Scouts Queensland Fact Sheet 18 – Addressing Terrorism

Scouts Queensland

Fact Sheet 18 – Addressing Terrorism

Following the tragedy of the March 2019 shooting attacks at the Al Noor Mosque in Christchurch, New Zealand, Scouts New Zealand developed the attached document “Addressing Terrorism – a Toolkit for Leaders”. Scouts Australia has provided material for inclusion in this document. The document is intended to assist with a response to a critical incident rather than preparation for a critical incident. It is a well-researched and constructed document that we think should be available, known about and discoverable within the Scouts Queensland library of resources. We do not anticipate taking this document any further than awareness of its existence.

Daryl Scott Chief Commissioner

August 2019

Addressing Terrorism A Toolkit for Leaders

March 2019

SCOUTS New Zealand

1 Kaiwharawhara Rd PO Box 11348 Wellington 6142 WWW.SCOUTS.ORG.NZ

Publication Number: 2019-0316

Introduction

This toolkit and programme material has been devised to help Leaders in SCOUTS New Zealand who are facing the need to help young people address the impact of terrorism.

We recognise that war and terrorism take many forms and these impact on many other countries and communities around the world.

The background information is intended to:

● Prepare our adult volunteers by providing resources around educating and creating a culture of peace that celebrates diversity and inclusion. ● Align SCOUTS New Zealand with the Global SCOUT Movement’s approach to Peace Education.

These programme ideas are intended to help young people:

● understand some of the impacts of terrorism and war on themselves, on other young people, and on their families. ● take part in practical activities which help young people feel a sense of safety and empowerment.

Our purpose is to empower young people through adventurous experiences to become engaged global citizens who create a better world. This purpose is enshrined in our promise, where young people commit to “contribute to my community, country and world.”

We do this using the SCOUT Method and SCOUT Values. We do t his by remembering NZ is a changing country. We do this by celebrating, embracing and respecting the changing cultural diversity and differences in our communities. We do this by building our curiosity, and improving our ability to include all in our community.

We build our young people’s ability to thrive in multicultural New Zealand by working through a three-step process that involves:

1. Raising awareness

● using suitable activities to make the necessary points ● explaining the context to the young people

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2. Accepting responsibility for a better future

● discussion and debate

3. Taking action to make it happen

● personal commitment ● reviewing at intervals to consider further action

Considerations

Some young people will have been exposed to images in the media which are deeply upsetting, the consequences of which are uncertain. Further, social media like Facebook and Youtube can be conduits of mis-information that can actively confuse the facts for young people, or provide access to distressing information and livestreams. It may be that there are members of the Scout Group who have lost loved ones or who are otherwise closely involved in the tragedy. We should be especially careful here. For example:

● be careful not to condemn all those of particular race, cultural or religious background ● arrangements could be made to express sympathy to those families known to us and directly affected by the incident ● Scouts can be encouraged to send cards and letters to appropriate groups ● your Group could be represented at observances (memorial services, for example), if welcomed by the family or community ● for the future, anniversaries are key times and should be planned for and handled with sensitivity.

The impact of wars and terrorist incidents on the general public are immense, even without direct involvement. Dealing with it at Scout meetings may be difficult.

It is important to:

● acknowledge the emotional state of adults and young people and the effect it may have on home and social life for families and individuals. ● allow individuals time and space when needed. ● remember that some Leaders may not wish or feel able to be directly involved in these activities or discussions. ● take care that the burden of support does not fall disproportionately onto a small number of adults (for example you might canvass parents to see who has training in education, psychology, or social work). ● recognise that the incident may act as a trigger to people (especially young people) who are emotionally vulnerable, with resulting difficulties in behaviour and relationships.

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How to use this material

Programme ideas for different age ranges are provided, so that you can incorporate them into the meeting in a way you find comfortable.

At some stage, after an appropriate activity, we suggest that you explain to the young people that we are thinking especially about war and terrorism: the hatred, and its effects, and about the need for justice, peace and reconciliation - for a better future. You will know best how to express this with them, depending on their ages.

After an activity, try to generate a discussion (again, in a way which is suitable for the ages of the participants), with a view to encouraging them to think about what they can do to help. Be careful to say that Scouting is not a political organisation and that we must not be seen to be indulging in propaganda.

The three quotations at the end of this pack (see pages 17 -18) are an illustration of the approach to peace education of the Scouting Movement worldwide and will help here.

Our purpose is not to have an ideological debate, but to help young people to express their feelings and to open their minds to the realities of conflict. We need to challenge short-term thinking, hate and prejudice as well as to show solidarity with people around New Zealand and the world – who are the victims of war and terrorism.

Useful Resources

We want to draw your attention to several resources that you might find helpful in both preparing for the weekly programme, and addressing specific issues related to helping young people make sense of the events in Christchurch:

Advice if you are upset by the news (BBC) This BBC resource, aimed at young people, is short, sharp and to the point. Its key message is talk about your feelings with an adult. It is animated so is particularly youth-friendly. Video. Running time is 45 seconds.

How should I talk with my children Dr. Sarb Johal provides advice to parents on how to address the mass shooting in Canterbury. Dr. Johal is a clinical psychologist with more than 16 years experience, of which 13 years have been in New Zealand. The video is straightforward and practical. Video + Transcript. Running time is 7:54 minutes.

How to support New Zealand’s Muslim Communities The Spinoff has published a very good article on how best to support New Zealand’s Muslim Communities and includes information on donations and

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appeal pages, community vigils, and other ways to actively and productively support the Muslim community in New Zealand. About 500 Words.

Give Nothing to Racism / Human Rights Commission Campaign Developed by the Human Rights Commission, this campaign features prominent New Zealanders calling out racism. The focus of the campaign is calling out small, everyday acts of racism that are damaging to New Zealand’s civic society. The website contains a poignant video challenge from Taika Waititi that is age appropriate for older Scouts, Venturers, and Rovers.

How to talk to children about terrorism Published by The Conversation, this easy to read essay is full of practical advice for parents. Written by two lecturers in psychology, the authors boil down research into practical advice. The primary audience is adults. About 500 words. The document contains a very helpful link to a more structured guide focusing on the different development ages of young people. The supplemental resource is available here.

Them and Us: A Toolkit on Diversity in Scouting Developed by the Swedish Guide and Scout Council, this comprehensive document provides background and practical exercises on how to support diversity at a Group level, complete with programme ideas. This is possibly the best resource on diversity published across the worldwide Scouting Movement. PDF. 98 Pages. The English translation was published in 2007.

SCOUTS Australia Leaders Support Guide: Managing Traumatic & Critical Incidents The Leader Support Guide is designed to provide guidance on how manage responses to traumatic and critical incidents, including providing guidance on identifying and managing the reactions to grief and loss. PDF. Six Pages. Updated in 2011.

Australian Psychological Association Responding to Community Violence Guides

Aimed at youth workers, educators, social workers, and parents interested in a more technical nature, these guides are robust and helpful. The guides cover the range of emotions that will likely unfold over the next several months:

Coping following community violence This tip sheet is designed to help individuals to cope with distressing feelings following community violence, and to find ways of responding constructively to these events. PDF. Two pages.

Guidelines for organisations for providing psychosocial support

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following community violence These guidelines provide suggestions about responses that might be helpful for reducing distress, promoting recovery and coping in the days, weeks and months following an event involving community violence. PDF. 10 pages.

Responding constructively to disaster, tragedy or injustice This tip sheet is designed to provide guidance on positive and constructive things to do in response to violent tragedy or great injustice. PDF. Two pages.

Helping children and young people cope after tragic events This resource sheet provides helpful tips for parents, caregivers and teachers for helping children and young people to cope following local, national, or even world tragedies. PDF. Four pages.

How to have tough conversations

Young people will be working through a lot of feelings over the next several months. We’ve included a lot of programme ideas to help around the mental, emotional and social challenges they will be facing.

These are admittedly tough conversations, so while necessary, please make sure you do everything you can to make sure all young people are safe.

Some tips for dealing with, leading and facilitating tough conversations:

● For Venturers and older Scouts, make sure you are clear about what the conversation is going to be about before you start – no surprises

● Let them know that they can leave the room at any time (including during the conversation) and set up a safe place for them to go

● Preface the conversation with expectations for the young people: to be open and honest and to be generous and respectful with each other’s feelings

● Avoid interruptions and let each person finish what they’re saying. If necessary, you can use a “talking stick” to ensure people get a turn in the conversation.

● Try having the discussion while doing an easy activity at the same time, this can take the edge off and make young people feel more comfortable

● Going for a walk, or even digging a hole (with Doug) could be an easy activity

● Be aware that these subjects may be confronting for some young people and they may need support during and after the session

● Let them know where they can get support afterwards, whether it’s Leaders,

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parents, school counsellors, or an anonymous helpline (https://www.mentalhealth.org.nz/get-help/in-crisis/helplines/). There is information on more support at the end of this document

● Don’t feel as though you have to be a subject-matter expert – guests can often offer extremely good knowledge and advice in these conversations

● If you are confident in delivering it yourself, please be honest about what you don’t know and let them know you’ll find out from someone who does

● While you’ll often be talking about broad strategies for dealing with some of these issues, if it gets into specifics, remember that most of the time people are wanting someone to listen but not necessarily offer solutions

● The conversations should always be youth-led where possible. As the Activity Leader, plan out the key points of the conversation, but otherwise let it wander as the group share their thoughts and experiences; this will often be both more engaging and insightful

● End on a high – if it’s been especially emotional, a fun activity or great food to end the night will help give everyone a lift

● If you have any concerns about the behaviour, safety or emotional well-being/Hauora of one of your young people, following a tough discussion please call 0508 SCOUT HELP

Support

People react differently to terror attacks. There are a variety of support options to help adults and young people work through the event.

Text 1737 This government supported text number will connect anyone who needs support with appropriate services.

Mental Health Foundation Has a very good list of available helplines. This is the one-stop shop and definitive directory for most of the helplines in New Zealand.

Barnardos 0800 WHAT'S UP is a free counselling and web-chat service for children and young people, staffed by trained counsellors.

Scouts Support (Via OCP) As a reminder, SCOUTS New Zealand provides short-term support through OCP on 0800 377 990. This service is open to Leaders and young people alike.

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Programme ideas for Keas and Cubs Ages 5 to 10 The programme ideas recommended in these sections come from the United Kingdom and Australia, and have been peer reviewed and revised by the National Kea and Cub Leadership teams for New Zealand’s unique context. The programme ideas represent age-appropriate content for these sections.

Youth Development Considerations

Here are some broad youth development considerations to keep in mind when talking about complex problems with Keas and Cubs:

● Use simple language “e.g. Most people do good things, but sometimes people do bad things...”

● Focus on the small things that help young people feel safe (e.g. staying in groups, community.)

● Understand that repeated exposure to media can increase the risk of anxiety.

● One way to reframe this event is to “Look for the helpers,” or the people who demonstrated SCOUT values by helping those in need.

Programme Ideas

The following activities are age appropriate for the Kea and Cub Sections.

Type Activity

Opening Story / Autumn Passage (An introductory Yarn) Reflection As each goose flaps its wings it creates uplift for the bird that follows. By flying in a V formation together, the whole flock can cover nearly three times the distance than if each bird flew alone. When a goose falls out of formation, it feels the drag and resistance of flying alone. It quickly rejoins the formation to take advantage of the lifting power of the bird in front of it. When the lead goose tires, it rotates back into the formation and another goose flies into position.

The geese, flying in formation, honk to encourage those up front to keep up their speed. When a goose gets sick, wounded or shot down, two geese drop out of formation and fly down to help protect it. They stay with it until it dies or recovers and then form a small formation to catch up to their original flock.

If we have as much sense as geese do, we will stand by

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each other in difficult times as well as when we are strong.

Games Circle Tug Make a hoop of rope. If using knots, make sure they are very secure. Divide the group into four teams. In turn, each member of the team pulls in opposition to the representatives of the other three teams. The objective is to pull the rope circle back to their home base – a chair – on which is placed their Scout scarf. The winner is the first to pull their scarf over their own head, while still holding on to the rope. When everyone has had a turn, an exciting finale can be created if everyone participates in the tug, the winner being the first to put their scarf over their head.

On completing both the reading and the game, in a moment of quietness together, the group can be encouraged to discuss the geese working together and their teams competing in the game. Point out that if the objective of the game was to put a scarf around your neck, then everyone could have won, if they had not pulled against each other.

Everyone can then resolve to work with someone else in the following week to accomplish a good turn for a deserving cause or individual. They might even wish to tie a thumb knot at the end of their Scout scarf that they will only undo when they have completed their challenge.

Projects Paper Doll Project Initiated by Daniel (age ten) and Emily Barback (age eight), the projects is working to create a long, long line of paper dolls that show kids of different cultures holding hands. More information, including templates and mailing instructions are available from education central.co.nz.

Building Bridges of Friendship & Empathy Each young person designs a greeting card. The group can then exchange cards with a local community organisation as a sign of empathy and friendship.

Order out of chaos Divide the participants into two or more teams. A Leader devises a sentence for each team with as many words as there are members in a team. Each word is written on a different piece of paper. Each member then pins the word onto their chest and on the word 'Go' has to hunt for their correct place in the sentence. The first team to complete

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their sentence is the winner. The Leader can then explain the benefits of peaceful co-operation and the game can be repeated.

Picture Book Give each group some old magazines or newspapers and ask them to cut out twelve pictures depicting Peace, Friendship and Cooperation, and paste them onto a large sheet of paper. Ask each group to explain their choice of pictures.

Peace Mobile Make a mobile comprising of symbols of world peace such as doves, the globe, the World Scout Badge, olive branches and rainbows.

Peace Song Learn a song about peace, such as 'I'd like to teach the World to Sing'.

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Programme Ideas for Scouts Ages 11 to 14 The programme ideas recommended in these sections come from the United Kingdom and Australia, and have been peer reviewed and revised by the National Scout Leadership team for New Zealand’s unique context. The programme ideas represent age appropriate content for the SCOUT section.

Youth Development Considerations

For the Scout Section:

● Young people will take cues from you as their Leader

● Focus on the things that help young people feel safe (e.g. staying in groups, community.)

● As a Movement and as respectful communities, we need to strongly condemn these types of atrocities

Programme Ideas

The following activities are age appropriate for the Scout Section.

Type Activity

Games Resolving conflict Split the group into small groups. Each group thinks of a conflict that one of them has been involved in recently, or that they have seen on a television programme, clip or video game. Each member of the group takes a role in the conflict and together they work out a tableau or ‘frozen picture’, which shows one split-second in the conflict, for instance, a young person watching a programme like "The Simpsons", "Teen Titans" or "The Legendaries" when their sibling comes home and changes it to something they want to watch!

There should be no words in the presentation of the tableau.

Each group shows its tableau to the whole group that then tries to guess what the conflict is. The audience group should put questions to the characters to find out how they are feeling. For instance, what were they doing before the conflict? What words describe how they are feeling now?

The onlookers then make suggestions for how to resolve the conflict. Characters can ‘unfreeze’ one at a time to give their views on each solution.

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Continue until a solution is found which is acceptable to all members of the tableau. For instance, the young person agrees to watch their sibling’s show with them next.

Afterwards, discuss the following with the group: ● How would the conflict have been avoided? ● What can we learn from the conflict? ● How can we, as a group, respond to conflict in the future? Stress that listening to each other and valuing others’ opinions is key to resolving conflicts, whether it is in the home or between different countries.

Point out that characters in shows are always in conflict because they never listen to each other!

Discussion Challenging stereotypes Give everyone a sheet of paper. Ask them to divide the sheet into two halves by drawing a line from top to bottom. The Leader calls out the name of a country that each person writes on one side of the sheet. On the other side, each person writes down the first thoughts that come into their heads about that country. This should be done quickly. The Leader calls out the next country and the process is repeated until about five countries have been completed.

In small groups, discuss the words that have been used. It will help to facilitate discussion by asking questions: Does anyone have experience of meeting people from that country? Did the experience match up to the words used? Are they fair assumptions?

Give everyone just one minute to write down the words they believe would come up if someone from another country was asked to do the same exercise about Kiwis.

End the discussion by reminding people that it is important that we do not judge people on these preconceptions. At the same time, we must be aware that other people may have preconceived ideas about Kiwis!

Projects Possessions Make lists of the 10 possessions that are the most important to you, for example your television, phone or laptop. Consider another country in the world affected by conflict or terrorism and list what you think are the ten most important possessions at the moment of someone your age – perhaps a refugee or victim of terrorism - in that country. Explain your list.

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Build a Bridge of Friendship Using any available contact, such as school, religious bodies or Scouts etc, send a message of friendship to Scouts in a country affected by conflict and/or terrorism. Design your own card, postcard or letter and make sure that everyone has a chance to contribute, even if it is only to sign the message.

Relief Organisations Find out all you can about an organisation which provides essential emergency services or gives help to other parts of the world. Each small team could choose a different agency. You could organise an exhibition for the whole Group and maybe invite parents for a talk by an invited expert.

Reflection Reflection Write and use a series of reflections during Scout meetings that serve to highlight our position in the World, and the position of those bereaved or affected by war or terrorism.

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Programme Ideas for Venturers and Rovers Ages 15 to 26 The programme ideas recommended in these sections come from the United Kingdom and Australia, and have been peer reviewed and revised by the National Venturer and Rover Leadership teams for New Zealand’s unique context. The programme ideas represent age appropriate content for the Venturer and Rover sections.

Youth Development Considerations

Many of the suggested programme activities are designed around helping Venturers and Rovers to process the events, as well as engage in activities that make them feel empowered to shape the conversation at a group and community level around peace and reconciliation.

Programme Ideas

The following activities are age appropriate for the Venturer and Rover Sections.

Type Activity

Give everyone just one minute to write down the words they believe would come up if someone from another country was asked to do the same exercise about Kiwis.

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Projects Celebrate Peace An evening of songs about peace which could include a contribution from a local folk group or an ethnic music group. Consider countries where there is still conflict. Discuss how you might respond to a particular need which you perceive, as a positive ending to the evening. Games are an enjoyable and effective way to think about the problems of interdependence and of peace between groups of people.

Video Prepare a video on the theme of 'Peace and Human Understanding'. Cover some key points and leave some questions and challenges for follow up discussion. Submit the video to the givenothing.co.nz website. Building Bridges of Friendship Plan an event on the theme of 'Building Bridges'. How do we make a bridge to those of other cultures, other ways of living, those with other ideas, from other groups in your area, or those who are ‘different’ (for example with a different faith, disabilities, or different political or sexual views)?

Action Plan Together, draw up a table of two areas of which you as individuals are proud, and two of which you are not so proud, in respect of the community and of Scouting. Make an action plan to make good the deficiencies your table shows.

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Programme ideas for All Sections

The following programme activities are appropriate for all ages.

Type Activity

Activity Plan, Do, Review - School Lockdown As a section, have a review conversation about a school lockdown - real or otherwise - where young people think through what they would do differently. You could explore the areas of food, water or communications.

SCOUT Values and Terrorism Use our SCOUT Values (Have Respect, Do What is Right, Be Positive) to explore the terror attack and the response. Questions might focus on “What does it mean to be a friend for all?” or “What do we mean by having respect for others?”

Wall of Silence As an initial activity, distribute a few A4 sheets of paper to each participant. Brick shapes are then drawn around the edges of each sheet. This could be using coloured pens or sponge printing.

From news clippings and personal narratives from television and radio, create a set of starter bricks. Write in or stick on the quotation in the space in the centre of the A4 sheet. Some sheets should be left blank in the centre.

Distribute the ‘bricks’ among the participants. Each should have one ‘starter brick’ and at least one blank brick. In turn, each person reads out the quotation or information from their starter brick and then pins it up on a notice board or sticks it to a wall. The idea is to begin making a wall of the bricks.

Allow time at this stage for everyone to read the various contributions and discuss how they feel. Then each person writes down their own thoughts on a blank brick and, when complete, this is stuck up on the wall as well. Suggestions on what to write should be given – such as reflections, poems, readings and personal comments.

Allow time for everyone to read all the contributions and to discuss quietly how they feel.

The Wall of Silence might be displayed in an area where others can see it and they may be invited to contribute. It

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should not be displayed in an unsupervised area as others may be tempted to vandalise the display.

Projects Display Make a collage on the theme of justice, peace and the plight of refugees, to be constructed by all Sections for display in the local place of worship, suburb hall or community centre.

Peace Garden Create a Peace Garden - an area dedicated to peace - in a local place of worship, park or Scout hall grounds. Everyone can be involved in the initial creation, planting and maintenance. (An alternative approach is to create or use a labyrinth to support reflection.) Camp Theme Hold a camp on an international theme. Use sub-camp names, games, challenges, and campfires, to promote an understanding of your theme. Set up a World Scouting display in the town centre to reflect on 'Scouting around the World'.

Boundaries Every town/city has various territorial boundaries. Survey how your community divides itself in relation to housing, social differences, or ethnic differences. Express the survey in various media (photos, words, and online) along with your comments.

Reflection Scouts’ Own / Scouts’ Sunrise Hold a Scouts' Own on the theme of Peace, Diversity and Inclusion.

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Scouts and Peace Education

Worldwide, SCOUTS is committed to Peace Education. Underpinning that commitment and the material in this pack are references that are important to Scouting:

Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed.

- Constitution of UNESCO, 1945, first paragraph Education should be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

- Article 26 (2) of the Universal Declaration of Human Rights, 1948 We should take care, in inculcating patriotism into our boys and girls, that it is a patriotism above the narrow sentiments which usually stops at one’s own country, and thus inspires jealousy and enmity in dealing with others. Our patriotism should be of the wider, nobler kind which recognises justice and reasonableness in the claims of others and which leads our country into comradeship with … the other nations of the world. The first step to this end is to develop peace and goodwill within our own borders, by training our youth of both sexes to its practice as their habit of life; so that the jealousies of town against town, class against class and sect against sect no longer exist; and then to extend this good feeling beyond our frontiers towards our neighbours … page 2 of 7

- Robert Baden-Powell, 1929 Scout Associations across the world have responded to various wars and terrorist attacks by offering sympathy and support.

It would be wrong for Scouting to have nothing else to do or say. As an educational movement, we all want to help our Scouts to come to terms with the events and to think about what they may do as an individual to make the world a place where war and terrorism no longer flourish.

Peace Education Resources

Worldwide, SCOUTS has put considerable effort in peace education. New Zealand,

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traditionally being a peaceful country, has not made much use of these materials.

Given the events in Christchurch on 15 March 2019 it is timely to provide these tools to Leaders as supporting information.

Peace Pack Published in 2007, the Peace Pack focused on activities to help young people reflect on peace personally and in the wider world. There are also activities that can be used at gatherings for Scouting’s Sunrise / Scouts’ Own and to help young people reflect on the Promise they have made as Scouts – which lasts a lifetime. 38 pages. PDF Format. Available from:

http://www.scout.org/sites/default/files/library_files/JoinCentP2_EN2%20%282%29.pdf

Scouting and Peace The purpose of this paper is to explain how fundamentally Scouting is attached to peace, how Scouting has always been a peaceful and pacifying movement, and to record the many facets of its contribution to peace. 77 pages. PDF format. Available from:

http://www.scout.org/sites/default/files/library_files/Scouting_and_Peace_EN.pdf

Acknowledgements

Special thanks to:

The Scout Association UK for their support and the use of their document In the face of war and terrorism - ideas for Scout Leaders (2017) (available from: https://members.scouts.org.uk/documents/FS260066%202017.pdf) in developing this toolkit.

Scouts Australia, for their support and providing useful materials including their Leader Support Guide - Managing Traumatic and Critical Incidents, and the Australian Psychological Society guides on dealing with community violence and trauma.

We also want to acknowledge the National Section Leaders, Zone Leaders and Group Leaders who all took time to provide input and feedback on this document.

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