STPA 2025 Operational Definitions Quiz

Following Activity Rules

The adolescent, for the duration of an interval, has not Violated Activity Rules

Good Sportsmanship

The adolescent, for the duration of an interval,

1. Has not exhibited Poor Sportsmanship

2. Has not been in a sit-out for any part of the interval

Good Sportsmanship Notes

Good Sportsmanship is evaluated only during recreation periods. Counselors should not evaluate Good Sportsmanship when adolescents play games at other times during the day (e.g., swimming, board games)

Behavior Bonus

The adolescent, for the duration of an interval,

1. Has not exhibited negative behaviors with the exception of Violating Activity Rules and Poor Sportsmanship

and

2. Has not been in a sit-out for any part of the interval

Attention

The adolescent demonstrates that they have been paying attention to the ongoing activity by being able to answer correctly, within 5 seconds, a staff member's question about the ongoing activity

Notes for Attention

1. If a counselor's question contains multiple parts, the adolescent must answer all parts correctly to receive credit for paying attention

2. If the adolescent's answer meets the criteria for a negative behavior category, counselors should inform the adolescent of the negative behavior they exhibited and the associated consequence and not give the adolescent credit for paying attention

3. If the adolescent makes a reasonable and appropriate effort to answer an attention question but does not finish within 5 seconds, counselors should give the adolescent credit for paying attention when the adolescent finishes the statement.

Ignoring a Negative Stimulus (Ignoring)

The adolescent shows no observable negative response to any verbal or nonverbal behavior from another adolescent or child that would typically elicit annoyance or distress from the recipient. This includes, but is not limited to, any behavior directed toward the adolescent that meets the criteria for Intentional Aggression, Unintentional Aggression, Intentional Destruction of Property, Unintentional Destruction of Property, Stealing, Lying, Name Calling/Teasing, Interruption, or Complaining/Whining.

Notes for Ignoring

1. Ignoring contact that occurs as a function of appropriate game play does not meet criteria for Ignoring.

2. If an adolescent directs a behavior toward multiple adolescents, counselors should evaluate Ignoring for each intended recipient.

3. Counselors should provide verbal feedback for Ignoring one time per minute when an adolescent who is serving a sit-out continuously directs negative behaviors towards other adolescents who ignore the behavior.

Contributing to a Group Discussion

The adolescent verbally provides a task-related, non-redundant statement to a group discussion. Contributions may be prompted by a staff member but may not meet the criteria for any negative verbal category. A non-redundant statement is one that has not been provided previously in the same discussion. Task-related contributions in a problem-solving discussion include: (1) defining the problem; (2) describing related antecedents, consequences, or contingencies; (3) recommending procedures for arriving at a solution; (4) suggesting constructive solutions; (5) responding constructively to a staff member's query; (6) paraphrasing statements of others when appropriate; (7) reflecting on the feelings of others; and (8) asking constructive questions. Task-related contributions in social skills training sessions include: (1) presenting or role-playing definitions and examples of appropriate and inappropriate social behaviors, (2) making statements about why it is important to learn and use good social skills, and (3) describing the outcomes of using appropriate social skills. Task-related contributions in preactivity and postactivity discussions for Games, Skills Drills, Transitions, Bathroom Break, Lunch, and Recess include: (1) defining the rules of the activity and describing how social skills can be exhibited during the activity; (2) discussing problems that occurred or progress that was made during the activity; and (3) presenting ideas for improving the activity in the future. Task-related contributions in miscellaneous group discussions (e.g., reviewing field trip levels, group reparation discussions) include: (1) responding constructively to a counselor's query, (2) asking constructive questions, and (3) presenting ideas relevant to the discussion.

Notes for Contributing

1. Contributing is tracked one time for each statement, regardless of the number of sentences used or number of ideas expressed.

2. Counselors track contributing for each adolescent for week 1. The Lead counselor will choose to continue or discontinue tracking Contributing for each adolescent in week 2.

Complimenting

A verbal or nonverbal behavior directed at a peer or adult that would typically lead to a person feeling good about themselves. The intended recipient must be able to hear or see the positive communication.

Notes for complimenting

1. Counselors track compliments for each adolescent and do not inform the adolescent of the behavior unless the counselor feels feedback is appropriate.

2. The compliment MUST be linked to a specific behavior or characteristic of the adolescent/adult. Vague or non-directed behavior does not count as a compliment.

3. Sincerity is important. Counselors should not call superficial comments (I like your shirt) that are clearly uttered to elicit the complimenting call.

Violating Activity Rules (VAR)

The adolescent violates rules specific to a particular activity, game, or drill.

Notes for VARs

1. Counselors must apply all listed rules 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 counselors must establish instructions for the drill or lesson, and groups must review the instructions.

Poor Sportsmanship (Poor)

The adolescent, while the group is engaged in a game or skill drill

(1) does not actively participate in the activity

(2) inappropriately plays another person's position or hogs the ball

(3) speaks with excessive pride (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) meets the criteria for Intentional Aggression, Lying, Verbal Abuse to Staff, Name Calling/Teasing, or Cursing/Swearing. Games and skill drills include the portion of a recreation period between the end of the pre-activity discussion and the end of the game or drill.

Notes for Poor Sportsmanship

(1) Poor Sportsmanship is evaluated only during recreation periods. Counselors should not evaluate Poor Sportsmanship when adolescents play games at other times during the day (e.g., Swimming).

(2) Behaviors exhibited while an adolescent is serving a sit-out do not meet criteria for Poor Sportsmanship.

Intentional Aggression

The adolescent apparently intentionally performs a physical behavior that

1. Would typically produce pain or injury to another

or

2. Intrudes on another by inappropriately restricting freedom of movement

Intent to perform the behavior is determined by the staff member who observed the behavior.

Notes for Intentional Aggression

1. Counselors must assign a sit-out immediately following IA

2. Many behaviors that occur during sports activities meet the definition of IA; however, when these behaviors occur as a function of appropriate game play, counselors should not penalize the adolescent for IA unless the counselor who observes the behavior determines that the adolescent's intent was to produce pain or injury and not to perform a behavior that is a necessary component of the game

Unintentional Aggression

The adolescent 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 such things as 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

1. Many behaviors that occur during sports activities meet the definition of UA; however, when these behaviors occur as a function of appropriate game play, counselors should not classify the behavior as UA.

2. Adolescents must solicit an apology.

Intentional Destruction of Property (IDP)

The adolescent apparently intentionally performs a physical behavior that

(1) destroys an object;

(2) damages an object, defaces an object's surface, or otherwise alters an object such that the object's value or usefulness is substantially impaired or substantially reduced at least temporarily; or

(3) would typically meet criterion 1 or 2.

Intent to perform the behavior is determined by the staff member who observed the behavior.

Notes for IDP

1. Counselors must assign a sit-out immediately following IDP

2. Intentionally using materials inappropriately meets criteria for IDP if the materials would typically be or are destroyed or damaged in the process.

3. Appropriately disposing of trash, throwing or dropping an object that would not typically break if thrown or dropped, or throwing an object to a place where it is easily retrievable do not meet criteria for IDP unless the object is destroyed or damaged in the process

4. Damage resulting from natural deterioration of an object that is being used appropriately does not meet criteria for IDP.

5. Behavior should be classified as IDP regardless of the ownership of the object

6. Reparation for IDP is determined by a group reparation discussion.

Unintentional Destruction of Property (UDP)

The adolescent apparently unintentionally performs a physical behavior that

(1) destroys an object;

(2) damages an object, defaces an object's surface, or otherwise alters an object such that the object's value or usefulness is substantially impaired or substantially reduced at least temporarily; or

(3) would typically meet criterion 1 or 2. Unintentional behaviors are those that appear to be the result of such things as clumsiness, lack of skill, or inattention. Intent to perform the behavior is determined by the staff member who observed the behavior.

Notes for UDP

(1) Unintentionally using materials inappropriately does not meet criteria for UDP if the materials would typically be or are destroyed or damaged in the process.

(2) Unintentionally throwing or dropping an object that would not typically break if thrown or dropped or throwing an object to a place where it is easily retrievable does not meet criteria for UDP unless the object is destroyed or damaged in the process.

(3) Damage resulting from natural deterioration of an object that is being used appropriately does not meet criteria for UDP.

(4) Behavior should be classified as UDP regardless of the ownership of the object. (5) Reparation for Intentional Destruction of Property is determined by discussion between the child and a counselor.

Noncompliance

The adolescent does not emit within ten seconds, or within a time specified by the staff member, a behavior that has been specified in a command issued by a staff member. Or does not cease to emit for at least ten seconds a behavior the cessation of which has been specified in a command issued by a staff member.

Notes for noncompliance

1. Counselors should evaluate noncompliance for commands directed toward an individual adolescent and commands directed toward a group of adolescents.

2. If the adolescent makes a reasonable and appropriate effort to comply with a command but does not finish within ten seconds, counselors should consider this behavior to be compliance.

3. After each occurrence of Noncompliance, the staff member who issued the original command should repeat the command and should reevaluate compliance.

Repeated Noncompliance

The adolescent does not comply with a repeated command.

Note for repeated noncompliance

Counselors must assign a sit-out immediately following Repeated Noncompliance.

Leaving the Activity Area without Permission (Leaving)

The adolescent apparently intentionally and without permission from a staff member travels 10 or more feet beyond the designated activity area or enters an area specifically designated as off-limits

Notes for Leaving

1. Counselors should review the standard activity area at the start of each activity

2. Minor infractions are recorded as a rule violation (Stay in the Activity Area) when applicable When reviewing activity areas, counselors should specify which behaviors will result in a rule violation (Stay in the Activity Area) and which will result in Leaving.

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

Stealing

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

Notes for stealing

1. The behavior does not meet criteria for Stealing if an adolescent temporarily possesses an object for an appropriate reason.

2. Counselors should penalize the adolescent for stealing when the behavior occurs or when the theft is discovered and responsibility is determined.

3. Reparation for stealing is determined by a group reparation discussion.

Lying

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

Notes for lying

1. Statements involving exaggeration, fantasy, imaginary games, jokes (good or bad), and misconceptions do not result in a penalty for Lying

2. Lying takes precedence over Verbal Abuse, Name Calling/Teasing, Cursing/Swearing, Interruption, and Complaining/Whining

Verbal Abuse to Staff

The adolescent directs a negative communication toward one or more staff member who are identifiable as intended recipients and who can see or hear the negative communication that consist 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

Notes for Verbal Abuse to Staff

1. Societal norms regarding adult-adolescent 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 Inappropriate Complaining.

2. Counselors assign a sit-out after 3 instances of the behavior within the same activity period

3. Verbal Abuse takes precedence over Name Calling/Teasing, Cursing/Swearing, Interruption, and Complaining/Whining.

4. If the behavior qualifies as Cursing/Swearing, the lead counselor or counselor should inform parents at the end of the day.

Name calling/Teasing

The adolescent directs a negative communication toward 1+ peers who are identifiable as intended recipients and who can see or hear the negative communication and who can see or hear the negative communication that consist 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

Notes for Teasing

1. Societal norms regarding peer interactions should be used to determine if a behavior would typically elicit annoyance or distress and should therefore be classified as Teasing or if a behavior is only mildly annoying and should therefore be classified as Complaining/Whining.

2. Counselors assign a sit-out after 3 instances of the behavior within the same activity period

3. Teasing takes precedence over Cursing/Swearing, Interruption, and Complaining/Whining.

4. If the behavior qualifies as Cursing/Swearing, the lead counselor or counselor should inform parents at the end of the day.

Cursing/Swearing

The adolescent 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 toward an individual who can see or hear it.

Notes for Cursing

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

2. Cursing/Swearing takes precedence over Interruption and Complaining/Whining.

3. The lead counselor or counselor

should inform parents at the end of the day.

Interruption

The adolescent exhibits any verbal or nonverbal behavior, with or without meaning, that intrudes into the activity or conversation of others. In a group setting (three or more 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, behaviors are intrusive if they occur at the same time another person is talking.

Notes for interruptions

(1) Counselors should not penalize adolescents for Interruption for behaviors that occur as a result of physical injury (e.g., bee sting), warning the group of impending danger (e.g., rapidly approaching car), or any other true emergency (e.g., fire, earthquake, tornado).

(2) Counselors should not penalize adolescents for Interruption for behaviors that occur during a pause in the action of the ongoing activity (e.g., game, point check, group discussion) unless the behaviors meet the above criteria.

(3) Counselors should take provide feedback for Interruption for behaviors that disrupt the group by causing the activity leader to stop or pause the activity.

(4) Interruption takes precedence over Complaining/Whining.

Complaining/Whining

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

Notes for Complaining

(1) An appropriate expression of discomfort or dissatisfaction is one that would not typically be considered

antagonistic in content, is not accompanied by unnecessary or negative gestures, and is made in a neutral tone of voice

of normal pitch and intensity.

(2) Behaviors that are only mildly annoying (e.g., rolling eyes, shrugging in response to

feedback) should not be classified as a negative behavior.

Hierarchy of Negative Verbal Categories

Lying

Verbal Abuse

Name Calling/Teasing

Cursing Swearing

Interruption

Complaining

When a single behavior is directed towards both peers and adults, what takes precedent?

Adult-directed behavior categories over peer-directed behavior categories

What to do when a single behavior meets the criteria for more than one negative verbal category

Only one negative verbal category should be used to classify the behavior

What happens when a single behavior meets criteria for both noncompliance or repeated noncompliance and another negative behavior category

The behavior should be classified as both noncompliance AND the other negative behavior category

When a single behavior violates more than one activity rule, the behavior should be classified using?

ALL applicable rule violations

When a single behavior violates more than one criterion for Poor Sportsmanship, the behavior should be

classified as?

Poor sportsmanship only one time, and if there is another negative behavior category, then the other negative behavior category

Lunch Rules

1. Use good table manners

2. Throw away all trash appropriately and leave your area clean

3. Use materials and possessions appropriately (UMAPA)

4. Wait for permission before beginning another activity

Note: rules apply for any time the group is eating, such as a snack break

Rules for a Transition

1. Be responsible for your belongings (BRFYB)

2. Walk unless directed otherwise by a staff member

3. UMAPA

4. Stay in your assigned area

Rules for Vehicular Transitions

1. BRFYB

2. Wear a seat belt if available

3. keep all body parts inside windows

4. UMAPA

5. Stay in your seat until given permission to exit

6. Do not eat or drink in vehicles

Rules for a Group Discussion

1. Speak at an appropriate voice level

2. Initiate appropriate eye contact when speaking and being spoken to directly

3. UMAPA

Feedback Discussion Rules

1. Speak at an appropriate voice level

2. Be ready for feedback within 30 seconds of being told it is your turn

3. initiate appropriate eye contact when speaking and being spoken to directly

4. Participate in feedback

5. UMAPA

6. Stay in assigned area (within 10 feet of primary counselor)

Rules for a bathroom break

1. Flush toilet after use

2. Wash and dry your hands

3. Leave the area clean and dry

4. UMAPA

5. Report any unclean conditions to a counselor immediately

Arrivals Rules

1. Report directly to your counselors

2. Stay in the designated area

3. UMAPA

4. Be respectful

5. Obey adults

Departures Rules

1. Stay in the designated area

2. UMAPA

3. Be respectful

4. Obey adults

5. Wait for permission before being escorted over to lead counselor

Business Meeting Rules

1. Speak at an appropriate voice level

2. Initiate appropriate eye contact when speaking and being spoken to directly

3. UMAPA

4. No one will speak unless recognized by the chairperson

5. Motions will be made and seconded before an issue is discussed

6. After discussion, the chairperson/other adolescent may motion to end discussion and have a vote. Votes take place after the chairperson states a question that can be answered with a yes or no vote and this question is seconded.

7. All votes are by secret ballot. Violation of voting rules invalidates the offending party's ballot

- One ballot per person

- Ballots must be kept private

- If the ballot is defaced, contains offensive language/symbols, or is not legible, the adolescent is informed of any applicable negative behavior violations and the ballot is dismissed

Note: the chair enforces the business meeting rules and informs the adolescents who violates the rules that they are out of order

Recreational Activities Rules

1. Follow the rules of the sport

2. Participate in the game

3. Stay in your assigned position

4. UMAPA

Rules for Skill Drills

1. Follow the rules of the sport

2. Follow the directions for the drill

3. Participate in the drill

4. Stay in your assigned position

5. UMAPA

2-minute sit out rules

1. Do not exhibit negative behaviors when the sit-out is assigned

2. Do not exhibit negative behaviors during the sit out

3. UMAPA

4. Stay in your assigned area

5. Be ready to rejoin the group when the sit-out is over

6. Do not exhibit negative behavior during the post-time-out sit-out

Locker Room Rules

1. Be prepared with a bathing suit and towel

2. Walk at all times

3. Change within the time limit set

4. BRFYB

5. UMAPA

6. Wait until given permission to enter/leave the locker room/bathroom/pool area

7. Shower before swimming

Pool Rules

1. Walk at all times.

2. Participate in swimming activities unless given permission to do otherwise.a

3. Swim in the assigned area.b

4. Follow the instructions for the lesson.

5. Do not spit, splash, chew gum, wrestle, or push or dunk other people.

6. Do not jump or dive from starting blocks.

7. Do not jump or dive within one body length of another person.

8. Dive from the pool edge only in the designated area.

9. Use equipment, materials, and possessions appropriately.c

a) Do not stand or sit on kickboards.

b) Do not walk on the pool deck, or jump or dive into the pool, while wearing flippers.

c) Do not dive while wearing a mask.

d) Do not hang from or swing on ladders, lane lines, lifeguard chairs, rails, or ropes.

10. Use diving boards appropriately.

a) Do not swim in the area designated for diving board use.

b) Stand with both feet on the pool deck while another person is on the diving board

c) Do not hang from or swing on diving board rails