negative categories stp

Negative Categories (general)

violating activity rules

poor sportsmanship

Negative Physical Categories

1. Intentional aggression

2. unintentional aggression

3. intentional destruction of property

4. unintentional destruction of property

5. Noncomplience

6. Repeated Noncompliance

7. Stealing

8. Leaving group without permission

Negative Verbal Categories

1. lying

2. verbal abuse to staff

3. name calling/teasing

4. cursing/swearing

5. interruption

6. complaining/whining

For all negative categories, when are points deducted?

points are deducted when the behavior occurs

violating activity rules (-10)

the child violates rules specific to a particular activity, game, or drill

Notes for violating activity rules

1. the activity rules listed in section 2.5 are standard. Counselors must apply all listed rule without additions, deletions, or modifications.

2. before engaging in any activity, groups must review the rules for that activity

3. before engaging in a skill drill or swimming lesson, counselors must establish instructions for the drill or lesson, and groups must view the instructions

poor sportsmanship (-10)

the child, during a game period or skill drill period, (1) does not actively participate, (2) inappropriately plays another person’s position or hogs the ball, (3) brags or boasts about individual, peer, or team performance, (4) complains about the game situation or about individual, peer, or team performance, (5) cheats or attempts to cheat, (6) refuses to share equipment, (7) uses equipment inappropriately, or (8) loses points for intentional agression, lying, verbal abuse to staff, name calling/teasing, or cursing/swearing.

notes for poor sportsmanship (-10)

1. this category is evaluated only during recreation periods. Counselors should not evaluate for this category when children play games at other times of the day.

2. Behaviors exhibited while a child is serving a time out do not result in point loses for poor sportsmanship

intentional aggression (-50)

the child apparently intentionally performs a physical behavior that would (1) typically result in physical injury or pain to another or (2) intrudes on another by inappropriately restricting freedom of movement. Intent to perform the behavior is determined by the staff who observed the behavior.

notes for intentional aggression (-50)

1) Counselors must assign a time out following behaviors of this category

2) Many behaviors that occur during sports activities meet the definition for this category, however, when these behaviors occur as a function of appropriate game play, counselors should not deduct points unless the counselor determines the child’s intent was specifically to produce pain

3) if a child exhibits a behavior of this category, the lead counselor must inform parents of the behavior at the end of the day. Child may not earn a level 1 that day

Unintentional Aggression (-50)

The child apparently unintentionally performs a physical behavior that (1) would typically produce physical injury or pain to another or (2) intrudes on another by inappropriately restricting freedom of movement. Unintentional behaviors are those that appear to be the result of clumsiness, lack of skill, or inattention. Intent to perform the behavior is determined by the staff member who observed the behavior

notes for unintentional aggression (-50)

Many behaviors that occur during sports activities meet the definition for this category; however when these behaviors occur as a function of appropriate game play points should not be deducted

how is intent to perform behaviors such as aggression and destruction of property determined?

Intent to perform behavior is determined by the staff member who observed the behavior (they make a judgement call)

how does STP define physical aggression?

a behavior that would typically produce physical injury or pain, or that intrudes on another by inappropriately restricting freedom of movement

How does STP define destruction of property?

Performing a physical behavior that destroys or damages an object, defaces an objects surface, or otherwise alters an object such that its value is substantially impaired or temporarily reduced

How does STP define unintentional?

A behavior that appears to be the result of things such as clumsiness, lack of skill, or inattention.

Intentional destruction of property (-50)

The child apparently intentionally performs a physical behavior that (1) destroys an object, (2) damages an object, defaces its surface, alters its value, or substantially reducing its usefulness at least temporarily; or (3) would typically meet criteria 1 or 2. Intent is decided by observer

Notes for intentional destruction of property

1. Must assign time out following category

2. Intentionally using materials inappropriately results in point loss if the materials would be or are destroyed/damaged in the process

3. Don’t deduct points in this category for appropriately disposing of trash or for dropping/throwing an object that would not typically break, or for throwing an object to a place where it is easily reachable (unless it breaks)

4. Don’t take pts if an object being used appropriately breaks from natural deterioration

5. Deduct points in this category regardless of ownership of object

6. Group reparation discussion should follow an insurrection in this category

7. Inform parents at end of day. No level one

Unintentional destruction of property (-50)

The child apparently unintentionally performs a physical behavior that (1) destroys an object (2) damages or defaces an object, or alters the object such that its value or usefulness is substantially impaired at least temporarily or (3) would typically meet criteria 1 or 2. Unintentional behaviors are those that appear to result from clumsiness, lack of skill, or inattention. Intent is decided by the observer

Notes for unintentional destruction of property (-50)

1. Unintentionally using materials inappropriately results in a point loss if they are damaged/destroyed in the process

2. Unintentionally dropping/throwing an object that wouldn’t normally break or throwing it somewhere that is easily retrievable does not result in a pt loss (unless it breaks)

3. Damage resulting from natural deterioration doesn’t count if the object was being used appropriately when it got damaged

4. Should take pts regardless of object ownership

5. Reparation is determined privately between the child and counselor

Noncompliance (-20)

The child, when given a command, fails to meet the criteria for compliance

Notes for noncompliance

After each occurrence of noncompliance, the staff member who issues the original command should repeat the command and reevaluate compliance

Repeated noncompliance (-20)

The child, when given a repeated command, fails to meet the criteria for compliance

Note for repeated noncompliance

Counselors must assign a time out following repeated noncompliance

Examples for repeated noncompliance

Continuing to stand when being told a second time to sit, remaining in the pool when being told a second time to get out

Stealing (-50)

The child has possession of an object that belongs to another person without prior permission from the owner of the object or from a staff member

Note for stealing

1. Counselors should not take points for stealing if a child temporarily possesses an object for an appropriate reason

2. Counselors should take points when the behavior occurs or when the theft is discovered and responsibility is determined

3. A group reparation discussion must follow a behavior of this category

4. Lead counselor must inform parents at the end of the day if their child performs this behavior. No level 1

Leaving the group without permission (-50)

The child, without permission from a staff member, 1) travels more than 15 feet away from the designated group activity area, 2) enters an area that has been designated as off-limits or dangerous, or 3) leaves a room in which the group activity is taking place

Note for leaving group w/o permission

1. Groups should review the standard activity areas at the start of each activity

2. Counselors should define reasonable activity areas when a standard activity area doesn’t apply

3. Game boundaries are independent of activity areas. The rules of each sport define the game boundaries

4. During pedestrian transitions, take points if a child steps into a street or parking lot, walks more than 15 feet ahead of or behind the group, or appears to be running away.

5. If a child is in time out, they should lose points for traveling more than 5 feet away from their time out area

Lying (-20)

The child reports an event occurring in the program setting that is contradictory to what a staff member knows or suspects to be true

Note for lying (-20)

1. Statements involving exaggeration, fantasy, imaginary games, jokes, and misconceptions do not count

2. Lying take precedence over all other negative verbal categories

3. If a child exhibits a behavior of this category, the lead counselor should inform their parents at end of day. Child cannot earn level one for that day

Verbal abuse to staff (-20)

The child directs a negative communication toward one or more staff who are identifiable as intended recipients and who can see or hear the negative communication. A negative communication consists of either (1) a derogatory name, or (2) any other behavior, verbal or nonverbal, that would typically elicit a clear behavioral indication of annoyance or distress from the intended recipient.

Note for verbal abuse to staff

1. Societal norms regarding adult-child interactions should be used to determine if a behavior would typically elicit annoyance or distress and should therefore be classified as verbal abuse, or if a behavior is only mildly annoying and should therefore be classified as complaining/whining

2. Verbal abuse takes precedence over all other verbal categories except lying

3. Parents should be informed at end of day if their child performs this behavior

Name calling/teasing (-20)

The child directs a negative communication at one or more peers who are identifiable as recipients and who can see or hear the communication. A negative communication consists of either 1) a derogatory name or 2) any other behavior, verbal or nonverbal, that would typically elicit a clear behavioral indication of annoyance or distress from the intended recipient

Note for name calling/teasing

1. Societal norms should be used to determined if the behavior is mildly annoying, in which case it should be classified as complaining/whining and not as a behavior in this category

2. This category takes precedence over cursing/swearing, interruption, and complaining/whining

3. If a child performs this behavior, the lead counselor should inform parents of the behavior at the end of the day

Cursing/swearing (-20)

The child exhibits any verbal or nonverbal behavior, regardless of tone or intensity, that would typically be regarded as profane, obscene, or offensive and that is not directed towards an individual who can see or hear it

Note for cursing/swearing

1. Societal norms should be used to determine if a behavior is profane, obscene or offensive

2. This category takes precedence over interruption and complaining/whining

3. Parents should be informed if their child exhibits this behavior, and child must not earn a level one for that day

what would STP consider an appropriate expression of discomfort or dissatisfaction?

A statement that would not typically be considered antagonistic in content, is not accompanied by unnecessary or negative gestures, and is made in a neutral tone

Negative communication

Any derogatory name or other behavior that would typically elicit a clear behavioral indication of annoyance or distress from the intended recipient

Interruption (-20)

The child exhibits any verbal or nonverbal behavior, with or without meaning, that intrudes into the activity or conversation of others. In a group setting (3+ people) behaviors are intrusive if they would typically result in two or more people other than the child engaging in behaviors for at least two seconds that are incompatible with the ongoing activity. In dyadic interactions, intrusive behaviors occur at the same time another person is talking

Note for interruption (-20)

1. Counselors should not take points for interruption for behaviors that occur as a result of physical injury, warning the group of impending danger, or any other true emergency,

2. Counselors should not take points for this category if behavior occurs during a pause in the action (game, point check, etc) unless the behavior meets the above criteria

3. Should take points if the behavior disrupts the group by causing the activity leader to stop or pause the activity

4. Interruption takes precedence over complaining/whining

Complaining/whining (-20)

The child exhibits any verbal or nonverbal behavior that inappropriately expresses discomfort, dissatisfaction, or resentment through content, gesture, or tone of voice

Note for complaining/whining

1. An appropriate expression of discomfort or dissatisfaction would not typically be considered antagonistic in content, is not accompanied by unnecessary or negative gestures, and is made in a neutral tone.

2. A child who is crying should lose points for complaining/whining once per minute while the crying continues except in case of injury

3. Behaviors that are mildly annoying (rolling eyes, shrugging), should result in a point loss for complaining/whining and NOT for verbal abuse or name calling/teasing

Mildly annoying behaviors

Rolling eyes, shrugging shoulders, making faces behind someone’s back

Example swears

Balls, tits, Jesus Christ, damn, goddamn, hell, shit

Would drawing a swear word or pretending to draw a swear be classified as cursing/swearing?

Yes!!!