outdoor education working with teens
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The 7 Habits of Highly Effective Teenagers
Teaching Strategies and Tools to Help Prepare Our Outdoor
Education Students in this Uncertain World.
Why The 7 Habits Why The 7 Habits In Today’s In Today’s
Uncertain World?Uncertain World?
Reflections Of My School Reflections Of My School YearsYears
Resilience In Today’s YouthResilience In Today’s Youth
• There is an ever There is an ever increasing body of increasing body of evidence from many evidence from many disciplines that suggests disciplines that suggests that today’s young that today’s young people are less resilient. people are less resilient. (Noble, 2007)(Noble, 2007)
• As a result many of our As a result many of our youth are struggling:youth are struggling:– Episodes of depression, Episodes of depression,
suicide, self-harm, violence suicide, self-harm, violence and problematic substance and problematic substance abuse are increasing.abuse are increasing.
The Outcome Of Less The Outcome Of Less ResilienceResilience
• 9% of primary school 9% of primary school students have had a students have had a depressive episode by the depressive episode by the end of primary school.end of primary school.
• 15-20% of high school 15-20% of high school students have had students have had depression while at school. depression while at school. (Relivich & Seligman 2003).(Relivich & Seligman 2003).
• 250,000 depression 250,000 depression prescriptions were written prescriptions were written for school age students in for school age students in 2003. When included with 2003. When included with adult rates, this costs our adult rates, this costs our economy 3.3 billion dollars economy 3.3 billion dollars annuallyannually
(Beyond Blue, (Beyond Blue, 2005).2005).
• Alarmingly mental illnesses Alarmingly mental illnesses are becoming more are becoming more prevalent in your people at prevalent in your people at younger ages. younger ages.
(Pryer, Carpenter, Townsend, 2005)(Pryer, Carpenter, Townsend, 2005)
• Accompanying this our Accompanying this our suicide rates are some of suicide rates are some of the highest in the world.the highest in the world.
Depression and Teen Depression and Teen Suicide.Suicide.• For young people under For young people under
24 years, suicide is the 24 years, suicide is the leading cause of death by leading cause of death by injury, ahead of car injury, ahead of car accidents and homicides. accidents and homicides.
• In the past 30 years, the In the past 30 years, the suicide rate for males suicide rate for males aged between 15 and 24 aged between 15 and 24 years has tripled.years has tripled.
• Over the last 10 years, Over the last 10 years, youth suicide has youth suicide has increased by 35%. increased by 35%.
• As a community and a As a community and a society, we must all act society, we must all act to save our children from to save our children from a health problem that is a health problem that is very preventable. very preventable.
Stephanie Gestier and Jodie Gater, both 16, entered into a suicide pact in 2007 in Melbourne.
(health.ninemsn.com.au, 2007)
What Has Happened To The What Has Happened To The Resilience Of Our Young People?Resilience Of Our Young People?
1.1. Lack of Lack of connectedness to connectedness to positive positive institutions. institutions.
2.2. An Increase in An Increase in blame culture.blame culture.
3.3. Back Firing Of Back Firing Of Self-esteem. Self-esteem.
4.4. Not taking time to Not taking time to enjoy each day.enjoy each day.
(Noble, 2003)
Research has identified 4 key reasons for this loss of youth resilience.Research has identified 4 key reasons for this loss of youth resilience.
What role does Outdoor Education What role does Outdoor Education play in finding a solution?play in finding a solution?
What The Latest Research Is What The Latest Research Is Saying!Saying!
• After 17 years of teaching After 17 years of teaching boys I have been witness boys I have been witness to this shift in boys to this shift in boys resilience, and have been resilience, and have been searching for ways to help searching for ways to help strengthen their ability to strengthen their ability to be prepared for the be prepared for the challenges that they have challenges that they have to face in the future. to face in the future.
• I would like to highlight I would like to highlight several pieces of several pieces of literature that have literature that have helped shape my current helped shape my current thinking on outdoor thinking on outdoor programming. programming.
Environments and skills to help students cope and be more Environments and skills to help students cope and be more resilient.resilient.
Environments That Promote Environments That Promote Well-Being & ResilienceWell-Being & Resilience
Personal & Emotional Skills & Personal & Emotional Skills & Attitudes that promote Well-Attitudes that promote Well-Being & ResilienceBeing & Resilience
School ConnectednessSchool Connectedness Positive thinking skills & Positive thinking skills & attitudesattitudes
Peer ConnectednessPeer Connectedness Resourcefulness & adapting Resourcefulness & adapting skillsskills
Teacher ConnectednessTeacher Connectedness Social SkillsSocial Skills
Positive Family-School LinksPositive Family-School Links Emotional Literacy SkillsEmotional Literacy Skills
Family ConnectednessFamily Connectedness Healthy Self Esteem: Sense of Healthy Self Esteem: Sense of Personal competence.Personal competence.
A Caring adult outside the A Caring adult outside the familyfamily
Community ConnectednessCommunity Connectedness
Religious InvolvementReligious Involvement
McGrath & Noble (2003). Bounce Back: A classroom resiliency program.
Recent developments in the field of psychology, however, have Recent developments in the field of psychology, however, have
begun to suggest the adoption of a new paradigm referred to as begun to suggest the adoption of a new paradigm referred to as
positive psychology. Positive psychology has as its goal the fostering positive psychology. Positive psychology has as its goal the fostering
of excellence through the understanding and enhancement of factors of excellence through the understanding and enhancement of factors
leading to growth. Some of these factors include positive emotions, leading to growth. Some of these factors include positive emotions,
positive individual traits, and pro-social attitudes. Rather than focus positive individual traits, and pro-social attitudes. Rather than focus
on deficits, positive psychology examines these positive traits and on deficits, positive psychology examines these positive traits and
attributes, with an eye toward strengthening them or facilitating their attributes, with an eye toward strengthening them or facilitating their
development in clients. These traits are critically important, as they development in clients. These traits are critically important, as they
can lead to the development of stable personality and physical states can lead to the development of stable personality and physical states
like resiliency, optimism, and even better, physical health over time. like resiliency, optimism, and even better, physical health over time.
Instead of focusing on decreasing negative symptoms in therapy, a Instead of focusing on decreasing negative symptoms in therapy, a
positive psychology approach would focus more on enhancing client positive psychology approach would focus more on enhancing client
strengths. strengths.
Positive Positive PsychologyPsychology Outdoor Outdoor
EducationEducation
Outdoor Outdoor EducationEducation
Outdoor Outdoor EducationEducation
Outdoor Outdoor EducationEducation
Positive PsychologyPositive Psychology A Potential Model To Incorporate IntoA Potential Model To Incorporate Into
Outdoor Education Outdoor Education
www.authentichappiness.sas.upenn.edu
Dr Martin Seligman
““Raising children I Raising children I realized, is vastly more realized, is vastly more than fixing what is than fixing what is wrong with them. It is wrong with them. It is about identifying and about identifying and nurturing their nurturing their strongest qualities, strongest qualities, what they own and are what they own and are best at, and helping best at, and helping them find niches in them find niches in which they can best live which they can best live out these strengths”.out these strengths”.
(Seligman(Seligman, 2000), 2000)
Promoting Buffers Against Mental Promoting Buffers Against Mental Illness Illness
• We have discovered We have discovered that there is a set of that there is a set of human strengths that human strengths that are the most likely are the most likely buffers against mental buffers against mental illness: courage, illness: courage, optimism, optimism, interpersonal skill, interpersonal skill, work ethic, hope, work ethic, hope, honesty and honesty and perseverance. perseverance.
• Much of the task of Much of the task of prevention will be to prevention will be to create a science of create a science of human strength whose human strength whose mission will be to foster mission will be to foster these virtues in young these virtues in young people. people.
(Seligman, 1998).(Seligman, 1998).
suggest that school and community outdoor education programs can work towards the enhancement of the health and wellbeing of individuals, families, communities; thereby working to prevent the onset or establishment of ill health or ineffective life practices.
HEALTH PROMOTION IN OUTDOOR EDUCATIONHEALTH PROMOTION IN OUTDOOR EDUCATION
Outdoor Education & Outdoor Education & Sport PsychologySport Psychology
NSW Netball Team Undergoing Outdoor Training In Preparation For Their National Championships
Positive Prevention Strategies Requires A New Positive Prevention Strategies Requires A New Direction In Programming & FacilitationDirection In Programming & Facilitation
TO TO CHANGECHANGE ANTICIPATED OUTCOMESANTICIPATED OUTCOMES PROGRAM TYPEPROGRAM TYPE
FeelingsNew skills, energy,
enjoyment, funRecreational
ThinkingNew knowledge, attitude,
awarenessEducational
BehaviourNew ways to act & increase
functionDevelopmental
Misbehaviour
New ways to cope & decrease dysfunction
Therapeutic
Outdoor Education
Matching program type with change requirements. (Priest, 1996, p.23)
Profoundly Life Changing Profoundly Life Changing Read!Read!
The 7 HabitsThe 7 HabitsOverviewOverview
Habit 1 Be Proactive Habit 1 Be Proactive Overview Overview
• A proactive person:A proactive person:– Can choose their attitude Can choose their attitude
to lifeto life– Is responsible for their own Is responsible for their own
happiness.happiness.– Controls the things in their Controls the things in their
life that they can control, life that they can control, and forgets about the and forgets about the uncontrollable. uncontrollable.
– Overcomes setbacks Overcomes setbacks through proactive thinking through proactive thinking & action.& action.
– Strives to be a change Strives to be a change agent through proactive agent through proactive actions.actions.
– Makes life happen to them Makes life happen to them rather than being a rather than being a passenger.passenger.
– Makes smarter decisions. Makes smarter decisions. Pushes pause before Pushes pause before acting!acting!
Is all about taking control of your life! It means that you Is all about taking control of your life! It means that you choose to act deliberately and take responsibility for your choose to act deliberately and take responsibility for your actions and your life’s direction.actions and your life’s direction.
Self-Awareness: Self-Awareness: Am I a Positive or Negative Am I a Positive or Negative
Thinker?Thinker?• Monitoring self-talk on a tough Monitoring self-talk on a tough
expedition. Every hour or during expedition. Every hour or during stops, or at places dictated by stops, or at places dictated by the terrain that could provide “a the terrain that could provide “a teachable moment” have teachable moment” have students complete a self-check students complete a self-check for a few minutes evaluating the for a few minutes evaluating the following:following:– Self-talkSelf-talk– Talk with othersTalk with others– Body languageBody language– Enthusiasm levels at different Enthusiasm levels at different
spots during the trip. spots during the trip. • At a scheduled stop have At a scheduled stop have
students document their students document their thoughts in a rite-in-the-rain thoughts in a rite-in-the-rain journal.journal.
• Evaluate this around the fire at Evaluate this around the fire at night. This leads to a tutorial on night. This leads to a tutorial on positive – negative self-talk.positive – negative self-talk.
What do I see when I look inside myself? Do I like what I see? All Change has to begin from within!
Positive or Negative TrackerPositive or Negative Tracker
• What Kind Of Tracker are What Kind Of Tracker are you? you?
• This activity links to the This activity links to the monitoring of self-talk monitoring of self-talk during an expedition.during an expedition.
• Around the fire students Around the fire students complete the tracker complete the tracker questionnaire and calculate questionnaire and calculate the kind of “Tracker” they the kind of “Tracker” they are.are.
• Facilitation can involve Facilitation can involve partner sharing of results. partner sharing of results. Then a discussion on how Then a discussion on how we can be more positive in we can be more positive in our daily lives.our daily lives.
TrackerVideo
Make Your Own Weather!Make Your Own Weather!We have the ability to see sunshine even We have the ability to see sunshine even when we are surrounded by storms! Its all when we are surrounded by storms! Its all
about attitude!about attitude!
Habit 2: Begin With The End In Mind Habit 2: Begin With The End In Mind OverviewOverview
• Deals with developing Deals with developing a clear picture of who a clear picture of who you want to be and you want to be and what you want to what you want to accomplish in your life. accomplish in your life.
• What are your values?What are your values?• What is your mission?What is your mission?• What are your goals?What are your goals?
– How to set themHow to set them– Systems to support your Systems to support your
goalsgoals• Identifying your Identifying your
talents and developing talents and developing them through out your them through out your life.life.
• Making your life Making your life extraordinary!extraordinary!
Where do we want to go in Where do we want to go in life? We better draw a map life? We better draw a map to get there”.to get there”.
Paint Your Own MasterpiecePaint Your Own Masterpiece
Mission Statements: Single Mission Statements: Single SentenceSentence
MissionExample
Setting Setting GoalsGoals
1.1. Count The CostCount The Cost
2.2. Put It To PenPut It To Pen
3.3. Just Do ItJust Do It
4.4. Use Momentous Use Momentous MomentsMoments
5.5. Rope UpRope Up
Steps That I Need To Take To Help Me Live My Life’s Mission
Step 5: Roping Step 5: Roping UpUp
• Climbers rely on each other for Climbers rely on each other for safety, motivation & support. safety, motivation & support. The rope bonds them and keeps The rope bonds them and keeps them together in their common them together in their common quest!quest!
• They are also there to support They are also there to support you if & when you fall!you if & when you fall!
• When you set goals, “rope up” When you set goals, “rope up” with someone else with a with someone else with a similar vision or motivation for similar vision or motivation for life. life.
• In real life if you rope up with In real life if you rope up with someone or a group; your someone or a group; your energies and enthusiasm will energies and enthusiasm will drive each other to success.drive each other to success.
• You will also have people to You will also have people to support you through the hard support you through the hard times along your journey to times along your journey to success, which are naturally success, which are naturally part of life!part of life!
Habit 3: Put First Things First Habit 3: Put First Things First OverviewOverview
• Identifying the Identifying the important things in important things in your life. The BIG your life. The BIG ROCKS.ROCKS.
• Prioritising your life and Prioritising your life and managing your time.managing your time.
• Recognising your Recognising your time /organisational time /organisational style.style.
• Don’t let fear control Don’t let fear control your life and make your your life and make your decisions.decisions.
• Comfort zones – Comfort zones – Courage Zones. Courage Zones.
• Overcoming the hard Overcoming the hard moments in life.moments in life.
• Standing up to Standing up to negative peer pressure.negative peer pressure.
Teaching Teens To Prioritise Their Teaching Teens To Prioritise Their TimeTime
• Many of you will know that Many of you will know that teens are classic teens are classic procrastinators, time procrastinators, time wasters, and poor planners.wasters, and poor planners.
• Often they have never Often they have never been shown how to been shown how to organise themselves organise themselves effectively!effectively!
Pack My Pack Empty Out The Tent
Dress in my hike gear
Teaching Teens To Prioritise Their Time: A Campsite Teaching Teens To Prioritise Their Time: A Campsite Example!Example!
Identify the key roles you have at camp this morning. What “Big Rock” issues do you need to achieve in order to leave at the scheduled time? EG:
Role: Personal Organisation
Big Rock: Dress in my hike gear
Big Rock: Empty Out The Tent
Big Rock: Pack my pack
Big Rock: Finalise pack to leave
Role: Tent Mate
Big Rock: Clean inside of tent.
Big Rock: Help pack the tent up.
Big Rock: Tidy area around tent
Role: Part of Food Group
Big Rock: Prepare & eat B’fast
Big Rock: Wash up & clean
Big Rock: Filter Water for day
Role: Navigator
Big Rock: Plan out hike route
Big Rock: Discuss hazard potential
Role: Environment Carer
Big Rock: Rubbish check of camp
Leave On Time & Learn Life Planning Skills at Leave On Time & Learn Life Planning Skills at the same time!the same time!
Courage ZoneCourage Zone
• As well as As well as prioritising the Big prioritising the Big Rocks in our lives, Rocks in our lives, Habit 3 also Habit 3 also teaches us about teaches us about putting us first putting us first ahead of our fears!ahead of our fears!
• Putting first things Putting first things first will often first will often cause you to cause you to stretch outside stretch outside your comfort zone.your comfort zone.
The Fear Factor: Are your fears The Fear Factor: Are your fears controlling your destiny?controlling your destiny?
• It could be argued that fear is It could be argued that fear is one of the worst emotions that one of the worst emotions that people can possess because of people can possess because of its ability to hold us back in its ability to hold us back in life.life.
• Fear can paralyse us, limiting Fear can paralyse us, limiting our achievements and our achievements and reducing enjoyment in our reducing enjoyment in our lives.lives.
• Outdoor Education has the Outdoor Education has the ability to help students ability to help students recognise that fear is normal recognise that fear is normal and part of life.and part of life.
• We can then give participants We can then give participants opportunities to face these opportunities to face these fears, learning skills to push fears, learning skills to push on into their courage zone!on into their courage zone!
• Many of the mental health Many of the mental health issues we looked at earlier are issues we looked at earlier are a result of teens not knowing a result of teens not knowing how to persist and persevere how to persist and persevere when times get tough and when times get tough and uncomfortable.uncomfortable.
Click me to hear about the courage zone!
Habit 4: Think Win-WinHabit 4: Think Win-Win• Thinking a Win-Win Thinking a Win-Win
philosophy for life is philosophy for life is the foundation for the foundation for getting along well with getting along well with others. others.
• It not only means you It not only means you both get something both get something out of what you’re out of what you’re doing, it means you try doing, it means you try to plan ways for both to plan ways for both of you to win.of you to win.
• Win-Win is not an Win-Win is not an accident it is a accident it is a deliberate way of deliberate way of thinking!thinking!
Thumb Wrestling!Thumb Wrestling!• Working with the person Working with the person
next to you, you have 1 next to you, you have 1 minute to thumb wrestle minute to thumb wrestle with them. In that 1 minutes with them. In that 1 minutes you have to see how many you have to see how many times you can pin the other times you can pin the other person’s thumb down for the person’s thumb down for the count of 3. count of 3.
• How many of you were How many of you were engaged in a competitive engaged in a competitive mindset when you started mindset when you started the activity?the activity?
• Did anyone simply Did anyone simply communicate with each communicate with each other and work together to other and work together to get as many touches as get as many touches as possible?possible?
• We all too often go into an We all too often go into an activity with this win lose activity with this win lose mindset. When Win Win can mindset. When Win Win can help achieve much more.help achieve much more.
Relationship Bank AccountRelationship Bank AccountRBA Deposits RBA Withdrawals
Keep promises. Break promises.
Do small acts Keep to yourself.of kindness.
Be loyal. Gossip and break confidences.
Listen. Don’t listen.
Say you’re sorry. Be arrogant.
Set clear expectations. Set false expectations.
Small Acts Of KindnessSmall Acts Of KindnessRBA Deposits RBA Withdrawals
Do small acts Keep to yourself.of kindness.
Leaders should always be on the lookout to facilitate small acts of kindness! It fosters win-win positive feelings within the group and individuals.
Habit 5: Seek First to Habit 5: Seek First to Understand, then to be Understand, then to be understood.understood.
• Habit 5 is about being Habit 5 is about being good communicators.good communicators.
• It teaches about listening It teaches about listening first, then talking second.first, then talking second.
• It is about seeing things It is about seeing things from another's point of from another's point of view before sharing your view before sharing your own.own.
• For young men giving For young men giving them opportunities to talk them opportunities to talk about their lives, fears, about their lives, fears, challenges is a real challenges is a real positive!positive!
• Feeling secure socially is a Feeling secure socially is a buffer to depression and buffer to depression and an area that we in outdoor an area that we in outdoor education can foster!education can foster!
Group CampoutGroup Campout• Students are Students are
grouped into camp grouped into camp groups of 4 groups of 4 students.students.
• Groups are made to Groups are made to separate friends and separate friends and cliques.cliques.
• They spend the They spend the weekend camping weekend camping together on campus together on campus with roving staff with roving staff supervision.supervision.
Walk a Mile In Someone Else’s Walk a Mile In Someone Else’s ShoesShoes
• After getting organised After getting organised at camp have students at camp have students head off in pairs for half head off in pairs for half an hour of Duo Time.an hour of Duo Time.
• Make groups up with Make groups up with people they do not people they do not know too well!know too well!
• Their task is to conduct Their task is to conduct an interview as if they an interview as if they were a reporter for the were a reporter for the local newspaper.local newspaper.
• The article they are The article they are writing will be read writing will be read around the fire that around the fire that night!night![Partner sharing around [Partner sharing around the fire that evening].the fire that evening].
Newspaper interview
Walk A Mile In Their Walk A Mile In Their ShoesShoes
A Night Under The Stars A Night Under The Stars Allow students to sleep under the stars. Allocate a theme for them to discuss Allow students to sleep under the stars. Allocate a theme for them to discuss as they are going off to sleep! Opportunities for boys to talk to each other, is a as they are going off to sleep! Opportunities for boys to talk to each other, is a resilience builder!resilience builder!
Habit 6: Synergise OverviewHabit 6: Synergise Overview
• Habit 6 is about Habit 6 is about valuing and valuing and celebrating celebrating differences. It’s differences. It’s about knowing that about knowing that two or more people two or more people can work together to can work together to create better create better solutions than any solutions than any one of them could one of them could alone.alone.
Entrance to B 31 Argyle Entrance to B 31 Argyle CaveCave
The SqueezeThe Squeeze
Getting to Synergy Action Getting to Synergy Action PlanPlan
Define the Problem or OpportunityTheir Way(Seek first to understand the ideas of others.)
Brainstorm(Create new opinions and ideas.)
My Way(Seek to be understood by sharing your ideas.)
High Way(Find the best solution.)
Synergy In The CaveSynergy In The Cave
Lights Out & Work To Get Out Of The Lights Out & Work To Get Out Of The CaveCave
Synergising With Synergising With My Peers: My Peers:
Focussing on Focussing on things within our things within our
control.control.
• I am sure all of us at I am sure all of us at one time or another one time or another have the feeling that have the feeling that our life is out of our life is out of control. We feel:control. We feel:– Out of balanceOut of balance– Stressed outStressed out– Empty on the insideEmpty on the inside
• Habit 7 is designed to Habit 7 is designed to reacquaint us with the reacquaint us with the concept of renewing concept of renewing our lives.our lives.
• Why is called “Sharpen Why is called “Sharpen The Saw”?The Saw”?
Habit 7: Sharpen The Saw: Habit 7: Sharpen The Saw: Renewing Ourselves. It is “Me” Renewing Ourselves. It is “Me”
TimeTime
Heart
Four Dimensions of Sharpening The Four Dimensions of Sharpening The SawSaw
Body
Brain
Soul
Why is Balance so Why is Balance so Important?Important?
• To perform at your peak you To perform at your peak you need to strive for a balance need to strive for a balance in all four dimensions.in all four dimensions.
• Balance is important Balance is important because what we do in one because what we do in one dimension will affect the dimension will affect the other dimensions.other dimensions.
• When we look at the When we look at the statistics from the beginning statistics from the beginning of this session many of our of this session many of our teens lives are out of teens lives are out of balance. balance.
• The outdoors can be a real The outdoors can be a real healing place, restoring healing place, restoring balance and perspective to balance and perspective to our clients.our clients.
• This however can be This however can be enhanced through planning enhanced through planning and facilitation of activities and facilitation of activities that target “Balance” that target “Balance” specifically.specifically.
Developing The PhysicalDeveloping The Physical
Taking Time To StopInspirational Places For Inspirational ReflectionInspirational Places For Inspirational Reflection
Taking Time Out To Renew Taking Time Out To Renew Ourselves When Hiking: Mini Ourselves When Hiking: Mini
SoloSolo
What Possibilities Do The 7 Habits What Possibilities Do The 7 Habits Open Up For The Outdoor Education Open Up For The Outdoor Education
Industry?Industry?
• Improved synergy with Improved synergy with clients/schools. clients/schools.
– Become a 7 habits Become a 7 habits course provider / or course provider / or develop your own develop your own positive psychology, positive psychology, resilience curriculum resilience curriculum and offer this course to and offer this course to your clients. your clients. [See resources [See resources references]references]
– Introduce the 7 Habits Introduce the 7 Habits to your client group. to your client group. Then the full course is Then the full course is taken up by teaching taken up by teaching staff back at the school staff back at the school once students return. once students return. Great follow up!Great follow up!
Health Promotion MarketingHealth Promotion Marketing• How do we stand out in
the crowd? • Value added
programming. • Marketing our industry
as a health and wellbeing ally of individuals, families, communities could open up a whole new world of clientele.
• Another possibility: Creating partnerships with school counselors to develop programs and activities that promote resilience and positive psychology using the outdoors as the deliver mode.
What Do We Have To Do As An Industry To Move What Do We Have To Do As An Industry To Move More Into The Developmental Mode Of Program More Into The Developmental Mode Of Program
Delivery?Delivery?• We need to further We need to further
develop positive solution develop positive solution focused Outdoor focused Outdoor Education programs.Education programs.
• This requires our This requires our programming to be more programming to be more prescriptive.prescriptive.– Teens need guidance and Teens need guidance and
mentoring in building mentoring in building resilience. This learning resilience. This learning cannot be left to chance. cannot be left to chance. • Often the mountains do not Often the mountains do not
speak for themselves.speak for themselves.
• It takes much more effort It takes much more effort in programming and the in programming and the training of staff to training of staff to facilitate developmental facilitate developmental programs; however the programs; however the potential benefits are potential benefits are worth it!worth it!
Outdoor Education can have a major role in health promotion &
the prevention of ill health.
Putting Names To Resilience Putting Names To Resilience SolutionsSolutions
The EndThe End
7 Habits In Action: Activities That 7 Habits In Action: Activities That We Use To Promote / Teach The 7 We Use To Promote / Teach The 7 HabitsHabits
Be Proactive Be Proactive ActivitiesActivities
Press PausePress Pause: Between stimulus and response : Between stimulus and response we have a split second where we can pause and we have a split second where we can pause and learn to be proactive with our decisions!learn to be proactive with our decisions!
• Think Before Speaking or Think Before Speaking or Acting: Acting: – Monitor your dialogue with Monitor your dialogue with
others. Is it how you would others. Is it how you would want to be treated. want to be treated.
– Am I about to do something Am I about to do something that I will regret, or is that I will regret, or is negative? negative?
• Press pause in dangerous Press pause in dangerous situations when a hazard is situations when a hazard is reached and you feel uneasy reached and you feel uneasy about a situation [Orange or about a situation [Orange or Red Light Traffic Light Red Light Traffic Light Situation]Situation]
• Transfer: Press pause back in Transfer: Press pause back in life after your expedition, life after your expedition, when real life threatening when real life threatening decisions have to be made. decisions have to be made. [Here take this pill it will [Here take this pill it will make you feel great].make you feel great].
Press Pause
3 Blessings! 3 Things I Am Thankful For 3 Blessings! 3 Things I Am Thankful For Today!Today!
• Around the fire at the Around the fire at the conclusion of each conclusion of each day, participants are day, participants are given time to reflect given time to reflect on their day, focusing on their day, focusing on the good things on the good things that happened to that happened to them! Things they are them! Things they are thankful for.thankful for.
• EG: 3 things I am EG: 3 things I am proud of … 3 things I proud of … 3 things I did well today…. did well today….
• This activity, on it’s This activity, on it’s own, has been show own, has been show by Martin Seligman to by Martin Seligman to significantly reduce significantly reduce depression in clinically depression in clinically depressed individuals depressed individuals if done on a daily if done on a daily basis.basis.
Planning For Adversity: Mental Skills To Planning For Adversity: Mental Skills To Help Us Cope With The Hard Times In Our Help Us Cope With The Hard Times In Our
Lives!Lives!
• Expedition Attitude and Expedition Attitude and goal setting. goal setting.
• Making mental plans for Making mental plans for tough and hard things tough and hard things that might occur on a that might occur on a trip. Use this then to trip. Use this then to prepare for the tough prepare for the tough times in life!times in life!
• Negative Thought Negative Thought Stopping.Stopping.
• Goal Setting an attitudeGoal Setting an attitude• Staying centered and Staying centered and
focused!focused!
Resilience & Positive Attitude Resilience & Positive Attitude Test!Test!
• Prior to the trip we Prior to the trip we have had a group have had a group discussion on setting discussion on setting goals for adversity we goals for adversity we may encounter on the may encounter on the trip.trip.
• Conduct an activity Conduct an activity that is likely to take that is likely to take students way out of students way out of their comfort zone. their comfort zone. – EG: Don’t make it to EG: Don’t make it to
camp, and tents or packs camp, and tents or packs didn’t show up. didn’t show up.
– We need to pull together We need to pull together to get through.to get through.
– Attitudes and talk have Attitudes and talk have to remain positive as per to remain positive as per the pre-trip adversity the pre-trip adversity goal setting session.goal setting session.
Begin With The End In Mind Begin With The End In Mind ActivitiesActivities
How Can A Mission Help Your How Can A Mission Help Your Life Be Extraordinary?Life Be Extraordinary?
• Since your destiny is Since your destiny is yet to be determined, yet to be determined, why not make it why not make it extraordinary and extraordinary and leave a lasting legacy.leave a lasting legacy.
• A great way to think A great way to think about life is to fast about life is to fast track ahead 70+ years track ahead 70+ years and imagine what and imagine what people would say people would say about you at the end about you at the end of your life.of your life.
• What would they say?What would they say?• Now during your mini Now during your mini
solo let’s write down solo let’s write down what they would say what they would say about you! Write your about you! Write your own obituary!own obituary!
Dead Poets1:45
Peter Weir a Scots Old Boy
Climbing Wall Traverse: A Climbing Wall Traverse: A Metaphor For Attitude & Metaphor For Attitude & Persistence In LifePersistence In Life
• Goal Setting: Use Bouldering or Goal Setting: Use Bouldering or an activity like the Wild Woosey an activity like the Wild Woosey to introduce goal setting and to introduce goal setting and the concept of persistence to the concept of persistence to reach your goals. reach your goals.
• Attempt a traverse across the Attempt a traverse across the wall. wall.
• Identify your weakness and Identify your weakness and strengths. Improve your strengths. Improve your weaknesses and call on your weaknesses and call on your strengths to better your-self.strengths to better your-self.
• Now they can transfer this new Now they can transfer this new skill to setting goals for others skill to setting goals for others areas of their lives. areas of their lives.
• Link this activity to a concluding Link this activity to a concluding session where they can set session where they can set some tangible goals that they some tangible goals that they can pursue after the program.can pursue after the program.
Setting Setting GoalsGoals
1.1. Count The CostCount The Cost
2.2. Put It To PenPut It To Pen
3.3. Just Do ItJust Do It
4.4. Use Momentous Use Momentous MomentsMoments
5.5. Rope UpRope Up
Steps That I Need To Take To Help Me Live My Life’s Mission
Goal example
Letter Writing Letter Writing To YourselfTo Yourself
• During solo which takes During solo which takes place near the end of their place near the end of their time at Glengarry, students time at Glengarry, students write a letter to write a letter to themselves…themselves…
1.1. What were the 3 most What were the 3 most significant events you had at significant events you had at Glengarry?Glengarry?
2.2. What were the 3 most What were the 3 most significant lessons you can significant lessons you can take away with you after take away with you after Glengarry?Glengarry?
3.3. What way have you changed What way have you changed the most during your time at the most during your time at Glengarry?Glengarry?
4.4. Which one of the 7 habits Which one of the 7 habits had the most impact on your had the most impact on your life? How will you continue life? How will you continue using this after GG?using this after GG?
5.5. Imagine you could see into Imagine you could see into the future 12 months.the future 12 months.
• What will you be like?What will you be like?• What goals will you be What goals will you be
chasing?chasing?• What will your attitude be What will your attitude be
like?like?• How will you have used the How will you have used the
learning you had at GG?learning you had at GG?• What would your perfect What would your perfect
world look like?world look like?
This letter is collected & sent 12 months later!
Put First Things First Put First Things First ActivitiesActivities
Teaching Teens To Prioritise Their Teaching Teens To Prioritise Their TimeTime
• Many of you will know that Many of you will know that teens are classic teens are classic procrastinators, time procrastinators, time wasters, and poor planners.wasters, and poor planners.
• Often they have never Often they have never been shown how to been shown how to organise themselves organise themselves effectively!effectively!
Trangia Big ROCK activity
Pack My Pack Empty Out The Tent
Dress in my hike gear
Teaching Teens To Prioritise Their Time: A Campsite Teaching Teens To Prioritise Their Time: A Campsite Example!Example!
Identify the key roles you have at camp this morning. What “Big Rock” issues do you need to achieve in order to leave at the scheduled time? EG:
Role: Personal Organisation
Big Rock: Dress in my hike gear
Big Rock: Empty Out The Tent
Big Rock: Pack my pack
Big Rock: Finalise pack to leave
Role: Tent Mate
Big Rock: Clean inside of tent.
Big Rock: Help pack the tent up.
Big Rock: Tidy area around tent
Role: Part of Food Group
Big Rock: Prepare & eat B’fast
Big Rock: Wash up & clean
Big Rock: Filter Water for day
Role: Navigator
Big Rock: Plan out hike route
Big Rock: Discuss hazard potential
Role: Environment Carer
Big Rock: Rubbish check of camp
Leave On Time & Learn Life Planning Skills at Leave On Time & Learn Life Planning Skills at the same time!the same time!
Identify the key roles in your life. What “Big Rock” issue do you need to achieve this week under this role heading. EG:
Role: Student
Big Rock: History Test Wed
Big Rock: Maths: 13.2 –14.9 Fri
Big Rock: Science assn due Wed
Role: Athlete
Big Rock: Training Tues, Thur
Big Rock: Weights Mon Wed Fri
Big Rock: Game Saturday
Role: Son
Big Rock: Family Dinner Sun PM
Big Rock: Do chores help mum.
Big Rock:
Role: Friend
Big Rock: Movie Sat PM mates
Big Rock: DofE planning for silver
Big Rock:
Role: Boy Friend of Jess
Big Rock: Phone her after h/work
Big Rock: Beach day Sun PM
Big Rock: Movie Sat night.
Click Picture To Go To Story
Facilitating Habit 3 Through Facilitating Habit 3 Through Metaphoric Framing:Metaphoric Framing:
Facilitating The Courage Facilitating The Courage ZoneZone
• ““Edgework”Edgework”• We have to be on the We have to be on the
lookout for those teachable lookout for those teachable moments.moments.
• Often opportunities for Often opportunities for learning can come quickly learning can come quickly and we have to be ready to and we have to be ready to jump on those jump on those opportunities.opportunities.
• We need to train our staff We need to train our staff in these areas of in these areas of facilitating learning. facilitating learning.
• A day of climbing may A day of climbing may have missed this wonderful have missed this wonderful opportunity to learn about opportunity to learn about perseverance and perseverance and persistence in the face of persistence in the face of our fears!our fears!
Comfort Zone Courage ZoneComfort Zone Courage Zone
• Having a corroboree Having a corroboree around the campfire around the campfire where each person where each person has to dance. has to dance.
• Group members Group members may feel inhibited may feel inhibited and fearful of what and fearful of what others will think of others will think of them.them.
• Through facilitation Through facilitation provide tools to get provide tools to get into the courage into the courage zonezone– Centering, positive Centering, positive
self talk, self talk, visualisation, visualisation, confidence.confidence.
Okay: Now Lets All Experience Okay: Now Lets All Experience The Fear FactorThe Fear Factor
• Everyone on your feetEveryone on your feet• Make a circleMake a circle• Now we are going to take a Now we are going to take a
look at the DVD clip. look at the DVD clip. • Look at the guy move his Look at the guy move his
hips while dancing.hips while dancing.• Cool EH! NICE Rhythm!Cool EH! NICE Rhythm!• Well each one of you has Well each one of you has
to do it to the music.to do it to the music.• Now I want you to monitor Now I want you to monitor
your self talk, your your self talk, your thoughts, your muscle thoughts, your muscle tightness, your belief in tightness, your belief in yourself.yourself.
• How are you feeling right How are you feeling right now?now? Q11 Lifestyle
DVD2
RememberRememberThe key to overcoming our The key to overcoming our fears is to fears is to worry less about worry less about failing, and more about the failing, and more about the chances we miss when we chances we miss when we don’t even try.don’t even try.
Fear Response And Its Fear Response And Its Impact On Us! Impact On Us!
• How did you feel when you heard what How did you feel when you heard what the task was?the task was?
• What were your physical reactions?What were your physical reactions?• What were your psychological What were your psychological
reactions? IE: What thoughts were reactions? IE: What thoughts were going through your mind?going through your mind?
• How do you think these negative How do you think these negative physical and mental processes would physical and mental processes would impact on your ability to be your best?impact on your ability to be your best?
• What strategies could we employ to What strategies could we employ to overcome situations in our life that overcome situations in our life that cause that fear that paralyses us? Any cause that fear that paralyses us? Any Ideas that people already use?Ideas that people already use?
ImageryImagery: See your fear & how you might react and see yourself rehearsing a more positive outcome.
Positive Self Positive Self TalkTalk: Monitor the dialogue in your mind. Monitor the volume of your negative voice. If you hear yourself saying you CAN’T DO IT. Turn down the volume on this negative tone, and turn up the positive voice.
CenteringCentering: Deep breaths with an accompanying release of tension. Can be accompanied by positive self-talk or cue words.
Performance PlanPerformance Plan: Come up with a performance plan (game plan) where your performance has been written down and rehearsed many times before you have to do it right!
What could I What could I do to feel the do to feel the
fear and fear and enter my enter my
courage zone courage zone anyway?anyway?
Cue WordsCue Words: Have a phrase that cues you into the things you need to attentive to; Relax, lift, you can do it! Believe in yourself!
Think Win-Win ActivitiesThink Win-Win Activities
Aikido Philosophy Aikido Philosophy Disarming Your Opponent Disarming Your Opponent
Without Hurting ThemWithout Hurting Them• The Power StruggleThe Power Struggle
– Press The Pause Press The Pause ButtonButton
– Centre, breatheCentre, breathe– Choose a response Choose a response
that is disarming and that is disarming and not escalating.not escalating.
Saying Sorry: Can quickly Saying Sorry: Can quickly restore an overdrawn restore an overdrawn relationship accountrelationship account
• A great activity for sitting A great activity for sitting around the fire near the end around the fire near the end of a trip, or with groups that of a trip, or with groups that you know have had some you know have had some conflict.conflict.
• As a group, there have been As a group, there have been times when we have made times when we have made withdrawals from our withdrawals from our relationship bank accounts, relationship bank accounts, this has been at the this has been at the expense of others feelings.expense of others feelings.
• Look around this circle. Who Look around this circle. Who have you done something have you done something to that requires an apology?to that requires an apology?
• Take 2 minutes to look Take 2 minutes to look around the circle and reflect around the circle and reflect on your past actions.on your past actions.
• Now we are going to take Now we are going to take turns to go around and say turns to go around and say sorry to the person that you sorry to the person that you have wronged.have wronged.
Seek First To Understand Then Seek First To Understand Then Be Understood ActivitiesBe Understood Activities
Name GameName Game– Partner Retell. [Pair people Partner Retell. [Pair people
up & complete the up & complete the following:following:
– Tell us how you came to get Tell us how you came to get your name or nick name.your name or nick name.
– 1 goal you have in the 1 goal you have in the future.future.
– 1 person you have in your 1 person you have in your life that is special and that life that is special and that you can talk to them about you can talk to them about anything. What makes this anything. What makes this person special and person special and approachable?approachable?
– Name one skill you possess Name one skill you possess that helps you cope with that helps you cope with the low points in your life. the low points in your life. How do you use it?How do you use it?
Noble, (2007)Noble, (2007)
Group Dynamic TheoryGroup Dynamic TheoryEnhanced Through “Group Dorm Enhanced Through “Group Dorm
Time”.Time”.
• Forming, Storming, Forming, Storming, Norming, PerformingNorming, Performing
• Living & hiking with each Living & hiking with each other for 5 months in a other for 5 months in a dormitory of 20 sees the dormitory of 20 sees the group move through these group move through these stages of group stages of group development.development.
• Staff meet weekly with Staff meet weekly with students to facilitate the students to facilitate the storming going on within storming going on within the group!the group!
• We utilise a variety of We utilise a variety of activities that promote activities that promote solutions to issues.solutions to issues.
• Most of these can be taken Most of these can be taken on hike and utilised.on hike and utilised.
Metaphoric Story Telling… Partner Metaphoric Story Telling… Partner Discussion & Reporting On LearningDiscussion & Reporting On Learning
The Responsibility Pie ChartThe Responsibility Pie Chart
• When a pair of When a pair of students are struggling students are struggling in a disagreement and in a disagreement and it can’t be decided it can’t be decided who is at fault.who is at fault.
• Pull out your pie chart!Pull out your pie chart!• Student draw a circle Student draw a circle
on a piece of paper on a piece of paper and they allocate and they allocate responsibility for their responsibility for their current situation.current situation.
• Me, others, bad luck!Me, others, bad luck!(Noble, 2007)(Noble, 2007) Me Others Bad Luck
Steps to Genuine ListeningSteps to Genuine Listening
11 Listen with your Listen with your eyes, heart, eyes, heart, and ears.and ears.
22 Stand in their Stand in their shoes.shoes.
33 Practice Practice mirroring.mirroring.
101
Assertive Communication: Assertive Communication: A system to help you out of a Lose – Win A system to help you out of a Lose – Win
Situations.Situations.
• Describe the other person’s behaviour or Describe the other person’s behaviour or situation that is causing you problems.situation that is causing you problems.When you When you do or say….do or say….
• Thoughts: Express your feelings concerning the Thoughts: Express your feelings concerning the situation or behaviour in a non-judgmental way. situation or behaviour in a non-judgmental way. I feel hurt by what you….I feel hurt by what you….
• Feelings: Specify one or two behaviour changes Feelings: Specify one or two behaviour changes you would like the person to make. you would like the person to make. I would I would really like it if you would please…really like it if you would please…
• Actions: Choose the consequences for the Actions: Choose the consequences for the person that you are prepared to carry through. person that you are prepared to carry through. If you continue with this treatment I will…If you continue with this treatment I will…
In the outdoors the leader can stop a group and ask those in conflict to In the outdoors the leader can stop a group and ask those in conflict to use the problem solving model belowuse the problem solving model below
5 Poor Listening Styles5 Poor Listening Styles
1.1. Spacing OutSpacing Out
2.2. Pretend ListeningPretend Listening
3.3. Selective ListeningSelective Listening
4.4. Word ListeningWord Listening
5.5. Self-Centered Self-Centered ListeningListening
During our fire discussion tonight we want to applaud During our fire discussion tonight we want to applaud “Genuine Listening” and highlight communication that “Genuine Listening” and highlight communication that demonstrates Poor Listening. Be on the look out for any of demonstrates Poor Listening. Be on the look out for any of the 5 Poor listening styles. If you note any of the styles the 5 Poor listening styles. If you note any of the styles below, raise your hand, and then when asked, highlight below, raise your hand, and then when asked, highlight what you have seen. We will then attempt to replay what what you have seen. We will then attempt to replay what was said with more appropriate listening!was said with more appropriate listening!
Fire Side Guidelines Genuine Listening Fire Side Guidelines Genuine Listening Only! Only!
• Choose a partner sitting next Choose a partner sitting next to you.to you.
• Now sit down back to back and Now sit down back to back and lean against one another.lean against one another.
• For the next 2 minutes I want For the next 2 minutes I want you to discuss with your you to discuss with your partner the following:partner the following:
• Your best holidayYour best holiday– Where did you go?Where did you go?– What was it you were doing?What was it you were doing?– What activities did you do What activities did you do
there?there?– What was so special about it?What was so special about it?– What made this so special What made this so special
compared to other holidays.compared to other holidays.• Share this story at the same Share this story at the same
time, so you both have to talk time, so you both have to talk at once.at once.
• Once you have finished Once you have finished recount, each others story.recount, each others story.
Facilitate a discussion around the impact of everyone talking at once!
Something In My Life I Need Help Something In My Life I Need Help With…..With…..
• Often we do not know how to Often we do not know how to ask for help, this is especially ask for help, this is especially the case for young men. the case for young men.
• This important life skill can This important life skill can be practiced around the be practiced around the campfire.campfire.
• I need help with….I need help with….• The facilitator gives an The facilitator gives an
example from their life to the example from their life to the group to get started. group to get started.
• Break off into smaller groups Break off into smaller groups of 2 or 4 and share the issues of 2 or 4 and share the issues they are having problems they are having problems with.with.
• Come back to the circle. A Come back to the circle. A partner shares the issue with partner shares the issue with the group.the group.
• The group listens and then The group listens and then tries to give solutions and tries to give solutions and support to the person.support to the person.
Fear In A HatFear In A Hat
• Students are asked to stop Students are asked to stop and reflect about a and reflect about a particular aspect of their particular aspect of their lives with the goal of lives with the goal of identifying a fear that holds identifying a fear that holds them back in life.them back in life.
• They anonymously write They anonymously write this fear on a piece of this fear on a piece of paper and place it in a hat. paper and place it in a hat.
• The facilitator then reads The facilitator then reads out a fear. out a fear.
• The group is asked whether The group is asked whether they can relate to this fear.they can relate to this fear.
• They then attempt to They then attempt to brainstorm effective brainstorm effective solutions to overcome or solutions to overcome or manage this fear.manage this fear.
Synergise ActivitiesSynergise Activities
Synergy Is:Synergy Is: Synergy Is Not:Synergy Is Not:
Celebrating DifferencesCelebrating Differences Tolerating DifferencesTolerating Differences
Team WorkTeam Work Working Working IndependentlyIndependently
Open MindednessOpen Mindedness Thinking you’re Thinking you’re always right.always right.
Finding New & Better Finding New & Better WaysWays CompromiseCompromise
• Learning to Synergise is like learning to fly in V formations Learning to Synergise is like learning to fly in V formations with others, instead of trying to fly through life solo.with others, instead of trying to fly through life solo.
• You’ll be amazed at how much faster and farther you’ll go!You’ll be amazed at how much faster and farther you’ll go!
Go Synergy!Go Synergy!
Synergy In Synergy In ActionAction
• Working individually, take Working individually, take 1 minute to try and write 1 minute to try and write down the names of as down the names of as many body parts as you many body parts as you can think of that have only can think of that have only 3 letters in their name.3 letters in their name.– There are 10 of them.There are 10 of them.
• Now, pair up, share your Now, pair up, share your list with your partner, and list with your partner, and take another 1 minute to take another 1 minute to see if you can come up see if you can come up with any additional with any additional names.names.
• Did any pair get all 10 Did any pair get all 10 body parts?body parts?
• If not, join up with 2 more If not, join up with 2 more people, can you get all 10.people, can you get all 10.
• Lets check your list Lets check your list against mine!against mine!
10 Body Parts With 3 Letters In Their 10 Body Parts With 3 Letters In Their NameName
1.1. ToeToe
2.2. LipLip
3.3. GumGum
4.4. RibRib
5.5. ArmArm
6.6. LegLeg
7.7. EyeEye
8.8. EarEar
9.9. HipHip
10.10.JawJaw
Gum
Rogaining Rogaining To SynergyTo Synergy
• Students Navigate Students Navigate along 4 WD trails along 4 WD trails where they have where they have hiked before.hiked before.
• Each group has a Each group has a radio.radio.
• The physical & The physical & psychological psychological stresses are super stresses are super challenging.challenging.
• The only way to The only way to succeed is to work succeed is to work together in together in SYNERGY!SYNERGY!
24hrDebrief
Flow & SynergyFlow & Synergy• For Flow to occur you need For Flow to occur you need
a balance between the a balance between the challenges of an activity challenges of an activity and the abilities of the and the abilities of the group or individual.group or individual.
• The interpretation of this is The interpretation of this is important & often important & often misinterpreted!misinterpreted!
• The Flow state can lead to The Flow state can lead to strong feelings of strong feelings of satisfaction and satisfaction and psychological well being!psychological well being!
• Often with large group Often with large group outdoor education outdoor education experiences, we can take experiences, we can take the easy path; giving the easy path; giving groups a fun experience, groups a fun experience, but not a flow experience!but not a flow experience!
Synergy Is Also About Sticking Synergy Is Also About Sticking Up For Diversity!Up For Diversity!
• Teens Love A Teens Love A Story!Story!
• Take your book to Take your book to the fire and read a the fire and read a story to the group.story to the group.
• Then promote a Then promote a discussion about discussion about the story!the story!
• Read p.193 of the Read p.193 of the teens text!teens text!
Sharpen The Saw ActivitiesSharpen The Saw Activities
Inspired By NatureInspired By Nature
Developing The Mind Through The Developing The Mind Through The OutdoorsOutdoors
Starting a fire without matches requires planning, preparation, persistence, & perseverance!
Interpretive Walk
Interpretive walk
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2
3
4
5
6
7
8
• Numbers & a description are set out on trees and shrubs at set locations along the 4 wheel drive track.
• Participants stop at each number and read the information provided
• 3. Eucalyptus racemosa (Snappy Gum or Scribbly Gum) Gum trees are characterised by a smooth bark. As the tree grows, it sheds its bark annually to allow for the seasonal growth whilst keeping its smooth bark. Moth larvae make the scribbly marks on the bark. The other name, snappy gum, refers to the fact that the wood has short fibres which allows it to be broken easily and it is only good for firewood.
Improving The Mind!Improving The Mind!Learning About Our Learning About Our BushBush
Bracken fern - it is not so bad after all!Bracken fern - it is not so bad after all!
• Bracken fern (Pteridium esculentum) is a Bracken fern (Pteridium esculentum) is a hardy native fern, consisting of a tough hardy native fern, consisting of a tough stem, green fronds and fleshy stem, green fronds and fleshy underground stems or rhizomes. underground stems or rhizomes.
• As the plant grows, a succession of young, As the plant grows, a succession of young, succulent crosiers (fiddle hooks) uncurl succulent crosiers (fiddle hooks) uncurl slowly from the rhizomes, to form the slowly from the rhizomes, to form the mature fronds. mature fronds.
• They grow in sites that have often been They grow in sites that have often been subjected to a frequent firing or clearing subjected to a frequent firing or clearing activities in response to "improving" the activities in response to "improving" the land for farming. land for farming.
• In these situations, bracken fern assumes In these situations, bracken fern assumes the role of a pioneer plant, protecting and the role of a pioneer plant, protecting and binding the exposed soil with their binding the exposed soil with their rhizome roots, just like a scab acts to rhizome roots, just like a scab acts to protect grazed skin. protect grazed skin.
Aboriginal usesAboriginal uses
• The foraging Australian aboriginal women The foraging Australian aboriginal women used these rhizomes as a staple food. used these rhizomes as a staple food. They required substantial preparation They required substantial preparation before eating. This involved washing, before eating. This involved washing, beating into a paste, moulding into cakes beating into a paste, moulding into cakes and finally roasting in hot ashes. and finally roasting in hot ashes.
• Another important usage were there Another important usage were there medicinal properties. The juice from the medicinal properties. The juice from the young fronds was used to stop itch and young fronds was used to stop itch and sting of ticks and other insects. It was sting of ticks and other insects. It was broken and the juice rubbed on, after the broken and the juice rubbed on, after the tick was removed.tick was removed.
Meditation Visualisation
Mental Preparation For Sport or Life
