{"activityType":[{"id":38377,"name":"Practical skills"}],"activityCategory":"Activity","completionTime":"60","cost":"Free","energy":"Focusing","equipmentList":[{"id":0,"name":null,"description":"Hat","type":"specific"},{"id":0,"name":null,"description":"Tokens or stickers (optional)","type":"specific"}],"adjustments":"\u003Cdiv class=\u0022ListContainerWrapper SCXW256604070 BCX0\u0022\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022Paragraph SCXW256604070 BCX0\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW256604070 BCX0\u0022\u003ETo make this activity easier, you could read the scenarios to the group and model a helpful response, before the young person takes their turn. This helps them understand what is expected and gives them a clear example to follow. You could also limit the number of scenarios or give extra time for thinking about each one, providing prompts or hints if needed.\u003C/span\u003E\u003C/li\u003E\n\u003Cli class=\u0022Paragraph SCXW256604070 BCX0\u0022\u003ETo make this activity more challenging, you could ask young people to name what they value in a friendship before or during the activity. This encourages them to think more deeply about relationships and the qualities that make a friend kind and supportive. You could also ask them to suggest their own scenarios where a helper might be needed, helping them apply their understanding to real-life situations and to consider multiple perspectives.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/div\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cdiv class=\u0022OutlineElement Ltr SCXW33409522 BCX0\u0022\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Cspan class=\u0022NormalTextRun SCXW33409522 BCX0\u0022\u003EThis activity can be adapted to suit different needs and abilities. Always face the young people so they can see your expressions and gestures. Speak slowly, clearly, and at a steady pace, repeating instructions or scenarios as needed, and checking that everyone has understood before moving on.\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003EUse simple, concrete language and visual cues, such as pointing to the Helper Hat, showing the scenario card, or using gestures to reinforce meaning. Pause regularly to give children time to process information, and offer gentle prompts or clarifications if someone seems unsure. Encourage children to ask for help or clarification, and reassure them that it\u2019s okay to repeat ideas or try again.\u003C/li\u003E\n\u003Cli\u003EYoung people who find it difficult to act or respond under pressure can draw their solutions instead of role-playing them. They can also work in pairs or small groups to discuss ideas before sharing, reducing anxiety and building confidence. Extra time can be given for thinking about each scenario, and visual prompts such as pictures, tokens, or stickers can help children express their ideas. Some may prefer to point to or write down their response rather than speak aloud.\u003C/li\u003E\n\u003Cli\u003EMaintain a supportive and calm environment, emphasising that there are no wrong answers and that everyone can respond in the way that feels most comfortable. Encourage positive reinforcement and allow children to take turns at their own pace, checking in individually if needed.\u003C/li\u003E\n\u003Cli\u003EBy using these approaches, all young people can engage confidently, feel included, and have the opportunity to explore what it means to be a helper in a way that suits their needs.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/div\u003E","groupSize":"Whole section","guide":null,"meetsRequirements":null,"countsTowardsBadges":null,"outcome":[{"id":38368,"name":"Care","outcomeLabel":"Care","outcomeDescription":"Help other people, think about their feelings, and care about the impact of your actions."},{"id":38456,"name":"Build friendships","outcomeLabel":"Build friendships","outcomeDescription":"Create stronger, more meaningful friendships, and feel connected to others in your community."}],"preparation":null,"preparationTime":"\u003C5","reflection":"\u003Cp\u003E\u003Cspan class=\u0022NormalTextRun SCXW179280072 BCX0\u0022\u003EThis activity was all about noticing ways you can help others and thinking about how your actions can make a difference. The Helper Hat encourages you to see when someone might need support, understand what helping looks like in different situations, and reflect on how it feels to give and receive help.\u003C/span\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cspan class=\u0022NormalTextRun SCXW179280072 BCX0\u0022\u003EBy asking yourself \u201CWhat could I do to help?\u201D and \u201CHow would this make the other person feel?\u201D, you practise empathy, responsibility, and understanding how others feel. Think about your choices during the activity. What ideas for helping were easy for you? What was tricky? Did anything surprise you about what your friends suggested? \u003C/span\u003EHow did it feel to think of a helpful action, and how do you think it would feel for the person being helped?\u003C/p\u003E\n\u003Cp\u003E\u003Cspan class=\u0022NormalTextRun SCXW179280072 BCX0\u0022\u003ETalking about the scenarios and sharing ideas helps you see different opinions, and using the hat, role-playing, or drawing your ideas, lets you show your thoughts in your own way. By thinking about helping others, you can notice small ways to be kind and supportive every day, which can make your friendships, teamwork, and community stronger.\u003C/span\u003E\u0026nbsp;\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"},{"id":38378,"name":"Outdoors"}],"supportedBy":null,"takingItFurther":"","whoIsItFor":"","youthShapedGuidance":"","activityTags":[{"id":38508,"name":"Reflecting"}],"roles":[{"id":39231,"name":"Helpers"},{"id":83899,"name":"Squirrels Section Teams"},{"id":38725,"name":"Young Leaders"},{"id":39240,"name":"Group Lead Volunteers"}],"sections":[{"name":"Squirrels","id":39272,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":39757,"name":"Healthy lifestyle"},{"id":38438,"name":"Kindness"},{"id":38440,"name":"Empathy"}],"searchEngineDescription":"Explore ways to help others and understand their feelings.","plannerTimeSlot":40.000000,"safetyAlerts":[],"safetyAlert":"","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":40,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EBefore you begin\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EUse the\u00A0\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safety-checklist-cards/safety-checklists-for-team-members/\u0022 target=\u0022_blank\u0022 title=\u0022Staying Safe - Section Volunteers\u0022\u003Esafety checklist\u003C/a\u003E\u00A0to help you plan and risk assess your activity. There\u0027s also more guidance to help you carry out your\u00A0\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 target=\u0022_blank\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E, including examples.\u003C/li\u003E\n\u003Cli data-leveltext=\u0022\uF0B7\u0022 data-font=\u0022Symbol\u0022 data-listid=\u00222\u0022 data-list-defn-props=\u0022{\u0026quot;335552541\u0026quot;:1,\u0026quot;335559684\u0026quot;:-2,\u0026quot;335559685\u0026quot;:720,\u0026quot;335559991\u0026quot;:360,\u0026quot;469769226\u0026quot;:\u0026quot;Symbol\u0026quot;,\u0026quot;469769242\u0026quot;:[8226],\u0026quot;469777803\u0026quot;:\u0026quot;left\u0026quot;,\u0026quot;469777804\u0026quot;:\u0026quot;\uF0B7\u0026quot;,\u0026quot;469777815\u0026quot;:\u0026quot;hybridMultilevel\u0026quot;}\u0022 aria-setsize=\u0022-1\u0022 data-aria-posinset=\u00221\u0022 data-aria-level=\u00221\u0022\u003EMake sure all young people and adults involved in the activity know how to take part safely.\u003C/li\u003E\n\u003Cli\u003EMake sure you\u2019ll have enough adult helpers. You may need some parents and carers to help.\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"type":"Promo","cta":"Submit your feedback and group\u0027s responses","body":"\u003Cp\u003EThis activity is part of our Healthy Relationships research. Please read the attached guidance for volunteers before running the activity.\u003C/p\u003E\n\u003Cp\u003EMake sure you\u0027ve got consent from the parents or carers of all young people taking part, using the Participant Information Sheet and Consent Form you\u2019ve been given.\u003C/p\u003E\n\u003Cp\u003EFor each scenario, make some notes about the groups\u0027 responses.\u0026nbsp;When you\u0027ve completed the activity, please share your feedback and your group\u2019s responses using this form.\u003C/p\u003E","link":{"name":"Squirrels Research Activities form","id":null,"url":"https://forms.office.com/pages/responsepage.aspx?id=-0KGeT3N9EqWt8YapC6clEcT4ewlrXdEuDkshCrmTuBUMDVPSUI3WUhUMTQ0OUg0U1IwT1ZQRDRRQS4u\u0026route=shorturl","newWindow":false,"target":"_blank"},"colour":"#003982","title":"Healthy Relationships research","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 class=\u0022MsoBodyText\u0022\u003EPlanning and setting up this activity\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003ESome parts of this activity may trigger emotions or personal experiences for young people. It\u2019s important to be aware that discussions about friendships and relationships can sometimes bring up feelings of sadness, frustration, or discomfort.\u0026nbsp;That\u2019s why it\u2019s important to create a supportive space where everyone feels comfortable and to keep an eye on how each young person is coping. If you have a concern about a young person, always follow 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 (Yellow Card)\u003C/a\u003E and report it to the UK HQ Safeguarding Team.\u003C/li\u003E\n\u003Cli\u003EMake sure you have a pen and paper, or another way to take notes.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3 class=\u0022MsoBodyText\u0022\u003ERunning this activity\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EGather everyone together and tell them that today they\u2019ll be thinking about what it means to help someone. That could be our friends, families or people in our community. When we help others we make the world a kinder place!\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EShow everyone the \u201CHelper Hat\u201D and explain that whoever wears the hat is the thinker and problem solver for each scenario. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EGive the hat to the first young person.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ERead out a statement or scenario. You can help explain it if needed.\u0026nbsp;\n\u003Col style=\u0022list-style-type: lower-alpha;\u0022\u003E\n\u003Cli\u003EA friend drops their crayons all over the floor.\u003C/li\u003E\n\u003Cli\u003ESomeone new joins your group and doesn\u2019t know anyone yet.\u003C/li\u003E\n\u003Cli\u003EYour friend looks sad and quiet today.\u003C/li\u003E\n\u003Cli\u003EYou notice someone dropped rubbish on the playground.\u003C/li\u003E\n\u003Cli\u003ETwo friends both want the same toy or game.\u003C/li\u003E\n\u003Cli\u003EA younger sibling is scared to join in.\u003C/li\u003E\n\u003Cli\u003ESomeone calls your friend a mean name and it makes your friend upset.\u003C/li\u003E\n\u003Cli\u003EYour friend wants to play a different game than you do.\u0026nbsp;\u003C/li\u003E\n\u003C/ol\u003E\n\u003C/li\u003E\n\u003Cli\u003EAsk the young person to decide:\u0026nbsp;\u003C/li\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhat could they do in this situation?\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EHow would it make the other person feel?\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EHow would it make them (the helper) feel?\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cli\u003ERepeat the process, giving each young person a turn with the hat. Encourage two or three helpful ideas per scenario before moving on.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EAfter each scenario, you could ask the group whether anyone would do the same or do anything differently. You could give out a sticker or token for every \u201Chelpful\u201D suggestion.\u003C/li\u003E\n\u003Cli\u003ETry to note down which scenarios the young people found easiest to answer or most relatable (easiest to understand and connect with), and what kind of \u201Chelp\u201D they describe.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EOnce all the scenarios have been used, ask the group how they found it. Did they learn anything about being a helper? How did helping others make them feel? 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