Executive Summary

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					“LUV the Skin UR In”


Barbara Brower
Coco Burns
Andy Cagnetta, Jr.
Tim Curtin
Jill Houghton
Sheri O’Neill
Patricia Thompson




“Even after I got down to 85 pounds, the mirror continued to scold me. I was always
scared: scared of food, scared of gaining weight, scared of missing a day of exercise.
I finally realized after a second stay at an inpatient program that I had to love
myself or I would die.”
--Nicole, 16

“In my family, the way you looked was not important. Education was important,
and your values were important. My mom was always very positive about body
image and would say, ‘You’re beautiful the way you are’ – which I didn’t really
believe. Even with all those countervailing influences in my own life, I looked to the
mirror for validation.”
--Lauren Greenfield, photographer and creator of a documentary project called “Girl
Culture”
                              TABLE OF CONTENTS

Executive Summary                                 3
      Overall summary of group initiatives        3
      Vision statement                            4

Overview
      Project description                         4
      Group dynamics                              4
      Barriers                                    5
      Lessons Learned                             6
      Community Impact                            8
      Outcomes                                    8

Scope & Methodology                               9
      Project purpose                             9
      Research initiatives                        9

Research Findings
      Girl Scouts’ Activities 11-13
      Girl Scouts’ Activities 13-15
      Girl Scouts’ Activities 15-17
      Leaders’ Guide 11-13
      Leaders’ Guide 13-15
      Leaders’ Guide 15-17

Personal Assessments                              12

Appendix/Exhibits                                 25
     Bibliography and Resource List               25
     Project Development Memos/Activities         28
     Monthly Project Reports                      56
     Patch Development                            83
     Letters of Endorsements                      85




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EXECUTIVE SUMMARY

The “LUV the Skin UR In” project team designed a comprehensive, cool and
educational patch program to strengthen self-esteem for Girl Scouts ages 11-17 in
Broward County.

Self-esteem and body image are intimately linked. Teens want to look like the young
celebrities they see on TV and in the movies - even though those so-called “ideal bodies”
don’t reflect the real world. Girls in our society are constantly bombarded with the
message that the way they look determines their success and happiness. Images of teens
and women emphasize beauty and thinness. The result: Many girls say they are unhappy
with their bodies, and some are susceptible to serious eating disorders.

Through patch programs, Girl Scouts complete specific activities to earn a patch they can
wear, showing they’ve educated themselves about a particular topic. The “LUV the Skin
UR In” patch program will give girls the tools to appreciate and accept themselves for
who they are, not what they look like, and to cope with the pressures they face from their
peers, families, society and popular culture.

Our Leadership Broward team enjoyed working on this project and stayed enthusiastic
about it throughout the year. Meetings or conference calls were held at least monthly.
The team chair and co-chair were in almost daily contact, and there were numerous other
phone calls and emails involving all the team members on a regular basis.

We were fortunate to have such a diverse and resourceful group of leaders on our team -
people with skills in project management, public speaking, art and design, writing,
editing, marketing, medical/health issues and more.

We also mined other resources to get help designing the curriculum for the patch
program. The team tapped into many resources, including the Graduate School of
Humanities and Social Sciences at Nova Southeastern University, Student Services at
Broward County Public Schools and the Center for Psychological Studies at Nova
Southeastern University. As we refined the patch program, we facilitated focus groups to
get input and feedback from troop leaders and girls of each age group. The entire team
presented the edited and packaged patch versions, Leaders’ Guides and patch design to
Girl Scout leaders for their review.

The team has committed to launching the “LUV the Skin UR In” patch program with a
full-page ad in the Volunteer Resource Guide that is sent to all Girl Scout Leaders, and a
half-day event in November.

The “LUV the Skin UR In” project team believes the purpose of Leadership Broward is
to develop leaders in the community. The commitment to participate in a community
service project improved servant leadership skills in all of us. As busy as we all are in
our professional and personal lives, it is important to always remember that we need to
give back to our community.



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Vision
Young girls will have a greater awareness of – and a greater resilience against – the
negative messages that the media and society may portray about body image and self-
esteem.

OVERVIEW

Project Description
“LUV the Skin UR In” is a Girl Scout patch program that is designed to improve and
strengthen the self-esteem of girls ages 11-17. The program is tailored to address the
developmental stages of girls ages 11-13, 13-15, and 15-17. The program is delivered by
Girl Scout leaders who commit to facilitating the activities. Each developmental stage of
the program (11-13, 13-15, 15-17) has required activities, as well as provides the girls
with the opportunity to choose additional activities to meet the requirements of the patch.

Mission
To develop an award-winning patch program that will strengthen the self-esteem of girls
from ages 11-17.

Guiding Principles
The patch program should be age-sensitive, educational, interesting, teen-savvy, doable,
affordable, provide choice and should include a service component.

Group Dynamics
The “LUV the Skin UR In” team is a group of diverse, committed, passionate, creative,
humorous, action-oriented leaders who embraced the challenge to address the self-
esteem of girls ages 11-17. We began the project by meeting with representatives of Girl
Scouts of Broward County to develop a holistic understanding of their vision of the
project and the needs of girls ages 11-17. This discussion also created a safe environment
for each team member to listen and learn about each other’s motivation to participate in
the project.

Once the team gained a collective understanding of the Girl Scout’s vision of the project
the next step was to learn about each member’s resources, gifts and contributions. We
learned the following about each other:

Pat (Steam Roller) – She is good at critical thinking, writing and editing. She likes to get
things done and has a ton of energy. She likes a clearly defined plan and likes – and is
good at - multi-tasking.

Sheri (Creativity Queen) – She is very imaginative, innovative and resourceful. She is a
little bit of a visionary but also a task master. She is good at writing and fluffing it up.
She is organized and likes to get things done.




                                                                                           4
Tim (Big Picture) – He is the visionary type and doesn’t particularly like details. He
likes to work on the program design and development. He follows the “don’t ask
permission, only beg for forgiveness” philosophy. He likes to go with something and
make it work.

Barbara (On-Time) - She loves timelines and is goal- and detail-orientated. She will go
to extremes to finish the project on time.

Coco (Toast Masters) – She likes timelines and is a task master. She is good at planning
events. Please don’t ask her to speak publicly.

Jill (Spokeswoman) - She is more of a visionary but loves a plan with timelines. She
likes working to craft the vision. She is excellent at networking and is not afraid to
fundraise. She thrives at public speaking.

Andy (Boom Boom) – He likes to get things done right away. Pick a path and get it
done. His writing skills are creative and humorous. He owns his own company, and has
access to monetary resources and is generous. He is a hard worker, good speaker and is a
deal maker.

The combination of listening and learning the Girl Scouts’ holistic vision of the project
and gaining an understanding of one another’s resources, gifts and contributions allowed
the team to propel forward and develop:

       A mission
       Shared vision
       Clear expectations
       Defined roles and responsibilities
       Strong commitment
       Goals
       Timelines
       Consensus decision making

These ingredients aided the team in developing a foundation. The team thrived on
encouraging creative friction, communication, listening without judgment, sharing
power, capitalizing on community and personal resources, and getting things done!

Barriers
The barriers that the “LUV the Skin UR In” team faced are as follows:

   1. Team members are not experts on the subject.
   2. Team members are not members of the target group (girls ages 11-17).
   3. Team members are busy with careers, families, demanding schedules and are
      located off-site and distantly from each other.
   4. The possibility of creating a "negative" patch. In other words, a patch project that
      girls view as admitting they have a problem if they participate


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   5. The project can provide awareness and ways to get help, but it may not improve
       the self-esteem of girls.
   6. The project had the potential to get too broad and put too many aspects into the
       project such that it wouldn’t strengthen or improve the self-esteem of girls.
   7. How would the team measure that the patch achieved the mission?
   8. The pace of change in the community could make the patch outdated.
   9. The team would have liked even more feedback.
   10. The “Love the Skin You’re In” project name had a trademark from another
       business (Oil of Olay), so the team had to revise the project title.

Lessons Learned
In a world based on individualism, the team succeeded by building interdependence and
learned the following lessons:

1. When a team is faced with a project outside their area of knowledge, and they choose
   to pour their heart into it, problem solving and creativity emerge! For example, the
   team tapped into the following community resources:

          Girl Scouts of Broward County liaison
          Graduate students and professors from Nova Southeastern University
          Broward County School personnel
          Psychologists
          Nutritionists
          Hospital personnel
          Non-profit representatives
          National experts
          Local Girl Scouts
          Local troop leaders
          Family members

   The team utilized focus groups, informational interviews, and active participation of
   project resources as methods to gain feedback. The information provided by these
   resources allowed the team to develop alternative perspectives to ensure that our
   project met the needs of the Girl Scouts and became a critical element in revising the
   team’s original goals and timelines.

   For example, the feedback received encouraged the team to give a great deal of
   attention to the developmental stages of each age group (11-13, 13-15, and 15-17).

   And as the team thought about the various age groups, a key question arose: Why
   would a Girl Scout choose to repeat the patch program as she gets older, if the patch
   design remains the same? Because of this concern, the team opted to design draft
   patches and solicit the girls’ feedback. Each draft depicted a progressive patch that
   could be combined like puzzle pieces.




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2. One of the prime motivating factors in the decision-making process is trust. We knew
   that in order for our project to succeed, we would need to trust ourselves and the Girl
   Scouts organization to carry out the patch program. Also, how could we make sure
   we were creating a patch program that the Girl Scouts would find attractive AND
   beneficial? Our solution was two-fold: We made sure our target audience was
   exposed to our ideas. They were receptive and supportive of our project and its
   activities. And we patterned our patch after some of the current, most popular Girl
   Scout patches.

   Therefore, we made the commitment to actively discuss this issue and work together
   as a team to create solutions. Additionally, through gaining an understanding of each
   other’s talents and personality at the beginning, we were able to capitalize on our
   diversity and utilize creative tension to listen and review each thought and idea.

3. When working as a team it is crucial to engage all members’ opinions and then take
   action. We weren't going to strengthen and improve girl’s self-esteem by cutting and
   pasting activities off the Internet. Instead, we needed to engage the assistance of
   critics, to acknowledge our problems and to get wide input on decisions before we
   made them. This helped us make more informed decisions and emerge with a quality
   product that met our guiding principles.

   One example of gaining input on decisions before we made them is demonstrated
   through the focus groups we conducted. The team needed to network with Girl
   Scouts of different ages, ethnicities, geographic locations, etc., and get feedback on
   the draft activities and patches for the project. We discussed ways we could get
   honest comments and reviews. Our initial idea was to have the girls reply to a survey,
   or through their troop leaders. Then we finally decided on a focus group. We felt that
   this was the best way to interact with the girls, getting direct reviews and suggestions.

   The focus group was planned, but the Girl Scout Group Leaders wanted to be present
   and involved in the focus group. The team was concerned that this could
   inadvertently stifle some feedback or creative suggestions that may be bantered about.
   On the other hand, Girl Scout leaders wanted to monitor and oversee the activities
   during the meeting.

   We solved the potential problem this way: We held the focus group in a large room.
   There were different tables for each age groups and one table for the troop leaders. At
   least one Leadership Broward project team member facilitated the discussion at each
   table. We were able to achieve everyone’s goals by simply arranging the room
   creatively. The Group Leader table was offset from the others and their seating
   arrangement pointed their focus away from the other tables. This room design
   allowed the other tables the freedom to brainstorm ideas, while still giving the team
   leaders the troop leaders the ability to oversee the general meeting and participate.

   It was a Win-Win for the team, the girls and the Girl Scout leaders.




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4. “As the years progress, what women and men will discover is that the most lasting
   and rewarding educational experiences come not from specific information provided
   in classroom lectures or assigned textbooks, but from the values obtained in active
   engagement in meaningful issues. We achieve for ourselves only as we appreciate the
   problems and concerns of others—and only as we see our own lives as part of a much
   greater social purpose.” -- Manning Marable , 1997

   This quote summarizes the most important lesson we have gained from this project.
   This project has taught us to recognize that negative body image is almost an
   epidemic among girls. Our goal was to develop a program that appeals to them in a
   manner that is believable and credible.

   Parents and mentors such as Girl Scout leaders need tools to connect with young girls
   and promote ideas and discussion on sensitive topics. Our project gives them the
   ability to bring this issue to light in the girls’ own terms, and lets the girls participate
   in educating themselves and their peers. This is crucial to our community.

5. Servant leaders need to be driven by the vision. Proverbs 29:18 states, “Where there
   is no vision, the people perish.” Servant leadership encourages a collaborative
   approach, trust, listening, and a healthy balance of power and empowerment.

Community Impact
There are currently more than 1,400 girls participating in Girl Scouts of Broward County.
As a result of this project, these girls will be provided the opportunity to:
     Learn how to make healthy choices regarding their body image by exploring
        nutrition, exercise and positive life styles.
     Learn to identify negative behaviors, take responsibility for their feelings and
        actions, and make healthier choices for themselves.
     Report at the end of the program that they have become more comfortable with
        themselves and are able to identify positive things about themselves
     Be given opportunities to develop competence in different areas, such as education,
        work, sports or physical activity, personal interests, hobbies and clubs, community
        service and relationships which will contribute to their overall sense of worth and
        self-esteem.
     Develop coping skills in areas of challenge for teens that often lead to poor self-
        esteem, such as stress, peer pressure, bullying and substance abuse.

Outcomes
   An age- sensitive, educational, interesting, teen-savvy, affordable two-page patch
     program geared to the following age groups:
         o 11-13
         o 13-15
         o 15-17
   Teen tested, affordable, progressive patch/patches for 11-13, 13-15, and 15-17




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      Three versions (11-13, 13-15, and 15-17) of a two-page program and a Leader’s
       Guide, which encompass doable activities with extensive choices and an emphasis
       on the following:
           o Communication skills
           o Self –Esteem
           o Eating Disorders
           o Bullying
           o Assertiveness
           o Substance Abuse
           o Nutrition
           o Peer Pressure

The local Girl Scout organization hopes to use our “LUV the Skin UR In” project as the
model for a national program, which could influence thousands of young women.

SCOPE & METHODOLOGY

Girl Scouts of the USA is a national organization which encourages girls to believe in
themselves and to be the best that they can be, to respect others, to develop strong values
and to contribute to society.

Through the “LUV the Skin UR In” project, girls will learn values and skills they can use
throughout their lives to promote healthy living - for themselves and others.

Our culture idealizes beauty and thinness. The average woman is 5’ 3’’ tall and weighs
150 pounds, while the average model is 5’ 10’’ tall and weighs 100 pounds. Many young
girls are susceptible to serious eating disorders, such as anorexia and bulimia.

“LUV the Skin UR In” was designed to help girls in Broward County develop positive
self-esteem, but it could be modified to work for Girl Scout troops nationwide.

The team used a variety of resources to complete the project. Those resources included:

1. Focus groups with Broward Girl Scouts and leaders were held on the evening of Jan.
10, 2005. At that meeting, the girls were asked to describe their favorite patch, badge or
interest patch, and why they liked it so much. The focus groups and interaction with the
girls – grouped into the age groups we were targeting – helped us improve our patch
program.

We also asked the girls for their feedback on the design of seven draft patches, so that we
could choose the one that would be most exciting and attractive to the girls. We know
that today’s teens respond to cool graphics and packaging.

We spent a lot of time planning the focus group. We devised a detailed agenda for the
evening, and even scripted some ice-breaker introductions as a way to help the girls relax.




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Our Girl Scout advisers counseled us about the best ways to get and keep the girls’
attention. We wrote an invitation to the event that Girl Scout leaders emailed to Broward
County girls and group leaders.

Snacks, drinks and materials for the evening were donated through Leadership Broward
group members’ contacts.

2. Studying the guides for current, successful Girl Scout patch programs gave us insight
into developing our new patch program.

3. Dr. Fran Fassman, Associate Principal Investigator, and other researchers at Nova
Southeastern University provided curriculum information on nutrition and food pyramids.

When the food pyramid was recently revised, we received assistance in updating our food
pyramid activities from Darlene Moppert, manager of nutrition education and training for
the Broward County school board.

4. Sally Wendt, the head of Mount Holyoke College’s project on women’s body image,
provided assistance. She is a psychology professional who is also a mother, Brownie
Group leader, and study administrator. She referred us to two other studies/researchers in
the field.

5. The enhancing self-esteem curriculum is by Judith A. Tindall, Rohen & Associates
Psychological Center.

6. Nutrition and exercise information was provided by Dr. Sherry Pontious’s graduate
class on health promotion and change for the community. Dr. Pontious is Campus
College Chair/Health Sciences and Nursing, at the University of Phoenix Fort Lauderdale
campus.

7. Nova Southeastern doctoral students provided help with the self-esteem exercises.

8. A list of local experts and agencies was included in the Leaders Guides, providing
local contact information for girls interested in completing that activity.

9. Each team member researched information about self-esteem issues in newspapers and
magazines, on the Internet, and used professional contacts for assistance. We researched
age-appropriate characters and Web sites, and contacted a celebrity agent to investigate
gaining pro-bono participation in creating a national public service announcement for the
project.

10. We sent the edited project to a marketing team to package it and make it teen-savvy.




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11. Mary Birch-Hanson, Program and Adult Training Manager, and Leslie Roth,
Executive Director of Girl Scouts of Broward County, provided assistance and feedback
throughout every phrase of the project. Other Girl Scout troop leaders also gave us
feedback about the patch program and specific activities, and their comments were
incorporated into our final project.




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          COMMUNITY PROJECT PERSONAL ASSESSMENT

A. The task itself:
      1. What did you like best about the project itself?
      This was a great opportunity to impact the community by developing a
      program for girl’s ages 11-17 on strengthening and improving their self-
      esteem. Additionally, it was a fun way to build unique friendships with
      such an awesome group of leaders!
      2. What did you like least about the project itself?
      It was difficult not having direct contact with girls on a regular basis. We
      really had to challenge ourselves to stay connected in unique ways to the
      girls.
      3. What do you feel was your unique contribution to this group?
      I believe my contribution came from listening to the will of the team,
      asking questions to clarify the direction, and helping to keep the team
      focused on the project goals and timelines. Additionally, I served as a
      “behind the scenes worker bee” to complete things like our monthly
      project reports.

B. The Process
    4. How did your own leadership style as a Logical, Excellent, Amiable, or
       Driver contribute to the overall success of this group project?
       My amiable, driver combination allowed me to assist the team in coming
       to consensus and work towards moving the project forward to completion.
       While my logical, excellent skill combination supported me in recognizing
       team member’s talents and stepping out of the way for them to use them.
    5. What Leadership skills did you use?
       Listening, delegating, decision-making, persuasion and follow through
       were the most important.
       What skills did you acquire?
       The project allowed me to further develop my listening skills.
    6. What did you like best about the group process?
       We had a dynamic, well rounded, multi-talented team and it was a lot of
       fun working together on such an important issue.
    7. What did you like least about the group process?
       We have such busy lives that we were most productive meeting via
       telephone. Our schedules left little time to actually meet face to face.
    8. In what way did you achieve or not achieve a collaborative consensus
       based group?
       Our team was very skilled at achieving collaborative consensus on every
       aspect of the project. We utilized humor, creative friction, lots of
       questions, people’s talents, listening skills and persuasion to arrive at
       collaborative consensus.




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       C. Overall Assessment
          9. In what ways has this experience influenced or prepared you to be
              involved in other community challenges as a Leadership Broward
              graduate?
              This experience has helped to prepare to become involved in community
              challenges as a Leadership Broward graduate because it has allowed me to
              learn about our community and the important issues that surround us.
              Additionally, it assisted me in establishing a network of multi-talented,
              influential leaders who can aid in making the needed changes.
          10. What did you find out about the community that you would not have
              known had it not been for the people and the tasks this particular project
              presented?
               I was amazed at the accessibility and willingness of Nova Southeastern
              University and the Broward County School district to assist us with
              developing tools to raise the self esteem of girls.
          11. What was a personal challenge or issue you faced in the project?
              I felt very connected to the project because I suffered from low self-
              esteem as a teenager and as a result struggled with an eating disorder for
              many years. My challenge, however, was to keep the project focused on
              girls ages 11-17. There is so much information regarding self esteem,
              communication skills, eating disorders, etc. that is generic and tailored to
              adults. The challenge was to keep focused on girls (11-17).
              How did you resolve it?
              I found myself continually raising the issue with the team and seeking out
              age sensitive resources to insure that we were developing activities that
              were in line with the developmental stages of 11-13, 13-15, and 15-17.
          12. In thinking about your overall experience with this project, what did you
              learn about yourself, the group, and/or the task?
              I learned that are many types of leaders and I enjoyed working with all of
              them. Ironically, although we were all driven leaders we each had a style
              that was drastically different. Perhaps because we were so in tune with
              each other we were able to utilize our differences to compliment each
              other. In regards to myself I learned that I thrive on working in an
              environment filled with empathetic, action oriented, and humorous,
              diverse strong leaders. I am hopeful that some of the humor rubbed off on
              me because I am far too serious.

D. Additional Comments/Suggestions
      I am so grateful that I was granted the opportunity to be a member of class XXIII!
      Like my mentor and friend says, “Juntos Podemos” (Together We Can). Class
      XXIII can and will make a difference in South Florida.




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           COMMUNITY PROJECT PERSONAL ASSESSMENT


A. The task itself:
      1. What did you like best about the project itself?
      The project was meaningful to me personally as I have two daughters. I
      also liked the fact that it had a beginning and an end. We also had a great
      group!
      2. What did you like least about the project itself?
      The time commitment was grueling. The Girl Scouts were tough to
      mobilize for input.
      3. What do you feel was your unique contribution to this group?
       I believe I helped on the creative side, added some sense of humor. I also
      provided some of the monetary resources.

B.The Process
   4. How did your own leadership style as a Logical, Excellent, Amiable, or
      Driver contribute to the overall success of this group project?
      My amiable style let me step aside and let others lead when they had
      superior skills sets. As a driver, I tried to keep the pace moving toward
      completion and not to get bogged down in the details.
   5. What Leadership skills did you use?
      There were many, but decision-making was most important.
      What skills did you acquire?
      I think I honed my leadership skills as opposed to acquire new ones.
   6. What did you like best about the group process?
       I got to know my fellow group members quite well.
   7. What did you like least about the group process?
      Our collective hectic lives left little room for in person meetings.
   8. In what way did you achieve or not achieve a collaborative consensus
      based group?
      I do not believe there is another group that could have worked together as
      well as we did!!!

C. Overall Assessment
   9. In what ways has this experience influenced or prepared you to be
       involved in other community challenges as a Leadership Broward
       graduate?
       My network of influential people has grown substantially.
   10. What did you find out about the community that you would not have
       known had it not been for the people and the tasks this particular project
       presented?
        I did not realize all the services and information there is available about
       eating disorders and nutrition.
   11. What was a personal challenge or issue you faced in the project?



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       I did not think I could relate to the Girl Scout cause and mission as a man.
       How did you resolve it?
       I researched the Girl Scouts and found that there are huge roles for fathers
       and men in the Girl Scouts.
   12. In thinking about your overall experience with this project, what did you
       learn about yourself, the group, and/or the task?
       I learned that I could work well with strong leaders. As an entrepreneur I
       am used to be singly in charge, this group was made up of equally
       opinionated and driven leaders. I found that I truly enjoy working along
       side fellow decision makers.

D. Additional Comments/Suggestions
Thank you




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        COMMUNITY PROJECT PERSONAL ASSESSMENT



A. The task itself:
      1. What did you like best about the project itself?
          As a former Brownie and Girl Scout, I really enjoyed being given a chance
          to give back to the organization that helped me when I was a girl. I also
          care deeply about the issue of girls' low self-esteem, so this was an
          opportunity to help solve the problem. I also really enjoyed working with
          my project group. They're an incredible group made up of talented
          individuals.
      2. What did you like least about the project itself?
          I wish we'd had more time to work on the project.
      3. What do you feel was your unique contribution to this group?
          I think I asked good questions to keep us moving forward, helped write
          and edit the guides, and along with several other members of the group
          devoted many hours to making it successful.

B. The Process
      4. How did your own leadership style as a Logical, Excellent, Amiable, or
         Driver contribute to the overall success of this group project?
         My "excellent" style contributed to making sure we produced a high-
         quality project. I also possess the other styles to some degree, and that
         helped me collaborate well with others in the group.
      5. What Leadership skills did you use?
         Listening, meeting deadlines, prioritizing job responsibilities and
         Leadership Broward responsibilities.
         What skills did you acquire?
         I got better at balancing my time so that I could do community work. I
         also learned to work with a diverse group of business people very different
         from my usual work group.
      6. What did you like best about the group process?
         Our group had many different skills. So if there was one area that was a
         weakness for a couple of us, it wasn't a problem because someone else had
         strong skills in that area.
      7. What did you like least about the group process?
         I wish we could have met more often halfway through the project.
      8. In what way did you achieve or not achieve a collaborative consensus
         based group?
         We had no problems with collaboration and consensus. We all had
         tremendous respect for the leadership abilities of everyone in the group.




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C. Overall Assessment
      9. In what ways has this experience influenced or prepared you to be
          involved in other community challenges as a Leadership Broward
          graduate?
          It showed me that if you really believe in an issue, you can make time to
          participate and volunteer. It was a really rewarding experience.
      10. What did you find out about the community that you would not have
          known had it not been for the people and the tasks this particular project
          presented?
           I learned that Broward is full of experts in many areas who are willing to
          support community projects. And there is great need for help for agencies
          and organizations.
      11. What was a personal challenge or issue you faced in the project? How did
          you resolve it?
          The hardest part of the project for me was making it a priority and
          insisting that I make the time to participate. It would have been easy to let
          my work responsibilities overwhelm my time to the point where I would
          have been unable to fully commit to the project. I didn't let that happen –
          well, most of the time anyway. I tried to make sure my boss, colleagues
          and staff knew that this was a "job" to me as important as what I do at
          work every day, and I delegated some of my tasks to others without
          feeling guilty about it.
          I also tend to be a Type A personality about projects, so it was a challenge
          for me to rely on others for important parts of the project.
      12. In thinking about your overall experience with this project, what did you
          learn about yourself, the group, and/or the task?
          Some of this I answered in Question 11. Other things I learned or learned
          to appreciate more: That you can work with, respect and even admire
          others who may have different views than you do about politics or religion
          or other issues.

   D. Additional Comments/Suggestions
   I am so glad I had this experience, even though it was very time-consuming. I
   learned so much about Broward County in a short period of time. It was a
   tremendous learning experience. Thank you.




                                                                                    17
       COMMUNITY PROJECT PERSONAL ASSESSMENT



A. The task itself:
   1. What did you like the best about the project itself?
      I enjoyed working and building relationships with a group of people from
      different backgrounds and professional experiences.
   2. What did you like least about the project itself?
      Attending meeting or functions in the evening, which takes me away from my
      family.
   3. What do you feel was your unique contribution to this group?
      The outside resources available to me through the Broward Education
      Foundation Board of Directors and the School Board of Broward County.

B. The Process
   4. How did your own personal style as a logical, excellent, amiable, or amiable
      contribute to the overall success of this group project?
       I am an amiable which came in useful. I prepared minutes, agendas, helped to
       organize the final draft and made lots of jokes.
   5. What leadership skills did you use? What leadership skills did you acquire?
       The skills that I used in our community project included support, time management,
       encouragement, and patience. I acquired written and verbal skills and a stronger
       understanding of working with a group of leaders.
   6. What did you like best about the group process?
      Working together as a team and getting the job done.
   7. What did you like least about the group process?
      Having super busy work and personal schedules and having to fit in several
      meetings. The group was willing to contribute to meet our goal.
   8. In what way did you achieve or not achieve a collaborative consensus based
      group?
      The group worked excellent together…so consensus was a no brainer. I think
      we all wanted to accomplish the same goal and realized we needed each other
      to complete our goal. Each group member followed through with the piece
      that they committed to take on.

   C. Overall Assessment
   9. In what ways has this experience influences or prepared you to be involved in
       other community challenges as a Leadership Broward graduate?
       My group experience will give me a standard to work from when I want to
       engage in future community projects.
   10. What did you find out about the community that you would not have known
       had it not been for the people and the tasks this particular project presented?
       There are so many outside resources within the community that are ready and
       willing to help out a good cause. You just have to ask!



                                                                                      18
       11. What was a personal challenge or issue you faced in the project? My personal
           issue was to be able to attend meetings and scheduling time way from my
           family. How did you resolve it? My husband had to skip fishing and golfing
           whenever he wanted to help me out.
       12. In thinking about your overall experience with this project, what did you learn
           about yourself, the group, and or the task? I learned that there are so many
           caring individuals that really want to make a difference in our community.

D. Additional Comments/Suggestions
I learned tons of information about Broward County and ways that we as leaders can help
our community. I am thankful that I could be part of such a great organization as
Leadership Broward.




                                                                                       19
                       COMMUNITY PROJECT PERSONAL ASSESSMENT



A. The task itself:
               1. What did you like best about the project itself?
                   Working with my group and our topic (Girl Scouts- eating disorders)
                   was what I liked best. Interacting with the diverse personalities was
                   great.
               2. What did you like least about the project itself?
                   Fitting the necessary meeting time to into our work schedules was a
                   challenge. Also, obtaining timely feedback cost us a little time that we
                   needed to facilitate our turnaround times.
               3. What do you feel was your unique contribution to this group?
                   Hopefully, my sense of humor and my creative “patchwork” were a
                   meaningful contribution to the group.

B. The Process
          13. How did your own leadership style as a Logical, Excellent, Amiable, or
              Driver contribute to the overall success of this group project?
              Amiable leadership is more my style, our group was so wonderful that it
              was even hard for me to speak up with a different opinion if it differed
              from one of our outstanding team members. All of the ideas we had were
              great!
          14. What Leadership skills did you use? What skills did you acquire?
              Hopefully, my listening skills were used most often. I tried to sit back and
              listen (not hear) to what my team members suggestions. I believe through
              working specifically with my team, I am trying to learn to not “sweat the
              small” stuff – while still moving forward with another team member’s
              suggestion to obtain our common goal.
          15. What did you like best about the group process?
              That we truly felt like a “group”. We were considerate of each other and
              everyone carried their weight of the project. No slackers in our group.
          16. What did you like least about the group process?
              Scheduling a “good time” for us all to meet face-to-face in the same city –
              we managed.
          17. In what way did you achieve or not achieve a collaborative consensus
              based group?
              I believe we all worked together and were a successful group.

C. Overall Assessment
         18. In what ways has this experience influenced or prepared you to be
             involved in other community challenges as a Leadership Broward
             graduate?
             I have learned through this experience that not only is the feeling of
             accomplishment achieved, but the power of friendship is strengthened


                                                                                        20
       through teamwork. I plan to continue exploring other opportunities where
       I may serve to help others.
   19. What did you find out about the community that you would not have
       known had it not been for the people and the tasks this particular project
       presented?
       That it is much more challenging as a teenage girl today than it was when
       we were teens. More pressures, problems and stigma from our society.
   20. What was a personal challenge or issue you faced in the project?
        Bringing in a person to help with the presentation “look” become quite a
       challenge after committing to the project and then saying it was more
       demanding that first realized
       How did you resolve it?
       I had to not be afraid to tell the group and ask for support to achieve our
       goal on deadline. I felt bad but couldn’t postpone a family wedding to
       stay to oversee this project on my own.
   21. In thinking about your overall experience with this project, what did you
       learn about yourself, the group, and/or the task?
       Overall, I have made seven wonderful new friends, important business
       connections and new relationships that I hope will last for years to come –
       both personally and professionally!

D. Additional Comments/Suggestions
      I have a new found respect for Leadership Broward and their staff for
      putting together such an important program.




                                                                                21
                        COMMUNITY PROJECT PERSONAL ASSESSMENT



A. The task itself:
          1. What did you like best about the project itself?
               I liked the fact that it was something worthwhile and that can impact a life
               of a younger person before it’s too late. I also truly enjoyed working with
               my team members. It was rare and wonderful experience to know that
               everyone contributed and was able to meet a deadline.
          2. What did you like least about the project itself?
               It was difficult to really get a grip on what types of activities would be the
               best to drive the message home to the user. Also there are no Girl Scout
               rules and regulations on badge activities, but we wanted to make sure that
               what we were doing was within their comfort zone.
          3. What do you feel was your unique contribution to this group?
               I tried to pick up details or last minute things that needed to be done.
               However with this group there weren’t many.

B. The Process
          4. How did your own leadership style as a Logical, Excellent, Amiable, or
             Driver contribute to the overall success of this group project?
             I am logical. I felt that I helped keep the group on course and to keep
             deadlines and items due on everyone’s radar screen. I also drafted some
             correspondence and organized material. However this group has some
             truly bright people who have connections that we were able to tap into, so
             there were not any of the last minute fires that usually consume group
             activities.
          5. What Leadership skills did you use?
              I used my organizational skills, and some writing skills to assist the
             group.
             What skills did you acquire?
             I polished my leadership skills.
          6. What did you like best about the group process?
             It was an honor to work with these great people. In addition to putting a
             high quality useful educational tool together, it was really fun and
             uplifting. That really inspired me at work and at home.
          7. What did you like least about the group process?
              The time issue really was the hardest to combat. Everyone in the group is
             extremely busy and trying to carve out some time so that we could meet
             was the hardest. However once we did find a time window, everyone came
             prepared.
          8. In what way did you achieve or not achieve a collaborative consensus
             based group?
             We did achieve a collaborative consensus based group, primarily because
             we listened to one another. No one tried to arm wrestle control over other
             members and our leader Jill kept us on track. There weren’t the ego issues


                                                                                           22
       that can generally surface when a team is given a project to complete. This
       is in part because we all really wanted to work on this assignment because
       of its importance.

C. Overall Assessment
   9. In what ways has this experience influenced or prepared you to be
       involved in other community challenges as a Leadership Broward
       graduate?
       With this project I felt I may not be able to help effectively because I do
       not have children and I don’t have a lot of exposure to them. That concern
       was off base. Knowing now that I can contribute without having to have
       “experience” gives me a lot of confidence to tackle other issues in the
       community that I think negatively impact Broward County (i.e. affordable
       housing for one).
   10. What did you find out about the community that you would not have
       known had it not been for the people and the tasks this particular project
       presented?
       I wasn’t very familiar with Girl Scouts at all. I knew that they were a large
       organization, but I never really looked at what their mission focused on.
       However we all know that “knowledge is power”. Now that I know about
       Girl Scouts I feel like I am an ambassador for them.
   11. What was a personal challenge or issue you faced in the project?
       The time issue was the hardest beast I wrestled with. During this period I
       also obtained my MBA degree and work blah, blah blah...
       How did you resolve it?
       Understanding that I can’t be perfect and do everything. I tried to be
       realistic with commitments and what deliverables I did bring to the table
       were well done.
   12. In thinking about your overall experience with this project, what did you
       learn about yourself, the group, and/or the task?
        I learned that everyone has “gifts” to bring to the table and you just have
       to find out what that gift will be. I also learned more about Girl Scouts. I
       learned a lot about the diseases of anorexia and bulimia, and some of the
       triggers that impact young women to start down this path of destructive
       control.

D. Additional Comments/Suggestions




                                                                                 23
           COMMUNITY PROJECT PERSONAL ASSESSMENT



A. The task itself:
      1. What did you like best about the project itself?
          This was a wonderful learning experience and a project that can have long-
          range effect on many young people and their families. It was an opportunity
          to learn and grow from other leaders and leadership styles.
      2. What did you like least about the project itself?
          The challenge of connecting on a frequent basis. We are all very busy yet
          made the time commitment for this worthwhile project and experience.
      3. What do you feel was your unique contribution to this group?
           I believe my contribution came from sharing my experiences in working with
          adolescents and also working in the healthcare field. I also contributed by
          assisting and supporting the team decisions.

B. The Process
       4. How did your own leadership style as a Logical, Excellent, Amiable, or
          Driver contribute to the overall success of this group project?
          My driver allowed me to bew comfortable sharing ideas, suggestions and
          experiences about the project throughout the process.
       5. What Leadership skills did you use?
          Listening, delegating, decision-making, persuasion and follow through were
          the most important.
          What skills did you acquire?
          The project allowed me to further develop my consensus building skills.
       6. What did you like best about the group process?
          We had a well-rounded group of individuals who came together with unique
          talents and skills and mold the project to an effective completion.
       7. What did you like least about the group process?
          We have overwhelming careers as leaders. The challenge was to schedule
          face-to-face time.
       8. In what way did you achieve or not achieve a collaborative consensus based
          group?
          Our team was very open to the consensus development process, agreeing from
          the onset to “agree-to-disagree” and respect each other’s ideas. This was
          achieved.

    C. Overall Assessment
       9. In what ways has this experience influenced or prepared you to be involved in
          other community challenges as a Leadership Broward graduate?
          This experience has helped by learning how to utilize many other professions
          in a social service project (I work in social services).
          As a Leadership Broward graduate because it has allowed me to learn


                                                                                     24
           about myself as a leader while getting to develop a great network of other
           leaders who can aid in making the needed changes.
       10. What did you find out about the community that you would not have known
           had it not been for the people and the tasks this particular project presented?
           The assistance we received by others outside of our group for this project (ie.
           universities, businesses, technology experts, ect.).
       11. What was a personal challenge or issue you faced in the project?
           I felt very connected to the project because I work with children who suffer
           from low self-worth. The challenge was to keep focused on the task s within
           the project.
       12. How did you resolve it?
           I found myself connecting with the team members and taking on tasks that
           would assist while developing greater listening skills.
       13. In thinking about your overall experience with this project, what did you learn
           about yourself, the group, and/or the task?
           I learned that are leadership styles are developed over time, through training,
           education, experience and connecting and listening to other leaders. Different
           styles do not measure effectiveness (or lack thereof). I learned that the project
           was something that more people deal with than I thought.

D. Additional Comments/Suggestions
Great Project with a Great group of Leaders for a Great Cause !!!




                                                                                         25
                       Bibliography & Resource List
 Hibel, Dr. Jim, Principal Investigator, Community Nutrition Awareness Project,
    (CNAP) at the Gradate School of Humanities and Social Sciences, Nova
    Southeastern University & Dr. Fran Fassman, Associate Principal Investigator,
    Nova Southeastern University
    Their Community Nutrition Awareness Project is a grant project designed for
    nutrition education and outreach; as part of the project, they also have a thriving
    community vegetable garden. This group developed the Food Pyramid question
    and answer exercise that helps the girls review a pyramid of fast food menus to
    teach the girls healthy food choices.

Levant, Ronald, Ed.D., ABPP., & MBA, Dean and Professor Center for Psychological
     Studies Nova Southeastern University & Linda Carter Sobell Ph.D., ABPP,
     Professor and Associate Director of Clinical Training Motivational Interviewing
     Trainer Center for Psychological Studies, Nova Southeastern University.
     They embarked two advanced doctoral students, Jessica Ruiz and Karen Regan, to
     work on a resistance training piece for the patch. As well as developing coping
     skills in areas of challenge for teens that often lead to poor self-esteem such as
     stress, peer pressure, bullying and substance abuse.

Tindall Judith A., Ph.D., Rohen & Associates Psychological Center. Enhancing Self-
       Esteem from Peer Power

      To enhance self-esteem, the girls will read and complete the exercises in the
      Enhancing Self- Esteem from Peer Power.

Weaver, Stephani, Resource Specialist, for Student Services and Facilitator of the Peer
      Counseling program in Broward County Public Schools.

       Girls will learn Inter/intrapersonal communication skills in a counseling
       relationship by completing the curriculum from the Peer Counseling program.

Weaver, Stephani, Resource Specialist, for Student Services and Facilitator of the Peer
      Counseling program in Broward County Public Schools.

       In order to increase the girls’ knowledge of eating disorders, we have included
       the Eating Disorders curriculum from the Peer Counseling program.




                                                                                      26
A special thanks to Mary Birch Hanson, Program and Adult Training Manager, and
Leslie Roth, Executive Director, Girls Scouts of Broward County, for their time, effort
and guidance in developing the LUV the Skin UR In patch program.

A special thanks to the Leaders and members of the Girl Scouts that attended our focus
group to help the LUV the Skin UR In Team with the right course to a successful patch
program.

A special thanks to Andrea Levenson, Girl Scout Leader, for the valuable feedback about
the patch activities and leaders guides.

The LUV the Skin UR In Team has actively worked with low self-esteem and negative
body image issues and has made an effort together as a team to create solutions. Each
team member has contributed in the following manner:

Pat (Steam Roller) – She is good at critical thinking, writing, editing and has a ton of
energy. She pushes us to move forward and is always available to edit everything!

Sheri (Creativity Queen) – She is very imaginative, innovative, resourceful and artistic.
She reaches out to friends and siblings with daughters for wisdom. Not to mention, her
access to artists!

Tim (Big Picture) – He is the visionary type and follows the “don’t ask permission, only
beg for forgiveness” philosophy. He brings a vast range of information and experience
working with teenagers.

Barbara (On-Time) - She loves timelines and is goal and detail-orientated. She shares
insights from her niece that are extremely helpful and is always available to do what
needs to get done.

Coco (Toast Masters) – She likes timelines, details and is a task master. She is very
gifted at locating and tapping into community resources to provide information to the
team.

Jill (Spokeswoman) - She likes to create a plan and work with the team to move things
forward. She is good and helping the team to make decisions and stay focused on the end
goal.

Andy (Boom Boom) – He likes to pick a path and get it done. He constantly adds humor,
creative problem-solving, and has a knack with locating community resources.




                                                                                      27
                                   LUV the Skin UR In
                           Girl Scouts of Broward County, Inc.
                                        Girls 15-17

Please read the following activities and select your favorite activity or write in your
own activity idea. PLEASE TELL US WHY YOU PICKED IT! Thank you!!

   1. Read and complete the exercises in the knowledge of eating disorders curriculum.
      Report back to the group. Coco / Jill -resources

   2. Read and complete the exercises in the curriculum Enhancing Self-Esteem.
      Report back to the group. Coco / Jill -resources

   3. Read and complete the curriculum for inter/intrapersonal communication skills in
      a counseling relationship. Report back to the group. Coco Jill -resources

   4.    Be Activist - Take Action Andy / Pat

        Write letters to stores, designers, editors, stations that do not have a balanced
        clothing line, pictures, characters that reflect all sizes and body types.

   5. Find a character in a movie or in a book that appears to suffer from low self-
      esteem. Discuss why you feel this character has a poor image of himself/ herself.
      Come up with 2-3 suggestions in how this character could improve and strengthen
      his or her self-esteem. Coco -resources

   6. Create a ‘stop and think’ card with your troop members. A ‘stop and think’ card
      reminds people who use substances to stop and think of the consequence(s). One
      side of the card should say “stop and think” while the other side provides a strong
      reason for the person to stop their substance use, such as, health reasons, love
      from a family member, or personal goals. Coco -resources

   7.    Create a “game of life” that addresses the problems someone might face when
        using alcohol, cigarettes and/ or drugs. Possible examples are: drinking under the
        influence (DUI), arrests, car accidents, health issues, family problems, etc. Coco -
        resources

   8.   Rebuke the Thin Ideal Role play where it comes from.           Andy
             - do a skit
             - draw a picture
             - research on the internet

   9. Keep a journal. Barbara
      10 things you can do to make yourself laugh
      10 things you could do to help someone else
      10 things that you do that make you feel good about yourself



                                                                                            28
10. Make a Personal "Celebratory Scrapbook" And Place To Honor Yourself
    Develop a scrapbook that celebrates you and the wonderful person you are.
    Include pictures of yourself at different ages, writings you enjoy, mementos of
    things you have done and places you have been, cards you have received, etc.
   Jill

11. . Review a pyramid of fast food menus and pick items that are healthy.
    - research with books, website, etc… Coco -resources

12. Bring in the Experts. Choose one of the experts from the attached list of experts
Tim

13. Expose The Media. Pat
   Be wise to the medias agenda and to be skeptical of the input.
   Review magazines, TV and even movies!! Challenge the views of the media.

14. Write a song, a poem or design a skit that focuses on peer pressure and share it
           with your troop members or your community. Barbara




                                                                                       29
                                 LUV the Skin UR In
                         Girl Scouts of Broward County, Inc.
                                      Girls 11-13

Please read the following activities and select your favorite activity or write in your
own activity idea. PLEASE TELL US WHY YOU PICKED IT! Thank you!!

       1. Me, Myself and I – Sheri
             - List 5-10 things that you admire about someone else your
             same age.
             - List 5-10 things that you admire about yourself
             - What are the difference between how you’d like to be and how you see
               yourself?
             - Discuss one or two things you’d like to change? Why? How

       2. Rebuke the Thin Ideal Role play where it comes from. Andy

              -   do a skit
              -   draw a picture
              -   research on the internet

       3. Bring in the Experts. Choose one of the experts from the attached list of
          experts. Tim

       4. Read and complete the exercises in the curriculum Enhancing Self-Esteem.
          Coco / Jill – resources

       5. Keep a journal. Barbara
             10 things you can do to make yourself laugh
             10 things you could do to help someone else
             10 things that you do that make you feel good about yourself

       6. Make a Personal "Celebratory Scrapbook" And Place To Honor Yourself
             Develop a scrapbook that celebrates you and the wonderful person you
             are. Include pictures of yourself at different ages, writings you enjoy,
             mementos of things you have done and places you have been, cards you
             have received, etc. Jill


       7. Review a pyramid of fast food menus and pick items that are healthy.

       - research with books, website, etc… Coco -resources


   8. Read and complete the curriculum for inter/intrapersonal communication skills in a
   counseling relationship. Report back to the group. Coco / Jill - resources



                                                                                     30
9.   Write a song, a poem or design a skit that focuses on peer pressure and share it
           with your troop members or your community. Barbara

10. Find a character in a movie or in a book that appears to suffer from low self-
    esteem. Discuss why you feel this character has a poor image of himself/ herself.
    Come up with 2-3 suggestions in how this character could improve and strengthen
    his or her self-esteem. Coco -resources

11. Create a ‘stop and think’ card with your troop members. A ‘stop and think’ card
    reminds people who use substances to stop and think of the consequence(s). One
    side of the card should say “stop and think” while the other side provides a strong
    reason for the person to stop their substance use, such as, health reasons, love
    from a family member, or personal goals. Coco - resources

12. Research one of the following topics: self-esteem, body image, healthy lifestyle,
    and nutrition. Report back to the group. Tim




                                                                                        31
                                LUV the Skin UR In
                        Girl Scouts of Broward County, Inc.
                                     Girls 13-15

1. Read and complete the curriculum for inter/intrapersonal communication skills in
   a counseling relationship. Report back to the group. Coco / Jill - resources

2. Read and complete the exercises in the curriculum Enhancing Self-Esteem. Coco
   / Jill - resources
3. Take a self test before and after to test your understanding of self esteem, body
   image, healthy lifestyle, nutrition. Research the basic concepts and write a
   paragraph or two on each. Pat

4. Expose The Media. Pat
   Be wise to the medias agenda and to be skeptical of the input.
   Review magazines, TV and even movies!! Challenge the views of the media.

5. Write a song, a poem or design a skit that focuses on peer pressure and share it
          with your troop members or your community. Barbara

6. Rebuke the Thin Ideal Role play where it comes from.          Andy

             - do a skit
             - draw a picture
             - research on the internet

7. Keep a journal. Barbara

      10 things you can do to make yourself laugh
      10 things you could do to help someone else
      10 things that you do that make you feel good about yourself

8. Make a Personal "Celebratory Scrapbook" And Place To Honor Yourself
    Develop a scrapbook that celebrates you and the wonderful person you are.
    Include pictures of yourself at different ages, writings you enjoy, mementos of
    things you have done and places you have been, cards you have received, etc.
   Jill

9. Review a pyramid of fast food menus and pick items that are healthy.

      - research with books, website, etc… Coco – Resources

10.     Bring in the Experts. Choose one of the experts from the attached list of
      experts. Tim




                                                                                      32
11. Find a character in a movie or in a book that appears to suffer from low self-
    esteem. Discuss why you feel this character has a poor image of himself/ herself.
    Come up with 2-3 suggestions in how this character could improve and strengthen
    his or her self-esteem. Coco – Resources

12. Create a ‘stop and think’ card with your troop members. A ‘stop and think’ card
    reminds people who use substances to stop and think of the consequence(s). One
    side of the card should say “stop and think” while the other side provides a strong
    reason for the person to stop their substance use, such as, health reasons, love
    from a family member, or personal goals. Coco - Resources




                                                                                     33
                                   LUV the Skin UR In
                           Girl Scouts of Broward County, Inc.
                                        Girls 15-17

Please read the following activities and select your favorite activity or write in your
own activity idea. PLEASE TELL US WHY YOU PICKED IT! Thank you!!

   1. Read and complete the exercises in the knowledge of eating disorders curriculum.
      Report back to the group. Coco / Jill -resources

   2. Read and complete the exercises in the curriculum Enhancing Self-Esteem.
      Report back to the group. Coco / Jill -resources

   3. Read and complete the curriculum for inter/intrapersonal communication skills in
      a counseling relationship. Report back to the group. Coco Jill -resources

   4.    Be Activist - Take Action Andy / Pat

        Write letters to stores, designers, editors, stations that do not have a balanced
        clothing line, pictures, characters that reflect all sizes and body types.

   5. Find a character in a movie or in a book that appears to suffer from low self-
      esteem. Discuss why you feel this character has a poor image of himself/ herself.
      Come up with 2-3 suggestions in how this character could improve and strengthen
      his or her self-esteem. Coco -resources

   6. Create a ‘stop and think’ card with your troop members. A ‘stop and think’ card
      reminds people who use substances to stop and think of the consequence(s). One
      side of the card should say “stop and think” while the other side provides a strong
      reason for the person to stop their substance use, such as, health reasons, love
      from a family member, or personal goals. Coco -resources

   10. Create a “game of life” that addresses the problems someone might face when
      using alcohol, cigarettes and/ or drugs. Possible examples are: drinking under the
      influence (DUI), arrests, car accidents, health issues, family problems, etc. Coco -
      resources

   11. Rebuke the Thin Ideal Role play where it comes from.            Andy
            - do a skit
            - draw a picture
            - research on the internet

   12. Keep a journal. Barbara
       10 things you can do to make yourself laugh
       10 things you could do to help someone else
       10 things that you do that make you feel good about yourself



                                                                                            34
10. Make a Personal "Celebratory Scrapbook" And Place To Honor Yourself
    Develop a scrapbook that celebrates you and the wonderful person you are.
    Include pictures of yourself at different ages, writings you enjoy, mementos of
    things you have done and places you have been, cards you have received, etc.
   Jill

11. . Review a pyramid of fast food menus and pick items that are healthy.
    - research with books, website, etc… Coco -resources

12. Bring in the Experts. Choose one of the experts from the attached list of experts.
Tim

13. Expose The Media. Pat
   Be wise to the medias agenda and to be skeptical of the input.
   Review magazines, TV and even movies!! Challenge the views of the media.

14. Write a song, a poem or design a skit that focuses on peer pressure and share it
           with your troop members or your community. Barbara




                                                                                       35
                                LUV the Skin UR In
                                 Project Description
                             Thursday, November 4, 2004

Introduction
The purpose of LUV the UR In is to strengthen self-esteem among Girl Scouts ages 11-
17 in Broward County. The LUV the UR In project team will work in partnership with
the Girl Scout’s of Broward County’s program department, Broward County Girl Scouts,
Broward County Girl Scouts Leaders, and community resources to develop a Girl Scout
Patch Program (a special program with certain requirements which if fulfilled will allow
the girl to earn a patch).

Through the development of a comprehensive patch program girls will be engaged in:
    Identifying elements of a healthy teen lifestyle
    Utilizing tools to appreciate and accept themselves for who they are and what
      they look like
    Developing coping skills to deal with pressures faced by pre-teen and teen girls.

Project Team
Barbara Brower
Coco Burns
Andy Cagnetta, Jr.
Tim Curtin
Jill Houghton
Sheri O’Neill
Pat Thompson

Project Partners
Mary Birch-Hanson, Adult Development & Program Manager, Girl Scouts of Broward
County, Inc.
Leslie Roth, Executive Director, Girl Scouts of Broward County, Inc.
Broward County Girl Scouts
Broward County Girl Scouts Leaders
Community Resources (to be determined)

Status Report
On Friday, October 29, 2004 all members of the project team met with Mary Birch-
Hanson and Leslie Roth at the Girl Scouts of Broward County, Inc. The following items
were discussed and mapped out at the meeting.

Desired Outcomes of Project
    Two page patch program geared to the following age groups which are currently
       comprised of 1400 Girl Scouts
          o 11-13
          o 13-15
          o 15-17


                                                                                      36
      Consider expanding the project to the 9-10 age group which is currently
       comprised of 1000 Girl Scouts
      The patch program should be age sensitive, educational, interesting, teen savvy,
       doable, affordable, provide choice and should include a service component
      Program will be geared to be delivered in a troop
      One (2-4 pages) Leader Guide that would identify technology, print, community
       resources, as well as, websites, etc.
      Design a program patch for each of the age groups that is unique and sought after

Ideas to Achieve Desired Outcomes
    Identify community resources that are close to each age group
    Utilize focus groups to understand needs, obtain information and field test product
       prior to the final roll out
    Ask the leaders
           o What is important to you?
           o What would make this easier for you?
    Meet with the girls the second Monday of January at the Girl Scouts of Broward
       County, Inc. office
    Conduct research to learn what information exists on this topic (Leslie and Beth
       referenced some recent national research on this topic)
    Review www.studio2b.org (website geared to teen girls)
    Review www.girlscouts.org (over 300 Girl Scout councils across the country)
    Provide options by listing 10 – 12 choices and asking the girls to choose 8 items
       to earn the patch. Consider starring a few options as required.
    Kick-off the patch program with an event where the girls who participate could be
       the first to complete the requirements and receive the patch
    Learn more about the peer counseling program at the Pioneer School in Cooper
       City, FL

Potential Activities
    Utilize Chicken Soup for the Teenage Soul as an ice-breaker exercise
    Utilize experts from the 18-29 age bracket to speak with girls
    Invite an expert from the Rinfrow Center (spelling??) to speak
    Field trip to Whole Foods or another grocery chain with a nutritionist
    Parental awareness on cooking and how to prepare a healthy meal
    Utilize self-tests (pre-test and post-test)
    Gain expert feedback on how to get help and who to talk with if you or someone
       you know needs help
    Utilize the “positive attribute ring”…Create the feeling of “I’m not alone”

Next Steps
    Jill will email draft report to the team on Monday, November 1, 2004 for
       feedback
    After compiling the team’s feedback Jill will submit the first team project report
       that is due on Thursday, November 4, 2004


                                                                                      37
   All members of the team will submit ideas on the project to Barbara Brower at
    bbrower@nbhd.org no later than Friday, November 12, 2004
   Barbara will compile team member’s ideas and bring copies to share at our LB
    XXIII program day on Thursday, November 18, 2004
   Shari will begin to draft patch design ideas and have information prepared to
    share with the team at our LB XXIII program day on Thursday, November 18,
    2004
   Pat Thompson will host the next team meeting at the Sun-Sentinel on Monday,
    November 22, 2004 from 12:00 pm – 2:00 pm.
   All members agreed to utilize the Monday, November 22, 2004 from 12:00 pm –
    2:00 pm to map out a project plan (including timeline, roles, responsibilities,
    budget, etc.)
   Coco offered to coordinate all team meetings and will work with Pat to send out
    meeting details and agenda for Monday, November 22, 2004 from 12:00 pm –
    2:00 pm.




                                                                                  38
                      LEADERSHIP BROWARD
                          LUV the UR In
                            Agenda
Monday, November 22, 2004
12:00 to 2:00 PM


1. Welcome – thank you Pat for hosting the meeting

2. Develop a Mission for the Love the Skin Your In project

3. Discuss the resources that are available to each of us

4. Review project activities

           - Divide activities into appropriate age groups

           - Discuss the support groups that are available

           - Determine what each support group will focus on

5. Develop a timeline

6.   Other business

7. Recap of next steps

8. Adjournment




                                                               39
                                    LUV the UR In
                          Girl Scouts of Broward County, Inc.

Meeting Sun-Sentinel
Monday, November 22, 2004
12:00 – 2:00 pm

Members Present
  Barbara Brower
  Coco Burns
  Andy Cagnetta, Jr.
  Tim Curtin
  Jill Houghton
  Sheri O’Neill
  Pat Thompson

Project Mission:
To develop an award winning patch program that will strengthen the self-esteem of girls
from ages 11-17.

The group listed the resources, gifts and contributions that are available to them.

Pat (Steam Roller) – She is good at critical thinking, writing and editing. She likes to get
things done and has a ton of energy. She likes a clearly defined plan and is good at
multitasking. She likes to have a lot of things on her plate and is a task master.

Sheri (Creativity Queen) – She is very imaginative, innovative and resourceful. She is a
little bit of a visionary but also a task master. She is good at writing and fluffing it up.
She is organized and likes to get things done.

Tim (Big Picture) – He is the visionary type and doesn’t particularly like details. He
likes to work on the program design and development. Don’t ask permission only beg for
forgiveness. Go with something and make it work.

Barbara (On-Time) - She loves timelines and is goal and detail orientated. She will go to
extremes to finish the project on time.

Coco (Toast Masters) – She likes timelines and is a task master. She is good at planning
events. Please don’t ask her to publicly speak.

Jill (Spokeswoman) - She is more of a visionary but loves a plan with timelines. She
likes working to craft the vision. She is excellent at networking and is not afraid to
fundraise. She thrives at public speaking.

Andy (Boom Boom) – He likes to get things done right away. Pick a path and get it
done. His writing skills are creative and humorous. He owns his own company…he has



                                                                                         40
access to monitory resources and he is generous. He is a hard worker, good speaker and
deal maker.

This group likes to get things done.

This project should heighten awareness and develop resilience towards the negative
message that media and magazines give to young girls about body image and self-esteem.
Our patch program will vaccinate the girls against these problems.

For the patch program:

      The girls will have a list with ten activities and will choose six activities to
       implement.

      Four of the activities will be required and the girls will be able to choose two
       electives.

We need to come up with 30 activities to bring to the focus group for review.

We will develop three versions of a two page program and a Leaders version or teacher
guide.

In order to break down the activities into appropriate age groups, we will concentrate on
the following:

      The girls between the ages of 11-13 will have more educational activities.

      The girls between the ages of 13-15 we will develop the educational concept
       further.

      The girls between the ages of 15-17 we will include more abstract stuff in their
       activities.

      The program will be standardized so that girls all over the state and nation will be
       able to implement.

      Keep the program generic.

      The program will give pre and post quiz tests to the girls.




                                                                                        41
Timeline:
  Complete     Deadline              Item to be Accomplished                 Designee

                11/22      Divide activities into appropriate age groups      Group

                 12/2      Monthly Progress report due                        Group

                12/16      Meet to discuss the design of the patch program    Group

                12/30      Confirm our design of the 3 versions of the        Group
                           patch program
                  1/6      Monthly Progress report due                        Group

                 1/10      Attend the focus group meeting at GS’s Office      Group

                 1/30      Implementation stage of the patch program          Group

                  2/3      Monthly Progress report due                        Group

             March - April Production stage of the program                    Group

                  3/3      Monthly Progress report due                        Group

                  4/7      Monthly Progress report due                        Group

                  5/5      Monthly Progress report due                        Group

                 5/20      Final Project Written report due to LBF Office     Group
                 6/10      Project Presentation - Verbal                      Group




                                                                                 42
                                  LUV the UR In
                        Girl Scouts of Broward County, Inc.
                         Focus Group Questions for Leaders

Please review the following curriculum ideas and exercises. Would you be
interested in leading the girls in these topic areas so that they could improve their
self-esteem?

PLEASE JOT DOWN YOUR COMMENTS ABOUT THESE IDEAS, AND ADD
ANY OTHERS YOU THINK WOULD BE OF INTEREST. Thank you!


   1. Curriculum for inter/intrapersonal communication skills in a counseling
      relationship.


   2. Exercises from the “Knowledge of Eating Disorders” curriculum.


   3. Exercises in the “Enhancing Self-Esteem” curriculum.

   4. Dr. Fran Fassman, Associate Principal Investigator, Nova Southeastern University,
   developed some exercises so the girls could review a pyramid of fast-food menus and
   pick items that are healthy.




                                                                                    43
                                     LUV the UR In
                                Girl Scouts Focus Group
                                    January 24, 2005
                                     Meeting Notes

We discussed the information we gained from the Girl Scouts and the Team Leaders at
the focus group.

Some Activities that the Group Leaders liked:
Fashion Show
Journaling
Be Wise to the Media
Songs/Poems/Skits
Glamour Make-overs

The girls loved having a Spa Professional some in and talk to them about health and
beauty for the girls.

The girls like hands-on projects
The girls like the experts to come to a meeting
No lectures
Nothing similar to school

The 13-15 group liked the
Cookie Patch
All About Birds and Animals
All About Sports

One group’s favorite patch was the Mystery Night. They liked to plan, act and perform.

One of the groups suggested making their own magazine for the Love the Skin Your In
patch.

We talked about using the activity where the girls would create a board game as an extra
credit type of activity. Suppose a girl joined the Girl Scouts at age 13 (or just missed on
version) and wanted to receive all 3 versions of the patch. She could do this rather
difficult, time consuming activity as a make-up to receive the full patch.

We discussed that the girls should be able to complete the patch with 10 hours of work.
Maybe, complete it in one weekend.

As a group, we went through all the activities and put them in the appropriate age groups.

The next step would be to write the Group Leaders Guide for all three versions of the
patch.


                                                                                          44
We agreed that we needed to explain each activity, give an example and the goal of each
exercise.

Coco said that she would get the outside resources to help write the leaders guide version
for the activities that they brought to the table.

Everyone is responsible to write the leaders guide version for the activities that they
brought to the table.

Time is working on the resources for the Experts List.

Barbara is working on age appropriate movie characters and websites.

Sheri is going to contact Jamie Lee Curtis’s agent to ask if she help us with a national roll
out PSA for the Love the Skin Your In project.

We discussed the community service piece. Some suggestions:

      Have the girls do a random act of kindness
      Tour a gym
      Do the activist activity
      Work with the out side resources for guidance

Jill is trying to set-up a teleconference on January 7th at noon as our next meeting.




                                                                                          45
SWOT Analysis 1/31/2005

In order to improve the process of your assignment with a community project, please list
the strengths, weaknesses, opportunities and threats you encounter each month by
completing the grid below:

 Please list the top three strengths of the Please list the top three weaknesses of
 group assignment:                          group assignment

 1. Team has tremendous diversity of 1. We are not experts in the field
 styles


                                             2. Not as much feedback as we hoped

 2. Team has a broad base of knowledge
 and experience

                                             3. Lots of guidelines

 3. Everyone works well together and we
 like each other

 Please list the top three opportunities for Please list the top three threats for the
 the group:                                  group:

 1. Experts from outside resources           1. People’s schedules have the ability to
                                             impede scheduling meetings
 2. Lots of guidelines



                                             2. New jobs
 3.



                                             3.




                                                                                     46
                                    LUV the UR In
                          Girl Scouts of Broward County, Inc.

Conference Call
Wednesday, March 2, 2005
11:00 am to 12:00 pm

Members Present
  Barbara Brower
  Coco Burns
  Andy Cagnetta, Jr.
  Tim Curtin
  Jill Houghton
  Sheri O’Neill

Just a reminder of our original plan:

Project Mission:
To develop an award winning patch program that will strengthen the self-esteem of girls
from ages 11-17.

This project should heighten awareness and develop resilience towards the negative
message that media and magazines give to young girls about body image and self-esteem.
Our patch program will vaccinate the girls against these problems.

For the patch program:

      The girls will have a list with ten activities and will choose six activities to
       implement.

      Four of the activities will be required and the girls will be able to choose two
       electives.

We need to come up with 30 activities to bring to the focus group for review.

We will develop three versions of a two page program and a Leaders version or teacher
guide.

      The program will be standardized so that girls all over the state and nation will be
       able to implement.

      Keep the program generic.

      The program will give pre and post quiz tests to the girls.




                                                                                        47
      By March 30, 2005, design a two-page patch program geared to the following age
       groups which are currently comprised of 1400 Girl Scouts:
          o 11-13
          o 13-15
          o 15-17
      Project team will develop three versions (11-13, 13-15, and 15-17) of a two-page
       program and a leaders guide by April 30, 2005

The team discussed dividing the activities in to categories for the Leaders Guide.
    Communication skills
    Self –Esteem
    Eating Disorders
    Bullying
    Assertiveness
    Substance Abuse
    Nutrition
    Peer Pressure

The team discussed making the explanation page for the Leaders Guide simple, similar to
the Humane Society’s patch program Leaders Guide.

The team agreed to add all the description to the guide as a rough draft and let Mary
Birch Hanson review it as well.

Coco is going to compile all the activity descriptions and e-mail the draft to the team and
Mary by Friday, March 4th.

The team will have one week to review the draft. We will have a conference call on
Friday, March 11th to discuss our revises to the leaders guide.

Sheri will e-mail a patch design from her graphics artist on Monday, March 7th.

Barbara’s answer to Dr. King’s Question:
The group all agreed that the patch project was a good one. However in retrospect, it has
taken a lot of time to iron out all the different aspects that we wanted to be represented in
this important tool for girl scouts, than initially thought.

3) SWOT Analysis

In order to improve the process of your assignment with a community project, please list
the strengths, weaknesses, opportunities and threats you encounter each month by
completing the grid below:




                                                                                          48
Please list the top three strengths of the Please list the top three weaknesses of
group assignment:                          group assignment

1. Team is a cooperative group             1. Time and scheduling


                                           2. We are not experts in the field

2. Fantastic Resources


                                           3. Follow the Mission of the Girl Scouts
3. Pat’s Editing Expertise




Please list the top three opportunities for Please list the top three threats for the
the group:                                  group:

1. Opportunity to create an important 1. The “Love the Skin Your In” concept
patch                                 could have a trademark from another
                                      business
2. Opportunity to impact the lives of
these young girls

                                           2. What if the girls don’t choose to do our
                                           patch?

3. People providing support
                                           3.




                                                                                      49
                                Letter to Solicit Feedback

Leadership Broward
Class XXIII
Love the Skin Your In Group Project
March 11, 2005


Dear Girl Scout Advisor:

On January 10th, 2005 you eagerly participated in assisting to determine activities that
would be fun and appropriate for the “Love the Skin You’re In” patch project. Since that
meeting, our Leadership Broward team has been a very busy group. We have completed
our research and formulated activities for each age group (11-13, 13-15 and 15-17).

As a follow up to the focus group, we asked for volunteers who would be willing to
review our final draft and give us feedback about the activities, the leader’s guides,
address the overall content of the project and whether it would be appealing to the girls.

Attached is our:
    Draft patch project for each age group (11-13, 13-15, and 15-17).
    Corresponding leaders guides.
    Prototype patch designs.

Your review and assessment is important to the success of this project!! We would
appreciate your evaluation and assessment of our materials by Friday April 1, 2005. The
feedback can be either written (return the materials to Coco Burns at 1234 Anystreet Ave,
Ft Lauderdale, Florida 99991) or electronically to collette.burns@browardschools.org .


Sincerely,

The Leadership Broward Team
Coco Burns
Jill Houghton
Andy Cagnatta
Tim Curtin
Sheri O’Neill
Pat Thompson
Barbara Brower




                                                                                         50
                                 Luv the Skin U R In
                         Girl Scouts of Broward County, Inc.

Conference Call
Monday, April 4, 2005
1:00 to 2:00 pm

Members Present
  Barbara Brower
  Coco Burns
  Andy Cagnetta, Jr.
  Tim Curtin
  Jill Houghton
  Sheri O’Neill
  Pat Thompson

Project Mission:
To develop an award winning patch program that will strengthen the self-esteem of girls
from ages 11-17.

The group discussed the feedback about the patch versions and Leaders Guides from
Andrea Levenson, Girl Scout leader. The group agreed that Andrea gave us good and
valid feedback. The group decided to have Mary Birch-Hanson review the feedback
from Andrea and give our team direction on what we should change. Mary will be able
to review the comments and get her feedback to the team by Tuesday, April 12th.

Pat has agreed to take the feedback from Mary and make the changes as well as edit the
entire project. She will be able to give the edited patch versions and Leaders’ Guides to
Sheri and her marketing team to package or “make pretty” by Monday, April 25th.

The group has requested to meet with Mary & Leslie from the Girl Scouts on Friday,
April 29th at 3:00 pm. The team would like to present the edited and packaged patch
versions, leaders’ guides and patch design for them to review and revise. The team
would also like to discuss what the Girl Scouts view as a finished product. Is there a cost
involved for the patch design production? Are there any details that the team has needs
to focus on, etc…




                                                                                        51
Updated Timeline:
 Complete       Deadline             Item to be Accomplished                  Designee

                 11/22     Divide activities into appropriate age groups       Group

                 12/2      Monthly Progress report due                         Group

                 12/16     Meet to discuss the design of the patch program     Group

                 12/30     Confirm our design of the 3 versions of the         Group
                           patch program
                  1/6      Monthly Progress report due                         Group

                 1/10      Attend the focus group meeting at GS’s Office       Group

                 1/30      Implementation stage of the patch program           Group

                  2/3      Monthly Progress report due                         Group

             March - April Production stage of the program                     Group

                  3/3      Monthly Progress report due                         Group

                  4/7      Monthly Progress report due                         Group

                 4/12      Feedback from GS                                    Mary

                 4/18      Patch Versions & Leaders Guides edited               Pat

                 4/25      Patch versions, Leaders Guides and Patch            Sheri
                           Design packaged and ready for presentation
                 4/29      Meeting to Present patch versions, Leaders        Group & GS
                           Guide and Patch Design to GS to review &
                           revise
                  5/5      Monthly Progress report due                         Group

                 5/20      Final Project Written report due to LBF Office      Group
                 6/10      Project Presentation - Verbal                       Group




                                                                                  52
SWOT Analysis

In order to improve the process of your assignment with a community project, please list
the strengths, weaknesses, opportunities and threats you encounter each month by
completing the grid below:

 Please list the top three strengths of the Please list the top three weaknesses of
 group assignment:                          group assignment

 1. Consistent level of dedication from the 1. Feedback from the GS Leaders a
 team                                       minimum


                                             2. We are not experts in the field

 2. Andy’s Creative way to rise above the
 “Love the Skin your In” trademark

                                             3. Team is involved in careers and it’s
                                             difficult scheduling meetings
 3. Sheri Graphic & Marketing team and
 Pat’s Editing Expertise

 Please list the top three opportunities for Please list the top three threats for the
 the group:                                  group:

 1. Opportunity to impact the lives of these 1. That GS office would choose not to
 young girls                                 take advantage of our efforts.


 2. Girls Scouts has the opportunity to
 receive excellent patch versions, leaders’ 2. To be able to make the patch versions
 guides and patch design.                   teen savvy.


                                             3. Large problem to tackle

 3.




                                                                                     53
                           LEADERSHIP BROWARD
                             “Luv The Skin UR In”
                                   Agenda
Thursday, April 28, 2005
3:00 pm

1. Welcome
   - Let’s get down to the nitty gritty

2. Discuss the draft review of the Leaders Guides

     -   Final revisions
     -   Mandatory activities
     -   How do we present the leaders guides and activities
     -   Are we OK as a team

3. Discuss the patch itself

     -   What is the expectation?
     -   Do we make the patches?
     -   What specific company do we work with?
     -   What format for the patch design?
     -   The cost for the patch not over $2
     -   How many do we produce?

4.    Roll out of the new patch
     - Should we put together an event?

5. Final Report

6. Presentation
   - Leslie’s ideas?


7. Recap of next steps


8. Adjournment




                                                               54
                                       Meeting Notes
Thursday, April 28, 2005
3:00 pm

The team discussed the draft of the Leaders Guides final revisions.

Jill brought to the team’s attention that it would make it easier for the GS leaders to see
the materials and resources needed for each activity. The team went through all the
activities and added the resources and the materials that are needed for each activity.

Jill offered to reformat all the activities and leaders guides and to add in the materials and
resources needed piece.

The team discussed that the girls would receive the age appropriate activities for the
patch program.

The team discussed that we needed to find out from GS what exactly their expectations
are. Do they want us to make the patches? If so, what company do they use?

Coco had a phone conversation with Mary Birch Hanson to iron out some of the team’s
concerns. She reported back that a color mock-up of the patch would be sufficient. If we
decided to make the patches the company they use is Patches R Us. Mary also requested
to have Girl Scouts of Broward County around the perimeter of the patch. The team
decided to make an actual patch to present to the GS and as a part of our Final Report.
Andy has a buddy with an embroidery company that could make the actual patch.
Maryalso reminded us to make sure that the cost of the patch stays below $2…so the girls
will be able to afford the patch.

The team also discussed the actual roll out of the patch and again we got some
clarification from Mary. Mary reported that they usually launch the new patch program
with a full-page ad in the Volunteer Resource Guide that is sent out to all Girl Scout
Leaders. The patch program is popular based on how attractive they find the patch.

The patches are made after October. We could roll out the patch program with a half day
event. There would be about 200 girls and the event would need to be extremely
interactive for example, an activity with stations. The event would be in November so
we would have time to get the word out.

Jill and Coco borrowed several Final Reports from the Leadership Broward office so that
the team could see the different styles of reports.

Andy and Tim took on the task to put together some scenarios for our presentation.

The team made some conference and meeting dates. They are as follows:

Tuesday, May 10th at 3:00 – Conference Call



                                                                                           55
Monday, May 16th at 12:00 – Meeting at the KCW Administrative Building, the Broward
Education Foundation Office

Wednesday, June 1st at 3:00 pm - Meeting at the KCW Administrative Building, the
Broward Education Foundation Office

Thursday, June 9th at 3:00 pm – Meeting at Florida Atlantic University Office

SWOT Analysis

 Please list the top three strengths of the Please list the top three weaknesses of
 group assignment:                          group assignment

 1. Our Team is funny                        1. Timely Feedback



 2. Team is consistently working together    2. The new food pyramid has interfered
                                             with an activity.



 3. We allow creative friction
                                             3.



 Please list the top three opportunities for Please list the top three threats for the
 the group:                                  group:

 1. Opportunity to make a difference         1. People’s schedules have the ability to
                                             impede scheduling meetings


 2. To get this patch program to bed

                                             2. Project Deadline


 3.

                                             3. Getting a response about the new Food
                                             Pyramid




                                                                                    56
                          GROUP RULES: November 18, 2004

GROUP NAME:          LUV the Skin UR In
AGENCY NAME: Girl Scouts of Broward County, Inc.

MEMBERS NAMES:
  1. Barbara Brower
  2. Coco Burns
  3. Andy Cagnetta, Jr.
  4. Tim Curtin
  5. Jill Houghton
  6. Sheri O’Neill
  7. Pat Thompson

RULES -AS CONRIBUTED & AGREED UPON BY THE ENTIRE GROUP – TO BE
FOLLOWED & REFERRED TO THROUGH THE LBF COMMUNITY PROJECT
PROCESS:

1. No talking over one another - speak one at a time. During
conference calls, each team member should identify himself/herself before speaking.

2. Each team member will do his/her fair share of the work. We will be
accountable and responsible.

3. We will follow through with our commitments. If we anticipate any
problems meeting our commitments, we will speak up early and let other
team members and our liaison know of potential problems. To keep from
falling behind, deadline items should be met before or on deadline.

4. We will all jump in to help other team members when needed.

5. We will not be afraid to ask questions. There are no stupid questions.

6. We will respect and value the opinions of each team member. We will
value the input and energy of each team member.

7. We will make sure our actions are in sync with our mission.

8. We will review our mission periodically to make sure we're on track.

9. We will not go overboard. We will stay focused on the charity's
requests and needs.

10. We will have fun.




                                                                                      57
                       SWOT ANALYSIS: November 18, 2004

GROUP NAME:          LUV the Skin UR In
AGENCY NAME: Girl Scouts of Broward County, Inc.

In order to seek ways to improve the process of your assignment with a community
project, please list the strengths, weaknesses, opportunities and threats you encounter
each month. Please complete the grid below:

 Please list the top three strengths of the Please list the top three weaknesses of
 group assignment:                          group assignment

    1. The team's enthusiasm                    11. Team members are not experts on
    2. We have the right people working             this subject.
       on the right project                     12. Nor are we the target group (girls
    3. Team has a broad base of                     11-17)
       knowledge and experience                 13. We're all busy with our careers,
    4. Strong structure and support of the          demanding schedules
       Girl Scouts                              14. We're tackling a large problem, so
    5. Clearly defined project                      we need to stay focused
    6. we gained a quick understanding of       15. We're all off-site, away from one
       what we need to do                           another
    7. Girl Scouts have big, positive name
       recognition
    8. Name of our group conveys
       respect, trust that parents will
       appreciate
    9. Large, supportive alumni group to
       tap into




                                                                                    58
Please list the top three opportunities for Please list the top three threats for the
the group:                                  group:


   1. We can provide a project that is
      culturally diverse, culturally           1. Time pressures
      sensitive                                2. We need to make sure we don't
   2. We can provide an effective tool            create a "negative" patch - in other
      for the Girl Scouts organization,           words, we don't want the girls to
      with long-term impact that is               look at this patch project as
      tailored to meet the needs of future        admitting they have a problem if
      generations, as well as help                they participate
      individual girls throughout their        3. Project can provide awareness and
      lives                                       ways to get help, but we need to be
   3. We can have a huge impact by                mindful that it may not necessarily
      selecting and bringing in qualified,        "heal" someone
      interesting, useful speakers             4. Potential to get too broad, put too
   4. Provide the girls with local                many aspects in, not meet the girls’
      resources they may be unaware of            or organization's needs
   5. To make the coolest patch ever           5. Pace of change in the community
   6. Professional growth for team                could make the patch outdated
      members as we: learn leadership          6. Losing focus Starting off too fast
      strategies, work with Girl Scouts           and then falling in a slump after
      and the whole foundation to get             the holidays
      outside what we normally do




                                                                                   59
                                  LUV the Skin UR In
                                     Project Report
                               Thursday, December 2, 2004


Project Team
Barbara Brower, Coco Burns, Andy Cagnetta, Jr., Tim Curtin, Jill Houghton
Sheri O’Neill, Pat Thompson
(There has been full participation at all team meetings, group assignments, etc.)

Mission
To develop an award winning patch program that will strengthen the self-esteem of girls
from ages 11-17.

Vision
Young girls will have a greater awareness of – and a greater resilience against – the
negative messages that media and magazines portray about body image and self-esteem.

Guiding Principles
     The patch program should be age sensitive, educational, interesting, teen savvy,
   doable, affordable, provide choice and should include a service component

Project Goals
    By March 30, 2005, design a two-page patch program geared to the following age
       groups which are currently comprised of 1400 Girl Scouts:
           o 11-13
           o 13-15
           o 15-17
    Design the patch/patches by December 30,2004
    Project team will create a list of 30 activities for each of the three age groups by
       December 30, 2004
    Project team will facilitate focus groups with girls from each age group and
       leaders to refine patch program and patch/patches by January 30, 2005
    Incorporate feedback and design a patch program that provides each age group
       with a list of ten activities to choose from (four of the activities will be required
       and the girls will be able to choose two electives) by March 30, 2005
    Project team will develop three versions (11-13, 13-15, and 15-17) of a two-page
       program and a leaders guide by April 30, 2005

Project Timeline
  Complete      Deadline                  Item to be Accomplished                   Designee

                   11/22       Divide activities into appropriate age groups         Group

                    12/2       Monthly Progress report due                           Group




                                                                                         60
                   12/16       Meet to discuss the design of the patch program       Group

                   12/30       Confirm our design of the 3 versions of the           Group
                               patch program
                     1/6       Monthly Progress report due                           Group

                    1/10       Attend the focus group meeting at GS’s Office         Group

                    1/30       Implementation stage of the patch program             Group

                     2/3       Monthly Progress report due                           Group

               March - April Production stage of the program                         Group

                     3/3       Monthly Progress report due                           Group

                     4/7       Monthly Progress report due                           Group

                     5/5       Monthly Progress report due                           Group

                    5/20       Final Project Written report due to LBF Office        Group
                    6/10       Project Presentation - Verbal                         Group

Team Resources, Gifts and Contributions
(When obstacles are met the team will utilize the following team member resources, gifts
and contributions to overcome them.)

Pat (Steam Roller) – She is good at critical thinking, writing and editing. She likes to get
things done and has a ton of energy. She likes a clearly defined plan and likes – and is
good at - multi-tasking.

Sheri (Creativity Queen) – She is very imaginative, innovative and resourceful. She is a
little bit of a visionary but also a task master. She is good at writing and fluffing it up.
She is organized and likes to get things done.

Tim (Big Picture) – He is the visionary type and doesn’t particularly like details. He
likes to work on the program design and development. He follows the “don’t ask
permission, only beg for forgiveness” philosophy. He likes to go with something and
make it work.

Barbara (On-Time) - She loves timelines and is goal- and detail-orientated. She will go
to extremes to finish the project on time.

Coco (Toast Masters) – She likes timelines and is a task master. She is good at planning
events. Please don’t ask her to speak publicly.




                                                                                         61
Jill (Spokeswoman) - She is more of a visionary but loves a plan with timelines. She
likes working to craft the vision. She is excellent at networking and is not afraid to
fundraise. She thrives at public speaking.

Andy (Boom Boom) – He likes to get things done right away. Pick a path and get it
done. His writing skills are creative and humorous. He owns his own company, and has
access to monetary resources and is generous. He is a hard worker, good speaker and is a
deal maker.




                                                                                     62
                Leadership Broward Foundation, Inc.
                LB Class XXIII Community Project Report

Due date:             January 6, 2005

Group Name:                          “LUV the Skin UR In”

Agency:                       Girl Scouts of Broward County


   1) Statement of Goals & Objectives:
    By March 30, 2005, design a two-page patch program geared to the following age
       groups which are currently comprised of 1400 Girl Scouts:
           o 11-13
           o 13-15
           o 15-17
    Design the patch/patches by December 30,2004
       (Sheri has designed some patches that we will be utilizing to gain feedback at
       a focus group on the evening of Monday, January 10, 2005.)
    Project team will create a list of 30 activities for each of the three age groups by
       December 30, 2004.
       (We have worked as a team to create an extensive list of activities for each of
       the three age groups. Coco has compiled and organized each member’s
       contributions.)
    Project team will facilitate focus groups with girls from each age group and
       leaders to refine patch program and patch/patches by January 30, 2005
       (We will be conducting focus groups at Girl Scouts of Broward County from
       7:00 pm – 8:30 pm on Monday, January 10, 2005. We anticipate 30-60 Girl
       Scouts and 6-12 troop leaders to participate.)
    Incorporate feedback and design a patch program that provides each age group
       with a list of ten activities to choose from (four of the activities will be required
       and the girls will be able to choose two electives) by March 30, 2005
    Project team will develop three versions (11-13, 13-15, and 15-17) of a two-page
       program and a leaders guide by April 30, 2005

   2) Meeting Log:

Date & Time      Absent members         Special Notes
12-16-04 – On                           Due to the hectic time of year our team met face
the bus ride                            to face at the end of November and outlined
after LBF                               December’s action steps. We utilized email to
program day                             complete the action steps and scheduled to touch
                                        base during class to determine how to proceed.



                                                                                         63
01-04-05          Tim Curtin           Met face to face with Mary Birch Hanson at Girl
7:30am –          Sheri O’Neill        Scouts to plan focus group for January 10, 2005.
9:00am
01-06-05                               Conference call to report back on action items
2:00pm –                               and discuss additions/revisions for focus group
3:00pm                                 on January, 10, 2005.


   3) SWOT Analysis

In order to improve the process of your assignment with a community project, please list
the strengths, weaknesses, opportunities and threats you encounter each month by
completing the grid below:

 Please list the top three strengths of the Please list the top three weaknesses of
 group assignment:                          group assignment

 1. Team has a broad base of knowledge 1. Holiday season slowed our efforts just a
 and experience                        tad…not a lot



 2. Team has tremendous diversity of 2.
 styles



                                             3.
 3. We allow creative friction


 Please list the top three opportunities for Please list the top three threats for the
 the group:                                  group:

 1. We have utilized outsiders to gain 1. People’s schedules have the ability to
 feedback (Coco's interns, Andy and Tim’s impede scheduling meetings
 experts, Sheri’s sister, Girl Scouts and
 troop leaders, psychologists, etc.)


                                             2. Busy time of year




                                                                                         64
4) Dr. King’s Leadership Qualities Question (will be different each month):
Creativity is the process by which individuals or groups produce novel and useful ideas.
What have you learned about problem solving or creativity from your community
project? If there has been little or no room for creativity, give examples of how a lack of
creativity has affected the team dynamics?

We have found that when a team is faced with a project outside of their area of
knowledge, and they choose to pour their heart into it, problem solving and creativity
emerge!

For example, we have brought in outsiders (Coco's interns, Andy and Tim’s experts,
Sheri’s sister, Girl Scouts and troop leaders, psychologists, etc.) to bring alternative
perspectives to ensure that our project meets the needs of the Girl Scouts.

Additionally, through gaining an understanding of each other’s talents, personality, etc. at
the beginning we have capitalized on our diversity and utilized creative friction to listen
and review each thought and idea.

5) Other information:
Please indicate any relevant and significant information to this month’s report, not noted
previously:




                                                                                           65
                Leadership Broward Foundation, Inc.
                LB Class XXIII Community Project Report

Due date:             February 3, 2005

Group Name:                          “LUV the Skin UR In”

Agency:                       Girl Scouts of Broward County


   1) Statement of Goals & Objectives:
    By March 30, 2005, design a two-page patch program geared to the following age
       groups which are currently comprised of 1400 Girl Scouts:
           o 11-13
           o 13-15
           o 15-17
       (Our team met on Monday, January 24 to begin revising the two-page patch
       program for each age group. All revisions were based on the information
       gained for the Girl Scouts and team leaders at the focus group on Monday,
       January 10, 2005.)
    Design the draft patch/patches by December 30,2004
       (COMPLETED)
    Complete the patch design by March 30, 2005.
       (Sheri displayed DRAFT patch designs and facilitated a group exercise with
       Girl scouts and leaders to gain feedback at a focus group on the evening of
       Monday, January 10, 2005. Based on input received Sheri is working with a
       designer to complete the patch design.)
    Project team will create a list of 30 activities for each of the three age groups by
       December 30, 2004.
       (COMPLETED)
    Project team will facilitate focus groups with girls from each age group and
       leaders to refine patch program and patch/patches by January 30, 2005
       (Initial focus groups have been completed. Team will be assessing need for
       additional focus groups.)
    Incorporate feedback and design a patch program that provides each age group
       with a list of ten activities to choose from (four of the activities will be required
       and the girls will be able to choose two electives) by March 30, 2005
       (Based on feedback received from the Girl Scouts and leaders the team is
       exploring offering 4-5 activities that will have a greater impact.
    Project team will develop three versions (11-13, 13-15, and 15-17) of a two-page
       program and a leaders guide by April 30, 2005
       (Team has divided activities so that each individual member is writing the
       leaders guide portion for the items they brought to the project. Additionally,
       Tim is working on developing a “Resource List of Experts.” Coco is enlisting
       the assistance of some outside experts to aid in writing the leader’s manual.
       Barbara is researching age appropriate characters and websites. Sheri is


                                                                                         66
       contacting the agent for Jamie Lee Curtis to inquire about gaining her pro-
       bono participation in creating a national public services announcement for
       the project.

   2) Meeting Log:
Date & Time    Absent members          Special Notes
1-10-05                                Conducted focus groups with Girl Scouts ages
6:00 pm –                              11-13, 13-15 and 15-17. Conducted focus group
9:00 pm                                with team leaders.
01-24-05         Jill Houghton         Met face to face at Sheri’s office to discuss
7:30am –                               information gained from focus groups and map
9:00am                                 out next steps.

    3) SWOT Analysis
In order to improve the process of your assignment with a community project, please list
the strengths, weaknesses, opportunities and threats you encounter each month by
completing the grid below:
 Please list the top three strengths of the Please list the top three weaknesses of
 group assignment:                           group assignment

 1. Team has tremendous diversity of 1. We are not experts in the field
 styles


                                             2. Not as much feedback as we hoped
 2. Team has a broad base of knowledge
 and experience


                                             3. Lots of guidelines
 3. Everyone works well together and we
 like each other




                                                                                     67
 Please list the top three opportunities for Please list the top three threats for the
 the group:                                  group:

 1. Experts from outside resources             1. People’s schedules have the ability to
                                               impede scheduling meetings
 2. Lots of guidelines
                                               2. New jobs

 3.
                                               3.




4) Dr. King’s Leadership Qualities Question (will be different each month):
Give an example of an integrative solution the group had to come up with, when both
sides of an area of concern were too important to be compromised.

The “Love The Skin Your In”(LTSYI) team needed to network with Girl Scouts of
different ages, ethnicity, geographic location, etc. and get feedback on the draft activities
and patches for the project. We discussed ways we could get honest, up front comments
and reviews. Our initial idea was to have the girls reply to a survey, or through their troop
leader. Then we finally decided on a focus group. We felt that this was the only way we
could get direct reviews and suggestions from girls of all ages.

The focus group was planned, but the Group Leaders wanted to be present and involved
in the focus group. The LTSYI team felt that this could inadvertently stifle some
feedback or creative suggestions that may be bantered about. On the other hand, Girl
Scout leadership wanted to monitor and oversee the activities during the meeting.

We held the focus group in a large room. There were different tables for each age groups
and one table for the team leaders. We were able to achieve everyone’s goals by simply
arranging the room creatively.

The Group Leader table was offset from the others and their seating arrangement pointed
their focus away from the other tables. This room design, allowed the other tables to be
honest give constructive ideas, while still giving the team leaders the ability to oversee
the general meeting and participate.

It was a Win-Win for the LTSYI team and the Girl Scout leaders.

5) Other information:
Please indicate any relevant and significant information to this month’s report, not noted
previously




                                                                                          68
                Leadership Broward Foundation, Inc.
previously:     LB Class XXIII Community Project Report

Due date:             March 3, 2005

Group Name:                           “LUV the Skin UR In”

Agency:                       Girl Scouts of Broward County


   1) Statement of Goals & Objectives:
    By March 30, 2005, design a two-page patch program geared to the following age
       groups which are currently comprised of 1400 Girl Scouts:
           o 11-13
           o 13-15
           o 15-17
       (Team will be reviewing DRAFT patch programs during the week of March
       7, 2005 and meeting on Friday, March 11, 2005 to determine next steps.)
    Design the draft patch/patches by December 30,2004
       (COMPLETED)
    Complete the patch design by March 30, 2005.
       (Sheri will be emailing the DRAFT patch design for review and feedback on
       Monday, March 7, 2005.)
    Project team will create a list of 30 activities for each of the three age groups by
       December 30, 2004.
       (COMPLETED)
    Project team will facilitate focus groups with girls from each age group and
       leaders to refine patch program and patch/patches by January 30, 2005
       (Team will be assessing need for additional focus groups during the Friday,
       March 11, 2005 phone conference.)
    Incorporate feedback and design a patch program that provides each age group
       with a list of ten activities to choose from (four of the activities will be required
       and the girls will be able to choose two electives) by March 30, 2005
       (Team will be reviewing the DRAFT activities for the patch program during
       the week of March 7, 2005. Based on discussion with Mary Birch-Hanson
       from Girl Scouts the team will be deciding whether additional focus groups
       are needed with the girls and leaders. These steps will provide the team with
       the information needed to determine the number and content of activities
       that are appropriate to incorporate into the patch program.)




                                                                                         69
      Project team will develop three versions (11-13, 13-15, and 15-17) of a two-page
       program and a leaders guide by April 30, 2005
       (Team will be reviewing DRAFT leader’s guides during the week of March 7,
       2005 and meeting on Friday, March 11, 2005 to determine next steps. The
       team discussed dividing the activities into the following categories for the
       leader’s guide.
            Communication skills
            Self –Esteem
            Eating Disorders
            Bullying
            Assertiveness
            Substance Abuse
            Nutrition
            Peer Pressure

   2) Meeting Log:
Date & Time    Absent members          Special Notes
2-10-05                                Conducted phone conference to determine status
3:30 pm –                              of project and determine next steps.
4:30 pm
2-17-05          Jill Houghton         Reviewed activities and assigned team members
12:00 pm –       Sheri O’Neill         to draft specific activities for the leader’s guide
12:30pm                                for each age group.
3-2-05           Pat Thompson          Each team member drafted their individual piece
11:00 am –                             of the leader’s guide. Therefore, the team agreed
12:00 pm                               to have Coco and Jill assemble the DRAFT
                                       leader’s guides and distribute to all team
                                       members for review on Friday, March 4, 2005.
                                       This will provide the team with a week to review
                                       and provide feedback for the next phone
                                       conference on Friday, March 11, 2005. Jill
                                       agreed to call Mary Birch-Hanson to insure that
                                       she can participate on the call. Sheri reported
                                       that she will be emailing a DRAFT patch design
                                       on Monday, March 7, 2005. In closing, the team
                                       reviewed the project timelines and agreed that
                                       everything is on track.

    3) SWOT Analysis
In order to improve the process of your assignment with a community project, please list
the strengths, weaknesses, opportunities and threats you encounter each month by
completing the grid below:




                                                                                        70
 Please list the top three strengths of the Please list the top three weaknesses of
 group assignment:                          group assignment

 1. Team is a cooperative group               1. Time and scheduling


                                              2. We are not experts in the field

 2. Fantastic Resources


                                              3. Follow the Mission of the Girl Scouts
 3. Pat’s Editing Expertise




 Please list the top three opportunities for Please list the top three threats for the
 the group:                                  group:

 1. Opportunity to create an important 1. The “Love the Skin Your In” concept
 patch                                 could have a trademark from another
                                       business (Oil of Olay Commercial)
 2. Opportunity to impact the lives of
 these young girls

                                              2. What if the girls don’t choose to do our
 3. People providing support                  patch?




4) Dr. King’s Leadership Qualities Question (will be different each month):
Give an example of a decision that the group agreed on, but in hindsight required more
attention or a different point of view.

The “LUV The Skin UR In” (LTSYI) team all agreed on a specific approach to the patch
program (i.e. number of activities, designing a patch, etc.). However, hindsight has
allowed the team to see that we are not girl scouts or leaders.

Therefore, the feedback that we have received from the girls, leaders, Girl Scout’s
liaison, and outside experts has been a critical element utilized in revising our original
goals. All feedback received has encouraged the team to give a great deal of attention to
the developmental stages of each age group (11-13, 13-15, and 15-17).




                                                                                         71
Along the lines of thinking about the various age groups a key question came to mind.
The question was, “why would a Girl Scout choose to repeat the patch program as they
get older if the patch design remains the same?” Based on this question the team opted to
design DRAFT patches for the girls to provide feedback on. The DRAFT patches each
depicted a progressive patch (i.e. puzzle pieces, etc.)

Although the team is on schedule with the project it has taken a lot more time to iron out
all the different aspects than initially expected.

5) Other information:
Please indicate any relevant and significant information to this month’s report, not noted
previously:




                                                                                         72
                Leadership Broward Foundation, Inc.
                LB Class XXIII Community Project Report

Due date:             April 7, 2005

Group Name:                           “LUV the Skin UR In”

Agency:                       Girl Scouts of Broward County

   1) Statement of Goals & Objectives:
    By March 30, 2005, design a two-page patch program geared to the following age
       groups which are currently comprised of 1400 Girl Scouts:
           o 11-13
           o 13-15
           o 15-17
       (Patch program will be edited, packaged and ready for presentation on
       Monday, April 25, 2005.)
    Design the draft patch/patches by December 30,2004
       (COMPLETED)
    Complete the patch design by March 30, 2005.
       (To be completed by April 25, 2005)
    Project team will create a list of 30 activities for each of the three age groups by
       December 30, 2004.
       (COMPLETED)
    Project team will facilitate focus groups with girls from each age group and
       leaders to refine patch program and patch/patches by January 30, 2005
       (COMPLETED)
    Incorporate feedback and design a patch program that provides each age group
       with a list of ten activities to choose from (four of the activities will be required
       and the girls will be able to choose two electives) by March 30, 2005
       (Pat offered to take Mary’s comments and edit the entire project. She will be
       able to give the edited patch versions and Leaders’ Guides to Sheri and her
       marketing team to package or “make pretty” by Monday, April 25 th. The
       group has requested to meet with Mary & Leslie from the Girl Scouts on
       Friday, April 29th at 3:00 pm. The team would like to present the edited and
       packaged patch versions, leaders’ guides and patch design for them to review
       and revise. The team would also like to discuss what the Girl Scouts view as
       a finished product. Is there a cost involved for the patch design production?
       Are there any details that the team needs to focus on, etc?)




                                                                                         73
      Project team will develop three versions (11-13, 13-15, and 15-17) of a two-page
       program and a leaders guide by April 30, 2005
       (Draft COMPLETED)

   2) Meeting Log:
Date & Time    Absent members          Special Notes
3-11-05                                Conducted phone conference to review the
10:00 am –                             DRAFT leader’s guide content and DRAFT
11:00 am                               patch designs with Mary Birch-Hanson. The
                                       team decided to email the DRAFT leader’s
                                       content out to leaders from the January focus
                                       group for feedback. Additionally, the team
                                       investigated the trademark on “Love the Skin
                                       You’re In”. As a result, of the findings the team
                                       decided to revise the project name to, “LUV the
                                       Skin UR In” to avoid any trademark issues. The
                                       team discussed the DRAFT patch designs
                                       provided by Sheri and will have revised DRAFT
                                       designs to review at the next project day on
                                       March 17, 2005.


3-17-05                                Reviewed activities and timelines. The team
12:00 pm –                             agreed to meet on 4-4-05 to review leader
12:30pm                                feedback, discuss DRAFT patch designs and
                                       plan next steps.
4-4-05                                 The group discussed feedback received on patch
1:00 pm –                              versions and leaders guides from Andrea
2:00 pm                                Levenson, Girl Scout leader and decided to have
                                       Mary Birch-Hanson review prior to completing
                                       final edits. Mary will review and provide input
                                       by Tuesday, April 12th.

                                       Pat offered to take Mary’s comments and edit the
                                       entire project. She will be able to give the edited
                                       patch versions and Leaders’ Guides to Sheri and
                                       her marketing team to package or “make pretty”
                                       by Monday, April 25th.

                                       The group has requested to meet with Mary &
                                       Leslie from the Girl Scouts on Friday, April 29th
                                       at 3:00 pm. The team would like to present the
                                       edited and packaged patch versions, leaders’
                                       guides and patch design for them to review and
                                       revise. The team would also like to discuss
                                       what the Girl Scouts view as a finished product.


                                                                                       74
                                       Is there a cost involved for the patch design
                                       production? Are there any details that the team
                                       needs to focus on, etc.

                                       Finally, the timeline was updated and can be
                                       found in the final section of our report.


    3) SWOT Analysis
In order to improve the process of your assignment with a community project, please list
the strengths, weaknesses, opportunities and threats you encounter each month by
completing the grid below:

 Please list the top three strengths of the Please list the top three weaknesses of
 group assignment:                          group assignment

 1. Consistent level of dedication from the 1. Feedback from the GS Leaders a
 team                                       minimum


 2. Andy’s Creative way to rise above the 2. We are not experts in the field
 “Love the Skin your In” trademark



 3. Sheri Graphic & Marketing team and 3. Team is involved in careers and it’s
 Pat’s Editing Expertise               difficult scheduling meetings



 Please list the top three opportunities for Please list the top three threats for the
 the group:                                  group:

 1. Opportunity to impact the lives of these 1. That GS office would choose not to
 young girls                                 take advantage of our efforts.


 2. Opportunity to provide Girl Scouts with
 excellent patch program.                   2. To be able to make the patch versions
                                            teen savvy.


                                             3. Large problem to tackle




                                                                                     75
4) Dr. King’s Leadership Qualities Question (will be different each month):
Give an example of a trust issue which arose during the community
project? How did the different leadership styles of the group members
affect the ultimate course of action in attempts to resolve the issue?

One of the prime motivating factors in the decision making process is trust. Therefore, we
have pondered the question how can we trust that Girl Scouts will choose the patch and
benefit from the “LUV the Skin UR In” program?

We recognize that girls are bombarded in society with messages about body image. Our
goal is to develop a program that appeals to them in a manner that is believable and
credible.

Therefore, we have made a commitment to actively discuss this issue and work together
as a team to create solutions. Each team member has contributed in the following
manner:


Pat (Steam Roller) – She is good at critical thinking, writing, editing and has a ton of
energy. She pushes us to move forward and is always available to edit everything!

Sheri (Creativity Queen) – She is very imaginative, innovative, resourceful and artistic.
She reaches out to friends and siblings with daughters for wisdom. Not to mention, her
access to artists!

Tim (Big Picture) – He is the visionary type and follows the “don’t ask permission, only
beg for forgiveness” philosophy. He brings a vast range of information and experience
working with teenagers.

Barbara (On-Time) - She loves timelines and is goal and detail-orientated. She shares
insights from her niece that are extremely helpful and is always available to do what
needs to get done.

Coco (Toast Masters) – She likes timelines, details and is a task master. She is very
gifted at locating and tapping into community resources to provide information to the
team.

Jill (Spokeswoman) - She likes to create a plan and work with the team to move things
forward. She is good and helping the team to make decisions and stay focused on the end
goal.

Andy (Boom Boom) – He likes to pick a path and get it done. He constantly adds humor,
creative problem-solving, and has a knack with locating community resources.

5) Other information:




                                                                                       76
Please indicate any relevant and significant information to this month’s report, not noted
previously:

  Complete       Deadline                Item to be Accomplished                   Designee

                   11/22      Divide activities into appropriate age groups         Group

                    12/2      Monthly Progress report due                           Group

                   12/16      Meet to discuss the design of the patch program       Group

                   12/30      Confirm our design of the 3 versions of the           Group
                              patch program
                     1/6      Monthly Progress report due                           Group

                    1/10      Attend the focus group meeting at GS’s Office         Group

                    1/30      Implementation stage of the patch program             Group

                     2/3      Monthly Progress report due                           Group

               March - April Production stage of the program                        Group

                     3/3      Monthly Progress report due                           Group

                     4/7      Monthly Progress report due                           Group

                    4/12      Feedback from GS                                       Mary

                    4/18      Patch Versions & Leaders Guides edited                  Pat

                    4/25      Patch versions, Leaders Guides and Patch               Sheri
                              Design packaged and ready for presentation
                    4/29      Meeting to Present patch versions, Leaders         Group & GS
                              Guide and Patch Design to GS to review &
                              revise
                     5/5      Monthly Progress report due                           Group

                    5/20      Final Project Written report due to LBF Office        Group
                    6/10      Project Presentation - Verbal                         Group




                                                                                         77
                Leadership Broward Foundation, Inc.
                LB Class XXIII Community Project Report

Due date:             May 5, 2005

Group Name:                          “LUV the Skin UR In”

Agency:                       Girl Scouts of Broward County

   1) Statement of Goals & Objectives:
    By March 30, 2005, design a two-page patch program geared to the following age
       groups which are currently comprised of 1400 Girl Scouts:
           o 11-13
           o 13-15
           o 15-17
       (The team met in person on Wednesday, April 28, 2005 and reviewed the
       final DRAFT patch program. Jill agreed to assemble all member’s feedback
       and email them out to the team for final approval by Saturday, April 30,
       2005. Simultaneously, Coco agreed to revise the food pyramid exercise due
       to the new food pyramid and Barbara offered to edit and insert the three
       pieces of curriculum on communications skills, self-esteem and eating
       disorders into the final document. Following team consensus Sheri will
       engage her resources to assist in professionally packaging the program. The
       team will unveil the program with Mary Birch-Hanson and Leslie Roth on
       Monday, May 16 at noon.)
    Design the draft patch/patches by December 30,2004
       (COMPLETED)
    Complete the patch design by March 30, 2005.
       (COMPLETED – Andy and Sheri are securing a cost efficient approach to
       patch production. The goal is to produce the patches for under $2.00 a
       piece.)
    Project team will create a list of 30 activities for each of the three age groups by
       December 30, 2004.
       (COMPLETED)
    Project team will facilitate focus groups with girls from each age group and
       leaders to refine patch program and patch/patches by January 30, 2005
       (COMPLETED)
    Incorporate feedback and design a patch program that provides each age group
       with a list of ten activities to choose from (four of the activities will be required
       and the girls will be able to choose two electives) by March 30, 2005
       (COMPLETED – Girl’s guides are being packaged. Team is exploring
       printing the guides on heart shaped paper to add to the project’s appeal.)




                                                                                         78
      Project team will develop three versions (11-13, 13-15, and 15-17) of a two-page
       program and a leaders guide by April 30, 2005
       (Draft is currently being packaged and will be unveiled to Mary Birch-
       Hanson and Leslie Roth on Monday, May 16, 2005)

   2) Meeting Log:
Date & Time    Absent members         Special Notes
4-13-05                               The team came together at the close of our
3:00 pm –                             Leadership Broward program day and re-visited
3:30 pm                               our goals and timelines. Pat shared that she
                                      would be finished editing the content of the
                                      guides by 4-25-05 and then would pass it along
                                      to Sheri for packaging. In closing, we each re-
                                      visited the tasks that we are responsible for and
                                      decided that we should each come prepared to
                                      discuss the final report and presentation.

4-28-05-                              The team discussed the draft of the Leader’s
3:00 pm –                             Guides that Pat edited and recommended
5:00pm                                revisions.

                                      Jill brought to the team’s attention that it would
                                      make it easier for the GS leaders to see the
                                      materials and resources needed for each activity.
                                      The team went through all the activities and
                                      added the resources and the materials that are
                                      needed for each activity.

                                      Jill offered to reformat all the activities and
                                      leaders guides and to add in the materials and
                                      resources needed piece.

                                      The team discussed that the girls would receive
                                      the age appropriate activities for the patch
                                      program.

                                      The team discussed that we needed to find out
                                      from GS what exactly their expectations are. Do
                                      they want us to make the patches? If so, what
                                      company do they use?

                                      Coco had a phone conversation with Mary Birch
                                      Hanson to iron out some of the team’s concerns.
                                      She reported back that a color mock-up of the
                                      patch would be sufficient. If we decided to make
                                      the patches the company they use is Patches R


                                                                                     79
Us. Mary also requested to have Girl Scouts of
Broward County around the perimeter of the
patch. The team decided to make an actual patch
to present to the GS and as a part of our Final
Report. Andy has a buddy with an embroidery
company that could make the actual patch. Mary
also reminded us to make sure that the cost of the
patch stays below $2…so the girls will be able to
afford the patch.

The team also discussed the actual roll out of the
patch and again we got some clarification from
Mary. Mary reported that they usually launch
the new patch program with a full-page ad in the
Volunteer Resource Guide that is sent out to all
Girl Scout Leaders. The patch program is
popular based on how attractive they find the
patch.

The patches are made after October. We could
roll out the patch program with a half day event.
There would be about 200 girls and the event
would need to be extremely interactive for
example, an activity with stations. The event
would be in November so we would have time to
get the word out.

Jill and Coco borrowed several Final Reports
from the Leadership Broward office so that the
team could see the different styles of reports.

Andy and Tim took on the task to put together
some scenarios for our presentation.

The team made some conference and meeting
dates. They are as follows:

Tuesday, May 10th at 3:00 – Conference Call

Monday, May 16th at 12:00 – Meeting at the
KCW Administrative Building, the Broward
Education Foundation Office

Wednesday, June 1st at 3:00 pm - Meeting at the
KCW Administrative Building, the Broward
Education Foundation Office



                                               80
                                       Thursday, June 9th at 3:00 pm – Meeting at
                                       Florida Atlantic University Office




    3) SWOT Analysis
In order to improve the process of your assignment with a community project, please list
the strengths, weaknesses, opportunities and threats you encounter each month by
completing the grid below:

 Please list the top three strengths of the Please list the top three weaknesses of
 group assignment:                          group assignment

 1. Our Team is funny                        1. Timely Feedback



 2. Team is consistently working together    2. The new food pyramid has interfered
                                             with an activity.



 3. We allow creative friction




 Please list the top three opportunities for Please list the top three threats for the
 the group:                                  group:

 1. Opportunity to make a difference         1. People’s schedules have the ability to
                                             impede scheduling meetings

 2. To get this patch program to bed         2. Project Deadline

                                             3. Getting a response about the new Food
                                             Pyramid




4) Dr. King’s Leadership Qualities Question (will be different each month):


                                                                                     81
There is not a question to answer this month.

5) Other information:
Please indicate any relevant and significant information to this month’s report, not noted
previously:

  Complete       Deadline                Item to be Accomplished                   Designee

                   11/22      Divide activities into appropriate age groups         Group

                    12/2      Monthly Progress report due                           Group

                   12/16      Meet to discuss the design of the patch program       Group

                   12/30      Confirm our design of the 3 versions of the           Group
                              patch program
                     1/6      Monthly Progress report due                           Group

                    1/10      Attend the focus group meeting at GS’s Office         Group

                    1/30      Implementation stage of the patch program             Group

                     2/3      Monthly Progress report due                           Group

               March - April Production stage of the program                        Group

                     3/3      Monthly Progress report due                           Group

                     4/7      Monthly Progress report due                           Group

                    4/12      Feedback from GS                                       Mary

                    4/18      Patch Versions & Leaders Guides edited                  Pat

                    5/10      Patch versions, Leaders Guides and Patch               Sheri
                              Design packaged and ready for presentation
                    5/16      Meeting to Present patch versions, Leaders         Group & GS
                              Guide and Patch Design to GS to review &
                              revise
                     5/5      Monthly Progress report due                           Group

                    5/20      Final Project Written report due to LBF Office        Group
                    6/10      Project Presentation - Verbal                         Group




                                                                                        82
 Initial Patch Designs




          Love the Skin
            You’re In!



 Love the Skin You’re In!




Love the Skin
You’re In!




          the Skin
           You’re
             In!




                            83
the Skin
 You’re
   In!




the Skin
 You’re
   In!




           84
               the
               Skin
              You’re
                In!




LOVE... THE       You’RE IN!
       SKIN…




                               85
    LOV       YOU’RE
    E            IN!
          THE
          SKIN




LOVE...     You’RE IN!

      THE
      SKIN…




                         86
    LOVE...


THE      You’RE IN!
SKIN…




                      87
Preliminary Draft Patch Designs




             Luv the Skin
               U R In!



     Luv the Skin U R In!




     Luv the Skin
     U R In!




          LUV



THE                  U R
SKIN                 IN!




                                  88
the Skin
 U R In!




           89
Final Patch Design by Age Group




       Patch Design
     Girl Scouts 11-13




        Patch Design
      Girl Scouts 13-15




                                  90
  Patch Design
Girl Scouts 15-17




                    91
                             Guarantees, Terms and Conditions

Patches R Us was founded on a strong belief that our customers are the reason for our
success. We back every patch order with outstanding customer service practices, and our
100% quality guarantee.

Each patch order is created through a team effort. You are a very important part of our
team. We rely on you for vital information in order to produce the specific patches you
want. While we are working together, we each have responsibilities. For your
convenience, we have included these responsibilities below. Please take a moment to
read them. These are the terms and conditions of our sales. Feel free to contact us if you
have any questions.

Patches R Us is responsible for:

        Standing behind our products 100%. Patches R Us backs each and every order
         with our 100% Quality Guarantee. We will replace (at no additional charge to you)
         any patch that is found to have defects in materials or workmanship.

        Giving you accurate information. Prior to starting production, you will receive a
         digital proof of your patch via email. This proof is an exact representation of the
         final product. This is to allow you to make any necessary changes or corrections
         prior to starting production.

        Confirming your order. Prior to production of your patches, you will receive an
         order confirmation notice via email. This notification will contain specifications of
         your order including type, size, quantity, colors, and delivery date.

        Producing your order correctly & on time. Once we have obtained your
         approval on both the digital proof and the order confirmation, we will produce your
         patches within 14 days. Your order will then be shipped via UPS Priority
         International Service (at no additional cost to you) directly to the address you
         specify.

        Listening to you! We want this to be the best experience you have ever had when
         ordering custom patches! If you have concerns, constructive criticism, or
         compliments, we’d love to hear from you. Phone us toll-free at 1-800-257-9664 or
         contact us via email at info@patchesrus.com .

 You are responsible for:

         Legal ownership of any and all logo’s, trademarks and copyrights. By
          submitting your design to Patches R Us, you warrant that you have the legal right
          to reproduce (or have reproduced) any logos or other images associated with your
          order. You also certify that the production of any images you submit does not
          infringe on any other company’s rights.



                                                                                            92
      Giving due attention to the proof provided. Once you receive the digital proof
       of your patch, review it in detail. Please give special attention to: the design,
       the spelling, and the colors. Once you have made any necessary changes to your
       proof, return it to us via email.
      Reviewing the details of your order confirmation. After your proof has been
       returned to us, you will receive an order confirmation. Again… please review the
       information carefully. If all the information is correct, return it to us and we will
       begin the production process. NOTE: Once an order has been approved and
       confirmed it may not be canceled for any reason.

      Providing correct shipping information. Your order will be produced and
       shipped within 14 days. We cannot be held responsible for delays in shipping
       caused by inaccurate address information, U.S. Customs procedures, the
       misrouting of your package by UPS, or undeliverable shipping addresses.

Legal Details:

All orders are final. Due to the custom nature of the patches we manufacture, all sales
are final. Once an order has been placed, it may not be canceled for any reason. Patches R
Us does not issue refunds. As mentioned previously, we will replace any patch that
contains defects in materials or workmanship.

In the event that a legal dispute arises, it is agreed that the venue for such a dispute is
Orange County, Florida, USA. Should the dispute pertain to the illegal use of copyright
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lawsuit or proceeding. You also agree to hold Patches R Us harmless in such a lawsuit or
proceeding.

All patches displayed on this web site containing corporate logos or registered trademarks
are shown only to illustrate the reproduction capabilities of Patches R Us. Purchase of
merchandise from Patches R Us in no way, shape or form grants you permission to
reproduce logos, nor does it transfer, grant or lease ownership of any logos or trademarks
to you.

We look forward to working with you, now and in the future!




                                                                                         93
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