{"activityType":[{"id":38377,"name":"Practical skills"}],"activityCategory":"Activity","completionTime":"30","cost":"\u00A3","energy":"Focusing","equipmentList":[{"id":0,"name":null,"description":"Paper or card ","type":"specific"},{"id":0,"name":null,"description":"Pre-drawn hand outline template for tracing (optional)","type":"specific"},{"id":0,"name":null,"description":"Stickers or stamps for decoration (optional)","type":"specific"},{"id":0,"name":null,"description":"Pencils or crayons","type":"specific"}],"adjustments":"\u003Cul\u003E\n\u003Cli\u003ETo make this activity easier, you could use a pre-printed hand outline so no tracing is required.\u003C/li\u003E\n\u003Cli\u003ETo make this activity harder, you could extend the \u0022which finger?\u0022 game with more varied situations (eg. \u0022if you were scared,\u0022 \u0022if you lost something important\u0022)\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cul\u003E\n\u003Cli\u003EUse a raised-line or textured hand template for a young person with visual impairments.\u003C/li\u003E\n\u003Cli\u003EAllow fully verbal participation. A helper can draw or write while the young person says the names aloud.\u003C/li\u003E\n\u003Cli\u003EOffer picture cards (a parent figure, a teacher, a volunteer) to point to instead of drawing or writing.\u0026nbsp;\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EFor the \u0022which finger?\u0022 game, let the young person answer by pointing rather than speaking.\u003C/li\u003E\n\u003C/ul\u003E","groupSize":"Whole section","guide":null,"meetsRequirements":null,"countsTowardsBadges":null,"outcome":[{"id":38399,"name":"Problem solve","outcomeLabel":"Problem solve","outcomeDescription":"Find it easier to understand challenges, consider your options, and find solutions."}],"preparation":null,"preparationTime":"\u003C5","reflection":"\u003Cp\u003EThis activity was about knowing that we all have people who look after us and help us, and having an easy way to remember who they are. Now you\u0027ve got your helper hand \u2014 you can always look at it and remember who to ask for help.\u0026nbsp;\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"}],"supportedBy":null,"takingItFurther":"","whoIsItFor":"","youthShapedGuidance":"","activityTags":[{"id":38508,"name":"Reflecting"}],"roles":[{"id":38724,"name":"Section Teams"},{"id":83899,"name":"Squirrels Section Teams"},{"id":38725,"name":"Young Leaders"},{"id":39231,"name":"Helpers"}],"sections":[{"name":"Squirrels","id":39272,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":38435,"name":"Care"}],"searchEngineDescription":"Draw a helper hand and identify trusted people you can go to for help.","plannerTimeSlot":35.000000,"safetyAlerts":[],"safetyAlert":"\u003Ch4\u003EAdditional Safeguarding notes\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Cstrong\u003ENever require a young person to name a specific person\u003C/strong\u003E. Keep prompts open so no young person feels put on the spot if a parent isn\u0027t part of their trusted people. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EWatch for a young person who can\u0027t think of anyone, or who becomes upset during the activity.\u003C/strong\u003E Have a helper quietly support them rather than addressing it in front of the group. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EIf a young person shares something concerning \u003C/strong\u003E(e.g. says they don\u0027t feel safe with someone, or can\u0027t name anyone who helps them), volunteers should follow Yellow Card safeguarding procedures and report to the HQ Safeguarding team if they have concerns.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EKeep completed hands private by default.\u003C/strong\u003E Don\u0027t display or photograph them without parent/carer agreement.\u003C/li\u003E\n\u003C/ul\u003E","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":0,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":35,"instructions":{"layouts":[{"type":"fullWidth","areas":[{"items":[{"type":"Promo","cta":"","body":"\u003Cp\u003EThis activity is designed to be used only by Sections that are part of the Healthy Relationships Programme test and learn.\u003C/p\u003E","link":null,"colour":"#ffb4e5","title":"Test and learn activity content","image":null,"imageFocus":"","imageId":0,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EBefore you begin\u0026nbsp;\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EUse the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safety-checklist-cards/safety-checklists-for-team-members/\u0022 title=\u0022Safety Checklists for Team Members\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. There\u0027s also more guidance to help you carry out your \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E, including examples. \u0026nbsp;\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EMake sure all young people and adults involved in the activity know how to take part safely.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EMake sure you\u2019ll have enough adult helpers. You may need some parents and carers to help.\u0026nbsp;\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ESome young people may find tracing around their hand difficult, so you could prepare templates in advance for them to use.\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""},{"gridType":"RichTextBlock","content":"\u003Ch3\u003EPlanning and setting up this activity\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EKeep the finger categories flexible in practice, even though you introduce them in a fixed order. If someone wants to put two family members on two fingers and skip \u0022school,\u0022 that\u0027s fine. The order is a memory aid, not a rule.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EKeep language open and inclusive. \u0022Someone at home who looks after you\u0022 rather than assuming \u0022mummy and daddy.\u0022\u00A0\u003C/li\u003E\n\u003Cli\u003EThe \u0022which finger?\u0022 game is the key safety link. It\u0027s what turns this from \u0022a nice drawing\u0022 into a practised habit of knowing who to ask for help.\u00A0\u003C/li\u003E\n\u003Cli\u003EHave helpers ready to scribe or prompt for young people who are shy, non-verbal, or need help thinking of names.\u00A0\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"type":"Image behind","cta":"","body":"\u003Col\u003E\n\u003Cli\u003EEveryone should sit in a circle.\u003C/li\u003E\n\u003Cli\u003ESomeone should read My Safety Network by Jayneen Sanders. You can also show a \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.youtube.com/watch?v=MEaBXe6AiAQ\u0022 target=\u0022_blank\u0022 title=\u0022My Safety Network book reading\u0022 data-anchor=\u0022?v=MEaBXe6AiAQ\u0022\u003Evideo of the author reading it\u003C/a\u003E. This story introduces young people to the idea of creating a Safety Network\u20143 to 5 trusted adults they can turn to if they feel worried, unsafe, or need support.\u003C/li\u003E\n\u003Cli\u003EAfter reading the story, everyone should take some time to reflect on it as a group.\u0026nbsp;\u003C/li\u003E\n\u003C/ol\u003E","link":null,"colour":null,"title":"Story time","image":"/media/14480/story-time-01.png?width=800\u0026height=450\u0026v=1daac282b9d9d70","imageFocus":"","imageId":27834,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003ERunning this activity\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EGather the group and explain simply: We\u0027re going to draw around our hand, because our hand can help us remember our helpers. Helpers are people we trust, who we can go to if we need help or feel worried. Each finger is going to represent a different helper, so you can remember who you can go to for help by looking at your hand.\u003C/li\u003E\n\u003Cli\u003ETrace the hand. \u0026nbsp;Everyone should trace around one hand on paper (or use a pre-drawn template if tracing is tricky). A helper can trace for anyone who finds this hard.\u003C/li\u003E\n\u003Cli\u003EFill in the fingers. On each finger, everyone should draw the person or write the person\u0027s name, or a helper could write it for them. Go finger by finger together as a group, so everyone builds the same simple structure. \u0026nbsp;It\u0027s fine if they can only fill in two or three fingers. You should gently encourage at least two, but there\u0027s no pressure to fill every finger.\u0026nbsp;\n\u003Cul\u003E\n\u003Cli\u003EThumb: Someone at home who looks after you\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EIndex finger: A grown-up at school or Scouts who helps you\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EMiddle finger: Someone else in your family\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ERing finger: A friend or another trusted grown-up\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ELittle finger: Anyone else. A neighbour, another helper, or a second person from any category\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003Cli\u003EPractice \u0022which finger?\u0022\u003Cstrong\u003E \u003C/strong\u003EAsk the group simple questions and ask them to point to (or hold up) the finger/person they\u0027d go to. This helps them practise the idea that they can always ask their helpers for help, and that they have more than one person to choose from.\u0026nbsp;\u0026nbsp;\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli style=\u0022list-style-type: none;\u0022\u003E\n\u003Cul\u003E\n\u003Cli\u003EIf you fell over and hurt your knee, which finger would you go to?\u003C/li\u003E\n\u003Cli\u003EIf you felt worried about something, which finger would you go to?\u003C/li\u003E\n\u003Cli\u003EIf you didn\u0027t understand your homework, which finger would you go to?\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003C/ul\u003E\n\u003Col start=\u00225\u0022\u003E\n\u003Cli\u003EShare. Sitting together, invite (but don\u0027t require) each person to hold up their hand and say who one of the people on it is, and how that person helps them. Keep this quick and light. A sentence each is plenty.\u003C/li\u003E\n\u003Cli\u003EYou could close the activity by saying: You\u0027ve got your helper hand now, and you can always go to the people on it if you need help, whichever finger they\u0027re on.\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""}]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":90768,"nodeName":"Helper hands","title":"Helper hands","type":"activity","image":{"url":"/media/19839/fdl-02-01.png?width=800\u0026height=450\u0026v=1db165cc7fc61d0","caption":"FDL 02 01","type":"png","size":15417,"width":1902,"height":1100,"altText":""},"assets":[],"headerOptions":{"headerTitle":"Helper hands","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Draw a helper hand and identify trusted people you can go to for help.","subHeader":"Draw a helper hand and identify trusted people you can go to for help.","browserTitle":null,"silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC85MDc2OCJ9","canonicalUrl":"https://www.scouts.org.uk/activities/helper-hands/"}