Child Youth Services Protocol 2016

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CHILD AND YOUTH SERVICES

Protocol Manual

2016

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TABLE OF CONTENTS

SECTION 1: INTRODUCTION ..................................................................................... 3

SECTION 1.1 Preface ........................................................................................................ 3

SECTION 1.2 Background ................................................................................................. 3

SECTION 1.3 Purpose ....................................................................................................... 3

SECTION 1.4 Supportive Roles ......................................................................................... 4

SECTION 1.5 Core Principles ........................................................................................... 6

SECTION 2: PROCEDURES ........................................................................................ 10

SECTION 2.1 PRIOR TO PROGRAM .................................................................................... 10

SECTION 2.2 PROCEDURES .............................................................................................. 11

Subsection 2.2a Weekly Series ................................................................................... 11

Subsection 2.2b Weekend Series ................................................................................ 14

SECTION 2.3 CHECKLISTS ................................................................................................ 17

Subsection 2.3a Weekly Series Checklist .................................................................. 17

Subsection 2.3a Weekly Series Checklist .................................................................. 19

SECTION 2.4 POST PROGRAM ........................................................................................... 21

SECTION 3 APPENDICES ........................................................................................... 22

SECTION 3.1 APPENDIX A CHILD CHARACTERISTICS AND RECOMMENDATIONS ................... 22

SECTION 3.2 APPENDIX B REQUIRED TRAININGS ............................................................... 35

SECTION 3.3 APPENDIX C SIGN IN FORM (TEMPLATE) ........................................................ 37

SECTION 3.4 APPENDIX D INVENTORY LIST ........................................................................ 38

SECTION 3.5 APPENDIX E NUT-FREE SNACKS LIST .............................................................. 41

SECTION 3.6 APPENDIX F NAME TAG (TEMPLATE) .............................................................. 44

SECTION 3.7 APPENDIX G WRISTBAND LABELS (TEMPLATE) ................................................ 45

SECTION 3.8 APPENDIX H BLOCK SCHEDULE (TEMPLATE) ................................................. 47

SECTION 4 REFERENCES ......................................................................................... 48

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SECTION 1: INTRODUCTION

1.1 PREFACE

Through a federal grant, Project F.R.E.E. is providing evidence-informed

programs to improve couple and co-parenting functioning, increase economic stability,

and create positive and stable homes. Our couple and co-parenting programs are designed

to help parents form, improve, and sustain healthy relationships. Through providing

additional services such as childcare, our goal is to minimize the barriers that limit

parents’ participation in these programs. We want to promote participation and retention

in programming to help families make progress toward lasting healthy relationships and

economic stability. These programs are free and on-site childcare is one of the services

provided (based on limited space). Children will be cared for by Human Development

and Family Science undergraduate interns. These interns are trained in childcare and have

completed background checks. Children will participate in age-appropriate activities that

have been planned by the interns.

1.2 BACKGROUND

The evidence-based benefits of providing child and youth services, which are

shown to promote parent participation and retention in programming.

1. If serving low income couples, location, child care and transportation may

be necessary, program supports remove barriers to attendance (McGroder & Cenizel, 2009).

2. The lower the barriers, the higher the retention and providing child care and dinner to minimize the costs and eliminate barriers is helpful (Ponzetti, 2016).

3. Implementing pro-social behaviors, and using problem-focused strategies (childcare where necessary) are the most vital protective factors in engaging families in healthy relationship development programs (Chung, 2015).

4. Positive youth development focuses on meeting young people’s needs for positive, ongoing relationships with adults and family; affording youth opportunities to build pro-social skills and competencies; and promoting healthy behaviors that will help them transition successfully to adulthood (Finance Project, 2009).

1.3 PURPOSE

This document serves as the supplemental guide to the Child and Youth Services. The

following sections contain tools and resources for the child service/ youth’s team in its

work to plan collaboratively, evaluate, and to monitor and support the child/youth’s

educational progress. This protocol will improve information sharing, promote effective

communication, and strengthen joint planning among navigators, facilitators, community

partners, educators, child and family services workers, family members and students.

Furthermore, the protocol promotes consistency of practice across Northeast Georgia.

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1.4 SUPPORTIVE ROLES

All Project F.R.E.E. staff, including Program Coordinators, Navigators and Coaches,

will operate under the 4 E’s of service values:

Empathy – Seek to understand and share in the feelings of others

Enthusiasm – Outwardly express your desire to serve

Engage – Prioritize building meaningful relationships

Encourage – Find opportunities to encourage and celebrate milestones

The 4 E’s of service create the foundation and culture in which Project F.R.E.E. staff will

conduct themselves in the field, amongst their peers, and in their leadership roles.

Project Coordinator & PCC ( Program Cluster Coordinators)

The Project Coordinator, Sherena Small, will work with Dr. Futris to coordinate the

entirety of the project, including coordinating staff and partner trainings, and working

with the PCC’s to schedule programming.

The Program Cluster Coordinators (PCCs) will work coordinate the trainings in each of

their respective clusters which includes networking with partners in each cluster, working

with community partners to recruit participants, and securing ancillary services (e.g.,

facilities, catering, transportation) for programming. They will also work on recruitment

and retention alongside the Program Navigators including sending information letters and

being the point of contact for partners and program participants in their cluster.

Program Navigators

Program navigators including Master of Social Work (MSW) Interns, Graduate

Assistants (GRAs), and Human Development and Family Science (HDFS) Interns will

conduct intake calls, program information visits (PIVs), and will assist with other

program tasks including attending program classes that they’re assigned to and assisting

program coaches as needed.

Program Coaches

Project F.R.E.E. Coaches are responsible for facilitating the Elevate (for couples) and

Together We Can (TWC; for single parents) programs. Part-time community

professionals will primarily serve as HMRE Coaches. Additional HMRE support will be

provided by the Program Cluster Coordinator, HDFS doctoral students, and MSW/HDFS

interns.

Interns

All interns are required to complete background check and required trainings, in addition

to, becoming familiar Project F.R.E.E programs.

Assigned interns will assist Project Coordinators, PCC, Navigators and Coaches during

programs/events. Interns are also responsible for informing or following up with Project

Coordinators with any questions or concerns such as dietary restrictions, disabilities or

any issue that may call for special attention.

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Interns will be responsible for designating lead interns for events and each age group as

well as deciding what items from inventory lists will be used for programming. Interns

will plan, arrange and receive approval for youth programming and will work with other

support staff to ensure that protocols and checklists are followed at all times.

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1.5 CORE PRINCIPLES

The following are Core Principles and Best-Practices Guiding Child and Youth Services.

1. Child and youth services are organized according to the developmental

characteristics for each of the three age groups; Ages 0-5, ages 6-11, and ages

7-18. (See Appendix A for developmental characteristics by age group)

2. Child and youth services are sensitive to the social and cultural context in

which each child lives. Information will be integrated from home visits,

parental requests, and regional characteristics which are provided by the U. S.

Census Quick Facts Reports that can be selected by county.

3. Child and youth services will be tailored to accommodate the individual

needs of children and adaptations will be put into place that allow those with

disabilities and other special needs to fully participate in program activities.

Accommodations will be made for allergies, food restrictions and medical

conditions.

4. Child and youth services will demonstrate a display of respect and support for

the child/youth’s specific developmental, cultural and individual strengths

and needs. Opportunities for the child/youth to continue to be connected to

his or her individual culture and community will be provided. A plan will be

developed to meet the child/ youth’s short-term need for belonging and

success, and the long-term need to support educational outcomes (Healthy

Child Manitoba, 2013).

5. Health and safety protocols:

a. Program facilitators, interns and volunteers will have completed

background checks and provide proof of immunizations.

b. Parents will sign their child into the programming area at a sign in

desk that may be different from the registration desk. Parents will be

responsible for signing child(ren) in/out before and after lunch. Once

programming ends parents will sign child(ren) out for the day. Parents

will provide cell phone numbers to interns. Child ID information will

be recorded on the sign in sheet. When parents sign their children out,

they will come to the check-in table, sign their child out, and then an

intern will bring the child out to them.

c. Forms of child identification will be determined; e.g. wrist bands,

name tags, etc. Allergies or special alerts will be notes on the

identification. Identification materials for each child will be prepared

before the program date.

i. Forms of child identification will be determined; e.g. wrist

bands, name tags, etc. Allergies or special alerts will be notes

on the identification.

ii. Identification materials for each child will be prepared before

the program date. Label wristbands with Parent ID number

(e.g. Parent [Symbol] ID #; Child(ren) [Symbol] Parent ID #

(a, b, c… if more than one child per family).

iii. At the sign-in desk interns will obtain signed liability release

forms for each child.

iv. Interns will obtain cellphone numbers from the parents.

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v. Interns will verbally ask the parents again (in addition to the

intake and registration phone calls) if their children have any

allergies or special needs.

vi. Parents will sign their children in, receive the identification

wristband, and then take their child to the room they have been

assigned to.

vii. Two interns will sit at the check-in desk, and there will be an

intern stationed in each of the child care rooms waiting to

receive the children who have been signed-in.

viii. Parents will be responsible for signing child(ren) in/out before

and after lunch. If a child is sleeping, parents are to be told to

bring the child's meal to the check-in table.

ix. If any children are not signed back in after lunch, the other

interns and volunteers will be notified and the total number of

children in each of the rooms will be adjusted.

x. When parents sign their children out, they will come to the

check-in table, sign their child out, and then an intern will

bring the child out to them.

xi. Interns will remind parents to make sure that they have all of

their belongings in their possession when they leave.

Providing child care services for the children, age 5 and under, of parents who are

attending Project F.R.E.E programs, whether they are attending the weekly classes or the

weekend retreat, differs from daycare and preschool child care in a number of ways and

requires different protocols.

In a daycare or preschool setting:

The physical space will have been intentionally designed for toddlers and young

children with small tables and chairs, room dividers and enough supplies and

equipment for all of the children.

Children attending daycare or preschool will learn the daily routine and become

familiar with their caregivers and will have established some level of trust with them.

The caregivers will have practical experience working with youth and become

familiar with the needs, temperaments and challenging behaviors for each individual

child.

In order to provide the children with the security of an agenda that they can understand,

and to maintain order and control over a large group of toddlers the following protocols

are recommended:

Advise the Director and Cluster Coordinators that site selection needs to take into

account that optimal child care will be to have several smaller rooms, rather than a

few large rooms.

For children age 5 and under, large rooms have to be divided up into smaller spaces

with conference tables and chairs to prevent children from running in circles.

Smaller adult to child ratios: 1:4 for babies and 1:6 for toddlers up to age 5.

Smaller group sizes. One caregiver and 6 children can form small groups, and each

group is given a name like the Frogs and the Butterflies.

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The group space will be established by each group sitting on a different color or

pattern of large vinyl tablecloth on the floor. Each child and caregiver will get a

name tag with the child’s first name and group name on it.

Different activities will be assigned to different groups, then according to the

schedule, the activities will rotate around to another group. For example, the Frogs

will begin with coloring and the Butterflies will begin with songs. Then after an hour

they will switch activities.

Caregivers will spend a lot of time giving the children a thorough orientation at the

beginning of the event, explaining the rules and designating the small groups. Rules

and protocols for disruptive behavior need to be established. See P.E.T. for

supportive rather than punitive responses.

There will have to be spare caregivers on call to take children with disruptive

behavior out of the room.

*As a reminder: There should be an intern with youth at all times during

programming. At least one intern should assist and/or chaperon youth who need to

use the restroom. No child should be left unattended during program or event.

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Project F.R.E.E recognizes and strives for adhering to NAEYC regulations,

but at the minimum, child-to-staff ratios will be maintained according to State

of Georgia regulations.

6 weeks (1:6) Maximum Group Size 12

9 months (1:6) Maximum Group Size 12



3 years

(1:15) Maximum Group Size 30

4 years (1:18) Maximum Group Size 36




8-9 years (1:25) Maximum Group Size 50

10 years + (1:25) Maximum Group Size 50

NAEYC Teacher-Child Ratios within Group Size

Age

Category

Age Range Group

Size 6 8 10 12 14 16 18 20 22 24 30

Infant Birth to 15

months 1:3 1:4

Toddler/ Two 12 to 28 months 1:3 1:4 1:4 1:4

21 to 36 months 1:4 1:5 1:6

Preschool 30 to 48

months

(2½ to 4

years)

1:6

1:7

1:8

1:9

48 to 60 months

(4 to 5 years)

1:8

1:9

1:10

60 months to

Kindergarten

Enrollment (5

years to

Kindergarten

Enrollment)

1:8

1:9

1:10

Kindergarten Enrolled in any

public or private

kindergarten

1:10

1:11

1:12

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SECTION 2: PROCEDURES

The following are procedures for providing quality child and youth care services

during programming.

2.1 PRIOR TO PROGRAM

Beginning of Semester o A complete list of necessary forms will be sent to interns and volunteers prior to

the start of the semester: background check, immunizations, etc.

o Interns will review Child and Youth Services Protocols

o Interns will review program schedule for the semester, block out important

program dates, and adjust schedule based on availability.

o Interns will coordinate with Child Life Specialist, CARE Lab undergraduate

intern supervisor to confirm schedule.

o An inventory of the materials needed will be confirmed and orders will be placed

before semester begins.

o Facilitators and interns will complete online trainings required by the University

of Georgia.

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2.2 PROCEDURES

2.2a WEEKLY SERIES

A. Six to eight weeks before the program start date:

o Facilitators and interns will complete required forms and attend the trainings

required for Project F.R.E.E.

B. Three weeks prior to program start date:

o Interns will receive the names of the participants as well as the names, ages and

special needs of the children and youth who are attending.

o Interns will discuss and provide input to the intern supervisor regarding the

breakdown of the child and youth age groups and group sizes.

o The logistics of the physical rooms at the site will be discussed and arranged with

the intern supervisor.

o Interns will develop the agenda of program activities for the different age groups

according to the needs that have been identified by the parents. Interns will

develop an agenda for the 4-week and 7-week program series that will consist of a

2-hour time-frame once a week.

C. Two weeks prior to program start date:

o The program agendas for the child and youth engagement will be submitted to the

CARE Lab intern supervisor for approval.

o If required, adjust/replace any activity ideas not approved by the CARE Lab

intern supervisor and resubmit new/amended proposal for approval.

o Confirm that all required inventory supplies previously ordered have arrived and

placed in their designated bins.

o Ensure that bins for each clusters are stocked, labeled properly and contain

checklists.

o Assign which interns will work the registration table or tables used for checking

children in and out of child care.

o Fill out form for parent/child sign-in sheet including: child age, name, parent

signature, parent cell number, parent room/id, lunch check in/out. (See Appendix

C)

o IF needed: Label wristbands with Parent ID number (e.g. Parent ID #;

Child(ren) Parent ID # (a, b, c… if more than one child per family).

o Ensure that there is an adequate supply of wristbands available for both parents

and their children attending the program.

o Designate an intern as lead intern for each age group for each event.

o Print name tags to identify each intern and volunteer in order for parents and

facilitators to refer to for questions/ sources.

o Consult with Program Coordinator to determine if anyone is trained in CPR.

Review, rehearse, and develop an emergency incident plan.

D. One week prior to program start date:

o Interns will practice the approved program activities.

o Interns will request list for nut free snacks if applicable, for the whole group. If

nut free snacks are not available, inform Program Coordinator.

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o IF needed: Interns will arrange to borrow sleeping cots from UGA Child

Development Lab. The day and time of pick-up and vehicle will be arranged.

o IF applicable: Confirm with Program Coordinator if programming uses AV

equipment or if equipment is available for use.

o Have printed copies of the child engagement schedule at the check-in table for

parents.

o Have several copies of the accident report/ liability forms ready to fill out.

o Interns will enter each other's cell numbers into their phones as well as those of

PROJECT Coordinator and CARE Lab intern supervisor. *Numbers should be

listed on sign-in sheets

E. During program series:

o Interns will arrive at least an hour before the event starts, and will remain after the

participants leave to pack up materials, clean the site and load materials into

vehicles.

o Interns will dress appropriately for the occasion. Since many participants may

have lower economic resources, interns will not wear expensive clothing or

jewelry. And since interns will be working with teenagers, they will dress

comfortably and conservatively; e.g. not wearing shorts or short skirts, not

wearing leggings or skin tight pants, not showing any cleavage

o Upon arrival, interns will unload materials and set up check-in tables.

Have a copy/copies of program schedule so that it will be readily available for

parents at the time of check-in.

o Interns will set up rooms for youth, and divide rooms into sections for younger

group (games, color, etc.). Toddler rooms need to have physical barriers arranged

to prevent them from running in circles.

o If interns scheduled to play film/ video or audio in program room, ensure that

projector and sound system are effective.

o Ensure that no wires/chords are overlapping with play area/ open floors where

kids can access. Outlets will need to be covered or hidden from children.

o Parents will arrive and check-in, there should be at least two interns who will

obtain signed release forms from the parents for each child before having each

child and parent put on corresponding wristbands.

o Interns will ask parents if they have any additional info to provide besides dietary

restrictions and remind parents to check child(ren) in/out for lunch/ dinner.

o Assigned interns will take children to the rooms they are assigned to. At least one

intern will be in the rooms to receive children as they arrive.

o If child is sleeping during lunch/break and parent doesn't want to interrupt, intern

will ask parent to fix food/snack for when youth wakes up.

o Interns will rotate during lunch/ dinner to ensure someone is at registration table

at all times.

o Interns at the check in-out table will advise all of the other interns/volunteers if

children are not signed in after lunch/ dinner and adjust the numbers accordingly.

o Interns will be available for additional tasks as assigned by the CARE Lab intern

supervisor.

o Interns will determine if there is a need to adjust the agendas for unforeseen

circumstances.

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o During check-out, intern at the check-in table will alert another intern of a

parent’s arrival to retrieve the child from child care. Parents will be directed to

wait outside of the room and children will be escorted to them before they are

able to sign the children out.

o For weekly series, interns may be working multiple clusters.

o Make sure all belongings of parent and child are in their possession before they

leave and not left behind in program room.

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2.2b WEEKEND SERIES

F. Six to eight weeks before the program start date:

o Facilitators and interns will complete required forms and attend the trainings

required for Project F.R.E.E.

G. Three weeks prior to program start date:

o Interns will receive the names of the participants as well as the names, ages and

special needs of the children and youth who are attending.

o Interns will discuss and provide input to the intern supervisor regarding the

breakdown of the child and youth age groups and group sizes.

o The logistics of the physical rooms at the site will be discussed and arranged with

the intern supervisor.

o Interns will develop the agenda of program activities for the different age groups

according to the needs that have been identified by the parents. Interns will

develop one agenda for the yearly Foster Caregivers retreat which will consist of

Friday night and all day Saturday. It is possible that Project Safe will provide

programming for the older children for the whole day on Saturday.

H. Two weeks prior to program start date:

o The program agendas for the child and youth engagement will be submitted to the

CARE Lab intern supervisor for approval.

o If required, adjust/replace any activity ideas not approved by the CARE Lab

intern supervisor and resubmit new/amended proposal for approval.

o Confirm that all required inventory supplies previously ordered have arrived and

placed in their designated bins.

o Ensure that bins for each clusters are stocked, labeled properly and contain

checklists.

o Assign which interns will work the registration table or tables used for checking

children in and out of child care.

o Fill out form for parent/child sign-in sheet including: child age, name, parent

signature, parent cell number, parent room/id, lunch check in/out. (See Appendix

C)

o IF needed: Label wristbands with Parent ID number (e.g. Parent ID #;

Child(ren) Parent ID # (a, b, c… if more than one child per family).

o Ensure that there is an adequate supply of wristbands available for both parents

and their children attending the program.

o Designate an intern as lead intern for each age group for each event.

o Print name tags to identify each intern and volunteer in order for parents and

facilitators to refer to for questions/ sources.

o Consult with Program Coordinator to determine if anyone is trained in CPR.

Review, rehearse, and develop an emergency incident plan.

I. One week prior to program start date:

o Interns will practice the approved program activities.

o Interns will request list for nut free snacks if applicable, for the whole group. If

nut free snacks are not available, inform Program Coordinator.

o Interns will arrange to borrow sleeping cots from UGA Child Development Lab.

The day and time of pick-up and vehicle will be arranged.

15

o IF applicable: Confirm with Program Coordinator if programming uses AV

equipment or if equipment is available for use.

o Have printed copies of the child engagement schedule at the check-in table for

parents.

o Have several copies of the accident report/ liability forms ready to fill out.

o Interns will enter each other's cell numbers into their phones as well as those of

PROJECT Coordinator and CARE Lab intern supervisor. *Numbers should be

listed on sign-in sheets

J. During program series:

o Interns will arrive at least an hour before the event starts, and will remain after the

participants leave to pack up materials, clean the site and load materials into

vehicles.

o Interns will dress appropriately for the occasion. Since many participants may

have lower economic resources, interns will not wear expensive clothing or

jewelry. And since interns will be working with teenagers, they will dress

comfortably and conservatively; e.g. not wearing shorts or short skirts, not

wearing leggings or skin tight pants, not showing any cleavage

o Upon arrival, interns will unload materials and set up check-in tables.

Have a copy/copies of program schedule so that it will be readily available for

parents at the time of check-in.

o Interns will set up rooms for youth, and divide rooms into sections for younger

group (games, color, etc.). Toddler rooms need to have physical barriers arranged

to prevent them from running in circles.

o If interns scheduled to play film/ video or audio in program room, ensure that

projector and sound system are effective.

o Ensure that no wires/chords are overlapping with play area/ open floors where

kids can access. Outlets will need to be covered or hidden from children.

o Parents will arrive and check-in, there should be at least two interns who will

obtain signed release forms from the parents for each child before having each

child and parent put on corresponding wristbands.

o Interns will ask parents if they have any additional info to provide besides dietary

restrictions and remind parents to check child(ren) in/out for lunch.

o Assigned interns will take children to the rooms they are assigned to. At least one

intern will be in the rooms to receive children as they arrive.

o If child is sleeping during lunch/break and parent doesn't want to interrupt, intern

will ask parent to fix food/snack for when youth wakes up.

o Interns will rotate during lunch to ensure someone is at registration table at all

times.

o Interns at the check in-out table will advise all of the other interns/volunteers if

children are not signed in after lunch and adjust the numbers accordingly.

o Interns will be available for additional tasks as assigned by the CARE Lab intern

supervisor.

o Interns will determine if there is a need to adjust the agendas for unforeseen

circumstances.

o During check-out, intern at the check-in table will alert another intern of a

parent’s arrival to retrieve the child from child care. Parents will be directed to

16

wait outside of the room and children will be escorted to them before they are

able to sign the children out.

o Make sure all belongings of parent and child are in their possession before they

leave and not left behind in program room.

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2.3 CHECKLISTS

2.3a Weekly Series Checklist

Beginning of the Semester:

o Complete background check, submit immunizations.

o Complete required online and in-person trainings.

o Review semester schedule, note program dates and confirm scheduling

availability with the CARE Lab intern supervisor regarding specific dates and

locations of events. Schedule to arrive at events one hour prior to start time.

o Review Child & Youth Services Protocols.

Six to eight weeks prior to program start date:

o Check supply inventory checklists and place orders if necessary.

Three weeks prior to program start date:

o Interns will receive the names, ages and any special needs of the children who

will receive child and youth engagement services.

o Interns will discuss and provide the CARE Lab intern supervisor with input

regarding the breakdown of the child groups according to age groups.


regarding the logistics of the site and the room assignments for child and youth

engagement services.

o Interns will develop child and youth engagement agendas of activities and submit

them to be approved of by the CARE Lab intern supervisor.

o Arrange to borrow any supplies that may be required (sleeping cots).

o If AV equipment will be used, confirm with Project Coordinator and/or Cluster

Program Coordinators about testing AV equipment before the first day of the

program.

Two weeks prior to the program start date:

o Confirm that supplies that were ordered, have arrived, and have been sorted into

bins and/or delivered to the clusters.

o Designate a lead intern for the event.

o Designate a lead intern for each age-group.

o Designate which interns will work the child care sign-in table and/or the

registration tables. Plan cover for lunch/ dinner-hour shifts.

o Enter child data onto the sign-in/sign-out Master List (See Appendix C)

o Print nametags for interns and volunteers.

o Determine if anyone is trained in CPR. Review and rehearse an emergency

incident plan.

One week prior to the program start date:

o Print all necessary forms and designate who will bring them to the table:

o Child liability waivers

o Accident Report

o Child and Youth Engagement Agenda

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o Inform PCC of any special dietary restrictions

o Practice program activities. *If applicable

o Exchange cellphone numbers for communicating during the program. Also enter

cellphone numbers onto the sign-in sheet.

During the event:

o Arrive 1 hour before event start time.

o Unload materials from vehicles.

o Set up child engagement rooms and sign-in tables, cover electrical outlets for

small children. The rooms for small toddlers will need to have physical barriers

arranged to prevent the children from running in circles. Make sure that no wires

or cords present a safety hazard.

o If using AV equipment, check technology.

Upon the completing of a programming event:

o Sterilize and pack up materials.

o List consumable inventory items to be ordered.

o Clean event site and replace furnishings as they were found.

o Assist loading materials into vehicles.

o Evaluate program and make recommendations for modifications.

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2.3b Weekend Series Checklist

Beginning of the Semester:

o Complete background check, submit immunizations.

o Complete required online and in-person trainings.

o Review semester schedule, note program dates and confirm scheduling

availability with the CARE Lab intern supervisor regarding specific dates and

locations of events. Schedule to arrive at events one hour prior to start time.

o Review Child & Youth Services Protocols.

Six to eight weeks prior to program start date:

o Check supply inventory checklists and place orders if necessary.

Three weeks prior to program start date:

o Interns will receive the names, ages and any special needs of the children who

will receive child and youth engagement services.

o Review food allergies and adjust snack shopping list accordingly.


regarding the breakdown of the child groups according to age groups.


regarding the logistics of the site and the room assignments for child and youth

engagement services.

o Interns will develop child and youth engagement agendas of activities and submit

them to be approved of by the CARE Lab intern supervisor.

o Arrange to borrow any supplies that may be required (sleeping cots).

o If AV equipment will be used, confirm with Project Coordinator and/or Cluster

Program Coordinators about testing AV equipment before the first day of the

program.

Two weeks prior to the program start date:

o Confirm that supplies that were ordered, have arrived, and have been sorted into

bins and/or delivered to the clusters.

o Designate a lead intern for the event.

o Designate a lead intern for each age-group.

o Designate which interns will work the child care sign-in table and/or the

registration tables. Plan cover for lunch/ dinner-hour shifts.

o Enter child data onto the sign-in/sign-out Master List (See Appendix C)

o *If applicable. Enter child data onto wrist bands or ID cards. Have extra

wristbands on hand.

o Print nametags for interns and volunteers.

o Determine if anyone is trained in CPR. Review and rehearse an emergency

incident plan.

One week prior to the program start date:

o Print all necessary forms and designate who will bring them to the table:

o Child liability waivers

20

o Accident Report

o Child and Youth Engagement Agenda

o Inform PCC of any special dietary restrictions

o Practice program activities.

o Exchange cellphone numbers for communicating during the program. Also enter

cellphone numbers onto the sign-in sheet.

During the event:

o Arrive 1 hour before event start time.

o Unload materials from vehicles.

o Set up child engagement rooms and sign-in tables, cover electrical outlets for

small children. The rooms for small toddlers will need to have physical barriers

arranged to prevent the children from running in circles. Make sure that no wires

or cords present a safety hazard.

o If using AV equipment, check technology.

Upon the completing of a programming event:

o Sterilize and pack up materials.

o List consumable inventory items to be ordered.

o Clean event site and replace furnishings as they were found.

o Assist loading materials into vehicles.

o Evaluate program and make recommendations for modifications.

21

2.5 POST PROGRAM

*These post program procedures will be used for both the weekly series and weekend

series of Project FREE.

o Interns will sterilize and pack up materials

o Interns will list consumable inventory items to be replaced

o Interns will make sure site is clean and place furniture and items as they were pre-

program.

o Interns will assist with loading materials into vehicles

o Interns will evaluate the efficacy and success of each activity and provide

suggestions for future programming.

o Interns will amend, modify or replace activities that were not successful

o Interns will make recommendations for any changes to the overall project, not just

child and youth programming.

o CARE Lab intern supervisor will provide interns with a performance evaluation.

o Follow-up calls will be made to each of the participants.

22

SECTION 3: APPENDICES

Appendix A

Developmental Characteristics and Recommendations

for Activities for Children

Appendix A1 Children from birth to age 5

Appendix A2 Children ages 6-11

Appendix A2.a Children ages 6-8

Appendix A2.b Children ages 9-11

Appendix A3 Children ages 12-18

Appendix A3.a Children ages 12-14

Appendix A3.b Children ages 15-18

Appendix A4 References and Resources

23

APPENDIX A1. Developmental Characteristics and Recommendations

for Activities for Children Ages 0-5

Developmental Characteristics

Visual development birth to 12 months

Language development birth to 18 months

Emotional development birth to 18 months

Sensory development birth to 18 months

Attachment birth to 18 months

Secure attachment results from sensitive and consistent responses to baby’s

cries. Secure attachment results in less reactivity to stress, more

independence, better problem solving, and openness to trying new things, and

better relationships with other children. Insecure attachment and toxic stress

result in fewer synaptic connections in the brain, persistent hyper-arousal, and

reduced ability to learn.

Levels of stress:

1. Positive stress; short term stress resolved quickly. Prepares child for larger

stresses.

2. Tolerable stress; longer term but has warm and loving caregivers. (new

home, birth of new sibling)

3. Toxic stress; overexposed to long term stress but no resources, lack of

warm and loving caregivers. (death in family, long term illness, abuse,

neglect, family violence, maternal depression, chronic poverty, natural

disasters)

Through play children test how things work, practice and expand new skills,

make decisions, and try out new roles.

Toddlers need predictability, routines, clear and appropriate rules, and an

orderly environment. Avoid negotiation about the rules.

Give children a chance to problem-solve before stepping in.

Rough play (Big body play) is ok when the children are smiling and laughing.

Fighting involves physical acts used to coerce or control another through

inflicting pain or the threat of pain. Fighting involves tears and closed fists

instead of open hands. Caregivers can intervene in rough play if it appears to be

escalating into fighting.

Impulsive, have not yet developed self-regulation.

Aggression peaks around age 2-2 1/2. Child has strong feelings but not

enough language to express herself.

Harsh discipline can result in aggression, hyperactivity and delinquency in later

childhood.

Recommendations for Activities

Provide an environment that is safe and secure. Remove safety hazards.

Allow space to explore new objects of different shapes, sizes and colors at

various distances.

Small groups, low child to adult ratio.

Consistent caregivers, low turnover.

From birth, talk, read and sing to children.

24

Spend time on the floor with young children.

Set up activities at eye-level for children.

Allow children some choice about if they want to play or not, what they

want to do or not do, how to play, whether to play alone or with another

child, when to switch to another activity.

Give toddlers time to try new ideas and to practice new skills.

Repeating the same thing builds brain connections. (dropping a cup to the

floor from a high chair, over and over again, teaches the child cause and

effect)

Don’t overwhelm children with too much stimulation. Allow quiet time, or

alone time to process new experiences.

Avoid rigidity, inflexibility and excessive control.

How to respond to challenging behaviors: (crying, aggression, defiance,

tantrums)

1. Stay calm. You need to provide the child with a calm anchor. If you react to the

tantrum it is less likely the child will learn self-soothing or how to cope with

limits.

2. With empathy, recognize the child’s feelings and goal. Name the feeling and

also be clear about the limit. (It’s ok to be mad but not to hit)

3. Use words and gestures to communicate your message.

4. Offer alternatives. Try distraction.

5. Suggest ways to manage strong emotions. With older toddlers, point out the

consequences (you hit him, he cried), brainstorm better choices, and remind

child she can come to you for help.

6. Help the child to take a break.

7. Reconnect with empathy and compassion when the child has calmed down.

8. Reinforce positive behaviors when children demonstrate self-control.

25


for Activities Ages 6-11

Appendix A2.a: Ages 6-8

Fostering Physical Development

Development of both gross and fine motor skills

Writing becomes smaller and more legible, and drawing becomes more organized


Use simple games that expend energy, running, kicking ball, skipping,

hopping, climbing, jumping, throwing, catching, follow-the-leader, and

freeze tag

Crafts that involve cutting, gluing, coloring, drawing, building with blocks or Legos

Let younger children help organize activities and pass out snacks Teach hand washing and other age-appropriate

grooming habits

Promoting Cognitive Development

Language skills are expanding and they like to express themselves, telling

stories and expressing feelings

They are better able to see another’s point of view and compare themselves to others

Able to sort, categorize and put things together that are the same

Attention span is very short Language is egocentric but social


Talk about rules and about helping others and treating them with respect

Read aloud to younger children and then discuss the book Organize a scavenger hunt Encourage story time where children tell stories about themselves Provide a food-related activity that highlights sight, touch, and hearing and

explores smell and taste

Create collections where children can sort and categorize items; leaves,

flowers, pictures from magazines, etc.

Encouraging Social Development

Younger children are self-absorbed

Interested in parent and adult approval and praise Children have a short attention span and they live in the “now” Fairness is related to equality – everyone gets a turn with everyone getting the

26

same things Difficulty delaying gratification Fighting occurs in a larger group but doesn’t last Groups of 3 or 4 is better than a larger group They define things by their use Can be engrossed in a world of make-believe Their interest is more in the activity than the result Children are easily motivated and like to try new things Children have a need to be first, the best or to win Cooperation is often based on wanting adult approval


Read books aloud and ask children about each character’s thoughts, feelings and

motives

Use jigsaw puzzles and board games Keep a collection of adult clothing for dress-up that allows children to make-

believe a variety of roles, characters and situations

Pair young children to complete activities together Avoid activities that select a winner or best person Praise children for cooperation and teach them how to problem solve conflicts Teach patience by helping them finish one task before beginning another Spend time answering questions that children ask Praise children for cooperating and working together

Supporting Emotional Development

Children desire to perform well and to be recognized for it by adults

They are comparing themselves to others They are sensitive to losing, failure and criticism Self-esteem is expressed behaviorally rather than verbally Enjoy games and rituals that let them practice different roles


Monitor children to see if they are struggling with a task or becoming frustrated

Organize short activities that allow for immediate success Tell stories that encourage empathy and have the children role-play

characters that demonstrate how being selfish is not good

Design short games and activities that allows children immediate success which

develops feelings of competence

Break activities down into smaller tasks to promote practice and

repetition. This avoids frustration and boredom

Role-play age appropriate aggression and bullying scenarios so younger

children understand the inappropriateness of acting out against others

Establish rules with consequences that relate to the degree of the misbehavior or poor choice

Allow free time with adult oversight

27



E-QYP was developed by William B Kearney to provide practitioner-based, academic-

reviewed information that was designed for the full range of people who help with and

supervise child and youth activities (Kearney, 2014, pp. xviii, xix). Developmental

characteristics and recommended activities are presented for four age groups,

addressing the physical, cognitive, social and emotional development of children and

youth from ages 6 to 18.

Appendix A2.b: Ages 9-11 Fostering Physical Development

Continued mastery of physical skills

High energy levels, cannot stay confined for long periods of time Onset of puberty resulting in self-consciousness about changing bodies Growth spurt for girls begins around age 10 for girls and age 12 for boys


Fitness challenges Field activities, kickball, Frisbee, jump rope, swimming, kite flying Organized sports Scavenger hunt


Daydream and need guidance to stay on task

Understanding relationships between items and putting them in a logical sequence

Learning about themselves through relationships and comparisons with others Seeing things more objectively from a third-party point of view Reason morally by considering the intention of the actor and the

consequences of the transgression

Lack the critical-thinking skills to judge the accuracy of online information Children risk losing their natural desire to learn for self-fulfillment if

their curiosity is not stimulated


Dramatic role-play scenarios that identify alternatives, consequences and next

steps

Provide opportunities to share their opinions Select activities based on their interests Give children opportunities to make age appropriate decisions

Role play a bullying situation, encouraging older children to take the role of

both the bully and the victim

Teach online safety

28

Discuss cell phone texting guidelines and talk about the dangers of cyberbullying Resolve interpersonal conflicts by asking older children to consider

another’s perspective and develop a solution that addresses everyone’s

needs


A preference for same sex friendships based on interests and frequency of contact

Increase in sibling rivalry Explore independence sometimes through inappropriate behaviors like

disobedience, back talk and rebelliousness

Older children, particularly girls, are interested in developing online friendships They need help accepting peers who are different or who have been left out of

the group Enjoy games, rituals, symbols, ceremonies, songs, regalia and humor


Put older children into situations that require responsibility. Rotate leadership

tasks. Support and monitor closely but don’t take over. Show approval and

appreciation.

Rather than comparing children to one another, compare the past and present

performance of each individual child

Promote acceptance of self and tolerance for differences with others. They

need help accepting peers who are different or who are left out of the group

Create opportunities to involve children who may be left out of the peer group Allow children to express their cultural background within activities or through

special events Help children focus on process and effort rather than winning or losing Plan activities that build group cohesiveness and develop coping,

conflict-resolution and problem-solving skills

Talk about treating others with respect, especially when making either/or

choices that may have an impact on others

Create activities that use symbols, ceremonies, songs, rituals, regalia, and humor Set up teen mentors for children Allow children to help putting out snacks, organizing activities and organizing

program supplies Create induction and recognition ceremonies to recognize the role and

contribution of each group member


A strong need to feel accepted and worthwhile Admire and copy older youth’s behavior Deeply affected by stressful situations Feeling self-conscious, self-critical, experiencing low self-esteem and feeling

totally out of place Teens really want adult guidance but reject domination and resent criticism May abandon parent-defined views, think they know it all and reject help

29


Have older children create certificates, ribbons, and other forms of

recognition to acknowledge success

Pair older children with young teens who can serve as tutors, mentors, coaches

and positive role models

Recognize children in front of peers and parents, showcase competencies in a

special event for peers and parents Emphasize similarities between self and peers

Set firm boundaries: expectations and consequences, while recognizing that

rebellion is normal at this age

Avoid putting teens on the spot, with commendation or criticism Discuss the consequences and likely chain of events that can result from

misbehavior and poor choices

Understand the difference between the youth and their behaviors Create opportunities for teens to talk about fears and challenges Create opportunities for teens to share without any pressure Give teens a chance to choose when and if they are ‘on stage’ Help older children understand the consequences of misbehavior or poor choices

30



Appendix A3.a Ages 12-14


Puberty with uneven gains in height and weight

Awkwardness, lack of coordination Embarrassment about their bodies Large appetites Gains in speed, agility, balance and strength Girls are taller than boys of the same age Girl’s rapid gain in body fat may cause them to become overly concerned with

their weight


Plan activities that teach hygiene


Motivated by what their peers think Capacity for logic and abstract thinking used in finding their own solutions Emergence of complex problem-solving and critical-thinking skills

Can tackle long-term, in-depth projects Can plan ahead and organize tasks Can postpone gratification Can visualize outcomes and predict results Deductive-reasoning, complex problem-solving and critical-thinking skills

emerge Can understand both real and imagined situations Comprehend cause and effect


Explore moral dilemmas, role play a variety of scenarios Explore realistic scenarios teens may face, with no more than 3 or 4

variables. Ask the teens “What if this doesn’t work?” and “Whit might

happen then?”

Challenge their ideas with thoughtful questions Solve problems with them without lecturing or dictating answers Teach ethical and safe online behaviors, never to give out personal

information online or on phone


Often do not believe the negative consequences of risky behavior can happen

to them, leads to feelings of invulnerability

Exploring what they want to do when they grow up, but unclear about needs and

31

values. Better at planning than executing

Challenge the assumptions and ready-made solutions they previously accepted Question moral issues in a more sophisticated way and understand that there

may be more than one way to approach an issue or problem

Young teens who are not part of the mainstream culture begin to consider

that they need to negotiate two cultural systems


1. Plan events based on current events in teen’s lives 2. Have teens prepare a presentation or performance on a special topic of interest 3. Provide opportunities for self-reflection 4. Discuss and role-play a variety of historical and current cultural figures to

gain insight into the perspectives of others.


Emotional brain is particularly active and developing more rapidly than the

reasoning structures

Control of emotions, impulses, and judgments is often inconsistent Challenging authority, critical of home and parents Seeing themselves as separate from their family, not wanting to be seen with

their family Peer influence on social decisions, leisure activities, clothes, appearance and

music Parent’s opinions influence educational and occupational plans, religious beliefs

and ethics Susceptibility to peer pressure, especially for antisocial activities, peaks at age 14 Interest in developing online friendships, especially for girls


Need exposure to a diverse range of positive adult role models Use positive peer-pressure to involve them in setting their own rules and having a

say for buy-in Provide opportunities to see that lessons can be learned through failure Encourage respect of parents by using scenarios that let teens see a parent’s point

of view Plan and create a collage together about a topic that interests them Invite teens to find or develop icebreaker activities to be used in group settings

After activities are concluded ask teens to identify ‘sticky situations’ or

ethical dilemmas they encountered and discuss how they were resolved, or

not

32



Appendix A3.a Ages 15-18


Males catch up to and surpass female growth

Concern about body image and exaggerated interest in appearance


Discourage sodas and candies, encourage milk, fruits and vegetables, grains, nuts

and lean meats

Solicit teen’s input to develop physical and manual skills based on interest Educate on physical risk-taking Distance running, wall climbing, dancing, weight lifting Energy levels vary throughout the day, low energy in the morning, alertness

peaks around 3:00 pm

Inadequate sleep has negative outcomes Often viewed as lazy


Self-understanding is influenced by multiple roles and membership categories

Have an awareness of their own personality traits Life goal shift from fantasy to reality Personal philosophy begins to emerge Advanced reasoning and problem-solving skills Broad concern for society as a whole Ability to set priorities, make plans, evaluate results Ability to imagine the impact of present behaviors on the future Ability to reason and make adult-like decisions in growing, but less likely to do

so under stress Tuned in to inconsistencies and hypocrisy Lose interest with meaningless activities Recognize that people may have multiple, possibly conflicting, motives and

emotions


Explore song lyrics to see how life issues are dealt with poetically Provide opportunities to mentor younger children Have older teens debate and present convincing arguments based on

perspectives that are the opposite of their own

Role-play unsafe driving practices and explore the consequences Engage older teens in experiential learning opportunities. Arrange an

experience, have them share it, process afterward what the experience was like

for them, generalize the experience to its broader implications and apply what

they learned from the experience to their lives.

33

Provide safe, controlled, high-risk activities like ropes-course or a rock-

climbing wall, supervised by qualified professionals

Encourage older teens to help others, young children and the elderly,

and to process the experience with adults and peers afterward.


Desire for autonomy and respect

Desire to be socially active Discovering and creating an identity as they look to define their place in society Considering their role in society and the contribution they can make Thoughts about leaving home for college, employment, marriage and other

pursuits Become less self-conscious Begin to interact more with their parents as people More able to resist peer pressure and habit of following the crowd tapers

off, although being accepted in the group remains important

Older teens tend to have developed a gender identity that fits them


Plan activities that allow teens to try on different roles Emphasize postsecondary education, career options, consumer

education and financial management.

For incentives, offer social oriented trips Share news about teens who have gained public recognition for their

leadership and service activities

Have older teens act as spokespersons for the program Introduce teens to other settings such as college campuses, work settings,

new cities, and other teens outside of their peer group

Role-play and discuss teen’s continued dependency on parents like college tuition or their first car

Invite speakers who have firsthand experience with a bad outcome as a result

of following peer choices, and then process the presentation as a group

Discuss society’s views on gender roles Provide older teens with choices, suggestions and alternatives rather

than instructions and commands

Provide opportunities to shadow professionals Provide opportunities for reflection in individual contributions to and

cooperation in group activities


Striving for identity, autonomy and respect

Interest in peer acceptance and adult guidance as values and beliefs are

developing

Have a need to make their own choices

34

Diminishing of low self-esteem, poor impulse control, aggressive behavior,

and non- responsiveness to positive attention. However, for troubled teens

these behaviors escalate with negative outcomes

Troubled teens will only accept guidance from someone they hold in high regard


Parents and adults need to be willing to be wrong and to admit it Do not expect older teens to self-disclose everything, but be willing to listen

and to help them to evaluate their problems

Provide opportunities for older teens to see and process the lessons learned from failing

Project future events in their lives and ask them how they could

use failure to work towards success

Use real-life situations to write or speak about how they would react, then

discuss as a group to propose possible solutions

Help older teens to accept range of feelings, but be alert for extreme,

harmful or concerning feelings and behaviors that need to be brought

to the attention of supervisors

Encourage older teens to see their positive worth Provide older teens opportunities to question themselves, reflect on their

experiences, and express their feelings and philosophies

35

Appendix B

Required trainings for Project F.R.E.E. interns

Four to six weeks before programming starts, pre- needs assessments will be collected

and disbursed to interns. Facilitators, navigators, and interns will complete a background

check and UGA required trainings. A consent form must be submitted to Human

Resources Department in a timely manner. (Consent Form:

http://www.busfin.uga.edu/forms/bi_consent.pdf)

HMRE NEW STAFF UGA ORIENTATION TRAININGS:

The University of Georgia has trainings that each HMRE Staff must complete on-line. In

order to complete the on-line trainings, you will need a UGA MyID. Any computer with

internet access can be used to request the MyID and complete the training. Instructions

for requesting a MyID are outlined below:

1. Go to the web site: https://myid.uga.edu/

2. Click ‘Faculty and Staff’ under ‘Request a MyID’, and then follow the directions on

screen.

3. The request usually takes a few days or up to a week before it’s processed.

4. Once the MyID is created, the user will go to the training web sites in order to

complete the individual trainings.

UGA Trainings:

1. CITI TRAINING (Human Subjects Protection Training). The University of

Georgia requires that personnel who play a substantial role in human subjects’

research complete the CITI Training. The purpose of the training is to educate

staff on research ethics and the protection of human subjects. The training is

offered online at www.citiprogram.org

(https://www.citiprogram.org/index.cfm?pageID=88). The required modules are

“Social and Behavioral Research Basic” and “Social and Behavioral Research

Children Basic.” This training should take approximately 2 hours and 30

minutes.

2. Mandated reporter training. In Georgia law, it designates certain professionals

as mandated reporters of child abuse or neglect [OCGA 19-7-5(c)(1)]. This

training should take approximately 1 hour and 30 minutes. Mandated reporter

training can be accessed at:

https://www.prosolutionstraining.com/hostedcourses/hostcode.cfm?hostid=18

3. New Employee “Right to know” training. The purpose of the seminar is to

introduce employees to their rights at the University of Georgia, and to make

them aware of potentially hazardous chemicals in the work place. This training

should take approximately 1.5 hours. http://www.usg.edu/facilities/rtk-ghs/

http://www.busfin.uga.edu/forms/bi_consent.pdf

https://myid.uga.edu/

http://www.citiprogram.org/

https://www.citiprogram.org/index.cfm?pageID=88

https://www.prosolutionstraining.com/hostedcourses/hostcode.cfm?hostid=18

http://www.usg.edu/facilities/rtk-ghs/

36

4. Department of Administrative Services (DOAS) Auto Coverage and Safety

Training. This training involves viewing the DOAS Auto Coverage and Safety

Video regarding auto liability coverage while utilizing a University of Georgia

vehicle or personal vehicle to conduct University business. This video is

approximately 12 minutes long and can be accessed at:

http://www.doas.georgia.gov/StateLocal/Risk/Pages/RiskInsurance.asp

5. SecureUGA. SecureUGA is a role-based security training and accountability

model implemented by UGA. In this model, every individual, regardless of

position, has a responsibility to protect our sensitive and critical data. As part of

this responsibility, all employees are required to complete SecureUGA awareness

modules. These trainings should take approximately 2.5 hours. Modules can be

accessed at https://secure.uga.edu.

6. USG Ethics Policy Training. In November 2008, the Board of Regents adopted

the USG Ethics Policy, a unified set of ethics rules to govern the actions of the

entire University System of Georgia. To ensure that all faculty and staff are

familiar with the fundamental tenets of the new policy, the Board of Regents has

designed an online training and certification process. All University of Georgia

faculty and staff members are required by the Board of Regents to complete the

mandatory training module. The module takes approximately 30 minutes to

complete. To fulfill this requirement of all USG employees and learn more about

the new ethics policy, go to this link: http://www.hr.uga.edu/bor-ethics-training

Project F.R.E.E. required trainings:

1. Project F.R.E.E. Orientation training

2. Relationship Smarts training

3. Together We Can

4. ELEVATE

5. IPV/ DV

http://www.doas.georgia.gov/StateLocal/Risk/Pages/RiskInsurance.asp

https://secure.uga.edu/

http://www.hr.uga.edu/bor-ethics-training

37

Event Title (Age Group) DATE

NAME/ ID AGE PARENT/GUARDIAN Lunch

(Check In) OUT / IN (Check-Out) PHONE ROOM/ ID

First Name, Last ____ 5 m ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____

First Name, Last ____ 15 m ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____

First Name, Last ____ 2 ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____

First Name, Last ____ 3 ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____

First Name, Last ____ ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____

First Name, Last ____ ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____

First Name, Last ____ ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____

First Name, Last ____ ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____

First Name, Last ____ ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____

First Name, Last ____ ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____

Appendix C: Sign In Form (Template)

38

Appendix D

Inventory List

The following are inventory check lists of consumables and non-consumables provided

for each cluster that attends the weekly series of Project F.R.E.E. The lists can be

adjusted accordingly if used for the weekend series.

39

Consumables Inventory Check List Item Cluster Qty. Wide Rule paper (150 sheets) 1

Writing pads 1

Color paper (100 sheets) 1

Colored Pencils (24box) 1 24 count

Colored Pencils (12 BOX) 4

Crayons (64box) 1 64 count

Crayons (8box) 4

Color Markers (8box) 4 boxes

Small colorful chalk (12 box) 3

Stick glue 3

Liquid glue 3

Water Color set 4

Coloring activity/books 3

Washable paint 2

Mini activity pads 2

Diapers 10pk (size 2t, 3t )

Pull-Ups 10pk size 3t-4t (girls & boys)

Changing pad 1

Bubbles 4

Bibsters (disposable) 1 pack

Wipes 1 pack

Pads 1 pack

Tampons 1 box

Tissues 1 box

Ziploc bags 1 box (at least 30)

Trash Bags 1 box

Paper towel 1 roll

Clorox Wipes 1

Vinyl Gloves 1 box

Germ X 1 large (or 2 small )

Goo Gone 1 bottle

All purpose bleach cleaner 1 bottle

Clear Tape 2 rolls

Dawn Liquid Soap 1 bottle

First Aid Kit 1

40

Non-Consumables Inventory Check List

Item Cluster Qty. Books 5

Flash Cards 3

Chutes & Ladders 1

Uno 2

Scrabble 1

Chess 1

Jenga Jumbo size 1

Jenga mini 1

Pictionary 1

Bop it 1

Matching games 1

Connect 4 1

Trouble 1

Sleeping pad

Changing pad 1

soft/stuff animals 5

Puzzles 3

Small balls

Blocks-alphabet 1

Flannel Blankets small 4

Flannel Blankets large 2

Outlet Covers 12

Scissors-child proof 5

Kitchen Playset 1

Folding hand truck 1

41

Appendix E

Nut-free Snacks List

The following peanut-free/nut free snack list is adapted from www.nscsd.org by the North

Syracuse Central School District. The list will be used for the weekend events and

retreats hosted by Project F.R.E.E. and will be followed in case child in care services

have nut allergies. (Also See: Safe Snack Guide by Snacksafely.com)

http://www.nscsd.org/

42

PEANUT FREE/NUT FREE SNACK LIST

Please avoid snacks that contain peanuts, peanut flour, peanut oil or peanut butter or other

nuts. This includes snacks with almonds, coconuts, sunflowers, filberts, Brazil nuts, cashews,

hazelnuts, macadamia nuts, pecans, pine nuts, pistachios, and walnuts. (Tree nuts)

Quick check brands: Kellogg’s, Keebler, General Mills, Betty Crocker and Quaker Oats brands

are excellent at calling out allergens in a box:

Example: CONTAINS PEANUT AND EGG INGREDIENTS

I. HEALTHY SNACKS (Daily classroom snacks)

A. FRUIT/VEGETABLES

* Any fresh fruit (apples, oranges, bananas, grapes, pears, plums, clementine’s,

strawberries, melons, berries, etc.)

* Raisins, Craisins and other dried fruits

* Fresh vegetables (baby carrots, celery sticks, grape tomatoes, cucumber

slices, broccoli, pepper strips, etc.)

B. CHEESE/DAIRY

* String cheese or other cheeses (1 oz.)

* Kraft Handi-snacks with cheese (with red sticks)

**Be careful with any other type of pre-packaged cheese and cracker

sandwiches, most contain nuts/traces of nuts

C. CRACKERS/SNACK ITEMS

* Triscuits, Wheat Thins, Vegetable Thins (all flavors)

* Ritz crackers/dinosaurs/sticks (NOT Ritz bits or sandwiches)

* Ritz Crackerfuls (Classic cheddar, Four cheese, Garlic herb)

* Town House, Club, Toasteds

* Cheez-Its, Cheese Nips, Better Cheddars

* Saltines, Oyster crackers

* Wheatables, Air Crisps, Munch’ems, Keebler Snack Stix

* Kashi Tasty Little Crackers (TLC)

* Breton brand crackers

* Goldfish crackers

* Annie’s Bunnies

* Graham crackers, Graham cracker sticks

* Teddy Grahams or Teddy Graham character brand

* Animal crackers (Austin Zoo, Barnum)

* Vanilla wafers

* Cereals

* Cheerios (NOT Honey Nut or Frosted)

* Chex (Rice, Corn, Wheat)

* Cinnamon Toast Crunch

* Corn Flakes

* Crispix

43

* Frosted Mini-Wheats

* Kashi (Go Lean Crunch, Good Friends, Cinnamon Raisin Crunch, Heart to

Heart)

* Kix

* Life (Not Vanilla Yogurt Crunch)

* New Nabisco 100 Calorie Packs – Yogurt flavored pretzels

* Nabisco Toasted Chips Ritz snack mix

* Wheaties

* Other unsweetened cereal without nuts

* Small bagels (Lenders or Thomas brand) with cream cheese ( no nut type)

* Popcorn

* Pretzels

* Nutrigrain cereal bars/yogurt bars

* Special K Bars (NOT Honey Nut)

* Special K Snack Bites

* Fig Newtons (all flavors)

* Rice Cakes (NOT Quaker brand)

* Quaker Quakes (mini rice cakes)/Mini Delights (all flavors)

* Potato Soy Crisps

* Gensoy Soy Crisps

* Cheez-It Party Mix/Munchie Party Mixes

**Have not found any other brands of Chex type mixes to be peanut/nut safe

D. OTHER

* Fruit snacks (twists, gushers, roll-ups, etc.)

* Pop Tarts

* Pop Tarts Snack Sticks

* Yogos/Yogos Rolls

* Sweetened Cereals: Corn Pops, Fruit Loops, Captain Crunch (reg.), Apple

Jacks

44

Appendix F: Name Tag (Template)

Name Here Role

Name Here Role

Name Here Role

Name Here Role

Anettra Mapp Lead Facilitator

Anettra Mapp Lead Facilitator

45

Appendix G: Wristband Labels (Template) Instructions:

Page Settings

o Mailings Start Mail Merge Labels

Label vendors: Avery US Letter

Product Number: 5167 Easy Peel Return Address Labels

Label Content for family with 1 child (for parent wristband)

o Program (E/TWC)-Parent-Child ID#

o Child Last Name, Child First Name

o Child Room #

Label Content for family with 1+ children (for parent wristband)

o Program (E/TWC)-Parent-Child ID#a Child L Name, Child F Name Child

Room #

o Program (E/TWC)-Parent-Child ID#b Child L Name, Child F Name Child

Room #

o Program (E/TWC)-Parent-Child ID#c Child L Name, Child F Name Child

Room #

Label Content (for child wristband)

o Program (E/TWC)-Parent-Child ID#

o Child Last Name, Child First Name

o *Allergies* (if any)

o Parent Room #

Foot Notes:

From excel spreadsheet with parent names and information, number the parents. Then create a

separate spread sheet and assign the parent’s number to their child(ren). This creates the Parent-

Child ID# specifically for the wristbands. If the parent has more than one child, add “a” to the

first child, “b” to the second child, “c” to the third child, and so on at the end of the Parent-Child

ID#. NOTE, THIS IS NOT THE UGA FAMILY ID OR THE UGA SURVEY ID.

For Parent wristband

1 child

o Line spacing options:

Single space

0 pt Before and After

o Font: Calibri (Body) 10

2 Children


Single space

2.75 pt Before

0 pt After

o Font: Calibri (Body) 9 or 9.5

3 Children


Single space

0 pt Before and After

Font: Calibri (Body) 9

46

Parent Wristband Child Wristband

Child “b” Wristband

Child “c” Wristband

E-2

Last, First Rm479

E-2

Last, First RmB25

E-6a Last, First Rm473

E-6b Last, First Rm473

E-6a

Last, First

RmB25

E-6b

Last, First RmB25



E-16a

Last, First RmB25

E-16b

Last, First RmB25



E-18c Last, First Rm473

E-18a

Last, First RmC25

E-18b

Last, First RmC25

FirstFirstFirstFirstFirst

*Allergic to peanuts* RmC25

47

Weekend Retreat Child & Youth Engagement Schedule

Friday TIME 6:00-7:00 pm 7:00-9:00 pm

DATE (MM/DD)

Age 6-23 months Room # Room # Room #

Dinner Stories and Bedtime

Age 2-3 years Room # Room # Room #





Dinner


Dinner

Saturday

August 20th 8:00-9:00 am 9:00-12:00 12:00-1:00 pm 1:00-4:00 pm

Age 6-23 months Room # Room # Room # Room #

Breakfast Lunch Naptime and

Age 2-3 years Room # Room # Room # Room #





Breakfast Project Safe Lunch Project Safe


Breakfast Project Safe Lunch Project Safe

Appendix H *The following is a guide to creating detailed block schedules for the Weekend retreat series of Project FREE

48

SECTION 4: REFERENCES

Bales, D. (2014) Building Baby’s Brain Series: The basics. UGA

Extension. Retrieved from

http://extension.uga.edu/publications/files/pdf/C%201053-

01_3.PDF

Bales, D. (2014) Building Baby’s Brain Series: Prime times for learning.

UGA Extension. Retrieved from

http://extension.uga.edu/publications/files/pdf/C%201053-

02_3.PDF

Bales, D. (2014) Building Baby’s Brain Series: What child care can do. UGA


http://extension.uga.edu/publications/files/pdf/C%201053-04_2.PDF

Bales, D. (2014) Building Baby’s Brain Series: Nurturing positive relationships. UGA



Bales, D. (2014) Building Baby’s Brain Series: The importance of play. UGA



Bales, D. (2014) Building Baby’s Brain Series: Creating Consistency. UGA








49

Bales, D. (2014) Building Baby’s Brain Series: Buffering the brain from toxic

stress. UGA Extension Retrieved from


Carlson, F. M. (2011). Rough Play; One of the most challenging behaviors. Young

Children. National Association for the Education of Young Children.

Retrieved from

http://www.naeyc.org/tyc/files/tyc/file/V5N4/Carlson,%20F.%20Rough%2

0Play.pdf

Coping with Aggression and Teaching Self-Control. (2016). Zero to Three:

National center for infants, toddlers and families. Retrieved from

https://www.zerotothree.org/resources/233-coping-with-aggression-and-

teaching-self-control#downloads

Chung, Y., & Chun, J. (2015). Workplace stress and job satisfaction among child

protective service workers in South Korea: Focusing on the buffering effects of

protective factors. Children and Youth Services Review, 57134-140.

Healthy Child Manitoba (2013) Education and Child and Family Services Protocol for

Children and Youth in Care. Retrieved from

http://www.gov.mb.ca/healthychild/publications/protocol_youthcare.pdf

Kearney, W. (2014). Equipping Quality Youth Development Professionals:

Improving Child and Youth Program Experiences. Bloomington: iUniverse

LLC.

Lerner, C, & Parlakian, R. (2016). Aggressive Behavior in Toddlers. Zero to Three:


http://www.naeyc.org/tyc/files/tyc/file/V5N4/Carlson%2C%20F.%20Rough%20Play.pdf

http://www.naeyc.org/tyc/files/tyc/file/V5N4/Carlson%2C%20F.%20Rough%20Play.pdf

http://www.zerotothree.org/resources/233-coping-with-

50

National center for infants, toddlers ad families. Retrieved from

https://www.zerotothree.org/resources/16- aggressive-behavior-in-toddlers

McGroder, S., & Cenizal, R. (2009). Healthy marriage and relationship programs:

Promising practices in serving low-income and culturally diverse

populations.

Ponzetti Jr, J. J. (Ed.). (2016). Evidence-based approaches to relationship and

marriage education. Routledge.

Purtell, K. M., & McLoyd, V. C. (2013). Parents' Participation in a Work-Based Anti-

Poverty Program Can Enhance Their Children's Future Orientation:

Understanding Pathways of Influence. Journal Of Youth And Adolescence,

42(6), 777-791.

US Census Region characteristics: Barrow County, Clarke County, Elbert

County, Greene County, Jackson County, Madison County

http://www.census.gov/quickfacts/table/PST045215/13195,13157,13133

,13105,13059,13013#

Morgan Newton, Oconee, Oglethorpe, Rockdale, Walton County

http://www.census.gov/quickfacts/table/PST045215/13297,13247,132

21,13219,13217,1321 1

Zill, N. Ten Ideas for Improving Early Head Start—and Why the Program Needs

Them. Investing in Young Children: New Directions in Federal Preschool

and Early Childhood Policy, 39-48. Retrieved from:

http://www.zerotothree.org/resources/16-

51

http://www.brookings.edu/~/media/research/files/reports/2010/10/13-

investing-in-young-children-

haskins/1013_investing_in_young_children_haskins_ch3.pdf

E-QYP – Apple App Store for iPad and iPhone (Free). www.E-QYP.net

E-QYP is practitioner-driven, research-informed child and adolescent developmental

information, strategies and resources designed to enhance program experiences and

adult interactions with children and youth.

http://www.brookings.edu/~/media/research/files/reports/2010/10/13-investing-in-young-children-haskins/1013_investing_in_young_children_haskins_ch3.pdf

http://www.brookings.edu/~/media/research/files/reports/2010/10/13-investing-in-young-children-haskins/1013_investing_in_young_children_haskins_ch3.pdf

http://www.e-qyp.net/

Documents

Child Youth Services Protocol 2016