Community-based project*Compulsory for all Gold Award participants
No. of Hours:
Date: 29 May 2018 / Tuesday
Category: Residential Project

28th Oct 2017

Feiyue Community Services Volunteers Appreciation Day

 

The essence of this Project was to bring all the volunteers in Feiyue helping out in the different programmes all around Singapore together to thank them for their hard work and services. I met up with the client a few weeks prior to the Appreciation Day. Having discussed with the client about what he wants to do and etc ,we had planned to conduct Low Elements to have the volunteers to get to know one another better as they all gathered from the different programmes/projects in different locations in Singapore. Following low elements would be a BBQ Dinner for them to enjoy.

 

We had a total about 50 volunteers coming in, having delegated the different roles to the instructors in my team, we separated the instructors into 3 teams letting them do a rotation of different Low Element activities with the finale of Low wall where everyone of them had to work together to finish the element. Whilst low elements was happening we had instructors as well as a BBQ chef to set up their scrumptous BBQ dinner for them to enjoy after a tiring day of fun activities. Having been able to plan and execute such a programme for these volunteers who day in day out give their time and effort for the kids that need their support and help,it was time for me to allow them to realize that all their work does not go unnoticed and unappreciated. It was an honour and pleasure to be able to see their happy faces and making new friends at the end of the day.

Community-based project*Compulsory for all Gold Award participants
No. of Hours:
Date: 30 April 2018 / Monday
Category: Residential Project
A short introduction on the paddles and PFDs
A short introduction on the paddles and PFDs
Play time!
Play time!

Dragonboat Session

  • The client that I was engaging in was a non-profit organization called Beyond Social Services. It is a charity dedicated to helping children and youths from less privileged backgrounds break away from their poverty cycle. They provide guidance, care and resources that enable families and communities to keep their young people in school and out of trouble. One way that they are doing this is by taking in youth so that they engage with healthier activities like the one that I have planned for them.
  • It took me quite awhile to get my manpower for the program. Initially, I needed 2 Coxwains. It wasn’t my luck to get the other manpower so at the end of the day I was only able to get 1 Coxwain and to make up for it, I needed to cox the other Dragonboat myself.
  • The program was held at Raffles Marina and we did dragon boat for the whole day. The program was tiring but I did not forget to include elements of fun by playing a few activities on the boat and also letting them swim around when they are taking their break from rowing the boat.
  • The first thing that I did when they first arrived is to break the ice to get them comfortable with each other and also with me and the other Coxwain. I did 2 Energizers with them to get the ball rolling and to hype them up. It was definitely a fun one seeing the laugher on their faces. I also introduced to them their 2 best friends for the day; the PFD and the paddles. We did abit of dry paddling to get the technique right and straight to water confidence test after that. When we enter the dragonboats, I continued teaching them about the different parts of the boat and what is the proper way to seat on the boat. The boat that I took definitely almost capsized a few times but it was al good and under control. They were some instances where the boat almost capsize because the participants purposely wanted to have the feeling of capsize. However I firmly told them no by telling them the pros and cons if we were to capsize. I definitely was glad to get them to change their mind about capsizing the boat. It is going to be a hassle to get the boat upright again if it were to happen!
  • All in all, it was fun and amazing experience to be able to lead a dragon boat program for the first time. I also learned a few things about the participants, some of their stories really touched my heart. It is an eye opening experience. I really hope to be able to get a chance to work with this organisation again in the near future.
Community-based project*Compulsory for all Gold Award participants
No. of Hours: 40 hours
Date: 27 April 2018 / Friday
Category: Residential Project

Date: 14 – 16 December 2016 (3 days, non-overnight)

Event Title: Lakeside Family Services December Camp CARE

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Organizing committee for Camp CARE from SP Diploma in Biomedical Science.

For my residential project, I volunteered to be part of the planning committee for a community service project under Singapore Polytechnic, Diploma in Biomedical Science Student Chapter (DBSSC). DBSSC frequently works together with Lakeside Family Services (LFS) for community service projects throughout the year and LFS has expressed interest in planning and holding a day camp in December 2016 for the children that come to the family service center.

LFS is a family service center that operates in Lakeside, Western Singapore. Social workers in the family service center help families that live in their community. For this programme, LFS has requested to hold a camp for children that are 7-10 years of age to impart the value of care for one another.

Our first meeting (2 hrs) took place in mid-to-late November 2016  to discuss about the beginnings of the project as well as to decide on the roles and responsibilities, and timeline of the programme. I volunteered to take on the role of “Activity In-Charge” as I am more experienced in planning and conducting activities for children of that age group from my work in CAMP CHALLENGE. As a result, I am tasked with planning the timeline, activities, and flow for the 1st and 2nd day of the camp, which will take place in SP. The 3rd day would be planned by LFS, which is set to take place in Taman Jurong Community Center, with elderly from LFS. The whole programme would be linked to the upcoming Christmas holiday.

We took approximately 2 weeks to gather manpower (from our course, Diploma in Biomedical Science) and put up the proposal which occurred concurrently. We also booked venues within SP where we would be using for our activities such as classrooms and common areas.

In early December, we performed a dry run  (7 hrs) in SP for the actual day of the camp. We gathered the organizing committee  and all manpower involved to test out the activities, timeline flow, set expectations, and prepare logistics.

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Packing of logistics and goodies!


Day 1: Station Activities, Christmas Caroling Rehearsal, and Christmas Card Making

We had a team of Group Leaders (GLs) who arrived at LFS in Lakeside to engage in icebreaker activities on the morning of 14 December 2016. They would board the chartered bus arranged by LFS with the children and come to Singapore Polytechnic for activities. As I was the Activity IC, I was stationed in SP to prepare the opening areas and stations before the arrival of LFS.

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GLs engaged in icebreaker and bonding activities with children at LFS before coming to SP.

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Hands in the center!

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Arrival at SP 11 Square and heading towards the opening venue at one of the classrooms!

Upon arrival at the opening venue, we kicked start the day with an opening presentation by the event Overall In-Charge (OIC). After which, I lead the energizer activities and briefed the children on the station activities that will take place over the course of the next few hours.

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DSC_0489Conducting of “Dragon Dragon” energizer!

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Setting rules and expectations for the camp!

With the energizers and briefing completed, we moved on to the station activities where the various groups would move from classroom to classroom completing activities.

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“Number pattern” station, where the children will need to tap the various numbers within the circle in a specific pattern. 

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“Blind mice” station, where the children would be blindfolded and tasked to retrieve items in an gameplay area. The rest of the group would give directions for the blindfolded individual. 

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“Don’t forget the lyrics” station, where children are tasked with completing a word activity that is song-related.

Lunch was provided for the children in between stations. After finishing lunch, they would proceed with other stations until finally assembling back at the classroom where opening was held. As they would need to perform a Christmas caroling performance on the 3rd day of the camp to their family members and the elderly of LFS, LFS took over this segment with support provided by our team. The children are taught Christmas carols and would rehearse their caroling and actions.

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After the Christmas carolling session, we kicked start the afternoon segment with a second round of energizers before moving on to the Christmas Card Making.

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Energizer “Chia Chiku”

After the energizers, the children engaged in the making of Christmas cards. However, instead of simply designing the cards, I planned the activity was planned such that the children would have to earn their card-making logistics such as markers, stickers, colored paper, glue, crayons, etc. As such, they needed to race against time to the various stations to perform carnival style activities such as ringo, ball pong, etc. before finally coming together with the logistics they have earned together as a team to make Chirstmas cards for their family members.

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Earning logistics from ball pong! Children had to bounce a ping pong ball into a plastic cup to earn colored paper at this station.

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All in all, the first day was a good warm up for the planning committee as well as the children as they get to know us better. They are energetic and fun-loving children and we were already looking forward to the next day.


Day 2: Treasure Hunt Activity, Christmas Caroling Rehearsal, Great Egg Drop Activity

As per the 1st day, the GLs picked the children from LFS and came over to SP. Upon arrival, we kicked start the day immediately with a round of energizers.

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Energizer “Magic Box”

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“Ooh, ahleyley, ahleyley chika booma!”

We started off the day with the first main activity – a treasure hunt around different locations around SP. The children were given a map, and would need to look for certain locations, arrive at the locations to answer questions, and perform tasks related to ‘care’.

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Solving a brainteaser together as a team

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Charades!

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Upon completion of the activity, lunch was served. During lunch, we taught the children a ‘makan cheer’. This was done before consuming lunch together.

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The final activity planned by the committee for the day was the Great Egg Drop. The children are tasked to build a self-standing structure that can cushion an egg from dropping from a height of 1 level high. They were given logistics such as newspapers, balloons, straws, chopsticks, and tape. The winning team would be rewarded.

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Great Egg Drop Briefing!

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A little help and prompting…

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Working hand in hand to assemble their masterpiece.

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Posing together with their finished product!

 

Squeals of excitement and joy lit the air in 11 square as the eggs were dropped onto the models that they have built. All eggs were saved (all groups have succeeded). Soon enough, we were attracting the attention of normal students who were in school at that time and they joined in to watch the egg dropping as well. The atmosphere was great and all the children enjoyed themselves.

After the Great Egg Drop, we followed the children back to LFS for the closing. As on day 3, half of the manpower would not be needed, this is the last time the GLs will be seeing the children. They bade farewell to one another as the children returned home with their family members who came to pick them up.

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All planning committee members and volunteers who made the first two days possible!


Day 3: Joint-Event with LFS Elderly, Christmas Caroling Performance, Christmas Dinner

On the third day, only the planning committee gathered at Taman Jurong Community Center to support the programme led by LFS. For this day, elderly from LFS are invited for activities and a Christmas lunch with the children. They would engage in tote bag designing, where one elderly member would pair with a child to paint on a tote bag. Also, they would engage in activities that require the children to guide the elderly. Lastly, lunch was served by the children to the elderly before the departure of the elderly back to LFS.

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Finished product!

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Due to some hiccups, there was a need to cancel some activities. This caused approximately 20 to 30 minutes of buffer time where the children and elderly had nothing to do. I was tasked to device a plan to fill this buffer time (as I was still the Activity IC). It was difficult to cater to two complete opposite age groups and it posed a great challenge to engage both the elderly and children, while not being too mundane or childish. However, the elderly who knew I was in-charge were supportive and open to any activity I had for them. In the end, I decided to try teaching them some simple cheers and energizer activities that do no require a lot of movement or physical effort. Furthermore, these were done with the children over the past two days, and they seem to enjoy them.

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The scene that was awaiting me before I came onto stage to spend the 20-30 minutes of buffer time! 

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Conducting the energizer “Magic Box” in a mix of English, Chinese, and Hokkien as some of the elderly are unable to understand English, and most of the children are unable to understand hokkien. This would be one of the most impromptu activity I have done. As my command in Chinese and Hokkien is not extremely strong, there was difficulty at some point translating my sentences quickly and naturally.

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Now that they have warmed up, I decided to take it a step further with “The side”, an activity that require more body movements. This was conducted slowly and lightly to prevent any strains! The elderly were cooperative and enjoyed all the activities I have presented to them. 

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“Macdonalds, KFC, and Pizza Hut!”

After the 20-30 minutes of buffer time was spent, the children performed the first round of Christmas Carols to the elderly and served them lunch. After which, we bade farewell to the elderly of LFS, many of whom came up to me to thank me for the time spent and patience in engaging with them, especially in hokkien. The children and planning committee used the time to have our lunch as well as tidy up the place for the evening’s Christmas dinner with the families of the LFS children. As it was approximately 3pm, the children were told to take their afternoon nap by the LFS staff.

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It’s the season of giving!

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Water parade after an incredible day of effort for the children!

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Here is your well deserved rest! As there were no beds in the Community Centre, the LFS staff shared her experience of taking naps without beds and pillows when she was young – to lie their heads on one anothers’ bellies or thighs.

In no time, the children fell asleep, until approximately 5pm, when they awoke, washed up, and prepared for the dinner segment, where they had dinner with their families and performed their final Christmas carol performance. By 9pm, the organizing committee bade farewell to LFS. This concludes these 3 meaningful days with the family service center.


 

2016 12.16.16 LFS DECEMBER PROG OC

“We make a living by what we get, but we make a life by what we give.”. I can never agree more with this quote. The past 3 days has been an eye opening experience. I have came to realize that with whatever negative circumstances one may run into in life, there is always a side of life that is all happiness, laughter, and smiles. This project has left me more eager than ever in participating and volunteering in such events. Though the children may not remember me in the years to come, I will definitely remember these 3 days and continue to do what I do. I am humbled to be part of this successful project.

Community-based project*Compulsory for all Gold Award participants
No. of Hours:
Date: 17 November 2017 / Friday
Category: Residential Project

For Residential Project, I will be writing about planning and designing a 3-hour kayaking program for individuals who have Autism Spectrum Disorder (ASD) for RAINBOW Centre.

For my residential project, our objective is to plan and design a 3 hour kayaking program for individuals who have Autism Spectrum Disorder (ASD) for Rainbow Centre. Inclusive program is where individuals with disability can still participate in activities that abled people participates in.

Our team did a site visit to Rainbow Centre and did a case study to get to know our potential clients. Thus we know their current capabilities and factors to look out for while amending the programme to include them. The student that I have look out for, his name is JunKang. He is an autistic kid. Age of 8. His modes of communication are verbal receptive (2 to 3 step instruction level) and expressive (commanding, commenting, questioning, requesting) and visual aids (instructions supported with pictures).

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The profile of our participants are students of Rainbow Centre who are autistic. Each child is unique in their own ways ranging from low to moderate cognitive skills, low to moderate functionality skills. We had 15 students but only 14 who participated in our programme that we had come out with, 3 hours of kayaking. To participate in the programme, a selection phase was conducted by teachers from Rainbow Centre by understanding their profile, their need and want and their severity of their condition. The age ranges from 7 years old to 15 years old. The profile then given to us are based on their likes and dislikes so as to take note on their special needs. As well as their mode of communication that is verbal or pictures and photos to aid explanations for majority. And there are profiles with self-regulation given, to what I notice, these profiles are the ones which need more attention.

 

Process of developing a prototype

After having a basic understanding about what autistic is all about, our team paid a visit to Rainbow Centre to mingle with the special need students as well as the teacher in charge to understand about the profile of the students that we will be taking charge for our kayaking programme. During the visit, we came out with questions for the teacher as well as the participants to understand how they work and behave in the outdoors and what to take note if there are any outbreaks. Other than speaking with the teachers there, we get to interact and bond with the participant too. At the same time we got to join them in their class and observe how they engaged in class. From what I observe, my student is very active and lively to everything he’s doing. With all the information gathered, our team sat down and discuss our findings and observation from the various students that we were attached with and discuss the possible ways to conduct a programme that is catered to these group of special needs students. As our project is to come out with a 3-hour kayaking program that suits their needs and necessity. By consolidating fun into it, and at the same time for us to deliver our objective for kayaking to them. Which is to allow the participants to engage in the outdoors like how the abled children are able to. We throw out ideas such as boat racing, bum boat game, collecting of colour ball challenge. With every activities we come out with there will be some deficiency to it as to suit the profile of the participants. Our team agreed on the delivery of our message to the students to use simplified words, short and easy as our team noted that these students learn and communicate well through one word to short sentence. We get to understand with the teachers help that they engage the best with visual aids such as pictures and one words. With much discussion, our team decided to use the collection of coloured balls as our main activity for our program, simple and easy for them to understand the objective too. First stage will be introducing of the kayaks, paddle and the PFD. Then, get them comfortable on the kayak in the water. Afterwards, we release the coloured balls for them to collect. Lastly, we’ll do a debrief for the programme. The students are autistic and they can get overwhelm or excited due to the new environment which may cause them to be rowdy or hyper-active. Deployment of manpower to assist us in the programme, we ask the other two team that are also involve in the programme to help out.

With the arrival of the participants, check their medical condition; are they feeling okay. Then we’ll proceed to the safety briefing for participants, warm up. Put on their PFDs. Before the start of the main activity, introduce them with the kayaks and paddle. Lastly, the main activity and finish off with debrief.

Evaluation Phase

I will be using FAMME (Functional Approach for Modifying Movement Experiences), Kasser and Lytle (2005), model to aim at the inclusive of all abilities in our activity which is a 3-hour kayaking session for the autistic children.

 

There are 4 steps procedure in the FAMME model.

Step 1: Determine underlying of skills

The skills that are needed in our kayaking activity are eye-hand coordination, strength, balance and posture. The purpose of kayaking is to move the boat forward in the water. To move the boat forward, the upper arm should straighten as the paddle enters the water and as soon as the paddle blade is completely buried, the low shoulder should pull back to power the stroke. When paddling, having eye-hand coordination is needed to make sure that the boat move. Strength on the other hand is to help in line together with eye-hand coordination. For balance and posture, sitting up straight, stretching forward and not slouching on the seat back are crucial for boat control, good body rotation and strong paddling.

However, where an autistic individual has difficulty in their coordination, modification is to be made. To make the activity simple and fun to understand the children just have to row the boat forward.

 

Step 2 : Determine current capabilities of the individual

In this section, I’ll be only focusing on one individual. The current capabilities of the individuals have less strength, balanced and coordination. Our team was given a brief review and understanding of our children. Then we got a chance to notice and observe on the day when we visited Rainbow Centre of the children. ‘Max’ is an 8 year old boy who have a moderate level of understanding. He is very loud and tend to get excited easily to things that are new to him. Max doesn’t like it when things doesn’t goes as plan, he’ll then start to hype up and start to lose control. So the teacher in-charge told us that there is a way to calm him down. Which is to ask him to do the ‘Turtle Control’ that will calm him down. He has an injury on his right arm where it resulted him to not able to straighten his arm. He’s mode of communications are verbal receptive (2 to 3 step instruction level) and expressive (commanding, commenting, questioning, requesting) and visual aids (instructions supported with pictures). We were also able to interact with Max to understand how he will roughly react on the day of the program.

Through the understanding of the participant (Max), we made some modification in generalized.

 

Step 3 : Match modification efforts to capabilities

We collect all the data we know from various children and came out with a final and generalized modified kayaking program. The kayaks that we use are inflatable floating kayaks to let them have a similar experience while as on a real kayak. The inflatable floating kayaks have lesser chance of capsizing. The paddle we used are a smaller and lighter paddles that suited the participants profile as they do not have much strength. The PFD (personal flotation device) are smaller and inflatable too to suit their physical size and needs. These are the modification made for the equipment.

As for the program, due to their level of understand, we use visual aids to assist us in communicating with the participants. Every visual aids consist of big coloured and simple picture with short words.Then we include coloured balls (primary colours like red, blue, and green, yellow) in our activity to let them have fun and at the same time help them in their cognitive thinking of recognizing colours and matching them with the rest of the balls and collecting them. During the briefing of introducing the kayaks and the equipment, we use lots of action and minimize and simplified the words we use to convey our instructions to the participants. To even capture their attention we used big inflatable beach ball.

They will be able to experience kayaking at the same time have fun. These modification also let them work on their physical motor skill and as well cognitively.

 

Step 4 : Evaluate modification effectiveness

After the execution, I concluded that the modification of the equipment are a success to our program. This is being said with the looks and feedback from the participants, parents, teacher and our instructors. The modified kayak used was able to include more than 2 people in and that makes an instructor abled to follow a participant on the kayak into the water. The paddle used for the participants are just right in size. The participants were able to paddle and move the kayak forward.

Next, the effectiveness of the program was a success too. At the end of the day, there were smiles from the participants and feedbacks from the parents were great. “My son enjoyed rowing of the boat. And from the action he gave, I can see that he enjoyed a lot.”- One of the participant’s dad. (Post-Execution Fieldnote) The participants are able to identify and recognize what colour ball they have and are able to collect them all.

In conclusion, it is a success that our modification works. If there are more opportunity in the future, we can share our program.

Preparatory Phase;

  • Gather group member during August.
  • 3 Months prior of weekly meetings to distribute roles and updates. 1-2 hours of meeting each time every Thursday.
  • During the month October, visit Rainbow Centre  to understand more about the participants profile.
  • During November, design and plan with data and logistics.
  • December, Execution and evaluation.WhatsApp Image 2017-11-20 at 11.40.23
Community-based project*Compulsory for all Gold Award participants
No. of Hours:
Date: 16 November 2017 / Thursday
Category: Residential Project

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  • Sourcing out for organizations took up 2 months.
  • Set up meeting to discuss about project – 3 weeks.
  • Meeting lasted about 1 hour.
  • Putting up the proposal and finalizing the content and outline of programme. – 2 weeks.
  • Sourcing out for manpower to volunteer in the NYAA residential project – 2 weeks.
  • Programme is 2 days and 1 night.

For my residential project, I volunteered and helped planned out a programme for the Association for Persons with Special Needs.(APSN for short). APSN is an association whereby they aid people with special needs through their various programmes and schools. They help to prepare to equip them with skills for future job employments.

It was a 2 days and 1 night programme, my team and I planned activities such as Low Elements, Indoor activities and Night activities throughout. We had to take special note of the level of understanding the participants had and how to simplify instructions and activities so that they can understand better. We also had to consider how to manage our activities so that the level of risk is reduced as much as possible. It was held over at their school, at Choa Chu Kang. We also liaised with a few ITE students that volunteered for the programme too. It was a very good experience to see the participants participating in the activities and enjoying themselves. They are so easily excited and always ready for a fun time. Through this programme, my team and I not only shared with them a few meaningful learning points, they have also taught us back a few points, like how to be more appreciative and grateful for the simple things in life that we often take for granted. The participants are so filled with positivity that it feels very empowering. I hope that with the time my team and I have spent over there, we have managed to impact and to also teach and share with them a few values. It was an amazing experience there and I am glad to be able to share it as an NYAA gold participant.