FOUND 1987 CI Girls Are Great Sm

8/3/2019 FOUND 1987 CI Girls Are Great Sm

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Issues Related to Physical Well-BeingIssues Related to Psychological FactorsIssues Related to Social FactorsIssues Related to Cultural or Institutional Factors

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pecific Tips for Girl Scout Leadersuggested Troop/Group Growing Up Female Activities

Daisy Girl Scout ActivitiesBrownie Girl Scout ActivitiesJunior Girl Scout ActivitiesCadette Girl Scout ActivitiesSenior Girl Scout Activities

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Program Links

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rowing up female in today's rapidly changingorld means facing an ever-widening array of op-ortunities and challenges. Growing up has nevereen easy, but today with all the pressures, de-isions and conflicting expectations that confrontirls, it is an especially challenging process. Girlseed to develop the confidence to explore the bestpportunities and the determination to becomenything they want to be.n many different ways, Girl Scouting can helpirls to see themselves as individuals of worthnd to reach their full potential. The informationnd activities in this booklet are designed to helpirls see themselves in a positive way, understandome of the forces that influence them as theyevelop, and cope with the stresses they will in-itably encounter.ompanion booklets dealing with other aspectsf growing up female, providing deeper exami-ation of specific issues, will be published in the

s a Girl Scout leader, you will often find thatirls look to you for added guidance in dealingith issues related to growing up female today.he following sections provide discussions ofour broad areas of influence: physical, psycho-ogical, social, and cultural. It is often hard toeparate these factors for they interact. in numer-us and complex ways. For instance, a girl'shysical health affects her self-image, the wayhe sees herself. And, in the same way, the stressf multiple social roles (for example, being aaughter, sister, friend, student, and employee)ay have an impact on a girl's psychological well-

Issues Related toPhysical Well-BeingPubertyPuberty, the period of sexual maturation, is atime of physical growth and emotional changes.Although a time of intense change and growth, itneed not be a time of crises and turmoil. Adoles-cents are acutely aware of how their bodies arematuring and it is important for girls to under-stand their own growth and development, andthat of boys as well.In girls, puberty may begin as early as sevenyears of age or as late as 16years. A growth spurtis usual at the onset of puberty and varies widelyin intensity and duration. The disproportionategrowth rates of various skeletal structures mayaccount for some of the awkwardness and self-consciousness associated with the adolescentyears. It is important to help girls 'understandthat there is a very wide range in rates of devel-opment and that each person grows at her ownrate.With the onset of puberty comes the developmentof the reproductive system. It begins with thegradual enlargement of ovaries and other relatedorgans, and this maturation is generally first n?-ticed when girls begin to develop breasts or beginto menstruate. Girls react to the physical changesof puberty in a variety of ways, from highly posi-tive to extremely negative. During the teen years,a girl's self-esteem is related to her body image,formed partly by the attitudes of parents andfriends.Girls usually begin menstruating between theages of nine and 16. At first, most girls have ir-regular periods which can last from two days toa week. Many feel uncomfortable during their pe-riods and may experience cramps inthe abdomenor lower back. If a girl suffers from severecramps, she should see a physician.

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ome girls may experience one or more of themptoms related to premenstrual syndromeThis condition involves the recurrence ofvariety of physical and psychological symptomsefore the menstrual period. Although it can oc-ur in females of any age, itmost commonly be-omes really noticeable during the late twentiesthirties ..The physical symptoms can beiverse and may include water retention, weightain, abdominal bloating, breast swelling andnderness, backaches, cravings for sweet orlty foods, and fatigue. Psychological symptomsclude irritability, depression, anxiety, andood swings. Dietary changes and exercise haveeen shown to be effective forms of treatment forme affected individuals ..irls may want to discuss the use of menstrualads or tampons and how to feel comfortable dur-g their period. Girls need to know that they canxercise, swim, bathe, and behave as they nor-ally do and that menstruation is not a period ofssened physical capacity or weakness ..irls will also need to be made aware of toxicock syndrome (TSS). The use of tampons is andividual choice; some girls will find that learn-g about TSS helps them to make an informed

oxic shock syndrome is a rare but serious dis-ase that mainly affects women under the age of0 who use tampons during menstruation. Thearning.signs ofTSS include: a sudden high feverusually 1020 F or 38.9 C or higher), vomiting,iarrhea, dizziness, fainting or near faintinghen standing up, or a.rash that looks Likea sun-In rare cases, TSS can lead to death. If airl is experiencing these symptoms during herenstrual period, the tampon should be removednd medical help obtained immediately. If girlsave additional questions about this syndrome,ncourage them to consult a physician.ou can help girls by being open to the feelingsey may express about menstruation. Reassureirls that menstruation is a healthy function ofe female body and nothing to be worried aboutr ashamed of. It is a signal that they are growingp and capable of reproduction.

If a girl does start menstruating for the first timeat a meeting or on a trip, remember that you mayneed to explain carefully what is happening. Agirl may become very upset by this unexpectedevent, particularly if she has not been informedin advance. It will be important to help her knowthat this is just a heal thy sign that she is becominga young woman ..Physical FitnessBeing physically fit can enhance a girl's self-im-age as she is growing up. Girl Scout leaders canplay an important role in helping girls get intoshape or keep themselves in shape.Studies show that girls who exercise regularlyfeel better, have more energy, often lose and keepoff excess weight, and improve their muscularstrength and flexibility. Exercise can be a way tocope with stress and fight depression. Girls whoare physically fit usually adopt a more healthylifesty le=-eat more nutritionally and don't smoke.Overall, these girls feel more positively aboutthemselves and can take charge of their ownphysical and emotional well-being,It has also been found that regular exercisethroughout life can help to prevent osteoporosis,a bone disorder that is prevalent in older women.By starting an exercise program at a young age,girls can begin to increase their bone density anddecrease the bone loss that often occurs in lateryears.Nutrition and DietA diet that provides an adequate supply and bal-ance of essential nutrients is crucial for healthygrowth and development. Children and adoles-cents may be aware of what constitutes a nutri-tious diet, yet often neglect good eating habits.Fast foods and snack foods high in fat, salt, orsugar are frequently mainstays of the diet.Chronic dieting is another factor seriously un-dermining good nutrition. With the strong cor-relation our society perceives between thinnessand beauty, a very high percentage of girls andyoung women are constantly dieting, often need-lessly.For most children and adolescents, a regimen ofnutritious, sensible eating, balanced with dailyphysical exercise, is the most effective way to


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aintain proper weight. It is also important forirls to recognize that physical growth and de-elopment are determined to a great extent byenetic makeup. Body shapes and sizes varyreatly, and extreme measures taken to achieven unrealistic ideal may pose serious health prob-

ting Disordersnorexia nervosa and bulimia are eating disor-ers characterized by a preoccupation with food,n irrational fear of being fat, and a distortedody image. These disorders have been relatedbiological, psychological, and social factors.norexia involves a dramatic weight loss due toelf-starvation or severe self-imposed dieting. Bu-mia involves binging and purging accompaniedy frequent weight fluctuations, rather than pro-ound continuous weight loss. It is estimated thatnorexia strikes more than one in every 100 teen-ge girls and young women; the rate is muchigher for bulimia, perhaps as frequently as oneut of five.elow are some characteristics of abnormal eat-

Bulimia

a cycle of eatinginges followed byigid dieting and/orrced vomitingextreme fear ofaining weight orecoming fatmenstrual irregular-

laxative or diureticdental problemsfrequent weight

Anorexia extreme emaciation(loss of 25% of bodyweight) extreme fear ofgaining weight orbecoming fat cessation or delay inonset of menstrualcycle preoccupation withfood and diet distorted bodyimage inability to respondto signals of hungerand fatigue excessive exercise

f you suspect that a girl is bulimic or anorexic,ry to talk with her about the problem. Sincehese disorders can be serious and at times even

life-threatening, it will be important to ensurethat measures are taken to help her. Parents orguardians should be alerted. Contact your GirlScout council office for sources of professionalhelp. Early detection and prompt professionaltreatment can increase the chances for recoveryand cure.

ObesityThe other side of the picture is obesity (usuallydefined as at least 20 percent over normalweight). This is not only an important heal th con-cern to girl ; it is also a condition that can haveadverse effects on a girl's self-esteem.The roots of obesity are still not well understood,but probably derive from some complex combi-nation of biological, social, and psychological fac-tors. Obesity has been associated with numerousdisorders, including diabetes, high blood pres-sure, arteriosclerosis, and heart attacks. Of moreimmediate concern to girls are the psychologicaland social problems that accompany obesity-thepoor self-esteem, the embarrassment in socialsituations, and the difficulty of finding attractiveclothes. A girl who is obese need your support.Express your concern about her health and well-being rather than about how much she weighs.Help the girls in the group to be understandingof those with weight problems.

Issues Related toPsychological FactorsSelf-EsteemPositive self-esteem-the way a girl evaluatesherself-is critical in her development. Self-esteem reflects how a gill feels about her personalattributes, abilities, and behavior.While parents are the prime influences on self-esteem early in life, other people-teachers, GirlScout leaders, friends, classmates, and many oth-ers-play a critical role in affecting a girl's senseof worth. Self-esteem is also influenced by thesuccesses and failures girls experience as theygrow up. In turn, the attitudes girls have aboutthemselves influence every aspect of their lives-their success in school, with peers, and with fam-ily members.

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elf-esteem, then, is part of a "cycle.As girls havepportunities to be successful and are treated asdividuals of worth by others, their self-esteemcreases. '1heir enhanced self-esteem allowsem to try new activities to develop their skillsnd reach out to new people who enrich theirves. Further increases in self-esteem naturallyllow. Unfortunately the cycle can also operatee other way for girls, If they are deprived ofpportunities for success and are treated with lit-e respect, self-esteem begins to drop. The resultight be a girl who is afraid to try because shexpects to fail. Positive Girl Scout experiencesan make a difference!ody Imagene of the areas in which a girl's self-image isften negative is related to physical appearance.he greater dissatisfaction many females reportith their own bodies as compared to the dissat-faction reported by males may account for theigher rates among women of disorders such asulimia and anorexia nervosa.any girls believe that to be appreciated and ad-ired they must be beautiful. The perception ofhat is beautiful is greatly influenced by the me-ia, and consequently many girls feel great pres-ure to achieve a specific look that, for them, is

irls can be encouraged to look their best, butey also need to learn to feel comfortable withnd accepting of those aspects of their appear-nce that cannot be changed. They need to beelped to appreciate and see value in aspects ofhemselves other than physical appearance.ntelligence, emotional strength, athletic skill,iendliness, creativity, kindness, and persistencean all be important elements in a girl's self-

oping with Stressis unrealistic to assume that childhood is aarefree period of life. Pressures stem from an-icipated or actual experiences in a girl's own per-onal life, in her family, at school, and with

tress is a very personal experience. What maye very painful for one girl may be insignificantor another. And stress is not always related tonpleasant events. For instance, an opportunity

to meet a favorite athlete is a positive event thatmay very well create some amount of stress formost people. What should 1 say? What will Iwear? How should I act?Some girls cope well. with stress; others do not.Substance abuse, suicide, and reckless andviolent behavior are some examples of destruc-tive coping techniques. More positive ways ofcoping include physical exercise, talking tofriends, working on a hobby, or writing in adiary. In some situations, a girl may be able todirectly reduce the stress. For instance, if she isfeeling overwhelmed by all of the demands on hertime, she might decide to eliminate a couple ofafter-school activities.Expressing feelings in an appropriate manner canalso help reduce stress. Peelings affect the waygirls act and the way they think about themselvesand others. Peelings may change from one minuteto the next. One important development in theadolescent years is that girls begin to experiencestronger sexual feelings, which they will need toknow are a normal part of growing up. They willalso need to know how to handle these feelings,which can be stressful. Providing the girls in yourtroop or group with positive outlets for stress andopportunities to learn and practice beneficial cop-ing skills can help them throughout their lives.Issues Relatedto Social FactorsSocial RolesRelationships are an important part of life. A girlmight be a sister, daughter, cousin, friend, grand-daughter, aunt, niece, tutor, and babysitter.When she grows up, she might add wife, mother,roommate, daughter-in-law sister-in-law, mother-in-law, employer, colleague, and others to herrepertoire of roles. Females generally focus agreat deal of energy on relationships-in mostcases, more energy than that expended by males.Part of growing up is learning how to function inthe many social roles in which girls find them-selves, how to separate these roles when neces-sary, and, hopefully, how to balance these roles.Women often feel overwhelmed trying to copewith 'the many social demands placed on them,


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articularly when they are not prepared for them.irls, from a young age, need to develop skillsr relating to others inmutually satisfying waysnd they need to find ways to balance their socialles to avoid excessive conflict and stress.ccess to role models who are leading happy, ful-lling, balanced lives can make a difference toirls. Girls also benefit from opportunities toarn how to set priorities, make decisions, andlve problems.ex Roles and Stereotypesrowing up in a world where traditional sex rolesnd stereotyped ideas about females are still evi-ent causes many girls to limit their hopes andream for the future. Research indicates thathildren learn at a very early age what attitudesnd behaviors are expected of them in terms ofeir sex-what toys to play with, clothes to wear,ports and hobbies to enjoy, or careers to choose.ex roles are influenced by values. beliefs, theedia, and by models provided by parents orther significant adults in a girl's life. Sex rolesnd stereotypes influence the way girls feel aboutemselves, how they behave, what they believeey can do, and what goals they set for them-

o some extent, the more blatant forms of sex-le stereotyping have been disappearing from allalks oflife, from the family to the schools. How-ver, subtle forms of prejudice and discrimina-on-for example, the picture on the toy boxhowing the girl watching while the boy buildse tower or the television program portrayinge father as the parent who always drives themily-all portray limited options and stifle

irl Scouting can help girls overcome some of thetereotyped ideas they may have acquired andealize that there is no limit to what they can dond become as females.

Issues Related to Culturalor Institutional FactorsSchoolsChildren spend so much of their time in schoolthat they are certainly going to be influenced bytheir experiences. Unfortunately, teachers fre-quently treat girls and boys differently-some-times intentionally, but most often without mean-ing to do so. Research studies have shown thatboth male and female teachers at every level fromelementary school to high school talk more toboys, ask them more questions, praise and criti-cize them more often. and give them more adviceand direction.When boys and girls begin school, their achieve-ment scores are very similar. However, by thetime girls graduate from high school their scoreson all kinds of achievement tests (not just in mathand science, as is commonly thought) are lowerthan the scores obtained by boys. Certainly, it isnot just teachers who are to blame for the factthat girls' scores are poorer than boys'. Butschooling does play a critical role in academicattitudes and achievement.'What is lacking for girls in formal educationalexperiences may be found in informal educa-tional experiences. Girl Scouting, by providinggirls with a supportive, single-sex environment,allows them to set and reach goals, develop skills,and learn about relating to others-all in a non-threatening atmosphere that encourages uccess.MediaThe media-magazines, books, newspapers,movies, radio, records, and particularly tele-vision-play a powerful role in shaping the waygirls grow up today. Children spend more timewatching television than doing any other singlewaking activity. What girls see and hear influ-ences them inboth direct and subtle ways. Whatthey see is significantly more male than femalecharacters overall, and the females they do seeare frequently portrayed as secondary charactersor as relatively helpless personalities (althoughthere are beginning to be some noticeable excep-tions).

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ctivities, jobs, interests, and household roles o nlevision often reflect sexual stereotypes. Andoice-overs (the authoritative narrative by an off-amera individual) are often male voices evenhen the product is one typically used by fe-

children's books at all age levels also fosteroc- I te r .typ' 'G'ls nd w "n ' at .',' -. roie s ereor mg. It an omen ...e uni n children's literature and again,he females who do appear are often seen pur-uing quiet activities or traditional occupations.are, however, many very good books avail-ble that do support the idea' that growing upemale can be filled with opportunities, excite-ent, and success in all facets of life. Girl Scoutaders can help girls find such books at the local

anguage is usually seen as a reflection of a wayperson thinks. But the relationship also workshe other way. That is, words have a significantffect on the way children think about their

ven today, the language that appears in text-ineveryday speech, and elsewhere is fre-uently sexist. It is often claimed that children

nderstand that when the word "he" is used, it issed generically to mean he and she, or whensalesman" is used, the individual referred toight be male or female. However, research stud-es have found that when . ' 1 . word like "man" isin a sentence, children react to the worditerally. They generally think in terms. of malesnly and exclude females from consideration.sing nonsexist language and finding nonsexistesour-ces can help' girls fulfill their potential.will realize that they can become a fireighter (not a fireman), a sales representative (notalesman), and a thousand other things. Theorld will seem a little more open to them as theyrow up.


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pecific Tips forirl Scout Leaders

s an understanding and caring Girl Scoutader, you can play an important role in helpingrls acquire the knowledge and skills they willed to grow into healthy, mature women whoel good about themselves. Here are some tips:Provide an atmosphere of openness, freedom,d trust so that girls will feel comfortabl whenpressing themselves and when seeking advicem you.Give girls the opportunity to explore who theye and what they believe in a caring environ-Be in touch with your own attitudes abouturself as a female before educating girls. If younot feel comfortable discussing certain topicsguiding girls through some activities, acknowl-ge these feelings. Seek help from others in fa-litating the group.Be a positive role model for the attributes youould like to encourage in girls.Listen seriously to what girls have to say. Girlsho are listened to, taken seriously, and genu-ely cared for are more likely to have high self-Help girls feel positive about themselves---eir strengths, skills, and abilities. For example,girls are given activities to build their self-es-em, they will be more likely to resist pressureom peers, adopt healthier lifestyles, and ac-ely explore a variety of career options.

Give factual information to girls in terms theycan understand. Girls need information to COlID-teraet the myths they may hear, and to help themmake informed responsible decisions about theirwell-being. Be sensitive to ethnic, cultural, and religiousdifferences, family traditions, and ocial customsof girls. Offer factual information rather thanyour own values. Allow discussion and be sup-portive of everyone's opinion. Remember that in-formation widely accepted as "factual" may beincorrect. Give girls praise, recognition, and increasedresponsibility. Let them know you value and careabout them. Help girls develop healthy ways to managestress. Unhealthy responses to stress can lead tonumerous physical and psychological problems. Encourage girls to listen to each other and ac-cept one another. Help girls to become assertive and let themknow that it's okay to disapprove of their peers'behavior. Help girls deal with personal health and psy-chological problems by knowing how, when, andwhere to refer them for profe sional help.

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uggested Troop/Grouprowing Up Female

a Girl Scout leader, you will want to focus onctivities related to helping girls grow and de-elop as part of your ongoing troop/group pro-A girl at any age level needs to see herselfs an individual of worth, feel positive about her-elf, and enjoy being female. High self-esteem isssential to a girl's personal growth.he following recommended activities are de-igned so that Girl Scout leaders inpartnershipith girls can gain an understanding of some ofhe factors that influence girls as they grow upnd the role that the girls can play in helpinghemselves and others to reach their full poten-

he Girls Are Great patch is available to girlsrom the Brownie Girl Scout through Senior Girlcout age levels who participate in "growing upemale" activities. Information on ordering theatches is available from your council.he activities attempt to build self-esteem, pro-ide positive ways for coping with the stresses ofrowing up female, provide avenues for overcom-ng sex-role stereotypes, and help girls to enjoying female.


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Girl Scout Activitiesaisy Girl Scouts can learn to be proud of beinggirl and develop positive attitudes about grow-ng up. Daisy Girl Scout can participate in thelowing activities:Have girls describe themselves with pictures.ave them cut out words or pictures that remindhem of themselves-things they like to do or likeo eat, places they've been, people or animals thatre special to them. Girls can glue pictures o nonstruction paper to form a collage and displayhem. Girls can also explain what the pictures

Have girls discuss some of the differenceshey've noticed between girls and boys. Includee differences in toys played with, clothes worn,ports or hobbies enjoyed, and the way feelingsre expressed. Explain that society often has dif-erent ways of looking at and treating boys andirls, but this should not keep girls from tryingo fulfill their dreams in life.Invite a health care professional-physician,urse, dentist, or health educator-to talk to yourroup about the health habits girls need to prac-in order to take good care of themselves.ave the speaker discuss such topics as nutrition,ental care, exercise, rest, and grooming.Have girls plan the troop's snack time for aeeting. They can suggest the snacks, get theood, bring it, and prepare it. Be sure to explainhich snack ideas are nutritious and which mayot be.

5. Read the story of Juliette "Daisy' Low withthe girls (see the Daisy Girl Scout Leaders'Guide, pages 120 -- 12 3). A sk them to discuss howDaisy's dream made a difference in the lives ofmany girls. Girls might also talk about their owndreams and how they can help make them cometrue.6. Help girls learn to relax as a way to relievetension. Girls should close their eyes, lie verystill, and listen quietly to your directions. Youmight have them tighten and then relax specificparts of the body, take a fantasy trip, or recall apleasant event in their lives. Be sure to keep yourvoice soft because this sets the mood for the re-laxation exercise.7. Have girls exercise to some fun, upbeat music.Ask girls to make up their own dance steps. En-courage girls to participate in some physical ac-tivity each day.8. Explain to girls that a role model is someonethey might want to be like when they grow up.Ask them to think of women who can be theirrole models. The girls can share stories about therole models they've each chosen.9. Ask girls to think of an animal that they'remost like and pretend to be that animal. Otherscan guess the animal. Have girls describe theways inwhich they're like the animal.

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rownie Girl Scout Activitiesrownie Girl Scouts can learn that being a girl isonderful! They can also learn that taking properare of themselves will help them feel good abouthemselves. Brownie Girl Scouts can participaten the following activities:Complete the following statement: "I like my-elf because . . ." Think of things that you likebout yourself-things you do well, things youre proud of, things that make you special.

. Discuss the kinds of things about people'sodies that are sometimes made fun of. Talkbout the reasons why this is unfair and hurtful.

. Make a collage that shows the different jobsomen hold. Look through magazines or news-apers to find pictures. Do you think there areome jobs "just for women" and some 'just foren',? Is that fair?. People have different ways of expressinghemselves when something happens that upsetshem. Talk about how you would feel if:your best friend told you she was moving awaysomeone took a ball you were playing with andefused to give it backsomeone was very angry with youyou had a nightmareyour favorite pet diedhare what you could do or say i f you felt thisay. For example, you might talk to a friend ordult you trust abou t your feelings. go for a walk,ry; playa sport, or work on a hobby.

5. Plan a play day with some friends. Includeboth girl and boys. Decide on the activities-forexample, games, sports, singing. Ask an adult tohelp you prepare some nutritious snacks to serveyour guests.6. With your troop or group, make a list of someof the things girls seem to be expected to do (forexample, play with dolls or wash dishes) andthings boys seem to be expected to do (for ex-ample, play baseball or climb a tree). Talk aboutthe reasons why some of these things may be un-fair and what can be done to change them.7. Find a physical activity you like such as ridinga bike, jogging,. jumping rope, or swimming. Pat-ticipate in this activity at least twice a week witha friend or family member.8. Help a group of Daisy Girl Scouts learn aboutgood health habits. Decide with your troop orgroup what activity you would like to teach.Brainstorm a list of ideas and then talk aboutthem. Corne to an agreement about what you willdo and put your plan into action.9. Make a "Future" scrapbook. Find picturesthat show activities you might enjoy doing whenyou grow up and places where you might want tolive or visit.10. Think of something you're good at and dem-onstrate it to your troop or group. For example,if you know a dance, show others how to do it.Or if you know how to make a snack, describethe preparation steps.


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unior Girl Scout Activitiesnior Girl Scouts can learn more about the spe-al joys and frustrations of growing up female inday's world. They can learn about the physicalanges of puberty and how to look and feel their

nior Girl Scouts can participate inthe follow-activities:Complete the following statement: "1 enjoying a girl because . . ." Ask some friends to doe same and then discuss why each of you wrotehat you did. Were there any statements thatused disagreement among the group?Invite a health care professional to give a pre

ntation on the physical changes during puberty.lan enough time to have a question-and-answerssion. Be sure to keep parents informed andt parental permissions when appropriate.Have a group of friends sit in a circle with onerson in the center. Each person takes a tumd gives an honest compliment to the person ine center, who listens without saying anything.fter everyone has given a compliment to.the per-in the center, she returns to the circle ande person on her left goes into the center. Thetivity continues until everyone has had aance to be in the center.

. Think of several different activities you cano that you find relaxing. Some should be activeike aerobic dancing), others quiet (like read-g). The next time you are tense or upset, re-ember to try these to reduce your feelings of

. Have a meeting using "Looking Your Best" ase theme. Share personal care, health, andeauty tips.

6. Monitor television programs for one week tokeep track of how women and men are portrayed.Keep track of time and type of show. Comparelists with friends. How do TV roles compare withreal-life situations?7. Do a survey of your friends to 'find out abouttheir hopes and dreams for the future. Whatkinds of careers are they interested in? Ask whatkinds of things or people influenced their choices.8. Design an "Important Women" scrapbook. Besure to include women from many occupationsand times. Try to find out about women who wereable to do important things but were not neces-sarily famous.9. For many people, it's easier to stick to an ex-ercise program if it's done. with others ..With afriend, plan an exercise program that can be car-ried out at least three days a week. Allow aboutone half hour to one hour for the warm-up, ex-ercising, and cool-down,10. The words chosen by an author influence thereader's understanding of the subject. Lookthrough three chool textbooks or other books inany area and note whether language is used in away that is unfair to females. For example: Is"men" used to mean people? Is the boss alwaysreferred to as


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Girl Scout Activitiesadette Girl Scouts can learn information andechniques that will help them to stay healthy andeduce stress. They can find out about how lawsnd the media affect girls' and women's percep~ons of themselves.adette Girl Scouts can participate in the

.. Make a "Me" montage. On a large sheet ofaper, place pictures and words that would helpomeone understand you. Include your talents,obbies, and interests. Throughout your mon-age, add clues to the inner you, the you that mayot be widely known.

. Find out what weight is reconunended for some-e your age , height, and build, and what kinds ofutrition/exercise programs work and don't workor you, Develop a plan to lose or gain the weight thats recommended for you. Or, support a friend orlative who ha s expressed a desire to do this.

. Write a short story, poem,. or essay thateflects your feelings about growing up female.

. Through the years, many myths about men-truation have developed. Make a list of them andhen provide the correct information.

. Find out about laws that pertain to women.hart the history of some laws that have discrim-nated against women. What laws in your statere designed to prevent discrimination against

. Have a "Good Grooming" party. Share tipsnd information on makeup, hair and skin care,nd sun protection.

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7. Design an aerobic exercise program. Be sureto include stretching before and after to preventinjuries.8.. Track the way girls and women are repre-sented ina variety of media. Discuss how publicimages match or don't match reality. If possiblelist the changes that have taken place in the past25 years. Old television shows, books, movies,magazines, etc., can help you compare.9. Find out about different kinds of relaxation!stress-reduction techniques (for examplevcon-trolled breathing and relaxation exercises, med-itation, imaging). Practice one for at least threeweeks.10. Prevention is the best cure. Find out aboutpreventive measures to take for the followingwomen's health concerns: osteoporosis, cancer(breast, cervical, etc.), toxic shock syndrome.Learn how to do a breast self-examination.11. Find out about bulimia and anorexia, twoeating disorders that are harmful, sometimeseven life-threatening.12. Interview mothers who work outside thehome in paid employment and those who do not.Find out how they manage the different facets oftheir lives.


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Senior Girl Scout ActivitiesSenior Girl Scouts can find out about the variousroles women have played in the past and the onesthey play in contemporary society. Senior GirlScouts can also learn ways to help younger girlsfeel good about the changes that are occurring inthem as they grow up.Senior Girl Scouts can participate in thefollowing:1. Find out about the role of Girl Scouting ingirls' lives in past years. Talk to at least threewomen of different ages who were part of themovement when they were younger. Ask themabout their handbook, the activities they did, andthe effect Girl Scouting had on their Lives.2. Fashionable styles and looks weren't alwayseasy to achieve or healthy. Develop a presentationon the history of women's styles and fashions thathad harmful effects or were uncomfortable forwomen. Your examples could range from themild, such as very high-heeled shoes, to the dras-tic, such as the binding of feet that left aristo-cratic Chinese women crippled.3. With a group, role-play the following situa-tions with different endings. Then discuss. Two women dressed in business attire arriveat a restaurant. Two men in business suits arriveafter them. The maitre d' asks the men to followhim to a table before seating the women. A woman at a business meeting (where the par-ticipants are mainly men) is ignored when sheraises her hand to make a comment. Think of your own situations to role-play.4. Find out about the community, state, and fed-eral regulations and laws that protect workersfrom being sexually harassed on the job.

5. With a trained adult, develop a simple pre-sentation for younger girls to help them learnabout physical changes during puberty.6. Organize a small group to meet once a weekfor a month or more to discuss issues and con-cerns related to growing up female. You can focuson appearance, school, boys, careers, families, orany other topic that is important to you as fe-males.7. Find out from a health profe sional how tosupport a friend who has an eating disorder.8. Write your autobiography, highlighting im-portant events that have shaped your life andyour special accomplishments.9. Find out about premenstrual syndrome, in-cluding possible preventive measures and treat-ments.10. Design a simple exercise program that canbe carried out with Daisy and Brownie GirlScouts. Under adult supervision, try it out for afew weeks ..11. Compare five different women's magazines.What kinds of issues are discussed? What themesor ideas are presented? What type of womenwould be likely to read each one?12. Start a hobby that you can do throughoutyour life whenever you have some leisure timeand want to relax.

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Links

he following program links provide additionalctivities and ideas for girls on issues related torowing up female.or Daisy Girl Scoutsaisy Girl Scouts Leaders' Guideages 58-65, 92-96, 101.or Brownie Girl Scoutsrownie Girl Scout Handbookages 43-63. Brownie 'Girl Scout Try-Its: Foodun, pages 146-148; Dancercize, pages 148-150;ports and Games, pages 150-153; Music, "Moveo the Music," page 173.or Junior Girl Scoutsirl Scout Badges and Signshe World of Well-Being: Group Sports, pages1-22; Healthy Eating. pages 23-24; Hobbies andets, pages 25-29; Individual Sports, pages4-35; Personal Health, pages 36--37. The Worldf the Arts: Dance #1, 2, page 131.unior Girl Scout Handbookages 21-42, 85-93, 121-127, 132-138. Lookingour Best badge, page 174; Healthy Living badge,age 178.

For Cadette and Senior Girl ScoutsCadette and Senior Girl Scout Handbook"Personal Development," pages 19-26; "Relation-ships," pages 27-41 (see especially sections onfamily, friendship, peer pressure, dating, mar-riage and parenthood); "Life Skills," pages 61-80;"From Dreams to Reality: Career Exploration,"pages 81-104; "Citizen of the World," pages105-124 (see especially sections on prejudice,people with disabilities, discrimination, healthconcerns).Cadette and Senior Girl ScoutInterest ProjectsChild Care, pages 14-15; Family Living, pages22-23; Fashion/Fitness/Makeup, pages 24-26;Managing Stress, pages 27-28; Tune In to Well-Being, pages 37-38; Do You Get the Message?,pages 46--47; Heritage Hunt, pages 52-53; TheLaw, pages 54-55; Leadership. pages 56-58' Un-derstanding Yourself and Others, pages 61-62;Career Exploration, pages 75-76; Creative Writ-ing, pages 98-99,


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onsultants: clergy, health education teachers,rses, parents, physical education teachers,ysicians, psychologists,ocal groups: mental health centers, religiousroups, schools, self-help groups, women'sroups, youth agencies.ational Organizationserican Medical Association35 N. Dearborn Street

Ill. 60610erican Psychological Association200 17th Street, N.W.ashington, D.C. 20036

elpomene Institute for Women's HealthResearch25 East Hennepin Avenueational Association for Girls and Womenin Sports00 Association Driveeston, Va. 22091ational Clearinghouse for Mental HealthInformationational Institute of Mental Healthom llA21600 Fishers Laneockville, Md. 20857tional Health Information Clearinghouse.O. Box 1133shington, D.C. 20013-1133

ational Women's Health Network24 Seventh Street, S.E.ashington, D.C. 20003resident's Council on Physical Fitnessand Sportsuite 710350 5th Street, N.W.ashington, D.C. 20001omen's Sports Foundation42 Madison Avenue, Suite 728ew York, N.Y. 10173

Printed MaterialsFor GirlsAlways Professional Services, P.O. Box 171, Cin-cinnati, Ohio 45201. Changing, A Booklet forGirls, 1983.Bingham, Mindy, Judy Edmondson, and SandyStryker. Choices: A Teen Woman's Journal fo rSelf-awareness and Personal Planning. SantaBarbara, Calif.: Advocacy Press, .1983.Burstein, John. The Healthy Habits Handbook.New York: Coward-McCann, Inc., 1983.Carlson, Dale. Girls Are Equal Too. New York:Atheneum, 1976.Franco, Debra, and David Shepard. Dear Diary.New York: The Hearst Corporation, 1983.Gilbert, Sara. Feeling Good: A Book About Youand Your Body. New York: Four Winds Press,1978.Hyman, Jane, and Barbara Millian Posner. TheFitness Book. New York: Simon & Schuster, Inc.,1984.Kranyik, Margery. Growing Up Is ... Whitehall,Va.: Betterway Publications, Inc., 1985.Mitchell, Joyce Slayton. I Can Be Anytl1ing: ACareer Book for Women. New York: The CollegeBoard, 1982.Nourse, Alan E. Menstruation: Just Plain Talk.New York: Franklin Watts, 1980.Oleksy, Walter. It's Women's Work Too! NewYork: Julian Messner, 1980.Pogrebin, Letty Cottin, ed. Stories for Free Chil-dren. New York: McGraw-Hill Book Co., 1982.Rosenberg, Ellen. Growing Up Feeling Good. NewYork: Beaufort Books, Inc., 1987.Thomas, Marlo, et al. Free to Be ... You and Me.New York: McGraw-Hill Book Co., 1974.

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Adu.ltsrenner,Aris. Helping Children Cope withLexington, Mass.: D. C. Heath and Co.,84. .arothers, James E., and Ruth Gasten ..Helpingto L ike T hemselves: A ctiV itie s for B uild -S elf~Este em . Livermore, Calif.: R J J Associ-es, 1978.

L . . Bete Co., 200 State Read South,eerfield, Mass ..01073. Pamphlets on avariety ofalth topics are available at low cost. Write forfull list of titles. Here are a few: "Personal Hy-ene," "About Self-Esteem," "About Anorexiaervosa," "About Bulimia," 'What Everyonehould Know About Stress," "Physical FitnessYour Heart."lemes, Harris, and Reynold Bean. Self-steem : The Key to Your Ch ild 's We ll-Be ing. Nework: G. P. Putnam's and Sons, 1981.eSpelder, Lynne, and Albert Lee Strickland.Life Education: Re source s fO T the Elemen-y Class room. Santa Cruz, Calif.r Network Pub-

ezler, William,and Eleanor S. Field, The Goodrl Syndrome: How Women Are P rogramm ed toin Q Man's World and How to Stop It. Ne\Vork: Macmillan Publishing Co., 1985,

Frey, Diane, and C. Jesse Carlock. EnhancingSelf-Esteem. Muncie, Ind ..: Accelerated Develop-ment, Inc., 1984,.Greenberg, Selma. Right from th e S ta rt: A Guideto Nonsexist Child R ea rin g, Boston: HoughtonMifflin Co..,.1979.Gussin, Gilda, and Ann Buxbaum. Self-Discov-ery .. Boston, Mass.: Management Sciences forHealth, 1 98 4 ..Pogrebin, Letty Cortin. Growing Up Free: RaisiI%Your Child in the 80's. New York: McGraw-HIllBook Co.., 1980.Public Affairs Pamphlets, 3'81Park Avenue South,New York, N.Y. 10016..Pamphlets on a variety ofhealth and social issues are available for $1.00each. Write for a full list of titles ..Here are a few:"Health Care for the Adolescent' (No. 463) ,"lis-ten to Your Body; Exercise and Fitness" .(No.599), . 'Men's Jobs for Women" (No. 606), "Howto Handle Stress" (No.. 622), "Anorexia and Bu-limia: Two Severe Eating Disorders" (No. 632),Rosenberg, Ellen. Getting Closer. New York:Berkley Books, 1985 .Additional ResourcesPersonal Products Co..Van Liew AvenueMilltown, N.J. 08850Tambrands, Inc.1Marcus AvenueLake Success, N.Y. 11042

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