The Local Leadership
Training Manual
CISV – USA
2006
CISV USA
The Local Leadership Training Manual, 2006 Edition
1
Table of Contents
Introduction ......................................................................... 3
Chapter 1 ............................................................................ 5
CISV Background and Philosophy
Chapter 2 .......................................................................... 17
Personal Attitudes and Values
Chapter 3 .......................................................................... 20
Cultural Sensitivity
Chapter 4 .......................................................................... 32
Roles and Responsibilities
Chapter 5 .......................................................................... 52
Leadership Styles
Chapter 6 .......................................................................... 60
Risk Management: Health, Legal, and Safety Issues
Chapter 7 .......................................................................... 83
Program Guide
Chapter 8 .......................................................................... 85
Communication
Chapter 9 .......................................................................... 91
Working with Parents
Chapter 10 ....................................................................... 97
Age Characteristics
Chapter 11 ....................................................................... 105
Planning an Activity
Chapter 12 ....................................................................... 109
“What Ifs”
Chapter 13 ....................................................................... 117
Post CISV Experience
Appendix 1........................................................................ 124
Local, National, and International Support
Appendix 2........................................................................ 131
CISV Forms
Appendix 3........................................................................ 133
Activities
Appendix 4........................................................................ 145
Song Book
CISV USA
The Local Leadership Training Manual, 2006 Edition
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INTRODUCTION
Welcome to the 2006 edition of The Local Leadership Training Manual.
We hope that you will find it to be extremely useful and helpful. The
purpose of this manual is to provide CISV Leaders, Program Staff and JCs
with background information, tips and ideas to help enhance their CISV
experience. The manual is also designed to help provide consistency in local
leadership training from Chapter to Chapter in the USA and from year to
year. Like any training material, this manual will always have room for
improvement. Your feedback on the manual is vital to the continued
development and improvement of our training program for CISV USA.
This manual focuses on the elements that are required to be covered by
local leadership trainers. The following table summarizes what is covered at
LOCAL TRAINING versus NATIONAL TRAINING:
LOCAL TRAINING
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
CISV Background and Philosophy
Personal Attitudes and Values
Cultural Sensitivity
Roles and Responsibilities
Leadership Styles
Risk Management and First Aid
CISV Forms
Program Guide
Communication
Working with Parents
Age Characteristics
Planning an Activity
“What Ifs”
Post CISV Experience
NATIONAL TRAINING
1.
2.
3.
4.
5.
6.
7.
Cultural Sensitivity
Risk and Incident Management
Decision Making
Group Behavior and Team Building
Educational Content
Evaluation
Conflict Management
Local Leadership Trainers should cover the items listed in bold type with all
CISV Leaders, Staff, JCs and Seminar participants during Session 1. The
remaining items are required for Leaders and JCs and will be covered during
Session 2.
CISV USA
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1. The sections in this manual are there to be used as a guideline for
your experience in a CISV program. Feel free to make copies of any
sections to use with your delegations and families. The first page of
each chapter contains an overview and purpose statement as well as a
list of important handouts. Most of the handouts are included within
this manual; if you are unable to locate a specific handout, please
contact your Local Leadership Trainers.
2. The following list provides the current dates of CISV Program and
Training Guides:
 Village Guide (2004)
 Village Host Staff Training Guide (2004)
 Summer Camp Guide (2003)
 Interchange Guide (2004)
 International Leadership Training Guide (2005)
The appropriate Guide for your program is located on CISV
International’s
website
http://resources.cisv.org. All guides,
handbooks, and forms needed for use in this LLT Manual are also
available at http://support.cisvusa.org where program forms are
bundled according to role.
3. Please bear in mind that some sections of this manual make use of “he”
when both “he” and “she” is intended. This has been done both to save
space and to improve readability.
4. The first USA version of this Manual was prepared and organized by
the Dallas Chapter’s Local Leadership Trainers, Linda Ratliff and
Danny Poellot. The National Leadership Training Committee is grateful
for their hard work and generosity in making this tool available for all
USA Chapters and Steering Committees.
In addition, the 2000 National Workshop for Leadership Trainers
heavily influenced the contents of this manual. Both facilitators were
instrumental in providing handouts and ideas. We offer many thanks to
Gill Benson Uy, CISV Toronto, Canada and Jeff Parliament, CISV
Waterloo, Canada for their continued guidance and support.
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The Local Leadership Training Manual, 2006 Edition
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Chapter 1: CISV Background and Philosophy
What is covered in this Chapter? This Chapter is the starting point for
our CISV Training Program.
It provides background and historical
information on CISV, facts about CISV USA, goals of the specific programs
as well as international guidelines that govern all CISV programs.
Why is it important? It is essential that all Leaders have knowledge of the
goals of CISV at the outset of their CISV experience because these goals
provide the framework from which all programs are designed. Leaders
should instill these philosophies in their Delegates and Parents by planning
group discussions and activities that fall in at least one of the categories of
the CISV Education Circle. It will be easier for Leaders to facilitate
planning meetings and heighten the program experience of their Delegates
and Parents if the group as a whole understands the purpose and goals of
CISV.
Important Handouts.
 The Five CISV Principles
 CISV Philosophy, Educational and Program Goals
 CISV International Statement on Peace
 CISV Info File R-10 (9508)
 CISV Education Circle
 Specific Program Goals
 The CISV Song
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2005 CISV USA Facts in Brief

Maintained 20 Chapters in Ada-Findlay-Lima, Ohio; Brandywine Valley, Pennsylvania;
Chattanooga, Tennessee; Cincinnati, Ohio; Dallas, Texas; Denver, Colorado; Detroit,
Michigan; Gulf Coast, Mississippi; Jacksonville, Florida; Knoxville, Tennessee; Orono,
Maine; Miami County, Ohio; Michigan City, Indiana; New York, New York; Pittsburgh,
Pennsylvania; Philadelphia, Pennsylvania; San Francisco, California; Springfield,
Massachusetts; Washington, D.C; and Youngstown-Cleveland, Ohio.

Maintained Steering Committees (a pre-chapter status) in Omaha, Nebraska; Columbus,
Ohio; and Atlanta, Georgia.

Sent 50 delegations of 11 year olds and adult leaders to international Villages in 23
different countries, including the USA. Two hundred fifty (250) children and adults
from all 20 Chapters and the Omaha, Columbus and Atlanta Steering Committees took
part in this CISV program.

Hosted 9 Villages in the United States in Brandy Wine Valley, Chattanooga, Cincinnati,
Dallas, Maine, Michigan City, Pittsburgh, San Francisco and Springfield. Delegates,
leaders, and Junior Counselors totaling 572 attended the various USA Villages.

Sent 31 Junior Counselors to Villages in the United States and 10 other countries.

Started 23 new Interchanges with families in 9 countries.

Sponsored 24 Seminar Camp delegates from 18 Chapters.
Camps in the USA and 8 other countries.

Hosted a Seminar Camp in Detroit, Michigan for 19 delegates from around the world.

Sent 13 Summer Camp delegations of 13 to 15 year olds to programs in 12 countries. A
total of 65 youth and adult leaders from 13 Chapters participated in this activity.

Hosted the first ever CISV USA National Camp in Jacksonville Florida.

Sent 12 delegates to International Youth Meetings in Brazil, Germany, Italy and
Sweden.

Sent delegates to an International People’s Project in Germany.

Conducted Local Work programs in the USA Chapters and the Steering Committees.

Was represented at the Annual International Meeting and the International Junior
Branch Conference held in Thailand by fifteen participants, in addition to the CISV USA
members who serve as International officers or committee chairs.
CISV USA
The delegates attended
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CISV Background and History
Following the devastating effects of World War II and the hope generated
by the creation of the United Nations, Dr. Doris Twitchell Allen, a
psychologist at the University of Cincinnati (USA), founded CISV. She saw
CISV as a way to prevent the horrors of World War II in the future. By
bringing together young people from different countries and cultures she
hoped to “sow the seeds” for personal bonds and for an appreciation of
cultural differences. In this way she wanted to prevent the development of
prejudices as these youngsters would grow up. Her long-range goal was a
better, more peaceful future. Now, many years later, these thoughts still
take up a central position in CISV’s philosophy.
In 1951 the first CISV Village, a unique program for pre-adolescents, was
conducted in Cincinnati, Ohio. By 1956 a constitution for the International
Association of CISV was adopted at the annual meeting in Sweden. Soon
members and past participants were demanding additional international
programs. The Interchange Program was established in 1962 and reunion
villages were reorganized into the Seminar Camp Program in 1971. Local
Work designed to promote orientation and “follow-up” work at the Local
Chapter level achieved co-equal program status in 1980.
CISV’s premise is that individuals can best build peace when they have
learned to live amicably, regardless of race, creed, culture or nationality.
Thus cooperation, peace education, global thinking, respect for other points
of view, non-violent conflict management and cross-cultural communication
are important ingredients of CISV programs. Learning by doing and sharing
responsibility in the daily process of decision-making are elements that can
be found in all CISV activities. Education in CISV is a process where all can
contribute, where everyone can gain through the talents of others and
where an open mind is as important as one’s experience.
CISV has grown from 55 participants representing 9 nations in 1951 to more
than 100,000 program participants from 93 nations in 1992. Today over
9,000 participants learn to live and work together in peace and friendship in
approximately 200 multi-national CISV programs each year.
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CISV International
The CISV International Association is responsible for the cooperation,
coordination and communication between CISV National Associations as well
as for directing the progress and growth of CISV programs.
The
International Office performs the day-to-day work under the leadership of
the President of CISV International and the Secretary General.
The Five CISV Principles
1. That individuals will make close friendships around the world, that is,
that countries will become known to them in terms of close friends
rather than as abstract places on a map, or a stereotype built up from
ignorance or limited experience.
2. That individuals will become aware of basic likenesses of all humans, and
at the same time come to know and appreciate differences.
3. That individuals will develop personalities that are essentially free from
barriers, for example, essentially free from the barrier of prejudice.
4. That individuals will acquire skills of communication with other individuals
and with groups, even when many languages are represented and where no
common language exists.
5. That individuals will acquire an active desire for world peace and a desire
to work for it.
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CISV Philosophy
CISV programs operate in accordance with the principles of the United
Nations Universal Declaration of Human Rights, the United Nations
Declaration of the Rights of the Child and UNESCO’s 1974 “Recommendation
Concerning Education for International Understanding, Cooperation and
Peace,” and “Education Relating to Human Rights and Fundamental
Freedoms.” CISV programs foster a spirit of understanding, friendship,
peace and global interdependence within youth demonstrating leadership
potential irrespective or race, religion, political affiliation, sex or
social/economic background.
CISV was founded with the knowledge that transnational educational
programs are most effective before substantial cultural perspectives or
prejudices are formed.
Accordingly, CISV programs begin with preadolescents (age 11). Continued participation is possible through other
activities for teens (age 12-18) and adults.
CISV’s emphasis is to contribute to peace by providing both national and
international experiences which:
 Provide knowledge/information and the ability to process data
concerning global issues, cross-cultural communication and non-violent
conflict resolution;
 Encourage people to take responsibility for their own actions;
 Foster the decision-making abilities of individuals;
 Encourage involvement by participants, as individuals, in their local,
national and international environments;
 Help produce mature informed citizens of the world; and
 Encourage involvement of participants in global cooperation and peace
fostering activities.
CISV educational programs are non-political and non-religious.
Indoctrination is carefully avoided and cultural, religious and political
preferences are respected. As an organization committed to the value of
each individual, CISV neither practices nor tolerates discrimination within
its programs or administration at any level.
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CISV Educational Goals

CISV operates its educational programs for youth who exhibit
leadership potential irrespective of race, religion, political affiliation,
sex or socio-economic background. In some countries limited travel
grants for qualified participants are available at the chapter/national
level.

CISV peace education programs operate on the premise that there is
hope for the future and that the actions of individuals can and do have
significance in community, national and international affairs.

CISV programs emphasize friendship as an important element in learning
to resolve conflict and live together amicably despite cultural
differences.

CISV educates through action and its activities stress cooperation
rather than competition as an important educational method.

CISV activities include aspects of program planning and administration
by participating youth to develop skills in fair decision-making,
leadership and recognizing responsibility for individual and group
behavior.

CISV’s Adult Delegates, on-site Staff, Junior Branch members or local
volunteers provide appropriate program guidance and maintain
safety/conduct consistent with local laws and CISV rules.

CISV programs are based upon organizational goals that provide
inspirational and educational value beyond any benefit solely gained from
individually structured travel programs.

CISV programs involve short-term sojourns or home stays with group
activities during summer and major school holidays rather than longterm academic exchanges.

CISV experiences form an important component in developing a global
perspective and philosophy in life and an active desire to work for
peace.
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CISV Program Goals for Participants

To appreciate the likenesses and interdependence of all people while
respecting and finding interest in the differences;

To develop respect and appreciation for the way of life in other
cultures;

To provide the participants with experiences requiring cross-cultural
cooperation in a natural setting;

To provide the participants with knowledge and experience about
everyday life in another culture;

To develop the ability to behave constructively and flexibly when
interacting with persons of another culture;

To provide all participants with better cross-cultural understanding by
having interesting and stimulating experiences as “family members” in
another culture or as members of a “global society” within a
multinational camp;

To develop effective communication skills even where there is no
common language or cultural perspective;

To develop skills in resolving conflicts without violence and stimulate a
desire to work actively for peace;

To promote international friendships and a sense of personal
responsibility for family, community and national behavior; and

To provide a source of leadership for creating national and global
communities respectful of cultural diversity, human rights and our
physical environment.
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CISV International Statement on Peace by the Board of Directors
Issued on August 11, 1993, at Newcastle, Great Britain
We deplore the confrontations taking place in various regions of the world, as well as the
degradation of the natural heritage and human dignity. These developments threaten the
very existence of humanity.
CISV is a non-governmental organization, educating young people around the world towards
peace, and encouraging its members to act upon the following concerns, consistent with
CISV philosophy:
 Lack of intercultural awareness
 Violations of human and particularly children’s rights
 Denial of access to education and possibilities for personal growth
 Internal and regional conflicts
 Tense international relations
 Underdevelopment
 Deterioration of the environment
We urge all peoples of the world to work together for the peaceful settlement of all
conflicts since, above all else, we wish to live together in harmony without the fear and the
consequences of all sorts of violence and intolerance.
Statement of CISV Educational Purpose
Info File R-10 (9508)
CISV’s purpose is to prepare individuals to become active and contributing members of a
peaceful society. CISV endeavors to stimulate the life-long development of amicable
relationships, effective communication skills, cooperative abilities and appropriate
leadership towards a fair and just world.
CISV volunteer programs and activities are planned to promote personal, cultural,
intercultural, and international learning. This enables individuals to develop awareness of
and positive attitudes towards others, and the skills and knowledge to live, play and work
with them, irrespective of cultural background. Through participation, individuals come to
better understand themselves and their own culture as well as others and their cultures.
CISV offers opportunities for interested children, young people, adults and their families to
explore relevant themes through independent, short-term, non-formal educational activities
organized in international, national and local contexts. These may be in either residential or
non-residential settings and are offered to qualified participants irrespective of gender,
race, religion, ethnicity, political affiliation, socio-economic background, or distinction of
any other kind.
This summarizes the educational aspect of the Goals of CISV International stated in Article 2 of the Constitution,
passed in 1961 and reaffirmed at the IBM in 1995.
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The CISV Education Circle
International Education
Global Awareness Education
· Holistic view/universe as a
whole
· Education for world citizenship
· Earth as life support system
· Inter-connectedness of life
· Inter-dependence of individuals
(close or far)
· Inter-relation of people and
nations
· International relations
· Non-war attitude
· Disarmament
· International politics
· Diplomatic/non-violent
conflict resolution
· History
· Geography
Human Rights Education
· Fundamental freedoms
· Justice
· Individual rights
· Civil rights
· Women’s rights
· Children’s rights
· Minorities’ rights
· Against prejudices:
*ethnocentrism
*xenophobia
*religious intolerance
*racism, etc.
Human Relations Education
PEACE
EDUCATION
Environmental Education
· Caring attitude towards earth
· Inter-relation man/environment
· Influence of changes on earth
eco-systems
· Sense of responsibility for the
world
· Impact of one’s behavior on the
quality of life of others
· Go along with nature
CISV USA
Intercultural Education
· Cross-cultural awareness
· Cultural sensitivity
· Cultural differences and
perspectives
· Awareness of own/others
“cultural lens”
· Importance of diversity
· Cultural shock
· Languages
· Religions
· Group life/group interaction
· Cooperation
· Group dynamics
· Problem-solving
· Crisis management
· Protective/solidarity behavior
· Denial and defense mechanisms
· Communication skills:
*non-verbal
*empathy
*dialogue
*negotiation, etc.
Small Peace Education
Development Education
· Education for
international solidarity
· Quality of life
· Social Justice
· Wealth distribution
· Provisions of basic needs:
*education
*food
*housing
*health, etc.
· Peace at the individual and the
small-group level
· Knowledge about oneself
· Ability to relate individual values
· Ethics, trust, honesty
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CISV Program Goals
CISV is for all ages:
Village: 11 years old
Interchange: 12-15 years old
Summer Camp: 13-15 years old
Junior Counselor: 16-17 years old
Seminar Camp: 17-18 years old
International People’s Project: 19 years and older
Village Junior Staff: 19-20 years old
Village, Interchange & Summer Camp Leaders:
21 years and older
Village, Summer Camp & Seminar Camp Staff:
21 years and older
Junior Branch is for youth until they reach the age of 25.
In addition to the programs offered in CISV, there are always opportunities
to volunteer at the local, national and international levels.
Village
The aims of the Village Program are:
 To provide an experience in active co-existence by creating a
model of a society where its participants can learn the values of
consideration for and cooperation with their fellow “villagers” in
various activities including practical work;
 To provide the opportunity to participate creatively in decisionmaking; and
 To use the Village as a place for learning to understand and
appreciate different cultures.
Interchange
The aims of the Interchange Program are:
 To develop individual and group attitudes consistent with the
CISV philosophy through group activities;
CISV USA
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

To encourage understanding of another culture by living in that
culture as a family member; and
To incorporate these experiences into the daily lives of the
participants and their families.
Summer Camp
The aims of the Summer Camp Program are:
 To encourage understanding of other cultures through
participation in an international camp;
 To provide an experience where its participants can learn the
value of consideration for and cooperation with their fellow
campers;
 To provide the environment where youth can learn to take the
initiative towards leadership and program responsibility; and
 To use the camp as a place to learn to overcome prejudices, to
help build up self-confidence and to stimulate critical thinking.
Seminar Camp
The aims of the Seminar Camp Program are:
 To create a special environment which helps the participants to
discover and formulate their own opinions about international and
intercultural problems by exposing them to the ideas of young
people from other nations and cultures;
 To provide a group living experience in which young people can
examine their own motives, gain insight into their own behavior,
and that of others, and appreciate the responsibilities involved in
group living;
 To create a special environment which teaches the participants to
accept conflict as a part of daily life and gives them practice in
recognizing and coming to a resolution of these conflicts;
 To stimulate in young people an interest in the world and a sense
of responsibility for its preservation as a basis for human
survival; and
 To explore possibilities for individuals to increase the
participation in shaping their own lives.
CISV USA
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The CISV Song
Here in this Village you may see,
Children living happily,
Different race and different land,
Here we come to understand,
One another’s point of view,
Learning through the things we do,
How alike am I to you.
Here we live and eat and sleep,
Talk and laugh and sometimes weep,
Here we share our hopes and fears,
Build a bridge across the years,
Sow a seed and plant a tree,
Beneath whose branches there may be,
All the nations gathered free.
That our children so may grow,
In a world we did not know,
Sharing all they have to give,
Learning how to love and live,
In our hands the future lies,
Seize the moment ‘ere it flies,
Stamp the present with an act,
Dare to make our dream a fact.
CISV USA
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Chapter 2: Personal Attitudes and Values
What is covered in this Chapter? This Chapter explores the impact that
personal values and attitudes have on the way we interact with other people
and how we experience different events.
Why is it important? Values contribute to our own personal identities and
help us learn why some things we value are more important than others. In
addition, we are able to recognize that there are both values that we could
not live without and values that we could. Values allow us to learn more
about our own culture as well as other cultures. They also help us learn to
understand and accept differences between ourselves and other people.
Important Handouts.
 Attitude Change and Personal Growth in CISV
CISV USA
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Attitude Change and Personal Growth in CISV
What is a Value?
A value is something
 You cherish or believe in
 You learn from early childhood
 You publicly affirm or stand up for
A value is a guiding force that determines the choices that we make in living
our lives. Values differ from person to person and from culture to culture.
These differences sometimes lead to misunderstandings and conflict.
Growth in CISV
In CISV we try to look beyond cultural differences by focusing on our
similarities. Only by looking more closely at ourselves, our attitudes and
values, can we begin to understand others and see the similarities and
appreciate the differences. The following diagram represents how personal
attitudes and values change as a result of personal growth, such as through a
CISV experience.
A
Media
Tradition
Government
Culture
Family
Religion
Education
History
Personal Attitudes and Values
B
Relationships with
Others
CISV Experience
Activities
Similarities and Differences between Cultures
Similarities
Differences
Relationships
CISV Experience
C
Personal Attitudes and Values
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A - Before CISV experience
Attitudes, values and cultural differences are influenced by sources of
information you are exposed to and the environment in which you live.
B - During CISV experience
You are encouraged to look at what you consider to be important and why.
This helps you to compare your own values to those held by others. This can
lead to personal growth through awareness and respect for other cultures or
can lead to the development of stereotypes. Stereotypes can limit or
prevent a person from discovering the deeper, more personal characteristics
of people from other cultures.
C - After CISV experience
You achieve personal growth from awareness of one’s own values and cultures
as well as that of others.
What do You Value? (A suggested activity for your Delegation)
Time Needed:
approximately 30-45 minutes
Purpose:
To get your Delegates to think about what they value
Method:
Present the following questions to the participants and
then discuss, ensuring that everyone accept each person’s
response without judgment.
1. While walking down the street you find a $100 bill. There appears to be
no one around. What would you do?
2. If someone does something to anger you, do you tell him?
3. If you had a weekend to do whatever you wished, which would you prefer
– a weekend in a big city, a camping trip in a secluded area or stay at
home?
4. Given your choice of never being able to leave your state or being able to
go anywhere in the world but never return to your state, which would you
choose?
5. You are at lunch with your friends and you notice that one of them has
some food caught between his teeth – do you tell him?
6. You rescue a small child from drowning and the paper wants to write a
feature story on your heroic efforts. Do you think the publicity would be
flattering or do you wish they would leave you alone?
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Chapter 3: Cultural Sensitivity
What is covered in this Chapter? This Chapter addresses various issues
regarding cultural sensitivity that is at the heart of all CISV experiences.
Included are some ideas of activities that can be used to help further
explore this topic.
Why is it important? In CISV we interact with people from various cultural
backgrounds. The differences between cultures can sometimes cause some
difficulty. It is important that all CISV Leaders are aware of the important
role that cultural sensitivity plays in all CISV programs and gain some skills
to help them address these issues with their Delegates, thus enhancing the
CISV experience for each member of the Delegation.
Important Handouts.
 Cultural Iceberg
 An Asian View of Cultural Differences
 Awareness and Sensitivity Toward Other Cultures
 Gestures
 Culture Shock
 Coping with Culture Shock
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Why Bother with Cultural Sensitivity?
“While traveling in Algeria a number of years ago I was met in the Sahara by
some nomadic herdsmen. They invited me back to their camp where a goat
was slaughtered in my honor and couscous was prepared for the entire group
of about sixty people.
As an honored guest I was told to eat first. I immediately obliged by digging
my hand into the steaming bowl of food. Instantly the room (tent) was silent
in disbelief. The feast was over; none would eat. I had used my left hand,
taboo in this culture. From that day on, I decided to sit on my left hand
whenever I traveled in the Middle East so that I would receive everything in
my right hand.
While living in China a couple of years ago I quickly found out that this rule
wouldn’t work. To be polite it was necessary to receive teacups with both
hands.”
Unknown Author
From birth onward, each child is encouraged to be ethnocentric – to believe
that his homeland, people, language, his everything is not only different but
also superior to that of other people. In other places, they (“barbarians”,
“foreigners”) follow a strange way of life. Ours is the culture; theirs is a
culture.
In CISV we interact with other cultures, and as we do this it becomes
apparent that certain aspects of culture are shared by two or more cultures
while other characteristics remain unique. Our goal is to find common points
in all the cultures present so that we have a foundation for communication.
Culture A
Start point for
communication
CISV USA
Culture B
Culture C
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What is Cultural Sensitivity?
Cultural sensitivity is a state of mind and attitude. To be culturally sensitive
means that we are aware that other cultures exist, that they are as valuable
as our own and that we can learn a lot from them. Cultural sensitivity means
having respect for customs, values and traditions that differ from our own.
By valuing the diversity of cultures, one can begin to explore ways to improve
systems and working relationships by using these differences as strengths,
not weaknesses.
One of the main goals of CISV is to help participants become culturally
sensitive. This is achieved through living with and participating in activities
with people from different cultures. Through celebrating the diversity of
all the individuals in a Village, Summer Camp or Interchange, we can help our
Delegates learn to appreciate both the similarities and the differences of
the various cultures of the world.
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Awareness of Own Ethnocentricity
Before we can learn and be sensitive to other cultures, we need to make sure
we understand and are aware of our own culture. Our interpretation of what
we “see” when we observe other cultures will always be made within our own
cultural framework. The following suggested activities can help us to
explore our own culture.
Defining Culture
As a group, explore what the word “culture” means by brainstorming about
the word. What do you think of when you hear the word “culture?” In a
brainstorming session, make sure that each person gets to share his idea and
write down all ideas, no matter how “off the wall” the idea may appear to be
to you. Ask the group to try and summarize the list into a group definition
of “culture.”
Debriefing this activity is essential. Ask the group to look at the list and
compare what was written with the cultural iceberg. Just as 9/10 of an
iceberg is out of sight, 9/10 of culture is “out of sight” to the casual observer
and out of the conscious awareness of persons from that culture. The first
step of cultural sensitivity is therefore to begin exploring the cultural issues
that lie below the surface of the water of the iceberg. By first identifying
these characteristics of your own culture, it helps you then look for and be
aware of these elements in other cultures.
My Culture
Individually, members of the group will write down five ideas that best
describe the key characteristics of their own culture.
Discuss the
differences and similarities that emerge.
Culture Gram
If time allows, ask the group to create a culture gram that describes their
own culture in such categories as customs, courtesies, the people (attitudes,
language, religion, family), economics, recreation, land, climate, government
and education.
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Cultural Iceberg
Classical music
Fine arts
Literature
History
Language
Drama Dress Food
Popular music
Politics
Ceremonies and rituals
Economics Folk dancing
Notions of modesty cosmology
Conception of beauty
Rule of descent
Ideals governing child-raising
Eye behavior
Relationship to animals Definition of sin
Arrangement of physical space Courtship patterns
Patterns of superior/subordinate relations
Conception of justice Incentives to work
Notions of leadership Tempo of work
Body language
Patterns of group decision-making
Theory of disease
Conception of cleanliness
Attitudes toward the dependent
Approaches to problem solving
Conception of status mobility
Ordering of time Conversational patterns in social contexts
Roles in relation to status by age, sex, class, occupation, and kinship
Concepts of past and future Definitions of insanity Facial expressions
Nature of friendship Patterns of visual perception Social interaction rate
Preference for competition or cooperation Notions of adolescence
Notions about logic and validity
Patterns of handling emotions
And Much, Much More
Just as 9/10 of an iceberg is out of sight below the water line, so 9/10 of culture is out of
sight to the casual observer and out of the conscious awareness of persons from that
culture.
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An Asian View of Cultural Differences
This poem helps show an alternative view to cultural diversity and
differences.
An Asian View of Cultural Differences
We live in time.
We are always at rest.
We are passive.
We like to contemplate.
We accept the world as it is.
You live in space.
You are always on the move.
You are aggressive.
You like to act.
You try to change it according to your
blueprint.
We live in peace with nature.
Religion is our first love.
We delight to think about the meaning of life.
We believe in the freedom of silence.
We lapse into meditation.
We marry first, then love.
Our marriage is the beginning of a love affair.
You try to impose your will on her.
Technology is your passion.
You delight in physics.
You believe in freedom of speech.
You strive for articulation.
You love first, then marry.
Your marriage is the happy end of a
romance.
It is a contract.
Your love is vocal.
You delight in showing it to others.
Self-assertiveness is the key to your
success.
You are urged every day to want more and
more.
You emphasize gracious living and
enjoyment.
It is to you a sign of degradation.
You retire to the fruits of your labor.
It is an indissoluble bond.
Our love is mute.
We try to conceal it from the world.
Self-denial is a secret to survival.
We are taught from the cradle to want less and less.
We glorify austerity and renunciation.
Poverty is to us a badge of spiritual elevation.
In the sunset years of life we renounce the world
And prepare for the hereafter.
Dr. Mai Van Trang, as quoted in Dr. Carolyn Williams, Reasons for Living and Hoping, ICCB,
1990.
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Awareness & Sensitivity Toward Other Cultures
There are three basic levels of cross-cultural awareness that people go
through when interacting with cultures different from their own. In CISV
our aim is to get to level three. Due to the fact that most program last only
3-4 weeks, we can hope only to provide a solid base from which participants
can launch their own exploration and appreciation of other cultures. We can
never hope to attain full cultural immersion in such a short time, as this is a
very long process that takes years to achieve.
Awareness of superficial or very unusual cultural traits
This is the “tip” of the cultural iceberg. These are visual clues we receive
about other cultures often through the media. Our reaction focuses on the
exotic or bizarre nature of these different behaviors or ways of looking.
Awareness of subtle cultural traits that contrast markedly with our own
culture
This is when we start focusing on the differences between our culture and
other cultures with which we come in contact. These can result in feelings
of frustration as different beliefs and behaviors come into conflict with one
another. If we stay at this level, become increasingly frustrated and never
get to the level of understanding and appreciating these differences.
Intellectually analyze significant and subtle cultural traits that contrast
with our own culture
At this stage we try to begin understanding what is happening. It does not
mean that we necessarily accept or adapt to these differences, but we move
beyond the frustration level to one where we begin to recognize and
appreciate the differences. By doing so we can try to establish new ways to
interact with each other that helps to respect all cultures. Communication is
the element that characterizes this stage as we begin to talk about our
differences and begin to understand why they exist.
Complete Cultural Immersion
This is very difficult to achieve, especially in a CISV experience, as it takes
years to attain. At this level, one becomes fully immersed in the culture and
begins to accept the traits that at one time seemed “different” as their own
ways of acting.
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As we begin the process of moving toward level three in cultural awareness,
we must focus on improving our intercultural communication skills. There are
several barriers to communication that we face when interacting with people
from different cultures. These include the following:





Diversity of purposes – when you are not on the same “wavelength;” when
perceptions about what you are communicating about differ
Ethnocentrism – an attitude that “our way is the best way” creates a barrier
to communication as it makes us tune out any views or ways of doing things
that are different from our own
Lack of trust – when we enter a new setting, it takes time to build the trust
between the people with whom you are interacting; only when this trust is
developed can communication be open
Stereotyping – we must first recognize that we all have stereotypes and
that these will influence how we react to and interact with people
Sense of power – this can be caused by speaking a dominant language or
being of a certain sex; anything that puts you in a position of power over
another individual can be a hindrance to communication
In CISV we must aim to overcome these barriers to cross-cultural
communication. Some helpful hints include the following:






Know yourself – begin by first understanding your own culture, your own
biases and your own beliefs; this helps you more clearly verbalize and
articulate opinions
Use a shared code – use your CISV experience as an opportunity to explore
more about the other cultures to which you are exposed; take the time to
talk about culture and the differences between the people in your Village,
Summer Camp or Interchange
Take time – recognize that cultural sensitivity and understanding take time;
allow time for people to build trust with one another before embarking on
any heated discussions on cultural differences, and take time to understand
the differences you notice by talking with and listening to the other people
in your group
Improve your own verbal and non-verbal communication skills – this helps to
overcome the barriers that language can create when interacting with people
from other countries
Develop empathy – try to understand where the other person is coming from
and why this person feels uncomfortable with a certain activity or behavior
Seek out the commonalities as starting points to understanding – the easiest
way to begin to understand other cultures is to seek out the commonalities
from which you can begin to explore the differences
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Gestures
(For more information on gestures, refer to Gestures: the Do’s and Taboos of Body
Language Around the World (1991) by Roger Axtell)
People all over the world use their hands, their heads, their eyes and their
bodies to express emotions and communicate. Without gestures, our world
would be static. We use gestures on a daily basis, almost intrinsically. As we
travel the world we soon become aware that what may be a polite gesture in
one country can be a grave insult in another. While trying to remember all
the gestures to avoid, there is one gesture that is known the world over,
whether you are in Canada, Finland, Brazil, Tanzania or the Philippines. It is
rarely misunderstood whether used by a politician or a child. As you travel
the world, this gesture can help you get out of some tough spots. What is
this universal miracle gesture? It is the smile. Use it freely and use it
often.
The “OK” sign
The “OK” sign in some areas of Latin America is the equivalent of giving
someone “the finger.” In France, this means “zero” or “worthless.” In
Japan, this is a symbol for money (making the shape of a coin with your
thumb and forefinger). Just imagine the difficulty you could run into by
simply letting someone know that everything is “OK!”
The thumbs-up sign
Pilots do it to signify that everything is OK, but watch out! In North
America and part of Europe, hitchhikers commonly use this signal. However,
in Nigeria it is a very rude gesture. In Australia, the thumbs-up sign
accompanied by a slight jerk upward is generally used to signal “up yours!”
The “V for Victory” sign
The “V for Victory” sign, with an innocent twist of the wrist so the fingers
face inwards could, in England, mean “up yours!” So if you’re not careful with
the way you turn your wrist, flashing a peace sign could mean precisely the
opposite!
The crazy sign
Rotating the finger around the front of your ear has two entirely different
meanings. In Canada and the USA it is usually used to mean that someone or
something is crazy. Yet in Argentina, it can be used to indicate that you
have a telephone call.
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The beckoning sign
When beckoning someone in Canada or the USA, the hand may be raised and
the index finger curled back and forth. Yet, in places like Hong Kong and
Australia this is used only for calling animals and to do this to a person would
be very insulting.
The crossed-fingers sign
Crossing your fingers is used for a sign of good luck in North America and
many parts of Europe. However, in Paraguay this can be considered
offensive.
The sole of your foot
Showing the sole of your foot in places such as Thailand, Saudi Arabia, Egypt
and Singapore is very offensive. The foot is considered the lowest and
dirtiest part of the body. In Thailand, be cautious not to point with your
toes, for the head is considered the most sacred and the toe the most
inferior.
Personal space
In normal social situations, North Americans generally stand about 75 cm
apart from one another. That’s considered the personal comfort zone. In
contrast, Latinos and Middle Easterners stand much closer, sometimes even
toe-to-toe.
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Culture Shock
Adapting to another culture is always a major cause of stress and shock to
our bodies. When we enter a new situation we encounter several things that
are unpredictable, uncertain and different from what we are used to. Unlike
diseases and viruses that you can be immunized against, culture shock is nonpreventable; anyone who travels is exposed to it in varying degrees of
intensity. For some people culture shock is brief and hardly noticeable. For
others it can result in psychosomatic illness. Most people, however, fall
somewhere in between these two extremes.
Culture shock is not the result of a specific incident or event, but rather
comes from encountering another way of doing, living and valuing that
differs from our own. It does not strike suddenly but rather is a cumulative
building up from a series of events that are difficult to understand or
identify.
Culture shock may stem from any of the following:
 Having your own values being brought into question
 Being removed from our support systems
 Being put in a situation where we are perceived and perceive ourselves
differently
 Being cut off from familiar cultural cues and known patterns
 Being put in situations where skill and speed are expected, but where
the rules have not been well explained
Some









of the symptoms of severe culture shock may include the following:
Extreme homesickness
Boredom
Withdrawal (i.e. reading all day, only interacting with people of your
own culture)
Change in sleep patterns
Change in eating and/or drinking patterns
Irritability
A tendency to stereotype individuals in the host culture
A tendency to talk negatively about the host culture or to blame
everything that goes wrong on “them”
Physical ailments (psychosomatic illnesses)
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Coping with Culture Shock
The key element to remember in dealing with culture shock is to not become
isolated from others. This is a time when, although you may feel the need to
be alone, you should allow others to surround you. Talk about your
frustrations and your feelings and let other people know how you are feeling.
As a CISV Leader, you should be on the look out for culture shock within
your Delegates and help them work through it.
Some helpful tips to overcoming culture shock include the following:

Keep busy – find a routine and get into an active pattern

Focus on and look for similarities instead of differences

Take this as an opportunity to explore and learn – try to learn as much
about your host country before your departure and keep on learning
about it once you arrive

Don’t make jokes or comments that belittle people in the host country

Relax your grip on your own cultural traits – learn what you can from
your hosts

Do things that make you feel secure and make you feel good about
yourself – reassure yourself that your “other life” still exists by going
for a run, playing music, drawing and other activities you normally do

Have faith in yourself, in the goodwill of your hosts and in the positive
outcome of the experience

Talk – don’t be afraid to let people know that you are feeling out of
place and not quite yourself because it is possible that they can help
you to adjust
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Chapter 4: Roles and Responsibilities
What is covered in this Chapter? This Chapter provides an excellent
summary of the roles and responsibilities of a CISV Leader. There are
individualized lists for each CISV program, as well as checklists that a
leader may use as he moves through his CISV experience.
Why is it important? The CISV Leader acts as both a counselor and a
friend to the children in the Delegation as well as to the other children in
the Village, Summer Camp or Interchange. A clear understanding of
responsibilities and expectations of a CISV Leader will enable the Leader to
better fulfill his role.
Important Handouts.
 Responsibilities of a CISV Leader or Junior Counselor
 What Needs to be Done as a CISV Leader or Junior Counselor
 Responsibilities of Parents in a CISV Program
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Responsibilities of a Village Leader
Overall
 Role of parent substitute and friend, counselor and advisor; the leader
takes full responsibility for the children during the entire experience
 Respect and adhere to the rules and guidelines of your nation, the host
country, CISV International and Staff regarding:
 Behavior and cultural sensitivity
 Inappropriate activities
 Alcohol, drugs and smoking
 Arrival and departure schedules
 Use of telephone and other facilities
 Visitors
Toward Delegation and their Families
 Regular meetings with Delegation and families to prepare for the Village
experience including:
 National program presentation
 Booklets
 National outfit
 Souvenirs
 Oversee travel arrangements for the Delegation and communicate these
with Village Staff
 Seek out ideas for activities, games and songs to use at the Village
 Orient Delegation upon arrival at the Village
 Communicate with families back home during the Village
 Act as a bridge between the Delegation and other participants at the
Village
 Render practical help to your Delegation:
 Handling of money
 Laundry arrangements
 Health/Medical problems
 Homesickness
 Guidance with letter writing and diary entries
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Toward Village and Yourself
 Be attentive to the well-being of all the children, Leaders, JCs and Staff
 Watch for signs of loneliness and homesickness amongst all participants
 Share rather than impose your ideas and/or opinions; be respectful and
considerate for other people’s habits, feelings and customs
 Actively participate in all Village activities
 Respect program and Village timetable; lead by example by being on time,
well-prepared and enthusiastic
 Be flexible – other Leader’s concepts may vary greatly from your own
 Encourage on-going evaluation of the Village program
 Use imagination and creativity in finding ways to work without words in
communicating with participants at the Village
 Participate in camp social life – time goes fast so get the most out of it
 Keep mentally and physically fit (i.e. get enough sleep) to be able to fulfill
functions and tasks in the Village – find and know your limits
Toward Village Staff, Leaders and Junior Counselors
 Take an active part in Leaders’ meetings
 Contribute to planning, organizing and implementing the Village program
 Respect the JCs as equal participants in the Village; remember that JCs
are “leaders in training” and help them develop their leadership skills
while remaining aware of the unique position that they hold between the
Delegates and the Adult Leaders
 Participate in discussing problems that may arise at the Village and bring
up ideas and suggestions for solutions to those problems
 Volunteer for and accept specific functions and tasks as assigned
 Take initiative and offer assistance when needed
Toward Local Chapter
 Involvement in chapter events before and after the CISV program
 Volunteer on specific committees (such as Leadership Training) for a year
after your CISV experience
 Report any emergency situations or incidents to the chapter Chair, Local
Risk Manager and Local Program Coordinator
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What Needs to be Done as a Village Leader
Before:
 Sign leader agreement form
 Ensure that Criminal Records Check is completed
 Attend all local and national leadership training sessions
 Acquire First Aid and CPR training
 Introduce Delegates and their families to CISV Goals and Philosophies
 Meet and bond with Delegation and parents to develop group
cohesiveness
 Meet families on an individual basis
 Get to know each Delegate (i.e. allergies, fears, parental concerns)
 Discuss first home stay with Delegates prior to departure
 Talk with parents concerning return and possible changes in child’s
behavior
 Set expectations for children
 Respond to Pre-Camp communications
 Complete travel plans, remembering to plan for contingencies along the
way such as delays, losses of luggage/children, sickness, emergency funds
 Inform Host Chapter of travel arrangements
 Discuss traveling clothes as a Delegation with consideration for safety
 Begin to collect small souvenirs and CISV paraphernalia
 Obtain small gifts for Staff and host families
 Make national booklets
 Prepare national program presentation
 Gather ideas for activities to use at the Village (cooperative games,
peace activities, simulation games and songs)
 Encourage parents to write to their children before departure
 Encourage diary/journal writing
Forms and Documents:
 Ensure that all Delegates have valid passports and visas
 Distribute and collect all forms for each Delegate
 Complete Health Forms (HF 2000) no sooner than 90 days prior to travel
 Complete CISV Legal/Insurance Forms
 Acquire proper travel and health insurance
 Quadruple all forms – one to chapter, two to Village Director, one to
yourself
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During:
 Upon arrival, phone home to inform of safe arrival
 Follow with periodic updates to families back home
 Assist in planning daily activities
 Encourage evaluation throughout the Village
 Plan for daily Delegation time
 Practice national program presentation
 Keep track of funds
 Respond to needs of the Village (Delegates, Leaders, JCs and Staff)
 Be on the lookout for homesickness
 Monitor the Delegates’ hygiene and eating habits
 Ensure that the Delegates write home
 Verify return travel arrangements
After:
 Complete evaluations and send to local chapter
 Meet with all families and Delegates to debrief the Village experience
and share stories and pictures
 Assist Delegates in the re-entry process
 Ensure that extra funds are returned to the parents
 Collect outstanding funds from parents
 Submit an article to your local chapter’s newsletter
 Send thank you cards with your Delegation to Village Staff and Host
Chapter
 Meet Delegation at various times during the next year to send greetings
to other Delegations
 Encourage Delegates and their families to remain involved in CISV (i.e.
Junior Branch, chapter activities)
 Continue involvement in CISV (assist with your local leadership
committee)
 Relax – take some time for yourself
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Responsibilities of a Summer Camp Leader
Overall
 Role of parent substitute and friend, counselor and advisor; the leader
takes full responsibility for the children during the entire experience
 Respect and adhere to the rules and guidelines of your nation, the host
country, CISV International and Staff regarding:
 Behavior and cultural sensitivity
 Inappropriate activities
 Alcohol, drugs and smoking
 Arrival and departure schedules
 Use of telephone and other facilities
 Visitors
Toward Delegation and their Families
 Regular meetings with Delegation and families to prepare for the Summer
Camp experience including:
 Theme development
 Activities
 How to plan activities
 Oversee travel arrangements for the Delegation and communicate these
with Summer Camp Staff
 Seek out ideas for activities, games and songs that explore the theme of
the Summer Camp
 Orient Delegation upon arrival at the Summer Camp
 Act as a bridge between the Delegation and other participants at the
Summer Camp
 Render practical help to your Delegation:
 Handling of money
 Laundry arrangements
 Health/Medical problems
 Homesickness
 Guidance with letter writing and diary entries
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Toward Summer Camp and Yourself
 Be attentive to the well-being of all the youth, Leaders and Staff
 Watch for signs of loneliness and homesickness amongst all participants
 Share rather than impose your ideas and/or opinions; be respectful and
considerate for other people’s habits, feelings and customs
 Work with the other Leaders and Staff to provide a learning environment
to develop the leadership skills of the participants
 Act as a facilitator when assisting youth in planning activities; remember
that they are “leaders in training” and help them develop their leadership
skills while remaining aware of the different styles of leadership and the
different stages of development of the youth
 Actively participate in the Summer Camp
 Respect program and Summer Camp timetable; lead by example by being
on time, well-prepared and enthusiastic
 Be flexible – other Leader’s concepts may vary greatly from your own
 Encourage on-going evaluation of the Summer Camp program
 Use imagination and creativity in finding ways to work without words in
communicating with participants at the Summer Camp
 Participate in camp social life – time goes fast so get the most out of it
 Keep mentally and physically fit (i.e. get enough sleep) to be able to fulfill
functions and tasks in the Summer Camp – find and know your limits
Toward Summer Camp Staff and Leaders
 Take an active part in Leaders’ meetings; develop activities toward the
camp theme
 Participate in discussing problems that may arise at the Summer Camp
and bring up ideas and suggestions for solutions to those problems
 Volunteer for and accept specific functions and tasks as assigned
 Take initiative and offer assistance when needed
Toward Local Chapter
 Involvement in chapter events before and after the CISV program
 Volunteer on specific committees (such as Leadership Training) for a year
after your CISV experience
 Report any emergency situations or incidents to the chapter Chair, Local
Risk Manager and Local Program Coordinator
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What Needs to be Done as a Summer Camp Leader
Before:
 Sign leader agreement form
 Ensure that Criminal Records Check is completed
 Attend all local and national leadership training sessions
 Acquire First Aid and CPR training
 Introduce Delegates and their families to CISV Goals and Philosophies
 Meet and bond with Delegation and parents to develop
group
cohesiveness
 Meet families on an individual basis
 Get to know each Delegate (i.e. allergies, fears, parental concerns)
 Discuss first home stay with Delegates prior to departure
 Talk with parents about return and possible changes in child’s behavior
 Set expectations for children
 Respond to Pre-Camp communications
 Complete travel plans, remembering to plan for contingencies along the
way such as delays, losses of luggage/children, sickness, emergency funds
 Inform Host Chapter of travel arrangements
 Discuss traveling clothes as a Delegation with consideration for safety
 Begin to collect small souvenirs and CISV paraphernalia
 Obtain small gifts for Staff and host families
 Discuss Summer Camp theme with Delegation and prepare appropriate
activities, presentations or booklets as requested in the Pre-Camps
 Gather ideas for activities to use at the Summer Camp (cooperative
games, peace activities, simulation games and songs)
 Encourage parents to write to their children before departure
 Encourage diary/journal writing
Forms and Documents:
 Ensure that all Delegates have valid passports and visas
 Distribute and collect all forms for each Delegate
 Complete Health Forms (HF 2000) no sooner than 90 days prior to travel
 Complete CISV Legal/Insurance Forms
 Acquire proper travel and health insurance
 Quadruple all forms – one to chapter, two to Summer Camp Director, one
to yourself
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During:
 Upon arrival, phone home to inform of safe arrival
 Follow with periodic updates for families back home
 Assist in planning daily activities
 Encourage evaluation throughout the Summer Camp
 Plan for daily Delegation time
 Practice national program presentation
 Keep track of funds
 Respond to needs of the Summer Camp (Delegates, Leaders and Staff)
 Be on the lookout for homesickness
 Monitor the Delegates’ hygiene and eating habits
 Ensure that the Delegates write home
 Verify return travel arrangements
After:
 Complete evaluations and send to local chapter
 Meet with all families and Delegates to debrief the Summer Camp
experience and share stories and pictures
 Assist Delegates in the re-entry process
 Ensure that extra funds are returned to the parents
 Collect outstanding funds from parents
 Submit an article to your local chapter’s newsletter
 Send thank you cards with your Delegation to Summer Camp Staff and
Host Chapter
 Meet Delegation at various times during the next year to send greetings
to other Delegations
 Encourage Delegates and their families to remain involved in CISV (i.e.
Junior Branch, chapter activities)
 Continue involvement in CISV (assist with your local leadership
committee)
 Relax – take some time for yourself
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Responsibilities of an Interchange Leader
Overall
 Role of parent substitute and friend, counselor and advisor; the leader
takes full responsibility for the children during the entire experience
 Respect and adhere to the rules and guidelines of your nation, the host
country, CISV International regarding:
 Behavior and cultural sensitivity
 Inappropriate activities
 Alcohol, drugs and smoking
 Arrival and departure schedules
 Use of telephone and other facilities
Pre-Hosting Phase
 Clarify the roles of the Local Interchange Committee (LIC) and leader
 Schedule regular meetings with Delegation and families to plan a wellbalanced program that highlights cultural appreciation and peace
education
 Actively build trust by developing a partnership with parents as well as
delegates
 Delegate tasks so parents share involvement
 Communicate with parents following delegation meetings
 Communicate with the partner Leader about the following:
 Hosting program itinerary
 Confirmation of the arrival and departure information
 How to best support one another
 Plan your Leaders’ family week and/or weekend with the partner Leader
During Hosting Phase
 Ensure each visiting delegate has a copy of the itinerary
 Visit each delegate at his host family’s home within the first five days
 Assure participants that friendships require time to build
 Participate fully in all group activities
 Assist delegates with any problems that they may encounter
 Plan for handling issues during both traveling and hosting phases
Between Hosting and Traveling Phases
 Meet with delegation and families to evaluate and plan for the next phase
of the Interchange: Practice National Night if appropriate
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
Encourage delegates to write thank you letters to parents that can be
presented at the airport prior to departure or mailed so they’re received
once the delegates are out of the country
Pre-Travel Phase
 Regular meetings with delegation and families to prepare for visit to
hosting country by learning more about your partners’ culture and
language
 Oversee travel arrangements for the delegation and communicate these
with the partner Leader
 Determine with parents how much money each delegate should be taking
with them
During Travel Phase
 Visit all host families in their homes as early in the first five days
 Participate fully in all group activities
 Watch for signs of loneliness and homesickness amongst all participants
 Render practical help to your Delegation:
 Handling of money
 Conflict Management
 Health/Medical problems
Use of Airport/Travel Time
 Consider using this time to engage delegates in writing thank you notes to
their host families.
 Break into small groups of two or three and make lists of things that
were different or the same
 The leader can also consider sending the delegates’ parents a note
expressing his gratitude for the trust placed in the leader and something
positive about their child.
Toward Local Chapter
 Involvement in chapter events before and after the CISV program
 Volunteer on specific committees (such as Leadership Training) for a year
after your CISV experience
 Report any emergency situations or incidents to the chapter Chair, Local
Risk Manager and Local Program Coordinator
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What Needs to be Done as an Interchange Leader
Before, as an Individual:
 Sign leader agreement form
 Ensure that Criminal Records Check is completed
 With LIC, participate in home visit/interviews of delegate applicants
 Attend all local and national leadership training sessions
 Acquire First Aid and CPR training
Before, with Interchange Partner:
 Make contact with your Interchange partners as soon as possible
 Assist Local Interchange Committee (LIC) in making delegate matches
 Make certain pet allergies are considered in matching delegates with
families
 Find out the following information about the host country: drinking age,
use of drugs, sexual awareness of children, other “cultural” issues
Before, with Families:
 Meet with families on an individual basis
 Introduce families to the CISV Goals and Philosophies and the
Interchange program
 Meet with parents and discuss expectations and roles
 Define and decide on roles that each parent will take in the Interchange
(treasurer, secretary, travel, phone tree)
 Talk with parents concerning return and possible changes in child’s
behavior
 Encourage parents to write to their children before departure
 Determine a reasonable amount of spending money for travel phase.
Before, with Delegates and Parents:
 Plan the hosting calendar (account for a family week and/or weekend) and
send this information to the partner leader
 Plan a welcome party for the Delegates
 Prepare the national program presentation
 Prepare activities (cooperative games, peace activities, songs and crafts)
 Complete travel plans, remembering to plan for contingencies along the
way such as delays, losses of luggage/children, sickness, emergency funds
 Discuss traveling clothes for Delegation using special consideration for
safety
 Acquire small gifts and souvenirs for partner families
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Before, with Delegates:
 Meet with delegates on a regular basis to develop group cohesiveness
 Set and communicate behavior expectations
 Get to know each delegate (i.e. allergies, fears, parental concerns)
 Learn about your Interchange partners and host country’s culture
 Each delegate should make a booklet about his family and other aspects
of his daily life to share with his partner
 Encourage diary/journal writing throughout the Interchange
Forms and Documents:
 Ensure that all delegates have valid passports and visas
 Distribute and collect all forms for each Delegate
 Complete Health Forms (HF 2000) no sooner than 90 days prior to travel
 Complete CISV Legal/Insurance Forms
 Acquire proper travel and health insurance
 Consider establishing a system for organizing money, passports, forms,
letters from parents, “homesick” letters
 Triplicate all forms – one to chapter, one to partner leader, one to
yourself
During:
 Upon arrival, phone home to inform of safe arrival
 Ensure each host family is given a copy of the health/legal forms
 Visit each Delegate at his host family’s home within the first five days
 Respond to the needs of the delegates
 Be on the lookout for homesickness
 Encourage evaluation throughout the Interchange
 Verify return travel arrangements
After:
 Complete evaluations and send to local chapter
 Meet with all families and delegates to debrief the Interchange
experience and share stories and pictures
 Assist delegates in the re-entry process
 Submit an article to your local chapter’s newsletter
 Send thank you cards with your delegation to partner families
 Encourage delegates and their families to remain involved in CISV (i.e.
Junior Branch, chapter activities)
 Continue involvement in CISV (assist with your local leadership
committee)
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Responsibilities of an Interchange Junior Leader
Overall
 Assist the adult leader in leading group activities during preparation,
hosting and travel
 Respect and adhere to the rules and guidelines of your nation, the host
country, CISV International regarding:
 Behavior and cultural sensitivity
 Inappropriate activities
 Alcohol, drugs and smoking
 Arrival and departure schedules
 Use of telephone and other facilities
Pre-Hosting Phase
 Attend regular meetings with delegation and families to plan a wellbalanced program that highlights cultural appreciation and peace
education
 Actively build trust by developing a partnership with the adult leader, as
well as parents and delegates
 Plan your family week and/or weekend with the partner junior leader
During Hosting Phase
 Assure participants that friendships require time to build
 Participate fully in all group activities
 Assist adult leader and delegates with any problems that they may
encounter
Between Hosting and Traveling Phases
 Meet with delegation and families to evaluate and plan for the next phase
of the Interchange: Practice National Night if appropriate
 Write your parents a thank you letter that you can mail prior to
departure so it’s received once you are out of the country
Pre-Travel Phase
 Regular meetings with Delegation and families to prepare for visit to
hosting country by learning more about your partners’ culture and
language
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During Travel Phase
 Participate fully in all group activities
 Watch for signs of loneliness and homesickness among all participants
 Render practical assistance to your adult leader and delegates
Toward Local Chapter
 Involvement in chapter events before and after the CISV program
 Volunteer on specific committees (such as Leadership Training) for a year
after your CISV experience
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What Needs to be Done as an Interchange Jr. Leader
Before, as an Individual:
 Sign junior leader agreement form
 Attend all local and national leadership training sessions
Before, with Interchange Partner:
 Establish good contact with your Interchange partner as soon as possible
Before, with Families:
 Help the adult leader introduce families to the CISV Goals and
Philosophies and the Interchange program
Before, with Delegates and Parents:
 Assist in planning the hosting calendar and National Night presentation
 Prepare activities (cooperative games, peace activities, songs and crafts)
 Acquire small gifts and souvenirs for partner families
Before, with Delegates:
 Meet with delegates on a regular basis to develop group cohesiveness
 Get to know each delegate (i.e. allergies, fears, parental concerns)
 Learn about your Interchange partners and host country’s culture
 Make a booklet about your family daily life to share with your partner
Forms and Documents:
 Complete Health Form (HF 2000) no sooner than 90 days prior to travel
 Complete CISV Legal/Insurance Form
 Acquire proper travel and health insurance
During:
 Respond to the needs of the Delegates
 Be on the lookout for homesickness
 Encourage evaluation throughout the Interchange
After:
 Meet with all families and delegates to debrief the Interchange
experience and share stories and pictures
 Submit an article to your local chapter’s newsletter
 Send thank you cards with your delegation to partner families
 Encourage delegates and their families to remain involved in CISV (i.e.
Junior Branch, chapter activities)
 Continue involvement in CISV (assist with your local leadership
committee)
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Responsibilities of a Junior Counselor
Toward Delegates
 Do not underestimate the profound influence you can have on the
children; they will look up to you and your actions a great deal – you must
be conscious of your behavior around the children at all times
 Be available to all children – do not show favorites
 Watch for signs of loneliness and homesickness amongst all participants
 Act as a special “bridge” between Leaders and children – be a “big sister
or big brother”
 Be attentive to the well-being of all the children
 Encourage and support quieter and less confident children to be part of
the group
 Be a positive role model and show leadership and authority when discipline
is required
 Lead by example by being on time, well-prepared and enthusiastic
Toward Village and Yourself
 Use imagination and creativity in finding ways to work without words in
communicating with participants at the Village
 Participate in camp social life – time goes fast so get the most out of it
 Keep mentally and physically fit (i.e. get enough sleep) to be able to fulfill
functions and tasks in the Village – find and know your limits
 Show respect and consideration for other people’s habits, feelings and
customs, especially those of the host nation
 Actively participate in all Village activities
 Respect and adhere to the rules and guidelines set by the host country,
CISV International and the Village Staff on matters such as:
 Behavior and cultural sensitivity
 Inappropriate activities
 Alcohol, drugs and smoking
 Use of telephone and other facilities
 Arrival and departure schedules
 Visitors
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Toward Village Staff, Leaders and other Junior Counselors
 Be flexible – other Leader’s concepts may vary greatly from your own
 Be aware that the Village is run by all – share rather than impose your
ideas and/or opinions especially regarding pranks and their possible
negative impacts
 Pass on all important information acquired about children to their
Leaders – the Leaders are ultimately responsible for their Delegates
 Take an active part in Leaders’ meetings; contribute to planning and
organizing the Village program
 Participate in discussing problems that may arise at the Village and bring
up ideas and suggestions for solutions to those problems
 Volunteer for and accept specific functions and tasks as assigned
 Work as a team with other Junior Counselors
 Take initiative and offer assistance when needed
 Watch for the exhausted Leader who needs a break from his Delegation
or for the overworked Staff member – they will be very thankful
Toward Local Chapter
 Involvement in chapter events before and after the CISV program
 Report any emergency situations or incidents to the chapter Chair, Local
Risk Manager and Local Program Coordinator
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What Needs to be Done as a Junior Counselor
Before:
 Sign JC agreement form
 Ensure that Criminal Records Check is completed
 Read Village Guide, especially all sections applying to JCs
 Attend all local and national leadership training sessions
 Acquire First Aid and CPR training
 Become familiar with the CISV Goals and Philosophies
 Respond to Pre-Camp communications
 Complete travel plans, remembering to plan for contingencies along the
way such as delays, losses of luggage, sickness, emergency funds
 Inform Host Chapter of travel arrangements
 Begin to collect small souvenirs and CISV paraphernalia
 Obtain small gifts for Staff and host families
 Make national booklets
 Prepare national program presentation
 Gather ideas for activities to use at the Village (cooperative games,
peace activities, simulation games and songs)
 Get involved with Junior Branch activities
Forms and Documents:
 Ensure that you have a valid passport and visa
 Provide all forms to the Chapter
 Complete Health Forms (HF 2000) no sooner than 90 days prior to travel
 Complete CISV Legal/Insurance Forms
 Acquire proper travel and health insurance
 Quadruple all forms – one to chapter, two to Village Director, one to
yourself
During:
 Upon arrival, phone home to inform of safe arrival
 Assist in planning daily activities
 Encourage evaluation throughout the Village
 Respond to needs of the Village (Delegates, Leaders, JCs and Staff)
 Be on the lookout for homesickness
 Monitor the Delegates’ hygiene and eating habits
 Participate in all activities
 Verify return travel arrangements
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After:
 Complete evaluations and send to local chapter
 Submit an article to your local chapter’s newsletter
 Send thank you cards to Village Staff and Host Chapter
 Continue involvement in CISV (assist with your local leadership
committee, provide new ideas in Junior Branch)
 Relax – take some time for yourself
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Chapter 5: Leadership Styles
What is covered in this Chapter? This Chapter provides information on
various types of leadership styles that are present in groups. Some tools in
identifying leadership characteristics beneficial to group development are
provided.
Why is it important? In any CISV program where we work with others to
plan or coordinate an activity or event, we are faced with different
leadership styles. While no one style is the “best,” it is important that we
recognize these different styles and how they may conflict with the style of
leadership we are used to using.
Important Handouts.
 The Four Styles of Leadership
 Leadership Functions
 Successful Leadership
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Leadership
A leader is someone who gives guidance to a group of people in order to help
them reach their goals or complete a specific task. You are a leader anytime
you are responsible for organizing a task.
The role of the CISV Leader is multi-dimensional. In CISV programs our
role is to facilitate learning about leadership, peace education and crosscultural awareness. In doing so, it is helpful to keep this in mind, whether it
is in planning training sessions for Leaders or activities for youth:
“Do not try to satisfy your vanity by teaching a great many things.
Awaken people’s curiosity. It is enough to open minds; do not
Overload them. Put there just a spark. If there is some good
Inflammable stuff, it will catch fire.”
Anatole France
In Quicksilver (Rohnke and Butler, 1995:5)
Leadership Characteristics





Effective leaders focus attention. They put things in perspective and
articulate them in ways that are always explicit but have not
necessarily been previously stated.
Leaders emphasize “simple values.” What does the organization stand
for? What is its value system?
Effective leaders stay in touch with people. They constantly get
feedback about what is happening from people in their organization
and from outside the organization.
Leaders avoid simple solutions. They believe in methods associated
with professional management.
Leaders manage change effectively. They can visualize where the
organization needs to be a year from now and how to get there.
Leadership is the Art of Consensus Building
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The Four Styles of Leadership
There is not just one style of leadership. Leaders and qualities of leadership
vary greatly. No one style of leadership is “best” but rather different
styles of leadership are effective in different situations. Leaders are
successful when they are able to adapt their behavior and leadership style
to meet the demands of a specific situation. Being able to adapt your style
of leadership helps keep the group motivated and “on track” so that you are
able to meet group objectives. To help you group reach a certain objective
or complete a specific task, it is important for the Leader to use the style
of leadership that best suits the situation. When leading an activity, you
must decide two things:
1. What is the specific method (activity or action) that you want to use
to reach your goal?
2. What is your role in relation to this? How do you want the
participants to see your role? What do you want them to come away
with from this experience?
There are four basic styles of leadership: telling, selling, participating and
delegating (Hersey and Blanchard “Center of Leadership Studies”). These
four styles do not follow each other in sequence; each group is different and
requires a different style of leadership, depending on the current stage of
group development. It is important to identify your group’s stage of
development and the type of leadership that would best help them achieve
the task at hand.
In the following, direction refers to the amount of active leading done by
you (the leader) in any situation and relationship refers to the amount of
time the leader is involved with the group (i.e. participating with the group,
talking, giving ideas or support).
1. Telling (Directing)
high direction/low relationship
The style used here is more one-way communication with the members
of the group. This style is best used when the participants do not
know each other well and the group is new or just developing. The
leader in this situation is directive, defines objectives and makes
decisions. The leader must be very active in presenting information
and attempting to motivate the group.
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 The first days of your Village/Summer Camp/Interchange
 The initial meeting with the parents of your Delegates
2. Selling (Instructing)
high direction/high relationship
The leader in this situation has a large influence on the group in
defining objectives and making decisions. The leader still gives most
of the direction but more and more tries to instill confidence in the
other members of the group to take on some of the leadership roles.
Communication is starting to become a two-way street.
 Planning an activity or national program with your Delegation
 Introducing the CISV Education Circle as a planning tool for
your Interchange
3. Participating
low direction/high relationship
As the group becomes more and more comfortable with each other
and understands what they want to achieve, the leader can begin to
participate and allow the group to take over. Here the leader allows
the group to initiate their own ideas.
 Making a calendar of events for hosting phase of an
Interchange
 Facilitating a planning group in your Summer Camp
4. Delegating
low direction/low relationship
Once people in the group become more comfortable with each other,
the leader starts delegating specific tasks to group members.
Participants begin to play an active role in running activities and the
leader begins to take on the role of a participant.
 Daily planning groups at a Village or Summer Camp
 Giving total responsibility to youth Delegates to plan an activity
for your Interchange or Summer Camp
Note that it is not always possible for a group to reach the delegating stage.
It depends on the personalities and dynamics in your group. Just because
you do not reach the delegating stage does not mean that you have failed as
a leader. The most difficult part of being a leader is to know when to give
up control over the group. “Letting go” empowers group members and makes
them feel they are playing an active role in the group activities. “Letting go”
can sometimes lead to mini-disasters as the group struggles to complete a
task without your guidance. Allow this to happen as a learning experience
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for the participants, but remain cautious of situations where people may get
hurt or of actions that may be culturally insensitive as a result of “letting
go.” If you notice that a situation may become volatile in this manner, step
back into your leadership role and help guide the group.
Facilitation
As a facilitator, the CISV Leader needs to learn the important roles of
coaching, guiding, supporting, challenging and encouraging the other Leaders
and youth they are working with to achieve the desired goals for the group.
Facilitation is the act of providing the stimulus to a group that allows them
to achieve, learn and grow from the experience.
The key element in facilitating a group is to know when to be visible and
when to be invisible to your group; knowing what kind of support the group
needs and how best to give them the support they desire is a key skill. A
good facilitator is someone who is present when needed but is
indistinguishable at other times. Remember, the best growth for the group
comes from within, not from the leader.
A leader is best
When people barely know that he exists,
Not so good when people obey and acclaim him;
Worse when they despise him.
“Fail to honor people,
They fail to honor you.”
But of a good leader, who talks little,
When his work is done, his aim fulfilled
They will all say, “We did this ourselves.”
Las-Tzu, Chinese Philosopher
In Quicksilver (Rohnke and Butler, 1995:5)
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Leadership Functions
There are many different leadership functions that people take on in groups.
It is helpful to identify what these functions are when working with groups
as they help provide insight into some of the dynamics of the group you are
working with as well as some of the challenges you may be facing as a result
of these roles.
The following information can be helpful when observing groups working
together. Think about the effect that these various functions have on a
group. What would happen if you had a group with a large majority of
Initiators? Information-seekers? Opinion-givers?
Task Functions
1. Initiator.
Proposing task or goals; defining a group problem;
suggesting a procedure or ideas for solving a problem.
2. Information-seeker. Requesting facts; seeking information about a
group concern.
3. Information-giver. Offering facts; providing relevant information
about a group concern.
4. Opinion-seeker. Asking for expressions of feeling; requesting a
statement or estimate; soliciting expression of value; seeking
suggestions and ideas.
5. Opinion-giver. Stating a belief about a matter before the group;
giving suggestions and ideas.
6. Clarifier. Interpreting ideas or suggestions; clearing up confusions;
defining terms.
7. Elaborator.
Giving examples; developing meanings; making
generalizations; indicating how a proposal might work out, if adopted.
8. Summarizer. Pulling together related ideas; re-stating suggestions
after the group has discussed them; offering a decision or conclusion
for the group to accept or reject; listening closely is implied.
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Building and Maintenance Functions
1. Encourager. Being friendly, warm and responsive to others; accepting
others and their contributions; regarding others by giving them an
opportunity or recognition.
2. Feeling-expresser. Sending and expressing the feeling of the group;
calling attention to reactions of the group to ideas and suggestions;
sharing his feelings or affects with other members.
3. Harmonizer. Attempting to reconcile disagreements; reducing tension
through pouring oil on troubled waters; getting people to explore their
differences.
4. Compromiser. When his own idea or status is involved in a conflict,
offering compromise; admitting error; disciplining him to maintain
group cohesion.
5. Gate-keeping. Attempting to keep communication channels open;
facilitating the participation of others; suggesting procedures to
discuss group problems.
6. Standard-setting. Expressing standards for the group to achieve;
applying standards in evaluating group functioning and production.
7. Consensus-tester. Asking for opinions to find out if group is near a
decision; sending up a trial balloon to test a possible group conclusion.
8. Follower. Going along with movement of the group; accepting ideas of
others; serving as an interested audience.
9. Listener. Explaining an item that was not clearly heard, when
necessary.
Some Non-constructive Functions
1. Blocking. Interfering with the progress of the group by arguing,
resisting and disagreeing beyond reason; coming back to the same
“dead” issue later.
2. Out of field. Withdrawing from discussion; daydreaming; doing
something else; whispering to others.
3. Digressing. Getting off the subject; leading discussion in some
“personally oriented” direction; making a brief statement into a long
nebulous speech.
4. Seeking recognition. Attempting to call attention to one’s self by
boasting, imploring sympathy, loud or excessive talking or unusual
behavior.
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Successful Leadership
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
A good leader will make decisions that will enhance the entire
group rather than just himself.
A successful leader realizes that he also has a superior. No one
is ever elected to an office or level that they never have
someone to be accountable to.
A good leader is an example of fair play, integrity and
dependability.
A successful leader will genuinely listen to the needs, feedback
and suggestions from all of the members of the group and not
just a select few.
A good leader understands that a leadership position is not a
position of glory and popularity, but a position of responsibility.
Good leadership involves responsibility to the welfare of the
group, which means that some people will get angry at your
actions and decisions.
A good leader is willing to roll up his sleeves and help other
members of the group when the going gets tough.
A successful leader knows that he cannot be successful without
work, support, and dedication of all members of the group.
A successful leader will sacrifice personal glory and recognition
so that it may be shared equally with all of the followers.
A good leader works for the success of the entire group and
not for personal glorification.
A successful leader knows that whatever power he may possess
was given to him by the members of the group. If improperly
used, this power can be swept away and given to someone else.
Good leadership encourages everyone’s evolution.
Effective leaders create a climate where people’s worth is
determined by their willingness to learn new skills and grab new
responsibilities.
Some situations require the leader to hover closely and be
proactive, while others require long, loose leashes to resolve
themselves. good leader knows when to employ each.
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Chapter 6: Risk Management
What is covered in this Chapter? This Chapter includes a summary of the
issues related to risk management, focusing on how to identify and reduce
the risks from CISV activities. It is designed to provide Leaders with an
understanding of risk management issues in CISV. This chapter also covers
issues related to First Aid.
Why is it important? Each year parents put their trust in CISV and the
people whom we select as Leaders to take care of their children and to act
as legal guardians for these youth during their CISV experience. This is a
tremendous amount of trust imparted on our Leaders. In order to ensure
that our Leaders act responsibly in their role as a guardian, it is essential
that issues of risk management be addressed with every person acting in a
leadership position for CISV. Because of its importance, this subject is
addressed both locally and nationally in leadership training sessions.
Important Handouts.
 Summary of Insurance Risks
 Health, Legal and Safety Issues for Leaders
 General Risk Management
 CISV Info File N-4 (0021)
 CISV Info File R-14 (0032)
 CISV Info File R-5 (9008)
 CISV Info File R-7 (0432)
 Crisis Management for Leaders/Chapters/National Associations
CISV USA Crisis Management Protocol Handbook for Travel 2002*
CISV USA Crisis Management Protocol Handbook for Hosting 2002*
 How to Handle Life Threatening Crises
 How to Handle Non-Life Threatening Crises
 First Aid Kit Contents
 First Aid Procedures
*These handbooks are available at http://www.support.cisvusa.org
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Leader Responsibility
Legal Guardian
As a legal guardian, the CISV Leader is responsible for the overall well-being and
care of the Delegates under his care. In the case of an injury or illness and the
parents cannot be contacted, the Leader becomes responsible for making any
decisions regarding medical treatment for the Delegate.
Reducing Risk
In the role of a guardian, the CISV Leader must be aware of any activity that may
have a high degree of risk, such as a high potential for injury. As a part of planning
activities, Leaders must therefore ask themselves the following questions:
 What is the risk involved with this activity?
 Can the risk be reduced by modifying the activity or by taking some
precautionary steps before the activity?
 If the risk cannot be reduced, is it too high such that the activity should
be canceled?
Incident Management
If by chance an incident does occur, the first thing to remember is to act
responsibly and with common sense (i.e. no heroics). The second thing to remember
is that any incident should be documented, preferably on a CISV Incident Report
Form. The form should provide all of the details about the incident, including a
description of what occurred and how it was handled at the time. In the case of a
medical emergency, a note of any medication administered should also be included
on the form. Incident management will be further addressed at the National
Leadership Training Workshops.
CISV USA
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Health, Legal and Safety Issues for Leaders
The following are the minimum requirements. Your chapter/leadership
training program may have more specific details and requirements that must
be followed.
Key Points to Remember
 Use common sense – act responsibly
 Document everything
 Throughout your CISV experience you are acting as the
parent/guardian…always!
What to do if I have a Problem?
 Inform and Document
 Ask for assistance – always have an emergency contact list
available and do not hesitate to call
Incident/Crisis Management
 If an incident occurs document all details as soon as possible on an
Incident Report Form (IRF 2000)
 The Incident Report Form must be completed for any incident
(medical or otherwise) which occurs during your program/activity
(i.e. major injuries that require medical treatment, injuries or
illnesses that require administered medications, major safety
concerns at the site, or behavior which violates CISV International
Policies)
 At the completion of your program, send the form to your National
Risk Manager (keep a copy for yourself); the form will be kept
confidential
Language Barriers and Leader Availability
 There may be difficulty with translation for a child in the case of
an emergency (i.e. a home stay weekend or Leader’s day off)
 Recommend that action be taken only when it is an emergency and
that the Leader should be contacted immediately to provide
assistance
 Give itinerary and contact numbers when separated from
Delegates
CISV USA
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Forms
Every CISV participant must have completed Health and Legal Insurance
Forms. These are required to complete claims and to keep records secure
and confidential.
 HF 2000
(all participants)
 YLIF 2000
(all child and youth Delegates)
 TWAL 2000
(all JCs, Seminar Camp, IYM participants)
 ALIF 2000
(all Adult Leaders and Staff members)
Make 4 copies of each form – original and one copy to the host chapter staff
or family, one copy to your local chapter, and one copy for the Leader.
Inform the host families of any medications that need to be administered
for the Delegate while under their care.
Personal Travel/Health/Accident Insurance
 Carry copies of each Delegate’s insurance policy with you
 Keep the international phone number of the insurance company
with you in case you need to make a claim while out of the country
 Keep emergency money to pay for expenses as up-front payment
for services as you, the Leader/guardian can be held liable for
paying the expenses
Health


Carry a First Aid Kit on all trips
Consult a physician or public health authority regarding
recommended immunizations and precautions during your travels
Difficulties Relating to Behavior and Cultural Sensitivity
 Know and understand chapter, national and international rules of
CISV
 Be familiar with and bring CISV International Guidelines on
Discrimination and Behavior and Cultural Sensitivity Info File R-5,7
 Each participant is expected to follow and respect the laws and
customs of the host nation, within the limits of their own culture –
be aware of these laws and know that if you violate the laws and/or
policies, you can be sent home at your cost
CISV USA
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General Risk Management
Insurance
 It is the official policy of CISV USA that anyone transporting
delegates or other persons at the request of the Chapter or Steering
Committee must be 25 years of age or older.”
 For every adult driver, an annual Motor Vehicle Report and copy of his
Personal Auto Policy with liability coverage of at least $100,000
combined Bodily Injury & Property Damage Liability coverage is
required by CISV USA’s Insurance carrier.
 Some CISV volunteers carry a Personal Umbrella Liability Policy for a
limit of $1,000,000 or higher. This insures them over and above what
liability coverage they may have through their Homeowner's, Renter's,
or personal Auto Liability policy.
 A criminal background check is required by CISV USA’s insurance
carrier when a volunteer involved with children/children’s activities
becomes active. The background check must be redone every three
years, unless specific state laws require it be done more often.
 Property Damage Insurance – CISV USA liability insurance does not
cover intentional acts. Vandalism and misbehavior are considered
intentional acts. Supervision is the key.
Medical
 Proper medical treatment – this should be our number one priority
 All Leaders are to receive first aid training at the local level
 All Leaders are to have a complete first aid kit and knowledge to use
these materials

It is the Leader’s responsibility to ensure their Delegation receives
proper medical care
1. Do not leave children unsupervised on water or land.
2. Leaders should not be isolated with an individual child
3. Training is risk management
 Training is required by international and national, but one of the
main reasons we have training is to help you lead a Delegation of
our children through a safe, happy, educational, cultural
experience. One of the greatest assets of CISV is the trust
parents place in us. Any damage to this trust will have dramatic
effects on our ability to function as an organization.
CISV USA
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5. Behavior Problems
 There will be differences on acceptable and unacceptable
behavior
 There will be value differences
 There will be cultural differences
1. Conflicts may arise because of these differences
2. Each participant is expected to follow and respect the
laws and rules of their host nation, within the limits of
their own culture - these rules and laws should be
discussed at the beginning of your CISV program
3. Two types of unacceptable behavior
a) Accidental
misbehavior
or
unintentional
misbehavior (i.e. pillow fights, rough housing, etc.)
b) Intentional misbehavior (vandalism)
c) Neither of these is covered by CISV USA
insurance
4. Supervision is the key – does the behavior follow CISV
guidelines and philosophy?
6. Incident Management
 If any action risks physical or mental injury to any individual,
the action should be terminated
 Two key words to remember – Inform and Document
 Who should I tell? Who should I get involved? This will call
for some judgment calls on your part.
7. Possible




CISV USA
Incidents
Injuries, physical and emotional
Property damage or destruction
Misconduct
Personality conflicts
1. Immediate action is essential (problems usually won’t
go away and oftentimes, can worsen)
2. Respect the rights of the individual
3. Remember – even though we are volunteers, if we do
not act responsibly, we will expose ourselves to some
type of liability, so ask for advice and assistance
4. Document incident as soon as possible – details may be
forgotten if this is delayed
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65
INFO FILE N-4 (0021)
HEALTH, LEGAL, AND SAFETY ISSUES WITHIN CISV
GENERAL COMMENTS
CISV (Children’s International Summer Villages) is an independent, non-political, volunteer
organization promoting peace education and cross-cultural friendship. As a "people
orientated" organization working with youth, CISV must have the health, safety and wellbeing of its participants/volunteers as its highest priority. Programme consideration to
further the educational goals of CISV are secondary. The important CISV goals of building
cross-cultural friendships, peace fostering and improving international cooperation and
understanding require an environment where the minds and bodies of participants are free
from worry about basic concerns of health, safety and legal issues. CISV addresses these
fundamental requirements by observing local laws and CISV rules/policies, by careful
attention to communication concerns, by maintaining a "global" rather than "local"
perspective, respecting the cultural sensibilities of all participants, and by always
remembering that we are the guardians of other people's children.
CISV International's Trustees approved International Guidelines on Discrimination [Info
File R-5(9008)]; Selection For Persons With Programme Responsibilities [Info File R-6
(9008)]; and Behaviour and Cultural Sensitivity [Info File R-7 (9940)] and CISV Electronic
Communication Rules [Info File R-1 (9941)]. It is expected that all these Guidelines will be
observed/enforced as well as specific/additional responsibilities for Staff, Adult Delegates
and Chapter Officials during a crisis.
LEGAL ISSUES
As an International Association, CISV exists in 62 countries and therefore, must observe
the laws of Great Britain, its headquarters, and also those of every country where it exists
or conducts programmes. Responses to CISV's "Embassy Questionnaire" [Info File N-4
(8908)]- (will serve as a reminder that CISV is an International Organization and that
programme coordinators, host families, staff, parents and adult delegates serve as
guardians of youth given into our care for a complex educational programme which must
observe differing cultural, legal, moral and educational perspectives.
RESPONSIBILITIES OF PARENTS OF PARTICIPANTS
While each CISV programme Guide outlines the obligations of parents of programme
participants and of host families during CISV programmes, the primary obligations for
parents of participants are:
1. That they have given official permission for their child to participate/travel;
2. That they have completed the necessary health and legal forms;
3. That their child has adequate health/travel/accident insurance;
4. That they/their children observe all CISV and legal requirements;
5. That they have paid all appropriate fees; and,
6. That they participate in all orientation, planning and de-briefing sessions.
CISV USA
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RESPONSIBILITIES OF PARENTS WHO HOST CISV PARTICIPANTS
As the host of a CISV participant, parents serve as a guardian of the youth visiting their
home and are expected to observe the moral and legal responsibilities that guardianship
implies. CISV programme Guides outline the programme and practical considerations,
including orientation, appropriate activities (regarding safety concerns), cultural sensitivity,
and behaviour expectations for participants.
RESPONSIBILITIES OF CISV PARTICIPANTS (YOUTH & ADULT)
Participants are expected to observe guidelines on Behaviour & Cultural Sensitivity in CISV
as well as specific information noted in each CISV programme Guide. Additional staff duties
arise during a crisis.
PARENTAL DECISION ABOUT TRAVEL TO CISV PROGRAMMES IN "RISK AREAS"
Every year parents of CISV participants contact local or international CISV officials
regarding CISV procedures to safeguard participants who have been selected to attend
programmes in areas of the world with “local disturbances" receiving global press coverage.
The following procedures outline CISV's efforts to assist parents make the decision about
their child's participation:
1. CISV programme hosts are generally parents themselves and take the responsibility
of hosting children/youth very seriously. They will be the first to cancel a CISV
activity if it is not safe.
2. Hosting/traveling CISV Chapters observe selection procedures and are required to
have a training programme for Adult Delegations/Staff.
3. Local public health standards are required for site facilities used by CISV
participants.
4. CISV International officials visit the site for countries hosting their first CISV
programme; otherwise, National Association/Chapter officials make inspection visits
if requested.
5. If there are concerns about the physical safety of visitors, CISV consults
appropriate Embassy or Foreign Ministry officials.
6. On request, the CISV International Office contacts host Associations for details or
reassurances;
7. CISV parents take the final decision regarding their child's travel.
LEGAL ISSUES FOR CISV AS AN ORGANIZATION
As an organization, CISV must take reasonable action to meet legal and CISV International
requirements. CISV officials must provide accurate and timely data, observe rules and
complete all necessary forms, particularly those relating to legal, health, safety and
personnel matters. During periods of international crisis or local conflict, special duties /
responsibilities arise for the CISV host association and for programme staff. CISV officials
must take periodic action to update/revise Guides and rules. In recent years, many
countries have passed new laws regarding people working with children, and health / safety
regulations for sites hosting children. In many countries both CISV and its volunteers can
be held legally responsible for negligence. Individuals are personally liable for criminal
violations.
CISV USA
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CISV INSURANCE REQUIREMENTS - LIABILITY INSURANCE
CISV International requires every National and Promotional Association to have some form
of public liability protection for the benefit of CISV participants / volunteers and CISV as
an organization concerning claims for third party personal injury or property damage
resulting from negligence for which CISV or its volunteers could be held legally responsible.
Every CISV National Association must have 365 day third party/public liability insurance
consistent with local regulations and CISV rules for itself and every Chapter. Since 1 June
1996 this regulation has been met via CISV’s Master Policy via AIG (or an alternate
underwriter approved by our broker, Willis Corroon). Cover in Canada and USA for CISV
Canada, CISV USA and CISV International has been brokered independently. While these
policies have different terms and conditions for cover in North America, CISV’s
requirement of having the equivalent of £1,000,000 has been met, and CISV’ers from
Canada and the USA are covered by AIG outside North America providing any claim or legal
action is filed in a jurisdiction outside North America relevant to the claim. CISV
International periodically reviews its insurance requirements and sets minimum levels for
local insurance. Minimum NA coverage is currently £500,000 or its equivalent, consistent
with local legal requirements. CISV International provides a second "tier" of insurance so
that all Affiliates, officials, volunteers and participants are insured to a limit of £1,000,000
by AIG (except those from CISV Canada and CISV USA, who are insured by local
underwriters for the equivalent of £1,000,000 and AIG conditions noted in the policy).
Additionally CISV has £500,000 personal liability cover for participants in international
activities only.
PERSONAL HEALTH / TRAVEL / ACCIDENT INSURANCE
Every CISV participant must have personal health/travel/accident insurance coverage
during his/her travel and the CISV programme/activity which is valid in the country where
the event takes place. Advice about the amount of coverage required should be given by the
CISV Host Association in "precamp or pre-meeting" information and / or secured from
travel agents or local insurance brokers. Details concerning procedures to follow should the
participant arrive without proof of insurance is provided by the CISV International Office
annually. Programme coordinators must be informed of these procedures. CISV
International provides the services of a Lloyds of London broker (Aon) for participants who
have difficulty securing adequate travel insurance locally. Details for purchase of this Aon
policy (and provisions of cover) are also available via the CISV National Office / INFO
FILE). The £15,000 Aon travel insurance policy is the Trustee approved “default” travel
insurance. Health/travel insurance details MUST be completed on the CISV Legal Forms
used in all programmes.
PROGRAMME SITE SECURITY, HEALTH AND SAFETY REQUIREMENTS
CISV Host Associations must observe local legal requirements, CISV programme/activity
specifications, and common-sense practicalities consistent with the educational goals
required for participating international youth and adults. CISV does not expect or require
sites/menus of a "hotel" standard, but clean, safe and private facilities are a must.
Selection of host families for CISV participants must not be limited to the wealthy or those
with large homes; loving families who can provide a safe and appropriate learning
environment are the CISV norm. See programme/activity Guides for further details.
CISV USA
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DIET AND NUTRITION
As a cross-cultural organization, CISV hosts should respect the dietary requirements of
participants (whether they stem from religious, health, or personal requirements) and
provide a varied, healthy international diet.
CISV CHECKLIST RE HEALTH/SAFETY/LEGAL/INSURANCE STANDARDS
1. Selection of Adult Leaders / JCs / Staff conducted according to International and
National guidelines.
2. Adult Leaders / Staff / JCs properly trained according to compulsory International
and National guidelines.
3. INSURANCE:
a. Health/Travel Insurance (mandatory for all participants);
b. Liability/property damage insurance (required of all National Associations)
consistent with CISV’s global cover;
c. Drivers must be licensed and vehicles must be properly insured, including
coverage for carrying passengers while on “CISV business”;
d. Chapters must purchase local cover for rented or loaned property/facilities,
unless it is included in the lease.
4. Health/Safety/Legal Issues at any CISV activity:
a. Facility meets local public health requirements for hosting children;
b. Facility meets CISV's educational / security / social requirements;
c. Drivers and/or vehicles are properly licensed and insured;
d. Youth have permission from parents to attend activities and parents have
given CISV authority to make appropriate health care decisions;
e. Host Chapter / Staff obligations check list:
5. Review participant's health forms / medical needs;
6. Staff trained in First Aid; first aid supplies on hand;
7. Hire lifeguard/train staff-leaders in water safety;
8. Fire drill/earthquake/civil defense routines known and practised;
9. Doctor, dentist, psychologist, hospital services available;
10. Pharmacy and ambulance services "on call;”
11. Nurse on staff or available for participants who are ill;
12. Counsellors/clergy available for emergency cross-cultural counselling to avoid post
traumatic stress disorder;
13. Promptly report claim for illness/accidents utilizing the Aon/SAS Claim Form, claim
details, receipts and a copy of the person's CISV Health Form (HF.2000) for
insurance reimbursement, plus appropriate CISV Risk Management and Incident
Report Forms; and,
14. Have addresses/phone numbers for appropriate Embassy & airline officials.
15. Obey all local laws and CISV rules.
CISV USA
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RESPONSIBILITY FOR MAINTAINING HEALTH & SAFETY REQUIREMENTS
The responsibility for maintaining proper health and educational standards during a CISV
activity rest with the host Nation Association and the Staff. This responsibility can NOT
be delegated to participants. If the "team" of participants assigned does not do a good job,
then "learning by doing" and "learning/accepting responsibility" as a educational
programme/activity goal is less important than the obligation to safeguard participant's
health. Staff / Host Chapters have ultimate responsibility.
ADULT DELEGATE / STAFF SELECTION & LEADERSHIP TRAINING CERTIFICATION
Every CISV National Association and Chapter must implement a mandatory leadership
training/orientation programme for all programmes/activities recognized or approved by
CISV International (including "experimental" programmes). Additionally,
1. Every NA, Chapter and Committee responsible for selection and/or training of
participants must:
a. observe all guidelines of CISV International;
b. be prepared to produce, on request, certification that all CISV procedures
have been observed.
2. Every NA Chapter and Committee must review CISV guidelines and notify all
responsible persons that:
a. selection procedures must reflect observance of legal, moral and emotional
behaviour appropriate for an international peace education organization such
as CISV; and,
b. staff and leader training must include international health safety,
educational and legal requirements appropriate for programmes dealing with
children and youth.
3. This action is taken:
a. to insure the awareness of all concerned of our responsibility for the
welfare of those children and youth entrusted to CISV's care; and,
b. to safeguard CISV and its members from the legal consequences of
negligence.
CONCERNS/GUIDELINES REGARDING SECURITY & ELECTRONIC COMMUNICATION
Info File Section R-11 (9941) provides CISV’s Electronic Communications Rules.
In the interest of safety re CISV delegates, information regarding host site, dates and
nationalities of delegates is sent via regular post or fax and not electronically via e-mail or
World Wide Web sites since terrorists, kidnappers, pedophiles, religious fundamentalists
and neo-nazi/nationalist groups are highly organized internationally via the internet and can
misuse CISV data and cause severe security risks for members. Safety and security of
children and volunteers participating in CISV programmes/activities is the highest priority.
No ‘personal data’ including name, address, e-mail address, fax and phone numbers, may be
published/distributed electronically contrary to the wishes of the individual. ‘Permission of
the individual’ generally means written permission.” The UK / EU Data Protection Act applies
to CISV International. If there are any doubts whether the distribution of specific
information is in compliance with the provisions made in local/national/regional laws or these
guidelines, this information should not be distributed.
CISV USA
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INFO FILE R-14 (0032)
CISV Communication Rules
Introduction
CISV International as an organization very much depends on the fast and efficient flow of
information. However, due to legal (Data Protection Act) and risk management reasons (the
safety and security of children/volunteers), the following Communication Rules have been
adopted. The rules apply to all CISV members publishing and/or distributing CISV
information. These rules replace Info File R-11 (9941), CISV Electronic Communication
Rules, approved at the 1999 International Board Meeting and will be included within a new
section, CISV Privacy Policy. NB: CISV Application and Legal Forms will be modified
accordingly, following legal review.
General
All communication must be consistent with the policies, ethics, aims and objectives of CISV.
NB: All CISVers must observe global copyright and other privacy/legal obligations. No
”personal data”, including names, addresses, e-mail addresses, fax and phone numbers, may
be published or distributed without permission of the individual. Permission is always bound
to a specific purpose. When the individual is under the legal age of consent for her / his
country, a parent may act for the “minor” to prohibit publishing.
***CISV does not provide address information to other organizations, companies etc.
Electronic Communications
Electronic communications cannot be treated without differentiating public and private
communication channels. Private channels are those directed to a well known set of
recipients, for example password protected websites, closed mailing lists and personal email
addresses. All other channels are to be considered public.
Whatever can be sent by fax or letter may also be published through private channels. No
personal information may be published through public channels unless prior written consent
of the person was acquired.
For further advice the Communications Guidelines should be consulted. They are meant to
help applying the rules to typical communications requirements within CISV.
Electronic Communication: Permission Restrictions
(for participant / member notation on revised CISV forms)
Communication/Publication Restrictions:
Tick the box if you do agree with your personal information being distributed globally within
CISV through private channels [___]
CISV USA
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INFO FILE R-5 (9008)
MEMORANDUM
To: National Associations / Chapter Officials, CISV International’s Official Family
From: Joe Banks, Secretary General, for the International Board
Date: 14 September 1990
---------------------------------------------------------------------REF: IMPLEMENTING NEW GUIDELINES ON DISCRIMINATION, SELECTION &
BEHAVIOUR
---------------------------------------------------------------------Enclosed are official statements regarding:
1) CISV International Guidelines on Discrimination;
2) Selection Guidelines For Persons With Programme Responsibility; and,
3) Behaviour And Cultural Sensitivity In CISV.
The language (and examples) used in the three guidelines are based somewhat upon past
CISV experiences (confidential), concerns repeatedly expressed via programme evaluations
and NA statements (alone or via regional motions), and legal requirements. In some cases
the language is technical and can not easily be changed - for legal reasons. Examples of
behaviour or qualities are provided instead of fixed standards and definitive lists since they
will always leave out something critical. Where possible, language / examples from previously
approved documents were used. The language in the discrimination and selection guidelines
present some challenges, including:
1) Protection of privacy rights of members / applicants / participants – especially
regarding past behaviour and / or sexual orientation;
2) Realization of CISV goals / rules in countries where “universal” human rights are not
observed;
3) Distinguishing between custom and law in the local CISV culture;
4) Doing everything “reasonable” to protect CISV participants and the organization from
persons who “predictably” may harm individuals / CISV / members of the public; and,
5) Determining “common sense” application of rules, fears and goals.
The language in the behaviour guidelines present additional challenges, including:
1) Being “sensitive” to cultural / moral expectations without destroying the essence of
CISV;
2) Being “specific” enough to provide assurance to parents / officials and guidance to
participants;
3) Being “general” enough to protect CISV legally;
4) Being “flexible” enough to be universally accepted.
CISV National and Promotional Associations may supplement these guidelines, but they may
not contradict the wording or effect of official International Board policy. These guidelines
take effect immediately and must be implemented / observed at every level of CISV’s
operation, both in programmes and administration.
Thank you for your cooperation.
CISV USA
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INFO FILE: R-5 (9008)
CISV INTERNATIONAL GUIDELINES ON DISCRIMINATION
As an organization committed to the value of each individual, CISV does not practice or
tolerate discrimination within its programmes or administration at any level.
In interpreting CISV’s guidelines against discrimination vis-à-vis “handicapped” applicants /
participants, a “common sense” application of the guideline is expected. This means that
local laws / requirements must be observed as well as CISV’s expectation that everyone
participates fully within all programme activities.
Guidelines to assist in selection / placement of participants for CISV’s programmes;
* The candidate has the intellectual ability appropriate for CISV’s programmes;
* The candidate has the emotional stability to be successfully integrated into CISV
group / family activities and to appropriately cope / manage with the “stress” of
international travel /living;
* Housing / programme / transportation facilities can successfully accommodate the
individual without excessive difficulties (consultation with hosts is required);
* Appropriately trained CISV Staff / Adult Delegates are available and willing to
accept the extra responsibility involved.
In interpreting CISV’s policy against discrimination vis-à-vis the “status” of an applicant /
member iin situations not included in the guidelines noted above, the following guidelines will
be observed:
* If local “customs” limit CISV in a manner contrary to the objects / practice of the
organization (e.g. discrimination based on age, gender, race, religion, ethnic
background, language etc), protection extended in the UN’s International
Declaration of Human Rights, the Declaration of the Rights of the Child and other
appropriate regional human rights “charters” (including the right to privacy) will be
observed in CISV operations irrespective of local custom.
* In balancing between the rights of the individual to participate fully within CISV’s
programmes or administration and CISV’s obligation to protect the health / safety
of youth placed in CISV’s care, the “balance” tips in favour of protecting the health
/ safety of the participants;
* CISV’s observance of an applicant’s or member’s right to privacy is secondary to
the obligation of such applicant / member to truthfully provide information that is
“relevant” by law and / or CISV International guidelines when completing the CISV
Health Form and applying either for a position of responsibility / trust in a CISV
programme or as a CISV youth participant.
* CISV National and Promotional Associations may supplement these guidelines, but
they may not contradict the wording or effect of official International Board policy.
CISV USA
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INFO FILE R-7 (0432)
This replaces R-7 (9940)
BEHAVIOUR AND CULTURAL SENSITIVITY
Appropriate behaviour is expected by and within CISV, at every level of the organization, in
order to realize:
• CISV’s objects as outlined in the Memorandum & Articles of Incorporation and
Constitutional Rules of CISV International Ltd;
• CISV’s educational goals and methods as approved by the Board of Trustees; and
• the personal expectations of participants and volunteers.
For most people appropriate behaviour is inherent within the concepts of common sense,
good manners, or being a good host / guest / friend. Given the great cultural diversity
within CISV, the Board finds it helpful to stress certain qualities in CISV participants’
behaviour -- especially in adults and juniors acting as “role models” for youth in an
international educational programme stressing peace and cross-cultural friendship. Equally,
participants who are guests of the host CISV Chapter, family or resident site are expected
to conform to agreed upon concepts of behaviour. No list of norms can anticipate every
situation; there is no substitute for proper selection (or de-selection prior to participation,
if necessary), and appropriate training / orientation.
Behaviour expected of all adults and youth in CISV programmes / administration falls within
three categories:
(1) Standards; (2) Guidelines: and, (3) Recommendations. Sanctions & procedures are set by
Board policy.
STANDARDS relate to a class / type of FORBIDDEN behaviour, violation or reasonable
suspicion of which may invoke the most severe sanctions (including notification, exclusion,
early return home or loss of membership).
Forbidden behaviour includes:
• intimacy / sexual relations between children or youth and ANY adult or older youth acting
in a position of trust or as a role model within CISV (whether locally legal or not);
• use of narcotic / hallucinogenic drugs or chemicals (whether locally legal or not);
• criminal / illegal acts or failure to take action if legally required;
• use of or access to firearms / ammunition or other weapons (within host family home or at
CISV site); and
• xenophobic behaviour, discrimination, intolerance or lack of cultural flexibility / openness.
• physical / psychological abuse and corporal punishment.
CISV USA
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GUIDELINES relate to a class / type of UNACCEPTABLE behaviour, violation or reasonable
suspicion of which may invoke serious sanctions (including notification, temporary exclusion
or loss of membership).
Unacceptable behaviour includes:
• abuse of alcohol -- especially in situations where youth are present in an educational
context;
• nudity within CISV programmes or activities (games, swimming, etc) or within CISV’s
community living arrangements (Villages, camps or family stay) which violate concepts of
privacy or modesty, whether defined by the cultural norms of the host or guest;
• sexual intimacy -- or the appearance of sexual intimacy in programme activities or between
consenting adults, while “off duty” or between youth participants while taking part in an
official CISV program or activity;
• violation of public health standards which jeopardize the health or safety of the
participant or others; and,
RECOMMENDATIONS relate to a class / type of INAPPROPRIATE behaviour, violation of
which may invoke a less serious sanction / reprimand (including notification, restricted
participation or ban on being officer / staff).
Inappropriate behaviour includes:
• failure to respect / provide reasonable dietary, health, security and comfort requirements
for participants (e.g. vegetarians, asthmatics, non-smokers, bathing privacy, adequate sleep,
emergency communication);
• failure to respect the privacy of participants, host family members or site staff (including
their personal luggage or effects), except in cases of suspected illegal activity, violation of
CISV standards / guidelines, or medical confidences when the participant’s behaviour is a
threat to the health / safety of the participant or others (NB: standards of confidentiality
regarding patient’s medical information / treatment vary widely);
• failure to respect “house rules” of host families or sites hosting the CISV programme /
activity (including insensitivity in observing known “local” customs or courtesies);
• failure to respect differing personal and cultural standards of appropriate educational
activities & discipline or sanctions; and,
• failure to use appropriate methods to resolve personal / group conflict in intercultural
living / activities.
Respect for appropriate behaviour is considered so universally important within CISV that
the content of this document must be observed and incorporated into CISV’s programmes,
activities and administration at every level of the organization. CISV National and
Promotional Associations may supplement these declarations, but they may not contradict
the wording or effect of official CISV International Policy.
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Crisis Management for Leaders/Chapters/NAs
What is a Crisis?
A crisis can be any threat or event that creates chaos, and possibly suffering. A
crisis is generally an isolated incident that interrupts normal activity/camp life.
Purpose
 To provide a standard set of written procedures which allow
Director/Staff/Chapter Executive/National Executive to deal effectively with
a crisis
 To provide a communication plan which ensures information reaches all parties
external and internal in an effective way during a crisis
 To categorize crises into two types; life threatening and non-life threatening,
setting out procedures to be followed in each case
Approach a Crisis Situation
Do
 Be concerned for the care, welfare and safety of all children and adults
 Remain calm and in control
 Be polite
 Be specific in instructions
 Use your sense of humor, if appropriate
 Allow the person in crisis to leave, if possible
 Get help if you are anxious about approaching the situation
Do not
 Offer opinion, speculation or names of those involved
Parents must be notified before releasing the names of those injured or killed. If
it is necessary to release information about the incident before the parents have
been notified, a statement on the status of their notification should be included in
the release (i.e. “Names of those involved are being withheld until their families
have been notified.”).
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Whom We Must Communicate with During a Crisis
Depending on the nature of the crisis situation, many of the following people may
need to be informed about the emergency:
 Parents
 Law Enforcement
 Fire Department
 Medical Services (Hospital, Ambulance)
 Public Health Officials
 Media
 Other Local Government Agencies
Types of Crises
2. Life Threatening Crisis
Any crisis that immediately threatens the health and the well being of a
Child/Leader/Staff/Camp/Activity must be treated as an emergency crisis
situation. The first and foremost response to this type of crisis is to react
quickly and secure the safety of the children and Staff. Crises that could be
categorized as life threatening include:
 Fire
 Bomb Threats
 Collisions involving Vehicles
 Abductions
 Death of, Critical Injury to, or Missing Children/Leaders/Staff
 Serious Disease/Epidemics (Hepatitis, Meningitis)
3. Non-Life Threatening Crisis
If a situation exists where the health and welfare of a
Child/Leader/Staff/Camp/Activity are not in immediate jeopardy but it
threatens to disrupt the normal operations of the camp or if it could have a
negative impact on CISV’s reputation in community, certain operational
communication procedures must be followed. Crises that could be categorized
as non-life threatening include:
 Misconduct
 Minor Disease/Epidemics (Measles, Lice)
 Vandalism
 Theft
The appointed Chapter Risk Manager will be called by the Camp Director/Activity Leader and
will be responsible for ensuring the chapter procedure is followed.
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How to Handle Life Threatening Crises
Phase 1: Stabilize the Crisis
Be concerned for the care, welfare and safety of the children and adults.
The Director of the camp or Leader of the activity shall be responsible for the
children and Leaders.
Secure safety of Children/Leaders/Staff
 Evaluate (if necessary)
 Attend to victims
 Call emergency services for assistance
 Collect and report preliminary information on the crisis to Chapter
Chair/National President, and communicate with external audiences
Phase 2: Stabilize the Crisis
1. Document preliminary information and in cases where public authorities are
involved (i.e. law enforcement) cooperate fully after they have been identified.
2. Contact Chapter Chair within 1 hour of initial awareness of incident.
3. Internal distribution of information – after speaking with Risk Manager and
Camp Director/Activity Leader, Chapter Chair makes decision on who within the
organization needs notification (i.e. parents, National Risk Manager, National
President or National Secretary). National Executive and Chapter Chair will
decide whom to call internationally, if necessary.
4. Contact parents of injured children first (a chapter member must accompany
injured children to hospital and stay with the child until the parent/guardian
arrives).
5. Media: The Chapter Chair or the assigned chapter representative is the only
person who will be in contact with the news media. Refer all new media to this
person.
Staff/Director/Leader may only release information upon the
instruction of this person.
Phase 3: Secondary Distribution of Information
After the immediate danger is under control, do the following:
 Gather and update as much information as possible (specific details about
the crisis, cause, how it was handled, what effect it continues to have on the
chapter/camp/activity).
 An Incident Report Form (IRF 2000) must be made within 4 hours of the
incident – this is copied to other executive officers as necessary.
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How to Handle Non-Life Threatening Crises
Phase 1: Stabilize the Crisis
Be concerned for the care, welfare and safety of the children and adults. The
Director of the camp or activity Leader shall be responsible for the children and Leaders.
Phase 2: Preliminary Distribution of Information
1. Document preliminary information and in cases where public authorities (i.e. law
enforcement) first bring the crisis to the attention of Staff/Leaders/Chapter
President ask for identification of the investigating party, ask for as much information
about the alleged incident as possible and cooperate fully with authorities after
identification.
2. Contact Chapter President within 1 hour of initial awareness of incident.
3. Internal distribution of information – Chapter President makes judgment call on who
within the organization needs notification (i.e. parents or a National Executive).
National Executive and Chapter President will decide whom to call internationally, if
necessary.
4. Media: The Chapter President will make a statement. Refer all news media to this
person.
Phase 3: Secondary Distribution of Information
 An Incident Report Form (IRF 2000) must be made within 4 hours of the incident –
this is copied to other executive officers as necessary.
Oral Report
1. Who to call – National President, National Risk Manager and/or other National
Associations
2. What to state in your call
 Your name
 Where you are calling from
 The nature of the problem
 The people who initially saw or reported the incident
 The names and number of children and/or adults involved, if known
 Action taken at that time
Reporting to Parents
 Provide as much confirmed information as is available to parents/guardians of
injured children
 Avoid speculation about what caused the accident and/or related injuries
Reporting to the News Media
The Chapter President or the assigned chapter representative is the only person who will
be in contact with the news media.
Refer all news media to this person.
Staff/Director/Leader may only release information upon the instruction of this person.
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First Aid Kit Contents
It is suggested that all Leaders and Staff have current First Aid and CPR certification. This is
strongly recommended for JCs. Despite what you may believe, even simple first aid items are not
always available on planes, trains, homes, hotels or campsites. The contents of a good first aid kit
should include:
 First Aid manual
 List of emergency numbers (for Delegates, camp, CISV)
 Scissors
 Tweezers
 Safety pins (15-20 in various sizes)
 Thermometer
 Cotton swabs
 Sterile absorbent gauze pads
 Roll gauze bandage
 Roll adhesive tape (preferably water proof)
 Band-aids (various sizes)
 Tensor bandage
 Triangular bandage
 Antiseptic swabs
 Antibacterial
 Disposable plastic gloves (several pairs)
 Burn ointment
 Prescription drugs (if required)
 Copies of doctors’ prescriptions for eyeglasses and medicines
 Fever/pain medication
 Air sickness medication
 Antihistamine or nasal decongestant
 Cough medicine
 Throat lozenges
 Caladryl (for insect bites)
 Sunscreen lotion
 Antacid
 Diarrhea medication
 Spare glasses and contact lenses
 Ample supply of contact lens solutions
All medications should be carried in their original containers so they can be easily identified. The
amount of medications taken should be enough for the full trip plus an additional two to three days.
The first aid kit should be carried with you when traveling and not packed in luggage. It is a good
idea to carry the kit (or a condensed version) on all excursions also.
If you plan to include syringes and needles as part of the first aid kit, you must include a physician’s
letter indicating the reason for the needles. The letter should be written on the doctor’s
letterhead if possible. If you have these items in your possession without a cover letter, you may
encounter problems at airports and border crossings.
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First Aid Procedures
First aid is the immediate care given to a person who has been injured or has
suddenly taken ill.
Your decisions and actions will vary according to the
circumstances that produce the accident or sudden illness, the number or people
involved, the immediate environment, availability of medical assistance, equipment
and help from others. You need to assess the situation quickly, remain calm and
use common sense.
Wounds
Abrasion:
outer layer of skin (i.e. floor burn) – clean with soap and water,
apply bandage if needed
Incision:
caused by knife, rough edge or glass with rapid and heavy
bleeding – apply direct pressure; may need sutures and/or
tetanus shot
Laceration: jagged, irregular or blunt breaking or tearing of skin with rapid
and extensive bleeding – treatment same as incision
Puncture:
piercing of skin layers with a small hole – clean with soap and
water, apply bandage if needed, could cause internal damage,
may need tetanus shot
Avulsion:
tissue separated or torn from body with heavy and rapid
bleeding – apply direct pressure, save body part and get to
doctor immediately
Head Injuries
Scalp wounds bleed heavily and may require sutures. Wounds may not swell
but watch for signs of concussion (dizziness, headache, vomiting and
unconsciousness). Apply ice to area of swelling.
Sprains
Injuries to ligaments and tendons of joints - apply ice, keep injured part
elevated, and see a physician
Strains
Injuries to muscles due to over-extension - apply ice and rest muscles
Fractures
Immobilize, apply ice and get to a physician
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Burns
Apply cold water or ice, seek medical treatment if burns are severe; if
blisters form keep clean and do not break open
Sunburn
Apply aloe gel to help with discomfort, seek medical treatment if burns are
severe; drink plenty of water, wear loose light-colored clothing
Heat Stroke
Symptoms include elevated body temperature, sweating mechanism
disturbed, skin hot, red and dry, rapid and strong pulse, unconsciousness –
immediately decrease temperature by sponge bath and seek medical
treatment
Heat Exhaustion
Symptoms include fatigue, weakness, collapse due to decreased intake of
water and increased sweating, normal body temperature, pale and clammy
skin, profuse perspiration, nauseous, fainting, headaches – sip salt water, lie
down, elevate feet and wear cool, loose clothing
Heat Cramp
Symptoms include muscular pain and spasm, mostly in legs and abdomen, due
to decreased salt intake – rub spasm and sip salt water
Seizures
Cannot stop once one has started – do not restrain, do not place object in
mouth, do protect from hurting self, may need sleep after seizure ceases
Asthma
Sip warm water to slow breathing, use prescribed medication and inhalers
Diabetes
Insulin reaction: sudden hunger, weakness, restlessness, pallor, sweating,
dilated pupils, tremors, dizziness, unconsciousness – give
orange juice or glucose paste
Diabetic acidosis: drowsiness, dryness of skin, cherry red lips, increased
respirations, nausea, vomiting, abdominal pain, can go into
coma – give insulin, see physician
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Chapter 7: Program Guide
What is covered in this Chapter? This Chapter includes a list of important
sections of the international program guides that each Leader should receive and
review in preparation for his CISV experience.
Why is it important? CISV Leaders, especially new ones, have a lot of questions
regarding CISV programs. CISV International has developed Guides for each
program to help answer some of these questions. Every leader should have a
current copy of the Guide for his specific program. All CISV Program Guides
are available for downloading and printing at home through the CISV-International
website: http://resources.cisv.org or through http://support.cisvusa.org
Important Handouts.
 The United Nations Declaration of the Rights of the Child
 Village Guide (2004)
Chapter 2
Introduction to the Village
3
The Village Program
5
Host Staff
6
Preparation of the Delegation
6.5
Junior Counselor
7.5
Cultural Sensitivity
 Summer Camp Guide (2003)
Chapter 2
Introduction of the International Summer Camp
3
Program Overview
5.2
Roles and Responsibilities of the Staff and Director
6.3
Roles and Responsibilities of Leaders
7.2.3 Knowledge about the Structure of the Summer Camp
9
Evaluation
 Interchange Guide (2004)
Chapter 2
Introduction to Interchange
4.6
Policies of Interchange
4.9
Pairing Process and Criteria
5
Hosting a Program
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The United Nations Declaration
of the Rights of the Child
The right to a name and nationality
The right to affection, love and understanding and to material
security
The right to adequate nutrition, housing and medical services
The right to special care if disabled, be it physically, mentally or
socially
The right to be among the first to receive protection and relief in
all circumstances
The right to be protected against all forms of neglect, cruelty and
exploitation
The right to full opportunity for play and recreation and equal
opportunity to free and compulsory education, to enable the child
to develop his individual abilities and to become a useful member of
society
The right to develop his full potential in conditions of freedom and
dignity
The right to be brought up in a spirit of understanding, tolerance,
friendship among peoples, peace and universal brotherhood
The right to enjoy these rights regardless of race, color, sex,
religion, political or other opinion, national or social origin and
property, birth or other status
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Chapter 8: Communication
What is covered in this Chapter? This Chapter presents some ideas on different
aspects of communication that can assist Leaders in effectively working with their
own Delegates and those from other chapters and countries.
Why is it important? Communication involves exchanging messages using a variety
of forms, including verbal, written and body language. An understanding of the
different forms in which we communicate is very important in CISV experiences, as
various language barriers and cultural characteristics challenge effective
communication. In these cases one needs to take an extra effort to ensure that
communication is not being blocked, especially when conveying important
information.
Important Handouts.
 Communication
 Influences on Communication
 Strategies for Effective Communication
 Examples of Conflict-Creating Communication
 Suggested Activity with Delegation
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Communication
Communication is the key to effective leadership. Skills in communication are
necessities in today’s populated world. We must be able to express ourselves in a
manner that enables others to understand our ideas.
“I know that you believe you understand what you think I said, but…
I am not sure you realize that what you heard is not what I meant.”
Communication is shaking hands with someone, talking over the phone, giving a
speech, waving to a friend at the airport or talking with your best friend over
lunch. Communication is the act of sending and receiving messages by one or more
persons.
Communication is not always verbal.
Communication is a shared
experience. Communication is the key to understanding.
Non-Verbal Communication
The most obvious form of communication is verbal, based on language, usually in the
form of speech or writing.
However, verbal messages are almost always
accompanied by non-verbal signals. Non-verbal signals are indirect forms of
communication that can transmit different messages from those spoken directly.
Non-verbal communication is going on all the time and coming from many different
places at once. While we are engaged in conversation with one another, we are
constantly being bombarded with messages from the other person’s face, hands,
posture, intonation of voice and the distance separating us.
Researchers estimate that non-verbal signals make up from 60-90% of the
message during direct face-to-face communication. If these estimates are
correct, non-verbal communications relay our frame of mind much more accurately
than our most carefully worded comments.
Non-verbal signals often overpower the verbal message being delivered. For
example, if a person gives an affirmative answer but his face displays a negative
expression, we tend to interpret the non-verbal message as the “real” one.
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Influences on Communication
Whether you are the sender or receive of a message, you speak and hear according to your
own unique needs and feelings. Everyone is unique in this aspect. This means that often
people think they are being clear enough so that others can understand them when in
reality they are not. This is not because they do not want to be clear, but rather because
they see or hear things from their own perspectives. In other words, people’s perceptions
differ. Perception is a process in which an individual takes what he hears, sees, smells or
feels, and processes that information so that it has meaning to him. There are many
factors influencing perception, as shown below.
1.
2.
3.
4.
5.
Past Experience. People perceive a given situation in terms of their past experiences with
family members, friends and other important figures in their lives. People with different
pasts will have had different experiences and will therefore perceive the same situation
differently.
Cultural Influence. Cultures tend to differ distinctly in their non-verbal communication
gestures. People from different cultures attach a wide variety of meanings to the same
specific non-verbal behavior. Many misunderstandings between people from different
cultures arise because non-verbal signs are read with different meanings. Body language
differs from culture to culture and even within a culture. However, the physiological
reactions of the human body are identical in all cultures. For example, blushing, perspiring,
clammy hands, dry mouth, quavering voice and tears.
Social Influence. People may adjust their perceptions according to peer or social pressure.
For example, youth may be pressured to drink or smoke and will change their perceptions
because of social pressures.
Interests. What we care about has a way of capturing our attention and shaping our
perceptions. People who are interested in sports might see things differently than people
interested in music or politics.
Values. What we value influences our perceptions, and what we value, we perceive as
important. A value is something we prize, something by which we guide our lives. Each
individual has a slightly different set of values; some may value honesty more than wisdom
or some may value money over pride.
Understanding and being aware of differences in perception can help in the communication
process. In dealing with others who have different perception than yours, try to
understand and respect the differences while explaining your point of view.
One of the best ways to minimize miscommunication is to remember that it is rare for
people to act deliberately disrespectful or insulting toward others, especially strangers or
guests. Therefore, if you have the feeling that somebody has insulted you through a
certain behavior or through the absence of an expected behavior, you probably have made
the common mistake of interpreting his behavior according to the standard set by your
own culture.
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Strategies for Effective Communication
Many elements influence the communication process, but all of them are based on the
following six main components:
 When the communication takes place
 Where the communication takes place
 Why the communication takes place
 How the communication takes place
 What the communication is about
 Who communicates with whom
When the aim is mutual understanding, the following practices are helpful to ensure
effective communication. Most of them apply to communication in general and all apply
when communicating across language barriers.
1. Speak slowly and use simple, common words.
2. Watch the other person’s facial expressions. What are they “saying” to you? Are you
reading their expressions correctly? Check with them!
3. Paraphrase – repeat what you think the other person is saying to you.
4. Ask questions – seek clarification to make sure that you understand what the other person
is saying.
5. Face the person and don’t speak with your back to them.
6. Don’t worry about the “correctness” of English.
7. Listen and avoid interrupting.
8. Focus on the other person and avoid distractions.
9. Use non-verbal signals that match your body language with your words.
10. Be patient.
11. Be attentive and interested in what the other person is saying.
There are many ways to send messages that can improve mutual understanding. For
example, spontaneous humor is often a successful way to make people feel good. Here are
some more effective strategies:
1.
2.
3.
4.
5.
6.
7.
8.
Show openness and honesty.
Try to sense or identify the sender’s reality.
Both sender and receiver must wish to communicate.
The setting must allow communication (i.e. not too noisy).
Give each other mutual respect.
Find a common platform.
Send clear messages.
Give “I” messages that describe what is happening and the effect that it has on your
feelings. For example, “When I saw most Leaders missed the meeting I felt disappointed.”
9. Use active listening techniques that show sincere interest. Active listening is the following:
a. Send non-verbal messages like nods
b. Rephrase what the sender said
c. Ask for more information
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Examples of Conflict-Creating Communication
There are numerous examples of answers you might give that could be considered
offensive. The examples listed below have a tendency to block communication. Imagine
that someone comes to you with a problem and you respond in one of the following
manners:
1.
Command or give directions – “Stop complaining and do something about it instead!”
2.
Warn or threaten – “You had better get started or you are going to be in trouble!”
3.
Moralize or preach – “You’re here to take care of your Delegation; personal problems
have to wait.”
4.
Give advice or suggest – “You have to learn how to adjust, then it will sort itself out.”
5.
Teach or use logic – “Let’s look at the facts; the program for tomorrow has to be
planned tonight.”
6.
Judge or criticize – “You are lazy or maybe you are just slow.”
7.
Ridicule or humiliate – “You are behaving like a Delegate, not a Leader.”
8.
Interpret, analyze or diagnose – “You are just trying to run away from the fact
that…”
9.
Praise or agree – “You are such a great Leader; I’m sure you can work it out.”
10. Calm down, comfort or show understanding – “Don’t worry, you’re not the only one
feeling that way; you’ll feel better after the family weekend.”
11.
Look into, question or interrogate – “Did you find this task too difficult, and if so,
why did you wait this long before talking to me about it?”
12. Withdrawal, use sarcasm or jokes – “Come on, let’s talk about something
more pleasant than this!”
Some of these answers you might find to be obvious “blocks” but if you think it through
you will find that we have all used some of these at one point or another.
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Suggested Activity with Delegation
Instructions:
Each person needs a pen and some paper.
Split the group into pairs. Person “A” is the sender and Person “B” is the receiver.
1. Person “A” draws a simple drawing using geometric shapes that Person “B” is
not allowed to see.
2. Person “A” gives Person “B” instructions on how to draw his drawing as
precisely as possible. Person “B” copies the drawing according to the
instructions given by Person “A.” Person “A” is not allowed to look at Person
“B’s” drawing. Person “B” may ask questions to clarify.
3. Repeat the activity in Steps 1-2 but now use a time limit of 12 minutes. The
facilitator increases the pressure by stating how much time is left every 10
seconds. Person “B” is allowed to ask questions of Person “A.”
4. Repeat the activity in Steps 1-2 but now no questions are permitted.
5. Repeat the activity in Step 3 but now no questions are permitted.
6. Reverse roles (Person “B” now draws and gives instruction and Person “A”
tries to copy the drawing) and repeat the activity.
Debriefing:
1. In which situation did you feel the most comfortable?
2. What other feelings arose in the other scenarios?
3. What frustrations did you have when giving the directions?
4. What frustrations did you have when receiving the directions?
5. What lessons can we get from this activity that will help us in our CISV
experience?
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Chapter 9: Working with Parents
What is covered in this Chapter? This chapter will present some ideas on how
Leaders can effectively work with the parents of their Delegates.
Why is it important? The parents of CISV Delegates are critical members of the
Delegation. It is important for all Leaders to work well with parents and to
understand their needs prior to the program experience. If the group as a whole
has a common understanding of their purpose as a Delegation, it will not only make
Delegation preparation easier, but also heighten the program experience for
everyone involved.
Important Handouts.
 Parental Expectations of CISV Leaders
 Responsibilities of Parents of CISV Delegates
 Hints for Working with Parents
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Parental Expectations of CISV Leaders
The main concern of parents will be to see that the needs of their child when traveling are
properly met. This varies from physical safety to moral and psychological support.
Leaders should realize that some of these children may not have traveled separately from
their families before or may never have been separated from their parents for a long
period of time. Parents expect that the Leader will be a parent substitute while they are
not around and yet be a friend to the youth during the experience. This is a balance that
each Leader must work out as he prepares his Delegation.
Leaders should also be prepared to deal with varying reactions from parents. A parent’s
expectation of leadership skills is highly dependent on the experience from their
professions or careers. Some, such as corporate executives, may expect Leaders to be
very professional and organized, running meetings like a board meeting. Others may
expect a very relaxed environment and more of a casual relationship. Leaders should
understand that they are surrogate parents and that parents may need some time to
develop trust in them.
Responsibilities of Parents of CISV Delegates
The main responsibilities of the parents will be to ensure that their child is properly
preparing for the CISV experience. They should equip him with anything special that he
might need to make sure he commits to regular meetings with the other members of the
Delegation. Parents must ensure that their children cooperate with other members of
their Delegation and listen and respect the Adult Leader.
In addition, the parents will assist with the planning by being responsible for specific tasks
and duties required when preparing the Delegation.
This includes making travel
arrangements, purchasing tickets, souvenir items, travel clothing, etc. These duties should
be outlined in the first meeting.
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Hints for Working with Parents
The First Meeting
The first information/orientation meeting with the Delegation is important, as it will
outline how future Delegation preparations will proceed. Leaders should be prepared to
answer numerous questions from both parents and youth. Parents will be interested in
knowing and understanding the Leader. Some will need to know more about CISV. Parents
want to be satisfied that the Leader is trained and will be a vehicle for their questions.
It is useful for someone (Chapter Chair, Liaison, Program Coordinator or Leadership
Mentor) to attend the first meeting with the Leader. This individual can welcome the new
families to CISV and answer questions that the Leader may not be able to. They can also
provide a contact in case parents have other concerns.
A welcome package is good to distribute at the first meeting and should include:
 CISV Background and Philosophies
 Goals of the Program
 Contact Names and Address Lists
 Calendar
 CISV Forms (Health and Legal/Insurance)
 Pre-Camp Information (if available)
 Parent Information
An agenda for the meeting is very useful. The Leader should realize that it is his meeting,
so he should be chairing it and making sure that all of the important items are discussed.
Consider writing your agenda out or having copies available for the parents. Suggested
items for an agenda include:
 Introductions (Who am I, Why are we here?)
 Expectations of roles (What is my role, What do you think my role is?)
 History of CISV
 Program overview
 Welcome package – distribute and discuss
 Costs and Budget (presented by Chapter Chair)
 Schedule of future meetings and calendar of events
 Assignment of duties and tasks to parents
 Financial Coordinator
 Travel Coordinator (tickets, passports, visas)
 Medical and Insurance forms
 Souvenirs and Gifts
 Surprise Activity
 CISV Song
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There are various ways to introduce these topics. For example, Leaders can run a “name
game” to introduce each person. Another idea is to ask each person to identify a famous
person he would like to have dinner with and explain why. Leaders can use different
techniques to introduce CISV and the program, such as videos, photo albums, scrapbooks,
CISV souvenirs and other paraphernalia from previous Leaders.
Have one parent responsible for taking the minutes of the meeting and distribute these at
the next meeting. At the end of each meeting, recap what was decided upon at the
meeting and any projects to be completed for the next meeting.
Getting to Know Your Delegation Parents
As a Delegation, the Leader and the parents must have consensus on a process for decision
making as a group and stick to it. For all meetings, set “ground rules” with the parents
(they can have a CISV parent present when discussing) such as follows:
 Everyone needs to agree, reach consensus
 Everyone needs to listen
 There may be times when a Leader must make the final decision
 Everyone has to understand and respect the philosophy of CISV
 If parents have concerns, they must talk to the Leader or the chapter program
coordinator directly
 If the Leader has concerns, he must talk to the parents or the chapter program
coordinator directly
Another useful way to introduce discussion items is by using “What if” scenarios. A
session with the parents can include the discussion of various “What if” occurrences to
find out how they, as individuals and as a group, would like the Leader to respond in various
situations. For example: “What if your son breaks his leg on an excursion? Apart from
seeking medical attention, how would you like me to respond?” would be a good way to begin
discussion on medical emergencies. Another could be, “What if a host family offers wine
to your child during dinner as part of their culture and the Leader only finds out after the
incident. How would you like me to handle this situation?” Chapter 12 of this manual
contains additional “What if” scenarios.
Encourage parents to invite Leaders over for dinner. It is a wonderful opportunity to meet
the entire family and see how the child interacts with the members of his family, which
will give you and indication of potential behavior. Another helpful idea is to get the
parents to write you a letter about “A day in the life of ______.” This letter can give you
valuable insights into your Delegates and their families as well as provide you some helpful
tips that you can use when you are at your CISV experience.
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Communication During the CISV Experience
Most parents will want to communicate with their children as much as possible during the
experience. The advent of numerous forms of technology, such as telephones, faxes and
e-mail, has made “instant” communication very easy, prevalent and at times a dependence
for some families.
Leaders should be very clear with the parents of their requirement for communicating
news. Important messages, such as safe arrival calls during travel or emergency situations
are imperative. However, daily contact is not necessary and is actually detrimental to the
success of a CISV program. Leaders should discuss with the parents what is expected in
the area of communication during a CISV experience and agree on an acceptable method
prior to the departure.
After the CISV Experience
Leaders should stress that the children will need their parents’ help and support after
their CISV experience. Parents will be expected to listen patiently to many tales of the
experiences their children have had, and parents will need to help relate these to their
children’s everyday lives as they grow older.
Parents need to appreciate that their children may have changed somewhat when they
return from their experience. They may seem different, more confident and mature.
They will most certainly want to keep in touch with their many friends, and at first will
write and receive many letters and e-mails. As time goes by, they might be less inclined to
answer letters and again here is where parents can help.
They can also help if an invitation comes to visit a friend in another country for a holiday
and reciprocate, if possible, by inviting a friend to come and stay with them. The child
should be encouraged to play a full and active part in the Local Work activities of the
Junior Branch. They should be helped to realize that responsibilities continue in CISV
when, as the magic of the experience wears off, they might want to channel their energies
into other things. Just as in any other facet of education, parents have a vital role to play
and should give the child their full support, both now and in years to come.
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Parental Involvement in CISV
CISV has grown because of the determination of individuals; not through pressure from
society, government or commerce, but simply because individuals have seen a need for
CISV and have responded. CISV owes its very existence today to the involvement of
parents at all levels and will cease to continue if the parents of today’s CISV youth do not
equally respond to the challenge.
Parents are needed to ensure the future of CISV for coming generations of children.
They may involve themselves as fully as they may want, but CISV needs them however
much or however little they can or want to contribute. Their child’s participation in CISV
is the only invitation they need. They will see what CISV has meant to their child when he
returns from his experience. They will want to make sure that other children also have
the same opportunities.
Volunteers and CISV
Parents can volunteer in their local chapter in many ways, such as joining chapter
committees for recruitment, selection or hosting. They can also help by supporting fund
raising functions, hosting Delegates and contributing small items when required. Their
time and effort are what is really needed.
Parents can also become involved as members of the local chapter board and work to
strengthen the chapter within the local community through their efforts. In addition,
they might become involved with the National Association in strengthening CISV and
establishing new chapters in other parts of the country. Parents can also apply to become
Adult Leaders or Staff members.
Parents could work with CISV internationally; in time maybe becoming the National
Association’s representative on the International Board. Simply becoming an international
member of CISV (life or annual) is also a tremendous contribution.
CISV continually has vacancies for involving parents, and the degree of involvement is up
to them. Without their participation in one way or another, CISV will begin to lose it
character and influence.
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Chapter 10: Age Characteristics
What is covered in this Chapter? This Chapter includes information about age
characteristics of the youth that make up the CISV Delegations. General
characteristics are outlined for each program’s age group.
Please note: These are general characteristics only and are from a North
American perspective and therefore may not be representative of all children
or all cultures.
Why is it important? An understanding of the development of a child is an
essential component to begin a good leader of youth. This knowledge will assist the
Leader with the programming during the CISV experience.
Important Handouts.
 Age Characteristics of Youth by CISV Program
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Age 11 Years – Village
The eleven-year old child is an inquisitive person. He has an absorbent mind and is able to
soak up information and impressions when they are presented to him. This aged child is
still relatively uninhibited, however, he is increasingly more aware of his abilities and is
starting to become more self-conscious. With the encouragement of the adults, and the
example set by the adults, the child is usually willing to participate. Children at this age
are usually willing to try out new languages, dances, songs and activities.
The eleven-year old child follows by example. He is more willing to participate when he
sees those in charge participating also. The eleven-year old child still seeks the approval
of the adult. He is willing to try to please, however, the approval of his peer group is still
more important. If you must discuss a problem or difficulty you are having with your
Delegate, do not do it in front of his peers. Have the discussion with the child in private.
Humiliation in front of his peers is a devastating event.
Children at this age enjoy working with a group. They are increasingly more social and have
an internal need to socialize with other children. Children at this age have a far more
developed idea of right and wrong. They need explanations for different situations. What
you may perceive as fair, they may not. Try to find a middle ground, allowing the
participants to be a part of the problem-solving process.
Most children at this age can handle activities that are approximately an hour in length.
This is only a guide. You must remember that for some children, this will seem like an
eternity. For many reasons, most not scientifically proven, children have a less developed
attention span now than in previous years. This may be because of society’s tendency for
immediate gratification (for example, faster computers, video games, drive-through
restaurants). You may find that some participants begin to act “silly” or uninterested; this
is an indication that you may need to take a break. Stand up and shake the sillies out!
Children at this age like to participate in the planning of activities. They have not yet
developed the skills to do it on their own completely. Allow them to work in a group with
some adult intervention. If you want to give them suggestions, ask them first (e.g. “I see
you are having difficulties with this section, can I make a suggestion?”).
Remember that your Village Delegates of today are your Junior Counselors and Leaders of
the future. Begin to teach them the skills of leadership and responsibility. Remember
that this is their experience and help make it the best one of their lives.
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Additional Information on Age Characteristics
From “Observing Children,” 11 years old
General
 Girls may be 12 to 15 months ahead in development; menstruation is a topic to
be discussed with parents and individual Delegates
 Ready to absorb knowledge, sustain interests, perfect skills and complete tasks
Energy
 Boys and girls who are late in this phase may be very fidgety and squirmy
 Tremendous energy consumed (often hungry); may give little thought to other
body needs, except when hurt or tired
Relationship to peers
 Peer group becomes more important - “I” becomes “we”
 Close friendships with same sex may develop
 Verbal banter with opposite sex reveals interest and gaps in social skills
 Common goals may be achieved by sharing and cooperating
 Conflicts may be settled verbally (aware of coherence and logic in argument)
 More aware of the significance of others to himself – soon realizes the
significance of relationships with others, particularly adults
 Very sociable with peers of the same sex – readily interacts and is seen at ease
 Relationships are easy-going and pleasant
Language/Listening
 Can listen critically (detects flaws in reasoning of others, questions validity of
conclusions, evaluates)
 Can appreciate the feeling and values expressed through poetry and music
 Attention can be held for a longer period of time; when something interests the
child he is much more capable of concentrating and applying himself for a longer
period of time as long as he sees the significance of what he is doing
 Able to begin to follow more closely the unfolding of a situation, an event and
even a thought
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Speaking
 Abstract concepts still developing (i.e. world geography)
 Ability to argue increases with ability to take another point of view
 Shows understanding of reason and consequences
 Aware of listener’s needs
Possible distrust of some people
 At this age, the child is sociable but must not be betrayed; the child may
develop distrust if he senses resistance in another, particularly an adult
 Demands to be treated the same as others his age
Very industrious
 The child has many projects – he wants and likes to do all sorts of things
 Imagination is keen and alert
 Able to busy, amuse himself and play on his own
 Responds very well to projects
Bodily awareness
 Particularly girls begin to realize the importance of bodily development; this is
not yet a dimension that consumes all of the child’s energies, but signs of
preoccupation with the body begin to appear
How the profile influences the choice of activities
 Activities should take into account the connections the child is able to draw
between objects and events
 Activities should provide opportunities for comparisons to be made between
objects, situations and people
 Activities should also call for the completion of small projects
 At this stage, questions fascinate the child and he is able to devote
considerable energy to finding answers
 Activities should involve people – social interaction is very important at this age;
the child like to know people and learn more about them
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Age 12-15 Years – Summer Camp and Interchange
Young adolescents are in the search for self-identity. Their peer group becomes
increasingly important in their lives and adolescents feel an intense need to belong. Peer
pressures and gender differences increase and the adolescent experience a strong desire
to experiment with new behaviors in their attempt to understand who they are. Through
CISV programs, such as an Interchange or a Summer Camp, we have the ability to instill a
sense of self-confidence in the youth participants at a time when it is most important.
As children enter adolescence, school and community influences begin to compete with the
home environment. Each setting where young people live, work and play provides
opportunities for youth to strengthen both their identities and their social, emotional and
intellectual competencies. Because of this fact, it is important to focus in on the
educational content of your program. Allow your participants to be part of the process.
Allow them to make decisions and live with the outcomes. Teach them the importance of
evaluation. Youth need to feel that they are in a supportive environment and they need
clearly defined boundaries form the people in charge. Contrary to what you may think,
young adolescents like to know that there are rules and they are expected to follow them.
Clearly defined rules of the group make the participants feel comfortable that those in
charge care about their well-being.
The young person of this age is marked by significant changes in relationships related to
his emerging independence. Relationships with parents and peers change at this time.
They work very well with a group. They are now able to better resolve interpersonal
conflicts peacefully and are more comfortable communicating ideas and feelings.
Early adolescence is a time when young people experiment and make important decisions
related to sexuality and the use of alcohol, tobacco and other drugs. It is important to
discuss these things with your participants before embarking on your Interchange or
Summer Camp. It may be helpful as a group to make a list of goals and expectations for
the experience. Talk about why you are participating in the program. It is also important
to review the rules of CISV International with regards to sexual activity, drugs and
alcohol. Remember that the adolescent is trying to figure out all of the feelings and
emotions that he is experiencing. The opposite sex is an important aspect in his life. This
is normal. If you develop a relationship with your participants based upon trust and
openness, you will be better able to monitor their activities. They will not want to hurt you
or lose your trust.
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As the Leader, it is your responsibility to care for the Delegates while they are in your
care. You are responsible for making sure that their experience with the Interchange or
Summer Camp is one of the most important of their lives. Through these experiences you
have the ability to instill some very important characteristics in the youth that they will
be able to carry on into adulthood. The following are some areas that you may want to
think about trying to help your Delegates gain throughout their experience:
 A positive, secure and integrated identity
 Social competency and strong interpersonal skills
 Commitment to learning and evaluation
 Healthy, appropriate behavior choices
 Ability to adapt, to change and to cope with adversity
 Cultural understanding
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Additional Information on Age Characteristics
From “Observing Children,” 12-15 years old
General
 Increased concern about body image
 Girls may mature 12 to 16 months earlier than boys
 Onset of puberty: girls 11-13, boys 12-14
 Hormone changes result in physical and sexual maturation
Energy
 Growth rate may result in fatigue, lethargy and restlessness
 Mood swings possible because of glandular changes
 Appetite increases as energy consumed increases
 Emotions more forceful, dynamic and fluctuating
Language
 Can listen critically to reports and views and make pertinent contributions
 Can appreciate the feelings and values expressed through poetry and music
Behavior/Self-image
 Rapid physical changes produce strain – the child may need privacy to reflect
and gain perspective
 Seeks identity; tries out many roles
 Is uncertain and self-conscious about image
 Needs to integrate self-image with opinion of others
 Is responsible, self-critical and/or self-admiring
 Experiences mood fluctuations
 Has difficulty making decisions; is aware of so many possibilities
Relationship to adults
 Is critical towards adults but needs adult approval and support (selects
significant adult)
 Fluctuates between dependence and independence
 Understands rules as mutual agreements for the social good
 Abhors double standards
 Can be rebellious and uncooperative
 Test limits
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Relationship to peers
 Requires close and trusted friends
 Group acceptance is important
 Peer groups less random and longer lasting
 Groups become mixed by the end of the phase
 Great interest in opposite sex (jokes and “sex talk” common)
 Likes to discuss social issues
 May have high interest in team games and group activities
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Chapter 11: Planning an Activity
What is covered in this Chapter? This Chapter provides a template for use when
creating and planning activities. It contains lists of some valuable resources of
activities that are appropriate for CISV and also includes guidelines of
characteristics of activities that we should be wary of in CISV programs.
Why is it important? The important thing to consider when planning activities
within CISV programs is that all activities should reflect CISV’s unique goals and
philosophies. The purpose of a CISV activity should always focus around the CISV
Education Circle (refer to Chapter 1). In addition, if there is one thing that is
certain for all CISV programs, it is that time flies – it is valuable then, for Leaders
to have an outline to follow which allows them to plan activities more easily and
more quickly.
Important Handouts.
 Steps to Creating an Activity
 International Guidelines on Behavior and Cultural Sensitivity (from
Chapter 1)
 CISV USA Guidelines on Inappropriate Activities
 Evaluation Methods
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STEPS TO CREATING AN ACTIVITY
STEP 1: Brainstorming
Ground rules for brainstorming:
 No criticism is allowed – everything is accepted – be flexible and open to all
ideas
 Get creative – the wilder the ideas the better
 Combine and improve – add, mix and match ideas
 Collect quantity – more ideas make for more creative activities
STEP 2: Activity Selection
The activity that you choose from the brainstorming session will depend on a
variety of criteria that will determine if the activity is appropriate or
inappropriate. There is a set of CISV International guidelines that outline
characteristics of behavior and activities that are considered inappropriate or
unacceptable in CISV settings. CISV USA has developed a list of games/activities
that are to be approached with caution – consult this list and make sure that other
participants in your program are aware of it (refer to Appendix 3).
Criteria for selecting an activity:
 Does the activity fit into the CISV Education Circle?
 Does the activity follow the CISV Guidelines on behavior and cultural
sensitivity?
 What are your goals and objectives and does the activity meet these?
 Comfort level of the group – how well do you know each other and should
activities involving close contact be postponed?
 What age group are you working with – is the activity age appropriate?
 What space do you have available – is weather an issue?
 Is the activity feasible in a multilingual setting?
 What materials are needed and are they available?
 What is the number of participants required and will there be adequate
leadership supervision?
 What is the time period required – would the activity take a long/short
time?
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STEP 3: Planning the Activity
Things to consider:
 What time of day would be best for this activity?
 What participant energy level is needed – best early, mid or late in the day?
 How much time is available for the activity?
 Identify and make arrangements to acquire all materials, additional help and
resources needed.
 Is this a large or small group activity - should a large group be divided and if
so, how?
 What is the appropriate location and size of space for the activity?
 Can the activity be modified in case of sudden changes in weather, time and
participant interest?
 Do we need to have alternate plans?
 How should the activity be explained – large or small groups?
 If the activity is “low-action” do we need an energizer before the activity?
 If translation is required to do the activity, have we allowed time for this?
 Does the activity require debriefing afterwards and how should it be done?
STEP 4: Running the Activity
 Get there early to set up in ample time before participants arrive.
 Be prepared and tie up all loose ends so everything is prepared before
beginning the activity.
 Explain the rules of the activity slowly and clearly and allow time for
translations, if required.
 Is the activity working? If not, stop before the activity spirals out of
control. If it is not working because of a misunderstanding of the rules,
then explain the rules again. If the problem seems to be poor response from
participants, then modify the activity. Make sure to evaluate the activity
immediately to account for the problems.
 Be attentive to unexpected developments in the activity and modify if
necessary to maintain control. Some of these developments may lead to
positive outcomes – do not be afraid to let things continue to “see what
happens” and evaluate afterwards.
 Watch the time – is the activity running longer than planned and is that OK?
 Is the activity dragging – let the activity end on a good note and don’t keep
pushing on if interest and appeal has been lost.
 Encourage full participation from all participants and watch for and give
support to the shy ones.
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STEP






5: Debriefing the Activity
Is debriefing needed?
Should it be done in large/small group discussions or both?
Should the debriefing be completed by Delegations?
Encourage feedback from all participants.
Facilitate discussion to keep focus and control – if the discussion gets off
topic but is important and relevant then consider allowing the discussion to
continue as it may bring forth important issues.
Try to relate the activity to the “big picture” of CISV’s philosophy and the
real world.
STEP 6: Evaluating the Activity
This is particularly important for activities that experienced difficulties, so
that the planners can learn form mistakes and modify the activity for future
occasions. All activities should be evaluated.



What method (written, verbal, pictures or drama) will we use?
Direct evaluation to learn what participants liked and learned from the
activity.
Self evaluate (planners evaluate their activity separate from the
participants)
 Was everyone involved?
 Did people lose interest and if so, why?
 What would we change to improve this activity in the future?
 Did the activity meet our aims and goals?
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Chapter 12: What If’s
What is covered in this Chapter? This Chapter includes scenarios that can be
used to explore and dig deeper into each of the chapters in this handbook.
Why is it important? The best way to learn is through participating actively in
the learning process. Going through scenarios of real-life situations that have
occurred in other CISV programs is an excellent opportunity for Leaders to learn
from experience and to prepare for what situations they may encounter.
After the National Leadership Training, many Leaders want to dedicate more time
to discussing possible scenarios of events that may arise during their CISV
experience. The following “What If” scenarios can be used in the following various
ways:
1. Discussion Tool: Present each situation and have the group discuss how they
would react to such a situation.
2. Role-play: Ask two or three individuals to take on a role of one the people in
the situations. Have them act out the situation and then allow the group to
add their input in a discussion after each role-play.
NOTE:
These are only suggested examples of situations. Ask former Leaders
to present situations they faced during their CISV experience.
Important Handouts.
 Village What If’s
 Interchange What If’s
 Summer Camp What If’s
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Village What If’s
1. Persons involved:
Leader (Hiroko)
Leader (Joe)
Situation:
Hiroko thinks Joe is not strict enough with his Delegates. He
does not make them be as quiet as Hiroko would like during
translation time.
2. Persons involved:
Delegate (Torsten)
JC (Manuel)
Situation:
Torsten does not do what Manuel asks him to do. Instead,
Torsten makes jokes about the things Manuel tells him and the
other children to do.
3. Persons involved:
Delegate (Sarah)
Leader (Amanda)
Situation:
Sarah has not been participating in her cleaning group. Amanda,
Sarah’s Leader, talks to Sarah about the importance of
participation and helping out. Sarah is defiant and refuses to
listen to Amanda and tells Amanda that she doesn’t have to
listen to anything she says.
4. Persons involved:
Director (Paula)
Leader (Chris)
Situation:
Chris has slept during the better part of the last three
Leaders’ meetings.
5. Persons involved:
Delegates (Helena, Kim) Staff, Leaders
Situation:
It is time for the mid-Village homestay. Helena hates Kim, the
girl she has been paired up with, and says she will not go.
6. Persons involved:
JCs (Mark, Sven, Elena, Emilia and Lotte)
Staff
Situation:
The group of four JCs has developed a tight group and is
ignoring the other JC, Lotte. She is becoming quiet and
withdrawn from the Village.
7. Persons involved:
Leaders
JCs
Situation:
None of the JCs are included in the daily Leaders’ meetings
because they are told that they have to look after the children.
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8. Persons involved:
Leader (Moira)
JC (Lars)
Situation:
Tomorrow Moira will conduct a game that requires four rather
complicated charts. She asked Lars to make them. He said
nothing to her, but she overheard him calling her bad names
while he was sitting with some children in Delegation at dinner.
9. Persons involved:
Leader (Nic)
Staff, Leaders
Situation:
Nic has been acting very childish during activities, often
disrupting the group and provoking the children to misbehave.
10. Persons involved:
Staff (Emma)
Staff (Fredrik)
Situation:
Emma has been acting very affectionate with one of the JCs.
One night Fredrik finds Emma and a JC alone in the Staff room
making out.
11. Persons involved:
Staff (Emily)
Director (Susan)
Situation:
Emily, the Staff JC liaison, strongly disagrees with the
Director, Susan, about how to discipline the group of JCs who
were caught off site late one evening. Susan wants to call their
parents.
Emily feels that they can handle this problem
internally.
12. Persons involved:
Parent (Fernando)
Leader (Maria)
Situation:
Fernando is concerned about the Leader Maria. He thinks that
she is too young and inexperienced to take a group of children
away. He has expressed his feelings with the other parents in
the Delegation.
13. Persons involved:
Staff (Nina)
Leader (Walter)
Situation:
Walter is a dynamic and energetic Leader. He has been a
Village Leader twice before and has some excellent ideas for
activities. Nina is concerned that Walter is taking over and
leading too many activities and not letting the other, less
experienced Leaders develop their skills.
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Interchange What If’s
T = Traveling Delegation
H = Hosting Delegation
1. Persons involved:
Leader-T (Lukka)
Leader-H (Harold)
Situation:
Lukka is 21 years old. Harold is 40. Before the visiting
Delegation arrived, Harold made up a list of all the things he
wanted to show Lukka when they had time together. Now he is
upset because all Lukka wants to do is watch TV.
2. Persons involved:
Girl-T (Marquesa)
Girl-T (Elena)
Situation:
Marquesa and Elena have been best friends for years. Now
Marquesa sees that Elena has become best friends with her
hosting partner. Elena does not spend much time with Marquesa
during social events. Elena frowns when Marquesa tries to draw
her away from the group for a conversation.
3. Persons involved:
Boy-H (Bob)
Boy-T (Kazuhiro)
Situation:
All the youth in both Delegations admire Kazuhiro’s swimming
and diving abilities. Kazuhiro has much to tell about the
championship medals he has won in competition. Bob does not
swim very well, although he is an honor student in his school. He
is beginning to avoid doing anything with Kazuhiro and now the
boys in his own Delegation are saying unkind things about him.
4. Persons involved:
Delegation-T
Delegation-H
Situation:
At social events, the youth in the hosting Delegation seem
always to get together and speak their own language, which the
traveling Delegation does not understand. When they do this,
there is a lot of laughter. The traveling Delegation is positive
that the jokes are being made about them.
5. Persons involved:
Family-H
Girl-T (Parisa)
Situation:
Neatness is valued highly by the host family. Parisa leaves her
things everywhere around the house. The whole family has said
nothing but is feeling very tense and unfriendly around Parisa.
CISV USA
The Local Leadership Training Manual, 2006 Edition
112
6. Persons involved:
Leader-T (Katrin)
Leader-H (Gabriela)
Situation:
Katrin has expressed her concern about the affection being
displayed between a boy in Gabriela’s Delegation and a girl in
her own Delegation. Katrin feels that there is too much
affection. Katrin spoke to the girl about this, but the girl said
that Gabriela told her that Katrin was just being a “prude” and
that the girl should pay no attention to her.
7. Persons involved:
Boy-T (Chris)
Boy-H (Dimitris)
Situation:
Dimitris has a very expensive model car that is a favorite
possession. He knows that Chris has admired it. Once when
Chris was not around, Dimitris had to go into the bedroom
where Chris sleeps. He discovered that Chris had put the
model car with his things.
1) Persons involved:
Leader-H (Demitrius)
Parents
Situation:
Demitrius and his Delegation are beginning to prepare for the
hosting phase of the Interchange. In one of their planning
meetings with the parents, Demitrius feels that many of the
parents would rather plan for tourist activities. Demitrius
thinks that these types of activities do not agree with the goals
of the Interchange program.
8. Persons involved:
Leader (Lisa)
Parent (Nancy)
Situation:
Nancy feels that Lisa is neither organized nor responsible
enough to lead the Interchange.
Nancy has shared her
concerns with other parents.
9. Persons involved:
Local IC Chair (Suzan)
Leader (Marco)
Situation:
Marco has been having some difficulties with the parents in his
Interchange group and has asked the Local Interchange Chair,
Suzan for some help. Suzan says that he is overreacting and
that she does not have time to deal with his “trivial” issues.
10. Persons involved:
Leaders - H & T
Parent Group - H
Situation:
Leaders have organized CISV games and team-building
activities for the upcoming mini camp, some parents decide
water skiing would be more fun.
CISV USA
The Local Leadership Training Manual, 2006 Edition
113
11. Persons involved:
Situation:
Leader-H (Stephanie)
Leader-T (Sophia)
Boy-H (Luke)
Boy-T (Leonardo)
Luke and Leonardo have very different interests and
personalities. Luke has told his Leader, Stephanie, that he
hates Leonardo and does not want to continue with the
Interchange if he has to spend another month with him.
12. Persons involved:
Girl-T (Maria)
Boy-H (Pedro)
Situation:
Maria and Pedro have become quite affectionate with each
other. At a weekend mini-camp with all the Delegates, Maria
and Pedro are found making out in the bushes. Later that
evening neither can be found in their respective beds.
13. Persons involved:
Situation:
Leader-H (Paulo)
Leader-T (Tom)
Delegates-H (Alex, Marco, Juan)
Delegates-T (Kristina, Eric, Susan)
At the farewell party at the end of the first half of the
Interchange, an open bottle of rum and a half empty case of
beer is discovered. Alex, Marco, Juan, Kristina, Eric and Susan
all appear to be drunk.
14. Persons involved:
Leader-H (Jerome)
Leader-H (Sonia)
Situation:
Jerome and Sonia are Co-Leaders and their Delegation is
preparing for the hosting phase of the Interchange. While
planning, Jerome feels that he is doing all of the work and that
Sonia is not working as hard as she should be.
15. Persons involved: Leader-T (Mary) Parent-H (Lisa)
Delegate –T (Suzie)
Situation:
Suzie is unhappy at her host family’s home. The host family opts
not to participate in the first group get together. Mary
attempts to schedule a home visit but is put off for two days by
Lisa. Mary makes sure she is in the car when Suzie gets dropped
off after the second get together so Suzie can show her
something special she is excited about. Mary instructs Suzie to
get it and bring it to the garage where Mary will wait to see it.
CISV USA
The Local Leadership Training Manual, 2006 Edition
114
Summer Camp What If’s
1. Persons involved:
Leader (Steve)
Staff
Situation:
Steve was really excited about his Summer Camp. The theme
of the camp was something he had lots of ideas for and he had
spent a lot of time preparing his Delegation. At the camp,
Steve has noticed that the theme is not playing a central role in
the camp. In fact, it has only been addressed once.
2. Persons involved:
Delegate (Sarah)
Delegate (Kim)
Situation:
Sarah and Kim have been best friends for years. Now Sarah
sees that Kim has become best friends with one of the girls in
another Delegation. Kim does not spend much time with Sarah.
Kim frowns when Sarah tries to draw her away from the group
for a conversation.
3. Persons involved:
Leader (Katrin)
Leader (Gabriela)
Situation:
Katrin has expressed her concern about the affection being
displayed between a boy in Gabriela’s Delegation and a girl in
her own Delegation. Katrin feels that there is too much
affection. Katrin spoke to the girl about this, but the girl said
that Gabriela told her that Katrin was just being “prude” and
that the girl should pay no attention to her.
4. Persons involved:
Leader (Chris)
Delegate (Kevin)
Situation:
Throughout the camp, Kevin has challenged his Leader, Chris.
Kevin is not contributing to the camp planning. Each time Chris
speaks to him about his lack of participation, Kevin seems to
draw himself further away from any involvement.
5. Persons involved:
Delegate (William)
Leader (Suzanne)
Situation:
Suzanne overhears William telling a racial joke with a group of
youth at the camp.
6. Persons involved:
Director (Robin)
Leader (Philippe)
Situation:
Philippe has slept through the better part of the past four
planning sessions.
CISV USA
The Local Leadership Training Manual, 2006 Edition
115
7. Persons involved:
Leader (Pierre)
Staff (Beto)
Situation:
Pierre has been acting very childish during the activities, often
disrupting the group and provoking some youth to misbehave.
The youth in one planning group got very frustrated with
Pierre’s behavior and have gone to talk to Beto about it.
8. Persons involved:
Leader (Tracy)
Parents (Paul, Susan)
Situation:
Paul and Susan are concerned with Tracy as a Leader. They
think that she is too young and irresponsible to take a
Delegation to another country. They have shared their concern
with the other parents in the Delegation.
9. Persons involved:
Leader (Frank)
Planning Group
Situation:
Yesterday during the Leaders’ meeting, the concern was raised
that the activities planned to date have been too much like
“Village” activities without enough depth. It is planning time
and Frank’s planning group is discussing some games that he
thinks are lacking depth and not related to the camp theme.
10. Persons involved:
Leader (Fredrik)
Staff (Gary)
Situation:
Fredrik is concerned that the Staff is too dominant and not
letting the youth lead activities.
11. Persons involved:
Staff (Nina)
Leader (Walter)
Situation:
Walter is a dynamic and energetic Leader. He has some
excellent ideas but Nina is concerned that Walter is taking over
and leading too many of the activities. The youth in his planning
group have asked Nina for her assistance.
12. Persons involved:
Leader (Maria)
Leader (David)
Situation:
Maria’s and David’s Delegations have become very close friends.
Maria is concerned that their groups are becoming exclusive.
13. Persons involved:
Staff (Sally)
Staff (Kevin)
Situation:
The Summer Camp is progressing well and most activities are
being planned by the youth planning groups. However, Kevin
feels that Sally is not pulling her weight in performing her
Staff responsibilities as agreed to before the camp.
CISV USA
The Local Leadership Training Manual, 2006 Edition
116
Chapter 13: Post CISV Experience
What is covered in this Chapter? This Chapter includes important information to
help Leaders and their Delegations upon their return to begin integrating their
CISV experience and the lessons they learned into their daily lives. It intends to
help them begin living “the CISV way” on a daily basis.
Why is it important? The job of the CISV Leader does not end at the airport as
their Delegates reunite with their families. There are still many things to do such
as write letters, complete evaluations, give feedback on leadership training (both
locally and nationally), catch up on sleep, share experiences with the chapter
through presentations or articles in chapter newsletters and get involved in their
local chapter and JB activities. The list seems endless, but Delegates and Leaders
need to relate their CISV experiences to the “real” world.
Important Handouts.
 Post CISV Experience Check List
 Re-Entry
 Tips for Parents on Re-Entry of Your Child
CISV USA
The Local Leadership Training Manual, 2006 Edition
117
The Return
You are exhausted, both emotionally and physically. You’ve just arrived home from
your Village, Summer Camp, or Interchange. As your Delegates reunite with their
respective families, it is important to remember that your role as a CISV Leader is
not yet over. One of the most important things, aside from catching up on your
sleep, is to complete the necessary Evaluation Forms (located in Appendix 2) for
your program:
FORM
VILLAGE
APVE.87
CPVE.87
INTERCHANGE
IC 10.3.7
YDE.2000
Summer Camp,
Interchange, IYM
SUMMER CAMP
App.8.9.1
YDE.2000
Summer Camp,
Interchange, IYM
CISV USA
TITLE
WHO
SEND TO
Post-Village
Adult Leader
Evaluation
JC
Post-Village
Child Delegates
Evaluation (Child
Delegate)
Local Chapter
Interchange
Evaluation Form
Local
Interchange
Chair in consult
with interchange
participants and
leader
Youth delegates
National
Interchange Chair
Adult Leader
Local Chapter
Youth Delegates
Local Chapter
Youth Delegate
Evaluation
Summer Camp
Evaluation Adult Leader
Youth Delegate
Evaluation
Local Chapter
National
Interchange Chair
The Local Leadership Training Manual, 2006 Edition
118
No matter how positive or how challenging your experience was, your feedback is
essential to help CISV continue to grow and develop. Not only do we need to hear
about your program but also about your preparation for your program and the
training you received.
If you faced some challenges during your Village, Summer Camp, or Interchange, it
is important for you to debrief these with your Local Leadership Trainer. If a
debriefing session has not already been planned, encourage a get-together with
other Leaders from your chapter to share experiences and to debrief your
experiences.
If any incident occurred during your program, please make sure that you complete
a CISV USA Incident Report Form (Appendix 1) and send a copy to both the Local
Risk Manager and the National Risk Manager.
Hopefully after your Village, Summer Camp or Interchange experience, you and
each of your Delegates will have learned something about themselves, about others
and about the world around them. Now is the time to help your Delegates continue
to live the CISV spirit in their daily lives. There are many ways of doing this:

Meet with your Delegates to share photos and relive your memories.

Talk to each Delegate soon after returning home to see how he or she is
doing.

Talk to the parents of your Delegates to see how their children are
adjusting back into their home life.

Encourage letter writing with the other participants in your Village,
Summer Camp or Interchange. Get together to write group letters to
people. Take photos to send along with these. In this age of e-mail, it is
important to remember those participants who do not have access to
computers. It is easy to forget to write a letter when you are sending so
many e-mails each day.

Encourage your Delegates to get involved with the local Junior Branch.
CISV USA
The Local Leadership Training Manual, 2006 Edition
119
Post CISV Experience Checklist
Upon your return from your CISV experience there are several expectations and
tasks that you as a Leader and/or participant have to complete:












Plan a get together socially with your Delegates and their families after your
return.
Arrange to speak to the parents of your Delegates to discuss any incidences or
concerns that you had while you were gone.
Send thank you cards to Camp Staff/Interchange families to maintain contact.
Complete evaluation forms for your specific program and return copies to the
national office and your local chapter.
Send any CISV USA Incident Report Forms to the National Risk Manager and
your local chapter Risk Manager.
Act as a bridge between the Delegates and the Junior Branch after the
experience. Planning to meet at the events organized by the Junior Branch (JB)
is an excellent method to remain “in touch.”
Encourage Delegates to get involved with the local Junior Branch or other likeminded organizations.
Encourage the parents of your Delegates to continue their involvement with and
support for the local chapter to ensure that the next year’s Delegates will have
the same opportunity to participate in CISV.
Get involved in your local leadership training committee and assist in the
recruitment, selection and training of Leaders.
Encourage the children to keep in touch with each other and to realize that the
end of the summer is not the end of friendships, but the beginning.
You and your Delegates may be asked to make several presentations to share
what you experienced at your program. Clarify these dates and plan a
presentation with your Delegation.
Write an article sharing your Delegation’s experience for your chapter
newsletter. Check with your chapter for the deadlines.
CISV USA
The Local Leadership Training Manual, 2006 Edition
120
Re-Entry
Returning to your own culture after having lived in another culture for a period of
time is sometimes more challenging than the initial culture shock one feels when
arriving in a new place. Whether you experience Danish, Thai or the CISV
Village/Summer Camp culture, you are bound to experience what is referred to as
“reverse culture shock” when you return. Unlike culture shock, re-entry stress
hits almost immediately as you come face-to-face with “real life.”
Each CISV program is an intense experience. In instances such as the Village or
Summer Camp, participants experience what seems to be “another world” for three
to four weeks. During this time, they are removed from the “outside world” and
many of the world events that are taking place around them. Upon return, one can
find himself feeling “lost” or removed from issues and events that happened during
their CISV experience.
When a participant returns home there are several typical behavior patterns that
may occur. The following outlines some common reactions one may have as a result
of reverse culture shock. This information may be useful for Leaders to be aware
of and share with their Delegates’ parents.
Alienation
You may react negatively to your home culture, rejecting its attitudes, values,
beliefs, and behavior patterns. In this case, it is important to realize that you may
have become so accustomed to the new environment that you do not realize that
you are experiencing the stress of readjustment.
Reversion
You may deny important personal changes that have taken place and immediately fit
back in as the same person as before you left. Those around you inadvertently
reinforce this, since this is the person they remember before you left.
CISV USA
The Local Leadership Training Manual, 2006 Edition
121
Integration
You may try to integrate your changes into your home environment and develop a
new and expanded identity. In this case, you accept the fact that you are in
transition between two cultures and continue to learn through this process as when
entering a host culture. An attempt is made to understand the changes that have
taken place within you and in the home environment. Here, the re-entry can be a
growth experience, but often one that involves a lot of doubt and contradictions.
Becoming Bilingual-Bicultural
You recognize that there are different ways of behaving, each depending on the
culture. While abroad, you tried to act in ways that were acceptable to your hosts
and at home you behaved in ways acceptable to your family and friends. In each
case you are seen as an acceptable member of each culture, often to the extent
that people forget you are capable of speaking and interacting in other ways.
Multilingual/Multicultural
You are aware of the various cultural dimensions between and among cultures. You
recognize the interdependent nature of the world and strive to maintain a broad
perspective of the multicultural aspects of people
It is important to recognize that two things affect how you react when you return
to your own culture: your expectations of yourself (your individual identity) and
the expectations others have of you (your group identity). There may be tension
between the two because of your need to be yourself and perhaps a conflicting
need to be accepted as part of the group.
CISV USA
The Local Leadership Training Manual, 2006 Edition
122
Tips for Parents on Re-Entry of Your Child

Be careful not to ask too many questions about your child’s experience. The
information will be shared eventually, but it may take some time.

Allow your child time to be alone if they need it. Planning a busy social outing
immediately upon your child’s return may not be appropriate.

Encourage your child to call the other members of his Delegation to keep in
touch.

Don’t expect your child to be the same as he was before his CISV experience
since he has experienced a variety of situations and different feelings. Your
child may well respond differently both to you and the world around him.

Encourage your child to maintain contact with his Leader, to write letters and
to maintain communication with friends from both his own local chapter as well
as others. This will all help ease the process of re-entry.

Encourage your child to become involved in new areas if that is his wish (i.e.
contacting various ethnic groups, becoming involved in other charitable/peaceoriented organizations, learning more about other countries and cultures, etc.).

Encourage your child to stay involved in CISV through areas such as Junior
Branch, Local Work and other programs.

Encourage get-togethers with the rest of your Delegation. They will need to
talk to people who “understand” their experience.

Communicate with other parents of your Delegation to share your thoughts,
feelings, and observations.
CISV USA
The Local Leadership Training Manual, 2006 Edition
123
Appendix 1: Local, National, and International
Support
What is covered in this Appendix? This Appendix provides a list of your Chapter
board members and contact information for each of them, a list of National
Officers, National Association Trustees, Chapter Presidents and National
Committee Chairs. The international listings include CISV National Association
offices and CISV International Officers and Committee Chairs.
Why is it important? A CISV Leader has many responsibilities. The Local
Chapter or Steering Committee recognizes this fact and strives to provide many
avenues of support for its Leaders. During the course of your CISV experience,
you may find that you will need to contact a member of the local board for
information. And if your program involves travel within the USA or outside the
country, the additional National and International lists provide contact information
for a worldwide support team.
Important Handouts.
 CISV Local Board 2006
 CISV USA National Association Directory 2006
 CISV International National Association Directory 2006
 CISV International Officers and Committee Chairs 2006
 CISV USA National Leadership Training Dates 2006
CISV USA
The Local Leadership Training Manual, 2006 Edition
124
CISV Local Board 2006
OFFICE
NAME
ADDRESS
PHONE
CELL
E-MAIL
FOUNDER
PRESIDENT
PRESIDENTSELECT
SECRETARY
(Recording)
SECRETARY
(Corresponding)
TREASURER
VILLAGE
CHAIRS
LOCAL
INTERCHANGE
CHAIR
SEMINAR CAMP
CHAIR
SUMMER CAMP
CHAIR
LOCAL WORK
CHAIR
JUNIOR
RANCH
PRESIDENT(SR)
JUNIOR
RANCH
PRESIDENT(JR)
JUNIOR
BRANCH
ADVISORS
INSURANCE &
RISK CHAIR
NEWSLETTER
CHAIR
LEADER
SELECTION
CHAIR
LOCAL
LEADERSHIP
TRAINING
CHAIR
FUNDRAISING
CHAIR
PUBLIC
CISV USA
The Local Leadership Training Manual, 2006 Edition
125
RELATIONS
CHAIR
SUMMER CAMP
PLANNERS
PROCEDURES
(Parliamentarian)
SCHOLARSHIP
CHAIR
BUDGET &
FINANCE
GEN MEETING
PLANNER
JR COUNSELOR
CHAIR
INTERCHANGE
CHAIRS
STORE
CISV USA
The Local Leadership Training Manual, 2006 Edition
126
2006 CISV USA Directory
Office
Name
Address
Phone
Email
Mary Brophy
12170 Thames Place
Cincinnati, OH 45241
513.469.0274
[email protected]
Justin Sitron
3855 Mill Road
Ciollegeville, PA 19426
215.886.6467
[email protected]
5028 Cedar Avenue
Philadelphia, PA 19143
215.472.4916
[email protected]
3 Robin Lane
Croton on Hudson, NY
10520
914.271.8885
914.879.8812
(Cell)
[email protected]
74 Golfview Road
941.697.8538
941.697.3214
(Fax)
[email protected]
7761 Whitehall Circle East
West Chester, OH 45069
513.755.6447
[email protected]
Lydia Collins
P.O. Box 1619
Mississippi, MS 39762
228.424.3878
[email protected]
Ellen J. Miller
1375 Kemper Meadow Dr
Suite 9H
513.674.9242
888.247.8872
513.674.9249
(Fax)
888.686.2478
(Fax)
[email protected]
[email protected]
National President
National Vice
President
National Secretary
Jacob
Blickenov
National Treasurer
Earl Faber
International Representative
Sharon Lipps
Rotonda West, FL 33947
Presidential
Appointee
Chuck
Catania
Executive Youth Trustee
National Office
Administrative Director
Cincinnati, OH 45240
CISV USA
The Local Leadership Training Manual, 2006 Edition
127
CISV International National Association Directory
2006
CISV USA
The Local Leadership Training Manual, 2006 Edition
128
CISV International Staff, Officers, and
Committee Chairs for 2006
Office
Name
Address
Phone
Email
Gabrielle
Mandell
MEA House, Ellison
Place
44.191.232.4998
44.191.261.4710
(Fax)
[email protected]
19772 Keifel Road
Laurelville, OH 43135
740.385.6638
[email protected]
Via Azzo Gardino 8
Bologna, Italy 40122
39.328.664.7148
[email protected]
INTERNATIONAL OFFICE
Secretary General
NE1 8XS England
Newcastle-Upon-Tyne
INTERNATIONAL
PRESIDENT
Cathy Knoop
INTERNATIONAL EXECUTIVE COMMITTEE
USA Liason
Tomaso Bertoli
CISV USA
The Local Leadership Training Manual, 2006 Edition
129
CISV USA National Leadership Training Dates 2006
Program Staff/Planner
Location
Detroit
Date
March 31 – April 2, 2006
Village, Summer Camp, Interchange, Junior Interchange Leaders
and Junior Counselor Training
Location
Jacksonville
Miami County
Denver
Philadelphia
Cincinnati (Site of 2006 NBM)
CISV USA
Date
April 7 – 9, 2006
April 21- 23, 2006
May 5 – 7, 2006
May 19 – 21, 2006
October 27 – 29, 2006
The Local Leadership Training Manual, 2006 Edition
130
Appendix 2: CISV Forms
What is covered in this Chapter? This Appendix provides the current forms
used by CISV programs. A grid is also provided to assist the Leader in identifying
those forms that are required of him and his Delegates for his specific program.
Why is it important? Every participant in a CISV program is required to complete
Health and Legal/Insurance Forms prior to participation in the program. Your
program may require additional forms for the transfer of Delegation information
and travel arrangements. The forms are necessary for the safety and protection
of all participants. The FYI Category on the Form Grid means you are not
responsible for filling out the form but you should be aware of it.
Important Handouts.
 CISV Program Form Grid
 Village Delegation Information Form (VDIF 2000)
 JC Information Form (JCIF MIL)
 Participant Travel Information Form (PTIF 2003)
 CISV Health Form (HF 2000)
 CISV Legal/Insurance Form 1 (Travel Without Adult Leader, TWAL 2000)
 CISV Legal/Insurance Form 2 (Youth Legal/Insurance Form, YLIF 2000)
 CISV Legal/Insurance Form 3 (Adult Legal/Insurance Form, ALIF 2000)
 Village Delegation Leader Agreement
 Summer Camp Delegation Leader Agreement
 Interchange Delegation Leader Agreement
 Interchange Delegation Junior Leader Agreement
 CISV Code of Conduct
 In-Village Evaluation Form 1 (IVE 1998)
 Adult Post Village Evaluation (APVE 1998)
 Child Post Village Evaluation (CPVE 1998)
 Program Director’s Report Form (PDRF 2004)
 Summer Camp Evaluation – Adult Leader
 Summer Camp Evaluation – Youth Delegate
 Risk Management Checklist Report for Hosting Programs (RMCR)
 Leadership Training Evaluation (ILTC 2003)
 Staff Recommendation Form (ILTC 2003)
 Incident Report Form (IRF MIL)
 Unconditional Release of Liability & Agreement to Indemnify (Participant)
 Unconditional Release of Liability & Agreement to Indemnify (Parental)
CISV USA
The Local Leadership Training Manual, 2006 Edition
131
CISV USA and CISV
INTERNATIONAL FORMS
Village Delegation Information Form
(VDIF 2000)
JC (Junior Counselor) Information Form
(JCIF MIL)
Participant Travel Information Form
(PTIF 2003)
CISV Health Form
(HF 2000)
CISV Legal/Insurance Form 1
(Travel Without Adult Leader – TWAL 2000)
CISV Legal/Insurance Form 2
(Youth Legal/Insurance Form – YLIF 2000)
CISV Legal/Insurance Form 3
(Adult Legal/Insurance Form – ALIF 2000)
Village/Summer Camp /IYM Delegation
Leader Agreement
Interchange Delegation Leader Agreement
Authorization
Village
Delegate


DR’s
Signature


Notarized



Notarized
Notarized
Village
JC
IYM
Leader
IYM
Delegate


Summer
Camp
Staff
Summer
Camp
Leader
Summer
Camp
Delegate











None
Adult Post Village Evaluation (APVE 1998)
None
Child Post Village Evaluation (CPVE 1998)
None
Program Director’s Report Form (PDRF 2004)



None


None


None








Seminar
Delegate






















FYI
FYI


















FYI
FYI

None
FYI

FYI
None
None
FYI
FYI
None



None


None


None
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Interchange
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Interchange
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CISV Code of Conduct
In-Village Evaluation Form (IVE 1998)
CISV USA
Village
Leader
None
None
Youth Delegate Evaluation
Interchange, Summer Camp, IYM
Risk Management Checklist for Hosting (RMCR)
Completed by Chapter Risk Manager
Leadership Training Evaluation
(ILEval.ILTC.2003)
Incident Report Form
IRF MIL
Unconditional Release of Liability & Agreement
to Indemnify (Participant)
Unconditional Release of Liability & Agreement
to Indemnify (Parental)
Village
Junior
Staff
None
Interchange Junior Leader Agreement
Staff Recommendation Form
(ILTC.2003)
Delegation Participation Attendance Form
(DPAF)
Summer Camp Evaluation Adult Leader
Village
Staff
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Appendix 3: Activities
What is covered in this Chapter? This Appendix provides some ideas for games
and activities that can be used in CISV programs. A list of inappropriate activities
is also provided; certain activities are neither representative of the CISV
Education Circle nor proper for the age of the youth involved in CISV programs.
Why is it important? Every Leader in a CISV program holds the responsibility of
planning activities that will promote the goals and philosophy of CISV. For many
Leaders who are new to CISV, the best way to learn these activities is to
participate in them at training sessions. Another way to provide a “bank” of
activities during the CISV program is to have access to a list of activities that
have been previously used with great success.
Important Handouts.
 Sample CISV Activities for Leaders
 Inappropriate Games and Activities
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Sample CISV Activity Ideas for Leaders
Peace starts between two individual persons. It must be a basic goal in the CISV
program to teach this through activities. It is important to clearly distinguish
attitudes and activities that are peace fostering from those that create conflict.
Many traditional CISV activities are peace fostering in a more or less wide sense if
a little more effort is put on preparation and follow-up. Here are some concrete
examples to show how this can be done.
Hello Olle!
This is a name game. Everybody lies down on their back in a circle with their feet
toward the center. One persons sits up and shouts, “My name is Olle!” and lies
down. Then all the people in the circle sit up and shout, “Hello Olle!” and lie down.
The person next to Olle sits up and shouts, “My name is Manuel!” and the other
people sit up and shout, “Hello Manuel!” and so on all around the circle. This is a
good way of introducing all Village participants and may be followed by other name
games.
The Tangle
The time needed for this activity is 5 to 10 minutes. The purpose of this game is
to encourage people to cooperate. Put six people in each group. Participants form
a circle and each one grabs two different person’s hands. A participant should not
cross his own hands! Then all try to unknot the tangle so that a circle is formed.
Everyone should hold hands throughout the entire game and be careful and gentle.
This game can also be played with eyes closed. It can be tried a couple of times
both with eyes opened and closed.
Make Different Shapes
Between twenty and twenty-five people hold hands and form a circle. The task is
to form different shapes while holding hands. For example the group could form a
heart, a square, a triangle, or a map of Italy. Observe the participants. How is the
group succeeding? Who is the leader? Discuss afterwards.
For a variation, everybody checks which person is opposite of them in the circle.
Everybody closes their eyes and tries to change places with the opposite person.
Everybody does this at the same time.
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Changing Shoes
Make groups containing 5 -7 participants. Everybody takes off one shoe and puts
it in a pile. Each person takes somebody else’s shoe and holds it in his hand. The
group forms a circle and holds hands without dropping the shoes. The task is to
find the owner of each shoe. When everybody has his own shoe (holding hands all
the time) the game can be started over again.
Interviewing Each Other
A common and good activity in Villages is to let two children who speak different
languages interview each other. To make this as valuable as possible, the Adult
Leaders might supply the children with ideas on what to find out about each other.
The children are paired so that the possibility to understand each other’s language
is limited to a minimum. The children then report their findings by drawing
pictures. The drawings are pinned up on a wall and children guess who goes with
each drawing.
Fantasy Land
Place 4-5 participants in each group. This activity can last for several hours. It is
important to really inspire the participants to use their imaginations. Each group
makes up all or part of the following:
 Name of the country
 Map
 Flag
 Capital
 Government
 National song, dance and costume
 National dish
 Exports and imports
 Famous persons
 History of the country
 National resources
Afterward the groups present their “countries” to each other by a performance
and/or an exhibition. Adult Leaders then facilitate a follow-up discussion:
 Do you think these countries can live in peace?
 Are they dependent on each other?
 Can they benefit from each other?
 What conflicts can occur?
 How can they be solved?
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Planetarians
Create at least three groups with at least five participants in each group; there
should be a maximum of five groups with at least five participants in each group.
Place one experienced Leader in each group and one observer in each visiting group.
The time needed for this activity is 10 minutes for dividing into groups, S minutes
for preparation of the groups, 3 minutes for each visiting group and at least 30
minutes for the follow-up discussion. Ensure that there is enough room for the
planetarian group and the visiting group so that they do not disturb each other.
One group consisting of at least S persons is the Planetarians. The task is to
create a completely new culture. It consists of four 4-6 significant cultural
identifiers, such as language, communication, custom and feelings. The time for
preparation should be about S minutes depending on the group, although more time
can be given if needed.
The rest of the participants are divided into two groups of five people with one
observer. These are the visiting groups. Start the activity by telling a story of
how the Planetarians came to visit a Village. The task of the visiting groups is to
make up a strategy on how to approach, learn and understand the Planetarians.
This plan is made while the Planetarians are preparing themselves. The observer
watches the group’s behavior and strategy.
The visiting groups visit the Planetarians for one minute, one group at a time on the
following three different occasions:
 First occasion:
observation
 Second occasion: observation and/or contact
 Third occasion:
all possible strategies
After each visit there is a follow-up discussion in which each group explains what
they have found out about the Planetarians and their culture. After the third
discussion, the Planetarians show their culture again, but this time they explain it
in the visitor’s language. Then the observers tell what they have observed and a
discussion follows:
 How did you feel?
 How was the contact with the Planetarians?
 How was the discussion in their group?
 Do they recognize the feelings from other situations?
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Peace Book by Bemard Benson
The Peace Book is available in several languages. The Adult Leaders and JCs might
like to read it before the start of their CISV program. It can be read for children
in language groups over three to four evenings. Whatever the children want to
bring up should be discussed at once. The discussions will certainly provide ideas
for drama and other activities. The whole book can be made into a theatrical
production. Different sections can be staged in different languages or no language
at all. The children can then perform in public on Open Day and/or for Delegation
families.
If it is difficult to get hold of copies, orders can be placed through “Association
du la Paix”, Rue Bertulot 21, B-1000 Bruxelles, Belgium.
Homo Sapiens (Bokforlaget Corona, Box 5, S-201 20 Malmo, Sweden)
The book consists of 27 sentences in 15 different languages where every sentence
is illustrated by a drawing. Some sentences are chosen and the children have a
discussion about the meaning. They can make posters, carry them and then show
them as a drama activity. An example of a sentence follows:
1. People are of different shape,
2. some are big,
3. others are small,
4. some are colorful, full of fantasy,
5. some are hard and stubborn,
6. a few are soft and easy to shape,
7. some fit together,
8. a few look as so they fit together, but they don’t,
9. instead of everybody being different, they are looked upon as if they were
all the same.
The sentence is presented to the Adult Leaders and they discuss how “A train of
people” can be carried out, by Delegation or in language groups. Some sentences
are very abstract and must be clarified for the children. When all children know
and understand the text, they can work in groups to make posters showing the
contents of the text. They can also write the sentence in their own language and
the language of the host country. A show may be presented for visitors.
The New State of the World Atlas by Kidron & Segal (Simon & Schuster, NY
1987)
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Some following books contain good game ideas:
 Everybody Wins by Terry Orlick
 New Game Book and More New Games (Dolphin Books/Doubleday & Co.)
New Games Foundation, P.O. Box 7901 San Francisco, CA 94120 USA
 A Handbook of Games by Neva L. Boyd (non-competitive activities)
 Children’s Games from Many Lands, by Nina Millen
Arts and Crafts
The wish for peace may be shown in many different ways, as listed below:
 design a stamp (ideas might be sent to the Postal Authority of the country)
 design a postcard
 design a flag
 design peace symbols
 make posters
 make peace doves
 make greetings to other Villages with a peace message
 illustrate the Peace Book (by Bemard Benson)
 illustrate poems
 illustrate songs
Projects
If the idea arises at the Village that the children feel like helping our “broken
world,” a neutral project can be carried out with the caution that a Village must not
embarrass any particular nation. Some neutral “world projects” could be as follows:
 help animals that are threatened
 plant trees
 recycle materials at the Village
Volleyball, Badminton, Table Tennis
The group tries to get the ball over the net as many times as possible. They then
try to beat their own record.
Tunnel Ball
The children stand in a row with their legs apart. They pass the ball between their
legs from the first to the last person. The last one runs to the front and starts
over again. Count how many times the ball get through in two minutes. Do it a
second time and try to beat the record.
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Towel Ball
Two people hold a bath towel. They try to pass a soft ball onto another pair’s
towel.
Safety Game
A group of four to six people can play this game. The aim of the game is for the
group to collect as many points as possible. When they play again, they must try to
get better results. During the game, the players will learn that they often get
more points by giving them away to other players. A die, playing stones and a
playing chart are needed. When you reach a safety circle throw the die.
Safety 1: Knowledge
 4, 5 or 6 gives you 3 points
 1, 2 or 3 gives you 1 point
Safety 2: To trust one another
 2, 3, 4 or 5 gives you 3 points
 1 or 6 gives 5 points each
Safety 3: Togetherness and group feeling
 5 gives you 5 points
 Other numbers on the die give you 2 points. If you give away your points to
any of the others in the group, you may double your own points at the next
safety circle.
Safety 4: To know what is happening around you
 You get as many points as the die shows
Safety 5: To care about one another
 4 or 5 gives you 2 points
 2 or 3 gives you 1 point
 If you get 1 or 6 you get 3 points, if you wait here for the next person
Safety 6: Friendship
 2, 4 or 6 gives you 4 points
 1, 3 or 5 gives you 3 points
 If you want, you may throw the die once more. If you throw the same
number again, all of your friends get 6 points each. If you get another
number, you lose all your points at this station.
Safety 7: Cooperation
 If you get 1, 3 or 5 you may choose between keeping 6 points yourself or
giving 3 points to each of your friends
 If you get 2, 4 or 6 you get nothing
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Inappropriate games/activities
Introduction
As a result of many concerns expressed by various nations during the last few
years, the International Village Committee sees a need to consider different
aspects of certain activities and games that might cause serious conflict in a
Village. It is not our purpose to prepare a "BLACK LIST," however we do ask that
you carefully consider the cultural perspectives of the games we have listed. We
hope the following list will assist you in choosing games and activities that are
culturally sensitive to all participants in a Village and will help you to evaluate other
activities not listed herein.
Newspaper Game
The newspaper game is known in CISV as a name game. The participants are sitting
in a circle and one person is standing in the middle holding a newspaper roll.
Somebody calls a name of a participant and the person in the middle has to run
there and hit the named person on the head. If the named person calls another
name before being hit, the one in the middle has to run to the new person. The
game continues until the person in the middle is successful at hitting someone
before they can yell out a name, at which point the two players switch position and
the game begins again.
The concerns about this activity are as follows:
 violence (the players can easily be hurt)
 culturally insensitive (in some cultures it is very unpleasant or it is not
allowed to touch the head of another person)
Clothesline
The participants are divided into two evenly numbered teams. This is a competition
to see which team can make longer clotheslines on the ground using only the
participants and the various clothes on their bodies.
The concerns about this activity are as follows:
 embarrassing for some participants
 culturally insensitive (it is not common in every culture to get undressed in
front of other people)
 competition (the pressure on a single child can be very strong in such a
situation, so that he gets undressed for the team, but is very
embarrassed and hurt)

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Inappropriate games/activities (continued)
Blanket Game (Sahara Game or Desert Game)
One participant is sitting in the middle and is covered by a blanket. Then he is told
by the others to imagine that he is in the desert and that it is very hot. So what
should he do to feel better in that situation? Normally the participant starts to
take off his clothes. The game is over if they throw the blanket away, because
this symbolizes throwing the desert away. But most of the time the participant
does not know the game and takes off his clothes first instead of throwing off the
blanket.
The concerns about this activity are as follows:
 embarrassing for some participants
 culturally insensitive
Food Games
Any type of game that wastes food should not be played because food is something
we all need and we still have millions of people every year dying because they do
not have enough food. So instead playing these games we should try to make the
children aware of the meaning that food has in this world.
Fire Drill
In some of the camps the fire brigade of the town comes to show the camp
participants what to do in case of an emergency. At the end of their explanations
they often turn the water on and everybody has fun with the water game. This is a
nice way to end the activity, but after the fun you should come back to the main
point of the visit and talk to the children again about the importance of the fire
drill and make sure that they understand what they should do in case of an
emergency.
Simulation Games
Rich & poor game, system game, lifeboat, tug of war and others are very
interesting games if they are prepared well, done carefully and ended with an
evaluation. In these activities the participants are playing a certain role within the
group and they should be able to handle this role. This is quite hard for an elevenyear old child for many reasons and it is often difficult to have an effective
evaluation at the end of the game with the whole group because of the language
problem. These games are normally more appropriate for Summer Camps or
Seminar Camps.
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Inappropriate games/activities (continued)
Kissing Games
In every Village there are kissing games; since it is not common in every culture to
kiss a person just for fun, often there are a lot of problems with these games. We
cannot discuss all kissing games here, but everybody should be aware of the
meaning of a kiss in other cultures and how children might feel in this situation.
And why does it have to be a kiss, it could also be a hug or just a smile.
The concerns about this activity are as follows:
 culturally insensitive
 embarrassing for some participants
Rape Game or Sumo Sex Game
The boys sit in a circle and each of them is given a number. The girls sit in the
same circle and each of them is given a letter. One participant sits in the middle
and he calls out a number and a letter. That boy and that girl run into the middle
and if there is a boy sitting there already the girl tries to kiss him while the boy
that was called tries to kiss the girl first. Normally a big fight starts in the
middle of the circle.
The concerns about this activity are as follows:
 violence
 games named this way are never appropriate and should not be part of our
activities
 embarrassing for some participants
 culturally insensitive
Wedding Game or Marriage Ceremony
At the end of a camp we often have a lot of couples in the group, so it happens that
there is a wedding night with a ceremony and a party. But not everybody has a
boyfriend or a girlfriend, so sometimes they are not taking part or couples are just
made up. Not everybody feels comfortable in this situation for different reasons.
But again there is a cultural reason we all should be aware of - a wedding in most
cultures is a serious promise, it is a holy ceremony and a commitment.
The concerns about this activity are as follows:
 culturally insensitive
 not everyone is included
 age inappropriate
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Inappropriate games/activities (continued)
Love Statue
Some participants are outside the room and the others are sitting inside as an
audience. One person calls two participants inside and starts to build the statue of
love, then another person is added and they go on building the statue of love. This
is quite fun for the audience, but not always for the people in the statue, because
they are forced to do things that they might not like at all.
The concerns about this activity are as follows:
 culturally insensitive
 embarrassing for some participants
 group pressure
Cross-dressing
We are always looking for themes if we have parties at night in a Village. A
favorite one is cross-dressing (when girls dress like boys and boys dress like girls).
The concerns about this activity are as follows:
 culturally insensitive
 embarrassing for some participants
Secret Friend or Moňitos
Every participant in the Village takes a paper with the name of another participant
and then he is the secret friend of this person. That means that he should do nice
things for his secret friend for a certain amount of time and at the end of the
time period there is a song and everybody finds out who was his secret friend.
This activity can be quite fun, until some people forget or just do not participate.
Then there are some children who never get anything from their secret friend and
they feel left out. So if this activity is played in a camp the Leaders should make
plans to ensure that it works for all children. One way to do this is to have Secret
Delegations instead of secret friends, so that the entire Delegation does
something nice for another Delegation.
Practical Jokes and Pranks
Most of the time, practical jokes are very rude things that are done with one
person while the others are having fun. Most of the time it is not funny for the
person on whom the joke is played. Again it is not very sensitive to do things to
others that you would not like to have done to you. Most practical jokes also tend
to limit the advancement of the CISV goals of peace and friendship.
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Inappropriate games/activities (continued)
Children’s Parliament or Camp Meeting
This is a meeting where the children have the chance to talk about their wishes
and what they would like to change in the camp. Therefore they name a
chairperson out of their group and a secretary. The Leaders are just there to
listen and to assist with translations. These meetings are very interesting and
they can be of great help to the Leaders and the whole camp. But again they need
to be planned very well and the children should know before they begin that there
are certain things in a camp that cannot be changed (bedtimes, amount of free
time, and food just to name a few). They should know which things can easily be
changed and which things are simply parts of normal camp life.
After the meeting there should be another meeting for the Leaders and Staff to
talk to the children about their wishes and what they can do about it complete with
explanations of why. If a camp meeting is not handled in a careful way, the
children will get the feeling that it was a stupid activity and that nobody cared
about them or their ideas.
Drinking Games
Drinking games should not be played in a Village or any other CISV activity. It is
OK in some countries for the Leaders to drink a beer or a glass of wine at night
when the children are in bed, while in other countries it is not allowed at all to
drink alcohol at the campsite. Leaders should always keep in mind that they have
the ultimate responsibility for the children and they cannot get drunk in that
situation. Nobody should be forced to drink alcohol to be part of any game.
The concerns about this activity are as follows:
 dangerous game
 culturally insensitive
 not everybody can play (due to age, religion)
 legal issues according to country
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Appendix 4: Song Book
What is covered in this Chapter? This Appendix provides some songs that can be
used in CISV programs.
Why is it important? Every Leader in a CISV program holds the responsibility of
planning activities that will promote the goals and philosophy of CISV. Some of
these activities involve the use of songs. The enclosed songbook is intended to
provide Leaders with a “bank” of songs that can be used during their CISV
program.
Important Handouts.
 CISV Song Book
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The CISV Spirit
I’ve got that CISV spirit
Right in my hand I’ve got it
Right in my hand I’ve got it
Right in my hand
I’ve got that CISV spirit
Right in my hand I’ve got it
Right in my hand to stay
Down in my foot…
Deep in my heart…
Up in my head…
All over me…
We’ve Got a Loud Loud Bang Bang
We’ve got a loud loud bang bang rattle bang bang
Let’s make plenty of noise
We’ve got a loud loud bang bang rattle bang bang
Let’s make plenty of noise
CISV here’s to you
We love every one of you
We’ve got a loud loud bang bang rattle bang bang
Let’s make plenty of noise
We’ve got a soft soft shh shh rattle shh shh
Let’s not make any noise
We’ve got a soft soft shh shh rattle shh shh
Let’s not make any noise
CISV here’s to you
We love every one of you
We’ve got a soft soft shh shh rattle shh shh
Let’s not make any noise BANG!
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It’s a Small World
It’s a world of laughter, a world of tears
It’s a world of hopes and a world of fears
There’s so much that we share that it’s time we’re aware
It’s a small world after all
It’s a small world after all
It’s a small world after all
It’s a small world after all
It’s a small, small world
There is just one moon and a golden sun
And a smile means friendship to everyone
Though the mountains are high and the oceans are wide
It’s a small world after all
It’s a small world after all
It’s a small world after all
It’s a small world after all
It’s a small, small world
Tiny Drops of Dew
Tiny drops of dew, of dew
Like a gem you are
I believe you must have been a star
CISV Villages
Nations gathered free
We have fun when we all live as one
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Bomfiara
Bomfiara bomfiara bomfiara oh oh
Bomfiara bomfiara bomfiara oh oh
I love the mountains
I love the rolling hills
I love the flowers
I love the daffodils
I live to love
I love to live for all these beautiful things, fiara
Bomfiara bomfiara bomfiara oh oh
Bomfiara bomfiara bomfiara oh oh
I love the Village
I love the people here
I love the feeling
I love the atmosphere
I live to love
I love to live for all these beautiful things, fiara
Bomfiara bomfiara bomfiara oh oh
Bomfiara bomfiara bomfiara oh oh
Swimming
Swimming, swimming, in a swimming pool
When days are hot, when days are cold
In a swimming pool
Breaststroke, sidestroke, fancy diving too
Don’t you wish you never had
Anything else to do
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Linger
I want to linger, hmm-mmm
A little longer, hmm-mmm
A little longer here with you, CISV
It’s such a perfect night, hmm-mmm
It doesn’t seem quite right, hmm-mmm
That it should be my last with you, CISV
And come September, hmm-mmm
Will you remember, hmm-mmm
The times we shared in friendship true, CISV
For suddenly one day, hmm-mmm
I’ll come to you and say, hmm-mmm
Good morning here I am to stay, CISV
Goink Goink
Goink goink said the little mister froggy
Goink goink said the lady froggy too
Goink goink said they both together
And their eyes went woo, woo, woo
Then they kissed each other, kiss kiss
Just like little froggies do
And he said, “Goodbye”
And she said, “Oh my”
Kiss kiss, woo woo, goink goink
“I’m coming too”
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Once an Austrian
Once an Austrian went yodeling
On a mountain so high
When along came a cuckoo bird
Interrupting his cry
Oooooooo, yodelay tee hee ah, yodelay cuckoo cuckoo
Yodelay tee hee ah, yodelay cuckoo cuckoo
Yodelay tee hee ah, yodelay cuckoo cuckoo
Yodealy tee hee ah oh
…skier (swish swish)
Swedish girl (woo woo)
…avalanche (rumble rumble)
…St. Bernard (woof woof)
…ambulance (whee whee)
…CISV’er (here in this Village here in this Village)
Von Spiro
My name is Von Spiro
And I come from afar
Hey, Von Spiro, Von Spiro
I open my music box, eee-eeek
And out comes a Zumbaza
Zumba zumba zumbaza zumbaza zumbaza
Zumba zumba zumbaza zumba zumbaza
Hey!
…piano
…viola
…piccolo
…telephone (blah blah blah)
…radio (click)
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Singing in the Rain
I’m singing in the rain, just singing in the rain
What a glorious feeling I’m happy again
1. Arms up
2. Thumbs up
3. Arms back
4. Chest up
5. Toes together
6. Knees together
7. Bum out
8. Head down
9. Tongue out
Kiitos
Kiitos ruasta
Se oli makasta
Takk fur maten den ver gud
Vi er ale mette nu
Ikke nu, ikke nu, ikke nu me nu
Goodnight Sweetheart
Good night sweetheart
Well it’s time to go
Good night sweetheart
Well it’s time to go
I hate to leave you but I really must say
Good night sweetheart good night
(replace sweetheart with Delegations)
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Vem kan segla forutan vind
Vem kan segla forutan vind
Vem kan ro utan aror
Vem kan skiljas fran vannen sin
Utan att falla tarar?
Jag kan segla forutan vind
Jag kan ro utan aror
Men ej skiljas fran vannen min
Utan att falla tarar
Who can sail without the wind
Who can row without oars
Who can part from a friend beloved
Without shedding tears?
I can sail without the wind
I can row without oars
But I can’t part from a friend beloved
Without shedding tears
Qui peut faire de la voile sans vent
Qui peut ramer sans rames
Mais qui peut quitter son ami
Sans verser de larmes?
Je peux faire de la voile sans vent
Je peux ramer sans rames
Mais je ne peux pas quitter mon ami
Sans verser de larmes
CISV USA
The Local Leadership Training Manual, 2006 Edition
152
Where Have All the Flowers Gone
Where have all the flowers gone, long time passing
Where have all the flowers gone, long time ago
Where have all the flowers gone?
Young girls picked them every one
When will they ever learn?
When will they ever learn?
Where have all the young girls gone, long time passing
Where have all the young girls gone, long time ago
Where have all the young girls gone?
Gone to husbands every one
When will they ever learn?
When will they ever learn?
Where have all the husbands gone, long time passing
Where have all the husbands gone, long time ago
Where have all the husbands gone?
Gone to soldiers every one
When will they ever learn?
When will they ever learn?
Where have all the soldiers gone, long time passing
Where have all the soldiers gone, long time ago
Where have all the soldiers gone?
Gone to graveyards every one
When will they ever learn?
When will they ever learn?
Where have all the graveyards gone, long time passing
Where have all the graveyards gone, long time ago
Where have all the graveyards gone?
Gone to flowers every one
When will they ever learn?
When will they ever learn?
CISV USA
The Local Leadership Training Manual, 2006 Edition
153
Leaving on a Jet Plane
All my bags are packed, I’m ready to go
I’m standing here outside your door
I hat to wake you up to say goodbye
But the dawn is breaking, it’s early morn
The taxi’s waiting, it’s blowing it’s horn
Already I’m so lonesome I could cry
So kiss me and smile for me, tell that you’ll wait for me
Hold me like you’ll never let me go, ‘cause I’m leaving on a jet plane
Don’t know when I’ll be back again, oh, babe I hate to go
There’s so many times I’ve let you down
So many times I’ve played around
I tell you now that they don’t mean a thing
Every place I go I think of you
Every song I sing I sing for you
When I come back I’ll wear your wedding ring
So kiss me and smile for me, tell that you’ll wait for me
Hold me like you’ll never let me go, ‘cause I’m leaving on a jet plane
Don’t know when I’ll be back again, oh, babe I hate to go
Now the time has come for me to leave you
One more time just let me kiss you
Then close your eyes and I’ll be on my way
Dream about the days to come
When I won’t have to leave alone
About the time that I won’t have to say
So kiss me and smile for me, tell that you’ll wait for me
Hold me like you’ll never let me go, ‘cause I’m leaving on a jet plane
Don’t know when I’ll be back again, oh, babe I hate to go
So kiss me and smile for me, tell that you’ll wait for me
Hold me like you’ll never let me go, ‘cause I’m leaving on a jet plane
Don’t know when I’ll be back again, oh, babe I hate to go, I love you so
CISV USA
The Local Leadership Training Manual, 2006 Edition
154