Building Girls

Copyright: leaf / 123RF Stock Photo

Girl Scout Mission

Girl Scouting builds girls of courage, confidence, and character, who make the world a better place.

In previous posts I've talked about courage, confidence, character, and making the world a better place. But what does it mean to build girls?

Buildings start with a foundation, and then a framework, and finally the full structure. Each step is necessary before moving on to the next, but the building isn't complete until the structure is finished.

So it is with Girl Scouting. Each level has its place in the building of a girl, but the process isn't completed until the older levels. Despite the current GSUSA focus on K-5, the most significant benefits of Girl Scouting are achieved in Cadettes, Seniors, and Ambassadors. When Juliette Gordon Low started the Girl Scouts it was for girls ages 10-18. This age range provides the maturity necessary to allow for true girl leadership.

How program levels build girls

What girls learn and can accomplish at the different program levels depends on characteristics of child development.

Daisies focus on the promise and law, creating the moral foundation of Girl Scouting to guide their ethical decisions as they grow.

Brownies continue this foundational process by exploring the world around them, learning to deal with friendships, understanding the outdoors, and helping their community.

Juniors creates the framework through skill-building. By this age, most girls have the dexterity and mental development to learn a wide variety of skills. Badges play an important part in encouraging girls to try new things and expand their skill set. At this age, most girls are still eager to explore lots of different activities, so be sure to do so. A broad skill set will serve them well in the future.

The real magic begins at the Cadette level. As girls travel through adolescence, they exert their independence and a truly girl-led troop begins to emerge. This age is fraught with changes, including potential changes in friendships and a growing awareness of each girl's individuality. Now the foundation and framework of ethics and skills that was laid in K-5 can be fleshed out as girls discover the women that they will become.

Senior/Ambassador girls bring the program to fruition. At this age, the girls experience what it means to lead for themselves. Scouting is a relatively unique youth program in this regard. Most other youth programs and extracurricular activities depend on significant adult coaching or leadership, especially at the High School level, when competition and excellence become paramount. Scouts takes the opposite approach. We let the girls be their own coaches and administrators, with the attendant failures, tears, and sense of accomplishment that comes from knowing you did it all yourself.

Keeping Girls active

The best recruiters are the girls themselves. At every level, girls need interaction with older troops. They need to feel like sisters to the older girls to build expectations of continuing. The younger your girls are when they aspire to be like the older scout troops, the more likely they will stay involved. Be sure that interactions with older girls include an understanding that they are Girl Scouts and that your troop will be them some day.

Keep progression reasonable. The girls need something to look forward to at the next level. Remember that a big trip taken with 5th graders, which requires a lot of organizing by adults, is a very different experience than High School girls get, when they do most of that organizing themselves. Don't defeat the leadership purpose of trip travel or challenging adventure program by pushing it to a younger age.

Why focus on K-5?

Currently, GSUSA has initiated a focus on K-5 program levels. If older girl program is so important, why is GSUSA focusing on K-5? Because they want high membership numbers and younger girls are easier to recruit. But we must be willing to let the world know that Girl Scouts true purpose serves grades 6-12, and downplay the younger levels as preparatory (similar to the Cub Scout/Boy Scout link) or we do the older girls a disservice.

Unfortunately, as Girl Scouts has pushed into younger and younger demographics, it has created a perception that the program is for little girls. This intensifies the attitude among adolescents that it's not cool to be a Girl Scout. It's not a new problem, either. When I was a Brownie, we looked up to the Juniors as "The Girl Scouts." I had no clue that any level older than that even existed. But I am extremely grateful that my scouting path eventually led to an awesome Senior Troop, which has in turn led to a lifelong commitment to the organization.

Is it possible to recruit older girls? As girls get older, their interests intensify. If they're not already Girl Scouts when they hit adolescence, it's a hard sell. I have found that the Ambassador age is the tipping point. In the middle of High School, girls grow past peer pressure concerns and will join if they are excited by the program. At this age, your girls may recruit new friends who have never been Girl Scouts before.

Finishing touches

The end of the building process involves finishing the project with paint, carpeting, and landscaping. As our girls get ready to leave Girl Scouting and bring their leadership skills into the adult world, they will hone the subtle nuances of leadership, developing tact and the passion to inspire others. Developing these high level social skills that will lead our girls into the future depends upon practicing leadership with the maturity and independence inherent in older troops. Keep them in, keep them building, and let the program serve the age that it serves best.

Smitty

Badges, Patches, and Intrinsic Motivation

When I was a Brownie (before Daisies existed), there were no Brownie badges or journeys. We got together every week, learned to live the promise and law and had fun doing whatever we were doing. We looked forward to earning badges as Juniors, but we were pretty content with just learning stuff.

I received about two patches a year - one from thinking day and one from a local camporee. No patch from our field trip to McDonald's or train trip to Santa Barbara - although I still remember those as highlights of my Brownie experience. No patch for each craft I did or song I learned. No patch for showing up at meetings or being the leader's daughter. I'm pretty sure there were patches for high cookie sales, but I didn't sell enough to get one.

I follow a number of Girl Scout groups on Facebook and here are some common questions I see regarding badges and patches:

1. "My troop did <an activity> last week. Is there a badge for this?"
2. "How can I earn <name of badge> quickly?"
3. "How do I handle a girl missing the meeting where we completed a badge activity?"
4. "My Brownie has more patches than will fit on the back of her vest. What should I do with them?"

I cringe at these questions and rarely respond. These questions do have straightforward answers but are symptomatic of ills in our society that scouts can sometimes exacerbate. We tend to overly value material, public recognition for accomplishments as opposed to intrinsic motivation and joy. I fear that some Girl Scout leaders may be passing this mindset on to girls without realizing the consequences.

If the question is “Do rewards motivate students?”, the answer is, “Absolutely: they motivate students to get rewards.” Unfortunately, that sort of motivation often comes at the expense of interest in, and excellence at, whatever they are doing. Alfie Kohn

Studies show that receiving rewards for activities can reduce interest in those activities. This is more pronounced if the activity is something they are less interested in to begin with and more pronounced once they know they are doing it for a reward. The response is also stronger for younger children.

Does this mean we should never give any badges or patches? Not at all. Rewards can be an important motivational tool to attract girls to activities that they otherwise are not interested in. In studies of pay-for-performance systems, some individuals can be motivated by rewards that they perceive as recognition of good work. But constantly providing a badge or patch for most activities can quickly teach young girls that the patch itself was the goal, not the experience.

Patches and badges do have their place:

Badges and other similar awards should be planned out and earned consciously. Earned badges help girls show that they have accomplished something worthwhile and are an important part of girl scout program, but earning a badge isn't just about completing the activities. The full leadership experience requires considering what you want to learn, picking a badge to earn, and making a plan to earn it. When someone hands you the badge after the fact and you didn't even know you were earning it, you've missed all of the organizational and leadership skills involved. Applying rigor to the requirements also insures that girls recognize that their skill-building is the goal, not the physical badge itself. The badge recognizes accomplishment, so it should not be given lightly and certainly not just because a girl wants a badge.

Patches are useful mementos of important experiences. Especially for special Girl Scout gatherings of multiple troops - like camporees, thinking day, conventions, etc. Avoid providing patches for every minor activity the troop participates in. A trainer I know uses this rule of thumb: If you did the same activity with your family, would you be getting your children a patch or similar memento? Encourage the girls to enjoy the experience, and to have pictures or some other souvenir as their memento.

Be especially wary when your girls start to ask, "Do we get a patch for this?" They should be happy to do activities even if the answer is no. If that's not true then they probably receive too many patches too often and their intrinsic interest is suffering. Also be concerned when the number of badges or patches becomes a contest. Remember the badge is merely a sign of a girl's knowledge. Girls who get too competitive about this are valuing the scrap of fabric over the experience.

It is important that girls learn to find happiness just by living and without dependency on receiving rewards or outside praise for their accomplishments. Their self-worth will then come from within instead of relying on others to validate them.

I also encourage having girls sew their own patches on their uniforms--at least Juniors and up. Sewing is a great skill and you can use a meeting to have a sewing party. Girls may think harder about how many patches they want and which are most important to them when they do the sewing themselves.

Answers to the questions:

1. "My troop did <an activity> last week. Is there a badge for this?"
   No. If you didn't do the activity with a badge in mind, you shouldn't go badge shopping afterwards. Just enjoy the experience.
2. "How can I earn <name of badge> quickly?"
   Don't. Earn recognitions as rigorously as possible within the written requirements. That will build courage, confidence, and character.
3. "How do I handle a girl missing the meeting where we completed a badge activity?"
   She didn't meet the requirement. She doesn't get the badge unless she finishes the requirement on her own.
4. "My Girl Scout has more patches than will fit on the back of her vest. What should I do with them?"
   Have her choose which patches she wants to sew onto the vest. She can organize the others in a memory book or sew them onto a memory blanket.

White Paper Response

Copyright: soujanyaamith / 123RF Stock Photo

It's been a while since my last post and during my absence a White Paper was released written by the CEO of Farthest North Girl Scout Council in Fairbanks, Alaska. This paper is critical of the Core Business Strategy that was adopted in 2004 and sets out a 10 point plan to reverse course and put Girl Scouting back on the right path. I have drafted my own letter in support of the White Paper and encourage others to do so as well. I sent my letter to the National Office and Board President and also copied my local council's CEO and Board President.

My letter in response to the White Paper:

My name is Clare Durand, but in scouting circles I'm known as Smitty. I've read the White Paper recently submitted to the National Board of Directors. While I have limited knowledge of some issues presented, I am quite well versed in others. I have been involved in scouting as a girl, leader, trainer and a variety of other volunteer positions. I am a lifetime member who has lived through many program and level changes. I have served as a delegate to the national convention. And I have never had a daughter. I do this because I believe in Girl Scouting.

Never in my many years of involvement have I seen the level of dissatisfaction within the organization that we are currently experiencing. Sure, every program change has its detractors. Some people are more welcoming to change than others. But despite many people's best efforts to adopt and support these recent changes, it seems clear that they have led Girl Scouting down the wrong path. A path where girls and leaders are quitting because the program is too much like school and doesn't contain enough variety. A path where programs are inspired by a few politically hot topics rather than the myriad of interests that girls actually enjoy. A path where councils are selling important outdoor girl program assets to pay adult pensions. A path where money seems more important than mission and bureaucracy trumps democracy. 

Let us be careful about how we measure success within our programs. True success in Girl Scouting has little to do with the numbers of new Brownies and Daisies we sign up. True success is measured by how many seniors in High School are still active in troops. True success is not whether former Girl Scouts become CEOs. True success is when former Girl Scouts believe so strongly in the program that they become troop leaders.

I fully support Suellen Nelles and her White Paper. I strongly urge the board to carefully consider the points made and the plans suggested for saving our organization. Please let the membership know that they are heard and provide a public response with your analysis of these issues.

Sincerely,
Clare "Smitty" Durand

God and Girl Scouts

Copyright: prawny / 123RF Stock Photo

"We're just trying to include everyone," said the staff member.

"That's impossible," I replied. "You can't sing a grace that will satisfy all beliefs of a diverse group of hundreds of volunteers."

"Well, these are approved," she said.

I looked down at the lyrics in my hand. Johnny Appleseed included "...and so I thank the earth..."

I'm a Catholic. This was at best not a grace and, at worst, in direct conflict with the First Commandment.

I had been honored when I was asked to lead the grace at the volunteer recognition dinner, but now it seemed I'd have to bow out.

"Look, if I'm going to lead the grace, it can't be something that I consider pagan. I know everyone doesn't believe in God. All I ask is that they respect those who do. You're welcome to find someone else who will sing what's on this page and I'll respect that. But if you are seriously afraid of offending anyone then you shouldn't have a grace at all."

In today's society, we often choose that last option. We hide our beliefs in a closet, because we've reached a point where it can offend someone to simply be reminded that we don't all have the same belief system.

...To serve God and my country,...

God is in our promise. Girl Scouts allows individuals to substitute another word for God, based on their own spiritual beliefs, and in consultation with family and faith leaders. Girl Scouts is a secular organization which does not promote specific religious beliefs or practices.

So how does God fit into the program?

Through service and a dose of religious tolerance. Schools and society often shy away from this. Pretending that religion doesn't exist or that we all share exactly the same beliefs doesn't help our girls to respect their own faith as well as those of others.

Merriam-Webster defines tolerance as willingness to accept feelings, habits, or beliefs that are different from your own.
The Museum of Tolerance definition is A fair and objective attitude toward those whose opinions and practices differ from one's own. The commitment to respect human dignity.

Tolerance is agreeing to disagree. Tolerance doesn't mean that you can't practice your religion because it might offend someone. It is exactly the opposite. Tolerance means not to be offended that someone else is practicing a different religion than you. That is true religious freedom, serving both God and country.

How can we promote religious tolerance with our girls? The first step is allowing them to share their faith within the troop. This doesn't mean proselytizing. For young girls it might just mean sharing their holiday traditions during their faith's important holidays. Older girls may share the deeper tenets of their beliefs or compare teachings on a specific issue. It's important that the girls understand that the point is not to change anyone's mind or judge anyone else's beliefs, just to understand and accept the religious diversity around them.

Discussing religion in the troop can be a sensitive issue. If you are planning a program activity on religious sharing and tolerance, be sure to follow your council's guidelines for parental notification and consent. Sometimes, especially with older girls, these topics may just come up in conversation. Keep your ears open, and be sure parents are notified if anything occurs that might be considered sensitive to them.

You can also help girls deepen their own faith and tie it to Girl Scouting with religious recognitions.

I did lead grace at that volunteer recognition. I don't remember which grace I sang. I'm sure that it was acceptable to me and most others, but almost certainly didn't represent everyone in the room. Everyone stood respectfully, even if they disagreed. That's what I want to teach my girls.

What makes a uniform?

Recently I ran a race with water stops manned by Girl Scouts. When three girls all smile brightly with cups of water extended, you hate the fact that you only need one cup. You make a quick, possibly subconscious, decision about whose water to grab, thank them, and keep running.
At this race, the first water stop was manned by brownies--evident from their brown sashes and vests. I cheered for Girl Scouts as I passed through and grabbed the water that seemed most convenient.

The second water stop was manned by older girls. I really love seeing older scouts at public events. So many people seem unaware that Girl Scouting extends past elementary school, so it's great when older girls are visible. The first girl I saw was wearing a blue T-shirt with her troop number in large letters on the back. Another girl wore a similar, but different colored T-shirt, and a third wore a white shirt with an official sash. I cheered for them, "Yay! Older girls!" then ran straight to the girl wearing the sash. As I grabbed the water I cheerily said, "I'll take the girl in uniform." As I continued along the race route, behind me I heard the girl in the blue T-shirt mutter, "This is my uniform."

That got me thinking about uniforms. Why was it important in that situation for a girl to be in a sash as opposed to a troop T-shirt?

What is the official uniform?
From the Girl Scouts website:
Girl Scouts at each level now wear one required element (tunic, sash, or vest) for the display of official pins and awards. Girls can mix and match pieces from the official Girl Scout collection to complete the uniform, or add items from their own wardrobes. 
On another page:
Girl Scouts at each level have one required element (tunic, sash or vest) for the display of official pins and awards, which will be required when girls participate in ceremonies or officially represent the Girl Scout Movement.

Officially, a troop T-shirt is not considered a uniform. While girls may wear their membership pin with other clothing, the sash or vest is required to actually be in uniform.

What purpose does the uniform serve?
As indicated on the GSUSA website, one purpose of the uniform is to display official pins and awards. Why do we display badges? It is not to boast of our accomplishments. Juliette Low said ...You wear the badge to let people know that you are prepared and willing to be called on because you are a Girl Scout... Badges show others what you can do in service for them.

Merriam-Webster defines uniform as dress of a distinctive design or fashion worn by members of a particular group and serving as a means of identification.
By this definition and as indicated by GSUSA, the uniform is used to identify our movement and show that we represent Girl Scouting.

Let's play the Identify a Girl Scout game. I invented this game about 15 years ago when GSUSA was looking critically at their uniform system. At that time, both girls and adults were debating what an official uniform should be, with opinions varying from a completely matching outfit to troop T-shirts with a membership pin. To form my own opinion, I started looking at pictures that troops had submitted for publication or on the internet and asked myself this question - "If I were a member of the general public and saw this group, would I immediately identify them as Girl Scouts?"

Here are some links to pictures* so you can play along.
1) Here is the holy grail. Girl Scouts all in matching formal components.
http://www.darientimes.com/wp-content/uploads/sites/31/2013/07/Darien-Girl-Scouts-Gold.jpg
2) This is more often the reality. How many Girl Scouts do you see in this picture?
https://www.bnl.gov/today/body_pics/2012/10/girl-scouts-group-shot-1-720px.jpg
3) How many Girl Scouts in this one?
https://www.gsnnj.org/ShareYourStory/2014_8_5_12_11_52_85_PenPalpicture.JPG
4) Girl Scouts or some other youth group?
http://gsoh.org/wp-content/uploads/2013/03/2014-KJ-creeking.jpg

After quite a bit of this sort of thing, I came to the same conclusion that GSUSA did--what makes us look like Girl Scouts are badges and insignia, not the underlying outfit. Hence, the only uniform necessary is a badge or sash. Of course, a troop will look far more formal if they also coordinate the blouse and skirt or pants, but that's not necessary for public identification as Girl Scouts.

What to wear when
Younger girls are generally very happy to wear their uniforms, whereas older girls often are more reluctant. Understanding the uniform's purpose can help convince them to wear what is appropriate.

• Official Uniform - sash or vest, coordinate other components based on the formality of the situation and budgetary constraints.
  Since the uniform is about public identification and letting people know your skills, it should be worn whenever you are in the public eye or are likely to get media coverage of your activities. This includes community service (like the water stop at the race), cookie sales, when traveling on public transportation (subways, planes, trains, etc.), or at ceremonies or public events.
• Matching Clothing - troop T-shirts or similar
  Great for troop identification, but this usually leaves the public saying "were those Girl Scouts?" This is especially useful at gatherings of multiple troops. It can make it easier to identify your girls in a sea of other Girl Scouts. Throw a sash over it when you need to be official.
• Street Clothes - whatever the girls own that meets the needs of the activity
  Troop meetings, camping trips, or other non-public activities don't require uniforms. In addition, some program activities will not be safe with a loose sash or vest, so in those cases troop T-shirts or street clothes are called for.

I love talking to Girl Scouts that I meet, but the first step is knowing they are Girl Scouts and uniforms make that possible.

Smitty

*I used links instead of embedding the pictures to avoid copyright and privacy issues. I linked to the picture only so you would be seeing them without context to focus on the uniform issue. These are all pictures from public internet sites.

Girl Leadership Progression

I know someone whose daughter will be bridging up to Seniors this year. I recently had a conversation with her about the troop's Silver Award project. The girls had successfully planned a wonderful video project but their video production skills were unknown. Time was running short and it was unclear how much guidance the leaders should provide at this point.

As leaders, we hear over and over that Girl Scouting is a girl led activity. But this means something different at each level. What is the appropriate level of adult involvement? How can we help girls grow into successful leaders through a reasonable progression and step away at the right moments?

Daisies and Brownies
Young girls need to know that they have a say in the troop program. This prepares them for greater leadership experiences later on. The Daisy and Brownie rings give girls an opportunity to express their ideas and vote for their choices. At this level, the leader should be leading the discussions and implementing the program, but letting the girls make choices to define what that program will be. The youngest daisies may simply be presented with two choices to vote between, while older brownies could hold a brainstorming session and then whittle down the ideas with a series of votes. Giving girls simple responsibilities with adult supervision also prepares them to take over greater control later on.

Juniors
Juniors should begin taking actual leadership responsibilities. This often takes the form of having girls serve as liaisons between the adult leadership and the girls. Adult leaders work with the girl leadership to prepare agendas and discussion topics and then let the girls lead small groups through the agenda. The patrol system is the most common way of implementing this. Small patrols give girls a chance to practice leading a group without it being overwhelming. The court of honor provides an opportunity for the troop leader to role model to the girl leaders how to run a meeting and facilitate discussion. As Juniors grow, you can gradually expand the extent of decision making and responsibility that is expected of each girl leader and her patrol. Make sure to give every girl a turn at each patrol position. This is necessary for them to understand all of the important roles on a decision making team.

Cadettes
Cadettes are undoubtedly the toughest level to juggle girl leadership at. It is important to remember that they're not done yet. You are still the leader. Most cadette troops if left entirely to lead themselves will simply have a social gab session at every meeting. Is this wrong? No, girls at this age need a lot of social sessions, but that alone won't meet the full potential that the girls have to grow through this level. The trick is exerting enough leadership to help the girls find activities that excite and interest them and follow those paths, while letting the girls explore on their own as much as possible. I know a few long-term Cadette leaders that I greatly admire. These women are experts at keeping the girls enthusiastic about trying challenging program adventures and stretching themselves to their limit. High adventure activities or leading younger girls can be wonderful leadership opportunities. The best Cadette leaders know how to nudge the girls in this direction, then provide constant guidance as the girls plan and lead the activity themselves.

Seniors and Ambassadors
Your title now changes from leader to advisor. If the foundation has been properly set, the girls will be ready to establish their own troop government, lead their own brainstorming, and implement their own program. Nevertheless, you still have an important role. The troop advisor will need to keep very close track of the girl leadership. Regular Court of Honor or Executive Board meetings will now be girl run, but will also be the forum for you to help them handle leadership problems and determine what logistical support they need from the troop's adult volunteers. You are also an important line of communication between the troop and the council. Program activity opportunities will still be something you have access to and need to give the girls. As the girls prepare to bridge to adults, get them involved in as much of the adult role as possible, without breaching privacy or safety concerns. This will let them know that you respect their leadership skills and make them ready to take on adult leadership roles.

Let them make mistakes
Perhaps the most difficult aspect of girl leadership is allowing them to make mistakes. When girls are leading and making the decisions the program won't be perfect. It might not be anything that you were hoping for. But those moments when poor decisions led to putting up tents in the dark in the rain, or eating half-cooked potatoes for dinner, or leading unplanned songs with brownies for half an hour, those are the moments the girls will cherish, remember, and learn from. Just be sure to step in if they need some organizational guidance, and especially if something is unsafe.

I've been gratified by girls coming back from college, lamenting the lack of leadership in their non-scout peers. They end up leading their college organizations because they have these skills. And those leadership roles bring them greater respect and influence in their adult dealings. With the proper progression, the girls will gradually take the reins solidly to guide the troops destiny.

I hope my friend's troop finishes their Silver Project, but even if they don't, they'll learn something from the experience that will help them grow into more effective leaders in their Senior Troop.

Smitty

Making the world a better place

Girl Scout Mission

Girl Scouting builds girls of courage, confidence, and character, who make the world a better place.

The final facet of the mission statement is to make the world a better place. Since it's inception, Girl Scouting has challenged girls to provide service to their community. The current journey materials and Bronze, Silver, and Gold awards all focus on meeting this part of the mission statement.

What to do?
Perhaps the hardest part of making the world a better place is deciding where to start. Chances are your girls have all sorts of ideas and the trick will be whittling the list down into something manageable and age appropriate. It's a good idea to keep the focus local, especially with young scouts. Global concerns often get more media attention and are certainly important, but children need to know that many injustices happen right in their own neighborhood and they can be a part of fixing that. Here is a nice internet resource with some guidelines for making the world better close to home and globally.

Because it's the right thing to do
While Girl Scout program materials offer numerous opportunities for service, it's also important that girls understand that the goal of service is to serve, not to earn recognition. This means ensuring that the troop participate in some service projects without any external motivating reward. Extrinsic motivation can have negative effects. Particularly, when people are motivated by rewards for their behaviors it can have the unintended effect of (1) reducing their motivation to participate in the activity without the reward and (2) reducing their intrinsic enjoyment of the activity. Service can be extremely rewarding on it's own. Research has shown that people who volunteer have greater levels of life satisfaction than those who don't.

One person makes a difference
When I was a child our family constantly checked one book out of the library. I read this book over and over. To this day, I still think of that book when considering my actions and how they affect the world. The book is If Everybody Did by Jo Ann Stover. I was overjoyed a number of years ago to find it available on Amazon. It's great for young scouts, and I've even read it to my Senior Troop.
Through illustrations of common everyday childhood behavior, the book explores the effect that one person's actions could have if everyone behaved in the same way. While it is more of a cautionary tale about behaving properly, the lesson can easily be related to making the world a better place. With a world population of 7.3 billion, just imagine the impact if everybody planted a tree, or if everybody threw their trash on the ground.

Do It!
Make sure that service is an integral part of your troop's program. Whether your girls choose to make it a central purpose of the troop or whether you have some other focus, service projects should be incorporated into whatever you do. This can be as simple as cleaning the places you visit or donating some troop proceeds to a worthy cause. Just remind the girls during every activity to find a quick way to provide some service and you'll have them on the right track.

How does your troop make the world a better place? Share your experiences in the comments.

Smitty

References:
Cherry, Kendra. "Differences Between Extrinsic and Intrinsic Motivation." About.com, n.d. Web. 04 Aug. 2015. <http://psychology.about.com/od/motivation/f/difference-between-extrinsic-and-intrinsic-motivation.htm>.
Meier, Stephan, and Alois Stutzer. "Is Volunteering Rewarding in Itself?" Economica 0.0 (2007): 39-59. Web. <http://ftp.iza.org/dp1045.pdf>.
"How to Make the World a Better Place." WikiHow. N.p., n.d. Web. 04 Aug. 2015. <http://www.wikihow.com/Make-the-World-a-Better-Place>.