{"activityType":[{"id":38386,"name":"Community engagement"},{"id":38389,"name":"Social action"}],"activityCategory":"Activity","completionTime":"30","cost":"\u00A3\u00A3","energy":"Focusing","equipmentList":[{"id":38295,"name":"Pens or pencils","description":"","type":"general"},{"id":38358,"name":"Scrap paper","description":"","type":"general"}],"adjustments":"","firstProvidedBy":"National Autistic Society","flexibilityStatement":"\u003Cp\u003EMake sure that any young people with autism or another disability in the group are supported, as this activity could be a potential trigger or cause them to feel uncomfortable.\u003C/p\u003E","groupSize":"Whole 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actions."},{"id":38371,"name":"Respect others","outcomeLabel":"Respect others","outcomeDescription":"Value and trust others for who they are, regardless of their background."}],"preparation":null,"preparationTime":"\u003C5","reflection":"\u003Cp\u003ECongratulate everyone for completing a challenging activity that explores how we react and judge people\u2019s behaviour, and how considering the context of something can help us to better care, respect and support people.\u003C/p\u003E\n\u003Cp\u003EReflect on hidden disabilities and ask everyone to consider what they can do to prevent the initial situation from happening, now that they know about the context bullet points. How could we develop skills to better understand and support people in similar situations?\u003C/p\u003E\n\u003Cp\u003EMake sure young people are aware that not all challenging behaviour is autism. There are many other potential reasons for what could be seen as challenging behaviour.\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"}],"supportedBy":null,"takingItFurther":"\u003Cp\u003ELearn more about autism on the National Autistic Society\u2019s \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.autism.org.uk/about/what-is/asd.aspx\u0022 target=\u0022_blank\u0022 title=\u0022What is autism? (NAS)\u0022\u003Ewebsite\u003C/a\u003E.\u003C/p\u003E","whoIsItFor":"","youthShapedGuidance":"","activityTags":[{"id":38503,"name":"Campaigning"},{"id":38506,"name":"Sharing"}],"roles":[{"id":39231,"name":"Helpers"},{"id":38724,"name":"Section Teams"},{"id":38725,"name":"Young Leaders"}],"sections":[{"name":"Cubs","id":39274,"logo":"","colour":null,"ageRange":""},{"name":"Scouts","id":39275,"logo":"","colour":null,"ageRange":""},{"name":"Explorers","id":39276,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":38435,"name":"Care"},{"id":38438,"name":"Kindness"},{"id":38440,"name":"Empathy"},{"id":38449,"name":"Social action"},{"id":38407,"name":"Disability"}],"searchEngineDescription":"Explore our personal reactions and judgements towards situations and how more understanding, care and respect can go a long way.","plannerTimeSlot":15.000000,"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":15,"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=\u0022https://www.scouts.org.uk/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 target=\u0022_blank\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E\u00A0to help you plan and risk assess your activity. Additional help to 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 can be found here. Don\u2019t forget to make 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 if you\u2019re short on helpers.\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""},{"type":"Promo","cta":"","body":"\u003Cp\u003E\u003Cstrong\u003E\u003Cspan\u003EPlease note:\u003C/span\u003E\u003C/strong\u003E\u003Cspan class=\u0022apple-converted-space\u0022\u003E\u003Cspan\u003E\u00A0\u003C/span\u003E\u003C/span\u003E\u003Cspan\u003EThis activity can be done by everyone. It\u2019s about learning to see that people interpret the world in different ways and we can understand other people\u2019s perspectives, reactions, points of view to be respectful and accommodating to them.\u00A0Though this activity\u2019s partnered with the National Autistic Society, the theme\u0027s Understanding Disability. Therefore, this activity is about learning about sensory differences, which aren\u0027t always necessarily linked to having autism.\u003C/span\u003E\u003Cspan\u003E\u003C/span\u003E\u003C/p\u003E","link":null,"colour":"#f1f1f1","title":"","image":null,"imageFocus":"","imageId":0,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""},{"gridType":"RichTextBlock","content":"\u003Ch3\u003ESetting up the activity\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EMark out opposite sides of the room with signs that read \u2018misbehaving\u2019 and \u2018not misbehaving\u2019.\u003C/li\u003E\n\u003Cli\u003EConsider any young people who may find this session more challenging and talk to parents/carers to explore what support you could provide.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003ERun the activity\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain to everyone that you\u2019re going to think about how we judge people without knowing any context for their behaviour or actions. There aren\u2019t any wrong or right answers today. We should all listen, respect and care for everyone in the group.\u003C/li\u003E\n\u003Cli\u003EA volunteer or young leader to read out one of the situations which describes what could be seen as challenging behaviour:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli style=\u0022list-style-type: none;\u0022\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Cstrong\u003ESituation 1:\u003C/strong\u003E\u00A0A young girl is at a shopping centre. She\u0027s crying and screaming. She lays down on the floor and refuses to move.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ESituation 2:\u00A0\u003C/strong\u003EA boy in your class at school won\u2019t leave the classroom. He has his hands over his ears, as he rocks back and forth, yelling.\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003C/ul\u003E\n\u003Col start=\u00223\u0022\u003E\n\u003Cli\u003EEveryone stands on one side of the room if they feel this behaviour is the person \u2018misbehaving\u2019, or on the other side of the room if they feel like it\u2019s not.\u003C/li\u003E\n\u003Cli\u003EAsk a couple of young people why they\u2019ve chosen where they\u0027re standing.\u003C/li\u003E\n\u003Cli\u003EThe volunteer or young leader should read out the first context point, which are listed below, and ask if anyone wishes to change their position.\u003C/li\u003E\n\u003Cli\u003EIf anyone changes their position ask if they\u2019d like to explain why.\u003C/li\u003E\n\u003Cli\u003EContinue reading out each context point. Make sure all the context points are read out.\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""},{"type":"Promo","cta":"","body":"\u003Cp\u003E\u003Cstrong\u003ESituation 1: Young girl at the shopping centre\u003C/strong\u003E\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EThis person feels nervous around other people.\u003C/li\u003E\n\u003Cli\u003EThis is a new environment for them. They haven\u2019t been here before. Their brain\u0027s working really hard trying to understand all the information around them, such as the sign in the corner, the bright colours, there\u2019s a weird smell and a lot of people are talking.\u003C/li\u003E\n\u003Cli\u003EThis person feels judged and excluded from everyone around them. Onlookers are calling them weird and no one\u2019s helping or being understanding.\u003C/li\u003E\n\u003Cli\u003EThis person may be autistic. Autistic people see, hear and feel the world differently to other people.\u00A0Autism can be a hidden disability, and a hidden disability means it doesn\u0027t always have\u00A0\u003Cspan\u003Ephysical signs, so we can\u0027t always tell if someone has one.\u00A0\u003C/span\u003E\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cstrong\u003ESituation 2: Boy in the classroom\u003C/strong\u003E\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EOther people haven\u2019t noticed but one of the lights in the room is flashing. For this person it\u2019s distracting and they can\u2019t help seeing it over and over. To them it\u0027s going Flash \u2013 flash \u2013 flash \u2013 flash.\u003C/li\u003E\n\u003Cli\u003EThis person has really sensitive hearing, which means they hear noises so loudly that it hurts their ears. There were too many people speaking at once and all this noise made them really scared.\u003C/li\u003E\n\u003Cli\u003EThis person may be autistic. Autistic people see, hear and feel the world differently to other people.\u00A0Autism can be a hidden disability, and a hidden disability means it doesn\u0027t always have\u00A0\u003Cspan\u003Ephysical signs, so we can\u0027t always tell if someone has one.\u00A0\u003C/span\u003E\u003C/li\u003E\n\u003C/ul\u003E","link":null,"colour":"#f1f1f1","title":"Context points","image":null,"imageFocus":"","imageId":0,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""},{"gridType":"RichTextBlock","content":"\u003Ch3\u003ELearning about sensory differences and how we can help\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EWhen everyone\u0027s finished doing the activity, gather everyone in a circle.\u003C/li\u003E\n\u003Cli\u003EExplain that without knowing about the context points, a lot of people may have said the person in that activity was misbehaving. However, when you heard the context points you changed your mind and could see the reasons the person was\u0026nbsp;overwhelmed.\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003ETell everyone that sometimes people have \u003Ca href=\u0022https://www.autism.org.uk/advice-and-guidance/topics/sensory-differences/sensory-differences/all-audiences\u0022\u003Esensory differences\u003C/a\u003E, meaning of\u0026nbsp;their\u202Fsenses\u202Fmay be over- or under-sensitive, or both, at different times, which may make them become\u0026nbsp;overwhelmed. A\u003C/span\u003E\u003Cspan\u003E\u0026nbsp;person\u0026nbsp;who\u0026nbsp;finds it difficult to\u0026nbsp;process\u0026nbsp;everyday sensory information can experience sensory overload, or information overload. Sensory differences might not always be obvious, so\u0026nbsp;we might not be able to see or know that a person has them.\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EExplain that too much information can cause stress, anxiety, and possibly physical pain. This can result in withdrawal,\u202Fdistressed behaviour or\u202Fmeltdowns.\u0026nbsp;\u003C/span\u003EIt happens when someone becomes completely overwhelmed by their current situation and temporarily loses\u0026nbsp;control of their behaviour. It can sometimes be known as a \u003Ca href=\u0022https://www.autism.org.uk/advice-and-guidance/topics/behaviour/meltdowns/all-audiences\u0022\u003Emeltdown\u003C/a\u003E.\u003C/li\u003E\n\u003Cli\u003ETell everyone that a meltdown\u0027s an intense response to\u0026nbsp;an\u0026nbsp;overwhelming situation. This loss of control can be expressed verbally, such as shouting, screaming or crying, or physically, such as kicking, lashing out or biting, or in both ways. A meltdown\u0027s not the same as a temper tantrum. It\u0027s not\u202Fbad or naughty behaviour.\u0026nbsp;When a person\u0027s completely overwhelmed, and their condition means it\u0027s difficult to express that in\u0026nbsp;another\u0026nbsp;way, it\u0027s understandable that the result is a meltdown.\u003C/li\u003E\n\u003Cli\u003EExplain that some autistic people may have\u0026nbsp;\u003Ca href=\u0022https://www.autism.org.uk/advice-and-guidance/topics/behaviour/meltdowns/all-audiences\u0022\u003Emeltdowns\u003C/a\u003E.\u0026nbsp;Without knowing about the person or the reasons, the public or bystanders often finds it hard to tell autism meltdowns and temper tantrums apart, but they\u0027re\u0026nbsp;very\u0026nbsp;different things.\u0026nbsp;Meltdowns aren\u0027t the only way\u0026nbsp;an autistic person\u0026nbsp;may express feeling overwhelmed.\u202FThey may also\u0026nbsp;refuse\u0026nbsp;to interact, withdraw from situations they find challenging or avoiding them altogether.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ETell everyone that if someone\u0027s having a meltdown, or not responding to you, don\u2019t judge them. It can make a world of difference to an autistic person and their parents or carers.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EAsk everyone to think of a few ideas of how we can help or what to do if someone\u0027s having a meltdown. Some suggestions might be giving them some time -\u202Fit can take a while to recover from information or sensory overload.\u0026nbsp;You could make space and try to create a quiet, safe space as best you can, or politely ask people to move along and not to stare. You could also turn off loud music and turn down bright lights \u2013 whatever you can think of to reduce the information overload, you can try it.\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"gridImageBlock","gtmId":"gtmId","gtmClass":"gtmClass","image":"/media/4829/scouts-for-sdgs-artwork_h.png","width":1200,"height":214,"altText":"Logo containing the words Scouts for SDGs. 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