By Lana M
If you want a test of your skills, try being a Cub Scout leader.
I took over leadership of our small pack at the beginning of the year. At that time there were 7 members (a member is a Cub Scout aged between 7 and 10 1/2 years old). Over the last 10 months our Pack has grown to double the size and is still expanding. For a small community like ours, this is a substantial size.
Tonight after our weekly meeting of games, skills, lessons, stories and more, I was reflecting on the amount of LRH tech that I have had to use and apply since I started.
The Scouting program is a wonderful one, with an exact structure, a thorough training program for leaders, strict guidelines on activities and procedures, and an exact purpose to give kids life skills through fun activities as a group and as individuals. The Scouting program recognises that a child must learn to be responsible for himself/herself, for family, for school and associated groups and friends, as well as his/her wider community, nation and planet. The Cub Scout Law, for example, is “A Cub Scout is loyal and obedient. A Cub Scout does not give into (unto) himself”. The promise that a Cub Scout makes is to do his/her best, to do their duty to their God and country and to follow the Cub Scout Law. I have found that applying Scientology basics I have been able to help achieve these outcomes, improve the kid’s outlook, responsibility, reach and understanding, across all dynamics, including their duty to their God (we have children of many faiths in the Pack).
We had 3 new Cubs who I was running through a basic indoctrination on what the Scouting movement is, the Cub Scout Law, Cub Scout Promise, the Scouting handshake, and how the Pack is organised and run. I was Word Clearing each of the 8 year olds on the Cub Scout Promise (“Cubs are loyal and obedient. Cubs do not give in to (unto) themselves”) and was interested to find that all 3 kids had completely wrong definitions for the word “obedient”.
“To be kind” was one child’s definition.
“To be caring” was another.
“Not interrupting” was another definition given.
We sorted this out, with lots of examples to big smiles. I imagined how hard it would be to follow the Cub Scout Law if there was such large MUs on the words in it. I am finding basic MUs with these kids constantly, and we spend a lot of time clearing those words up, and my conclusion is that kids just LOVE word clearing. They go absolutely VGIs on it. Get them to give examples (ie .sentences) until they really have the definition down, and they just beam at you and get more and more excited as they grasp the word fully and make the definition their own.
We have one child who has been labelled autistic and he has poor social skills and is a couple of years behind the others on simple skills like tying his shoes, writing, reading, throwing and catching balls. We have been using study tech with him heavily, making sure that we do not skip a gradient or a word not understood. We have been getting him to take each task to a win and good indicators. We have been ensuring that other Cubs in the Pack work with him, help him, include him, and make him feel part of the group, and as a result the boy is making bounds forward on all fronts.
We have done simple ball skill games with the whole Pack that have forced them to learn about the communication formula, about intention and attention, and about getting a communication particle across and making sure it is well received.
We have also worked to keep the program as a balance of physical activity, fun games and challenges, as well as harder tasks and skills that require patience, concentration and team work.
Over the last 10 months I have seen virtually all Cubs improve in their own communication, patience, intention, responsibility and understanding of themselves and others. Don’t get me wrong — they are still noisy, active kids that get distracted and require constant 8C and direction — but they are now responding to good control, they are seeing that they can also control themselves, and they are enjoying being part of the Pack and gaining confidence in themselves and what they can do.
We have no lack of bumps, bonks, skids and accidents — and I have used many different pieces of tech to resolve these, including locationals, assists and more.
I also have had to apply Ethics on 2 individuals, increasing gradients until one of them decided that it was easier to leave the Pack than to continue to cause continue disruption and mischief, and the other is finally learning to listen or sit on the side lines while everyone has a good time.
In Science of Survival LRH talks about the tone level that is required to audit a case, and I have learnt that that same tone level (4.0 or above) is really the only tone level to handle a dozen or more young kids for a couple of hours weekly. The tone level of the Pack is set by me, as the leader, and even if there are a few upsets, accidents or failures, if the tone level of the Pack is high, we all get through the night OK.
Interestingly enough, I also can see Group Dianetics in play within the group.
Heck, for any of you out there that is looking for a challenge and a way to use and apply LRH technology to help young kids, their families, and the local community — the Scouting movement is just a brilliant program and one of many such community programs that you can make a difference.
It provides me with a continuing opportunity to hone my own skills and capacity, as a Scientologist, to help others.
Nothing like running 8C and control on 15 young kids for two hours every week to keep you on your toes!