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Be kind, respond

Discover what you could do in a life or death situation and the importance of acting rather than stepping back.
Plan a session with this activity

You will need

  • Scissors
  • Access to the internet
  • Device to show photos, videos, or slides
Barriers and solutions
PDF – 85.4KB
Qualities of a helper
PDF – 78.8KB

Before you begin

  • Head over to the Red Cross’s First aid skills page and load up some of the first aid scenarios to watch later.
  • Load up the videos below, which explore the bystander effect.

 

Run the activity

  1. The person leading the activity should get everyone together where they can see the screen, and play the videos. When they have finished, see what the group thought of the people who didn’t do something to help. Ask if anyone would’ve done something differently if they were walking past.
  2. Everyone should get into groups of three or four. The person leading the activity should cut the ‘Barriers and solutions’ cards in half horizontally and give them out to each group. One or two people in each group should have the top half of the card and the other person or people should have the bottom half.
  3. The person or people with the top halves of the card should read out a barrier to the rest of their group. The others in the group should try to come up with the solution. If they like, the person or people with the top halves can give clues. After three guesses, they should reveal the correct solution if it hasn’t been guessed. Then, the person or people with the bottom halves of the card should read out a barrier to their group and have them try to guess the solution. Continue until all barriers and solutions have been read out.
  1. Everyone should think of at least one other time in a public place where people stop and do something kind or selfless. Use the example of holding the door open for someone at the bank. Some other answers might be: helping someone with heavy shopping, holding the bus for someone, picking up and giving back something that someone’s dropped, giving up your seat to someone who needs it on the train.
  2. The person leading the activity should give out the ‘Qualities of a helper’ cards to each group. The groups should try to arrange the cards so that the most important qualities are at the top and the least important at the bottom. Make clear that there’s no right or wrong answer.
  3. The person leading the activity should play some of the first aid scenarios they loaded up earlier. Let the group decide which ones they want to watch – see if anyone has ever seen anything like this happen themselves. Switch to the ‘Educator Zone’ tab and let the group choose some guides, role plays or resources that they’d like to look at.

This activity helps contribute towards some of the UN's Sustainable Development Goals. Find out more about the SDGs, and how Scouts across the world are getting involved, here.

Reflection

The group have looked at the so-called ‘Bystander Effect’ – where people don’t help someone in need. Why is it so important that people resist the urge to ignore someone in distress, even if helping disrupts their day? It’s very easy to go with the crowd and it takes real courage to step forward and do something, even something small. Someone who’s hurt will really appreciate it. How would you feel if you were on the floor in a public space and couldn’t get up?

To find out how they could help, the group looked at some first aid guides, resources and role plays. Did anyone see a first aid skill that they would like to learn? How might we get real first aid skills that we can use and practice in case we ever need to use them?

Safety

Online safety

Supervise young people when they’re online and give them advice about staying safe.

For more support around online safety or bullying, check out the NSPCC website. If you want to know more about specific social networks and games, Childnet has information and safety tips for apps. You can also report anything that’s worried you online to the Child Exploitation and Online Protection command.

As always, if you’ve got concerns about a young person’s welfare (including their online experiences), follow the Yellow Card reporting processes.

Music and films

Make sure music and films are age appropriate for the youngest person present.

All activities must be safely managed. Do a risk assessment and take appropriate steps to reduce risk. Always get approval for the activity and have suitable supervision and an InTouch process.