valuing diversity - The Scout Association

valuing diversitymaking Scouting available to all 0707 | valuing diversity

07Who is Valuing Diversity for?This module (number 7) is for all adults who hold warranted Appointmentsin Scouting. It provides them with basic information about equalopportunities. It also includes practical help for creating a programmethat is suitable for all.What does this module contain?This module contains almost 4 1 / 2 hours of learning that may be managedin a variety of ways.How is this module validated?The validation of this module is based on the individual’s ability to meetthe validation criteria, as set out in the Training Adviser’s Guide and theAdult’s Personal File. This means that the adult will be required todemonstrate their understanding of The Scout Association’s EqualOpportunities, Co-education and Religious Policies, as well as theirability to incorporate them into their everyday Scouting.What information is provided?Subjects covered include diverse communities, the diverse nature ofindividuals, facts and policy, and the practical application of the policies.The objectives for the module are given followed by training methods. Thecontent is given in outline with the key points expanded in more detail.Trainer’s notes are also given to provide guidance on delivering the sessions.The information is not however a script for the session. Prior knowledgeand/or research of the subject matter by the Trainer will be required beforedelivery of the training.Series EditorChris JamesEditorsRobert HalkyardClaire McAuliffeContributorsHelen ApseyTian BerseyDebbie LaddsJackie MartinPaul WilkinsonDesign andProductionThe WorkroomCopyright © 2003The Scout AssociationNew EditionFirst printed 2003Printed by Belmont PressEditor’s noteAlthough in some parts of the British Isles Scout Counties are known as Areas or Islands and inone case Bailiwick, for ease of reading this material simply refers to County or Counties.

Session detailsThe following sessions are included in this module:Session Page Timing (hrs)1 A diverse community 4 0:352 Individuals 7 0:503 Facts and policy 10 1:304 Practical application 14 0:505 Action plans 17 0:25Depending on the number and nature of the participants and staff,these sessions may need to be preceded by introduction and/orintegration sessions.Planning considerationsModule 7, Valuing Diversity is a compulsory module for all adults workingtowards a Wood Badge. The learners for this module will have various rolesand levels of experience within Scouting as they will either be an adult newto Scouting or changing roles.Some work may need to be done before delivering the sessions as thepresenter needs to be confident in discussing the policies relating to EqualOpportunities, Co-education, Minority Groups and Special Needs. They willalso need to value diversity in Scouting and have an understanding,preferably with practical experience, of how to implement the policies.Much of this session is based around challenging the way people think,and encouraging them to change their behaviour. Sensitivity will thereforebe essential in dealing with these subjects. In order that participants makethe most of this module, they must be made aware that they are in a safeenvironment where views can be explored openly.The number of participants on the course will determine your ways ofworking. Smaller numbers allow for one to one or individual workingand sharing ideas. It is recommended that large groups (of eight or moreparticipants) are broken into tutor groups, each supported by a tutor.Facilitator’s notes are provided on the reverse of the each handout.Valuing diversity 1

TrainerValuing diversityLearnerGroupAimTo promote the policies of The Scout Association that encourage diversityand to consider how individuals, in their roles, can help make Scoutingavailable to all.ObjectivesThere are 12 overall objectives for this module:Report backVisual aidsTrainer’s notesHandout notes123456789101112State The Scout Association’s policy regarding Co-education,Equal Opportunities, Minority Groups and Special Needs.Explain and value The Scout Association’s Co-education Policy.Explain the steps necessary for a Scout Group to be open to both sexes.Identify how co-education can be built into the Programme.Accept the importance of The Scout Association’s Equal OpportunitiesPolicy.Demonstrate a commitment to the implementation of The ScoutAssociation’s Equal Opportunities Policy.Identify the wide range of Special Needs.Accept that Scouting is available to all young people regardlessof their needs.Locate where information, advice and support is available to supportSpecial Needs.Value cultural, social and religious diversity within communities.Explain how Scouting can meet the needs of diverse communities.Explore the contribution Scouting can make locally in furthering thedevelopment of a more inclusive society.Timing2Valuing diversity

MethodsA series of sessionsThis module may be delivered as a series of training sessions in avariety of time settings. It is recommended however, that they shouldbe delivered together, as each session builds on the tasks completedin the previous session.WorksheetSmall group trainingThis module could be delivered as a series of small group discussions.Where tasks involve groups discussing different topics, either choosethe task most appropriate to the group, or ask the group to split intotwos or threes to complete the tasks.One to one trainingThis module could be delivered on a one to one basis by a Trainer, orsomeone with sufficient experience to coach a candidate through thesubject areas. As this session deals with personal views and attitudes,it is important that the coach is someone with whom the participantfeels comfortable. The coach must also be confident in their ability toanswer complex questions on the subject.ResourcesTo carry out the training in its entirety you will need the following:• Flipchart• Flipchart paper and pens• OHP and OHTs• Pin board and pins• A4 paper or card• Newspaper articles from local and regional newspapers about thecultural, social and religious diversity within the District or County/Area.• Copies of relevant handouts• Copies of relevant worksheets• Copies of Valuing Diversity.Resources are summarised at the start of each set of Trainer’s notes foreach session.Valuing diversity 3

Valuing diversity: session 1A diverse communityKey objectives1 Value cultural, social and religious diversity within communities.2 Explore the contribution Scouting can make locally in furthering thedevelopment of a more inclusive society.ResourcesFor this session, you will need the following resources:• Flipchart• Flipchart paper and pens• OHP and OHTs.Trainer inputExplain the definition of a diverse organisation from The National Centre forVolunteering using OHT 1 . The definition is given as follows:‘A diverse organisation is one which values difference. It is one whichrecognises that people with different backgrounds, skills, attitudes andexperiences bring fresh ideas and perceptions. Diverse organisationsencourage and harness these differences to make their services relevantand approachable. A diverse organisation draws upon the widest possiblerange of views and experiences, so it can listen to, and meet the changingneeds of its users, staff, volunteers, partners and supporters’.Explain that we show that we value something by:• recognising its worth• knowing the importance of understanding• recognising the need to respect differences.To value diversity in Scouting, we need to respect and value the diversity ofthe communities in which we operate. We respect and value the individualdifferences that each person brings to Scouting. We try to maximise thepotential of the young people and adults in Scouting by developing andencouraging the best use of their wide variety of skills and attributes.We will start by looking at the diverse nature of the communities in whichwe live.4Valuing diversity

TaskIn small groups, discuss the following:• In what ways are the communities in which we live diverse?• What positive value can this diversity bring to a community?Report backAsk each group to share five of their ideas for each of the two questions.Possible answers for the first question include:• rural/urban• multi-ethnic• multi-cultural• social backgrounds• norms of behaviour• demographics – age, gender• income• expectations for the future• education• understanding of what Scouting has to offer.Possible answers for the second question include:• tolerance• raising awareness of other cultures and faiths• understanding of other races, religions, and cultural practices• acceptance of people as just people• confronting ignorance.Trainer inputExplain that the Purpose of Scouting is to promote the development ofyoung people in achieving their full physical, intellectual, social and spiritualpotential as individuals, as responsible citizens and as members of theirlocal, national and international communities. It is important to recognisethat Scouting differs across the UK, and across the world.In order to attract young people, and to give them the opportunity todevelop, we should offer them the Scouting that they want, that meetstheir needs.Valuing diversity 5

In the next session we will go on to look at the diverse nature of individualsand how local Leaders and Commissioners can adapt their Scouting tomeet the needs of young people in their communities.In particular, the session will cover the Equal Opportunities Policy, SpecialNeeds, Minority Groups, and Co-education.We will explore the impact that these have on everyday activities inScouting, such as meetings, programme planning, recruitment of Leaders,camps and so on.6Valuing diversity

Valuing diversity: session 2IndividualsKey objectives1 State The Scout Association’s policy regarding Co-education, EqualOpportunities, Minority Groups and Special Needs.2 Accept the importance of The Scout Association’s Equal OpportunitiesPolicy.ResourcesFor this session, you will need the following resources:• Flipchart• Flipchart paper and pens• OHP and OHTs• Pin board and pins• Copies of Worksheet 1, Getting to Know Someone.Trainer inputWe need to remember a fundamental truth – that we are all individualswith individual needs. Scouting tries to meet those needs.Explain that although we have an Equal Opportunities Policy, Scouting isnot open to an individual without question. Sometimes there are legitimategrounds for exclusion within the Scouting framework (for example, if anadult is an atheist).Outline the six key areas of the Equal Opportunities Policy using OHT 2 :• Class• Ethnic origin, nationality (or statelessness) or race• Gender• Marital or sexual status• Mental or physical ability• Political or religious belief.Explain how the policy differs when applied to young people and adults.Valuing diversity 7

For young people:• We are committed to extending Scouting, its Purpose and Method toyoung people in all parts of society.• No young person should receive less favourable treatment nor sufferdisadvantage because of any of the six areas above.For adults:• The Scout Association’s values, which underpin and inspire our workwith young people, are embodied within the Purpose of The ScoutAssociation and in the Scout Promise and Law.• To carry out its work, adult Leaders and Supporters are needed who areprepared to accept the responsibilities of their commitment.• Members must be ‘fit and proper’ persons to undertake duties ofappointed positions and where appropriate, the responsibilities ofMembership.• They need to ensure:• the safety and security of young people• the continued development of young people• equal opportunities for all.Explain that this is a Policy of The Scout Association, as agreed by theCommittee of the Council in 1997. When we take on a role in Scouting weagree to abide by this Policy.TaskIn pairs, and without speaking, complete Worksheet 1. Once it is complete,discuss whether your assumptions about each other were correct.Trainer’s notesFor the next task there are two options. It is advisable to divide theparticipants into two groups, with each group completing a differentoption. If there are too many participants to work effectively in two groups,then split them up into tutor groups and ask different groups to completedifferent options.TaskIn groups, discuss one of the following options:8Valuing diversity

Option oneWe are all prone to making assumptions about other people. Whenrecruiting adults, what assumptions might we tend to make about them inthe following areas: ability, finance, time availability, culture, age, existingskills, family situation, gender, beliefs and values?Option twoWe are all prone to making assumptions about other people. Whenplanning a programme, what assumptions might we tend to make aboutyoung people in the following areas: ability, finances, parental backgroundand support, gender, other hobbies, culture – (e.g. food, clothing, socialnorms, religion) and at camp?Report backAsk each group to share the list of assumptions that they came up with.Ensure that any similarities and differences in the lists are highlighted.Trainer inputExplain that everyone makes assumptions about people and situations.Instinctively we judge on the information we have available to us.What influences our assumptions?• The media• Family• School/college• Peers• Scouting• Work• Our own experiences• Hearsay and gossip.We need to base our judgements on fact and not opinion, myth orstereotypes.As Scouts and responsible members of society we need to value everyMember as an individual, value what they have to offer Scouting andrecognise the benefit they bring to others who work with them in Scouting.As Leaders in Scouting, we should remember that we are one of theinfluences on young people and the assumptions they might make,as well as the other adults with whom we work.Valuing diversity 9

Valuing diversity: session 3Facts and policyKey objectives1 State The Scout Association’s policy regarding Co-education, EqualOpportunities, Minority Groups and Special Needs.2 Explain and value The Scout Association’s Co-education Policy.3 Explain the steps necessary for a Scout Group to be open to both sexes.4 Identify the wide range of Special Needs.5 Accept that Scouting is open to all young people regardless of theirneeds.6 Locate where information, advice and support is available to supportSpecial Needs.7 Value the cultural, social and religious diversity within communities.ResourcesFor this session, you will need the following resources:• Flipchart• Flipchart paper and pens• A4 paper or card• Copies of Handout A, Equal Opportunities (HO A)• Copies of Handout B, Cultural, Social and Religious Diversity (HO B)• Newspaper articles from local and regional newspapers about thecultural, social and religious diversity within the District or County.• Copies of Valuing Diversity.Trainer inputRemind participants of the six key areas of the Equal Opportunities Policy,covered in the earlier session. Explain that they are now going tohave an opportunity to explore the Policy in greater depth.10Valuing diversity

TaskIn small groups, discuss possible barriers to implementing the EqualOpportunities Policy, and ways to overcome them. Use Handout A.Trainer’s notesIt may be useful to divide the participants into role specific groups i.e.groups of Commissioners, Section Leaders etc.Special NeedsTrainer inputIntroduce the session with the following points:• Most Leaders will at some time be approached by, or have a youngperson within their Section, Group or District who has a Special Need.• All of us during the course of our lives experience an impairment ofsome kind, either permanent or temporary, as a result of an illness,accident or medical condition.• There is therefore a wide spectrum of Special Needs.Ask for some examples of Special Needs and list them up on a flipchart.Trainer inputExplain that there are a number of different categories of Special Needs.Trainer’s notesIt may be useful to have each of the headings written on pieces of card topin up.Explain what the heading means and reflect on the effect this type ofdisability has on a person’s life.• Physical impairmentThis term describes difficulty in moving or using all or part of the body.• Sensory impairmentThis indicates that there is a loss of hearing or sight.• Learning disabilityThis suggests that a person has difficulty learning in the commonly usedand accepted way, or at the same pace as their peers. It does not meanthat they cannot learn. Often different approaches to learning will helppeople with a learning disability to understand a concept.Valuing diversity 11

• Communication difficultiesOur main forms of communication are by using speech, gesture and thewritten word. Special Needs may be present as a result of theimpairment of one or more of these communication skills.• Mental illnessThis includes illnesses that result in disorders of mood, perception,motivation etc, and also conditions that affect the actual brain tissuegiving rise to memory loss or disorientation.• Hidden disabilityThere are a number of conditions that affect the human body which donot produce any outward signs of impairment. Conditions such as heartdisease, respiratory disorders and epilepsy may affect the person’s abilityto function effectively in particular situations or at certain times.Explain that Special Needs can either be visible or invisible. None shouldbe considered in isolation, as some Special Needs will fall into more thanone category.How does this affect Scouting?Scouting promotes the integration of young people with Special Needs by:• recognising those with Special Needs• accepting them• providing for them through mainstream Scouting and Special Groups• physically integrating them• valuing them.The District Commissioner is responsible for the provision of access toScouting for a person with Special Needs. On occasion, it may not bepossible, appropriate, or in the best interests of the young person to join aparticular Scout Group. If this decision is taken it must be referred to theDistrict Commissioner.Explain that further information on a specific Special Need is availablethrough the following resources:• ADC or Adviser (Special Needs) or District Commissioner• ACC (Special Needs)• The Scout Information Centre• Factsheets and Scout Association resources• www.scoutbase.org.uk• Specialised websites for specific disorders or disabilities(for example www.cafamily.org.uk )• Specialised resources for specific disorders or disabilities(for example, Contact a Family Directory).12Valuing diversity

Co-education PolicyTaskIn small groups, using the resources available, create a prompt card thatexplains the following:• The key points of the Co-education Policy• The steps that need to be taken to open a Group to boys and girls.The card, to be used by Section Leaders and Group Scout Leaders, shouldbe produced on one side only of A4. It could be hand-written or created ona computer.TaskIn small groups, read the articles about people in your local community.Using Handout B, discuss how Scouting meets the needs of young peoplewho live there.Trainer’s notesThis task requires articles from local newspapers, that will need to becollated and copied for the groups. The articles should show the cultural,social and religious diversity within their Scout District or County.Please note that there should be a variety of newspaper reports focusing ona variety of local issues. They should not be all negative stories. The aim ofthis task is to recognise that diversity is a reality within your community andnot to present a negative image of that diversity.Valuing diversity 13

Valuing diversity: session 4Practical applicationKey objectives1 Identify how co-education can be built into the Programme.2 Demonstrate a commitment to the implementation of The ScoutAssociation’s Equal Opportunities Policy.3 Explain how Scouting can meet the needs of diverse communities.ResourcesFor this session, you will need the following resources:• Flipchart• Flipchart paper and pens• Copies of Handouts C to I.Trainer inputExplain how The Equal Opportunities Policy underlines The ScoutAssociation’s commitment to valuing diversity. This is done by extendingScouting to young people in all parts of society.This session is about overcoming the difficulties that can arise when puttingthe Policy into practice. The following are some tips that will help avoidmisunderstanding and fear by obtaining as much information as possible.There are numerous resources available, such as:(In Scouting)• District and County support• The Scout Information Centre• www.scoutbase.org.uk(Outside Scouting)• Websites• Other organisations.14Valuing diversity

• Discuss an individual’s needs with them and/or their parents.• An individual joins not only a Section but also a Group, District andCounty. Discuss this with all the Leaders in the Group/District.• Take care when planning your programme. It is often good to haveexperiential activities including those that help young people to find outmore about diversity, for example inviting guests, visits, awarenessraising activities etc. Be aware that you may need to adapt your methodsof delivery in order to show respect to other cultures e.g. visiting aMuslim Mosque. A mixed Scout Group would need to enter in separategroups of males and females.• Make sure that you have suitable and adequate facilities for everymember of your group. Remember this not just at your meeting placebut also on camp, and whilst doing outside activities, etc.• In the recruitment and induction of adults, plan an inclusive andsupportive programme.• Remember to balance the needs of all Members.• Think creatively and ‘out of the box.’ Just because it has always beendone like that doesn’t mean that you cannot try a different way – beflexible.• Remember that valuing diversity is not just about what Scouting hasto offer individuals. It is also about how Scouting can benefit fromtheir participation.• Always use common sense!Trainer’s notesThe next task uses a selection of the case studies provided on Handouts Cto I. The case studies you choose should depend on the roles of theparticipants and the time you have available. This session can be expandedto give the participants the opportunity to explore the practical implicationsof valuing diversity more fully.You may choose to ask participants to discuss different case studies in eachtutor group, and then ask them to share their findings with the rest of thecourse. The topic for discussion is given on the front of the handouts; notesfor facilitators are given on the reverse.It is essential that the Trainer handles the session sensitively. Discussion ofthese areas can often have a positive effect and give individuals theopportunity to explore their thoughts and feelings. Conversely the Trainershould be prepared for the possibility that the session will produceignorant, negative or resentful attitudes, challenging comments andquestions. In some respects the Trainer is in the position of reflecting thepolicy of The Scout Association and should be knowledgeable and securein dealing with difficult situations, should they arise.Valuing diversity 15

TaskIn small groups, discuss the case study given on the handout. Be preparedto give a short summary of your discussion.Report backAsk each group to give a summary of their discussion and what actionsshould be taken.16Valuing diversity

Valuing diversity: session 5Action plansKey objectives1 Demonstrate a commitment to the implementation of The ScoutAssociation’s Equal Opportunities Policy.ResourcesFor this session, you will need the following resources:• Copies of Worksheet 2, Increasing Diversity.Trainer’s notesDepending on the time you have available and the preferences of theparticipants, you could either give time to complete this task as part of thecourse, or ask them to complete it at home.Participants could complete the worksheet on their own, or in pairs.However the Trainer should recognise and that some people may find thisexercise difficult and therefore may need support in completing theworksheet.Trainer inputExplain that we now need to consider how we can encourage diversitywithin our own Scouting. Explain that the next task can be used as part ofthe validation for this module.TaskUsing Worksheet 2, produce a plan to increase the diversity of Scouting inyour area.Valuing diversity 17

Module 07 Valuing diversity 1Definition of a diverse organisation‘A diverse organisation is one which values difference. It is one which recognisesthat people with different backgrounds, skills, attitudes and experiences bringfresh ideas and perceptions. Diverse organisations encourage and harness thesedifferences to make their services relevant and approachable. A diverse organisationdraws upon the widest possible range of views and experiences, so it can listen to,and meet the changing needs of its users, staff, volunteers, partners and supporters’.National Centre for Volunteering© The Scout Association

Module 07 Valuing diversityEqual Opportunities Policya The Scout Association is committed to extending Scouting, its Purpose andMethod to all young people in all parts of society.b No young person should receive less favourable treatment on the basis of,nor suffer disadvantage by reason of:• class• ethnic origin, nationality (or statelessness) or race• gender• marital or sexual status• mental or physical ability• political or religious belief.All Members of the Movement should seek to practise that equality, especially inpromoting access to Scouting for young people in all parts of society. The ScoutAssociation opposes all forms of racism.© The Scout Association2

WS 1Getting to know someoneWork with someone you don’t already know. Without speaking to them, complete the table below.What is the other person’s favouritetype of music?What is the other person’s favouriteTV programme?What radio station does the other personlisten to?What is the other person’s favouriteconfectionery sweet?What sort of books does the otherperson read?Where does the other person shop?Now discuss whether your assumptions about each other were accurate.Valuing diversity

HO AEqual opportunitiesTaskDiscuss the possible barriers to implementing the Equal Opportunities Policy,and ways to overcome them.The key principles of the Equal Opportunities Policy are outlined below:No person volunteering their services, or young person, should receive lessfavourable treatment on the basis of nor suffer disadvantage by reason of:• class• ethnic origin, nationality (or statelessness) or race• gender• marital or sexual status• mental or physical ability• political or religious belief.All Members of the Movement should seek to practise that equality,especially in promoting access to Scouting for young people in all parts ofsociety. The Scout Association opposes all forms of racism.Note: Paedophilia is a bar to any involvement in Scouting.Note: With reference to religious belief, the avowed absence of religiousbelief is a bar to appointment to a Leadership position.Valuing diversity

HO AFacilitator’s notesIn this discussion, you should give the group as much or as little help asthey require. It is, however, important that you help the group to focus onthe solutions rather than the barriers.It is suggested that you familiarise yourself with the Equal OpportunitiesPolicy and supporting resources before facilitating this discussion. This wayyou can at least look up the answer to any questions!Responsibilities within the policy:District Commissioneror County Commissioner • must be satisfied that all applicants areaware that they will be required to operatethe policy• must be satisfied that those assisting in thework of the District or County areupholding the policy.Group Scout LeadersAppointmentssub-CommitteesDistrict or County Executive• must be satisfied that those assisting in theGroup are upholding the policy.• are required to operate the policy in theirwork• all applicants for Appointments in theirremit are aware that they will be requiredto operate the policy.Examples of possible barriers:• Young people or adults being considered unsuitable for Membershipbecause they speak or act differently• Neglect by Scouting of ‘difficult’ neighbourhoods in the District• Training events that do not take shift-working patterns into account• Poor access to the meeting area• Unsuitable programmes a young person with Special Needs• Use of racist, sexist or other unsuitable language by adults and/oryoung people• The importance of diet, and the preparation of food, not beingunderstood by the Leader• A lack (or perceived refusal) of provision for girls• Accusations of sexual discriminationValuing diversity

HO A• Marriage between an Explorer Scout and a Leader in the same Unit• Leaders failing to recognise the diversity of faith and religious practicesin their programme• District/St George’s Day parades always being ‘Church Parades’• Accusations of discrimination against a Member who is openly bi-sexualor homosexual• Leaders insisting on young people paying their subs ‘all in one go’.Leaders and other adults:• The overriding consideration when appointing adults is the safetyand security of young people, and their continued development.• All adults in the Movement must be ‘fit and proper’ to carry outtheir duties.• Physical and mental ability of a potential appointee to carry outa particular role should be considered. An alternative role mightneed to be found.Valuing diversity

HO BCultural, social and religiousdiversityTaskRead the articles about people in your local community.In your group, discuss how your Scouting meets the needs of all the youngpeople in your community.How can you make Scouting more relevant and approachable to the youngpeople from the different cultural, social and religious backgrounds withinyour local community?Valuing diversity

HO BFacilitator’s notesThe discussion should not centre on young people from different cultural,social and religious backgrounds ‘fitting in’ with Scouting in your Districtand County. It is about:• being accessible and supportive of differences• reviewing local ways of doing things – how things are organised as wellas events and activities• making people feel comfortable.Link the discussions to the Fundamentals of Scouting, the Promise, the Lawand the Purpose of Scouting.The Promise(for Scouts, Explorer Scouts, Scout Network and adults)On my honour,I promise that I will do my bestto do my duty to God and to the Queen,to help other peopleAnd to keep the Scout Law.The Scout Law(for Scouts, Explorer Scouts, Scout Network and adults)• A Scout is to be trusted.• A Scout is loyal.• A Scout is friendly and considerate.• A Scout belongs to the worldwide family of Scouts.• A Scout has courage in all difficulties.• A Scout makes good use of time and is careful of possessionsand property.• A Scout has self-respect and respect for others.Valuing diversity

HO BThe Purpose of ScoutingThe Purpose of Scouting is to promote the development of young peoplein achieving their full physical, intellectual, social and spiritual potentials,as individuals, as responsible citizens and as members of their local,national and international communities.Note:• Scouting is open to all faiths and must therefore take account of thedifferent religious obligations of its Members while upholding theessential spirit of the Promise.• In each Promise the phrase ‘Duty to God’ or, in the case of BeaverScouts, ‘to love God’, is suitable for most faiths (including Christians,Hindus, Jews, Muslims and Sikhs).• Hindus may use either the words ‘my Dharma’ or ‘God’.• Orthodox Muslims may use the word ‘Allah’ in place of ‘God’.• Buddhists should use only the words ‘my Dharma’.• It is accepted that foreign residents who may become Members of TheScout Association owe allegiance to their own country.• To meet these circumstances the phrase ‘duty to the Queen’ should bereplaced by the phrase ‘duty to the country in which I am now living’.• In the case of Beaver Scouts, Cub Scouts and Scouts the decision as towhich permitted form of wording should be used in any particular casewill be made by the Group Scout Leader in consultation with the parentsof the young person concerned.• In the case of Explorer Scouts, Scout Network members and adults, thedecision as to which permitted form of wording should be used will bemade by the District or County Commissioner consultation with theperson concerned.Valuing diversity

HO BThe Religious Policy of The Scout AssociationThe Scout Movement includes Members of many different forms ofreligion. The following policy has received the approval of the heads of theleading religious bodies in the United Kingdom.All Members of the Movement are encouraged to:• make every effort to progress in the understanding and observanceof the Promise to do their best to do their duty to God• belong to some religious body• carry into daily practice what they profess.Valuing diversity

HO CCase study – DisabilityTaskDavid has Spina Bifida and uses a wheelchair. He was also a Scout inthe city where he used to live. He has recently moved to a small village,and wishes to continue his Scouting with a local village Troop. This Troopmeets in an old wooden building which is entered via a flight of four steps.It is very different from the purpose-built headquarters David used with hisold Troop.The Scout Leaders have told David’s parents (who were Chairman andSecretary of his old Scout Group) that it would be impossible for their sonto join the Troop due to lack of provision for a wheelchair user. They saidthat the best place would be the Church Group in the middle of the town,15 miles away.However this is not a solution. David’s family has only one car whichthe father uses for work, which often takes him away overnight.David’s parents have approached the District Commissioner for help.You are the District Commissioner. What do you do?Valuing diversity

HO CFacilitator’s notesAfter establishing that the local Troop’s headquarters is genuinelyunsuitable, there are two different courses of action that a DistrictCommissioner can take:1 The local Troop can be shown the benefits of David’s membership:he is an enthusiastic and committed Scout, his parents are clearly verysupportive and would be an asset for the Troop/Group. David’s SpecialNeeds could also be a catalyst for improving their Headquarters (which isclearly long overdue). While applying for funding, for example from theTreloar Fund at Headquarters, or waiting for modifications to be made,David could still take part in the Troop’s activities with careful programmeplanning (for example, going to a pantomime/film one evening in abuilding that does have wheelchair access) and a positive attitude.2 The District Commissioner will have to explain to David’s parents thatthe local Troop cannot accept David as a Member as their headquarterscannot be made suitable. The District Commissioner must help David toattend Scouts in the nearest suitable Troop. In this case, the majorproblem seems to be the transport. The District Commissioner shouldtherefore contact the Group Scout Leader to try and arrange a lift toshare or approach local voluntary groups who offer transport to peoplewith Special Needs.Valuing diversity

HO DCase study – ClassTaskA Group Scout Leader is contacted by a Leader who has just moved intothe area and wants to continue Scouting. As the Group is short of Leaders,the Group Scout Leader soon finds a place for him in the Scout Troop.However, when the Group Scout Leader visits the Troop a few weeks later,she notices that he doesn’t seem to be mixing well with the other adults.They do not include him in their conversation or ask for his opinion.After the meeting, the Group Scout Leader asks the new Leader ifeverything is all right. He confides that he likes the Troop but the otherLeaders make him feel out of place and he is tempted to leave. He feelsthat they look down on him because he has no academic qualificationsand has a manual job.You are the Group Scout Leader. What do you do?Valuing diversity

HO DFacilitator’s notesThis is something that happens quite often and from both ends of thesocial and academic spectrum. The Group Scout Leader should have beenable to identify the possibility of this happening before she placed him inthe Troop. A good induction process could have minimised the problem.A Group Scout Leader should take the following action:1 Arrange to talk to the other Leaders and explain how their behaviour isdiscouraging the new Leader. If felt appropriate, a gentle reminder ofthe Scout Promise and Law could be made.2 Look to see some commitment from them supporting and makingfriends with the Leader, perhaps by organising a social evening for allthe Leaders within the Scout Group.3 Encourage the other Leaders to allow the new Leader to becomeinvolved with the programme and the planning, and to demonstrate hisskills within the programme.4 Monitor the situation carefully to ensure that it gets no worse.Valuing diversity

HO ECase study – EthnicityTaskCoaltown District sent nine young people to Loamshire County’s selectionweekend for the World Jamboree under the leadership of Chris Edwards,Group Scout Leader of the 4th Coaltown.Three of the nine young people from Coaltown were of Afro-Caribbean orAsian origin. All ten of the Scouts selected to be part of the UK Contingenthowever, were white.That evening Chris complains to his District Commissioner that the selectionprocedure was unfair. He tells the Asian District Commissioner about someof the selection exercises that he believes put the young people of differentethnic origin at an unfair disadvantage. For example, the young peoplewere asked to cook a meal containing meat. As one of the young people isa Hindu, and vegetarian, they were unable to participate in this activity.Chris demands that the County runs the selection procedure again.You are the District Commissioner. What do you do?Valuing diversity

HO EFacilitator’s notesIf the selection procedure discriminated against any young person then it isunfair and is incompatible with The Scout Association’s Equal OpportunitiesPolicy. If the examples given of the procedures used do seem to put youngpeople of certain ethnic backgrounds at a disadvantage, then the DistrictCommissioner should take further action.In such cases, a District Commissioner should act as follows:1 Investigate whether the argument put forward by Chris Edwards isaccurate and whether the selection procedures did indeed disadvantageAfro-Caribbean and Asian entrants.2 Discuss instances of racial discrimination with the County Commissionerand try to persuade the County to run the procedure again.3 Where there has been racial discrimination and it is not possible to runthe selection process again (e.g. the County does not feel it can deselectthe Scouts already chosen), then the County should enable someof the Afro-Caribbean and Asian Scouts to be selected to join theContingent. This could be done by approaching the ContingentOrganiser for additional spaces or by finding additional money tosupport Scouts, or both.4 If the procedures did not discriminate against young people from theDistrict because of their ethnic origin, but because of another reason(such as gender, economic status or class) then the District Commissionershould consider steps two and three above.5 Ensure the County Team reviews other selection and appointmentprocedures to ensure that the situation does not happen again.Valuing diversity

HO FCase study – Sexual orientationTaskJune Wheeler has been the Scout Leader in the 14th Northton (Our Lady ofthe Assumption) Scout Group for a year. 14th Northton is sponsored by theRoman Catholic Church, and is only open to boys who attend the church.The Scout Troop has been in decline, but since she joined, June has built itup from four to 24 Scouts.One evening the District Commissioner receives a telephone call from DavidJohnson, the 14th Northton’s Group Scout Leader, asking him to cancelJune’s Warrant. David explains that as a result of forbidding her to take afriend to Troop camp, June has stormed out of the house very angry,distressed and making threats. When the District Commissioner exploresthe Group Scout Leader’s reasons for forbidding a Leader’s friend to helpout at a camp, he discovers that ‘her friend’ is a euphemism for June’slesbian partner. David goes on to tell the District Commissioner that theargument had become so heated that June has threatened to make anannouncement about her sexuality at the forthcoming Group AGM. Davidwants June’s Warrant cancelled before this happens.You are the District Commissioner. What do you do?Valuing diversity

HO FFacilitator’s notesBeing gay or a lesbian is not a bar to Membership. All Leaders are entitledto have a life and relationships, outside Scouting.However a Group Scout Leader or District Commissioner does have theright to consider these relationships if they have an effect on the Leader’sSection or Group. The District Commissioner should consider:• what the sleeping arrangements are likely to be at the camp, andwhether they are deemed to be appropriate• the teachings and the opinions of the sponsoring authority, in this casethe Roman Catholic Church, and the possible opinion of parents• that it is unlikely that the GSL and Scout Leader will be able to work inharmony together in the future• the knock on effect to the Section or Group e.g. recruitment of anotherScout Leader, should a Leader leave a Section.In this case, the District Commissioner asked the Scout Leader to moveto another non-sponsored Group, where she continues to be anexcellent Leader.Valuing diversity

HO GCase study – GenderTaskA Scout Group, which has been successfully co-educational in all Sections,lost all its Cub Scout Leaders after the town’s biggest employer relocated.The Pack closed for nine months because no volunteer help could befound, and the Cub Scouts were relocated to nearby Groups.Two male Leaders, who had been Cub Scout Leaders some 12 years before,recently re-opened the Pack and recruited 14 male Cub Scouts within thefirst three weeks. However, when Sarah (aged eight) went along to join shewas refused admission. The Akela insisted that he was not going to changehis mind as neither he nor his Assistant had any experience working withgirls. Sarah’s parents complained to the Group Scout Leader, but he wasunwilling to insist that the Leaders accepted girls in case the Leaders leftand the Pack closed again.Sarah and her parents are very upset and contact the District Commissioner.When the Group Scout Leader is contacted by the DC, he says the Group‘used to take girls.’ With no girls in the Colony or Pack he intended to letcurrent female Scouts work their way through the system and not admitany more girls to any Section.You are the District Commissioner. What do you do?Valuing diversity

HO GFacilitator’s notesIn a co-educational Group the key principle to consider is continuity ofprovision, i.e. that a young person is able to progress through all theSections following the one which they joined. For example, a Group canmake a decision that they will have a male-only Colony and Pack with amixed Troop. However, a mixed Group cannot reverse that decision unlessthe Group closes completely. In this case, the District Commissioner shouldconsider the following points:1 It is good practice to have at least one male and one female Leader. If afemale warranted Leader is not available, the long-term plan should beto look for a new additional Leader. However, the absence of a femaleLeader no longer prevents a Section from meeting. A female adult,whether a Mum, Scout Network member or friend of the Group couldbe brought in on a rota basis, if not available weekly, to balance out theleadership team.2 The decision to make the Group mixed cannot be reversed, even if aSection temporarily closes. The Group, having made the decision, has alegal obligation to admit female Members. This should be made clear tothe GSL and Leaders concerned.3 The refusal to accept female Members may be a wider problem and theGSL and Cub Scout Leaders may need retraining on the Co-educationPolicy of The Scout Association, and perhaps the Equal Opportunitiespolicy as a whole.4 Sarah may now not wish to become a Member of this particular Group.She may need to be put in contact with other local Groups that have afemale provision, so as not to lose her from Scouting altogether.Valuing diversity

HO HCase study – Sexual behaviourTaskPaul has been a Scout Leader for six years. In that time he has built up asuccessful mixed Troop of 26 Scouts, which has an exciting and challengingprogramme. His other hobby is water sports, and he often combines thetwo by running water activity weekends.Paul has had a number of relationships and most of his girlfriends havehelped run Scouting activities at some time or other. Some of the parentshave commented that he seems to have ‘a different woman every week’.The Group Scout Leader is aware that Paul’s relationships are the subjectof discussion by the Scouts.The Group Scout Leader decides to tell Paul that he must not bring hisgirlfriends to Scouting activities any more. Paul is very angry, particularlyas some relationships have floundered because of his huge commitmentto Scouting, and rings the District Commissioner for advice.You are the District Commissioner. What do you do?Valuing diversity

HO HFacilitator’s notesA Leader is entitled to have a life outside Scouting and to form adultrelationships, but a Group Scout Leader or Commissioner does have theright to consider these relationships if they have an effect on the Leader’sSection or Group.The District Commissioner should:• discuss the situation with Paul and the Group Scout Leader• point out to Paul that the Group Scout Leader’s behaviour wasprompted by comments made by Scouts and their parents. Paul shouldbe aware he may be harming his standing with them if his relationshipsbecome too much of a talking point• point out that the Group Scout Leader has gone overboard in banningPaul’s girlfriends from helping at activities• seek a compromise, e.g. allowing his girlfriend to attend activities butrequiring Paul to keep their relationship very much in the background• suggest that any of Paul’s friends who want to help, male or female, arewelcome to join on a more formal basis if they are interested.Valuing diversity

HO ICase Study - Amhurst DistrictCub Scout Activity DayTaskThe District is organising a District Cub Scout Day at the County Campsite.The ADC (Cub Scouts) has sent all the Cub Scout Leaders a copy of theproposed programme in advance (which can be seen below) for theircomments before a District Cub Scout Meeting.08.45 District Team arrives09.00 Activity areas set up09.30 Set out booked equipment09.45 Activity leaders arrive10.00 Cub Scouts arrive10.25 District Grand Howl10.30 Activities begin1st Amhurst2nd Amhurst3rd Amhurst4th Amhurst5th Amhurst6th Amhurst7th Amhurst8th Amhurst9th Amhurst9th Amhurst9th Amhurst9th Amhurst10th AmhurstWoggle making (leather plaiting)Kite makingScout stave pioneeringPancake makingHike tent pitchingLocal knowledge badgeBlind fold trailBuild a nest box (DIY Badge)Athlete Badge (50m sprint)Athlete Badge (throw cricket ball)Athlete Badge (Sargent jump)Athlete Badge (Shuttle run)Plastic bottle water jets16.15 End of activities16.25 Closing Grand Howl16.30 Cub Scouts leave16.30 Leaders pack up17.00 All Leaders go homeValuing diversity

HO IScenario A:In your Pack you have a Cub Scout in a wheelchair. What questions wouldyou ask and what comments would you make at the Leaders’ meeting?Scenario B:In your Cub Pack you have a Cub Scout with a learning disability. Whatquestions would you ask and what comments would you make at theLeaders’ meeting?(Note: ‘learning disability’ suggests that a person has difficulty learning atthe same pace as their peers. It does not mean that they cannot learn;often using different approaches to learning will help people with alearning disability to understand a concept).Valuing diversity

HO IFacilitator’s notesFor both scenarios:• How will the day and the activities be managed?• Will the Cub Scouts spend the day as a Pack, in small groups from theirPack, or in mixed groups?• Is there a facility for one to one help? Will carers need to come along?• What First Aid facilities will be available?• No breaks have been included in the programme. Everyone willappreciate breaks in the morning, the afternoon and for lunch!For Scenario A• Is there easy access to the site?• Is there easy access to the different activity areas - such as marquees,buildings etc?• Are there suitable toilet facilities? Will the necessary help be available?• Do you need extra help?• How will the Cub Scout complete activities and the requirements of theAthlete’s Badge for example? What are the equivalents so that he/shecan complete the badge and his/her personal best is recognised?• Inform the Leaders in the District about his/her disability, strengths andweaknesses, so that they are well informed and understand when and ifhelp is needed.For Scenario B• Will there be extra help so that this Cub Scout can participate fully in theday and get the most out of it?• Inform all the Leaders about the Cub Scout’s Learning Disability so theyhave a good understanding of their abilities.• Ensure that activities and methods are presented in a way that theyoung person understands.Valuing diversity

WS 2Increasing diversityUsing this worksheet, produce a plan to increase diversity in Scouting in the area for which you are responsible. Think about thetopics you have covered as part of the training – Equal Opportunities; Special Needs; Cultural, Social and Religious Diversity andCo-education. If you only set yourself four goals, then you have a very good chance of meeting them.Describe where Describe where Describe the steps you need to take in order to reach your goal,you are now you would like and resources or help you might need to achieve it.to get toIssue Current situation Goal 3 months 6 months 12 months Resources/help