LEADERSHIP MODULE IN SUMMARY

CHAPTER 1
IN THE STEPS OF THE MASTER
The youth need more than a casual notice, more than an occasional word of encouragement.
They need painstaking, prayerful, careful labor. He only whose heart is filled with love and
sympathy will be able to reach those youths who are apparently careless and indifferent (Gospel
Workers, p. 208).

Called to Lead Others

The leaders of the Adventist Youth Society are the leaders of the youth within the local church.
Much depends on the influence of the Adventist Youth Society, because if the youth are not
helped to commit themselves to Christ, they probably will leave the church. What happens to
Adventist youth is of great importance for the ministry of the local church.

Leadership
Leadership is the most-sought-after talent in the world today. History records the deeds of the
world’s great, many good and many bad. Each had the ability to influence, inspire and galvanize
into action masses of people. Leadership is defined as the ability to exert influence.

Christian Leadership
And whosoever of you will be the chiefest, shall be servant of all‖ (Mark10:44).
Some of the basic principles of a Christian leader are:
1. Starts things and makes them succeed.
2. Finds solutions to problem—the leader doesn’t see problems, but challenges.
3. Shows the way. Has a good idea of what should be done and knows how to do it. If
lacking knowledge about something, tries to obtain that knowledge.
4. Directs and uses all the talents and resources of the youth group so that all may
participate.
5. Knows how to delegate responsibilities and authority, but recognizes that even though
some things may turn out wrong, the leader is still responsible for the consequences. A
good leader does not pretend to have all the answers and is willing to ask for advice and
suggestions.

Responsibilities of a Christian Leader

A Christian youth leader has some special and specific functions in the church, and although the
leader should delegate responsibilities, he or she must also be sure that the functions are being
fulfilled.
1. The youth leader should direct the youth to Christ and strengthen them in the faith.
2. The leader seeks to awaken the interest of youth in the affairs of the church.
3. Provide opportunities for the youth to live a full, abundant life now.
INFLUENCE

I. Influence is the most essential attribute of a leader and the results will be seen not only in
the world but for all eternity.

II. The youth leader is not the individual who accepts the position for a period of time, but
his or her whole life is to shed such an influence as far-reaching as heaven on the lives of
young people. This is why the influence of a youth leader is so important.

III. Leadership is influence and we all exert influence in varying degrees; for good or for evil.
For the Christian leader, service to others, selflessly given, sets him or her apart as one
who is committed to the spiritual welfare and salvation of God’s people.

IV. Influence is more than giving directions. It is living to help others have a better
understanding and knowledge of Christ.

FIVE BASIC NEEDS OF THE CHRISTIAN LEADER

1. To Know Christ as Personal Saviour

2. To Have Understanding, Empathy and Love for Youth
3. To Have Spiritual and Emotional Maturity
Leaders should always be ahead of the youth, but not so far ahead that the youth cannot
follow.
4. To Have Sufficient Time and the Capacity Needed for the Task
To work with youth requires time. Where possible, the youth leader should not have other
responsibilities in the church, so that all of his or her time may be dedicated to youth
ministry.
5. To Have the Ability to Make Friends, to Counsel and Communicate

Christ the Model Leader

And He saith unto them, Follow me, and I will make you fishers of men (Matt 4:19).
I. He Led by His Life
II. He Was Sympathetic and Understanding of the Needs of Others
III. He was Kind and Thoughtful
IV. He Saw Every Person as a Candidate for Heaven
V. He Had a Sense of Mission
 CHAPTER 2
PSYCHOLOGY OF THE CHRISTIAN LEADER

Mature Leadership
Maturity is to see differences, know differences, and be able to live and work with people that
are different. Leadership is to know how to deal with these different personalities in the group
and bring them together for the benefit of the organization. Such maturity is achieved by getting
out of your own world and trying to understand others.
I. Know Others
II. Know Yourself
III. Have and Demonstrate Interest in Others
IV. Demonstrate Genuine Courtesy
V. Always Be Ready to Help
VI. Make Others Feel Comfortable
VII. Be Tactful
VIII. Know the Temperament of Others
We must recognize that most people have bad days. Different situations may cause a temporary
change in the emotions of others. For example:
 Home problems
 School problems
 Work problems
 Personal problems
The leader should know how to relate to these situations, recognizing that by modeling he or she
can help group members learn to be patient, longsuffering and accepting.

Leadership Qualities Most Desired by Youth

Of the scores of leadership attributes appreciated and desired by most youth, four almost always
surface as the favored qualities and are usually given in the following order:
Understanding
Spirituality
Knowledgeability
Personality and emotional maturity
CHAPTER 3
LEADERSHIP THEORIES, STYLES AND FUNCTIONS
Leadership has three important factors:
 Leaders know they have influence and they use that influence to the benefit of the
organization or group.
 Leaders recognize that the situation in which they are involved may make a great
difference.
 Influence is exercised through verbal and nonverbal communication

Theories of Leadership

1) Trait Theory
This theory teaches that leaders are born, not made. According to believers in this theory,
people are born with certain physical traits that make them stand out as a leader,
especially traits such as height, weight, physical attractiveness, and body shape.
In addition to physical traits, certain personality traits were thought to be associated with
leadership—traits such as self-confidence dominance, enthusiasm, assertiveness,
responsibility, creativity, originality, dependability, critical thinking ability, intelligence,
and ability to communicate effectively.

2) Circumstances Theory
This theory teaches that the leader leads according to circumstances and can be effective
in one circumstance, while totally ineffective in another. According to this theory of
leadership, the circumstances make (or break) the leader.

3) Function Theory
Function theory teaches that leadership consists of certain behaviors or functions that
groups must have performed. These functions are identifiable behaviors that can be
learned by any person; therefore, all can improve their potential as leaders by learning to
perform these key functions more effectively.

Factors that will hinder effective leadership:

1. Uninformed about the problem under discussion.
2. Non-participative.
3. Extremely rigid in holding to pet ideas.
4. Authoritarian in bossing others around.
5. Offensive and abusive in language style.
LEADERSHIP STYLES
Other studies have identified three basic leadership styles:
1. Autocratic
2. Laissez-faire
3. Democratic
The main difference among these styles is the matter of control—who controls and what is
controlled.

Autocratic Leadership Style

The autocratic or authoritarian leader has a high need for control, often to the point of being
obsessed with it. This obsession can manifest itself in various types of behaviors.
 Avoids contact outside the structured setting and relates mostly to the task orientation.
 Long winded.
 Structured to the limit.
 Puts people on the spot.
 Hates to waste time.
 Interrupts others frequently.
 Encourages communication noise.
 Manipulates.
Laissez-faire Leadership Style
Although this is accepted as a leadership style, in reality it is no leadership at all. There is no
concern for direction, control, task accomplishment, or interpersonal relationships.
The laissez-faire leader is just in a position and by design or by default simply does nothing. This
―style‖ of leadership behavior permits the members to do whatever they want to do. No policies
or procedures are established, and every one is left alone; no one attempts to influence anyone
else.
Democratic Leadership Style
The democratic leader tries to find a balance between authoritarian and laissez- faire leadership
styles. The democratic leader provides direction in task and social leadership functions. This,
however, must be done carefully in order to avoid dominating the group with personal views, it
is believed that it is very difficult to lead without exerting some kind of control. Leadership,
regardless of the style, is situational in that the situation demands different actions. For example:
if a house is on fire, a democratic style is not appropriate.

FUNCTIONS OF THE LEADER

Leadership has many functions. These functions can be classified into three groups: general,
maintenance, and organization.

General Functions
 Initiate.
 Investigate.
 Inform—Report.
 Clarify and Elaborate.
 Summarize.
 Text Public Opinion.
Functions of Maintenance
These functions of maintenance are a guide to help the leader in his or her task of helping others
discover their potential, and as a united body achieve the goals of the group.
 Encourage.
 Express the Sentiments of the Group.
 Harmonize.
 Be Fair.
 Establish Objectives.

Functions of Organization
 Organize.
 Give Directions.
 Coordinate.

General Functions

 Initiate
Propose tasks and goals; define problems of the group; give suggestions and ideas to be
submitted for consideration. The leader does not wait for things to happen in order to
react, but initiates actions and guides the group to achieving pre-approved objectives.
 Investigate
Ask for data on problems; look for pertinent information; ask for suggestions and ideas.
Either the leader does it or gets the cooperation of others in doing the investigation.
 Inform - Report
Offer data and provide pertinent information; express opinions; give suggestions or ideas.
The leader must realize that information means understanding and thus better
cooperation. He or she will give pertinent information to the group in order to facilitate
better understanding and cooperation.
 Clarify and Elaborate
Interpret ideas or suggestions; clear up confusion; indicate alternatives and points of
dispute before the group; supply examples. Many cases of conflict are due to lack of
understanding and can be reduced.
 Summarize
Group ideas that are related summarize the suggestions after group discussion. During
discussion many ideas can be floating, but the leader must bring ideas to focus and help
the group reach conclusions, and if possible, consensus.
 Text Public Opinion
Submit the ideas to public opinion in order to determine how correct the conclusions of
the group are; and be alert as to when a majority consensus of approval is reached.
According to the systems theory of communication and leadership no one group exists in
a vacuum and all are affected by, or affect the environment and help the group to be the
society conscience.
Functions of Maintenance

 Encourage
Be friendly, caring, and sensible toward others; accept them for what they have to offer.
Be a good listener; show interest and concern, giving others opportunity and recognition.
 Express the Sentiments of the Group
Perceive sentiment, state of courage, and relationships within the group. Share your own
feelings with the other members. The leader must be aware of the climate in the group,
and through his or her leadership create such an environment that members are willing to
be identified with the group, because it represents their feelings and satisfies their needs.
 Harmonize
Attempt reconciliation in case of dissension; Reduce tensions and encourage others to
examine their differences of opinion. Help to solve conflicts. Because each group
member has different social environments, these will impact relationships in the group.
The leader is called to recognize this and strive to keep harmony in midst of diversity in
the group.
 Be Fair
Be careful to see that everyone has an opportunity to express themselves, and that the
discussion includes the whole group. Do not permit one or two individuals to impose
their views without consideration of feelings and opinions of other group members.
 Establish Objectives
Establish objectives to help the group reach what is proposed. Apply these standards to
evaluate the group’s productivity. Management by objectives is to help the group
establish its objectives and stay on course.

Functions of Organization

 Organize
An important aspect of leader is to organize. A leader has to decide what tasks are to be
accomplished, and define the relationships of authority and responsibility among the
persons who will work toward the goals.

Planning and organizing are interdependent activities.

 Give Directions
The leader must motivate, instruct, and supervise. Motivation is not something outside
the person. It is the ability of the leader to help the person, or group, realize what can be
done, what is possible, and create the will to do it.
 Coordinate
The leader considers coordination a vital part of the successful operation of the
organization. This function permits all to work in harmony.
CHAPTER 4
HOW GOD PREPARES HIS LEADERS IN HIS SERVICE
 Qualifying
 A Mysterious Change
 God Works Through Simplicity
 Vitality in Small Things
 God Requires Promptness
 The Way in Which He Has Led
 God Guides

Mental Development in Leadership

 The Finite With the Infinite

 Cultivation of the Mind
 Mental Development
 The Holy Spirit and the Mind
 Discipline of the Mind - Mental Courage, Esteem for Others, Especially for Youth
They may reach to the highest point of intellectual greatness; and if balanced by religious
principle they can carry forward the work which Christ came from Heaven to accomplish, and in
thus doing be co-workers with the Master‖ (“Fundamentals of Christian Education, p. 48).

TAKE NOTE OF THE FOLLOWING QUOTATIONS BY ELLEN .G. WHITE:

A. “With such an army of workers as our youth, rightly trained, might furnish, how
soon the message of a crucified, risen, and soon-coming Saviour might be
carried to the whole world!” (Messages to Young People p. 196)

B. The greatest want of the world is the want of men -- men who will not be bought
or sold, men who in their inmost souls are true and honest, men who do not fear
to call sin by its right name, men whose conscience is as true to duty as the
needle to the pole, men who will stand for the right though the heavens fall. But
such a character is not the result of accident; it is not due to special favors or
endowments of Providence. A noble character is the result of self-discipline, of
the subjection of the lower to the higher nature -- the surrender of self for the
service of love to God and man. (Education p. 57)

Prepared by: MG. Benny Tembo

 THE ADVENTURER BASIC STAFF TRAINING COURSE

NDOLA WEST MISSION DISTRICT

ADVENTIST YOUTH MINISTRIES

Those who will serve as staff members for the Adventurer Club must go through the following
course:
Introduction - Philosophy & Purpose of the club
Club Administration
Staffing the Adventurer Club – Club Leadership
Club Programming
Understanding the Adventurer Age-Children
Adventurer Class Work - Curriculum

Prepared by MG. Benny Tembo

PART ONE - INTRODUCTION
The church's greatest resource is our children. Therefore, it is imperative that as a church we
meet the challenge to provide a program for our children during their early, formative years. We
want right habits, thoughts, motives, dispositions, and attitudes to be established. The Wise Man
wrote, "Bring up a child in the way he should go, and when he is old he will not turn from it"
(Prov. 22:6, NIV). This is more than a cliché-it is a scientific formula. This is the purpose for
developing the Adventurer Club.

Philosophy of the Adventurer Club

The Adventurer Club is a Seventh-day Adventist church- sponsored ministry open to all children
ages 4-9, in which the church, home and school join together to help children grow joyfully in
wisdom and stature and in favor with God and man.

The Adventurer Club is offered to assist parents in making the development of their child richer
and more meaningful.

Objectives / Purpose
The Adventurer Club provides fun and creative ways for children
1. To develop a Christ-like character;
2. To experience the joy and satisfaction of doing things well;
3. To express their love for Jesus in a natural way;
4. To learn good sportsmanship and strengthen their ability to get along with others;
5. To discover their God-given abilities and to learn how to use them to benefit self and
serve others;
6. To discover God's world;
7. To improve their understanding of what makes families strong;
8. To develop parental support for the training of children.

Nondiscrimination Policy

It is the policy of the Seventh-day Adventist Church to admit children to all the rights, privileges,
programs and activities made available by the church, regardless of race, gender, handicap, or
religion.

Difference between Pathfinders and Adventurers

The Adventurer Club has been created so younger children may have a club of their own. The
programming and planning for the Adventurer Club should be simple and short, but creative. In
some ways the Pathfinder and Adventurer Clubs are similar, but the Adventurer program is to be
unique in its own way and should be kept separate. One of the Adventurer Club objectives is to
provide a meaningful and exciting experience as the children look forward with anticipation to
being a Pathfinder in the future.
The Pathfinder Club is designed to meet the growing needs of children ages 10-15 by
strengthening healthy peer relationships. Adventurer club is designed to meet the needs of 4-9
year olds by strengthening their family relationships.
It is not intended that we duplicate all the experiences of Pathfindering, but rather that by
providing a separate Adventurer Club many needs of the youth aged 4-9 will be met in an
exciting and enjoyable way and thus they will be ready to fully enjoy the Pathfinder experience
when that time arrives.

In many instances parents have children in both clubs and may be involved themselves.
Therefore, it may be necessary to operate the Adventurer and Pathfinder club meetings at the
same hour and day, but this does not mean that the clubs should be combined.

Organization

Within each club boys and girls are organized into units of four to eight Adventurers with a
counselor as their leader. All Adventurers activity revolves around the unit.

The Adventurer unit has frequent fellowship periods that are planned by and for the Adventurer
unit guided by the counselor and often includes member of the Adventurer’s family.

The Adventurer Pledge

 Because Jesus Loves Me I will Always Do My Best

The Adventurer Law

 Jesus Can Help Me:
 Be Obedient
 Be Pure
 Be True
 Be Kind
 Be Respectful
 Be Attentive
 Be Helpful
 Be Cheerful
 Be Thoughtful
 Be Reverent

The Adventurer Song

We are Adventurers,
At home, at school, at play,
We are Adventurers,
We're learning every day
To be honest, kind, and true,
To be like Jesus through and through!
We are Adventurers!
The Adventurer Logo

Blue represents Heaven. Blue is the color of the sky and a reminder of the heavenly realm.
Green represents growing and blooming where one is planted. It is representative of a Christian
life that produces good fruit and finds rest in Christ.
Scarlet (burgundy) in the Bible represents blood and redemption. The life of man is in the
blood (Leviticus 17:11) and Christ’s blood atonement is necessary for the redemption of man.
White (fine linen) represents righteousness because of its purity of color and light. It points to
the Righteous One and the righteousness He imputes to all who come to Him in faith.

Goals of the Adventurer Club

A. Why have an Adventurer club

The Adventurer program is designed by the church to support parents in assisting children with
the challenging task of developing fully as followers of Christ in today's world.

B. What is the Adventurer curriculum designed to accomplish?

1. Children will, at their own level, commit their hearts and lives to Jesus Christ.
2. Children will gain a positive attitude toward the benefits, joys, and responsibilities of
living a Christian life.
3. Children will acquire the habits, skills and knowledge needed to live for Jesus today.
4. Parents and other primary caregivers will become more confident and effective in their
role as co-laborers with Christ for their children.
5. Church will accept its responsibility in assisting to care for its youth by providing and
implementing a planned curriculum of religious education for this age level.

The Adventurer Club Uniform

The uniform makes the organization real and visible. It becomes emblematic and representative
of an ideal, a standard. One of the ways to establish a standard and bring the members of an
organization up to that standard is through the uniform. It should stimulate loyalty toward that
standard by building morale and binding members into closer fellowship. It also appeals to those
not already members to join. The uniform becomes a builder of club spirit.
The uniform is always neat and clean. Because the Adventurer Club program is valuable to each
member, the uniform will be acquired and worn with enthusiasm.

Types of Uniforms

Class "A" Uniform for the Adventurer boy and girl

Girls:
 Navy Blue pleated jumper
 White Blouse
 Optional: Light Blue Blouse.
Boys:
 Navy Blue Pants
 White shirt
 Optional: Light Blue shirt
Boys/Girls
Black Shoes, Navy blue socks.
 Scarf worn with Adventurer Toggle.
 Sash: Navy blue

Class "A" Uniform for Adventurer Staff

LADIES Navy blue A-line (slim) skirt; White blouse (shirt type blouse with
short sleeves)

MEN Navy blue pants, white shirt (with short sleeves and regular collar)

MEN/LADIES Shoes: uniform within club; belt: uniform within club; Navy blue
tie (optional for men)

SCARF The Adventurer scarf is part of the uniform and worn with an
Adventurer slide.

Staff members who are Master Guides may wear their Master
Guide scarves

SASH Sash is navy blue and worn at appropriate times. A Y honors are
NOT to be worn on the Adventurer sash; only Adventurer awards
are to be worn on sash.

EMBLEMS
 Adventurer Patch, place on right sleeve
 Adventurer World, place on left sleeve
 Club Crescent, place on right sleeve above Adventurer patch
 Adventurer Awards, worn on the sash
 Class Pins, worn on shirt or blouse pocket
Field Uniform (Type B)
Field uniform for the Adventurers and staff is a T-shirt and blue jeans. Each club may create its
own design for field uniform T-shirts and sweatshirts. A few suggestions for designs on T-shirts
are:
 Adventurer logo
 Local club logo
 Adventurer and local club logo

INSIGNIA PLACEMENT

LEFT SLEEVE
The Adventurer World emblem is to be worn on left sleeve 1½‖ below the shoulder seam.

RIGHT SLEEVE
The Adventurer Club Name Crescent is to be worn ½” below the shoulder seam.
The Adventurer Club Emblem is to be worn 2½‖ down from the shoulder seam.
SASH
Adventurer awards and class pins, only. If you have earned any AY/Pathfinder Honors you are
not to place them on your sash.

NAME TAG
Your name tag is to be centered over the right pocket or its equivalent position on the sash or
blouse.

STAFF
Your staff rank stripe goes between the club name crescent and the Adventurer Club Emblem.
Move the Adventurer Club Emblem down an extra inch.
You are to wear an Adventurer sash (not an AY/Pathfinder sash) even if you are a Master Guide.

Uniform Should Be Worn

It is recommended that those having uniforms wear them on the following occasions:
 At regular Adventurer meetings, when applicable
 At special programs (Adventurer Day, induction, investiture, etc.)
 At investiture services
 At any public gathering when any or all act as:
 Messengers
 Ushers
 Guards of honor
 First-aid details
 Color guards
While engaging in missionary activities such as; ingathering, distributing food baskets, bouquets,
literature, or church announcements; and band work, such as Singing Bands and Sunshine Bands.
PART TWO - ADVENTURER CLUB ADMINISTRATION
The Adventurer Club gives the adult members of the church an excellent opportunity to work
with their children. For best results, the staff includes the parents of Adventurers in planning the
club's program.

Projected Program Outline

The Adventurer Club staff is responsible for planning the program of the club. The director is
chairperson. Suggestions are welcomed from all sources.

Budget
The Adventurer staff prepares and adopts a balanced budget showing projected income and
expense of the planned Adventurer Club program prior to the new Adventurer year. This budget
is to be approved by the local church board.

Calendar
The Adventurer Club year consists of a minimum of nine months or the equivalent of a school
year. It is realistic to think of the Adventurer year as paralleling the school year. However, for
best results plan a 12 month program.

Meetings
Each club meeting is one and a half hours to two hours in length. The Adventurer Club staff
provides a minimum of one regularly scheduled club meeting per month.

Monthly Report
The Adventurer Director reports club data and news every month to the local conference youth
leader.

Church Board
The Adventurer Director is appointed to represent the Adventurer Club on the local church
board.

Club Staff
To staff an Adventurer Club, it is necessary to have a director, one or more deputy directors, unit
counselors, and class and craft instructors.

Uniforms
The staff wears the official Adventurers staff uniform, complete with all Adventurer Club
insignia and staff stripes--director, deputy director, counselor, and instructor.
Publicity
The church membership is kept informed concerning the local Adventurer Club by the use of a
bulletin board and church bulletin announcements, letters to the church constituency, church
board meetings, lay activity/personal ministry periods, Adventist Youth meetings, and/or
personal home contacts.
Records
A record of Adventurer class requirements fulfilled and unit activity information is kept in either
a unit or club notebook. The club secretary keeps a permanent record of all club events,
membership, class work completed, and other vital statistics.

Efficiency
Club and unit activities are planned to be of interest to each Adventurer. Following the outlined
program ensures success of the Adventurer program. Pay special attention to beginning and
ending meetings and activities on time.

Home Contacts
Each home represented in the unit is contacted by the counselor a minimum of once per
Adventurer quarter.

SOURCES OF CLUB FINANCES

 Club Fees
Every member pays a moderate amount per Adventurer quarter or year as a part of membership
obligations. The fee should not cause any prospective member to forego the privilege of
membership, but each member must realize that everything worthwhile costs something.

 Contributions
Friends and patrons can often be persuaded to contribute toward supplying specific needs for the
Adventurer Cub program. Booster membership cards are to be made available for each
contributor.

 Offerings and Appropriations

A church offering or annual appropriation to benefit the club is to be arranged by the director in
cooperation with the pastor and church board, and must be voted by the church board.

RELATING TO PARENTS OF THE ADVENTURERS

Parents are to be recognized as the key "Relational Ministers," those who more than anyone else
can create the sense of trust, love, and concern that is foundational to the development of
"openness" to faith. Parents must be seen as the "primary evangelizers" of their children. No
single factor influences the faith development of children more than does the witness and faith
life of parents. Those involved in Adventurer leadership must help parents to fulfill this vital
role.
The Adventurer leader needs to understand the world of the Adventurer parent. He/she must be
able to relate effectively to the parent's thinking, desires, and emotional or psychological stresses
in order to work with the parent for the good of the Adventurer.

He/she should recognize and understand that there are at least six different types of parents
Six different types of parents:

1. Strict disciplinarian
2. Overly permissive
3. Believes child is more important than adult
4. Desires strict supervision of all Adventurer functions (nothing left to chance)
5. Academic parents-have studied human development or child psychology, know needs of
children and are prepared to evaluate your program
6. Loyal, orthodox parents - "If it is an official program of the church, it is all right, and I
want my child in it

By understanding the parent, the Adventurer leader can more readily understand the
reasons parents put their children in the club. Possible reasons are:

1. To know where the child is for the two hours or more each week that the child is at the
meetings or activities.
2. To prepare for an investiture.
3. Because other parents have their children in the club.
4. To teach discipline and respect for leadership.
5. To facilitate the socialization of an only child who needs to develop friends and diminish
tendencies toward selfishness.
6. To develop certain skills in arts and crafts and learn to appreciate and respect nature.
7. Because the membership in some clubs carries prestige.
8. Because they hope that the child will succeed where the parents have failed.
9. Because they admire you and secretly want their child to grow up to be a counselor or
director.
10. Because of the spiritual help the club affords.

Some proven methods to assure parents of your interest in their child are:

1. Telephone call
2. Letter once a month
3. Person-to-person discussions

The personal touch means much to the parent. In addition to the above, leaders (director, deputy
director or counselor) should:

a) Acquaint parents with Adventurer Club's plan for the month or year.
 Explain purpose and aims of Adventuring
 Have program to honor parents monthly, quarterly, or annually.

b) Invite parents to help in specific ways, such as:

 Driving a car
 Using talent or skill in club activities
 Offering home for party or social
 Giving money for club expenses
 c) Express gratitude and explain how parents' contributions help children.

d) For strong parental support it is essential to involve the parents themselves in the
Adventurer program and to enlist their support in the completion of Adventurer Class
requirements and Awards.

PART THREE - STAFFING THE ADVENTURER CLUB

When selecting staff to work with young children, certain characteristics must be sought. Not
everyone is suited to work with the young. Today, many families are supported by two working
parents and that responsibility may make it difficult for either parent to be heavily involved in
club activities even though they may have the interest and ability.

Qualities of a Good Leader

He, who cooperates with the divine purpose in imparting to the youth knowledge of God, and
molding the character in harmony with His, does a high and noble work. He awakens a desire to
reach God's ideal, he presents an education that is as high as heaven and as broad as the
universe" (Education, p. 19).

1. Love God supremely.

2. Love children sincerely.
3. Serve with enthusiasm.
4. Possess emotional stability.
5. Enjoy being outdoors.
6. Know the essential characteristics of children.
7. Learn a variety of skills.
8. Develop the ability to organize.
9. Maintain good relations with fellow workers.
10. Radiate a dignity of presence that assures order.
11. Sense of humor.
12. Be resourceful and creative.

ELECTION OF STAFF

Director, Deputy Director

The nominating committee of the local church elects the director of the Adventurer Club, who is
to be a baptized member--preferably a Master Guide--whose interest and ability qualify him or
her for this ministry. Once nominated, the director should sit with the nominating committee for
the selection of the associate directors. The number of associate directors chosen will depend
upon the number of Adventurers in the club.
Secretary and Treasurer
The director and associate directors then choose the secretary and the treasurer. One person may
care for both these positions if the club is small. These positions may be held by associate
directors or other staff members.

Chaplain
The Adventurer Club staff will need to choose a chaplain - a person who will take responsibility
for leading out in worships and special services and who will take a personal interest in the
spiritual development of every Adventurer and staff member within the club. He or she may be
one of the associate directors or the church pastor, assistant pastor, youth pastor, church elder,
etc.

Parent
The director and associate directors appoint a mother and father to the Executive Committee to
represent all parents of registered Adventurers.

Pastor
The pastor is an ex officio member of the Adventurer Club executive committee and should
attend all meetings if possible. In any event, the pastor should be present at major meetings when
staff is selected, yearly programs are outlined, and budgets are prepared.

ADVENTURER COMMITTEES

A. Adventurer executive committee

The Adventurer Executive Committee meets regularly, at least once a month, to develop
both long-range and short-term plans. This body will develop the yearly calendar of
events, deal with matters of major discipline, appoint support staff, and prepare an annual
budget.

The Adventurer Club Executive Committee includes the following persons:

 Club director (chairperson)
 Deputy Director
 Secretary
 Treasurer
 Chaplain
 Parent (mother/father)
 Pastor (ex officio)

B. Adventurer staff committee

The Adventurer Club Staff Committee meets regularly to deal with day-to-day operations
and planning for specific events such as a campout or other club activity. This group
should meet each week either right before or after the club meeting to discuss immediate
concerns, to hear announcements, and deal with matters that require immediate attention.
The Adventurer Club Staff Committee includes the following persons:
 Adventurer Executive Committee members
 Counselors
 Counselors-in-training
 Instructors
 Youth sponsor/elder (ex officio)

Duties of Officers of the Adventurer Club

1. Director
 Presides at staff meetings.
 Makes sure Objectives are reached.
 Keeps in touch the Conference Director.
 Sends reports to the Conference.
 Must understand kids and staff.
 Member of the Church Board.
 Sincere SDA member.

2. Associate Directors:
 Accept assignments from the Director.
 They compile and keep records.
 Can assume responsibilities of the finance officer, secretary and chaplain.
 Plan special events for the club.

3. Club Secretary:
 Check the unit's records and transfer them to the Adventurers' individual record
sheets.
 Record all points and demerits on the permanent record sheet.
 Keep the director informed of the achievement of the club in the conference scoring
plan.
 Notify the director if an Adventurer is habitually absent (especially without excuse),
or if negligent in wearing uniform.
 Be responsible for maintaining an attractive bulletin board display, which should be
changed often.
 Be responsible for the club library and keep track of all books or magazines borrowed
by staff members and Adventurers.

4. Club Treasurer:
 Collect and record all income, such as membership fees, dues, offerings, craft
charges, donations, fund-raising, campouts, field trips, etc.
 Transfer cash to the church treasurer to be kept in reserve.
 Keep an accurate income-expense journal sheet, listing all income and expense funds,
describing each briefly and recording the dates.
 Keep all receipts, bills, and invoices associated with expense and file them by months
in envelopes or folders.
  Have the record books and all receipts, bills, and invoices ready for inspection and
presentation to the director, church treasurer, Adventurer executive committee, and
church board upon request.

5. Club Chaplain:
 Wears a uniform.
 Counsels and works closely with the club director in preparation of spiritual
activities.
 Arranges for devotional periods, speakers, and periodic prayer bands.
 Organizes and leads out in missionary outreach.
 Selects individuals to offer prayer at meetings and club activities.
 Arranges for devotions, Sabbath school activities, Sabbath worship service, and
afternoon programs for campouts and other outings.
 Works closely with director and pastor in setting up the annual Adventurer Day,
investiture service, and induction ceremony.
 Acts as a special spiritual counselor working closely with unit counselors.
 Knows each Adventurer and staff member personally, and encourages them in their
relationship with the Lord.
 Shows a balanced Christian experience while participating in the club's secular
activities.

6. Adventurer Counselors:
 Assigned to units of 4-8 members.
 Attend staff committee meetings.
 Male counselors for boys and vice versa.
 Encourage members to participate in all activities.
 Know members and parents well.
 March and drill with his or her unit.
 Present at each club meeting.
 Responsible for the attendance of unit members, Adventurer class requirements
completed by members, solicits the support of parents in completing the curriculum.

7. Adventurer Family Network Coordinator:

 Organizes Family Network learning experiences, where parents can:
 Affirmed that their ministry is paramount.
 Improve their understanding of what makes families strong.
 Share frustrations and triumphs of parenting.
 Jointly develop new ideas and skills.

8. Curriculum and Award Instructors:

 Drawn from the church/parents.
 Specialists can be drawn from the community or other SDA churches etc.
 Their main role is to teach the Adventurer Classes.
Area/District Coordinator

Conferences may be divided into geographical areas with an Adventurer area/district coordinator
serving in each area. The following qualifications, procedures, and duties are to guide in the
selection of a person to fill this post and to serve as a working outline for the person chosen. The
coordinator should be approved by the conference committee if he or she is to have authority.

Qualifications
1. Be a certified Master Guide, or have completed the Pathfinder Leadership Award.
2. Have at least five years of Adventurer/Pathfinder experience, including three years of
administrative responsibilities.
3. Live in area he or she is serving.
4. Preferably not hold current office in a local Adventurer or Pathfinder Cub.
5. Any exception to the above qualifications must be approved by the club directors of the
Adventurer area involved and the conference youth leader.

Election
1) The term of office is decided by the conference youth director and executive committee,
and the area Adventurer leaders.
2) Each club's nomination will be presented by the club's director to the conference Youth
Ministries Department at least 30 days before the election. The local club nominating
committee is made up of the local club staff with the club director acting as club
committee chairperson and representative.
3) Election committees made up of area club directors, and the conference Adventurer
director, associate or appointee as chairperson will meet and elect the Adventurer
area/district coordinator for each area.
4) The elected Adventurer area/district coordinator's name will be submitted to the
conference committee for approval.
5) The newly elected Adventurer area/district coordinator will assume responsibilities
immediately following the approval of the conference committee.

Duties of the Coordinator

The conference committee authorizes the coordinator to serve in the following functions:
1. Be available to give assistance to the local pastor and/or club leadership in promoting and
supporting local, Union and Division Adventurer policies and programs.
2. Visit each club in the geographical area often enough to become familiar with the club
programs.
3. Attend Adventurer coordinators' area/district meetings to assist in the planning of the
conference functions, as well as the overall Adventurer program. These meetings will be
held at least quarterly.
4. Assist the conference Youth Ministries leader at training courses, Investitures, and other
conference Adventurer functions.

Other functions as requested by local clubs and/or pastors may include the following:
I. Assist local clubs with such activities as Adventurer Day, programs, investitures,
inductions, and inspections.
 II. Encourage churches without Adventurer clubs and help them organize a new club.
III. Promote and direct area activities such as camping trips, athletic events, leaders' training
courses, and leaders' meetings.

Optional roles for the coordinator may include the following:

i. Promote participation in community activities such as parades and fairs.
ii. Promote and direct area-wide mission projects.
iii. Any other activities desired by the directors of the local clubs in a given area.

Steps in Organizing an Adventurer Club

1. Counsel with the Conference Youth Director.

2. Present the plan to the Church Board.
3. Inform the congregation during the worship service.
4. Call a special organizational meeting.
5. Teach the basics of Adventuring.
6. Elect the director and deputy directors.
7. Establish the Adventurer Club Executive Committee.
8. Build the program.
9. Hold a guest night.
10. Hold an enrollment night.
11. Implement a home visitation program.
12. Hold an induction program approximately three weeks after enrollment night.
13. Encourage community and church interest.
14. Repeat steps 1-13
15. First club meeting.

Requirements for Club Membership

1. Children age 4 - 9 are eligible for Adventurer membership.

2. Club activities include Adventurer Awards, field trips, and regular club meetings. Before
joining the club, the Adventurer must agree to participate and cooperate in these
activities.
3. Members must be faithful in attendance. Many clubs establish limits on absences and
tardiness, and Adventurers who do not comply with these regulations are asked to
withdraw from the club.
4. The parents of the Adventurers must be willing to agree to and cooperate with the
regulations and activities of the club, as agreed on the Adventurer Application Blank. At
times they may be asked to supply money and time to support their child's membership.
5. Adventurers should own and regularly wear a complete Adventurer uniform. They must
come to meetings and club-sponsored events in full uniform, as advised by the club
director.
6. Adventurers are expected to obey all regulations and instructions of the Adventurer staff.
7. Club members must be willing to participate in community service projects and Share
Your Faith and Outreach programs.
8. Adventurers must learn and live by the principles of the Adventurer Pledge and Law.
PART FOUR – CLUB PROGRAMMING
Guidelines to Keep in Mind when Making an Adventurer Program

1. Club programming must not bring unnecessary pressure on the family, club members or
staff.
2. Undue stress should not be brought on the child.
3. Keep the program as family-oriented as possible. Remember the ―family-focus‖
contrasting with the Pathfinder ―peer-focus‖.
4. It is suggested that drilling and marching not be stressed due to lack of physical
coordination within this age group. Remember – They are not ―mini-Pathfinders.‖
5. If the club does want to do some marching, make it a fun experience like playing
marching games such as "Simon Says."
6. Keep the program within the grade and physical limitations of the child.

GUIDELINES AND METHODS IN PROGRAMMING

Programming Philosophy

The ideal program will develop obedience and responsibility through the avenues of the physical,
social, mental, and the spiritual, taught by experience and through the Adventurer class
curriculum.

Physical
1. Domestic skills or tasks: Make own beds, dust, wash dishes, wash windows, lawn and
garden work, wash clothes, iron, vacuum, properly set a table, learn light cooking, etc.
2. Teach and practice the domestic skills in the club meeting to develop skill.
3. Relays: Using domestic skills in group participation.
4. Games: Making a fun experience out of the skill.
5. Field trips: To a park, zoo, horse stables, police station, etc. Have as many family
members participate as possible.
6. Family picnics.
7. Simple crafts in keeping with physical ability of the child to develop neat and careful
work (quality rather than quantity).

Mental
1. Achievements: Keep simple, not competitive, and not taxing to the mind. Nature: Stop,
look, listen and discover.
2. Teach less and experience more.

Social
1. Sharing: Help children to take turns in activities, to give away toys, food, etc.
2. Games: Use games to teach how to be a good loser or winner and how to get along with
people.
3. Courtesy: Encourage one courteous act each day (keep personal charts).
Spiritual
1. Quizzes
2. Memory gems
3. Skits and stories
4. Songs
5. Involve children and family

Outreach
1. Visit nursing homes
2. Adopt grandparents
3. Teach how to make and write "thank you" notes, "I love you" notes, and cards for special
days.
4. Community service projects

Campouts
 Club campouts are encouraged, but it is preferable that they be a family camping
experience.

PLANNING THE PROGRAM

Ellen White's counsel to church administrators could also be applied to Adventurer leaders:
"There must be far more personal responsibility, far more thinking and planning, far more mental
power brought into the labor put forth for the Master" (Testimonies to Ministers, p. 498).

"God's work is perfect as a whole because it is perfect in every part, however minute: . . . If we
desire to be perfect, even as our Father in heaven is perfect, we must be faithful in doing little
things. That which is worth doing at all is worth doing well" (Messages to Young People, pp.
144, 145).
Guiding youthful lives toward eternal life is the most important work given to mankind. You
hold in your hands that responsibility, so plan your program well. Make it a balanced program
with emphasis on spiritual, physical, mental and social.
A plan needs to be outlined and followed with care. Good programming is one of the most
important factors in the successful operation of an Adventurer Club. A program with broad
objectives should first be developed for the year, then for the quarter or trimester, and then for
the weekly or bimonthly meeting.

The Adventurer Club staff is responsible for planning the program. The director chairs the
planning meetings. Suggestions should be welcomed from all sources. It is realistic to make the
Adventurer year parallel the school term.
In setting up a program, the staff should consider the following:

1. What do the leaders expect to achieve during the period ahead? (Goals.)
2. What do the Adventurers themselves want to do?
3. Events, such as Adventurer Day, holidays, vacations, an investiture ceremony, an
induction ceremony, camp meeting, and summer camp.
4. Surprises, variety, action, achievements, and fun.
5. Constant and steady advancement of Adventurers in the classes.
6. The local conference Adventurer program. (Maintain contact with your local conference
Adventurer director.)
7. A specific theme for a focus for yearly or quarterly planning. Whatever the theme, try to
create happy, Christian Adventurers.
8. An Adventurer program balanced in character education, service projects that develop
skills in camping, nature, crafts, and health and safety.
9. A program designed to fit the particular conditions and needs of that club.

PART FIVE - UNDERSTANDING ADVENTURER AGE-CHILDREN

How they behave

 They enjoy strenuous activity.

 They love to create.
 They possess active imaginations and a growing ability to memorize.
 They have variable attention spans.
 They delight in stories.
 They are readily disciplined.
 They crave experiences that satisfy.

Why they behave that way

1. At this age, growth slows. Anything involving activity will capture their interest. If there
is room to run, they won't walk. They work hard and play hard, but their energy is not
limitless. They often overdo it and become exhausted and cranky. They like work that
they can turn into play.
2. They enjoy putting things together and making useful stuff. Because their muscular
coordination is still developing, they need practice with their smaller muscles. They think
it is fun to convey an idea or feeling by drawing a picture or telling a story. They don't
have patience for details.
3. They are developing increasing sensory perception. They are more aware of details. They
find it easier to visualize objects that are not present. They find it easier to imagine what
could happen in a certain situation. They are able to put themselves in someone else's
shoes. Memorization comes easily.
4. Their average attention span is one or two minutes, with their attention shifting rapidly
from place to place. However, when they are interested in a specific activity, they may
stick with it for ten minutes to an hour.
 5. They are attracted to stories with a satisfying plot. Boys find outdoor activities and wild
animal stories especially appealing. Girls like stories about children and family
experiences. Girls also enjoy stories that employ conversation and repetition.
6. Experts say this may be the best age for cooperation with adults - when conditions are
favorable. They need to feel they have some freedom of choice. When basic needs are not
met, they revolt. They are confused by inconsistency.
7. They are frustrated when they are not able to carry out a natural tendency, for example,
the need to move after sitting for too long. They are irritated by failure in any project.
They desperately seek approval from people they respect. They resent interference when
they are involved in something interesting.

How to handle them

1. Provide plenty of opportunity for physical activity. Be patient when they run instead of
walk. Be sure that pre-session activities involve lots of action, such as sand table projects
or performances of Bible stories. Get them involved in arranging the chairs and passing
out materials. Include activity within the regular Adventurer program.
2. It is difficult for Adventurers to use their small muscles for a long period. The best
projects are easy for them and can be finished quickly. Don't ask them to provide details.
They enjoy paper projects and modeling clay.

3. Make your stories vivid with details that will stimulate their imaginations and help them
internalize sights or sound. Mention the swish of the fishing nets, the type of slingshot
and the color of clothing. Memory verses are very important, and now is a good time to
memorize the books of the Bible.

4. They need at least three different changes in activity during club time: Bible stories,
discussion, physical activity, suggested action, worship, and learning. They are unable to
give sustained concentration to non-action tasks.
5. Keep the stories moving. Don't let the action get bogged down by non-essential details.
Try to make the people and their situation real to the children. Be sure to include
conversation.
6. Whenever possible, let them choose an activity. Make it obvious that you like them and
respect their ideas. Provide plenty of personal attention. Supply "jobs" that will interest
them and make them feel important. Try to award good behavior rather than punish
wrong behavior.
7. Allow them to complete projects they are eager to do. Always keep in mind their physical
needs. Be lavish in your approval for actions, answers, or work. Simplify your
requirements so every child can succeed. Provide opportunities to earn rewards for good
work.
How to teach them

 Show them how to use their energy for God. Teach them to help others. Suggest simple
tasks they can complete, such as inviting friends to Adventurer Club and Sabbath School
or mailing get-well cards.
 Their projects should have a purpose and be of some practical use. They want to make
objects they can keep or give as gifts. The activities should be associated with the
program goals.
 Present stories in such a way that the Adventurers are able to put themselves in the place
of the character. Ask them to imagine what they would do in that situation. Their
imaginations are useful in helping them work out such problems. Don't let memory work
become too important. It is easier for them to memorize words than to think through an
idea.
 Give your programs variety: tell stories, use visual aids, ask questions. Use action verbs
in your storytelling. Make sure the activities will also teach. Provide an opportunity for
movement by letting them stand to answer questions, etc.
 Make abstract ideas understandable through the use of stories. Bring Bible and story
characters to life so the children will follow their right example. Relate truth to their
everyday life by making it personal. They are able to accept ideas, but need help in
applying them to their own lives and actions.
 Help the Adventurers feel confident in God's love. Explain the reasons behind the rules
for behavior or the use of project materials - and the reasons behind God's rules found in
the Bible.
 Teach the children that God is pleased by their obedience. Instill in them a desire to
please Him in all areas of their lives. Above all, help them to learn to love God.

PART SIX - ADVENTURER CLASS WORK & CURRICULUM

The children are to be trained to become missionaries: they must be helped to understand
distinctly what they must do to be saved" (Counsels to Parents, Teachers, and Students, p. 168).
And the best preparation "is the harmonious development of the physical, the mental, and the
spiritual powers. It prepares the student for the joy of service in this world and for the joy of
wider service in the world to come" (Education, p. 13).

The Family and the Adventurer Club

The Adventurer Club exists for the purpose of supporting parents in the task of raising children
for Jesus Christ. It does not seek to take over this responsibility for the parents or to exclude the
parents from the activities of the children. For this reason, parents are an integral part of the
Adventurer program from the MY FAMILY track in the children's class work to the FAMILY
track designed especially for parents.

The Family and the Adventurer Class Work

The world of the Adventurer-age child is centered around the family. In order to direct children's
lives to God, the cooperation of the parents and family must be enlisted wherever possible.
Where the Adventurer class work is taught outside of the home, parents should be made aware of
the Adventurer program and its goals from the very beginning.
A special parents meeting may be held or letters sent home, to explain the goals and methods of
the Adventurer curriculum.
The MY FAMILY track, in particular, provides parents with an opportunity to take part in
helping their children reach the Adventurer goals. Several letters are provided in the Instructor's
Manual to introduce parents to specific parts of the Adventurer curriculum.

How to Teach an Adventurer Class

1. Begin with good overall planning.

2. Know your requirements.
3. Consider the children.
4. Invite the parents.
5. Schedule your class work.
6. Plan the class period.
7. Collect resources.
8. Teach the class.
9. Evaluate the class.

ADVENTURER CURRICULUM

The Adventurer curriculum takes the goals of the Adventurer program -- that children will
commit their hearts and lives to Jesus Christ and that they will acquire the habits, skills, and
knowledge to live for Jesus today and turns them into fun and practical activities that
Adventurers will enjoy.

At each level, the curriculum encourages an age-appropriate, active learning approach. Instead of
asking children to learn a great deal of factual information, it introduces them to general
concepts. The children learn to apply these concepts to their own lives by participating in a wide
variety of experiences.

The Adventurer curriculum is divided into six levels:

Little Lamb is for pre-kindergarten or [4 year olds].
Eager Beaver is for kindergarten or [5 year olds]. The program and its curriculum consist of the
completion of a workbook and earning of the Beaver Chips. The Eager Beaver program works
hand-in-hand with the Adventurer Club although it differs in that it involves a parent-child
partnership.
Class Color: Green

Busy Bee level is for first-grade [6 years]. The curriculum has a central theme that is organized
around the four basic relationships in a child’s life: My God, My Self, My Family and My
World. The Busy Bees begin by focusing on the Adventurer Pledge and work in earning honors.
Class Color: Light Blue

Sun beam level for second-grade [7 years]. It also carries a curriculum similar to the central
theme of the Busy Bees. Sunbeams begin their focus on the Adventurer Law and its meaning and
they also earn honors throughout the year.
Class Color: Orange

Builder is for third-grade [8 years]. Their curriculum begins on both the Adventurer Pledge and
Law with primary focus on the explanation of the pledge with added honors to earn. The central
theme is also based on the four basic relationships in a child’s life.
Class Color: Dark Blue
The Helping Hand for fourth-graders [9 years]. Their curriculum focus begins with the meaning
of the Adventurer Law. The central theme is very similar to the other levels of the Adventurer
club. Helping Hands is the last level before entering the Pathfinder club.
Class Color: Burgundy

Each level builds on the levels which came before it and is especially designed to interest,
challenge, and provide successful experiences for children of that grade level.

OVERVIEW OF THE ADVENTURER CLASSWORK

TRACK GOAL COMPONENT CONCEPT

BASIC To ensure that the children Responsibility Commitment to the
have the background common goals of the
necessary to receive group
maximum benefit from the
Adventurer program. Reinforcement Introduction and review
of the Adventurer
concepts through
reading
MY GOD To facilitate the His Plan to Save Me God’s love, sin and
development of a growing forgiveness, conversion,
and fruitful relationship obedience
between the child and
Jesus Christ. His Message To Me Memory verses, Bible
books, using and
trusting the Bible

His Power In My Prayer, Bible Study,

Life witness, living for Christ

MY SELF To enhance the children’s I Am Special Uniqueness and value

care and appreciation for of each person,
the individuals God created responsibility for
them to be. service, talents

I Can Make Wise Feelings, values,

Choices decision-making, media

I Can Care For My Health, fitness,

Body anatomy, temperance,
sexuality
MY FAMILY To empower the children I Have a Family Uniqueness of families,
to be happy and family changes, roles
productive members of the and responsibilities
families God gave them.
Families Care For Authority and respect,
Each Other appreciation, family
activities

Safety, stewardship,
My Family Helps Me
indoor skills, outdoor
Care For Myself
skills

MY WORLD To enable the children to The World Of Social skills, courtesy,

encounter God’s world with Friends prejudice, peer pressure
confidence and
compassion. The World Of Other Serving the church,
People community, country,
world

The World Of God and nature, nature

Nature study, nature
recreation, concern for
the environment
 THE PATHFINDER BASIC STAFF TRAINING

COURSE

NDOLA WEST MISSION DISTRICT

ADVENTIST YOUTH MINISTRIES

Course Contents
Section 1 History, Philosophy and Purpose of the Pathfinder Club

Section 2 Understanding the Pathfinders

Section 3 Club Leadership

Section 4 Club Organization

Section 5 Club Programming and Planning

Section 6 Teaching the Pathfinder Curriculum

Section 7 Camping and Outdoor Education

Section 8 Drill and Ceremonies

Prepared by: MG. Benny Tembo
SECTION 1
HISTORY, PHILOSOPHY AND PURPOSE OF THE PATHFINDER CLUB

Pathfinder History in Brief:

1890 Our Little Friend is first published
1907 Missionary Volunteer Societies organized
Morning Watch published
1908 Junior Reading Course
1909 Junior Missionary Volunteer Societies organized (JMV) Societies organized
1921 JMV Pledge and Law introduced
1922 JMV (now AJY) Progressive Classes introduced - Friend and Companion, Comrade
(Guide) and Master Comrade (Master Guide) introduced via the Comrade Band. A. W.
Spalding and Harriet Hold advocate basic idea of Pathfinder Clubs
1926 First junior camp held in USA (Town Line Lake, Michigan)
1927 Master Comrade (now Master Guide) officially approved
1928 Southern California's first youth camp, San Gabriel Canyon
First 16 Vocational honors introduced by Lester Bond
1929 Pathfinder" name first used at a summer camp in Southeastern California
1930 Pre-JMV/AJY classes developed
1931 First Master Comrade Investiture
1932 First JMV Pathfinder Camp, Idyllwild, purchased
1938 Master Comrade Manual published
1946 Pathfinder Club emblem designed by John H. Hancock
1948 Helen Hobbs makes the Pathfinder flag
First area Pathfinder coordinators appointed (Central California Conference)
1949 Henry Bergh writes Pathfinder song
1950 General Conference in Session votes the Pathfinder Club for the world
Laurence A. Skinner, becomes the 1st World Pathfinder Director (1950-1963)
Pathfinder Staff Training Course of 10 hours introduced
1951 First Pathfinder Fair, September 23, Dinuba, California
Master Comrade changed to Master Guide
Pathfinder Staff Manual published
1952 Pathfinder song copyrighted
1953 First Pathfinder Camporee, October 9-11, Southern New England Conference, Camp
Winnekeag, Massachusetts
1954 Second Pathfinder Camporee, May 7-9, Idyllwild, California
1956 Explorer Class added
1957 JMV Pathfinder Day added to church calendar
1962 MV Pathfinder Field Guide, Pathfinder Drill Manual Published
1963 John Hancock elected World Pathfinder Director
1965 JMV Handbook combined with Master Guide Manual to be MV Handbook
1966 Pioneer Class added (later changed to Ranger)
1970 Pioneer Class name changed to Ranger (8th Grade)
1974 Pathfinder Staff Manual revised and expanded
1979 MV changed to AY (Missionary Volunteer --> Adventist Youth)
 JMV changed to AJY (Junior Missionary Volunteer --> Adventist Junior Youth)
Pre-AJY changed to Adventurers (4 yrs. - 4th grade)
1981 Pathfinders Sing Songbook published
1982 New Pathfinder World replaces MV World, Voyager Class added
1989 New AY Classwork Curriculum integrated in Pathfinder curriculum
Adventurer Program becomes an independent program from Pathfinders
1995 Teen Leadership Training (TLT) Program established for training High school students
(grades 9-12)
First Pathfinder Web Site established
First Pathfinder Club web page, Fort Worth Eagles, Fort Worth, Texas
1996 Basic Staff Training, Pathfinder Leadership Award (PLA), & Pathfinder Instructor
Award (PIA) curriculum developed
2001 AY Honor Handbook adds 17 new Honors as well as several International Honors.

PHILOSOPHY

The Seventh-day Adventist Church is committed to understanding young people and training its
youth for leadership and service to humanity.
The Pathfinder Club is a church-centered spiritual-recreational-activity program designed for
young people 10 to 15 years of age. Pathfindering appeals to this age group because its program
features activities that meet their needs and interests. Much of the Pathfinder Club program is
built around physical action. This is because youth from 10 to 15 years of age are in a fast-
growing physical stage of development. It is filled with
action, adventure, challenge, group activities, and provides opportunities for the development of
new attitudes and skills that produce personal growth, team or community spirit and a sense of
loyalty and respect for God, His Creation, and His church.

Objectives/purpose
The following objectives can be achieved:
 Help the young people to understand that God and His church love them, care for
them, and appreciate them.
 Encourage Pathfinders to discover their own God-given potential and to use their
gifts and abilities to fulfill God's expectations for them and the part they can play in the
great plan of salvation.
 Inspire young people to give personal expression of their love for God by uniting
them together in various outreach activities.
 Make the number one priority of your club program the personal salvation of every
Pathfinder.
 Build into a Pathfinder's life a healthy appreciation and love for God's creation by
enjoying outdoor activity (campouts, nature walks, nature honors, etc.).
 Teach Pathfinders specific skills and hobbies that will make their lives more
meaningful and will occupy their time with profitable accomplishments.
 Encourage the Pathfinder to keep physically fit. This is one important way to
safeguard against idleness and boredom. Teach children to care for their body and
establish habits that will provide for their future happiness and usefulness (cf. 2T 536,
537; Educ. 195).
  Give opportunity for the development of leadership by encouraging club members
to work together and share in leadership responsibility.
 Seek to foster the harmonious development of the physical, social, intellectual, and
spiritual life of the Pathfinder.

SECTION 2
UNDERSTANDING THE PATHFINDERS
PREADOLESCENCE (10-12)
The junior age is full of noise and ceaseless activity, slow growth, and boundless health. Girls
tend to be more developed than boys physically, mentally, and even somewhat emotionally. It is
during this period that children have a lively interest in religion.

Mental Characteristics:
 Preadolescence is the golden age of memory. The preadolescent learns rapidly and can
memorize easily.
 The juniors at this age are alert, and very eager to investigate and learn.
 They are lovers of stories and good books, and usually like to read.
 They have a real interest in collecting. This is an excellent time for studying Honors.

Physical Characteristics:
 This is the healthiest period of life.
 The body and mind are well balanced for coordination. Games, marching and skills are
readily learned.
 This is a restless period when a child can't "sit still and be good."

Social Characteristics:
 A Pathfinder of the preadolescent age likes secret codes and adventure.
 He is learning teamwork, but retains an independent spirit.
 It is an age of exploration, and imagination will produce wild animal imitations and
scenes of wild adventure from ages past.
 This is an age of great hero worship and great credulity.
 Interest in the opposite sex is minimal. Boys prefer to be by themselves, and girls choose
their own "sets."

Spiritual Characteristics:
 This is an age of keen interest in spiritual things and in the work of the church.
 This is the peak age of baptism (12).
 The Pathfinder at this age likes Share Your Faith activities and delights in award pins,
ribbons, etc.
EARLY ADOLESCENCE (13-15)
There is now rapid growth, which often brings with it awkwardness, owing to lack of
coordination of mind and body. It also causes embarrassment to the young people, because
certain organs, such as the nose, mouth, and feet grow more rapidly than the rest of the body,
making them "ugly ducklings" and bringing unexpressed fears that they will always be that way.

Mental Characteristics:
 Youth is alert, but subject to daydreaming periods.
 Youth learns quickly.
 Youth begins to take interest in special areas.

Physical Characteristics:
 The health is excellent, second only to the preadolescent period.
 Physical growth is very rapid, with tremendous appetite accompanying this growth.
 Muscle development or coordination fails to keep pace with bone structure growth,
causing a tendency toward awkwardness or clumsiness.
 Sex organs develop, making rapid changes biologically. New hormones that develop
sexual instincts influence behavior.
 Girls average taller than boys at 12 to 13, slightly taller at 14, less at 15, and 2 inches
shorter at 16.

Social Characteristics:
 This is an age of loyalty to gangs, with a fear of being different from the group. The
Youth seeks the approval of the group for all activities.
 He seeks more individual freedom with a new discernment of the inward qualities of
individuals.
 There is frequent change of mood.
 These eccentricities manifest themselves in many ways:
a. Strong likes and dislikes in foods; certain favorite foods excess.
b. Great love for athletics, with a tendency to overdo.
c. A crude sense of humor; girls tend to giggle.
 Those of this age group have an attraction for the opposite sex. This is a dangerous age
for sexual and social temptations, as the youth is not prepared for individual courtship.

Spiritual Characteristics:
 The interest in spiritual things wanes slightly at this age, but the youth is influenced by
the attitudes of the group he is with.
 Thirteen is the age when the second--largest number of youth are baptized into our
church.
 This is an age when choice of one’s lifework is often determined.
 There is less tendency for this age group to demonstrate their feelings on spiritual matters
or convictions.
 There are often conflicts with conscience.
 Interest in the service projects develops during this age.
MIDDLE ADOLESCENCE (16-17)
Growth continues to be rapid, the young person in many cases reaching his full height by the end
of this period. Whereas in the past he went through a period of self-discovery, the youth now
begins to develop individuality, and becomes a person in his own right.

Mental Characteristics:
 He is at an age where he will likely question everything and wants proof before he will
accept it.
 He has a great respect for ―scholarship‖ and is often inclined to take as an answer
something that is held to be the truth by someone with a big name.
 His ideals are now beginning to be shaped, and he is definitely planning how to attain
them.

Physical Characteristics:
 Sexual development, a force to reckon with.
 Height and weight at 85 percent of his adulthood.
 Muscle becomes developed and he likes physical fitness programs.

Social Characteristics:
 He likes cliques and wants to be surrounded by his special friends.
 Critical, often brutally frank in his expressed opinion of others.
 Very sensitive, and often guided by public opinion and what his social group thinks is the
proper thing to do. . .
 Money making often grips youth of this age, resulting in advice to drop out of school.

Spiritual Characteristics:
 He either goes forward, as recognition of social and spiritual values become paramount
or, by reason of wrong associates, he loses interest.
 What has not been done in giving him a foundation on which to base his thinking now
becomes difficult to do.
 He begins the process of determining his own approach for religion.

LATER ADOLESCENCE (18-24)

Physically this is a time of slow growth; those late in maturing catch up with the others. The
personality emerges and character becomes fixed. Gregariousness now finds an expression, not
in gangs or clues, but in clubs, fraternities, lodges, and the church. Whatever doubts there have
been in connection with religion have either been thought through and a satisfying basis for faith
found, or there is the casting off of religion as a relic of the past, with disillusionment resulting in
cynicism. Interest in sex has found expression in love and marriage, and the founding of a home.

Adult Life
Early adult life is characterized by good health and the joy of living. There is the serious business
of rearing a family, the struggle for social recognition, and the urge for economic security. There
is the desire for increased responsibility in anticipation of creative labor, and the joy of greater
accomplishments. Many are driven by ambition to seek power and lord it over their fellows.
DISCIPLINE
Our goal in disciplining the members of our Pathfinder Clubs ought to be:
 To guide them as sons and daughters of God
 To show them our love and understanding
 To teach them God’s character as revealed in the order and discipline seen throughout the
universe
 To make them useful members of the church and their country
 To help them respect their leaders and their parents

Balanced Discipline
 Establish rules and regulations and a point system.
 Inform the Pathfinders of the rules, your expectations, and methods of enforcement.
 Rules should be few and well considered; and when once made, they should be enforced.
Whatever is found impossible to change, the mind learns to recognize and adopt itself
to.‖Education, p. 290.
 Present devotional on discipline, explaining the Pledge and Law.
 Consistently and diligently apply training discipline.
 Counsel with guilty youth before disciplinary action, and pray with them.

Proper and Improper Administration of Discipline

 The wrong way is to crush or break the spirit by using strict force. The crushed spirit will
develop distrust, evasiveness, and hatred for authority.
 The correct way to administer discipline is to inspire that which is right and orderly by
love, kindness, and discipline. Win confidence of the youth. Show them you love them by
kindness, and that you expect their loyal cooperation. This correct way develops trust,
compliance, cooperation, and love.

Prevention of Discipline Problem

 Plan an extensive program of activities.
 Never go to meetings unprepared.
 Be friendly, caring, and approachable at all times.
 Cultivate a sense of humor
 Don’t use sarcasm or ridicule.
 Don’t be a ―faultfinder‖.
 Be fair and impartial–don’t have favorites.
 Show self-control and be patient, even under pressure.
 Watch the use of your voice–speak clearly and with authority, but don’t shout!
 Give clear, precise instructions and commands.
Methods of Discipline
A. Do
 Personal Counsel. In this counseling be master of the situation. Point out exactly what
the Pathfinder was doing that was wrong and ask him/her to explain his behavior. The
Pathfinder may even suggest a solution. Conduct these councils on a friendly basis, but
have the member leave with the understanding that you will mean business.
 Use Group Judgment. Make an effort to build up the ideals of behavior to the point
where any violation is unacceptable to the standard of the group.
 Take Care of Individual Differences. In planning discipline, remember that Pathfinders
are all different. Take into consideration their background, their physical and mental
makeup, and the seriousness of the offense.
 Expel if Necessary. When a Pathfinder continues to misbelieve, he must face the
realization that he is either going to have to meet the standard of behavior or leave the
group.

B.Don’t
 Punish in anger
 Use threats and warnings that can’t be carried out.
 Force apologies in public.
 Detain after club meeting. A rather poor policy because: It causes the Pathfinder to
dislike the club; and it is an unnecessary demand on the counselor’s time.
 Assign extra tasks. Probably the cause of the trouble is that the Pathfinder already cannot
keep up with the tasks that he has.
 Use corporal punishment. Because of the many difficulties that arise from its use, it
would be best to leave this method to the parents.

Punishable Offenses
 Cases of clear and unjustifiable insubordination.
 Cases where tendencies and activities are considered serious offenses, or
 behavior problems, such as:
Indecency
Impudence to counselor
Offensive language
Injuring property
Cheating and stealing

Discipline Procedures

1. If a Pathfinder is not obedient and cooperative:

 The counselor should tactfully speak to the Pathfinder.

 The counselor should explain what is expected of the Pathfinder as a member of the club.
 The counselor should have a private visit and pray with the Pathfinder.
2.If the Pathfinder continues to be disobedient and uncooperative the counselor should
solicit the help of the deputy director in charge of club discipline.
 They will privately counsel together with the Pathfinder.
  They should earnestly solicit cooperation.
 They should pray with him.

3. If it should be necessary to approach the Pathfinder on a third occasion, the counselor,

deputy director, and director should meet with the Pathfinder privately.
 Counsel with the Pathfinder and explain how important it is to have unity, cooperation,
and an understanding spirit among club members.
 Attempt to convey to him the seriousness of the matter in the light of his not doing his
―honest part.‖
 Prayer together.

 Make an appointment to visit the home and counsel with the parents and the Pathfinder
together.
4. If, after this round of counsel and a visit to the home, the Pathfinder proceeds to be
disobedient and uncooperative, the counselor should have a private visit and prayer with
the Pathfinder.

5. If misbehavior continues the counselor, deputy director, director and Pathfinder should
have another meeting together.

 The case will be referred to the disciplinary committee for further study.
 Disciplinary committee consists of the director, deputy directors, the counselor of the
Pathfinder, and a Pathfinder boy and girl chosen from the club.
 The Pathfinder’s parents should be notified, and the Pathfinder will be given a one-month
vacation from the club.
 He should be visited at his home by the counselor during the period of his absence.

PATHFINDER DISCIPLINARY COMMITTEE

Pathfinder discipline committee is comprised of the following officers:

1. Director (Chair)
2. Deputy Directors
3. Counselor(s) of the Pathfinder(s) involved
4. A Pathfinder boy and girl chosen from the club

Duties of the committee are to:

1. Discuss any disciplinary problems
2. Decide on appropriate disciplinary action
3. See that the decision is carried out
SECTION 3
CLUB LEADERSHIP

Leadership is Influence. Leadership means you have people who follow you otherwise
you’re just out taking a walk (John C. Maxwell).
Adventist youth deserve leadership. "He who cooperates with the divine purpose in imparting to
the youth a knowledge of God, and molding the character into harmony with His, does a high
and noble work. He awakens a desire to reach God's ideal, he presents an education that is as
high as heaven and as broad as the universe." Education p. 19
With such a challenge set before us we need earnestly to consider some basic leadership
qualities. A leader needs to:
 Live a Christ-centered life. It takes Christian leaders to produce Christian men and
women. More than that, Pathfinder leaders should be men and women whose lives are
marked by Christ-centered living.
 Really love youth. The only satisfactory motive for serving in the Pathfinder Club is love
for the growing youth. This love will not be so much expressed in word as in deed.
 Be optimistic and enthusiastic. Enthusiasm is contagious, and boys and girls quickly
follow optimistic leadership. The successful leader emphasizes the positive and supports
the program with energy and dispatch.
 Be master of his emotions. The true leader is master of his emotions. His personality
moods show a balance. Any outburst of ill temper, anger, or depression will destroy the
proper image of the leader that the boy and girl should possess.
 Enjoy the out-of-doors. A successful Pathfinder leader will organize the club program to
take every opportunity of introducing club members to new experiences to be found in
the mountains, valleys, beaches, and along the lake sides and streams.
 Understand the characteristics of junior youth. The Pathfinder age involves pre
adolescent and early adolescent children. It is necessary that a successful leader
understand the factors and pressures affecting junior youth and the characteristics
common to this age group.
 Master diversified skills. Every skill mastered by a leader is an additional key that may
be used to unlock some closed heart.
 Know how to organize. Any leader who achieves must know how to organize. He then
delegates responsibility to those who are capable until he has reached the objectives. This
is organization.
 Maintain pleasant relations with fellow workers. The secret is brotherly love,
preferring the other person above yourself. The counselor must learn to have pleasant
relations with those who are his equals and who are serving on the same level.
 Have a commanding personality. In a Pathfinder Club a leader should have a
commanding personality. A Pathfinder leader should be ―love personified with the
firmness of a sergeant.‖
 Develop a sense of humor. Every leader dealing with youth must have a Teen sense of
humor.
  Be resourceful and creative. It is essential that a leader be capable of reaching his
objectives even though obstacles and difficulties lie in the way. Resourcefulness will
enable him to have alternate plans when the more desirable way is blocked. He will be
quick to observe, logical in his thinking.
 Enlist cooperation. As the leader of a group, you will find that your success is going to
depend, not only upon yourself but on the cooperation of every person working with you.

Five Styles of Leadership

1. Authoritative (Autocratic) Leader - Retains as much power and decision-making

authority as possible.
Does not consult staff, nor are staff allowed to give any input.
Staff & Pathfinders must obey orders.
Motivation is produced by creating a structured set of rewards and punishments.

• Advantages of an Authoritative (Autocratic) Leader

 Lots of things get done
 Things are very organized
 Poorly managed becomes highly managed

• Disadvantages of an Authoritative (Autocratic) Leader

 Creativity & staff involvement is low
 If leader leaves vacuum of leadership is left behind.
 Can create ―soldiers‖ instead of involved Pathfinders and staff
 LOTS of TURNOVER! Pathfinders is a VOLUNTEER organization

2. Evaluative - Similar to Authoritative, except that the leader asks for input and MIGHT
include that input in the decisions, but will usually not acknowledge the involvement of
others in the process.

3. Bureaucratic (Political) Leader - Everything done ―by the book,‖ according to

procedure or policy. If it isn’t covered by the book, the leader refers to the next level
above him or her. Police officer -- He or she enforces the rules.

• Advantages of Bureaucratic (Political) Leadership

 Rules are clearly understood and defined
 Staff & Pathfinders know what to expect
 Discipline is easily handled

• Disadvantages of Bureaucratic (Political) Leadership

 Low involvement of Pathfinder staff
 Little room for adaptability
 Rules may not apply to current situation
4. Democratic (Participative) Leadership - Staff are part of the decision making.
Communicates what is happening and expects involvement and responsibility of staff.
The ―coach‖ leader has the final say, but gathers information from staff members before
making a decision.

• Advantages of Democratic (Participative) Leadership

 Staff are involved
 Somewhat adaptable to match situation
 If leader leaves things usually continue
 Everyone feels like part of the team.
 Creativity is HIGH

• Disadvantages of Democratic (Participative) Leadership

 Rules may not be as well defined, known, or understood
 Structure is usually ―looser‖
 Discipline may be a problem if ―consequences‖ aren’t clearly defined.

5. Laissez-faire Leadership - Hands-off¨ style. Leader provides little or no direction and

gives staff (& Pathfinders) as much freedom as possible. All authority or power is given
to the staff (& Pathfinders) and they must determine goals, make decisions, and resolve
problems on their own.

• Advantages of Laissez-faire Leadership

 Highly skilled staff flourish (for awhile)
 Lots of creativity
 Staff with drive make lots of things happen
 Lots of adult involvement (though not particularly committed.

• Disadvantages of Laissez-faire Leadership

 Disorganization is a danger
 Quality can decline over time
 Discipline can be an issue
 Rules may not exist or be followed thru
 Pathfinders can take advantage of individual staff member’s strengths and
weaknesses
 Long term membership involvement often declines.
SECTION 4
CLUB ORGANIZATION
Each Pathfinder Club is administered by a club director, deputy directors, counselors, instructors,
chaplain, secretary, and treasurer. The club is divided into separate units, each unit averaging
between six to eight Pathfinders, including a captain and scribe.

Pathfinder Organization Flow Chart

Pathfinder Club Members

Counselors & Instructors
Deputy Directors & other support staff
Club Director
Local Church Board
Area Coordinators
Local Conference Pathfinder Director
Union Pathfinder Director
Division Pathfinder Director
General Conference Pathfinder Director
PATHFINDER CLASSES

There are six classes, with given names, which begin at 10 years of age and conclude at 15 years.
Each class is represented by a chosen color as listed.
Friend 10 years Blue
Companion 11 years Red
Explorer 12 years Green
Ranger 13 years Silver
Voyager 14 years Burgundy
Guide 15 years Gold

At the completion of the class work requirements, the Pathfinder receives insignia as an award
consisting of a pin, Pathfinder Class pocket strip and chevron at a special Investiture service.

PATHFINDER PLEDGE, LAW AND EMBLEM

Pledge

By the grace of God - Only as we rely on God to help us can we do His will.
I will be pure - I will fill my mind with everything that is right and true and spend my time in
activities that will build a strong, clean character.
I will be kind - I will be considerate and kind not only to my fellow men but also to all of God's
creation.
I will be true - I will be honest and upright in study, work, and play and can always be counted
on to do my very best.
I will keep the Pathfinder Law - I will seek to understand the meaning of the Law and will
strive to live up to its spirit, realizing that obedience to law is essential in any organization.
I will be a servant of God - I will pledge myself to serve God first, last, and best in everything I
am called upon to be or do.
I will be a friend to man - I will live to bless others and do unto them as I would have them do
unto me.

Law

The pathfinder law is for me to:

Keep the Morning Watch - I will have personal devotional time each day.
Do my honest part - By the power of God I will help others, and do my duty and my honest
share, wherever I may be.
Care for my body - I will be temperate in all things and strive to reach a high standard of
physical fitness.
Keep a level eye - I will not lie, cheat, or deceive, and will despise dirty talk or evil thinking.
Be courteous and obedient - I will be kind and thoughtful of others, reflecting the love of Jesus
in all my association with others.
Walk softly in the sanctuary - In any devotional exercise I will show the reverence that befits
being in the special presence of God.
Keep a song in my heart - I will be cheerful always seeking the positive side of life and let the
influence of my life be as sunshine to others.
Go on God's errands - I will always be ready to share my faith and seek to be of service to
others as did Jesus.

MEANING OF THE PATHFINDER CLUB EMBLEM

1. Red - Sacrifice
 Reminds us of Christ. "For God so loved the world, that he gave his only begotten Son,
that whosoever believeth in him should not perish, but have everlasting life.‖ (John 3:16)
 Present your bodies a living sacrifice, holy, acceptable unto God" (Rom 12: 1).

2. Three sides
 Completeness of the Godhead -- Father, Son, Holy Spirit.
 Tripod of education:
 Mental: Crafts and Honors
 Physical: Campouts, work bee, health focus
 Spiritual :Outreach and personal spiritual development

3. Gold - Excellence (Rev. 3:18).

4. Shield (Protection)
a. In the Scripture God is often called the shield of His people.(Protection) "Fear not ... I
am thy shield" (Gen. 15:1)
b. "Above all, taking the shield of faith, wherewith ye shall be able to quench all the fiery
darts of the wicked." (Eph. 6:16)

5. White - Purity (Rev. 3:5).

6. Blue – Loyalty (Daniel 1:8)

 It is the purpose of the Pathfinder Club to help teach us to be loyal to:
Our God in heaven
Our parents
Our church

7. Sword – Bible
 The sword of the Spirit is the Word of God. (see Eph. 6:17), Hebrews 4:12

8. Inverted Triangle
 The inverted order of importance Jesus taught which is contrary to that taught by the
world.
 Sacrificing of one's self by placing the needs of others ahead of our own.
9. Pathfinders stand for:
 P - Prepare us for emergency
 A - Activate us to share our faith
 T - Teach us skills
 H - Help us to know the Bible
 F - Foster us team spirit
 I - Inspire us to get out of doors
 N - Necessitate us to know how to swim
 D - Develop appreciation of nature
 E - Encourage us thrift
 R - Release our surplus energy
 S - Save souls

Steps in Organizing a Pathfinder Club

1. Counsel with the Conference Youth Director.
2. Meet with the Pastor and the Conference Youth Director.
3. Present your plans to the church board and the church board should authorise the
organization of the Pathfinder Club.
4. Second meeting of the Church Board (or Nominating Committee) with mission Youth
Director and Pathfinder district director present, to elect Path-finder director and
deputies.
5. Inform the congregation during Divine Service about the Pathfinder Club, its objectives
and program.
6. Pathfinder officer elect remaining Executive Committee members.
7. First meeting of Pathfinder Executive Committee to elect remaining Pathfinder staff as
needed.
8. Pathfinder officers and staff attend mission Pathfinder Basic Staff Training Course.
9. Call Pathfinder Executive Committee meeting to plan yearly program.
10. Present all plans at a Pathfinder Staff meeting.
11. Advertise the program at least six weeks before opening night.
12. Write letters or personally contact the potential Pathfinder families.
13. Enrolment night--completion of Pathfinder Passport applications
14. Home visitation by Pathfinder counsellors.
15. Induction Ceremony - Pathfinder passports given out.
16. Establishing church and community interest.
17. Evaluation.
PATHFINDER CLUB CONSTITUTION
1) Article I Name
The program for the holistic ministry to the 10 to 15 year old young people within the Seventh-
day Adventist Church and sponsored by the Youth Ministries Department is called the Pathfinder
Club.
2) Article II Purpose
3) Article III Organization
4) Article IV Election of Officers and Other Staff Members
5) Article V Duties of Officers and Staff
6) Article VI Committees
7) Article VII Quorum
8) Article VIII Meetings
9) Article IX Membership and Attendance
10) Article X Club Units
11) Article XI Club Finance
12) Article XII Policy - The club shall be governed by policies as laid down by the
Department of the local conference of Seventh-day Adventists.
13) Article XIII Amendments - This constitution may be amended by a two-thirds vote of
the Pathfinder staff committee, but becomes effective only after approval by Union
conference committee.

DUTIES OF OFFICERS AND STAFF

General Job Description for All Staff

• Baptized member of SDA Church
• Good example to Pathfinders in their conduct and Christian commitment
• Willing to commit the time required to prepare and attend Pathfinder meetings &
activities.

Pathfinder Director
• Serve on Church Board as Pathfinder Representative
• Responsible for the planning of the overall calendar of events for the club
• Organizes regular club meetings & events
• Resource person for counselors & instructors who need assistance
• Responsible for communication with Conference on a regular basis

Deputy Director
• Assist Director in their duties
• Responsible to be sure that the AY Class work is being completed by units
• Responsible for communication & coordination with instructors & chaplain
• May serve as Secretary/Treasurer
• May have a special area of responsibility related to the overall Pathfinder program

Club Secretary/Treasurer
• Responsible for record keeping including:
– Conference Forms & Reporting
 – Attendance
– Registration
– Supply ordering
• Responsible for club finances including:
– Income from dues, fundraising, outings, donations, uniform
– Payment & recording of expenditures
– Coordinate with Church Treasurer
Club Chaplain
The chaplain plays a very important role within the club, by leading out and providing
opportunities for the spiritual development, cooperation and caring among Pathfinders and staff.
Following are the special duties of the chaplain:
1) Should wear a uniform.
2) Counsel and work closely with club director in preparation of spiritual activities.
3) Arrange for devotional periods and speakers, and periodic prayer bands.
4) Organize and lead out in missionary outreach in cooperation with director.
5) Select individuals to offer prayer at meetings and club activities.
6) Arrange for devotions, Sabbath School activities, Sabbath worship service, and afternoon
programs for campouts and other outings.
7) Work closely with director and pastor in setting up the annual Pathfinder Day and
Investiture worship service.
8) Act as a special spiritual counselor working closely with unit counselors.
9) Know each Pathfinder and staff member personally, and encourage them in their
relationship with the Lord.
10) Show a balanced Christian experience by participating in the club’s secular activities.

Unit Captain
The unit captain is the member chosen by the unit to encourage his group towards achievement
and success by setting the example and using his influence to inspire each member to do his best.
The term of service varies from a three-month rotation to one year, depending on the policy
approved by the staff. During all club activities the captain wears a badge indicating his office.
The position of captain is an important one, and a captain should not only reveal the ability to
lead and direct, but should also set forth a true Christian spirit of understanding and respect.

The duties of the unit captain are:

1. Assist the counselors and take charge of the unit when required.
2. Carry and handle the unit guidon in the proper manner.
3. See that the unit guidon is properly posted in front of the unit at all campouts.
4. Carry the National or Pathfinder Flag during the flag ceremony when chosen.
5. Report unit attendance at roll-call time.
6. Drill the unit as assigned by counselor.
Unit Scribe
The unit scribe is the member chosen by the unit to fulfill a variety of special duties. The term of
service varies from a three month rotation to one year, depending on the policy approved by the
staff committee. During all club activities the scribe wears a badge indicating his office.
The duties of the unit scribe are:
 Fulfill the captain’s duties in his absence.
 Check to see that all unit equipment is returned following a campout (work with unit
captain/counsel or/deputy director). Needed repairs should be noted.
 Serve as messenger between his unit and director as requested by his counselor.
 Give an excuse blank to any Pathfinder in his unit who has been absent, check with the
absentee at the next meeting to be sure that the excuse has been received, and correct the
records as instructed.
 Keep all unit records and, by invitation of the club secretary, help fill out the monthly
report to the conference.

Unit Counselor
• Leads unit of 4-8 boys or girls
• Closest contact with kids and parents
• Works with unit throughout Pathfinder program & events
• Prepares unit for investiture (Class work, AY Honors)
• Develops friendship & understanding with unit members

Junior Counselor
The junior counselor is often a Master Guide-in-training (16 years +) or other young person who
has finished the Pathfinder Classes but who wishes to stay and assist in the club.

The duties of the junior counselors are as follows:

 Work under an adult counselor.
 Assist in all unit and club activities.
 Accept responsibilities as given by the counselor.
 Take charge of unit when counselor is absent.
 Attend staff committee meetings.
 Set a good example in neatness, attendance, punctuality, uniform, etcetera.
 March and drill with units.
 Participate in campouts and outings

An Instructor
• Teaches specific skills or subjects such as Bible, personal growth, outdoor skills,
honors, or crafts
• May come from church or community to assist temporarily with club
• Is well acquainted with subject matter and matches it with club curriculum
ADMINISTRATIVE DIRECTOR
(Only where desired for churches with both junior and teen clubs)
1) The administrative director is the liaison between the teen and junior club directors.
2) The administrative director will be the member of the church board representing the
clubs.
3) When the teen and junior Pathfinder Clubs meet together the administrative director may
direct the joint activities. At this time the directors will act as his deputies.
4) The administrative director’s counsel and guidance should be sought by the teen and
junior club directors. They and their clubs will benefit from his willing and ready
assistance.
5) The administrative director is the executive officer and advisor for the teen and junior
Pathfinder Clubs and should be recognized and given due respect by the directors of each
club.
6) The administrative director should not feel that, because of his position, he has the right
to take the program out of the hands of the teen and junior directors. He will stand ready
to help with any need or event and in case of emergencies.
7) It will be the administrative director’s responsibility to help recruit new and additional
staff members for the teen and junior clubs in counsel with the directors.
8) The administrative director should attend as many of the club meetings as possible. His
interest and presence will strengthen the club.
9) Conference policies and recommendations may be channeled through the administrative
director to the teen and junior directors, who in turn will pass information on to their
staff. It is important that the administrative director pass on readily all information that he
receives.
10) The administrative director is to conduct a regular Pathfinder coordinating committee
meeting with all directors (directors and deputy directors of the junior and teen clubs).
11) He is to coordinate all events that include both clubs, such as Investiture, Pathfinder Day,
Camporees, fairs and etcetera.

PATHFINDER AREA COORDINATOR

Conference/fields may be divided into geographical areas with a Pathfinder Area Coordinator
serving in each area.

Qualification for a Pathfinder Coordinator

A. Be a Master Guide
B. Have at least five years of Pathfinder experience, including three years of administrative
responsibilities.
C. Live in the Pathfinder area he or she is serving.
D. Not hold office in a local Pathfinder Club.
E. Any exception to the above qualifications must be approved by the club directors of the
Pathfinder area involved and conference/mission youth leaders.
Election of the Pathfinder Area Coordinator
A. The term of office shall be two years, but a Pathfinder coordinator may be re-elected.
B. The Administrative committee of each club may nominate a person to become an Area
Coordinator. Each club’s nomination will be presented by the club’s director to the
conference/mission youth department at least 30 days before the election.
C. Election committees made up of area club directors, and the conference/mission youth
director, his associate or appointee as chairman, will meet and elect the Pathfinder Area
Coordinator for the election committee’s area.
D. The elected Pathfinder Area Coordinator’s name will be submitted to the
conference/mission committee for approval.
E. The newly elected Pathfinder Area Coordinator will assume responsibilities immediately
following the approval of the conference/mission committee.

Duties of the Pathfinder Area Coordinator

Basic required duties:
The conference/mission committee authorizes the Pathfinder coordinator to serve in the
following functions:
1) Be available to give assistance to the local pastor and/or club leadership in promoting and
supporting local, Union, and General Conference Pathfinder policies and programs.
2) Visit each club in his area often enough to become familiar with its program.
3) Attend Pathfinder coordinators’ meetings to assist in the planning of conference
functions, as well as the overall Pathfinder program. These meetings will be held at least
quarterly.
4) Assist the conference/mission youth leader at camporees, fairs, training courses, and
other conference/mission Pathfinder functions.

COMMITTEES AND STAFF

A. Coordinating Committee
 Administrative director (chairman)
 Club directors (junior and teen)
 Deputy directors (junior and teen)
 Area Coordinator (ex officio)

B. Pathfinder Executive Committee

 Club director (chairman)
 Deputy directors
 Secretary
 Treasurer
 Chaplain
 AY leader
 Church school principal
 Pastor (ex officio)
 Youth sponsor/elder (ex officio)
 Administrative director (ex officio)
 Area Coordinator (ex officio)
 C. Pathfinder Staff Committee
 Pathfinder executive committee members as ex-officio, plus:
 Counselors
 Junior counselors
 Instructors
 Unit captains may be invited to meet with the staff committee

CLUB MEMBERSHIP

Requirements for Pathfinder Club Membership

1. Age: 10 – 15.
2. Must complete an application form, and return it to the club executive committee.
3. Pathfinder Passport available after acceptance.
4. Must pay membership and insurance fees.
5. Must own and wear a complete Class A uniform (and Class B uniform as applicable)
6. Must be faithful in attendance.
7. Must learn and keep the Pledge and Law.
8. Must agree before joining the club to participate and cooperate in all club activities.
9. The Pathfinder's parents must be willing to cooperate with the club staff in supporting
regulations and activities of the club.
10. All elected directors and regular staff are members of the club by virtue of their office.

UNIFORM
The Pathfinder uniform helps make the Pathfinder program real and visible. It is emblematic and
representative of the worldwide club’s ideals and standards. Each individual member becomes a
very vital representative of the organization.
The uniform should always be neat and clean. To wear it commonly for ordinary play or work
lowers its dignity. It is recommended that uniforms be worn on the following occasions:
 At all Pathfinder meetings
 At any public gathering when any or all act as: Messengers, Ushers, Guard of honor,
Color Guards
 On occasions as specified by Pathfinder director
 At special Pathfinder services
 While engaging in witness activity, or community service such as Ingathering,
distributing food baskets, flowers, literature, etc.

Uniforms should not be worn:

 By nonmembers
 When engaged in selling or solicitation for personal profit, or for commercial or political
purposes

The Uniform
Each of the World Divisions determines current policy, specs and procedures.
Basic Uniform should include the Pathfinder world emblem and the Pathfinder scarf.
The Insignia
The insignia are divided into two categories:
1) Identification Insignia are the group of emblems that signify the organization to which
the person belongs.
2) Recognition/award Insignia are emblems indicating class achievement, position, or
special achievements in conduct or service.

The following are a description and position of official Pathfinder Identification Insignia:

Pathfinder Triangle Emblem

This is the symbol that represents the Pathfinder Club. The 2-inch (5-cm.) triangle is worn on the
cap, beret, etc. The Pathfinder Club emblem 3-inch triangle (7.5-cm.) in the local language is
worn on the right-hand sleeve, shoulder high.

Pathfinder Club Name

These are worn on the right sleeve of the shirt/girl’s blouse, and dress uniform jacket ½-inch (1.2
cm.) below the shoulder seam. It is worn above the staff name strip and Pathfinder triangle on
the right-hand sleeve.

Staff-Office Sleeve Strips

Area/district director/coordinator, club director, deputy director, instructor, counselor, and junior
counselor may wear a strip designating their position; it is centered below the club name 2-inch
(5 cm.) below the shoulder seam and ¼-inch (.08-cm.) above the Pathfinder triangle on the right-
hand sleeve.

Pathfinder World Emblem

This oval symbol, containing the Pathfinder triangle, represents the worldwide organization of
Pathfinder Clubs of the Seventh-day Adventist Church. This symbol is worn on the left-hand
sleeve of shirt/girl’s blouse, and dress uniform jacket. It is positioned ½-inch (1.2-cm.) below the
shoulder seam.

Neckerchief, Pathfinder
This is yellow in color with the World Pathfinder emblem as the logo on the back. An optional
slide is available. This may be worn by all inducted Pathfinders and Non-Master Guide Staff.

Neckerchief, Master Guide

This is yellow in color with the Master Guide Crest printed on the tip of the triangle. The
distinctive Master Guide slide with the Master Guide Crest is used with the neckerchief. It is to
be worn only by those invested as Master Guides.

The following are a description and position of official Pathfinder recognition insignia:

Pathfinder Class Chevrons

They are located on the left sleeve below the Pathfinder world emblem. The order from top to
bottom is Master Guide, Guide, Voyager, Ranger, Explorer, Companion, and Friend. All persons
(Master Guide Included) should wear only the class insignia in which they have been invested.
Master Guide Star
An embroidered gold star is worn on left-hand sleeve. When all Pathfinder classes and the
Master Guide course have been completed, the Master Guide Star and all the individual chevrons
may be worn.

Pathfinder Class Pins

Upon Investiture for each class, the Pathfinder obtains a pin of recognition to be worn on the
uniform: These may be worn centered across the top of the left pocket. The Master Guide pin
would be placed in the center at the top of the left pocket with pins of other classes in which the
Master Guide has been invested centered in a row below, or the Master Guide may choose to
wear only the Master Guide pin. When advanced level insignia have been earned, the class pins
may be placed on the sash.

Class Pocket Strip

Centered just above the left pocket of the shirt or blouse is the Pathfinder Class pocket strip for
the highest Pathfinder Class in which the individual has been invested. It should be level with the
top of the uniform shirt pocket.

Advanced Pathfinder Class Ribbon/Bar

This is worn only by those completing the requirements, on the left side of shirt or dress just
above the Pathfinder Class pocket strip.

Pathfinder Excellence Ribbon

This is worn on the left side of shirt, blouse, or dress above the pocket. It is usually above the
Pathfinder Class pocket strip or Advanced Pathfinder Class Ribbons.

Captain and Scribe Badges

To be worn by captain and scribe on the sash or positioned above the right pocket on the
shirt/blouse

Pathfinder Honor Sash

This is worn over the right shoulder (under neckerchief) and under the left arm, the lower point
of the sash resting against the left side of the body. It serves as a collecting point for Honor
patches and all other Pathfinder related emblems the wearer has earned. (Traded items are not to
be included here.)

Pathfinder Staff Service Stars

These are obtained from the conference/mission director. There are two options:
1) Embroidered fabric stars may be worn on the right sleeve centered ¼-inch (0.08-cm.)
below the point of the 3-inch (7.5-cm.) Pathfinder triangle emblem.

2) Metal stars may be worn on the left pocket. Only one star with the numeral indicating the
accumulated years of verifiable service should be worn.
Service stars are awarded annually by the conference/mission that keeps a record of the
years of service.
Epaulettes, Stripes, Stars of Rank
An optional green epaulette is worn by teen Pathfinders, junior counselors, counselors and
instructors. Optional gold stripes, bars, stars or various colored braids are worn for each level of
conference leadership. These items are selected by local conferences, unions, or Divisions. Not
more than one option may be worn and must be standard within the organization level selecting
in.

FINANCES

Club Sources of Income

Annual Membership Fees
Every member should be expected to pay a moderate amount per Pathfinder year as part
of his membership obligation. This fee should not be heavy. It should not cause any
prospective member to forgo the privilege of membership, but each member must realize
that everything worthwhile costs something.
Church Subsidy – Stewardship
Churches must include the Pathfinder Club in the church budget. All club leaders should
urge that this matter be considered on the church board.
Offerings
An offering is taken on Pathfinder Sabbath. This offering is usually earmarked for a
special club project as outlined in the budget.
Sponsored by Church Members
Here is a valid way to finance special projects and to raise money. Church members can
be persuaded to sponsor a club or some of the activities and needs of the club. Many
members have helped the cause of Pathfinders, especially if they have children in the
club.
Special Projects
While it is not the duty of Pathfinders to spend too much time in fund raising projects,
some time can be spent each year for special projects like new equipment, new club
house, etc. This can capture the enthusiasm and imagination of every member. The new
club house or the new equipment will then mean much more to the Pathfinders.
Fund-raising Campaigns
As one plans these fund raising adventures, it is well to remember that all fund raising
should have some guidelines and the following instructions should be kept in mind:
a. All fund-raising projects should have the approval both of the Pathfinder
executive committee and the church board, and the city council when necessary.
b. Clubs should be encouraged to sell products that are in accordance with the
principles of health of the Seventh-day Adventist Church.
FUND-RAISING POLICY
Here are some general guidelines to aid in determining whether or not the proposed project
meets the standards as outlined for fund-raising programs:
 Has the fund-raising program been approved by the local church board and the
Conference Youth Ministries Department?
 Is the plan in harmony with any ordinances the local community may have in effect?
 Does it refrain from having to appear to have any resemblance to gambling?
 Will the product to be sold, if this is the case, be sold on its own merit and without
reference to the needs of the Pathfinder or the club?
 Will those purchasing get their money’s worth?
 Are any other Pathfinder Clubs covering the same territory during the same time as your
fund-raising program?
 Are you reasonably assured of the fact that no one who needs work will lose it because of
the fund-raising program?
 Will the fund-raising program protect the character of Pathfindering and the Seventh-day
Adventist Church and leave the conference free from any agreement or financial
responsibility?
 Is the community invited to participate? Don’t keep fund raising closed to the church
membership only.

REPORTING
The worldwide Pathfinder program operates on a special scoring plan, adapted to suit the
particular needs of each division, union and conference. This scoring plan is based on a variety
of basic Pathfinder activities that are common to all clubs. This scheme enables clubs to operate
in a systematic fashion following a regular pattern over a given period.
Special reporting forms are to be used for recording the club’s activities. They are divided into
three areas - monthly, bimonthly and annually. These forms are available from the local
conference Youth Ministries.

INSURANCE
While the spiritual welfare of our youth is the prime motivation of all who engage in youth
leadership, the physical welfare of our youth is also very important. Each leader or counselor at
whatever level of organization must accept the moral obligation of protecting from physical
injury those who are under his/her care. This moral duty of care is reinforced by a legal liability
and, while a moral obligation may be shrugged off, leaders cannot escape legal liability for
injuries resulting from their actions or omissions.
SECTION 5
CLUB PROGRAMMING AND PLANNING

ENROLLMENT NIGHT
The enrollment night program should be the first Pathfinder meeting of the year. It should
introduce all parents and juniors to the year’s program planned for your Pathfinder Club–its
goals and objectives, its activities and meetings, both secular and religious.

Suggested program:
1. Uniform needs and requirements explained.
2. Dues explained–what they are used for.
3. Program highlights shared.
4. Staff organization explained and staff members introduced.
5. Pathfinder membership applications filled out, signed and handed in.
6. Pathfinder Passport filled in and photograph taken.

Pathfinder Organization
 All Pathfinders are placed in units.
 The unit counselor introduces the year’s plans and program.
 Unit members choose captain, scribe, and unit name.
 May begin the year’s curriculum, e.g. Week 1 from the teaching plan at the beginning of
each class, introduces Book Club selections, Pledge and Law, etc.
 Deputy Director may take charge of Pathfinders for a games period. Parents’ Meeting
(with Director, while Pathfinder organization takes place)
1. Give parents rules-and-regulations sheet and explain.
2. Discuss responsibilities and discover additional talents useable in the club.
3. Serve refreshments if desired.
Closing

INDUCTION CEREMONY
 Happens at the Beginning of the Year.
 It is a ceremony to formally welcome new Pathfinders to the organization.
 Typically happens as a vespers or evening service with Pathfinders, staff, & parents in
attendance.
 The service typically includes a candle ceremony which helps to explain the symbols and
meaning of Pathfindering.
Preparation
Materials needed:
 Table
 Pathfinder Emblem
 Pathfinder Banners
 Pathfinder Flag
 National Flag
 Candles–one 15" white; six 10" Pathfinder Class colors, eight 8" white for Law; and
seven 8" white for Pledge.
Procedure
Place a table at the induction ceremony site. Center a large Pathfinder Emblem directly behind
the table, with a Pathfinder Pledge banner on the right of the emblem and a Pathfinder Law
banner to the left of the emblem. In the center of the table directly in front of the Pathfinder
emblem place a 15-inch candle representing the spirit of Pathfindering. In front of this candle
place six 10-inch candles–blue, red, green, silver (black, if silver not available), burgundy, and
gold, representing the six Pathfinder Classes. In front of these six colored candles place a candle-
holder for the candidate’s candle to be placed during the ceremony.
In front of the Pathfinder Law banner on a line with the ―Spirit of Pathfindering‖ candle, center
eight white eight-inch candles.
Place seven white eight-inch candles similarly in front of the Pathfinder Pledge banner. Display
the National Flag to the right (as participants face the audience) of the table and a Pathfinder
Flag to the left of the table.
Seat the Pathfinders by units in a ―V‖ formation, the open end toward the table with the candles.
The candidate sits in the center of the formation. The director stands to the right of the table
(facing the Pathfinders), and the deputy director stands to the left of the table (facing the
Pathfinders).

INVESTITURE (AWARD CEREMONY)

 Concludes the Pathfinder Year
 Is usually held in the church or meeting place.
 Is a showcase opportunity for Pathfinders to demonstrate their accomplishments
 Contains a song service & worship thought.
 Each club turns in a form to the conference this weekend giving their 1st & 2nd choice of
dates in order to have a conference representative in attendance.
 Master Guides present Progressive Class Rank pins & insignia.
 Honors earned during the year are presented or read off if distributed earlier.

Program Format Suggestion No.1

 Prelude
 Song Service
 Special Music
 Scripture
 Welcome
 Prayer
 Pathfinder/Pledge Given by all candidates
 Pathfinder/Law Given by all candidates
 Special Music - Club members
 Memory Work Any or all class levels
 Practical Demonstrations- Knot tying, First Aid,
 Certification of Candidates - Pathfinder director or pastor
 Challenge of Junior Youth - Conference youth director, pastor, or qualified Master Guide
 The Charge and Presentation of Insignia Coordinator - Conference Youth Director or
Area
 Consecration and Prayer of Dedication - Pastor
 Announcements
  Benediction
Program format suggestion No.2
 Musical prelude or song service
 Pathfinders parade with or without flags into the church or hall singing or marching to the
tune of the Pathfinder Song, etc.
 Flags are placed according to regulation.
 Pledge of Allegiance where necessary–all
 Pathfinder Law, Pathfinder Pledge–by all Pathfinders
 Welcome and Introductions
 Pathfinder Song–by all
 Prayer
 Scripture–recitation of memory work by Pathfinder
 Special song
 Practical demonstrations of various kinds–knot tying, witnessing, skit, etc.
 Guest speakers–short remarks
 Certification of candidates
 Charge and presentation of insignia
 Consecration prayer
 Recessional–by marching
 Photographs and report completion for Conference/mission

Club Morale
• Encourage & support positive staff morale which happens through communication and
mutual support.
• Provide clearly stated rules and procedures that are administered equitably.
• Make club meetings active, organized, and fun.
• Help Pathfinders feel welcome.
• Involve Pathfinders in activities with their friends.
• Provide opportunities for meaningful feedback (and follow through).
• Make sure each Pathfinder has at least one significant adult they can relate to on personal
& spiritual issues.

Club Meetings Program Components

• Opening Exercises
Pledge of Allegiance, Pledge & Law, Pathfinder Song
Prayer & Devotional
Unit inspection / dues
• Unit Time
AY Class work
Honors / Activities
• Club Components
Club honors / activities / drill
Guests
• Closing Exercises
Announcements
Dismissal
CONFERENCE EVENTS
PATHFINDER FAIR
Suggested schedule of events for a Pathfinder fair
 Setting up of club booths
 Booth and float registration
 Registration of clubs
 Meeting of all Pathfinder directors
 Judging of club booths
 Grand parade
 Lunch
 Fair events
 Special event
 Presentation of awards

PATHFINDER RALLY
Pathfinder rallies are times when clubs in a district or conference come together on a Sabbath
afternoon and/or evening for fellowship and spiritual inspiration. The rally is conducted once
each year and is usually held in a large public hall, church, or auditorium. All Pathfinders and
leaders should be in full uniform and bring their club flag, to be presented in the opening
ceremony.
Suggested Program for a Rally:

 Preparation
All clubs should be notified in advance of the date, venue, and time of rally. Usually the program
will begin at 3:00 p.m. on Sabbath afternoon.
 On arrival
Clubs will assemble outside the hall--ideally in a park nearby--at the directions of the district
director. The clubs will then march into the hall and take up their positions in the assigned areas.
The club flag bearer should be seated near an aisle so as to be ready for the flag ceremony.
 The opening ceremony
The official party should be on stage as the clubs enter. The national and conference flags should
be in position.
 Singing and music
 Meet the clubs. This segment provides an opportunity to get to know the clubs present.
 Interviews and items
 Story
 Fellowship potluck supper
 Club reports
 Conference promotion
 Closing ceremony

PATHFINDER CAMPOREE
The Pathfinder Camporee is an occasion when clubs from an entire conference or a given district
come together for a period of two or more days, for fellowship, inspiration, and for the exchange
of ideas and experiences in camping skills and other activities of junior youth ministry.
Every camporee should have a theme, and all activities should be built around this theme so that
each Pathfinder will remember the spiritual lessons from the Bible, from nature and history of
the church.

A Pathfinder Camporee provides:

 A time for camping, cooking and sleeping out in the great out-of-doors.
 A time for fun, adventure and exploration.
 A time for hikes and nature walks into the realms of God's natural world.
 A time to learn skills and thrills of working, playing, and fellowshipping together.
 A time to draw near to God, the Great Creator of all that surrounds us.

Club Organization Requirements

 In most cases a registration fee for each Pathfinder and staff member is charged to help
defray expenses of renting the camp with its facilities and covering programmatic costs.
 All Pathfinders must camp in units by clubs.
 Each unit must have one adult counselor.
 A complete unit should consist of not more than eight Pathfinders.
 Units must be made up all of one gender, with no mixing of the sexes. The male and
female tents must also be separated.
 Each of these units must belong to an active club that has been active from the beginning
of the current year. (Isolated Pathfinders may be attached to a club for the camporee or
formed into conference/mission units.)
 Each club is self-sustaining. This means that each club will have its own food, cooking
equipment, bedding, tents, tables, and everything needed for the camporee. Motorized
vehicles and trailers are allowed only for staff and for cooking facilities.
 Food preparation can be done by units or by club.
 The camping arrangement is by clubs. Each club is responsible for its own arrangement
of youth to camp in separate sections.
 A counselor must assume full responsibility for the Pathfinders in his or her unit and
should be with them at all times.
 It is the responsibility of the youth director to supply detailed instructions and camping-
area assignments to the clubs upon their arrival at the camporee.
 Inspection should be made of the camping areas. Tents and all equipment must be aligned
in a neat and satisfactory manner.
 Each club should be covered by accident insurance so that each Pathfinder and staff
member is protected.
 Clubs should bring their own Pathfinder and national flags.
 The clubs are responsible for transportation to and from the camporee sight. Utmost
caution should be exercised in selecting drivers who are mature and responsible.
Equipment should be in good condition and overloading should be avoided. All vehicles
and Pathfinders should be covered by adequate insurance.
 Clubs should not bring pets or animals, motor bikes, motorcycles, buggies, etc. to the
camporee.
 Each club should have a person in charge of medical needs and first aid. (Camporee
headquarters also has medical staff for serious needs).
PATHFINDER DAY
Purpose
Each year the General Conference designates a Sabbath as Pathfinder Day, to be observed in all
Seventh-day Adventist churches with the following objectives:
 Give official recognition and encouragement to the Pathfinder Club in the local church.
 Acquaint the congregation with the scope of possibilities offered by the Pathfinder Club
in the development of our junior youth.
 Encourage greater cooperation and support of the local Pathfinder Club by the
congregation.
 Recruit additional Pathfinder staff members.
 Give the Pathfinder Club members a greater sense of belonging to the church by their
active participation in the worship hour.
 Give an opportunity for the church to provide more financial assistance for the club by
giving a special Pathfinder Club offering during the worship hour. By vote of the local
church board, the church offering on this day may be appropriated to the local Pathfinder
Club.

PATHFINDER DAY CHURCH SERVICE

 Prelude
 Ministers enter
 Silent prayer
 Doxology
 Invocation
 Presentation of Colors
 Pathfinders march in and take places Pledge and Law
 Post flags
 Honor Guard returns to seats
 Congregation and Pathfinders seated
 Scripture reading: e.g. 1Timothy 4:12
 Hymn
 Congregational prayer
 Offering
 Special music
 Pathfinder report--Pathfinder club director
 Sermon by pastor, child preacher, or guest
 Hymn No. 508, "Anywhere With Jesus"
 Benediction
 Postlude
 Congregation stands
Adult Sabbath School can also be directed by Pathfinders.
SECTION 6

TEACHING THE PATHFINDER CURRICULUM

Objective of this Section
 To discover the importance and value of creative approaches to teaching the Pathfinder
curriculum.

Philosophy
 Look at the requirement and ask,
―What are the kids expected to gain from this requirement?‖
―What is the best way I can help them get there?‖

Different Learning Styles

 Auditory 6%
 Visual 45%
 Kinesthetic 23%
 Verbal 26%
PATHFINDER CURRICULUM OVERVIEW
The Pathfinder curriculum is divided into nine tracks with usually 3 requirements per track.
Usually, two are required for the basic class and one for the advanced class.
1. Personal Growth: Developing an awareness of personal worth and accomplishment.
2. Spiritual Discovery: Understanding the working of God in their own lives,
by recognizing God’s leading in the lives of others.
3. Serving Others: Diminishing self-centeredness by focusing on the need of others.
4. Making Friends: Developing positive spiritual and social graces that will guard against
peer pressure.
5. Health and Fitness: Teaching health to benefit both body and mind.
6. Youth Organization: Providing a sense of belonging not only to a peer group but to the
church as a whole.
7. Nature Study: Revealing God’s character through nature.
8. Outdoor Activities: Meeting the challenges of the out of doors and to improve self-
image and problem solving skills.
9. Honor Enrichment: Introducing a variety of honors to develop a wide range of interests.

PATHFINDER HONOUR CATEGORIES

1) ADRA (9)
2) Arts, Crafts & Hobbies (95)
3) Health & Science (18)
4) Household Arts (19)
5) Nature (95)
6) Outdoor Industries (15)
7) Recreation (93)
8) Vocational (40)
9) Master Awards (16)
10) Spiritual Growth, Outreach & Heritage (40)
SECTION 7

CAMPING AND OUTDOOR EDUCATION

Camping

Philosophy
Every child develops naturally and continuously. Every place in which he is, and every person
with whom he has contact, is a part of him. He grows best in the company of someone who is
experienced and who understands and values him. Camping provides a powerful tool in shaping
such growth.

Camping:
 Gives an experience in a way of life based on the admonition to love the Lord thy God
with all thy heart and soul, and mind. (And) thy neighbor as thyself, emphasizing the
unity of mind and body.
 Helps develop a sense of belonging to the universe and its Creator by an enriched
individual experience through contact with the natural world.
 Encourages the establishment of appropriate social relationships between youth, and
between adults and youth.
 Allows people to learn how to increase their security and so their enjoyment in life.
 Uses the realism of the outdoor world to lead each group member to do justly, to love
mercy, and to walk humbly with thy God.
 And as one young Pathfinder put it at the close of a week of canoe camping: This
experience helps one make the important decisions in life.
This philosophy becomes a reality in a camping ministry that keeps in mind the following
objectives, remembering that the personality of the camper is the most important factor that
leaders deal with in any camp. Compared with the long-term effects of personality development,
everything else we offer pales into insignificance.

Objectives:
 Provide the individual with an opportunity to search for truth about God and himself,
using full sensory experiences, and provide time for his development, growth, and
acceptance of new thoughts, and ideas, spoken and unspoken.
 Set up norms of the camp life-style based on acceptance, trust, cooperation, and
conservation of the natural environment.
 Make available a special time and place apart for a person to experience a broad range of
new sensations, so that he might experiment with them, and if necessary change his old
ideas, and develop a new working model.
 Provide a secure situation in which the individual can live in harmony with the natural
environment and sense his unity with the world and its Creator.
 Build a realistic social setting for the development of relationships based on self esteem
and a sense of honesty.
 Set up enjoyable activities
 Bring developing youth in contact with loving and loveable Christians
Types of Camping

A. Hiking and Packing

B. Camporee
C. Canoe Trip
D. Wilderness Survival Camping

SECTION 8

DRILL AND CEREMONIES

A. Philosophy for Drill and Ceremonies

Some of the benefits and objectives that can be gained from Drill can be listed as follows:

1. Physically
 Recognized as an excellent fitness exercise
 Helps develop coordination of body movements

2. Mentally
 Develops confidence in leadership skills
 Stimulates the mind in the giving and receiving of commands

3. Psychologically
 Encourages a sense of team work
 Develops the inner quality of self-control and discipline
 Promotes automatic performance of duties under all circumstances
 Produces instinctive response to the control and stimulus of leaders

B. Opening and Closing Ceremonies Familiarization

C. Basic Drill Commands

 Standing at Attention requires your feet to be together with the toes at a 45 degree angle.
 When called to PARADE REST, your left foot moves away from your right foot and is
set back down when your feet are about a shoulder width apart.
 When Forward March is called, the unit steps out with the left foot and begin to march
forward.
 The command ABOUT FACE is used to turn a person or persons around 180 degrees.
 The command of RIGHT FACE is used to turn a person or persons to the right.
 LEFT FACE is just like RIGHT FACE except that you lift your left toes and right heel
and pivot on your left heel and right toes while turning to the left.
 When the command PRESENT ARMS is given, each person is to raise their right hand
to just above their eyebrow. The upper arm should be out horizontal to the ground.
 The command ORDER ARMS is used to bring a person or persons back to
ATTENTION from PRESENT ARMS.
 The command FALL OUT is one of the commands that dismiss a person or group of
people.
 PATHFINDER PARADES
1)

2)
 GENERAL CURRICULUM

SKILLS DEVELOPMENT

Attend and complete a two-hour seminar in each of the following areas:

1. Leadership skills – 2 hours

A. Modeling Positive Christian Attitudes and Values - 15 minutes
B. Basic Dynamics of a Small Group - 15 minutes
C. Role, Function, Task and Maintenance of Group Leaders - 20 minutes
D. Identifying and Dealing with Personalities That Destroy Group Cohesion - 20
minutes
E. Motivating Individuals - 50 minutes

2. Communication skills – 2 hours

A. Communication Process - 40 minutes
B. Active Listening - 40 minutes
C. Feedback - 20 minutes
D. One-way Communication - 10 minutes
E. Two-way Communication - 10 minutes

3. Creativity and resource development – 2 hours

A. Ways Individuals Learn - 20 minutes
B. Developing Creative Teaching Resources - 15 minutes
C. How to Develop Creative Worships - 55 minutes
D. Developing Creativity through AY Honors - 30 minutes

4. Child and youth evangelism – 2 hours

A. Youth Evangelism - 25 minutes
B. Doctrine of Spiritual Gifts - 40 minutes
C. Types of Community Outreach Programming - 40 minutes
D. Materials and Resources – 15 minutes

Prepared by: MG. Benny Tembo

LEADERSHIP SKILLS – 2 HOURS

Objective
To become aware of a number of basic group leadership skills necessary for leading a unit or
group

Explanation
Participants are required to begin to develop basic group leadership skills that are necessary for
leading and directing a unit or group in the successful completion of tasks required by their class
program or curriculum.
These skills may be highlighted by a discussion of the following topics:
A. Modeling Positive Christian Attitudes and Values - 15 minutes
B. Basic Dynamics of a Small Group - 15 minutes
C. Role, Function, Task and Maintenance of Group Leaders - 20 minutes
D. Identifying and Dealing with Personalities That Destroy Group Cohesion - 20 minutes
E. Motivating Individuals - 50 minutes

A. Modeling Positive Christian Attitudes and Values

Young people growing up in today’s world are faced with many choices. They are required to
make some sense out of all the uncertain and confusing aspects of life by learning to assess,
appreciate and acquire that which constitutes real value. In this context we tend to refer to the
word ―value‖ as denoting those beliefs, purposes and attitudes that are chosen thoughtfully and
acted upon. Because we live in a dynamic society in which rapid change occurs, it is perhaps
wise for us to focus our religious education on the process of valuing, rather than just the
particular ―values‖ themselves.

Approaches to Valuing:
Following are some ways that have often been advocated for helping young people develop
values:

 Modeling– Setting an example, either directly, by the way adults behave, or indirectly, by
pointing to good models in the past or present, such as Washington’s honesty or the
patience of the Greek Ulysses’ wife.
 Persuading and Convincing– By presenting arguments and reasons for this or that set of
values, and by pointing to the fallacies and pitfalls of other sets of values.
 Setting Limits– By giving children choices only among values ―we‖ accept, such as
asking children to choose between helping wash the dishes or helping clean the floor, or
by giving children choices between a value we accept and one no one is likely to accept,
such as asking children to choose between telling the truth and never speaking to anyone
again.
 Inspiring– By dramatic or emotional pleas for certain values, often accompanied by
models of behavior associated with the value.
 Making Rules and Regulations– Intended to contain and mold behavior until it is
unthinkingly accepted as ―right,‖ as through the use of rewards and punishments to
reinforce certain behavior.
  Advising– Cultural or religious dogma presented as unquestioned wisdom or principle,
such as saying that something should be believed because ―our people have always done
it this way.‖
 Moralizing– Telling ―the way it ought to be‖ is a nice and easy method. It’s simple and
easy to explain situations and experiences through which you have passed. Usually
involves appeals to conscience, that still, small voice which arouses feelings of guilt but
doesn’t suggest the ―right‖ way, such as telling a child that he should know better or that
he shamed his parents.

Other methods could be listed that have been used in the past to assist in the formation of beliefs,
attitudes and behavior. Leaders must seek to understand the following process by which young
people can be taught to formulate their own set of values without the need for indoctrination or a
predetermined set of values being forced upon them.
This ―valuing process‖ is to
a) Encourage children to make choices, and to make them freely
b) Help them to discover and examine available alternatives when faced with choices
c) Help children weigh alternatives thoughtfully, reflecting on the consequences of each
d) Encourage children to consider what it is that they prize and cherish
e) Give them opportunities to make public affirmations of their choices
f) Help them to examine repeated behavior or patterns in their life

Group Discussion:
1. Discuss the ways that values are transferred from adults to children and determine, in
your view, which ways are most effective.
2. Develop a list of the ten most significant values important to young people of various
ages and discuss how you would use the above resource material as a basis for helping
develop their positive Christian attitudes and values. Some values to consider for starters:
Commitment, Honesty, Honor and Integrity, Craftsmanship, Love, Responsibility,
Devotion, Courage, Self-control, Reliability.

B. Basic Dynamics of a Small Group

Recently social scientists have given much attention to ―group process,‖ trying to isolate the
reasons why some groups are effective and others are not. Their studies have revealed that each
group has its own unique pattern of forces. These forces pertain to:
 How the group members relate to each other
 The way the group makes a decision
 Group communication problems.

Even though these problems may not be present in each group, the leader will be most effective
if he is prepared to deal with them.

All the research on group process has revealed some interesting principles about group behavior.
Understanding these principles is vitally important for every leader. Some of the most impressive
facts are as follows:
 For a group to be effective, its members must be able to exchange ideas freely and
clearly. Its members also must feel involved in the decision-making.
  Just because all the members of a group are capable individuals, they will not necessarily
function effectively as a group.
 It is possible to help a group grow to maturity. By using proper techniques, a group of
individuals can be channeled into effective work, and internal conflicts that hinder group
effectiveness can be broken down.
 Any group can benefit from a skilled and dedicated leader. However, an effective group
leader must understand that each member is responsible for contributing to the total task
of leadership. No group can become fully productive until each group member assumes
responsibility for the way the group acts.

C. Role, Function, Task and Maintenance of Group Leaders

The leadership functions concerned with completing the tasks are:
 Initiator/contributor– one who gets things started
 Information seeker– one who asks questions
 Information giver– one who gives answers
 Coordinator– one who keeps things rolling
 Facilitator– one who points the group toward its goal. He keeps the group moving in the
right direction.
 Summarizer– one who pulls together related ideas. He restates highlights of discussions.
 Consensus tester– one who sends up ―trial balloons‖ to see if the group is nearing a
conclusion or one who measures to see how much agreement has been reached.

The leadership roles that maintain the group and gets members to work with each other are:
 Encourager– one who gives support to others in the group to keep them functioning
together
 Harmonizer– one who keeps group members working toward the same goal
 Gatekeeper– one who keeps the group aware of the subject at hand. They attempt to keep
communication channels open and draw out nonparticipants and hold back overly verbal
participants
 Standard setter– one who expresses what he/she wants the group to achieve. Sets limits
for the group’s activities and behavior between group members. Helps resolve conflicts
effectively.

Discussion time:
 Discuss how these group principles relate to your role as a Pathfinder, Adventurer, or
Youth leader.
D. Identifying and Dealing With Personalities That Destroy Group Cohesion

1. Blocker
 resists, stops group
 goes off on tangent
 reacts negatively to suggestions
2. Fighter
 aggressive, jealous
 gets status by blaming others
 deflates egos, holds grudge
 shows hostility against group or individual in group
3. Dominator
 dogmatic/rigid
 tries to assert authority
 interrupts others
 acts superior
4. Inattention
 failure to listen
 short attention span
5. Lack of enthusiasm

6. Nonparticipant
 acts indifferently, passively
 doodler, dreamer
 withdraws from group by whispering
 is afraid of failure, non-acceptance
7. Clown
 fools around
 mimics others
 disrupts work of others
 distracts group from goals
8. Clique
 several band and gang up on others
 gossip
9. Hyperactivity
 squirm
 leaves group during discussion
10. Poor organization/leadership
E. Motivating Individuals - 50 minutes
One of the prime shortcomings of any group is the inactivity of certain group members. Any
member’s inactivity causes many problems to the group and the group leader. The obvious
problem is the lost resources of inactive group members, which lessens the effectiveness of the
group as a unit. But perhaps the more critical problem is the demoralizing effect that inactive
members have on other members. Their failure to participate and shoulder their share of the load
dampens enthusiasm and may eventually result in a marked negative effect on the group. The
primary reason some group members are inactive is that they do not understand the task to be
accomplished or what part they are supposed to play. In many instances, they do not receive
sufficient motivation to move them into action. The fault does not lie within the members. They
will usually respond to the motivation they receive– frequently none at all, or it is applied
without regard for the member’s personal interests or views.

Basic Motivational Principles

Motivation is the source of all action, and inactivity results from a lack of motivation. This does
not necessarily mean a lack of motivational effort; however, mere effort to motivate does not, of
its own accord, produce motivation.

Group action is the result of motivation of the individuals within the group. At times the varying
effects of motivational effort of one type or another may result in confusion or indifference.
Many times when confusion or conflict occurs within the group, it is because the leader has
failed to motivate each individual within the group. It has been rightly stated that you do not lead
groups; rather, you lead the people that make up the group, each as an individual.

We can draw a parallel between a group leader and a salesman. Salesmanship requires a great
deal of individual motivation. In fact, that is what it is all about. A successful salesperson ―helps‖
a client ―discover‖ a ―desire‖ for the salesperson’s product or service before closing the sale.
Salespeople who see only their own desire for making the sale (income) and do not spend
adequate time relating to their prospect’s desires soon discover that they are no longer selling.

The same is true when motivating a group. When the leader disregards the desires of the
individuals within the group, he soon finds he is no longer leading. The members have received
no motivation that meets their needs, and they respond by doing nothing.

―There is no such thing as a group member who cannot be motivated. Every living person is
motivated everyday to do something. Once a person links himself emotionally with a group as a
result of interest shown in his individual desires, he can be motivated to do many things that are
contrary to his own personal desires in order to benefit the group. When that point is reached, he
finds fulfillment in achieving for the group rather than for himself.‖

As a leader, you must be able to get your group and its individual members moving– and keep
them moving– in the desired direction.
In attempting to motivate individuals, we need to recognize that individual needs are especially
important and play a major role in determining what ―gets people going.‖
Current research suggests that people usually motivate themselves by responding to their inner
needs. Leaders need to understand these needs and how they operate so that they can work with
human nature, not against it.

Abraham Maslow, in his concept of a hierarchy of needs, suggests that individual needs are
arranged in order of priority, with the stronger needs desiring satisfaction before other needs can
be met.

Physiological - Safety - Social - Esteem - Self-Actualization

Physiological needs– These are a person’s physical needs for food, shelter, warmth, sexual
gratification and other basic body functions.

Safety– These include the need to feel safe from physical danger and the need for physical,
mental and emotional security.

Social– These include the need for friendships and interaction with other people, a sense of
belonging and acceptance within a social circle.

Esteem– These needs fall into two closely-related categories– self esteem and the esteem of
others. The first includes our need to respect ourselves, to feel personal worth, adequacy and
competence. The second embraces our need for respect, praise, recognition and status in the eyes
of others.

Self-actualization – The need to achieve as much as possible, to fully develop one’s gifts or
potential.

Another expression of this understanding of humans as essentially self-motivating was suggested

by Herzberg, who believed that the following five motivators provide satisfaction to individual
needs:
1. Achievement
 A sense of personal achievement in the work being accomplished and brought to a
successful conclusion.
 A sense that one is making a worthwhile contribution to the objectives of the group.
 The sense of achievement is in proportion to the size of the challenge.
2. Recognition
 Acknowledging a person’s contribution.
 Appreciating the work being done.
 Receiving adequate recognition for achievements.
3. Interest
 A feeling that the work is challenging and demanding the best from the individual.
4. Responsibility
 Being allowed to control the work being done.
 Being trusted.
 Having authority to make decisions and being accountable for work done.
 5. Advancement
 A feeling that as an individual, one is developing and advancing in experience and
ability.
 The prospect of promotion or advancement.
 Providing the right climate and opportunities for meeting these needs for each
individual in the group is possibly the most difficult and certainly the most
challenging and rewarding task of the group leader.

Motivating Young Adolescents

 Build Relationships

 Provide environment.
 They must believe that adults are important to them.
 Be honestly supported or rejected by others as a person capable of directing his or her
future behavior.
 Personal encouragement– caring one-on-one relationship.

 Be a Model
 Adults whom they like and respect for their behavior and attitudes.
 Adults with a development of logical reasoning.

 Be Careful of Stereotypes
 Don’t assume that early physical developers will act more maturely than peers who
have yet begun to grow.
 Don’t assume that physically attractive adolescents are intelligent and responsible.
 Don’t assume that unattractive or overweight adolescents are undisciplined,
irresponsible, or lazy.
 Adult expectations of them, ―We act like we are treated.‖

 Provide Opportunities for Youth to Take Initiative

 Provide activities that teach-- self-motivating.
 Let them assume responsibility for shaping their environment.
 Provide consistent limits for acceptable behavior.
 Give them enough structure so that initiative can most likely be met.
 Relinquish the amount of control they can successfully handle and appreciate.

 Involve Youth in Decision-making

 Structure ways to give increasing amounts of autonomy
 in establishing rules
 in selecting and planning programs
 in negotiating individual and group contracts
 in selecting group rewards
 in actually conducting activities
 in evaluating the program
  Balance youth autonomy and adult control as to capabilities of the individuals.
 Allow as much control as they can manage.
 Provide controls that are necessary to protect youth from harm due to their own
inexperience, but reduce adult-imposed controls as young people gain experience and
responsibility.

 Make Peer Influence Positive

 While peers do have an increasing influence on behavior, most adolescents retain
their family values.
 Can be a motivator
 Make rules that govern behavior
 Plan activities that require collaboration rather than competitive efforts.
 Set group goals and rewards that require cooperation.
 Plan activities where the peer group receives recognition for helping or making a
contribution.
 Engage groups in role-playing and simulation games.
 Peer counseling.
 Peer tutoring.

 Tap Young Adolescents’ Desire to Make Commitments

 Short-term goal or provide an honorable out.
 Commitment should be of one’s own choosing.
 ―Choice‖ contributes to sense of personal autonomy.
 Should be truly meaningful to them or to others.

 Provide Safe Opportunities for Risk-taking

 Risk-taking is a normal part of growing up.
 Risk can help young adolescents grow, test their physical, cognitive and social skills
against reality and feel good about themselves.
 Risk provides challenge. As long as the situation is not too threatening, risk taking
provides help in motivating, is constructed to promote self-esteem and protects them
from physical or emotional harm.

Using Enthusiasm to Motivate Others

One of the best tools of personality development is enthusiasm. If you are really excited about
life, you will be bubbling over with enthusiasm. Enthusiasm is a way to attract people so that
they will become immediately interested in you and what you are saying. Once you capture this
enthusiasm, you will no longer be lonely.
Enthusiasm is a welcome commodity. Everyone needs it. It fills a personal demand. It enhances
the feeling of well-being. It inspires the efforts of others and helps them to renew their efforts. It
steps up their power-drive, as well as yours. It washes away discouragement and gives a
refreshing new desire to move ahead. It neutralizes selfishness, anger and hatred. Enthusiasm
inspires confidence. It establishes rapport achieved in no other way, and because people need
direction, they are attracted to the enthusiastic personality.
How to Develop Your Enthusiasm
1. Have faith in yourself and others. ―Faith,‖ as one psychologist puts it, ―is the inner core
of self-confidence, optimism, and enthusiasm.‖
2. Combat skepticism with positive thinking... then convert your thoughts into action. Track
down solutions instead of concentrating on the dire consequences of defeat.
3. Smile– A smile is the most potent weapon. Take a tip from Mark Twain, who said,
―Wrinkles should merely indicate where smiles have been.‖
4. Give generously of yourself. The enthusiast is fond of people, has time to help others, and
has energy to spare.
5. Focus on the advantages instead of dwelling on reasons why a project or idea won’t
succeed. Find ways to make it work!
6. Don’t let obstacles get you down. Beethoven was deaf. Edison was a failure at school.
Teddy Roosevelt was a physical wreck as a youth. Fanny Crosby was blind. Helen Keller
could not speak, hear or see. Booker T. Washington overcame prejudice. All these people
had one thing in common– they were determined to succeed and believed that they could
and would succeed. It was enough to carry them on.
7. Rally others to your cause. Enthusiasts are born leaders. People are drawn naturally and
willingly to their enthusiasm and go-go-go.
You may be wondering how you can generate enthusiasm. Maybe you think you are not the
enthusiastic type. Well, you can believe it’s not true, because in every personality there is a
degree of enthusiasm. Would you like to build a higher degree of enthusiasm or would you rather
let the world pass you by? (That’s one of those choice situation questions referred to earlier in
this course, right?)

Here are some practical pointers that can help you develop enthusiasm:
 Color everything you do or say– consciously ignite your smile, your ―hello,‖ your eyes
and your words. Make your conversation sparkle. Color everything you do with
friendliness. Let the warmth and friendliness of your personality shine.
 Know what you are saying or doing– shy or embarrassed people often speak without
thinking. Some nervous people feel that they must speak and become very confused in
their expression. To develop the depth of your enthusiasm, know what you are saying and
doing at all times.
 Praise people. Be warm. Be kind. Be sincere. Compliment people for what they do.
Spread compliments in all directions. Wherever you are, whatever you are doing, make
someone feel your enthusiasm through praise. People hunger for praise. Praise is power–
but be sure you mean it.
 Don’t be opinionated– enthusiastic people do not push their opinion onto people. They
stimulate listeners with the positive approach and at no time inflict personal beliefs.
 Look for good things in and about people– refuse to listen to negative talk from yourself
or others. Don’t listen to gossip, jump to conclusions or harbor grudges. Doubts promote
misunderstanding and anchor personality to everything negative. Look for the best in
everyone.
 Sleep well and eat properly– sleep and proper nutrition play a role in the brighter
personal approach to people. To ensure your best personality performance, keep
physically fit. Enthusiasm has its beginnings in the foundation that supports it. Keep well,
sleep well and you won’t have to be artificial about enthusiasm.
  Find interests in common with others– decide what you are interested in and join a club
that caters to your special interest. You will meet new friends and find a great boost to
your personality development.
 Don’t worry– delete gossip and everything nasty in your life. Do not dispense worry,
anger or hate. Wash out everything negative from your life. Transmit happiness to all.
Remember the Pathfinder Law– ―Keep a song in my heart.‖
 Be amusing; be happy– the enthusiastic person has a sense of humor. It bubbles over
from a fountain of friendliness. Be happy and make others happy.
 Offer encouragement– nothing makes others see you as an enthusiastic person better than
your ability to encourage them. Listen to people. Help them with their problems. Let
them complain and get the misery out of their souls, and fill their aching void with hope
and courage and the feeling of success. Make them feel better because of your presence,
your interest and your encouragement.
 Make others feel important– everyone wants to feel that she/he has a place in the world, a
place to be recognized. Through your enthusiasm, you can show others they are
important.
 Render personalized attention– in the enthusiastic approach there is nothing better than
personalized attention. This attention must be defined. Talk and do in terms of the other
person’s understanding. Give pleasure. Make your friends know you care.

Fourteen Practical Values of Enthusiasm

1. Enthusiasm is a sign that you are no longer in a rut.
2. Enthusiasm permits no room for anything derogatory.
3. Enthusiasm helps you develop an attractive personality.
4. Enthusiasm is a gracious and genteel bid for attention.
5. Enthusiasm recognizes the values of everything.
6. Enthusiasm leaves no room for boredom.
7. Enthusiasm is a method of diplomacy and persuasion.
8. Enthusiasm is the key that opens doors and anticipates ideas.
9. Enthusiasm is a portrait of praise and indicates self-confidence and control.
10. Enthusiasm is a way to get others to want to help themselves to help you.
11. Enthusiasm establishes spirit and cooperation at little or no cost.
12. Enthusiasm leaves no opportunity for sarcasm.
13. Enthusiasm leaves no opportunity for anger, sadness or hate.
14. Enthusiasm makes other people feel good, too.

Apply Your Enthusiasm

 People who live enthusiastically possess a mystic quality that most others find attractive.
Such people are human dynamo-- alert, active, enterprising, always excited about some
new venture or endeavor. This can be YOU.

 Obviously they are picturesque, powerful personalities, potential leaders, with vital,
inquiring minds. What they do they undertake with zest and enthusiasm? They cannot fail
to create a good impression either in the social or business worlds. If you are enthusiastic
and want to make friends, by all means show it. Do not stifle that important and attractive
quality under the blankets of reserve and self-consciousness.
Stabilize Your Enthusiasm
 Place new ideas immediately on paper. Work out a plan of action. Put your ideas to work.
Ideas are a stimulant to enthusiastic living and give you new power.
 Permit controlled excitement to mount in you. It raises your energy level.
 Utilize action to step up body function. Ideas don’t just happen. Someone makes them
happen, and someone puts them into action.
 Keep an ―anticipation pad.‖ Write down all ideas that come to you. Leave the idea for a
few hours while your subconscious thinks it over, and then work on it again.
COMMUNICATION SKILLS – 2 HOURS

Objective
To learn how to effectively communicate with individuals of all ages

Explanation
Participants will acquire a fundamental understanding of the communication process in effective
and meaningful interpersonal relationships by involvement in group discussion and activities that
will facilitate the development of personal skills in:
A. Communication Process - 40 minutes
B. Active Listening - 40 minutes
C. Feedback - 20 minutes
D. One-way Communication - 10 minutes
E. Two-way Communication - 10 minutes

A. Communication Process
What is Communication?

Five Levels of Communication

In his book why Am I Afraid to Tell You Who I Am? Author John Powell describes five levels on
which we can communicate. Understanding these five levels is essential.

 Level 1-Small Talk. At this level shallow conversation takes place, such as, ―How are
you?‖ ―What have you been doing?‖ ―How are things going?‖ Such conversation borders
on the meaningless, but it can sometimes be better than embarrassed silence. When
communication remains on this level, it is boring and leads to frustration and resentment
in relationships.

 Level 2-Factual Conversation. At this level information is shared, but there are no
personal comments along with it. You tell what has happened but do not reveal how you
feel about it. Men are more apt to settle for this level than women, as they are often less
able to express their feelings.

 Level 3-Ideas and Opinions. Real intimacy begins here, for on this level you risk
exposing your own thoughts, feelings and opinions. Because you feel free to express
yourself and verbalize personal ideas, your partner has a better chance to know you
intimately.

 Level 4-Feelings and Emotions. Communication at this level describes what is going on
inside you, how you feel about someone else or a situation. You verbalize feelings of
frustration, anger, resentment or happiness. If you honestly share with someone else in a
give-and-take manner, showing interest in his/her feelings, as well as in expressing your
own, this will enrich and enlarge your relationship. You will feel worthy, noticed, loved
and appreciated. You will gain flashes of insight into your friend’s character that will
give you real understanding of how she/he thinks and feels. A good combination is to
alternate between the levels of ideas/opinions and feelings/emotions.
  Level 5-Deep Insight. Rare insightful moments will occur when you are perfectly in tune
with another in understanding, depth and emotional satisfaction. Usually a peak
experience or something deeply personal is related. Communication about such
experiences often makes a deep impression on both parties and enriches the relationship.
Mutual sharing of personal ideas and feelings is the ultimate goal in communication
especially in mental relationships.

The Conversation-angle of Communication

We spend approximately 70 percent of our waking hours in communication– speaking, listening,
reading or writing. Thirty-three percent of this time is devoted to talking. This element of our
time becomes very important, for talk brings people together in a relationship.

The avenue of speech goes beyond the exchange of words or information. Through talking we
can express our feelings, convey our emotions, clarify our thinking, reinforce our ideas and make
contact with others. It is a pleasant way of passing time, getting to know one another, releasing
tension and expressing opinions.

The most basic function of speaking, then, is not the giving of information but the establishing of
a relationship with others. The quality of this relationship will depend a great deal on the ability
of each person to express themselves verbally.

Barriers to Effective Speech

 The ―solution sender‖ weighs down his speech with orders, directions and
commands.―Get over here.‖ ―Hurry up.‖ Warning and threats comprise more solutions.
 Many of us resort to ―put-downs‖ in spite of the fact that we know what it feels like to be
put down. Put-downs judge, criticize and blame:
 Then there is the ―corrector.‖ For example, while the club member tells a story to friends,
his leader helps him keep the facts straight:
A corrector has a compulsion to concentrate on proper reporting. Such remarks are often
attempts to draw attention to self, and they show a lack of sensitivity in allowing
someone else to tell a story the way one perceives and remembers it.
 The ―monologuer‖ has the compulsive need to talk and frequently insists on having the
last word. She/he can’t bear to be corrected and so maintains a know-it-all attitude. Often
monologuers have a desperate need to be popular, but the more they monopolize
conversations, the more they bore others and cut themselves off from forming close
attachments.
 The ―silent treatment‖ uses silence as a weapon or a form of control. When a male is
silent, strong emotions, such as fear or anger, are building up inside. A female usually
uses silence to get even for some injustice done to her or when she reaches the stage of
total despair and desperation.
Rules for Effective Speaking
 Choose the right time to communicate to your friend.
 Develop a pleasant tone of voice.
 Be clear and specific.
 Be positive. In many homes, eighty percent of all communication is negative. Be less
negative and more positive and appreciative.
 Be courteous and respectful of your friend’s opinion.
 Be sensitive to the needs and feelings of your friend. Develop patience and sensitivity in
responding to what your friend says.
 Develop the art of conversation. Conversation is an art, and opportunities to develop it
should be encouraged. Discussion on interesting topics enriches a relationship.

B. Active Listening

The Listening Angle of Communication

―Faulty listening,‖ says one psychoanalyst, ―is usually at the root of most communication
problems. Sometimes it merely causes annoyance or irritation. But when a person is talking
about something important, trying to get a problem resolved, or seeking emotional support, poor
listening can have disastrous results.‖
Yet, most of us prefer to talk rather than listen. We enjoy expressing our ideas and telling what
we know and how we feel about things. We expend more energy expressing our own thoughts
rather than giving full attention when others are expressing theirs.
Listening seems like such a simple thing to do; yet, most of us are poor listeners because
listening is hard work.

Barriers to Effective Listening

 The ―bored listener‖ has heard it all before.
 A ―selective listener‖ picks out bits and pieces of conversation that interest him and
rejects the rest.
 A ―defensive listener‖ twists everything said into a personal attack on self.
 Those who interrupt spend their time forming a reply to what they hear; they do not pay
close attention to what is being said.

Effective Methods of Listening

Following are some techniques suggested by a collection of experts to help you and your friends
enhance your listening abilities:

 Be alert to body language. We communicate by the spoken word, but we also

communicate by what we do not say.
 Be a door-opener. A good listening technique is found in responding with a ―door
opener‖ or the invitation to say more.
 Listen actively. ―Deliberate listening‖ is the ability to process information, analyze it,
recall it at a later time and draw conclusions from it, but ―active listening‖ hears the
feelings of the speaker first and processes information secondarily. Both deliberate and
active listening skills are necessary in effective communication, but listening with feeling
is far more important in relationships.
Rules for Effective Listening
 Maintain good eye contact. Focus your full attention on your friend.
 Sit attentively. For a few minutes act as if nothing else in the world matters except
hearing what your friend has to say. Block all other distractions from your mind. Lean
forward in your chair.
 Act interested in what you are about to hear. Raise your eyebrows, nod your head, smile,
or laugh when appropriate.
 Be attentive and listen with appropriate phrases to show agreement, interest, and
understanding.
 Ask well-phrased questions. Give encouragement by asking questions that illustrate your
interest.
 Listen a little longer. Just when you think you are through listening, listen.

Solving Conflicts
Conflicts in relationships are inevitable. People view things differently, and relationships would
be very dull in they didn’t. However, out of these differences disagreements and conflicts arise
that can result in highly emotional states of frustration and anger.
A few simple rules can lead to constructive problem-solving.
 Choose the best time and place. It is best to keep calm when handling conflicts, but if
either of you is angry or unreasonable, postpone the discussion. Don’t delay it for too
long, however, and if your friend does not bring up the issue again, then you take the
initiative to solve the problem. Guard against unnecessary interruptions when discussing
major issues.
 Say it straight. State your feelings openly and respectfully through the effective use of I-
messages. Speak directly, clearly and concisely without anger. Include reasons why you
feel the way you do. Explain how you think the problem can be solved and what is at
stake. Speak calmly and in as controlled a manner as possible, lowering your voice rather
than raising it.
 Stay on the subject. Stick with one problem until you solve it. The more problems
brought up at one time, the less likely that any of them will be solved. Make a rule that
additional problems cannot be brought up until the first one has been dealt with. Avoid
dragging up old scores and arguments. Agree that if the accusation is more than six
months old, it is inadmissible evidence.
 Show respect. You may not agree with your friend’s position; in fact, you may be
violently opposed. However, you can still respect his right to have his opinion. Here are
some no-no’s: name-calling, wild threats, put-downs concerning appearance or
intelligence, physical violence, yelling and interrupting. Words spoken in anger can never
be recalled. Nothing can erase the effects of a threatening ultimatum or bitter remarks
spoken in anger. Speak and listen with respect.
 List possible solutions. When feelings have been described constructively and openly,
you will see the issues at stake and work out rational alternatives. Brainstorm every
possible solution, regardless of how far-fetched it may seem. But do not appraise them at
this time.
 Evaluate the solution. Once all available information has been aired, the two of you can
make an intelligent choice as to the course of action most likely to succeed. Go back
through the list and share thoughts on the consequences as you evaluate each solution.
  Choose the most acceptable solution. Commit yourselves to choosing the solution closest
to meeting the needs of the one hurting the most. This choice may take a good measure of
negotiation and compromise. Winning should not be the goal, because where there is a
winner there must also be a loser, and no one likes to lose.
 Implement the decision. Decide who is to do what, where and when. Once you reach a
decision, remember that two persons often perceive agreements differently.

When Your Friend Breaks the Rules:

 Although you may try to avoid arguments, you will occasionally be drawn into them.
When you see one coming, you can prevent it by following a simple formula. Rather than
responding with words that throw you into the heat of battle, choose not to argue.
 If your friend reads something hostile into a perfectly legitimate request, choose not to
argue but state calmly and reasonably: ―I’m sorry it sounded like that. What I meant to
convey is that...‖

 If your friend has a special gift for sarcasm, tell him openly: ―It hurts me to hear remarks
like that about me. I know I do things that hurt you, also, but let’s try to avoid such things
in the future.‖
 If your friend is a faultfinder, don’t defend yourself. Instead, take notes on your ―sins.‖
When they have gotten it all off their chest, say something like this: ―OK, let’s go back to
the first thing you mentioned. If I’m really at fault here, I’m willing to talk it over with
you. I’ll ask the same of you, too.‖
 When a friend makes a ridiculous exaggeration, rather than correcting the statement, try:
―I know this upsets you and that you feel it happens too often. I’ll try not to let it happen
again.‖

Unfair fighting techniques can destroy a relationship, but when your friend forgets and breaks
the rules, you can learn to stay reasonable. Choose not to argue, but calmly and quietly confront
your friend with the reality of the situation. With controlled aggression, reassert your own
thoughts, feelings and convictions. You can avoid many potential arguments by choosing not to
argue and by responding in a reasonable, concerned and tactful manner.

C. Feedback

Feedback as the Process of Providing Information

Feedback is the process of providing information through which a person can discover the
impact of his actions and words upon individuals or the group.
Without feedback, a distortion between your intentions could grow into an unnecessary argument
or disagreement.

Two Distinct Types/Categories of Feedback

1. Unplanned Feedback
Unplanned feedback may emerge in a number of ways:
 Conscious– nodding assent
 Unconscious– nodding asleep
  Spontaneous– ―Thanks a lot‖
 Solicited– ―Yes, it did help‖
 Verbal– ―No‖
 Nonverbal– leaving the room
 Informal– hand-clapping

2. Planned Feedback
 Reflection– The group appoints a process observer who does not engage in the group task
but watches how the group goes about its task and for the impact of different actions by
group members. The group allows time for him to ask questions about things that seem
significant to him. The group reflects and discusses these situations as they wish.
 Self-analysis– Tape recorders or video tapes are used, and the person has an opportunity
to hear or see the impact of his behavior on others.
 Coaching– A fellow member observes another member in action and then coaches him
on how he can be more effective.
 Personal feedback– This is most direct and effective if given with the intention of
helping. A number of guidelines have been developed to help in giving and receiving
feedback.

Getting Help from Feedback

 Reinforces-- Feedback may confirm behavior by encouraging its repetition. ―You really
helped when you clarified.‖
 Correction-- Feedback can help bring behavior in line with intention. ―It would have
helped me more if you had stood up to talk.‖
 Identifies-- Feedback may help identify persons and their relationships. ―Joe, I thought
we were enemies, but we’re not, are we?‖
 Descriptive-- It is descriptive rather than evaluative. By describing one’s own reaction, it
leaves the individual free to use information as he sees fit. By avoiding evaluative
language, it reduces the need for the individual to react defensively.
 Specific-- It is specific rather than general. To be told that one is ―dominating‖ will
probably not be as useful as to be told, ―Just now when we were deciding the issue, you
did not listen to what others said, and I felt forced to accept your arguments or face attack
from you.‖
 Appropriate-- It takes into account the needs of both the receiver and giver of feedback
and can be destructive when it serves only our own needs and fails to consider the needs
of the other person.
 Usable-- It is directed toward behavior which the receiver can do something about.
Frustration is only increased when a person is reminded of some short coming over which
he has no control.

 Requested-- It is solicited rather than imposed. Feedback is most useful when the receiver
himself has formulated the kind of question which those observing him can answer.
 Timely-- It is well-timed. In general, feedback is most useful at the earliest opportunity
after the behavior (depending, of course, on the person’s readiness to hear it, support
available from others, etc.).
  Clear-- It is checked to insure clear communication. One way of doing this is to have the
receiver try to rephrase the feedback he has received to see if it corresponds to what the
sender had in mind.
 Accurate-- When feedback is given in a training group, both giver and receiver have
opportunity to check with others in the group the accuracy of the feedback. Is this one
man’s impression or an impression shared by others?

When Feedback Can Best Be Given

 In an atmosphere of trust where there is a trusting, warm relationship.
 With concern for the other person as an individual.
 In small bits.
 By being sensitive to its reception.
 When it is timely and appropriate.
 As experience rather than supposition or interpretation.
 When motivated by accepting affectionate, helping impulses.
 When it is specific and derives from the group experience.
 When it is kept within the group.
 When it is requested and wanted.

When Feedback Can Best Be Received

 When one is open and ready to receive it, as when it is requested.
 When one is ready to change.
 From a person who is respected by the receiver.
 When one’s filters are bypassed as much as possible.
 When one is least defensive.
 When it is verified by others in the group.
 When one feels trusting of the group.
 When it does not violate one’s personal integrity.
 When one is free to reject it if they wish.
 When it is truly meant to be helpful and not punitive.
 When it is directed toward behavior one is able to change.
 When it describes what the person is doing rather than placing a value upon it. For
example– ―When you yell at me, it makes me feel that I don’t want to talk to you
anymore,‖ rather than–―It’s awful for you to yell at me.‖

How to More Effectively Give and Receive Feedback

 Have deeper personal relationships.
 Have more satisfying personal relationships.
 Learn of one’s impact on others.
 Increase the validity of one’s communication.
 Align self-image with reality.
 Become more open to new experiences.
 Become more unique or differentiated as an individual.
Feedback Process
 Leveling– Letting another person or persons know how I feel about myself. ―I feel tired.‖
―I feel bored.‖ ―I feel happy.‖
 Confrontation– Letting another person or persons know how I feel about them. ―I’m
trying to be helpful by explaining it.‖ ―When you... I feel cut off.‖
 Encounter– A relationship of dialogue between persons in which both are leveling and
confronting.

The Feedback Model

Helpful feedback requires a person to be aware and in control of his feelings. A model for giving
feedback is ―When you... (state behavior), I feel...‖ This provides data for the other person or
group without arousing their defenses and leaves them free to deal with it as they choose.

D. One-way Communication
When information flows in one direction it is known as one-way communication. In this
communication process, information flows from sender to receiver and receiver does not send
any feedback to the sender. Examples include: a speech, a television broadcast, sending a memo.
One-way process of communication can be shown in the following figure:

E. Two-way Communication
Two-way communication occurs when receiver sends his response or feedback to sender’s
message. Communication process basically indicates the two-way process whereby both the
sender and receiver can understand each other’s view or opinion. It is also known as circuit
communication process. Examples include: telephone call, face-to-face meeting, an interactive
training etc. The two-way process of communication is shown below:
CREATIVITY AND RESOURCE DEVELOPMENT – 2 HOURS

Objectives
To provide participants with knowledge of the way individuals learn and assimilate information.
To give participants opportunities to discover the value of appropriate resources for teaching the
curriculum and ways of obtaining and using effective resources.
To provide participants with information on the value and significance of creative worship
segments in the program.

Explanation
Course participants will study four main areas:
A. Ways Individuals Learn - 20 minutes
B. Developing Creative Teaching Resources - 15 minutes
C. How to Develop Creative Worships - 55 minutes
D. Developing Creativity through AY Honors - 30 minutes

A. Ways Individuals Learn

How We Perceive Information

It is a fact that people learn in two basic ways: through information and through experience.
Some programs have been developed to incorporate both facets of learning. Individuals gain
knowledge of God, their world, and themselves through talks, readings, audiovisuals and
discussion.

The Perception Process

Educators know that there are two major differences in how we learn. The first is how we
perceive information; the second is how we process it.
We all perceive things differently. Both ways of processing information and experience are
equally valuable.
There are several principles that relate to the process and mechanisms by which an individual
learns:
 Motivation– Learning is more likely to occur when an individual is motivated.
 Practice– Repetition facilitates learning.
 Past Experience– Past experiences contribute to efficiency in learning.
 Level of Maturation– Learning happens more readily and is usually more enduring when
the activity is appropriately geared to the learner’s physical and intellectual level.
 Activity– Learning is an active process because it is accomplished by the learner, not
automatically by some kind of transmission from the teacher.
 Reinforcement– The possibility that learning will occur is greater when different ways of
responding or behaving are followed by different conditions. Club members should be
given opportunities to share their discoveries to reinforce the principle or idea being
studied.
 Transfer of Learning– Behavior or responses learned in one situation may transfer, or be
applied, to other situations.
Essentials of Effective Teaching
Rather than relying on one or two specific teaching procedures, effective teachers will use a
variety of methods, as occasions warrant, during a single class period. There are many features
that can help to make a lesson more effective:

 Aim of Lesson– For a lesson to be effective, both teacher and student must know what
they expect to accomplish.
 Presentation of Learning Methods– To facilitate learning, new materials generally need
to be presented in a coherent, sequential fashion and illustrated and applied in many
ways.
 Learning Atmosphere–Teachers should also know that there are several environmental
factors that will influence the learning atmosphere:
 Sound– Learning will be affected by the amount of sound in the room.
 Light– The amount of light may also influence learning. Some learning is most
effective under bright lights, while other learning periods may occur in the evenings
around a fire.
 Temperature– Room temperature can influence people’s abilities to absorb and
assimilate information.
 Seating Arrangement–
 Teaching Aids–
 Being Creative– One of the most important aspects of learning is creativity. There is an
urgent need for creative teachers who will present their material in an exciting way. Try
several different approaches, and attempt something new!

B. Developing Creative Teaching Resources

Types of Resources
There are many places where teaching resources may be found:

 Personnel– People are one of the most valuable resources to the club leader. Many
people have chosen a specialist profession or career and are often more than ready to
share their expertise.
 Places– Most clubs will be close to many venues that can provide excellent resources for
class work. Schools, both primary and secondary, may be able to offer assistance.
 Materials– Teachers should also recognize the value of the written word. Books and
articles are probably the handiest source for information and pictures; magazines and
periodicals are also valuable in this area.

Factors That Affect Resource Selection

There are several factors that should be considered when choosing resources for a particular class
or lesson theme:
 Venue– The place where you meet regularly for your program will have some bearing on
your choice of resources.
 Number of participants– The number of participants in your care will also affect the
number and style of resources you use.
  Qualifications and experience– If you have been assigned to teach a class, your choice
and selection of resources will probably reflect your experience in the teaching area.

Developing a Resource File

When you, as the teacher, see the area you need to care for, you can then start building a resource
file that can be expanded each time you discover something new. Write down any ideas you get
and file them away. When you see a book that you think would be valuable, ask your club to
purchase it for you. Copy down the names of any good films you see, speakers you hear, and
games you play. Even if you can’t use a particular resource immediately, it may eventually be
just what you need. Keeping a current file of great things and ideas is an invaluable practice.

C. How to Develop Creative Worships

Enjoyable worship periods address two major factors– attitudes and creativity.

Developing Positive Attitudes toward Worship

Young people need to learn things besides facts and skills– they need to develop healthy
attitudes.
Developing positive attitudes is a fundamental concern for the teacher for many reasons:

 No one can be forced to learn anything if he/she does not want to learn.
 Even if people learn and discover important things, the primary concern of continuing
learning is lost when they do not develop positive attitudes.
 Vocational choices are largely dependent on attitudes.
 Application of ideas, in a large measure, depends on positive attitudes.
 Positive attitudes will reflect favorably on the teacher and on the club as a whole.

The basic way to help individuals develop positive attitudes toward worship is to provide
pleasant experiences for learning about God, themselves, their world and their church.
Teachers will learn to make worship more significant and develop greater positive attitudes to
worship by setting out to:

 Develop an appreciation for the nature of worship. Understanding its components, its
themes, and its focal point, who is God.
 Nourish curiosity in all aspects of worship. Provide opportunities to discover new ideas;
make each worship time significant for the participants; assign open-ended questions and
problems for thought and exploration.
 Build loyalty and confidence in God. Be a person people can accept and want to associate
with; work with patience and kindness so that time spent together is meaningful and
successful.
 Make worship times a pleasure. Present the material so that it can be understood; use a
variety of materials and methods that provide student participation in discovery and
discussion.
 Nourish respect for worship times. Stress the times and things the participants involve
themselves in during worship periods; avoid punishing or humiliating them in worship
settings.
Creativity in Worship
Worship offers unique opportunities for creative and original thinking. It centers on a
relationship, and there are endless ways to strengthen and deepen relationships.
The following principles of teaching are well worth considering when making plans for worship
occasions. Teachers ought to check that:

 Students are actively looking for concepts through reflective thinking, problem solving,
experimentation with new experiences, and analysis.
 Students are encouraged to ask questions, discuss different opinions, and propose new
ideas with their classmates.
 Students are encouraged to give reasons for answers, statements, methods.
 They have materials, illustrations, and lesson objects that will enhance the students’
understanding of a concept or idea.
 They show enthusiasm for the class members and their different ideas.

Places and Times of Worship

Worship happens in many places and occasions within the club program. Doing something
different, unique, special, and making it enjoyable isn’t going to be easy every time; in fact, it
may not be easy at all! Many teachers will need to take time and effort to do something out of the
ordinary, but it’s worth it! There is a real need for committed teachers and leaders who will be
prepared to do all that is necessary to make worship for club members a most enjoyable and
valuable time.

Developing a Creative Approach to Worship Preparation

There are several principles that the teacher can keep in mind when preparing a worship period:

 Accept the challenge of doing it differently from the way it is usually done. If your
worship has followed a set pattern, try a new way of presenting the same material.
Rearrange the segments. Assess the value of each component, and find a better way of
sharing the ideas.
 Be imaginative. Picture the details of the story you’re planning to tell– the details of the
time, place, personnel, etc. Imagine the feelings, the atmosphere, the fears, the
excitement.
 Look at the idea from a variety of angles! Ask how, when, where, and why– what was
and was not said. Seek parallels, modify, magnify, rearrange.
 Include opportunities for participation. Individuals need to be involved, and worship
should actively involve them as much as possible.
 Make application to the present. It’s the now that the worship is speaking to. People need
to deal with the current times, and all worship should have something to say for today.
D. Developing Creativity through AY Honors

Purpose of Teaching AY Honors

The Adventist Youth/Pathfinder (AY) Honors have one objective: to develop the physical,
mental, and spiritual capacities of the youth or adult.

To gain the maximum benefit from the AY Honor program, it is essential for Pathfinder Club
directors and church youth leaders to keep the following five suggestions in mind:

 High Standards– As youth leaders, keep the AY Honor standard high. That’s where it
belongs. Do not permit careless work, and make sure you set a good example. AY
Honors are top-value features. Keep them there.
 Serious Study– Encourage serious, not monotonous, study of AY Honor requirements.
Make it interesting and pleasant for the participant.
 Real Interest– Encourage youth to search beyond the requirements for the particular AY
Honor.
 Worthy Recognition– Be sure successful candidates receive their AY Honor certificates
and/or patches as soon as possible and at a service worthy of the effort they have
expended.
 Wide Choice– Demonstrate various crafts frequently.

Teaching AY Honors
Some AY Honors require special highly-skilled instructors. All learning must, in those cases, be
carried on under careful supervision by a person or persons clearly qualified to teach the
material.
CHILD AND YOUTH EVANGELISM – 2 HOURS

Objectives
To make the participant aware of the role of child and youth evangelism
To further develop the philosophy by explaining that Children and Youth Ministries should be
evangelistic in nature.

Explanation
The participant is required to attend a two-hour seminar (sponsored by the conference Youth
Ministries Department) on child and youth evangelism. This can be part of the New Skills
Development for Master Guides.
A. Youth Evangelism - 25 minutes
B. Doctrine of Spiritual Gifts - 40 minutes
C. Types of Community Outreach Programming - 40 minutes
D. Materials and Resources – 15 minutes

A. Youth Evangelism
Objective: To create an awareness of the scope of Child and Youth Evangelism and in so doing,
emphasize the importance of the acceptance of an evangelistic approach to Adventurer,
Pathfinder, and Youth Ministries.
 Definition and scope............
 Purpose of evangelism.........
 Gospel commission identified....
 Record your ministry role and goals

The basic Adventurer, Pathfinder, and Youth philosophies require leaders to:

 Help the youth to understand that the church loves them, cares for them, and appreciates
them. They should know that they are needed in its total program.
 Share with club members the destiny that God has planned for each of them and expand
the knowledge of their part in the great plan of salvation. Help them want to live up to
God’s expectation for their lives.
 Train and organize youth for active service. Teach them that witnessing is not a once-a-
week or once-a-month project, but that it should be incorporated into their everyday lives.
 Work for the salvation of each individual.
 Understand the purpose of God’s assignment to man.

B. Doctrine of Spiritual Gifts

Definition of Spiritual Gifts

A spiritual gift is a special ability given to a member of the body of Christ by the Holy Spirit that
enables him/her to work effectively with joy in helping the church carry out its mission in the
world.
Do not confuse Spiritual Gifts with natural talents – All people, whether Christians or not, have
natural talents. Only Christians receive spiritual gifts.
These gifts enable the Christian to minister in such a way that He will have a power that will tell
upon hearts.
Let’s look at talents, or natural abilities. A natural ability may be something you’re born with,
like physical coordination. Or it may be a talent you’ve developed through the years, such as
playing a musical instrument. These natural abilities or talents may be useful or entertaining.

Spiritual gifts differ from natural abilities in two important respects:

1. The motivation for the gift is based on love for God and love for humanity. Self glory or
gain can never be the incentive. Paul tells us that one’s communication, knowledge, and
faith might all be perfect, but they are worthless unless love is the motive (1 Cor. 13:1-3).
2. The goal of spiritual gifts differs from that of natural abilities. Spiritual gifts are granted
―for the common good,‖ ―to equip the saints for the work of ministry, for building up the
body of Christ‖ (1 Cor. 12:7; Eph. 4:12).

Spiritual Gifts with fruit of the Spirit (Gal. 5:22, 23). The fruit of the Spirit is reproduced in each
Christian by the Holy Spirit. All Christians are to have all of the fruits of the Spirit, but not every
spiritual gift is given to every Christian.
Spiritual Gifts with Christian roles – I may be an evangelist, while someone else has the gift of
teaching; yet we are all witnesses (Acts 1:8). Witnessing is not a special gift of the Spirit given to
select persons. It is a role that all Christians share. Every Christian is to show and tell what Christ
through His Word and Spirit has done in his/her own heart and life.
Genuine Gifts with Counterfeits – The devil always has a counterfeit for that which is genuine.
Counterfeit gifts are more often associated with the more directly miraculous, such as miracles,
healings, speaking in tongues, and prophecy.

Spiritual Gifts in the Church

God has placed within the church various gifts, which have been given to each one of us to
perform our work of ministry.

Three Key Passages Concerning Spiritual Gifts:

Eph. 4:7-13; 1Cor. 12:1-11, 28-31; Rom. 12:1-8
Ellen G. White References Concerning Spiritual Gifts:
COL 327: possession of gifts depends on reception of Spirit
9T 144,145: contrast must not hinder unity
GW 481: different gifts placed in church
DA 823: not all imparted to every believer
COL 328: poorest and most ignorant believer may have gifts
COL 327: promised to every servant of Christ
Ev 256: subject frequently neglected
6T 291-293: unity and cooperation essential in use of gifts
List of Spiritual Gifts
1. Administration– The ability to organize, manage and supervise working with and through
others to achieve goals. Its meaning is ―to steer,‖ as the helmsman or pilot of a ship. The
ability to plan and launch projects to meet the needs of God’s cause.
2. Apostleship– This is a title not normally used in church today. However, it means to be
sent out, especially commissioned to represent the church in a broader ministry. This gift
may be represented today by the spirit-given ability to begin the work that may lead to
new churches being established.
3. Discernment– The analytical capacity to discern between truth and error, right and
wrong.
4. Evangelism– The ability to so persuasively present the gospel of Jesus that people are led
to become His disciples.
5. Exhortation– This word is derived from the same word that Jesus used for the Comforter
(Holy Spirit), one who comes alongside to encourage. Also, it is the ability to stimulate
people to action in the service of God.
6. Faith– The ability to see a vision of what God wants done and the unswerving confidence
to accomplish it regardless of the obstacles.
7. Giving– The ability to share personal assets with joy and eagerness so that people are
helped and God’s work is advanced.
8. Helps– The ability to unselfishly meet the needs of others through some type of practical
help. The exercise of this gift often releases those with teaching and preaching gifts to
minister the word of God.
9. Hospitality– The ability to open one’s home graciously so that guests are put at ease and
are refreshed both physically and spiritually.
10. Intercession– The practice of praying earnestly and sincerely on behalf of others and their
special needs.
11. Knowledge– The ability to easily master a body of truth. It is also the ability to store and
recall a fund of knowledge from God’s Word to meet the need at hand.
12. Leadership– The ability to inspire and lead others in various ministries within the body of
Christ. This gift is exercised with the attitude of a servant.
13. Serving– The unusual desire and capacity to render service to others.
14. Mercy– The capacity to feel sympathy with those in need (especially those who are
suffering and miserable) and to manifest this sympathy in some practical way with a
cheerful spirit so as to encourage and help those in need.
15. Missionary– The ability to minister across cultures.
16. Pastoring– (Shepherding) the ability to shepherd, counsel, and encourage believers in
their walk with Christ and in their service to the church and community.
17. Prophecy– Primarily this refers to the gift bestowed on one who is called to receive
divine revelation from God to be communicated to man.
18. Teaching– The ability to instruct and explain the Bible truths so clearly in such a detailed
way that those willing to learn will understand.
19. Wisdom– The ability to penetrate into a matter, seeing the situation in its larger
relationships, and imparting wise counsel from God’s Word.
How to discover your Spiritual Gifts
 Pray earnestly that God will reveal them to you.
 Consider the desires of your heart.
 Get active in the work of God.
 Listen to comments of Christian friends; someone else should be able to recognize your
gifts.
 Evaluate your success.

Results of discovering your Spiritual Gifts

 You will know God’s will for your life and where you best fit into the work of the
church.
 You will know better how to cope with diversity and conflict in personal relationships.
 You will have a greater sense of identity and partnership with Jesus.
 You will have greater joy in service for the Lord because you will be matched to the
work you enjoy most.
 You will be better equipped to win your friends and relatives to Jesus.

C. Types of Community Outreach Programming

Some Types and Samples of Community Outreach Programming Ideas:

1. Recreation
 Bicycle Events
 Olympic Day
 Aquatic Events
 Recreation Leagues
2. Community Physical Projects
 Plant Trees and Flowers
 Painting Projects
 Neighborhood Programs
 Wash Public Vehicles
3. Health
 Walk-a-thon
 Environmental Projects
 Meals on Wheels
 Blood Drives
4. Christian Personal Service
 Adopt a Grandparent
 Assist Single Parents
 Volunteer for Voting Days
 Homeless Programs
5. Church Physical Projects
 Paint rooms
 Janitor for a Week
 Landscaping
 Build Sabbath School Props
 6. Temperance/Health
 temperance Contest
 Youth-to-Youth
 Public School Seminars
 Special Day/Fair Events
7. Reaching Non-churched
 Community Surveys
 Baby-sitting
 Yard Work
 Puppet Ministry
8. Fellowship
 Christian Party for Aged
 Handicapped Get-together
 Community Children’s Picnic
 Church Socials
9. Evangelism
 Day-camp/Vacation Bible School
 Youth for Christ Rallies
 Bible Studies
 Revelation Seminars
10. World Missions
 ADRA-related Projects/Honors
 Special/Global Mission Projects
 Church Heritage Projects
 Student Missions

D. Materials and Resources

Have or earn the following honors:

a. Christian Storytelling
b. Camping Skills
 Camping Skills I
 Camping Skills II
Earn two additional honors of your choice not previously earned

Hold a current Red Cross First Aid and Safety certificate or its equivalent.
In countries where there is no strong Red Cross/Red Crescent, St. John’s Ambulance, or their
similar program, completion of the Standard First Aid and CPR Honors will fulfill this
requirement.

ASSIGNMENT

Supervise participants through either an Adventurer Class or Pathfinder Class

curriculum or teach a Sabbath School class for at least one quarter.
REFERENCES
1. Adventurers Administration Manual (2004)

2. Adventurer Teacher’s Resource Manual (2004)

3. Pathfinder Administrative Manual (2004)

4. Pathfinder Basic Staff Training Course (2004)

5. Master Guide Curriculum Manual Version 0.3 (2015)

6. The Pathfinder Story

7. Youth Ministry Handbook and Leadership Training Manual (2005)

 APPENDICES

Appendix 1: Adventurer Club Meeting Program Sample

Adventurer Meeting Program Schedule (90 Minutes)

The club meeting is the foundation upon which the program is built.

Sample No. 1

Activity Time

Opening Exercises and Worship 15 min

Opening Prayer

Pledge of Allegiance

Adventurer Pledge and Law

Adventurer Song

Devotional

General Award time/Attendance 10 min

Physical Fitness 10 min

Award Time 20 min

Game Time 10 min

Class Time 20 min

Closing Exercise/Prayer 5 min

90 min
Sample No. 2

Time Activity

10 min Opening Exercises

Flag Salute

Pledge of Allegiance

Adventurer Pledge and Law

Devotional

3 min Attendance record

17 min Ice Breaker

15 min Safety Game

30 min Adventurer Classwork

14 min Closing Ceremony

Adventurer theme song & others

Object lesson

1 min Closing prayer and Dismissal

90 min Total program time

Appendix 2: Pathfinder Club Weekly Meeting Program Sample

Minutes Activity

15 min Opening Ceremony

Flags

Prayer

Inspection

10 min Drill (club or unit)

15 min Speaker/Devotional

30 min Classwork (indoor or outdoor activity)

30 min Games or fair practice

30 min Classwork (indoor or outdoor activity)

45 min Honors/hobbies/crafts

5 min Announcements and benediction

180