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. They’ll
also want to tackle relationship issues through both artistic
endeavors and Take Action projects. Alter the makeup of
groups with each activity so that girls interact with those
they might not usually pair up with.
Frequently enjoy expressing their individuality.
Encouraging girls to express their individuality in their
dress, creative expression, and thinking. Remind girls
frequently that there isn’t just one way to look, feel, think,
or act. Assist girls in coming up with new ways of
expressing their individuality.
Feel they have lots of responsibilities and
pressures—from home, school, peers, work, and
so on.
Acknowledging girls’ pressures and sharing how stress can
limit health, creativity, and productivity. Help girls release
stress through creative expression, movement, and more
traditional stress-reduction techniques.
Are continuing 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 Ambassador level (eleventh
and twelfth grades), girls . . .
This means . . .
Can see the complexity of situations and
controversial issues—they understand that
problems often have no clear solution and that
varying points of view may each have merit.
Inviting girls to develop stories as a group, and then
individually create endings that they later discuss and
share.
Have strong problem-solving and critical-thinking
skills, and can adapt logical thinking to real-life
situations. Ambassadors recognize and
incorporate practical limitations to solutions.
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.
Spend more time with peers than with their
families and are very concerned about friends
and relationships with others their age.
Girls will enjoy teaming up in small or large groups for art
projects, performances, and written activities. They’ll also
want to tackle relationship issues through artistic
endeavors and Take Action projects. Alter the makeup of
groups with each activity so that girls interact with those
they might not usually pair up with.
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