Maj. Olga K. Simoncelli, CAP
The Chaplain Corps Advanced Character Development course offered an interesting array of theories, topics and accompanying challenges in using those guidelines in our presentations to cadets. One of the major tasks for any instructor is getting the message across in a way that will make sense, thus increasing the chances of the lesson to be not only comprehended, but applied to everyday life.
In this paper, I would like to share briefly:
- A How I teach Character Development
- B What I have done to motivate/interest cadets
- C What I would like to do to broaden the teachings
I am proud to be part of C.A.P.’s Chaplain Corps, where Character Development instruction is taken seriously and presented as the forefront of one of our ongoing activities vis a vis the cadet corps. It is reassuring that the program is also evolving and undergoing constant reevaluations and revisions. When I started teaching cadets, we followed the Values for Living I, where we were free to choose our lessons from a generous selection of topics. Those sessions were heavily based on case studies and utilized the FACS (Facts, Assumptions, Challenges and Solutions) process of arriving at reasonable decisions. I enjoyed the thought-provoking FACS method and miss the opportunity to teach it along with case studies; I wish we had retained some of that. I did use that process with seniors as well, when teaching Core Values as part of the old-style Corporate Learning Courses, using case studies presented in CAPP 80-3 (Character and Leadership: Applying Core Values for Senior Members). I do not believe senior members are exposed to this training on a regular basis.
Using the current system of monthly guided Character Development presentations, I start every session by reviewing the Core Values with the cadets. To help them remember, we use mnemonics such as RISE or E-SIR. To drive the points home, I often use the concept of what I call ‘Core Values in Everyday Life’, where we identify core values at play in the seemingly smallest, daily activities. I try to relate those actions not only to Core Values, but also to our Five Pillars of Wellness and Resilience (Pillars of Mind, Body, Relationships, Spirit and Family – I use the mnemonic MyBRaveSelF).
The concept is not to look for Core Values in grandiose or heroic gestures, but to start small and realize that core values (or making the right choices and decisions) are pervasive in all our actions. When reiterating those points I also like to emphasize the role of CHOICE and CONTROL. To use a very mundane example, I ask the cadets what Core Values they can identify in a simple act of eating breakfast. The answers are multiple:
- we respect the person who prepared the breakfast
- we respect our bodies by giving them nourishment, also respecting the Pillar of Body
- we accept love with which the food was prepared (Pillar of Family)
- we respect the teachers for whom we will be more alert if we eat breakfast (Pillar of Mind)
- we respect teammates, lab partners, classmates if we are in a better mood and spirit of collaboration and more affable after a good breakfast (Pillar of Relationships)
- if we are properly nourished, we are less likely to get sick, again respecting our bodies and families (who worry about us and might have to take time off from work if we fall ill or need to be taken to a doctor); respecting teachers (by not being absent and thus not falling behind) AND SO ON!
I like to remind the cadets that we are a community, where we endeavor to support each other and offer to be available to anyone who wishes to discuss anything. It would be an achievement in respect if the cadets held chaplains/CDI’s or other senior members in such esteem as to consider us the “trusted adults” if they ever needed to consult with someone regarding a situation that might be too sensitive or emotional to share with family. We often play that role during encampments. The regret in that situation is that there is no mechanism for follow-up if we happen to “uncover” tendencies that might bespeak of other potentially dangerous underlying issues, e.g. self harm or bullying. During Chaplain Corps Emergency Services School when undergoing Chaplain Support Specialist (CSS) training, I developed what I named Field Folders (FF’s): packets with a checklist of all the paperwork that a CST (Chaplain Support Team) needs in the field (as presented in the class). I adapted those FF’s for use by chaplains and CDI’s during encampment, to help with After Action Reports. There must be a way to implement follow-up once cadets disperse to their respective squadrons, sometimes in different states. One way might be via unit or wing CDI’s or chaplains.
Getting back to Character Development practices and MOTIVATING cadets, I emphasize to the cadets our goal of training “future leaders of America”. To make it more relevant, I apply the very broad definition of a leader by explaining that one could be the head of the country, the chief of the military, the captain of a ship, principal of a school, a squadron or flight commander, an element leader, head of the family, team captain, or at the end of the day, we are all leaders of ourselves, making daily decisions and choices. The message is that everyone is a leader in his own way, without necessarily having an “official” title, even if some cadets don’t see themselves at the top of a corporation.
I try to tie in topics from previous lessons to new concepts that I introduce. For example, in a recent session we explored “Heroism”, noting how small acts of kindness also add up to heroic behavior, not only grand gestures. The emphasis was on making those kindnesses a habit while also applying our Core Values. For example, if we break down the definition of “service” to its basic essence, it’s doing something without being asked. For instance, if cadets offer to wash the dishes without being asked, and maybe more than once, what Core Values and Pillars are they honoring: respect, service, excellence; love and gratitude, feeling good about oneself, etc.
To demonstrate Inclusion and diversity and to highlight the richness of our multi-cultural society, I asked our diverse cadet corps to share dishes from their various cultures during a squadron holiday party. It was quite a treat, and we even had a boy proudly dressed in traditional Indian garb.
To reach members outside of the unit domain, I address a broader audience by publishing what I call the CD Minis in the “Transmitter” (the C.A.P. Chaplain Corps newsletter) and in the “NE Report” (the Northeast Region Chaplain Corps Newsletter), both edited by Chaplain Lt Colonel Adma Ross (NE Region Chaplain). In each CD Mini, I try to convey briefly a concept related to Core Values or to the Five Pillars (sometimes I identify them). Some examples: Eat a Pickle (it’s good for you); Go Outside in the Winter (properly dressed); Keep Your Brain Alert, Solve a Puzzle (‘a puzzle a day keeps Alzheimers away’); Respect the Uniform (it’s an honor granted by the U.S Air Force), Get Vaccinated (message from General Phelka, current C.A.P. National Commander), Do You Down Dog? (yoga as great exercise, good health, longevity); Laughter Is the Best Medicine (enjoy a good laugh, feel good!). Some upcoming titles include: Take a Walk (exercise and mental health), Just Say “Thank you SIR, or MA’AM” (observe the grateful reactions and make it a habit), Listen to Classical Music (it reportedly helps develop your brain), etc.
For Encampment Character Development sessions I developed a program based on an exercise called Fear in a Hat. Cadets receive a separate classroom session at encampment specifically covering Core Values (CV’s), so we only review them, we don’t focus on them. Below is the outline of my encampment CD lesson:
- I
- I start by introducing myself and the role of the Chaplain Corps, review CV’s and explain the program: Each cadet student has to write down answers related to two questions concerning their fears related to encampment. Only flight numbers are written on the index cards, no names. Cadet staff hand out index cards and pens; CDI reads the questions; cadet students write responses under Answer 1 and Answer 2.
- II
- PANEL: Cadet Staff are invited on stage (or upfront) after they collect all the cards from their cadets. They take turns reading out the concerns revealed on the cards. Panel addresses issues based on their experience, validating concerns and allaying fears.
- III
- CDI – moderates discussion.
- IV
- Conclusion – presented by CDI, in the form of a summary of some of the common fears along with solutions as to how to overcome them, stressing the concept of community and camaraderie, emphasizing that staff, chaplains, CDI’s and all senior members are there to help.
- V
- Flight leaders collect index cards from their respective flights to follow up concerning some of the “fears” expressed, if necessary, in a less public setting.
- VI
- Some teaching outcomes:
- Cadet Students
- – learn that they are not alone in some of their concerns; learn why a particular fear is probably not serious, or how to deal with it.
- Cadet Staff
- – enjoy exercise in leadership, build trust and respect among their troops by demonstrating knowledge and experience.
Direct examples of motivating cadets intrinsically were represented by two outings that I organized under the auspices of the Conn Wing Chaplain Corps Cadet Activities Task Force: Safety in the Woods (What To Doo If You Get Lost in the Woods). These events took place at a local research and preservation facility in Connecticut, The Great Hollow. Lessons were conducted by a local professional. Cadets seamlessly learned first aid, building shelters, safety and survival. The event was structured as a mission, based on an approved Operations Plan and followed by an After Action Report that was submitted to the wing.
Cadets were organized in encampment format, with flights, flight leaders and a cadet squadron commander. We did formations, practiced reporting, roll calls, etc. There were many learning outcomes for all and some cadets earned Emergency Services credit. Seniors were assigned Incident Commander, safety, admin and public affairs duties while cadets honed their leadership skills. One of the greatest emphasis was on enjoying camaraderie and NATURE . On our second annual outing we were fortunate to be joined by a Chaplain, who was of the Jewish faith. He brought his two daughters, one a cadet, in an ABU (Airman Battle Uniform) skirt as a special accommodation, so we enjoyed some aspects of diversity as well and discussed them. On my request, Chaplain Cohen offered a lovely invocation and later benediction at the end of the event, again celebrating our enjoyment of the outdoors together, in harmony with with nature, while also learning to respect it and staying safe.
Extrinsic motivation is also useful, when appropriate. I have made nominations for cadet NCO and cadet officer of the year, offered recommendations for commander’s commendations, submitted nominations for CDI, Public Affairs and and Emergency Services functions for annual merit awards.
There are some additional teaching practices I would like to explore, in order to try to bring more relevancy to cadets, or to try to reach them differently:
- Teach by incorporating music? For example, an old Beatle song “We Can Work It Out” – could be played when discussing problem-resolution the words are appropriate “life is very short and there’s no time for fussing and fighting, my friend”; “try to see it my way”. Or
- “You Don’t Own Me” by Lesley Gore” – could be played when discussing dating or bullying issues (“don’t tell me what to do, don’t tell me what to say”).
- Words in all songs would need to be screened carefully to ensure propriety.
- Work closer with Cadet Programs (CP) in organizing activities e.g. more local fun evenings, in addition to formal Cadet Balls, e.g. movie viewings, karaoke events, etc.
- Explore new initiatives in Cadet Programs related to Physical Training (PT). The new proposed PT programs are developmental in nature, very much in tune with Chaplain Corp’s focus on specific elements of the Five Pillars. The idea is to move away from testing cadets during their enlisted and NCO stages. Instead, the proposal calls for that time to be used to develop fitness levels needed to achieve the age-appropriate requirements. Only cadet officers are to be tested, but not monthly; only on a semi-annual basis or so.
- Organize PT training for cadet staff at encampment or during special leadership workshops; could be under the Chaplain Corps Five Pillars, or just working with Cadet Programs? UPDATE – I am honored to have been invited to present a PT Fitness Education session at the upcoming Conn Wing Cadet NCO Academy in early June, 2023!
I am already super focused on Physical Training as a Fitness Education Officer. In fact, I implemented the current program intuitively before it was officially approved in 2018. For one of my Level 5 training assignments I had mapped out a program for PT, to be tested at the squadron level.
In PT, I motivate cadets by focusing on developing specific muscle groups, and by explaining how they relate to “producing results”, that is, which muscles are critical for push ups, which ones for running and so on. We discuss nutrition (I bring healthy snacks such as apples or dates), introduce cadets to different pieces of equipment, i.e. straps, jump ropes, balls, weights, badminton rackets, hula hoops and more – all to demonstrate that exercising can be fun, that muscles take time to develop; and that proper nutrition, hydration and attire (e.g. running shoes) are critical to safety and to staying injury-free. We did yoga, practiced some karate, dance moves and more.
To continue my wishful thinking, in terms of motivating intrinsically:
- It would be great to have Saturday or Sunday C.A.P. Labs or meetings outside of the squadron or school environments to do some dance or yoga practices, or just to go bowling or hiking, to name a few activities. Again, the benefits would be multiple: camaraderie, community, physical activity and learning intrinsically.
- The Chaplain Corps and Cadet Programs should consider greater coordination at higher levels; many of the desired outcomes are so closely related. There was a recent survey from Cadet Programs posing a number of questions, some related to counseling cadets, discussing suicide, etc., subjects largely also covered by the Chaplain Corps. Are we duplicating our efforts or is this just another new avenue of watching over the cadets? One avenue of cooperation might be to establish a Fitness Education Officer function at the wing level, which is under Cadet Programs, to focus on training cadets or senior members at the subordinate units.
- It is inspiring that the Chaplain Corps is working on developing lessons based on the Five Pillars. The entire Pillar of Body is so critical and much of it is now also mandated by the new Cadet Program regulations via the updated PT regulations. I feel fortunate to be both a CDI and a Fitness Education Officer.
- It would be good to teach some kind of Character Development to senior members, similar to what we do with cadets, not only Core Value concepts. The topics covered are useful to all.
In summary, I trust it is apparent that I am passionate about my work with cadets, both in Character Development and in Physical Training. I am grateful for such courses as Advanced Character Development to supplement my knowledge, and for the truly advanced level at which the course was taught. As a life-learner, I am eager to absorb whatever might be offered to allow me to be better at trying to serve as a good teacher and mentor to all those young people who entrust themselves to our leadership.