their body as small as possible.
After someone has been struck by lightning, they carry no electrical charge. You may handle them
safely. Keep them warm and elevate their legs. Seek medical attention immediately, even if the person is
feeling fine.
If you see lightning or hear thunder, take immediate action. You can resume activity when it appears as
though the storms have passed, and you haven’t seen lightning nor heard thunder for at least 30
4
minutes.
Share the following guidelines with youth so they will know what to do when caught outdoors in lightning.
3
This section adapted from Module 1: Safe, The School Age Staff Training Program, developed for Department of the Army by
Teaching Strategies Inc., 1994.
4
Adapted from Barbara McNaught Watson, A Guide to Developing a Severe Weather Emergency Plan for Schools (Washington,
DC: National Weather Service, National Oceanic and Atmospheric Administration, nd).

Learning Activity C
If shelter is available:
Get inside a building or vehicle as quickly as possible.

Close all windows and doors.
Do not stand in doorways.
Do not use telephones or computers.
Stay out of sheds made of metal or wood.
If there is no shelter available:
Avoid being the tallest object in the area.

Get to low ground. Do not stand on a hilltop.
Spread out, if you are in a group, and keep several yards apart.
Stay away from trees standing alone and from items made of metal — pipes, rails, fences and
wire clotheslines.
Stay away from water.
Take these actions during a tornado
Indoors, the most dangerous places to be during a tornado are large rooms with big, expansive roofs,
such as gymnasiums, and rooms with large windows that can shatter when struck by flying debris. When
a tornado warning is issued, or as soon as you know a tornado is coming, take the following actions:
Move to a safe area: a basement or storm shelter, if one is available, or a small room, hallway or
bathroom in the center of the building. If you can, find a room with no windows.
Stay away from windows and exterior doors.
Get under a table or similar item and cover your head with a pillow, blanket, coat or similar
cushioning item.
If caught outdoors in a tornado while you are in a vehicle, stop immediately. Take cover in a ditch or a
low-lying area. Find the lowest possible spot that is immediately accessible to you. Take the protective
position – crouch on your elbows and knees, with your hands over your head – and have everyone do the
same. Never try to outrun a tornado by driving faster.
If you are caught outdoors while on foot, look for a low area such as a ditch or ravine. Have everyone
take the protective position described above.
Take these precautions during an earthquake
If an earthquake occurs, stay where you are. If you are indoors, keep away from windows and get under
a table or stand within a strong doorframe. Cover your head and the back of your neck with a pillow,
magazine or book. If you are outdoors, keep at a distance from tall buildings, walls, power poles and
similar objects.
There may be aftershocks after an earthquake. To stay safe, remain where you are. Keep your head
and face protected. If you are inside, leave the lights off and do not light matches. Doing so could cause
a fire.
After any kind of weather-related emergency, check to see if injuries have occurred and administer first-
aid if needed. Reassure youth and turn on a transistor radio so you can listen for emergency instructions.

Learning Activity C
Obtaining additional information
For additional information about recommended precautions and actions, ask local authorities or consult
the National Weather Service (NWS) Web page (http://www.nws.noaa.gov). Enlist the help of your youth
in learning how to prepare for and respond during weather emergencies – whether they occur during
Youth Program activities or at other times. Youth can use this knowledge to ensure safety now and in the
future.
Follow these water safety precautions 5
There are safety rules that must be followed when Youth Program activities occur on or near the water.
Waterparks: Waterparks are popular aquatic facilities that have specific hazards. When visiting
a waterpark, Program Assistants should follow these safety precautions:
− Be sure the area is well supervised by lifeguards before youth enter the water.
− Read all posted signs. Follow the rules and directions lifeguards give. Ask questions if
you are not sure about a correct procedure.
− When you go from one attraction to another, note that the water depth may be different.
Read the rules to see how to use the attraction.
− Before you start down a water slide, get in the correct position – face up and feet first.
Lakes, ponds and rivers: Before entering the water in a new area, always check out the water
conditions.
− In any open water, you may encounter potentially dangerous conditions that differ from
what you are used to. These include murky water, shallow water and areas where there
is no lifeguard on duty.
− River currents:
o River currents are often unpredictable and fast moving because of bottom changes.
o One should stay out of rivers or creeks after heavy rains because of the dangers of
rising waters and flooding.
− Hydraulics:
o A hydraulic is a strong force created by water flowing downward over an object and
then reversing its flow. The reverse flow of the water can trap and hold a person
under.
o The water surface may look calm. It can fool a person looking from the surface.
o Stay out of areas where water drops off, such as edges and waterfalls.
− Dams:
o Avoid all water activities both above and below a dam.
− Underwater obstacles:
o Always enter open water slowly, carefully and feet first. Rocks, stumps and remains
of old structures may be present.
− Aquatic life:
o Some aquatic plants and animals may be dangerous.
o If you become entangled in aquatic plants, do not panic. Instead, try to swim slowly
and gently away, with a current if there is one.
o If you encounter any aquatic life while swimming, swim slowly away from it.
5
Adapted from Lifeguarding Today, American Red Cross, Mosby Lifeline, St. Louis, MO. 1995

Learning Activity C
Oceans: At the beach and the ocean, watch out for hazards such as waves, currents and other
water conditions.
− Guarded ocean beaches often use flags to signal water conditions. A red flag means the
area is unsafe.
− Do not swim at unguarded beaches because of potential dangers.
− Waves:
o Any swimmer can be knocked over by a wave breaking close to shore.
o Children playing at the water’s edge can be knocked down and pulled into the water
by a sudden, large breaking wave.
− Ocean currents:
o Drift or side currents move parallel to the shore.
o Undertows move down the slope of the beach, straight out and under incoming
waves.
o Rip currents move straight out to sea beyond the breaking waves.
o If a current carries you parallel to shore, try to swim toward shore while moving along
the current. If you are being carried away from shore, swim out of the current, not
against it, by moving parallel to the shore. Once you are free, turn and swim toward
shore.
− Aquatic life:
o You can be stung by stepping or swimming near a jellyfish or Portuguese man-of-
war.
o Before going into any ocean, find out what local marine life may be dangerous, how
to avoid it and how to care for any injuries.
Camps and Group Trips

− Water activities at camps and during field trips require attention to safety.
− Camp waterfronts should be supervised by trained personnel.
− The camp should have a buddy system.
− When planning a group trip, tell the facility about:
o the size of your group;
o the general ages of group members;
o the swimming abilities of group members; and
o when you plan to arrive.
Pools
− According to the American Academy of Pediatrics, children under five and young people
between the ages of 15-24 have the highest drowning rates.
− Adult supervision of youth is essential.
− A lifeguard must be on duty.
− Obtain parental permission with signatures and maintain a permanent file.
− Passing swim tests = swim privileges.
Boating
− It is important to gain knowledge and receive instruction before participating in boating,
water sports or white-water rafting.
− Anyone going boating should know how to swim and operate a boat safely. First, find a
boating course in your area. Check with the American Red Cross, the U.S. Power
Squadron, the U.S. Coast Guard Auxiliary, United States Sailing, the American Canoe
Association, or marinas and recreational facilities in your area.

Learning Activity C
− Safety equipment:
o Check federal and state laws for equipment required for the type of boat you will be
using.
o Before going boating, make sure that your boat has all the necessary safety
equipment on board and in working condition.
You can see how important it is for all staff to know and continuously review your program’s established
procedures for dealing with emergencies.
What’s next?
C in Section 1.3. When you are finished, return to this guide and continue
on with Activity D.

Learning Activity D

Learning • work with youth to plan Youth Program trips; and

Activity
• manage the risks associated with Youth Program trips.
Fun and educational field trips off the installation are an important part of Youth Programs. Most young
people are eager to explore the world beyond their familiar homes, schools and communities. They want
to try new activities, experience new places, explore special interests, and compete in sports and other
activities. These opportunities are not just exciting. They help youth build skills and gain new
understandings.
Whether backpacking, spending a day at an amusement park or taking part in a Keystone conference,
youth trips are not only fun but a little risky. Why? Well, youth are leaving the controlled environment of
the Youth Center. You can ensure safety by anticipating potential hazards and involving youth in the
planning process. The steps below can guide both staff and youth as you plan trips together. (Refer to
Section 1.4 in the Content Guide for a safe field trip checklist.)
Complete these steps before the trip
Before each trip, review the SOPs. You can take several steps to ensure a well-planned and safe field
trip. Staff and youth can divide up the tasks and then report back to the group before the trip. Here’s
what to do:
Obtain approval for the trip from the Youth Facility Director or other appropriate administrator.
Inform parents well in advance of the trip. Include, as appropriate, detailed information about
dates, times, costs, the phone and address of the hotel or housing facility, and names of adult
supervisors. Obtain written permission from parents for their youth to attend.
Plan your route. If you are driving, consult maps and/or the Internet. If you plan to fly or travel by
train or bus, get schedules and investigate fares.
Learn about the site – the living facility where you will stay (hotel, campground or conference
center), and the activity areas (amusement parks, museums and so forth). Learn where to find
6
This activity adapted from The Department of Defense Youth Program Child Abuse Prevention Training Series. This series was
developed under the direction of the Department of Defense, Office of Family Policy.

Learning Activity D
telephones, restrooms, food concessions or picnic tables, shelters for use in poor weather and
emergency assistance.
Select a convenient place where group members can meet to check in at scheduled intervals
during the trip and at the end of the visit.
Prepare a trip folder that includes the following information:

− a list of the youth going on the trip;
− a list of adult supervisors going on the trip;
− emergency telephone numbers of the program, installation security and police;
− signed parent emergency forms (be sure information is correct and current); and
− signed permission slips, if required.
Replace missing or outdated items in the first-aid kit.
Estimate the number of attendees. If driving, make sure the vehicles have enough seats and
seat belts.
Plan alternate activities for youth who cannot go on the trip.
Recruit adult volunteer assistance if your group is very big or if the group will be spending one or
more nights away. Remember that volunteers supplement staff-youth ratios. They do not
replace staff. Be sure that all background checks are complete and that volunteers are always
supervised by a staff member. Have at least two staff supervise the group at the site and going
to and from the site. Follow the ratio guidelines for the number of staff and volunteers required
for supervision of the planned trip.
Safety procedures to discuss with youth before the trip
Before the trip, you will want to review the safety rules and emergency precautions with youth. These
rules will vary depending upon the type of trip you are taking.
Ski trip safety rules would include:

Meet at (name the place) at (give the time) to check in with the group. Also, determine how often
the group will check in.
Meet at the (name the place) at (give the time) for the trip home.
Hiking trip safety rules would include:

Remain on trails and with the group in wooded areas. If you do get lost:
− Stay in one place and let us find you. As soon as we notice someone is missing, we will
begin a search.
− Use the universal distress call to let the group know where you are. Give a signal such as a
shout or a whistle repeated three times at frequent intervals.
− Find shelter for the night, if necessary, against a rock or under cover of trees or bushes. Try
to get as comfortable as possible. Use everything in your pack to stay warm and dry. If you
can start a fire, collect as much wood as you will need before it gets too dark.
− Try not to worry! Lots of people will be looking for you.
Vehicle travel safety rules would include:

Use seat belts.
Keep arms and heads inside the windows.

Learning Activity D
Stay seated while the vehicle is moving.

Refrain from shoving, throwing things or behaving in ways that could disturb and distract the
driver.
Your final checklist on the day of the trip
Let your Youth Facility Director or designated personnel know when you and the youth are
leaving.
Post notices indicating destination, departure time, route and time of return.
Use the lists of youth and adults going on the trip to check attendance when departing for the trip.
Check again when leaving the field trip site.
Review transportation safety rules with the youth.
Make sure vehicles do not have too many passengers. Check to see that youth are wearing
seatbelts, if available.
Maintain adult-youth ratios and requirements throughout the field trip.
Follow-up action after the trip
File signed permission slips and retain for at least three years.
Summarize information that would help when planning a trip to the site.
Ensuring safety is especially challenging when you are away from the installation. Following the
suggestions in this learning activity can help you manage the risks associated with Youth Program trips.
What’s next?
D in Section 1.3. When you are finished, return to this guide and continue
on with Activity E.

Learning Activity E
E. Working as a Team to Prevent Violence

Learning • work with youth, co-workers, parents and installation representatives to

Activity prevent violence at Youth Program sites and activities; and
• recognize signs of emotional disturbance that might indicate a tendency

towards violent behavior.
As you saw in Learning Activity A, it is normal for youth to experiment and take part in risk-taking
behaviors. Sometimes these behaviors show that adolescents are still developing the ability to make
sound judgments. Violent behaviors, however, are not normal. Nor are they a necessary part of
adolescent risk taking. Instead, they indicate that a young person has not yet learned to experience and
express strong feelings in healthy and acceptable ways.
According to Deborah Prothrow Stith of the Harvard School of Public Health, “Many people don’t think
violence can be avoided. They accept it as an inevitable part of life. You recognize anger as a normal
and potentially constructive emotion. Students have legitimate reasons for their anger – they need to
respond in healthy rather than unhealthy ways. But violence is, by and large, an unhealthy way to
7
respond.” The message here is clear. Don’t accept violence. Instead, you and your fellow Youth
Program staff can work with parents, youth and other installation representatives to create a supportive
community for youth. This support will counteract negative influences that glamorize or support violent
behavior. (Refer to Section 1.4 in the Content Guide for additional resources on violence prevention.)
To prevent violence, you need to take a comprehensive approach. In this training program, you will find
prevention strategies in several modules. For example, health-related topics are addressed in the
Healthy module. Understanding and expressing feelings appropriately is covered in the Social and
Cultural module. Conflict resolution strategies appear in the Guidance and Human Relationships module.
You’ll cover what it means to be a person of character in the Personal, Character and Leadership
Development module. This learning activity offers ten steps for preventing or reducing violence at Youth
8
Program sites. They are adapted from materials written for school administrators.
7
Pathways, March 27, 1995, Midwest Regional Center for Drug Free Schools and Communities, as excerpted from Source
Newsletter, September 1992. Used by permission of Search Institute, Minneapolis, MN, 800-888-7828.
8
Adapted from Midwest Forum, Midwest Regional Center for Drug Free Schools and Communities, Vol. 3, No. 1, March 1993.

Learning Activity E
1. ACKNOWLEDGE THE PRESENCE OF VIOLENCE. Perhaps there have been no violent episodes in
the schools or Youth Program at your installation. You might think that violence is not a problem
now and will not be in the future. However, this type of thinking can get in the way of developing an
effective approach to violence prevention. It’s common to think, “That would never happen here.”
But violence often occurs with little notice. Always be prepared.
2. ASSESS THE SITUATION. Work as a team with parents, students and colleagues to survey people’s
perceptions of the safety of Youth Program sites. This step will help you identify and deal with
violence you were not aware of. It will also help you develop prevention and response strategies.
3. DEVELOP A COMPREHENSIVE APPROACH. Include youth, parents, front-line staff and support
staff in discussions about site security. Encourage youth to tell you about potential problems.
4. TEACH YOUTH PROSOCIAL SKILLS. Create opportunities for youth to learn to identify their feelings,
express anger in appropriate ways, discuss differing views and opinions with others, solve
problems and resist gang involvement.
5. OFFER CONFLICT RESOLUTION TRAINING AND SERVICES. Work with local schools to
coordinate your approach to teaching and using conflict resolution to resolve disagreements. Offer
training to help youth become mediators. Include parents by offering training on using conflict
resolution to resolve family difficulties.
6. MAINTAIN A SECURE ENVIRONMENT. Follow service and installation policies and procedures that
promote safety at Youth Program sites. For example, always have two staff on duty at program
sites, make sure youth show their ID cards when they sign in, screen visitors through a central desk
or counter and keep windows free from items that obstruct views.
7. ESTABLISH AND MAINTAIN STANDARDS FOR BEHAVIOR. Work as a team with youth to define,
in writing, those behaviors that are acceptable at Youth Program sites and activities. Likewise,
detail the behaviors that are not acceptable. Include bans on drugs, alcohol and firearms and the
consequences for bringing these items to a Youth Program site. Encourage youth to work with staff
to enforce the standards fairly and consistently.
8. DISCOURAGE GANG ACTIVITY. Work with schools and other agencies that support youth
development to maintain awareness of gang activity in your area. Learn about the signs of gang
involvement. Then stay on the lookout for clothing, hairstyles, colors, insignia and hand gestures
that might be signs of gang activity. Again, do not assume that it “couldn’t happen here.”
9. OFFER A YOUTH PROGRAM THAT INCLUDES A RANGE OF MEANINGFUL AND CHALLENGING

ACTIVITIES. Involve youth in program planning, decision making and problem solving. Youth are
less likely to accept or use violence when they are positively occupied with meaningful activities.
They are also more likely to share information about violence and potential violence when adults
value and respect their abilities and competence.
10. BE AWARE OF YOUR OWN ATTITUDES TOWARD VIOLENCE. Take time to identify your own
feelings about violence. Do you think it is acceptable? Do you go to violent movies? Do you use
violent words in your everyday language? Remember, you are a role model for youth. You can be
an influence on their behavior, positive and negative, through both intentional and unintentional
actions.
Using these guidelines, you can prevent violence from developing at your Youth Center. Simple
procedures taken today can prevent violence tomorrow. However, one warning can’t be repeated

Learning Activity E
enough. Don’t assume violence can’t happen in your area. Violence prevention requires accepting
that violence can happen anywhere. Once you understand this, you can create an environment where
violence is not accepted in any form.
It’s important to know the warning signs of possible violent behavior.
Another strategy for preventing violence is to recognize behaviors that indicate a youth might use
violence. This is a tricky business. Some youth who use violence never exhibit warning signs. On the
other hand, some youth exhibit classic signs and never become violent. Keeping in mind that these are
not absolute predictors of violence, review the following warning signs 9 , presented in no particular order.
You’ll find that they range in severity. Some may require more serious responses than others.
Social Withdrawal. A young person might withdraw from friends gradually until reaching a point
of isolation. The withdrawal might be due to feelings of depression, rejection, persecution,
unworthiness and lack of confidence.
Excessive Feelings of Isolation and Being Alone. Most youth who are isolated and appear to
have no friends are not violent. However, in some cases, these feelings are associated with
aggression and violence.
Excessive Feelings of Rejection. The years from ages 11-18 may include incidents of
emotionally painful rejection for some youth. Without sufficient support, these youth may express
their distress in negative ways, including violence. Aggressive youth who have been rejected by
non-aggressive peers may form relationships with other aggressive individuals. This, in turn,
reinforces their aggressive behavior.
Being a Victim of Violence. Youth who have been abused are sometimes at risk of becoming
violent toward themselves or others.
Expression of Violence in Writings and Art Work. A consistent overemphasis on violence in

creative work may, over time, signal emotional problems and the potential for violence.
Uncontrollable Anger. Anger is a natural emotion that can be expressed in healthy and unhealthy
ways. When a youth expresses anger frequently and intensely in response to minor events, it
might be a sign of potential violent behavior.
Intolerance for Differences and Prejudicial Attitudes. An aggressor might develop dislikes toward
others based on race, ethnicity, religion, language, gender, sexual orientation, ability or physical
appearance. When these feelings are combined with other factors, the aggressor might use
violence against persons they perceive as different.
Use of Drugs and Alcohol. Substance abuse reduces self-control and exposes youth to violence,
whether as an aggressor, a victim or both.
Serious Threats of Violence. When coping with frustration, a young person might make idle
threats of harming property or individuals. However, one of the most reliable signs a youth is
likely to harm him or herself or others is a detailed and specific threat to use violence. Such
threats should be taken seriously. Respond immediately by informing your supervisor.
9
Adapted from Center for Effective Collaboration and Practice of the American Institutes for Research in collaboration with the
National Association of School Psychologists, Early Warning, Timely Response: A Guide to Safe Schools (Washington, DC U.S.
Department of Education, Office of Special Education and Rehabilitative Services, 1998) pp. 8-11.

Learning Activity E
If you see warning signs such as these, especially if more than one is present at a time, you may
need to collect more information. Keep track of the frequency and severity of the behaviors. If you
believe the individual or others are in danger, share your concerns with your supervisor. The Youth
Program can plan an appropriate response that will ensure everyone’s safety.
Monitoring youth for the warning signs of violence is a natural extension of your job. As a Program
Assistant, you have daily interaction with youth. You work to create a safe and trusting environment.
As a result, troubled youth may be more likely to open up to you. Don’t worry. You aren’t alone. You
aren’t expected to solve every problem, but you can direct youth to community resources by talking
with your supervisor and discussing what action to take. This is just one more way you can provide a
warm, inviting and safe environment for youth.

Summarizing Your Progress
Summarizing Your Progress

You have now completed the learning activities for this module. Whether you are an experienced Youth
Program Assistant or a new one, you have probably gained new information and developed new skills
about safety. Summarizing your progress will give you a chance to analyze what you have learned. A
summary sheet has been provided in the Skill Building Journal to help you do this.
You can learn more about topics related to safety through 4-H and Boys & Girls Club of America
materials or by researching the Internet.
Your final step in this module is to complete the knowledge and competency assessments. Let your
trainer know when you are ready to schedule them. After you have successfully completed both
assessments, you will be ready to start a new module. Congratulations on your progress so far.
What’s next?
Go to the Skill Building Journal and complete Summarizing Your
Progress in Section 1.3.

1.4 Resources
Resource Page

Resources – Safe Field Trip Checklist
The checklist that follows is a detailed list of all activities that you as a Program Assistant should complete
before, the day of and after a field trip.
1. Before the field trip

Review the SOPs.
Obtain the Youth Facility Director’s approval.
Send parents permission slips several weeks in advance.
Recruit parents and other volunteers if needed.
Collect signed permission slips.
Plan alternative activities for youth who do not turn in permission slips.
Prepare a trip folder with emergency telephone numbers, signed parent emergency forms, and
signed permission slips.
Make sure the first aid kit is fully equipped.
Make sure the vehicle(s) will hold the group and there are enough seat belts.
2. On the day before the field trip

Use signed permission slips to make a list of youth going on the trip.
Make a list of the adults supervising the trip. Have a least two staff supervise each group at the
site and on the way to and from the site.
Review safety rules and emergency precautions with youth.
3. On the day of the field trip

Notify the Youth Facility Director or designated personnel when leaving. Post notices indicating
destination, departure time, route and time of return.
Use the lists of youth and adults going on the trip to check attendance when departing for the trip.
Check again when leaving the field trip site.
Review transportation safety rules with the youth.
Make sure vehicles do not have too many passengers. Check to see that youth are wearing seat
belts, if available.
Maintain adult-youth ratios and requirements throughout the field trip.
4. After the trip:

File signed permission slips and retain for at least three years.
Summarize information that would help when planning another trip to the site.
10
Adapted from The Department of Defense Youth Program Child Abuse Prevention Training Series, Trainer’s Guide, Youth
Program Child Abuse Prevention Training, p. 53. This series was developed under the direction of the Department of Defense,
Office of Family Policy.

Resources – Safe Field Trip Checklist

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Youth Staff Training Program ii Module 1: Safe

Youth Staff Training Program iv Module 1: Safe

Project content primary authors / editors:

Youth Staff Training Program v Module 1: Safe

Youth Staff Training Program vi Module 1: Safe

1.2 Pre-Training Assessment 11

1.3 Learning Activities 12

A. Using Your Knowledge of Developmental Stages to Promote Safety 13

Safe Field Trip Checklist 33

Youth Staff Training Program vii Module 1: Safe

Youth Staff Training Program viii Module 1: Safe

• planning for and responding to accidents, emergencies and injuries; and

• working with youth to develop personal safety habits and skills.

Promoting safety – what it means for you

Youth Staff Training Program 1 Module 1: Safe

Helping youth develop life skills

Safety and character

Non-negotiable rules for youth activities

blaming or belittling anyone;

breaking the rules and regulations of any hosting group or organization;

Youth Staff Training Program 2 Module 1: Safe

carrying or concealing weapons of any kind;

possessing or using alcoholic beverages, illegal drugs or cigarettes; and

Demonstrating your competence in keeping youth safe

Maintaining Complete an environmental safety checklist before opening a Youth Program

Respond to safety check findings immediately by addressing potential hazards; discarding,

Make sure there is a telephone in working order at Youth Program sites.

Review Standing Operating Procedures (SOPs)

Youth Staff Training Program 3 Module 1: Safe

Reassure youth involved in accidents and prevent further injuries.

Respond quickly and calmly to youth during emergencies.

Communicating safety with youth

Discuss how and when to take safety precautions.

Intervene immediately when youth are engaged in potentially hazardous activities.

Youth Staff Training Program 4 Module 1: Safe

Take a Closer Look

Youth Staff Training Program 5 Module 1: Safe

Youth Staff Training Program 6 Module 1: Safe

Planning for and responding to accidents, emergencies and injuries.

“Thanks,” says Mr. Frank.

Youth Staff Training Program 7 Module 1: Safe

Working with youth to develop personal safety habits and skills.

Amber (16) adds, “It’s true. I heard it too.”

Mr. Andy listens while several teens add to the story.

Youth Staff Training Program 8 Module 1: Safe

When Mr. Andy returns, he knocks on the door.

“Come in,” says Toni.

He asks, “What did you decide?”

Youth Staff Training Program 9 Module 1: Safe

Learning about safety is an ongoing process

Youth Staff Training Program 10 Module 1: Safe

Youth Staff Training Program 11 Module 1: Safe

A. Using Your Knowledge of Developmental Stages to Promote 13

B. Creating and Maintaining a Safe Environment 16

C. Knowing and Following Emergency Procedures 18

D. Ensuring Safety on Youth Program Trips 24

E. Working as a Team to Prevent Violence 27

Summarizing Your Progress 31

Youth Staff Training Program 12 Module 1: Safe