At the Girl Scout Cadette level (sixth, seventh,
and eighth grades), girls . . .
This means . . .
Are going through puberty, including changes in
their skin, body-shape, and weight. They’re also
starting their menstrual cycles and have
occasional shifts in mood.
Being sensitive to the many changes Cadettes are
undergoing and acknowledging that these changes are as
normal as growing taller! Girls need time to adapt to their
changing bodies, and their feelings about their bodies may
not keep up. Reinforce that, as with everything else, people
go through puberty in different ways and at different
times.
Are starting to spend more time in peer groups
than with their families and are very concerned
about friends and relationships with others their
age.
That girls will enjoy teaming-up in small or large groups for
art projects, performances, and written activities, as well
as tackling relationship issues through both artistic
endeavors and Take Action projects.
Can be very self-conscious—wanting to be like
Encouraging girls to share, but only when they are
everyone else, but fearing they are unique in their comfortable. At this age, they may be more comfortable
thoughts and feelings.
sharing a piece of artwork or a fictional story than their
own words. Throughout the activities, highlight and discuss
differences as positive, interesting, and beautiful.
Are beginning to navigate their increasing
independence and expectations from adults—at
school and at home.
Trusting girls to plan and make key decisions, allowing
them to experience what’s known as “fun failure:” girls
learn from trying something new and making mistakes.
At the Girl Scout Senior level (ninth and tenth
grades), girls . . .
This means . . .
Are beginning to clarify their own values, consider
alternative points of view on controversial issues,
and see multiple aspects of a situation.
Asking girls to explain the reasoning behind their decisions.
Engage girls in role-play and performances, where others
can watch and offer alternative solutions.
Have strong problem-solving and critical thinking
skills, and are able to plan and reflect on their
own learning experiences.
Girls are more than able to go beyond community service
to develop projects that will create sustainable solutions in
their communities. Be sure to have girls plan and follow up
on these experiences through written and discussion-based
reflective activities.
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