[Volunteers for Youth Recreation Programs]
[From the U.S. Government Publishing Office, www.gpo.gov]

OFFICE OF CIVILIAN DEFENSE . WASHINGTON 25.
Volunteers
for Youth Recreation
Programs
SUGGESTIONS FOR JOINT RECRUITING AND TRAINI^
OCD Publication 3637
MARCH 1944
Prepared by
OFFICE OF CIVILIAN DEFENSE IN COOPERATION WITH CHURCH GROUPS, GROUP WORK AND RECREATION AGENCIES AND FEDERAL AGENCIES CONCERNED WITH YOUTH
FOREWORD
Throughout the Nation, church groups and group work and recreation agencies are contributing mightily to the home-front warfare against juvenile delinquency. The vital sustaining force which they inspire by providing wholesome outlets for young energies is of inestimable value in safeguarding our youth from war-induced emotional strains.
The importance of the collective recreational activities that these groups make available to boys and girls from 7 to 25 years of age cannot be overestimated. They are an essential part of any program for the proper development of our young people. Many communities have found that the Junior Citizens Service Corps is playing an important role in countering harmful influences by enabling children under 16 to translate their patriotic fervor into worthwhile and constructive war service activities.
But, at a time when the demand for their services has increased to overwhelming proportions, these groups are confronted with a serious problem. The ranks of their trained leadership have been badly depleted. They have lost leaders—of both sexes—to the armed forces, to war industries, and to other full-time war service endeavors. The sharp inroads are perhaps best evidenced by the experience of 101 group work agencies in California which had a leadership turn-over of 43 percent between February 1042 and February 1943.
The agencies and groups have been untiring in their efforts to attract and train replacements. Some have resorted to individual recruitment campaigns while others have joined in cooperative programs to fill the same need.
It has been repeatedly demonstrated that competitive recruiting of volunteers is disruptive, rather than rewarding. The logical approach lies in joint recruitment through the Volunteer Office of the Defense Council, with all agencies participating. Recruitment in this manner has many advantages. It conserves manpower, time, energy and skill, and, at the same time, it effectively focuses cotnmunityrwide attention on the needs that must be met. The Volunteer Office is ideally adapted to conducting joint recruitment campaigns as well as year-round enlistment of leaders to fill requirements of individual groups.
This manual was prepared by the Office of Civilian Defense with the cooperation of church groups, group work, and recreation agencies and Federal agencies concerned with children and youth to encourage and assist communities in the recruitment and training of leaders through united effort. For the most part, the suggestions for the utilization of Defense Council facilities are based on the successful methods employed in communities which have conducted campaigns of this type, while the guidance material is the product of agencies with long experience in this field of endeavor. The manual is divided into two parts to facilitate reference. Part One deals with The Campaign and Part Two, with Training and Development.
n
CONTENTS
PART ONE: THE CAMPAIGN
Page
Suggestions for Recruiting Campaign__________________________________ 3
Sponsorship of campaign_._______________________________ 3
Length and Timing of Campaign___________________________ 3
Job Descriptions_______________________/_____;__________	3
Recruiting Aids_________1__________________________ J___	4
Registration Centers____________________________________ 5
The Publicity Approach_______________________________________________ 5
The Press_______________________________________________ ‘ 5
Outline of Suggested Publicity Stories_______.....______ 5
Radio________________________________________;__________	6
The Spoken Word_________________________________________ 6
Pictorial Displays________________________V__________J___	6
Special Events______________________________________________:________ 6
Sources of Volunteers____________________________________________1__	7
Selecting Qualified Volunteers______________2__________________:______	8
Interviewing Recruits_______:___________________________ 8
Securing and Preparing Interviewers_____________________ 8
Methods of Referrals..._.___________________________2___	9
Selection by the Agency___________________________________ 10
Term Appointment________________________________________ 10
Follow-Up_______________________________________________ 10
Specific Guidance Material_______________________________________.____	11
Boys’ or Girls’ Group Leader______________,_____________ 11
Day Camp or Summer Activities Counselor_________________ 11
Discussion Group Leader_____________________________.... 12
4—H Club Leader______________________________________._  13
Sample Campaign Radio Script___?________________________	14
PART TWO: TRAINING ANH DEVELOPMENT
Suggestions for Training and Development_____________________________  23
Training__________________________________________________ 23
In-Service Development._________________________________   23
Awards for Service______-_______________________________ 25
Training Workshop for	Civilian	Defense Volunteers_____________ 25
Introduction___________________'________________________ 25
First Meeting__________________________________________    27
Second Meeting___________________________________________  27
Third Meeting___________________________________________   27
Fourth Meeting____________________________________________ 28
Follow-Up________________________________________________  28
Recreation Leaders’	Institute. _2_________________________________ 29
References____________________________________________________________ 30
in

VOLUNTEERS FOR YOUTH RECREATION PROGRAMS
PART 1
The campaign
SUGGESTIONS FOR RECRUITING CAMPAIGN
Sponsorship of Campaign
Most Defense Councils have a committee which is concerned with recreational needs. While the major emphasis of these committees usually is on recreational requirements for servicemen and war work-ers^ many have recently organized junior divisions or subcommittees with youth representation to consider leisure-time activities for children and youth. If such a committee is broadly representative it will be a suitable sponsor for the recruiting campaign for volunteers to lead groups in the programs of established community agencies or organizations. In the absence of broad representation, it is desirable to appoint a special group, which includes representatives of group work and recreation agencies, churches, schools, and civic organizations interested in youth.
If Defense Councils have a separate committee concerned with youth whose membership includes representatives of youth, a representative of this committee could be added to the sponsoring group. The County Extension Agent should be included in rural areas. It may be found feasible, in some communities, to have the Advisory Committee of thé Junior Citizens Service Corps sponsor the campaign. This group is familiar with the need for leaders, the customary and new sources of leadership. It will prove satisfactory to use this group as a sponsor only if—for the purpose of the drive—it concerns itself with youths over 16 as well as under.
Length and Timing of Campaign
Experience of youth-serving agencies which have carried on intensive individual campaigns during the last year indicates that a campaign of 1 or 2 weeks’ length is most effective. Even where recruiting continues through the year, several short campaigns, rather than a prolonged one, are advisable. For example, one campaign might be staged to precede the summer program and another prior to the opening of the fall program. Campaigns should not be launched until complete arrangements have been made for the placement and training of recruits.
Job Descriptions
Experience in Volunteer Offices has shown that recruiting in relation to specific needs—for example, 25 leaders for senior Girl Scout troops, 10 leaders for playground groups, 6 district chairmen for Boy Scouts—achieves far better results than a more general type of
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3
appeal to the public. This means that the agencies must describe completely the jobs that must be filled and the qualifications necessary for the volunteer.
Following áre the points which need to be covered in any complete job description :
Agency________________________________________________________________
(Directions for reaching Agency)
Address____________________________________ Telephone—________________
Person to whom volunteer reports______________________________________
-Description of work__________________________________________________
Typical responsibilities______________________________________________
Qualifications for volunteer :
Age________________________ Sex_______________________________
Education ____________________________________________________________
Training______________________________________________________________
Special skills________________________________________________________
Physical condition_______________ Personal characteristics______________________________________
Number of volunteers needed for this work_________________________:___
Duration of work______________________________________________________
Days and hours of work________________________________________________
One of the most complete descriptions of volunteer jobs in this field has been made by the Detroit Association for the Study of Group Work and the Civilian Defense Volunteer Office of that city. These job descriptions appear in a Manual for Group "Work and Recreation Agencies listed under “References.” Two of these descriptions appear at the end of this leaflet. Another from 4—II Club literature is also appended. (See pp. 10-13, inch)
Job descriptions should be collected from every agency which needs volunteers before the campaign begins so that the appeal may be based upon actual needs.
Recruiting Aids
Campaigning, formerly little used, is now gaining favor as a method of securing group leaders and volunteers for recreational and group work agencies. Heretofore, the most widely used method has been the person-to-person contact. The advantages of obtaining capable persons of good character through the latter procedure are obvious. However, if arrangements are made for personal interviews with volunteers recruited through a campaign, proper selection of candidates is possible.
The usual house-to-house canvassing facilities of Defense Councils can be of considerable help in discovering persons who have had youth leadership experience. Canvassers should be carefully instructed to make it clear that the suitability of prospects can only be determined after an interview at the Volunteer Office or one of its registration
centers.
4	VOLUNTEERS FOR YOUTH RECREATION PROGRAMS
Registration Centers
Many Volunteer Offices have permanent neighborhood registration centers. Extensive use should be made of them as a convenience to candidates. Communities which do not have these facilities should establish them for the duration of the campaign as they will undoubtedly pay rich dividends in the number of prospects responding to the appeal. These branches could be set up in stores, clubrooms, and other strategic locations., (See the Manual for Volunteer Offices for detailed suggestions.)
THE PUBLICITY APPROACH
Well-planned and creative publicity will provide a powerful stimulus for the campaign. While the usual media of press, radio, and public speakers should be used to the fullest possible extent, rallies, town meetings, and pictorial displays are also essential to a properly balanced program. An important point to bear in mind is that publicity is cumulative. Efforts should not be relaxed when the drive is going well in the belief that sudden reactivation will bring the campaign back to life when public interest wanes. Care should be exercised in drawing up the publicity schedule so that each day or evening will have an attention-attracting event.
It is desirable that the principal publicity emphasis be centered on the number of leadership jobs that need to be filled and satisfactory descriptions of these jobs. This will help prospects to determine their ability to perform the services required.
While it is difficult to prepare, on a national scale, a publicity program that will meet the specific needs of every community the following outline for utilization of the various media should provide a good foundation for the construction of an effective campaign.
The Press
Factual stories of the purposes and the progress of the campaign should form the basis of the newspaper publicity plan, but there is need' too, for a steady flow of material with either special or human interest appeal. Photographs are of the utmost importance. Publicity experts are agreed that one picture is worth two columns of type. An interesting, dramatic picture will be remembered long after columns of text have been forgotten. In the préparation of stories, quotations should be used liberally. Commendations or explanations of the campaign by persons prominent in the community are useful.
Outline of Suggested Publicity Stories
(a)	Announcement of the projected campaign. This should be released at least 2 weeks before the drive opens and should contain
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a clear exposition of the need, aims, and purposes of the campaign and a list of the participating agencies.
(b)	Endorsements from persons prominent in the civic, fraternal, educational, religious, and business life of the community.
(c)	A proclamation issued by the mayor, establishing the campaign as a community-wide endeavor.
(d)	Feature stories and pictures following the “before and after” pattern. The value of leadership can be shown through comparison of groups left to their own devices with those having the benefit of competent guidance.
(e)	Stories or short essays by youths on the topic: “Why We Need Leadership.”
(f)	A special story, with a photograph, on the first leader to be enrolled.
(g)	Interviews with volunteers who have served a long time bringing out the satisfactions they have received from their work.
(h)	Stories at regular intervals on the campaign progress.
Radio
The possibilities afforded by the radio in publicizing the campaign are vitually unlimited. Through speeches by prominent personages; appeals by the children themselves; quiz programs; dramatic skits, and spot announcements, the community may be brought to a full realization of the importance of the drive. All activities conducted through this medium should be designed to excite comment. One of the radio skits used in the Hartford, Conn., campaign, which proved particularly effective, will be found on pages 13-18, inclusive.
The Spoken Word
The extraordinary power of the spoken word and the force of the personality behind it is one of the most potent methods of attracting support for a campaign. In addition to radio appeals the human voice will prove an important factor in achieving results through a variety of ways of which the following are outstanding: (a) in speeches before private groups and organizations; (b) in public forums; (c) on the lecture platform; and (d) in private conversation.
Pictorial Risplays
Displays in public libraries, railroad stations, and strategically located stores provide a valuable asset to the campaign. These could be created, in the main, by the children, and, of course, should be based on the theme of the drive.
Special Events
Rallies and town meetings offer ah unusual opportunity for dramatic interpretation of the work of youth agencies.
584534°—44---------2
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VOLUNTEERS FOR YOUTH RECREATION PROGRAMS
SOURCES OF VOLUNTEERS
The usual sources of volunteers have in most communities been well canvassed. These are parents’ groups, teachers’ groups, college students, and church members, particularly Sunday-School teachers. It would be unwise, however, to eliminate the customary sources without considering the possibilities of a re-canvass.
Other sources which a number of communities are finding fruitful include the following:
Volunteer Classification File.—If the Volunteer Office has a volunteer classification file built upon careful interviews of volunteers, it will be a valuable source. Canton, Ohio, and several New England cities have made effective use of these files in recent months.
Organized groups.—Organized groups such as church groups, labor organizations, men’s civic and service clubs, women’s clubs, etc., provide some of the best sources for new volunteers. The national headquarters of many stimulate the interest of their members in youth and youth work, and many of them will volunteer if training is offered.
Neighborhoods.—The neighborhood where the group is being formed will often provide a good resource. Persons within the neighborhood who have been serving in the Citizens Defense Corps and who are suited for youth work might be enlisted.
Former members of youth groups.—Many former members of groups Such as Hi-Y Clubs, Blue Triangle Clubs of the Y. W. C. A., 4—H Clubs, Boys’ Clubs, Catholic Youth Organization, Y. M. H. A., United Christian Youth Movement, L. M. C. A., former Scouts and Campfire Girls, and members of settlement house groups, will have a good background for successful leadership of children and youth.
Men or women enlisting earlier.—Men or women who responded to some earlier recruiting campaign but who never completed training or undertook an assignment can be followed up and will in many instances respond.
Older men and women—50 to 65 years of age.—If older men and women have a youthful spirit and flexible viewpoint they can do an especially good job in leading youth.
Returned servicemen.—With the respect and admiration they command from youth, honorably discharged members of the armed forces provide a splendid leadership source. Many have had leadership training and will welcome the opportunity to re-engage in community activities.
Teen-age volunteers.—Teen-age volunteers can be used for the leadership of activities with younger children and as assistants to adult leaders of youth groups.
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SELECTING QUALIFIER VOLUNTEERS
Interviewing Recruits
When youth leaders are secured through a campaign, interviewing is of prime importance. Experience in Volunteer Offices has shown that through the interview it is possible to learn not only what qualifications the volunteer has but also the reason he is interested in such work. Discovering the motivation is of basic importance in selecting persons well suited for youth leadership. Arrangements should, therefore, be made for full interviewing of prospective youth leaders. This means that the interviewers must understand, not only the agencies needing leaders and the jobs for which they arc required, but also the fundamentals of good interviewing. Moreover, they must realize the difference between an interview and the mere filling out of a registration card.
The Girl Scouts suggest in their Leadership Drive Packet five points for the guidance of an interviewer which cover succinctly some of the fundamentals of good interviewing. They are as follows:
“1. Use, as far as possible, words the person you are talking tp understands, and interpret carefully any Girl Scout terms you do use, as they have no meaning yet for the prospective leader (‘club’ instead of ‘troop,’ ‘Things to do’ instead of ‘Badge activities,’ etc.).
“2. Describe the leader’s job in familiar terms, and compare it with what other people do with children, as for example, teachers, parents, and friends.
“3. Avoid becoming involved in the details of troop leadership (ranks, badges, registration procedure, etc.), and mention no more that the five basic jobs constitute the heart of the leader’s responsibilities.
“4. Put yourself constantly in the prospective leader’s place and start where she is in her thinking, and go only as fast as she can go.
“5. Assure the prospective leader that she will be helped to learn what is new to her, but that she already knows a great deal that is needed in leading a Girl Scout troop.”
There should be an interview not only of new recruits but a reinterview of persons already registered whose cards make it appear that they might be suited to this work.
Securing and Preparing Interviewers
Usually it will be found best to use as interviewers for this skilled piece of work the most experienced or talented interviewers in the Volunteer Office and also persons from the staffs or boards of agencies or churches serving youth who are made available to the Volunteer Office for the duration of the campaign. All who are to be used as
8	VOLUNTEERS FOR YOUTH RECREATION PROGRAMS
interviewers should be given special training. Such training should cover the following topics:
1.	Need for recruiting youth leaders—relationship to war effort, deterrent of juvenile delinquency, etc.
2.	Review of job descriptions submitted by agencies.
3.	Fundamentals of good interviewing.
4.	The responsibilities of the interviewer.
5.	Demonstration interview.
6.	How to use the interview to discover volunteers best adapted tc leadership of children and youth.
Staff or board members of youth agencies or public recreation departments could be called upon to give the first two parts of the course. For those sessions which deal with interviewing the leader should be a person or persons who have had professional training or experience in interviewing. As indicated in the Manual for Volunteer Office», a person having those qualifications might be found in the personnel department of a large business organization, in the vocational guidance department of the schools, in the family agency or the county welfare department. In each session allowance should be made for question and answer periods.
Methods of Referrals
The Volunteer Office will wish, as in the case of filling any job where careful selection is essential, to make certain special arrangements regarding the referral of volunteers to this work. The following plan may prove most satisfactory for all concerned:
1.	When one or more persons interviewed seem suitable for any one of the agency openings, the Volunteer Office should call the agency and discuss these volunteers. This contact may be through a visit or a telephone call.
2.	During this conference the agency can ask questions about the volunteers and select those it wishes to see.
3.	Either the agency or the Volunteer Office, according to agreement, may call the volunteer to make an appointment for him or her to report to the agency for interview. The experience of some agencies has been that it is desirable for the agency to make this contact with the volunteer.
The advantages of the procedure outlined above are:
1.	The agency is spared interviewing volunteers whose record indicates they would not be suitable.
2.	It enables the agency to have the volunteer report for interview at a convenient time.
3.	The connection of the volunteer with the agency is established in business-like style.
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Selection by the Agency
It is important, of course, that every effort be made to secure group leaders and other volunteers for youth agencies who seem suited by training or temperament. No agency should feel obligated to take a volunteer if, when he is interviewed in the agency, it appears that he is unsuitable. In such an instance the following procedure is suggested:
1.	It should be pointed out to the volunteer that he seems better suited to some other type of work.
2.	The volunteer should be immediately referred back to the Volunteer Office.
8.	The Volunteer Office should be notified of the agency’s action.
Term Appointment
A method which has been found useful in enabling an agency to retain only the best suited volunteers is to ask all volunteers to serve either a trial period or to accept the job in the agency for a specified term of 6 months or 1 year. When used, this arrangement should apply to all volunteers, those who seem especially well suited as well as those about whom the agency is doubtful.
The volunteer should have a clear understanding of the arrangement and know that he shares with the agency the right to terminate the association at the end of the trial term.
Follow-up
Follow-up is of vital importance to any recruiting campaign. The division of responsibility between the agencies and the Volunteer Office on follow-up will generally be as follows:
1.	The Volunteer Office should be responsible for following up all persons who sign a registration application for volunteer work.
2.	The agency should report promptly to the Volunteer Office whether each volunteer referred is accepted or not (indicated above).
8.	The Volunteer Office should immediately make contact with volunteers who were not accepted and find useful work for which they are suited, preferably in the youth field.
4.	The agency should report to the Volunteer Office the names of any volunteers who drop out before they have accepted full responsibility for their assignments, with reason for the separation.
5.	The Volunteer Office should follow up these cases, checking the reason for volunteer leaving the agency’s service. If the volunteer has dropped out because of having no time available, the Volunteer Office should note this and plan a later follow-up. If the volunteer was dissatisfied with the agency, the reason for this dissatisfaction should be discussed with the volunteer and the situation called to the
agency’s attention.
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VOLUNTEERS FOR YOUTH RECREATION PROGRAMS
SPECIFIC GUIDANCE MATERIAL
Boys9 or Girls9 Group Leader—(Excerpt from a Manual for Group Work Agencies, Detroit, Mich.)
Job description.—Under supervision to guide and assist an assembled group in carrying out program of activities in accordance with the needs and desires of the group; to create a friendly atmosphere, to assist in developing through these activities interest in a wide variety of programs leading to a better understanding among the members of democratic practices, and problems relating to their everyday lives for the purpose of developing the personality of the individual in the group.
Typical responsibilities.—1. Meeting regularly with the group discussing plans and developing and carrying out program.
2.	Assisting with carrying out projects in group drama, music, arts and crafts, sports, hiking, dancing, first aid, and other activities.
3.	Find and use people with special skills who could help with music, dancing, or other skills which the leader may lack, and community resources to supplement the program, such as movies from the Board of Education, trips to Art Museum.
4.	Assisting in arrangements for program activities such as transportation, financing, etc.
5.	Maintain attendance records, reports, etc., and good financial practices.
6.	All job responsibilities should be carried out with the advice and cooperation of the supervisor.
Qualifications.—
Age: 18 or over.
Sex: Female or male.
Education: Graduate of high school or equivalent as a minimum. Experience: Some experience in group leadership, such as Sunday-school teacher, club leaderj etc., or active member of a club or group.
Personal: Presentable in appearance. Apparent good health. Pleasant disposition. Liking to work with growing boys and girls.
C ompensations — 1. Membership in Citizens Service Corps and attendant privileges including the wearing of insignia. ’
2.	Special recognitions by agency.
3.	Intangible compensations which come with community service.
Day Camp or Summer Activities Counselor—(Excerpt from a Manual for Group Work Agencies, Detroit, Mich.)
Job description.—Under supervision of a Day Camp Director to plan, conduct, and direct leisure-time group activities for youth and children in out-of-doors or in a building during the summer months.
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This involves carrying out a program of varied activities in accordance with the needs and desires of the group or groups; to assist in develop-, ing through these activities a better understanding among individuals of democratic practices, and problems relating to their everyday lives.
Typical responsibilities.—1. In cooperation with the supervisor and under his or her direction to carry out a program in campcraft, drama, music, arts, crafts, games, dancing, first aid, nature, photography, swimming, or other activities needing special skills or hobbies.
2.	Meeting regularly with an interest group to discuss, develop, and to carry out plans for units of the program.
3.	Assist with the arrangements for activities including transportation financing, ordering supplies, etc.
4.	Find and use community resources to supplement the program, such as the Zoo, Botanical Garden, a whittler, the museum, movies from the Board of Education, etc.
5.	Maintain adequate records, reports, good financial practices.
Qualifications.—
Age: 18 or over.
Sex: Male or female.
Education: Graduate of high school or equivalent.
Experience: Some experience in camping, hiking, hobby clubs, or group leadership, or participation in a club or group.
Personal: Presentable in appearance. Apparent good health. Pleasant disposition. Liking to work with boys and girls.
Compensations.—1. Membership in Citizens Service Corps and attendant privileges, including the wearing of insignia.
2.	Special recognition by the agency.
3.	Transportation costs or nominal remuneration for full-time service.
IHseussion Group Leader—
Work Agencies, Detroit, Mich.
Economic problems
Social problems
Dates and dating for the adolescent
(Excerpt from a Manual for Group )
International relations
Consumer problems Citizenship Post-war plans, etc.
Job description.—To guide and assist in a group in thinking through problems of interest to them, in informing themselves and in sharing their opinions to the end that they learn effectively to solve their problems through concerted group action and develop the techniques of democratic group thinking.
Typical responsibilities.—i. Meeting regularly with the group and acting as discussion leader.
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2.	Attending to physical details conducive to a good group discussion and making all members of the group well acquainted with each other.
3.	Bringing out the opinions of all present, curbing those who would monopolize discussion, and refraining from discussing his own personal opinions.
4.	Keeping well informed on the subjects under discussion and informing group of source materials which are available for use as books, magazine articles, radio programs, speakers, and consultants who might meet with them.
5.	Summarizing group discussion and encouraging group members to further study and discussion.
Qualifications.—
Age: Adult
Sex: Male or female.
Education: Graduation of university or equivalent. Keen interest in people and current problems is essential.
Experience: Experience in discussion leadership or as an active member of discussion groups is essential. Special knowledge of field to be discussed is not essential to a good leadership of the discussion.
Personal: Ability to generate good will and feeling of ease among people. Pleasant disposition. Presentable appearance. Sense of fairness and freedom from personal prejudices.
Compensations.—1. Membership in Citizens Service Corps and at-tendent privileges including the wearing of the insignia.
2.	Special recognition by the agency.
4—H Club Deader—(Excerpt from 4-H Literature)
Job description.—Under supervision to guide and assist an assembled group of boys, girls, or boys and girls between the ages of 10 and 20 inclusive, in carrying out a program of activities in accordance with the outlined 4-H Club projects and the needs and desires of the group. To assist in developing through these activities a better understanding of democratic practices among group members and a higher degree of self-reliance in meeting problems relating to their everyday lives.
Typical responsibilities.—1. Meeting regularly with club and helping members to plan their own programs.
2.	Helping members to keep club functioning smoothly.
3.	Assisting members in carrying out their 4-H war programs along such lines as: Health, food preparation and conservation, gardening, growing crops, and raising livestock.
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4.	Assisting in 4-H arrangements for such matters as transportation, financing, etc.
5.	Arranging for special 4-H events and exhibits and for participation of the group in such.	a
6.	Finding and using community resources, including parents, to supplement the program through their special knowledge and skills.
7.	Attending conferences of local leaders.
8.	Supervising the maintenance of records, reports, and general group activities.
Qualifications.—
Age: 18 or over.
Sex: Female or male.
Education: Graduate of high school or skilled in project.
Experience: Some experience in group leadership or as an active member of a group. Experience in project to be studied desirable but not essential.
Personal: Capacity for friendship, understanding and faith in young people. Conscious of the example he or she sets. Presentable in appearance; good health; pleasant disposition.
Compensations.—1. Satisfactions that come from observing the growth of members.
2.	Special 4-H recognitions.
3.	Wearing of insignia of Office of Civilian Defense.
Radio Script Used by the Civilian Re tense Volunteer Office, Hartford, Conn, ...
HARTFORD YOUTH CALLING ....... HARTFORD YOUTH CALLING
Headline: Hartford Junkyards Raided by Juvenile Gang . . . Headline: Mothers of nearly 8,000 Hartford Children Now Employed in Defense Industry ... Headline: Hartford Store Held Up by Youthful Gang . . . Headline: 86,000 More Women Needed in State’s War Industry . . . Headline: Hartford Youth Breaks Jail; Held for Trial . . . Headline: Hartford Needs Men and Women Volunteers to Work in Youth Centers.
Announcer : Ladies and gentlemen, you have read these headlines in your newspapers and heard them over your radio in the last month. Let us break them down, see what they mean and find out if we can what is behind them.
We present Miss Marguerite Miel, executive director of the Volunteer Bureau of Greater Hartford and of the Hartford Civilian Defense Volunteer Office; Miss Suzanne Crawford, executive director of Mitchell House and Miss Kay Latimer, director of the Women’s League, who will tell you what those headlines mean to you.
14 VOLUNTEERS FOR YOUTH RECREATION PROGRAMS
Miss Miel: Just think—in the last month we have had more than 300 volunteers placed in different jobs around Hartford. They all wanted to do what they called War Work. I talked to them about the needs of the children in Hartford. They appeared politely interested, but did not offer to give any time to this problem. I have been wondering why more men and women here do not see opr children as one of the city’s most important investments. If we don’t save our children’s ideals and keep up their morale, who will carry on this democracy ?
Schools are trying to do their part, but with more and more families having both parents working in war industries the leisure time of the children must be put to good use—or else you will see more and more headlines like “Gangs of boys break parking meters to steal pennies.”
Where can these youngsters find an outlet for their energies ? Today we have two women with us who have spent years working with young people in settlement houses.
First, I should like to ask Miss Crawford of Mitchell House, located at 38 Lawrence Street, to tell us something about her young people.
Miss Crawford : So very many parents are working in defense plants today that the problem has arisen as to what to do with the children during the day. In some cases, the father who works on the night shift may be sleeping during the day and the children cannot stay at home; in other cases, families are taking in boarders and here again there is no place for the children at home. If the settlement houses could not admit these children, they would be left entirely on their own to seek excitement where they could find it. These children are too young to rely on their own resources for recreation, and would undoubtedly get into trouble* Too often they become junior delinquents. The need for child supervision has become an acute problem during the present emergency. The settlement houses invite these children in to join their varied club activities. Professional people head the staff, but we are desperately in need of volunteers to assist them, if we are going to help the growing number of children who need it. In Mitchell House we could use at least two volunteers every hour of the day.
Miss Miel: Now, Miss Latimer, your social center is in such a different section of Hartford, at 16 Avon Street, that we would like to know what the Women’s League finds they must do for their neighborhood children—-both Negro and white.
Miss Latimer: In our neighborhood the majority of mothers work and their children do not have proper supervision during the day. While they try to have someone watch their youngsters, these attempts
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are generally hopelessly inadequate. They are sometimes left in the care of much older people, grandmothers and even great-grandmothers, who have neither the patience nor the energy to look after them in any but a haphazard manner. Another problem at our neighborhood house is our concern with the older boys and girls whom we see falling into vice and bad habits because they do not get the help they need from adults. We could find out what their interests and skills are and give them suitable direction—but we can’t do that without outside help. These boys would like to go on hikes, play baseball, or go bowling, and we can do all this for them when we have enough leaders.
At this moment we have about 60 boys waiting for clubs. We get a good leader and the first thing we know he is drafted, or gets a job or moves out of town. There is a tremendous turn-over in volunteer leaders. In the North End, men leaders are hard to get. We now have 12 groups with only one leader.
Then we have the problem of the younger children who are uncared for during the day. We had a 6-year old who was left entirely on his own during the day. He ate all his meals in restaurants and developed a bad stomach ailment from having the wrong foods.
Miss Crawford : We, too, had a child who had been left alone to cook all her own meals. She came in several days in a row with very severe burns on her hands and arms—from hot fat. Then there was another 6-year old who was left outside all one bitter cold day because the woman who was supposed to take care of him didn’t show up. He was frozen, but had no place to go. If we got enough volunteers, we could go a long way toward solving this problem.
Then there is another problem Mitchell House is wrestling with— caring for the children from 2 to 5 years of age. We are now organizing a nursery school for them and we desperately need nursery-school aides right now.
Miss Miel : Miss Crawford do you feel that the shortage of volunteers seriously affects your service to these children who apparently cannot look to their parents for such care and attention 1
Miss Crawford: Yes, I do, Miss Miel. Because of the lack of leadership, the character of our work must suffer. We have one leader taking care of so many children that they cannot get individual attention—attention which might do a great deal toward directing the children in the proper channels. If our staff could have some assistance, we could really carry on our work and accommodate many more children who are very much in need of this supervision.
Miss Miel: Now, Miss Crawford, exactly how much time does a leader have to give—does he need to be trained—could almost any adult be a leader?
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VOLUNTEERS FOR YOUTH RECREATION PROGRAMS
Miss Crawford : There are no requirements for volunteers provided they have a little ability to handle a group of children who come in for some fun, and are able to make them feel at home. If they would give the settlements as little as 2 hours a week, they would be doing very constructive work for the future citizens of Hartford. The majority of our volunteers are working people who come in after work. We have a printing teacher who comes in during the evening and shows the boys how to use a printing press and helps them get out a paper. This is a very important project to the boys.
Miss Miel : Have you need for leaders with specialized skills, Miss Latimer? And could you use both Negro and white volunteers?
Miss Latimer: Yes; we use both Negro and white volunteers. The Women’s League needs people to assist in the gym with sports—in supervising games, etc.
Miss Crawford: It isn’t necessary for leaders to have specialized training. The director of group work will help volunteers with projects, if they need it, and will talk over with them any problems that arise. If a volunteer has a special hobby, he can usually interest the children in it, too. We had a volunteer, a girl from Storrs College, who was interested in early American stuff. She got the girls in the club interested and they took old wax candles, melted them down, and remade them just as they did in the old days. They also made block prints. At the moment, we need someone who knows something about photography—also someone who can take a group in dramatics.
Miss Miel : What do you feel is the main qualification for a volunteer leader, Miss Latimer?
Miss Latimer : Someone who has had a little broader life than the children themselves; someone with a nice background and, above all, someone reliable who will appear at the appointed time. Faithful and reliable people make the best leaders.
Miss Miel : Miss Latimer, have you any one group that needs leadership desperately ?
Miss Latimer: Yes. At the Women’s League we have never included boys in our activities, but today we find it necessary to invite boys into our groups. Consequently, we are looking for men supervisors—because boys older than 7 want a man to direct their sports and games. These boys are also interested in woodwork, arts and crafts, weaving, and other hand work—but they must have supervision.
Then there is constant need of men to take evening clubs. One group, for instance, begins meeting at 6:30. They had a man who came once or twice and then did not come again. The boys continued meeting and asked our permission to appoint one of the group as the leader. We could not do that, as we feel it is necessary for them to have more adult supervision, so one of our staff has taken over until a suitable volunteer is found.
THE CAMPAIGN	17
Miss Miel: Do the children’s parents approve of these clubs?
Mt sr Crawford : Most definitely they do. The other day one of the mothers whose son was in the group making stretchers for the Red Cross came over and was delighted with the club. She said that at last her son, who was in junior high, felt he was doing something for the defense of his country and was satisfied to stay at home instead of joining the army. He felt he was doing something dramatic.
Miss Latimer: In our house we have a game room which the children love, but they cannot be left there alone. One volunteer is needed to hand out the games and the other is needed to circulate around showing the boys and girls how to play the different games, such as parchesi, chess, and checkers. But without leaders these facilities are idle and the boys and girls remain in the street seeking other excitement, or they stand around on street comers.
Miss Miel : The Volunteer Bureau quite understands your problem. We know that thousands of people in Hartford are taking all kinds of courses at the present time. No doubt, everyone will benefit by them, but it seems to me these people could fill a greater need if, after completing these courses, they would give some time to our young people. If there are going to be 86,000 more women in industry in the next few months, how are the children in these families going to be cared for? We all know that neighborhood clubs were necessary in peacetime; how much more important they are now that we are in war. Everybody can help. They don’t have to have a lot of leisure time—all that is necessary is a willingness to give 2 hours a week anytime from 3 to 9 p. m.
Miss Latimer : That is true, Miss Miel. We have a man from Colt’s. He works on the night shift from 11 p. m. to 7 a. m. and comes in one evening a week from 6 to 9 and works in the gym with the boys. He finds it very exciting working with youth—just as exciting as war work. The work is interesting and has endless possibilities. There are so many different children with so, many varied problems.
Miss Crawford: Working in our settlement houses need not keep people from doing other volunteer work, such as air-raid warden or spotter.
Miss Miel : Miss Crawford, do you need volunteers for your nursery school ?
Miss Crawford : We certainly do. Everyone who is working must make some arrangement for their children. And, as I understand it, more and more women are going into factories to replace men and more and more children will be on the street unless we solve the problem through community nursery centers. At present, working mothers have very inadequate arrangements for their children. That is why we felt the urgent need for the nursery school. For example,
18 VOLUNTEERS FOR YOUTH RECREATION PROGRAMS
there is a boy 8 years old who brings his sister who is 3 years old to our nursery school every morning on his way to school. When he returns from school, he stops and picks up his sister, takes her home, feeds her, and then puts her to bed and goes back to school.
Miss Latimer: This is certainly too much responsibility for a boy of 8.
Miss Miel: Do you feel you have enough facilities for more activities, Miss Crawford ?
Miss Crawford: We have room enough for more activities and we could do more with what we have, if we had enough volunteers.
Miss Miel. : Could you use more like the man from Colt’s ?
Miss Latimer: Dozens. We have so many children waiting for a club, but it is so difficult to find responsible volunteers. We must have dependable leaders.
Miss Crawford: And so could we at Mitchell House. The children keep coming each week and there is no leader. These children must want a club, otherwise they wouldn’t bother coming back each week waiting for one to materialize. Usually our staff takes the club until a suitable volunteer can be found.
Miss Miel : These children who come to you—do they have to wait a long time for a club to begin ?
Miss Crawford: They have to wait until the settlement can find a leader. You see, we try to do an individual job with the individual child and that means plenty of supervision.
Miss Miel: Thank you. I think that you and Miss Latimer have brought out how great the need is for men and women who can give a few hours of spare time each week to help keep Hartford’s unsupervised children out of trouble. No training, no skill is needed—only an interest in children.
The Volunteer Bureau, 64 Pearl Street, is now registering volunteers for this great community service.
Next week at this same time we shall discuss with a staff member the problems of the Independent Social Center, an agency ministering to the needs of Negro boys and girls in the North End.
VOLUNTEERS FOR YOUTH RECREATION PROGRAMS
PART 2
Training and development
SUGGESTIONS FOR TRAINING AN» DEVELOPMENT
Training
Experience has shown that training courses are not the best means of selecting volunteers for youth work. While experience during a training course may in many cases show which volunteers are best qualified for youth leadership, selection can be made equally well through careful interviews. Screening by means of interviewing avoids the danger that the interest of many well qualified volunteers may be lost through not beginning actual work when their interest is at its height.
Many agencies are, therefore, moving in the direction of putting the volunteer to work at the earliest possible moment, after carefully planned conferences on the nature of the work and brief observations of the work. After actually beginning the work, the volunteer may attend a series of informal training conferences.
The best example of training of this sort is A Training "Workshop for Civilian Defense Volunteers worked out by the Detroit Association for the Study of Group Work and the Detroit Girl Scouts. While developed by the Association for the Study of Group Work in cooperation with only one youth agency, the outline is flexible enough to fit a variety of agency programs. (For copy of this course, see p. 22.) Whether agencies give their own training or arrange a joint training course, the workshop method may still be used.
Many communities are, however, still using institutes very effectively especially those sponsored by the National Recreation Association. Such an institute given in Oklahoma City appears on p. 26. Canton, Ohio, succeeded well with a course for new recruits. Los Angeles, Calif., had considerable success with a jointly planned course which was arranged principally for volunteers already at work in youth agencies. Boston organized a course of three or four sessions which it took out to some of the nearby colleges and gave on the campuses.
Whatever training plan a community selects, it is important that training in individual agencies and joint community training be arranged in advance so that there will be no lapse after the campaign during which the enthusiasm of new recruits could wane.
In-Service development
It is generally desirable to have all volunteers work in close association with a person who is qualified professionally in the field in which the volunteer is w orking. This person should riot be regarded
20
TRAINING AND DEVELOPMENT
21
as a “supervisor” in the usual sense of the word, or as an instructor or critic. His relationship to the volunteer should be that of a sympathetic co-worker and counsellor whose experience is at the disposal of the volunteer.
Some communities conduct informal recreational activities for youth and children. Usually, the leaders of these programs have not had the benefit of group work experience or training. It is desirable, therefore, that supervision be made available to these leaders. This can be arranged through the appointment of a committee of representatives of the various agencies to provide the necessary service.
Even the best qualified volunteer needs to be encouraged and stimulated in various ways to improve the quality of his service and to avoid “getting into a rut.” To accomplish this the volunteer must develop a capacity for self-appraisal and for self-improvement. This should be a major objective of the type of informal supervision suggested here. One method which has been found valuable is for volunteers to attend agency or department staff meetings. Through such participation volunteers may become better acquainted with professionals, come to have a clearer view of their own role and both volunteers and professionals may learn from each other.
Other approaches to in-service development which have been used either singly or in combination are:
1.	Discussion meetings on topics of common interest.
2.	Problem conferences, based upon practical situations suggested by the volunteers.
3.	Case studies.
4.	Demonstrations of group leadership by experienced leaders.
5.	Planned visits to other groups.
6.	Occasional exchanges of leaders.
7.	Arts and crafts laboratories.
8.	Participation in musical activities and dancing.
9.	News letters and other devices for exchanging information and ideas.
10.	Purely social activities.
Wherever possible both professionals and volunteers should participate in these programs. The workshop plan as employed in Detroit provides a desirable method of bringing this about and is also a means of combining several of the suggested approaches with an emphasis throughout upon the volunteer’s responsibility for his own selfimprovement.
Agencies which do not have a chairman of volunteers may find it advantageous to appoint one. This chairman would not supervise the work of the volunteers who, as has been indicated, should be under
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VOLUNTEERS FOR YOUTH RECREATION PROGRAMS
the appropriate professional leaders. He or-she has duties such as the following:
1.	Conferring with all departments of the agency relative to the use of volunteers.
2.	Planning for the training and supervision of volunteers.
3.	Making requests for volunteers from the Volunteer Office.
4.	Acting as a counsellor to all volunteers for the discussion of any problems they may face in adjusting to the agency.
5.	Representing the volunteer viewpoint in agency staff meetings.
6.	Encouraging the recognition and promotion of capable volunteers.
This chairman should be capable of understanding the volunteer viewpoint and should have had a long-standing connection with the agency in order to be familiar with all portions of its program. Executive ability, poise and tact are also important qualifications.
Awards for Service
Recognition of volunteers is important both for the morale of the active group and as a further stimulant to the recruiting of additional volunteers. Therefore, in connection with a campaign for the recruiting of youth leaders, a community will wish to plan at the outset for the induction of the new recruits into the Citizens Service Corps as soon as they have qualified either through the completion of a course of training or apprenticeship or through 50 hours of service. It will be the responsibility of the agencies to furnish to the Volunteer Office information on the eligibility of candidates.
Volunteers will be entitled to awards for service after serving the requisite number of hours. The agencies should, therefore, furnish to the Volunteer Offices, on forms supplied by it, a periodic report of the hours rendered by volunteers. This report provides a basis for awards which are available for 500, 1,000, 2,000, 3,000, 4,000 and 5,000 hours. The Manual for Volunteer Offices suggests that such hours be reported weekly and contains a sample of the report form.
A TRAINING WORKSHOP FOR CIVILIAN DEFENSE VOLUNTEERS*
Introduction
This is what a “workshop” means: you meet with “resource leaders” from the following fields:
Group work skills.—Folk dances, games and stunts, arts and crafts, songs and music, outdoor and indoor activities, club and game room organization.
♦Prepared by the Detroit Association for the Study of Group Work.
TRAINING AND DEVELOPMENT
23
Youth leadership.—How to gain the confidence of your boys and girls, how to help them develop a self-reliant group life, how to recognize trouble shooters in time, how to act in ticklish situations, how to settle disputes, how to encourage a friendly and acceptant spirit, develop enthusiasm, stimulate interest, dissolve dissatisfactions and hostilities.
Youth knowledge.—What are 6- to 10-year-olds like ? How do children change between 10 and 14? What do adolescents expect from us? What are some of the most frequent types of children you will meet in your groups? How can you understand their behavior even though you have a whole room full of them to deal with? What can you easily find out about their background ? Just what are the dangers of misdevelopment to which they are exposed in uncontrolled street life?
A workshop is not a routinized lecture series or a course. It is a flexible learning situation, in which you are being helped to help yourself. All the above questions and many more will come up in your mind as you are watching groups in action. The “resource leaders” will help you find the answers, as your interest in them develops.
Your own eyes, and lining people, are your “textbooks”—You may wonder, while you are reading this, just what questions you would ask your “resource leaders.” Just wait and see what happens to you on your first observation visit to a group in action. You can choose from among a wide variety of agencies and age ranges. Spending even half an hour in one of these groups will push so many questions into your mind that your resource leader will have trouble answering half of them. From these questions you ask, the resource people will begin to plan how and what they should present to you. According to the interest and needs you suggest, they will provide you with mimeographed and printed materials to round out your experience. All materials you will be given will be geared to what you ask, what you are interested in, and what you want to do.
The four training meetings.—The workshop meets on Tuesday evenings, from 7:30 until 10 p. m. In these training meetings you will practice skills, make reports on your own observations of groups in action, will discuss questions, and receive summaries of materials presented. Besides these meetings you will be expected to visit a group every week for observation. Visiting schedules will be worked out in line with your home address and time schedule.
The problem discussion seminar.—After the four training meetings, you will start to work on your own, helped by the local agency supervisor. Naturally, you will feel like using the people who served you as resource leaders before your work started, to help you
24 VOLUNTEERS FOR YOUTH RECREATION PROGRAMS
with the people you meet on the job. This is why the group meets once a month for 3 more months after you start to work. In this “problem discussion seminar” all your resource leaders will be present and will give you any help you may want.
These are the only prerequisites:
The wish to help the youth of this country td grow straight.
A friendly feeling toward boys and girls.
Some sense of humor.
One pencil and a notebook.
First ^Seeiiiiq
Skills.—The meeting begins with a few “mixers” and with games being taught by the “games, stunts, and folk dance” resource leader.
Leadership and youth knowledge.—The second half of the meeting is used for the following content:
Statements and questions from the volunteers as to what they expect their job to be, and so forth.
On the basis of these questions, describe the job analysis and give them some idea of what people actually do on the job, with various age ranges.
Explanation of assignment—to go out and observe a group in action (assignments of places to visit will be made specifically with consideration for the address of the volunteer).
Second Meeting
Skills.—The meeting begins with training in songs, song leadership, and some explanation of the use of music in youth work (music resource leader). Then continues with presentation from the “story telling and children’s books” resource leaders.
Leadership and youth knowledge.—The second part of the meeting is spent in:
Having some of the group visit reports read by volunteers; having the others join in discussion of these reports and summarize the hour by bringing out common problems and facts of group observation and group handling.
Assignments—visiting groups on the basis of activity. (Volunteers are assigned to different activity groups according to their main interests, are encouraged to visit one group with their central interest and one with a marginal interest activity going on.)
Third Meeting
Skills.—The meeting starts by the “arts and crafts” resource leader presenting a variety of materials to be handled and tried out by the group. The volunteers are shown what types of materials are easiest to use, how to handle them, and how to help children work with them.
Assignments.—Visiting one agency, not just to observe one group
TRAINING AND DEVELOPMENT
25
or see one type of activity, but to gain the “feel” of a whole agency. Arrangements are made previous to the visit with the agency directors so that visiting volunteers get a good all-round picture of the agency and its place in the community it serves.
Fourth Meeting
Skills.—“Games and folk dances”, “music and storytelling,” “arts and crafts,” resource leaders add to the things they have presented before, give volunteers well worked out mimeographed source materials for further reference, and help them with questions just where to find help after they are in action.
Leadership and youth knowledge.—Questions from the agency visiting are answered, a rounded point of view of group work, its goal, the nature of agencies, and the main types of child behavior or discipline problems they may run into. The volunteers are given some very short materials for orientation and for use on the job.
The Follow-up
After the fourth meeting, the volunteers are put into action.
The local agencies assume supervision and guidance over the volunteers and keep a record which is made available to the resource leaders.
From then on, they come back for a “problem discussion seminar” once a month, for 3 months running. In this seminar, all resource leaders are present to give them any kind of help they may need.
A careful record of all problems and questions coming up. or positive as well as negative impressions of the local supervisors, is kept, and the total program will be evaluated on that basis.
After that, the planning of new (preferably decentralized) courses will be revised, utilizing the experience of this training set-up as a guide.
Note.—While the program will follow the leads of the questions and needs of the participants, the course will carefully watch that eventually the trainees receive adequate materials on such topics as:
Aims and philosophy of recreation and group work, with special emphasis on wartime problems.
Types of programs on all age levels.
Leadership and personality relationships involved in group work problems,
and so on.
26 VOLUNTEERS FOR YOUTH RECREATION PROGRAMS
RECREATION LEADERS9 INSTITUTE ON SOCIAL RECREATION*
J anuary 24,25,26,27,28,1944 Oklahoma City, Okla.
PROGRAM
January 24,1944
Registration: 7:00-7:30 p. m.
General Session: 7: 30-9: 30 p. m.
Theory: Objectives; Balanced Program
Activities: Ways of Starting a Party; Breaking the Ice; Get-Acquainted Games
Stunt Songs: Simple Marching, Singing, Circle, Musical Mixers
January 25,1944
Morning Session: 10:00 a. m.—12 noon
Theory: Types of People, Likes and Dislikes, Development and Interests; Recreation for Homes and Defense Workers
Activities: Creative, Active and Quiet Games; Seasonal Activities;
Simple Musical Mixers and Square Dances
Evening Session: 7: 30-9: 30 p. m.
(Same Theory and Activities as Morning Session)
January 26,1944
Morning Session : 10:00 a. m-12 noon
Theory: Meeting the Needs of Youth; Organizing Junior and Senior Councils.
Activities: Games, Stunts, Songs and Dances for Crowded Places and Unusual Conditions.
Evening Session : 7:30-9:30 p. m.
(Same Theory and Activities as Morning Session.)
♦Sponsored by Civilian Recreation Committee of Oklahoma County-City War Council and Council of Social Welfare, and conducted by a staff member of the National Recreation Association.
TRAINING AND DEVELOPMENT
27
January 27,1944
Morning Session: 10:00 a. m-12 noon
Theory: Leadership Hints and Methods; Qualities of a Good Leader; Recreation for Service Men and Service Women.
Activities: Games and Musical Mixers for Too Many Men and Not Enough Women or Vice Versa; Community Singing.
Evening Session: 7:30-9:30 p. m.
(Same Theory and Activities as Morning Session.)
January 28,1944
Morning Session: 10:00 a. m.-12 noon
Theory: Planning the Program; Glamorizing the Party.
Activities: Review; Advanced Folk and Square Dancing.
Evening Session: 7:30-9:30 p. m.
(Same Theory and Activities as Morning Session.)
REFERENCES
“Controlling Juvenile Delinquency.” Available through Children’s Bureau, U. S. Department of Labor, Washington, D. C.
“Girl Scout Leadership Drive Packet.” Available through Girl Scouts, 155 East Forty-fourth Street, New York 17, N. Y., Catalog No. 20-115, 25 cents.
“Guides for the Selection of Boy Scout Personnel.” Available through Boy Scouts of America, 2 Park Avenue, New York, N. Y.
“Teen Trouble.” Available through the National Recreation Association, 315 Fourth Avenue, New York, N. Y., 10 cents.
“The Effect of the War on Volunteer Leadership,” Group Work Division, California Conference of Social Work, May 1943. Available through David F. De Marche, Y. M. C. A., Los Angeles, Calif.
“Training Aids” for Girl Scout Instructors. Available through Girl Scouts, 155 East Forty-fourth Street, New York 17. N. Y., Catalog No. 19-410-1.
“Training for Recreation Leadership.” Available through National Recreation Association, 315 Fourth Avenue, New York, N. Y., 50 cents.
“Understanding Juvenile Delinquency.” Available through Children’s Bureau, U. S. Department of Labor, Washington, D. C.
“Victory Farm Volunteers on the Farm Front.” Available through State Supervisor, Victory Farm Volunteers, State Agricultural College in any State.
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VOLUNTEERS FOR YOUTH RECREATION PROGRAMS
“Volunteer Service Manual” for Group Work and Recreation Agencies, prepared by the Detroit Association for the Study of Group Work in collaboration with the Civilian Defense Volunteer Office, Detroit, Mich. Available through the Civilian Defense Volunteer Office, 2631 Woodward Street, Detroit, Mich.
Publications of the Office of Civilian Defense. Available through the local Defense Council:
“Manual for Volunteer Offices,” OCD Publication 3629.
“The U. S. Junior Citizens Service Corps,” OCD Publication 3623.
“Civilian War Services,” OCD Publication 3626.
“Recreation in War Time,” OCD Publication 3624.
U. S. GOVERNMENT PRINTING OFFICE: 1944
For sale by the Superintendent of Documents, U. S. Government Printing Office Washington 25, D. C. - Price 10 cents