At the end of this article is the critique of the Girl Scout program in February 2008. The "Current State" reflects what GSUSA identified as problems. The "Future State" seems to be what they are trying to create with the Journeys (and I stress TRYING). The "Obstacles" category are the problems GSUSA identified with reaching their "future state."

The single goal is stated to be "to build the world’s best integrated leadership development system that defines activities and outcomes differentiated by age level for girls 5 – 17."

The "unhealthy traditions" critique has deservedly gotten a lot of backlash among the membership. I know of no leaders that require girls to wear "dated" uniforms; some would argue that we just need a uniform and many would not even go that far. Leaders are not in support of outdated handbooks that teach girls to sew and cook and nothing else, nor are they in favor of "dated language." Indeed one of the biggest complaints I hear is that the handbooks are dated beyond the point of usefulness.

This problem requires that GSUSA revise and update, not that they throw out the whole program, which is what they seem to be doing. Instead of giving us workable updated handbooks, they wasted time and energy creating the Journey books, which are being rejected by the girls. It does not matter if they are contemporary in look and "relevant" (and indeed the do look like American Girl publications) if the girls do not embrace them.

Indeed, mirroring the current fads as far as theme has had a negative effect in my troop. Many of my girls picked up the Journey and immediately saw them as akin to American Girl, which they have outgrown (strike one). Exploring the topics, I learned that the themes of the Journeys are indeed "current," but in imitating GSUSA has created a program that is just "more of the same" as far as the girls are concerned.

Girl Scouts needs to position itself as a leader not a follower if it hopes to entice and maintain members. In addition, it needs to offer something that other groups and school activities do not. Indeed, this is where the "unhealthy devotion to traditions" comes into the model. The old, "unsatisfactory," and dated program provided a multitude of experiences that could and did satisfy any number of interests.

As an example, I offer up the supposedly new and relevant Cadette Journey program. My girls took one look at the first book and said "not bullying and relationships, we do that all the time at school." The second journey hasn't faired much better in that the environmental drum has been beating for well over a decade. My girls looked it over and turned and asked me when we could go camping, shoot archery, and work at the animal shelter.

I challenge GSUSA to demonstrate that this new program balances fun and variety with focus. I submit that it is neither fun nor does it address the concern for variety.

Finally, I simply must comment on the perceived decline in community service as a core program element. First off, I don't believe it. At my last service meeting, no fewer than four service project opportunities were presented and that doesn't even count all of the individual troop projects. My girls, without the Journeys, are focused on wanting to earn their community service bars and their leadership service awards. All GSUSA needed to do was to announce a year-long campaign focusing on "to help people at all times" and the membership would have responded.

So there's my analysis for the week. Here's the program model that explains all the changes that have been occurring.

CURRENT STATE
1. There is a myriad of activities but no clear definition of the essential elements of Girl Scouts. Girl experiences are inconsistent, with no clear outcome measures.

2. Existing age levels are inconsistent with girl needs and development. Language and symbols of belonging are outdated.

3. Community service has declined as a core program element and is not leveraged as a key differentiator.

FUTURE STATE
1. There is a consistent Girl Scout experience centered on a powerful model of leadership development which is tied to clear outcome measures.

2. Age levels provide girls with appropriate opportunities to progress. Language and symbols of belonging are relevant and contemporary.

3. The power of girls together is galvanized around community service projects that make a difference.

OBSTACLES

1. Balancing girl desires for fun and variety with the organizational need for focus.

Pressure to develop activities in response to funding opportunities.

2. There is an unhealthy devotion to traditions on standards, uniforms and awards.

3. Adults lack information to coach girls on powerful community service campaigns.