- Slides: 4
GIV PD: YOU MAKE THE CALL: You are coaching and advising a charismatic new Institute Faculty member who has worked primarily with college age students via lectures and has minimal high school age student experience. The faculty member is asking for tips on adapting teaching style to high schoolers, and making the classroom an inclusive, safe, welcoming and experiential space for all learners. The Faculty member will be teaching a subject and skill area that is likely going to be challenging and new for most if not all participants. You also know from the participant health forms and other info from HQ that the Faculty member will likely have some homeschoolers in her/his group, a few participants who have self-identified as having generalized anxiety disorder on their health form, and several participants on 504 plans with additional learning needs. How and what would you advise the Faculty member?
GIV PD: YOU MAKE THE CALL: You receive information from HQ that a mother of a female participant in your Institute has expressed a lot of concern about how her daughter will adjust to GIV. The participant has never been at a sleep-away camp or overnight trip or program, is excited about GIV but also really nervous about fitting in and the food. The participant is apparently also picky eater who likes plain food. Would you connect with the parent and/or participant ahead of time and what might that communication contain? On the 3 rd day of the Institute, despite some food related pre-planning and provisions, your staff notice her sitting by herself in the cafeteria, and the signs of a possible eating disorder. Staff check in with her and she says she is really stressed trying to adjust to the cafeteria food – she’s trying but it’s hard. She has a stomach ache, headache and hasn’t slept well the last 2 nights. She says she is also feeling very anxious about the busy, new schedule and the large community of participants, and hasn’t really found people to connect with yet (“everyone else seems to have made great friends already, I don’t know what’s wrong with me”). What would your course of action be?
GIV PD: YOU MAKE THE CALL: A participant at your Institute has been acting out for the last few days. The participant has been verbally disruptive in workshops, showing up late to some activities, and seems to have mood swings ranging from checked out and refusing to engage socially to moments of mania, high energy and intensity. The participant was asked to change a T-shirt yesterday that contained offensive words and images and did so, and was just caught smoking behind the dorm at lunch by a RA. When questioned on this choice the participant says flippantly “well if I can’t smoke, maybe I’ll just hurt myself”. You check the health form and other notes, and there is no mention of any health or behavior history that would provide some background or insight. What steps would you take?
GIV PD: YOU MAKE THE CALL: A participant who was born female but identifies as male has been placed into a male dorm with 2 male roommates at his request – and following GIV’s inclusive housing policy & procedure. He woke up this morning in a mild panic attack. He has no noted history of panic attacks on paperwork. Staff talk with the participant who says he’s been having an ok to good time, is interested in adding GIV to their PLP, but is feeling pretty homesick and it’s bothering him. Staff ask some more questions, and it emerges that the participant mostly lives with his mother, but is about to spend the rest of July with his father, who appears to be (a lot? ) less accepting of the gender identity of the participant. What would your next steps be?