Bullying - children

So, your child has been bullied.

Now, what?

Although it is difficult to watch your child suffer the effects of bullying first-hand, there are some things you can do to help speed up the healing process.

This will not be easy and your child may resist. But if you follow these guidelines you will have a much higher chance of success.

Firstly, you need to remember that many children are embarrassed and afraid to confide in anyone about being bullied, never mind their parents.

That is why only 39% of high schoolers report bullying incidents to an adult. And when they do approach their parents, the bullying experience is often downplayed.

Do not do this!

This is the number one mistake that parents make.

You need to remember that, for your child, their world is crumbling. So, if you minimise the incident – they will feel like you are not hearing them.

Whatever you do, don’t use phrases like:

“I am sure they didn't mean it.”
“Every school has bullies.”
“Don’t take it personally.”

Your child needs your compassion and understanding before they can feel it's safe to open up. Your job is to build trust so that they will feel comfortable talking to you.

Then you can start the healing process.

Now that you know what not to do, what must you do?

Talk About the Experience

Although it is difficult at times, you need to stay calm when talking to your child.

Using positive language is key here.

Listen, engage and build trust. Replace their negative experiences with positive ones and then help them reel in their fearful thoughts and gain control of their minds again. 

Validate their feelings through empathy

Tell your child that what happened to them is not okay.

It was not their fault. Your objective is not to try and fix the problem, but to meet your child where they are at.

Using phrases like “that must have been hard” and “I can only imagine what you went through” will allow you to validate their bullying experience.

Just listen to them and be empathetic. Unpack how they are feeling and show them that you are there for them.

If they are reluctant to talk to you, try to guide the conversation.

Describe how they may be feeling or express how you would feel if the same thing had happened to you.

Be creative here – use role-playing or even reference a movie. When you start making headway, you will notice a change in their body language.

The objective of this step is to try and diffuse the situation and get a better understanding of what is burdening your child.

This is key if you want to develop their trust.

If your child feels like they are being heard and have your support, it’s more likely that they will open up to you.

Spend quality time together

This is extremely important, especially if your child is younger.

You need to replace the negative experience that they had with some positive ones as soon as possible.

Remove all distractions and focus on spending quality time together.

This could be a simple walk with the dog, a trip to the park, or experiencing something new together.

Quality time allows your child to drop their emotional defences and see that they really are an important part of your life.

Additionally, this time presents a less evasive way of asking questions around their feelings, thoughts, opinions and emotions.

Not only will they open up more to you, but you will strengthen the parent-child bond with them, which is invaluable.

Change their thinking and reclaim control

Once you have established some trust in your relationship, it’s time to look at how your child has processed this trauma and the ways that their thought process, in general, can be improved on.

Many victims dwell on the negative effects that bullying has had on them. Your job is to help them get out of this rut as quickly as possible.

While it’s okay to acknowledge that they have been a victim of bullying. It’s not okay for them to adopt a “victim mentality”.

I.e. They get in the habit of feeling like a victim or sorry for themselves throughout their lives.

A great way to initiate this process is by using certain role models as success stories.

For younger children, focus on people they know who overcame bullying. With older children, reference a celebrity that resonates with them, such as:

• Mila Kunis – was mocked and called “funny face”
• Rhianna – was teased about her skin colour
• Jessica Alba – was an awkward child with buck teeth
• Tom Cruise – struggled with reading
• Justin Timberlake – was bullied for his “funny hair”

Emphasise that what happened to them is not their fault. But, how they choose to react to the experience is entirely within their control.

Help them focus on things that they do have control over, such as their emotions, thoughts and actions. 

Emotions - Instead of acting impulsively, teach them to stop, assess the situation and breathe deeply until they feel calmer. Reacting to the situation with a clear head can be very empowering.

Thoughts – Explain how negativity is a vicious cycle sometimes, and that the only way to break it is by deliberating exchanging negative thoughts with positive ones.

Teach them how to focus on solutions instead of the problems, and on the people or things that bring happiness – leaving behind the stuff that makes them sad.

Actions – Explain that they can either look at what has happened to them as 'a victim', or that they use their experience to help others who are in the same position and make a difference in their lives. This shift in mindset will help the healing process.

By focusing on these aspects of their life, they will gain control over the situation.

They will shift away from feeling helpless and powerless, and start to feel more stable and secure.

Focus on Their Personal Growth

Don’t put a bullseye on your child’s back.

​Bullies often pick on kids who lack self-confidence as they are an easier target. 

Help improve your child’s self-esteem and help them recognise their strengths.

Confident children find it easier to ignore bullies. And because bullies thrive on reactions, they will move onto kids that are easier targets.

Help them recognise their strengths

Has your child ever done something extraordinary or brave?

Maybe they saved a dog from drowning or caught a fish the first time trying.

Now is the time to remind them of it!

Often when you are feeling overwhelmed, anxious or depressed, you can’t help but focus on all the negative aspects in your life.

Your child is no different.

By triggering the emotions from a positive experience again, you can help your child change their negative state into a positive one.

The next step is to help them rediscover their strengths.

A simple exercise can be to take a piece of paper and get them to write down 10 things that they are good at.

Not only will this help them become more aware of their strengths. It will kickstart the process of improving their own sense of self-worth – which is what we will be talking about next. 

Build their self-esteem

Bullies will pick on kids who are less likely to defend themselves, or on children who may have low self-esteem, and are more likely to be submissive than confident in a confrontation.

So, finding ways to help rebuild your child’s self-esteem is important.

There are some activities that your child can do on their own to get this process started as well as some extra practices that you (as the parent) can start doing too. 

First, your child can try:

1. Gratitude journaling: Get your child a little notebook where they need to write down 5 things that they are grateful for. From then on, they should add 1 extra point every day. This is a powerful way to help them nurture some optimism about the different aspects of their life. 
2. Giving compliments to others: This may sound counterintuitive, but it’s based on the “paying it forward” principle. When you do/say nice things to others you feel good about yourself and the universe pays you back.
3. Focus on positive self-talk: Work together to create a morning mantra where your child can state 5 positive affirmations about themselves in the mirror. Self-encouragement is extremely important because it sets the pace for how we all need to look after our own mental wellbeing throughout our lives. 

A great example of an affirmation is: “I am happy, I am confident, I am loved. Although I make mistakes, I learn from them and am stronger for it.”

Now it’s your turn:

1. Stop over-praising: Yes, it is important to acknowledge your child’s accomplishments, but do not do this when it is not deserved or insincere. Your child knows when they did not do their best so rather be honest and not fake. Also, praise their efforts and not just their results.
2. Help foster a growth mindset: It is important to help your child realise that they have the power to rework their negative thoughts and improve their capabilities over time.
   
   (Here is a great bunch of downloadable exercises that you can do with your child to help foster a growth mindset.)
3. Avoid harsh criticism: Be clear rather than critical. No child needs to hear how lazy, stupid, or useless they are. Even if they didn’t achieve what they set out do, rather work with them to set realistic goals and a plan of action to correct their actions in the future.

Create Support Structures for Your Child

One of the best ways to increase your child’s self-esteem is to encourage them to make new friends, strengthen their social circles, increase support structures and get their school to become an ally.

Help them connect with their friends

Encourage your child to spend more time with their friends and making some new friends too. By strengthening their social circles, you make them less vulnerable to being bullied.

Make sure your child has a friend with them as much as possible. Bullies prefer picking on children when they are alone – there is strength in numbers!

Next, it’s a good idea to get their friends' parents involved. 

When more families are creating support structures for their kids and are educating them on the best ways to deal with bullies. It allows the kids to feel more confident to stand up for each other and prevent anyone from being bullied.

What happens if your child struggles to make friends?

If your child struggles to make friends, the first thing to do is to identify their passions or hobbies.

Through this it will be easier to find extramural activities that they may enjoy. Especially since it will give them the opportunity to meet like-minded kids with similar interests.

It also means that as they develop skills and competencies that their friends, family and peers notice – they will automatically feel more confident in their abilities.

By providing them with a safe environment to develop and explore these potential talents, you will help your child experience positive relationships with other kids.

Martial arts and self-defence are often very effective in building self-confidence.

We are definitely not promoting violence, but appreciate that most martial arts focus on self-defence, self-control and focus. These are all qualities that we want to encourage your child to develop.

Other benefits of martial arts include:

• Keeping your child healthy and fit;
• Improving reflexes and reactions;
• Teaching your child how to be calm and how to deal with confrontation; and
• Building self-confidence and lowering insecurities.

Speak to the school or day care

The best thing you can do before approaching the school is to remain calm and be prepared.

Work with your child and get all the facts. Be specific with this and pay attention to detail.

Most schools have anti-bullying policies on their website – study them. If they do not, you could also make an anonymous call to ask them what the bullying policies are.

Keep a record of everything: texts, emails, images etc. These can all be used when you confront the school.

If your child has a favourite teacher or if you personally know any teachers or staff working at the school, ask them to help with the situation.

These allies can help you understand how your child fits in with the school dynamic.

Be respectful and set up a formal meeting. Do not barge in and demand to see the principal. This will only heighten the situation and put the school and teacher on the defensive.

Always assume that the school is unaware.

Don’t be that angry parent blaming the school and teachers for not intervening. Often bullies act covertly,  making teachers oblivious to their actions.

In the meeting, ask leading questions around policies, enforcement and similar incidents.

It is important to understand whether or not the teacher has any knowledge of the matter so that they can assist. If they don’t, it’s time to escalate the issue to the principal.

Don’t make threats or demands. Rather explain the situation and ask for solutions. Remember to be specific and provide details.

Ask the teacher about the next steps to be taken and set reasonable, expected outcomes together with the school. And always end the meeting with dates for a follow-up.

Remember to write down everything that is said and agreed to.

After all of this, if you are still not happy with how the teacher has handled the incident, you can write a letter of complaint to the principal. However, if you are already dealing with the principal it may be time to get the school’s governing body involved.

Remember, in serious circumstances, especially anything involving life-threatening physical bullying or any form of sexual assault, call the police immediately as these are criminal offences. You can confront the school once the matter is escalated.

Final Thoughts

Helping your child overcome bullying is tough. But remember, your job is to help them move on from what has happened to them.

It is essential that you help your child find closure and make peace with their past traumas at a comfortable pace. To get things started, the most important thing to do is to replace their past negative experiences with positive new ones.

Help them rediscover their passions and strengths.

Be the catalyst in helping your child shine.

Encourage them to make more friends and build support structures so that they have allies in their corners.

Don’t let their sense of self-worth be invalidated by a negative experience. Remind them that what happened was not their fault, but that they have the power to rise above it.

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By Ryan RS 83

I am responsible - a good read

I AM RESPONSIBLE

INTRODUCTION

I am the possibility of people’s safety, health, and well-being.  It is this conviction that allows me to face another day.  What would drive me to be involved in something that many of us think as obscure?  Well, the answer is I would like to make a difference in society and to help people have a better quality of life.

Some people say our reality is in our conversations, and that is why I am speaking to you today.  Perhaps, I can alter your reality in safety.  You see, I value and I am responsible for my own safety and the safety of those around me.  Through my conversation I may alter your future, a future I may never know.

DISCUSSION

Being Responsible

My spouse and I were traveling north on Oracle Road just last Saturday, and I noticed a bumper sticker on an old Ford truck that said: “I AM RESPONSIBLE."  I wondered why someone would put that statement on their bumper for everyone to see?   A possible explanation could be that we live in a society of blame.  Just look at the media strewn with billboards advertising “The Injury Lawyers,” and television/radio ads asking “Have you been injured?”  “We will determine who’s really at fault."  Heaven forbid, it’s not me!  This leads me to believe that many of us think we are not responsible for our own actions; somebody else is.  It doesn’t help when our own health and safety laws basically state the employer is responsible for the health and safety of its employees. Not the employee!

As an employee, I have the responsibility to know the systems of control that will ensure my health and safety.  I know I regard safety as a part of my work, not an added or extra thing to do that gets in the way of my productivity.  I’m not saying this because I’m a safety guy; this is how you should say it!

Safety

Safety in its basic definition is freedom from loss.  Consider that you could replace the word “safety” with the word “survival.”  Is it not our instinct to survive?  Yet, when we talk of safety, we talk like it’s someone else’s job -- like the responsibility of safety professionals, the government, or just someone else because it will never happen to me.  

Consider that safety could be a way of life, something that we value like a belief in everything we do.  What if we had a society or a business where we were responsible for our own actions?  Or another way to put it is that if we value our own safety, we shouldn’t have to be reminded of the consequences of our own actions.

Accidents Don’t Just Happen

How many times have you heard something like “accidents just happen?”  There is a story I would like to share.  Last summer, a friend of mine was having a party, and there were lots of young kids attempting to play baseball in the backyard.  One boy was getting a little wild with the baseball bat and, while he was randomly swinging, another boy came into contact with the bat.  Both boys began to cry.  I would assert that the boy with the bat knew who was responsible by his reaction to the situation.  The response of the parents was really interesting, too.  Of course, we determined the boy that was hit was okay.  The response to the boy with the bat was “It’s okay, he’s okay, don’t worry, accidents happen.”  Hmm, we may be teaching our children that accidents just happen, not like it’s bad, wrong, or intentional.  When we respond with “accidents just happen,” it seems more like a natural response that mothers have passed down for generations, without questioning the validity of the expression.  (okay, fathers, too)

Accidents don’t “just happen;” they are a series of events all lined up just right that cause a mishap.   Consider that we’re all responsible for our safety and the safety of others.  Let’s look at the story from a different perspective.  What if the boy with the bat was handling the bat in a responsible way (which I assert he knew how to do or why did he cry)?  “I will only swing the bat when I am at the base or in an area where no others will cross the path of the bat.”  The boy who received the blow, knowing that he must be aware of his environment (the things that go on around him), could have avoided the risk of the bat hitting him.  What if the adults instructed their children the proper ways of the game and the consequences of foul play?  What if the adults instructed their children that accidents don’t just happen, and we are responsible for our actions?   Perhaps this particular accident could have been avoided.

Risk and Behavior

Can we live in a world free from accidents?  Well, I will leave it as a possibility.  I will admit there is a degree of risk in everything we do.  I know one thing -- when you are posed with a risk (like a Mac truck heading straight for you), your behavior (what you will do, like swerving into the median or even off the road completely), produces a consequence (what happens to you, like perhaps avoiding the collision).  Your actions can minimize the outcome or even eliminate the accident altogether.  My point is that being responsible for your safety and that of others can minimize the loss.

CONCLUSION

You may say: “Yes, right, so what can I do, and what difference could I make?”  You could start by helping me:

In every situation, ask yourself “what could go wrong here?”

Find out about the laws.  Are there procedures, policies, or rules?

Ensure the equipment you use is properly maintained.

Get help when doing things you are unsure of.

Share your concerns with people, like asking them to wear a seat belt.

Set the example for others.

Keep safety as a value by talking about it, and consider that accidents just don’t happen.

You could help me make a difference in society by being responsible for your own safety and the safety of others.  Say to yourself: “ I AM RESPONSIBLE "

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CAREER : Save lives by joining a local EMS

WHAT DOES A PARAMEDIC DO?

Paramedics provide pre-hospital emergency care, treatment and specialised transport for patients with medical emergencies. They also deal with non-emergency tasks such as hospital admissions, discharges and transfers. They usually work as part of a rapid response team dealing with a range of situations, from minor wounds to serious injuries caused by a major road or rail accident.

Paramedics may perform the following tasks:

• making quick decisions about moving the patient
• lifting and placing patients on stretchers, loading the stretchers into ambulances and transporting patients to hospital
• using advanced life support techniques, carrying out surgical procedures, providing drug and fluid therapy, and putting on dressings for wounds and supports for broken bones
• preparing patient care records and other written reports
• attending public gatherings, such as large sporting events, where accidents or other health emergencies may occur
• performing daily vehicle and equipment checks, making sure that medical supplies are accounted for and that equipment and ambulances are working.

Helene Basson | AMBULANCE EMERGENCY ASSISTANT | Netcare 911

Why did you choose this profession?
I am a bit of an adrenaline junkie and in this profession you get a lot of that! Although I must say, it’s not just about lights and sirens – you get the chance to save lives and make a difference when most needed.

What training did you undergo?
I did six weeks’ Basic Life Support (BLS) training to become a Basic Ambulance Assistant (BAA). Thereafter, I had to work 1 000 hours on the ambulances and had to be registered for a year with the Health Professions Council of SA in order to study Intermediate Life Support (ILS) to become an Ambulance Emergency Assistant (ANA).

What characteristics do you need?
Having the right personality is very important. You have to be caring, loving, patient, always in control of your emotions, and you must be able to work in stressful situations and handle all types of people.

Is experience as important as formal training?
Both are very important. You have to have the knowledge to be able to treat your patients – so in that respect, the academic side is just as important as the practical phase. Experience comes with years of practise and treating many patients. In the emergency medical sector you, as a practitioner, can never know enough. Therefore, continuous studying is vitally important.

Describe a typical day on the job
You work 12-hour shifts, day or night. You arrive at base (normally situated at a hospital) and then you and your partner start cleaning the ambulance, checking all the equipment and making sure enough medical stock is available in the ambulance. Then you wait for the control centre to dispatch you to a call. In other words, you wait for your phone to ring with someone needing your help. Then you get there as quickly as possible, realising that every second counts – often putting your own life in danger to be there for someone needing your help.

What do you like most about your work?
Being able to give comfort to people who are hurt and scared. Holding a patient’s hand and telling him or her that they are in safe hands. Knowing that I can make a difference.

Which aspects of the job are you least enthusiastic about?
Seeing people die due to speed, alcohol and negligence. It’s always heartbreaking to see kids die, no matter what the cause is.

What’s been the highlight of your career so far?
To me, every single day spent on the job is a highlight. This is my passion and I really love being an Ambulance Emergency Assistant! Every time I get to help save a life makes the job worthwhile.

What are your future goals?
Studying Advanced Life Support (ALS) and then hopefully becoming a Paramedic (ANT) in the near future.

What advice would you give to someone starting out in your field?
If you are sure that this is what you want to do with your life, try to get an opportunity to observe paramedics at work. Thereafter, get your BLS qualification and apply for a position on the ambulances. Use the opportunity to learn as much as you possibly can from the senior staff you work with, ask questions and work extremely hard. This job is truly rewarding.

Describe your job in three words
Demanding • Exciting • Rewarding

WHAT QUALIFICATIONS DO I NEED?

One route to becoming a paramedic involves three levels of training, with a theoretical and practical component to each. The first level is Basic Life Support (BLS) course to become a Basic Ambulance Assistant (BAA), the second is the Intermediate Life Support (ILS) course to become an Ambulance Emergency Assistant (ANA), and the third is the Advanced Life Support (ALS) course, which qualifies you as a Paramedic (ANT). An alternative route is to enrol for a Bachelor of Technology: Emergency Medicine or Emergency Medical Care, which is offered at various universities and universities of technology. Graduates must then register with the Health Professions Council of South Africa.

WHAT SUBJECTS DO I NEED?

Contact each institution for their specific requirements, but these subjects are recommended: 
• Mathematics
• Physical Science

WHERE CAN I STUDY?

University of Johannesburg
Bachelor of Technology: Emergency Medical Care
www.uj.ac.za

Cape Peninsula University of Technology
National Diploma: Emergency Medical Care
www.cput.ac.za

WHERE CAN I GET MORE INFO?

South African Emergency Services Institute – www.saesi.com
Health Professions Council of South Africa – www.hpcsa.co.za

Sources:
www.careerplanning.about.com
www.myfuture.edu.au
www.nationalcareersservice.direct.gov.uk

Another amazing article by Post Matric! 

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CAREER : Help our environment

WHAT DOES A GAME RANGER DO?

Bottom - WHAT DOES A FIELD GUIDE DO? 

A game ranger, also known as a game warden or conservation officer, is a member of law enforcement. This person is charged with protecting wildlife in a specified area to ensure that population levels of certain types of wildlife are kept at biologically successful levels. It is the responsibility of the game ranger to enforce hunting and fishing licenses and seasons by patrolling in his or her assigned area, such as a national or state park.

The tasks of a photographer may include:

• ensuring the day-to-day health and well-being of the game researching and monitoring
• making sure that hunting and fishing licenses are up to date
• making sure that people are not hunting out of season and are following the provisions of the license
• game capture and introductions
• population management
• burning programmes
• infrastructure and equipment maintenance
• public relations
• environmental education
• local community relations, liaison and involvement.

Daniel Van Wyk | GAME RANGER | Aquila Private Game Reserve

Why did you become a game ranger?
Because I love nature, animals and the great outdoors.

Describe what you do
I assist in ensuring the day-to-day health and well-being of the game at Aquila Private Game Reserve. When new animals arrive, I help with the introduction of these animals into the communities that are already resident. I also educate our guests about the wildlife during safari game drives.

What training did you undergo?
The qualifications and experience I’ve gained whilst training to become a local nature guide include general guiding skills, basic astronomy, local history, weather and climate, basic ecology, fauna, flora, and bush signs (in my specific area). I have also completed Level 3 as a paramedic and take part in ambulance ride-alongs on some of my days off.

What personality type is best suited to this work?
You have to be a people person and you must be passionate about nature. You should have a love of animals and be able to handle them carefully. You need to be quite active as you’ll be expected to cover a lot of ground and, because most game farms are in remote locations, you must be happy to live remotely.

Experience vs formal training?
Both are equally important. Game rangers need to understand nature conservation issues, and conduct themselves in an environmentally sensitive way. All aspects of the job require both experience and training.

Describe a typical day on the reserve
Every day is different, and every day is an adventure. I get to work with the Big Five at Aquila, which was the first reserve to reintroduce them into the Western Cape. It’s a tremendous opportunity spending time with these gentle giants, and educating the guests about the various animals and their habitats. I normally wake up very early in the morning and head out for a Big Five morning game drive. Then I look after departing guests and start getting things ready for new arrivals. I pack the snack trays for the afternoon drive, head out, and return for dinner.

What do you like about your work?
That I am able to do what I love most… spend time in nature and share my knowledge with our guests.

Which aspects are you least keen on?
I deal with many different types of people, all the time. Not everyone I deal with is nice!

Career highlights to date?
To have been part of the Saving Private Rhino initiative: a non-profit organisation set up to assist private game reserves with anti-poaching courses following the terrible poaching incident that took place at Aquila three years ago.

What are your future goals?
To further my conservation studies and eventually to become a reserve manager.

Advice for someone starting out in your field?
Respect nature and animals in their natural habitat. If you want to become a game ranger, be persistent. Look for ways to volunteer with animal welfare and conservation organisations in your local community. Get a feel for how you engage with animals and how they engage with you. Remember also that conservation is not only about animals but also about the environment, so look for ways to get involved in green projects like recycling and other environmentally friendly initiatives. Be persistent in your studies.

Your job in three words
Beautiful • Fun • Exciting

WHAT QUALIFICATIONS DO I NEED?

It is necessary to study subjects such as ecology or nature conservation at a university or college to obtain a degree or diploma to become a game ranger. The practical part of the course is usually conducted in a hands-on wildlife and nature-based training programme. It is beneficial to register with the Field Guides Association of South Africa (FGASA), which also offers a learning syllabus covering a large variety of topics including animal behaviour, birds, reptiles and amphibians, botany and grasses, ecology, astronomy, and survival.

WHAT SUBJECTS DO I NEED?

Contact each institution for their specific requirements, but these subjects are recommended: 
• Mathematics
• Physical Sciences
• Life Sciences
• Geography
• Design

WHERE CAN I STUDY?

University of the Witwatersrand
Bachelor of Science: Zoology
www.wits.ac.za

University of Johannesburg
Bachelor of Science: Environmental Management and Zoology
www.uj.ac.za

University of Pretoria
Bachelor of Science: Zoology
www.up.ac.za

Cape Peninsula University of Technology
National Diploma: Nature Conservation
www.cput.ac.za

Tshwane University of Technology
National Diploma: Nature Conservation
www.tut.ac.za

WHERE CAN I GET MORE INFO?

Wildlife and Environment Society of South Africa – www.wessa.org.za
South African National Parks – www.sanparks.org
Field Guides Association of Southern Africa – www.fgasa.org.za
EcoTraining – www.ecotraining.co.za

Sources:
www.getaway.co.za
www.gameranger.org
www.wisegeek.com

Thank you all for an amazing read!

NOTE THE DIFFERENCE 

What is a game ranger? What is a field guide? What is the difference between a game ranger and a field guide? These are some of the questions we are asked most often at Bushwise Field Guides, and for good reason.

Field guiding in many ways was born out of the game ranging industry, and as the roles have changed over the years, so have the definitions, which has resulted in some confusion.

Origins

When game reserves, nature reserves and national parks first started appearing in South Africa, they were mostly focused on ‘self-drive’ safaris. The parks were manned by game rangers who were responsible for the running and maintenance of the reserves. Initially when South African national parks started offering overnight trails, these where managed and run by the game rangers.

At the time there was no official qualification for guiding and most of the people who worked as game rangers had grown up in the African bush, where they had become very knowledgeable about animals, signs in the wild and utilising what was available to you. They became involved with hosting and educating guests during game drives and walks in the bush.

How did this change?

The need for specialised ‘field guides’ began to evolve to allow for game rangers to continue with their core function and to ensure that there where highly trained people to cater to the needs of guests. Game rangers duties included things such as maintenance of park fences, maintenance of roads and water drainage, water reticulation, bush clearing, and making and maintaining of fire breaks, as well as animal management and much more. Today, game rangers are managed by a warden or reserve/conservation manager, whereas field guides are managed either by a head guide or lodge manager.

The role of private game lodges in paving the way for field guides

Soon private lodges started to operate and cater to the demand of local and international tourists coming to experience Africa. The game drive ranger became a common feature at the lodges. However, they were really field guides.

FGASA is born

As a result the need was identified to develop some kind of standards and ethics for the field guiding industry, hence FGASA  – Field Guides’ Association of Southern Africa – was born. Just after the year 2000, a national guiding qualification was developed, in conjunction with a number of parties, including FGASA.

So what do I need to do to become a game ranger?

There is now a national qualification that one can obtain to become a game ranger. You would need to do a National Diploma in Nature Conservation or Game Ranch Management. Most are three years long – two years of theory and one year of practical.

There are also other short course options out there, it just requires some research to choose the best option!

And if I want to become a field guide?

Look for a training provider on the FGASA website with the valid accreditation that will give you the knowledge and opportunity to gain valuable work experience.

Thank you Africa Geographic for this read! 

ADVERTISING OPPORTUNITY : 

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To apply email Crime Busters RSA 

Crimebustersrsa@gmail.com

CAREER : Fire Fighting in SA

WHAT DOES A FIREFIGHTER DO?

Firefighters respond to emergency situations and primarily protect people, the environment and property from all types of accidents and emergencies. They control and extinguish fires, working together as members of fire brigades. Firefighters work closely with the local community to increase their level of fire safety awareness in order to help prevent fires and accidents occurring in the first place.

The tasks of a firefighter may include:

• attend to emergency incidents including fires, road accidents, floods, bomb incidents, spillages of dangerous substances, and rail and air crashes
• rescue trapped people and animals
• administer first aid and oxygen therapy
• clean up and check the site after dealing with an incident
• inspect buildings to make sure that they meet fire safety regulations
• inspect and maintain equipment; carry out practice drills, and take part in physical training and training on firefighting techniques
• undertake public education tasks including school visits, demonstrations, first aid, firefighting training and lectures.

Why did you become a firefighter?
I’m an outdoor-loving person involved in climbing and mountaineering, so I was looking for something that would suit my interests and not confine me. I always enjoyed helping others and wanted to become involved in the rescue scene.

What training did you undergo?  
When I joined in 1984, the induction course was an intense, physically demanding one that lasted three months. I did many internal courses, such as: extra heavy vehicle driver, rescue and extrication; advanced breathing apparatus; and advanced firefighting. I obtained my National Diploma in Fire Service Technology at Cape Technikon from 1987 to 1989, and obtained an Intermediate Life Support paramedic qualification in 1988. Training is ongoing.

What type of personality is suited to this job?
Someone who can work well with others, displays empathy, enjoys helping others, and is physically and mentally strong.

Describe a typical day at work  
The fire service is divided up into fire suppression, fire safety, training, and dispatch and control sections. A typical day on the job will differ between sections. I am a senior manager in the suppression section and my day differs largely from that of a firefighter on shift responding to emergency calls. For them, the day begins at 9am and ends 24 hours later. They do daily fire/rescue drills and lectures, check/test and maintain equipment, respond to all emergency call-outs, and clean and maintain the station premises. They are only allowed to leave the station precincts on call-outs or fire service-related business during the shift. The time of year impacts greatly on the daily routine and the type and number of calls received.

Are there aspects you enjoy most?  
The fact that the fire/rescue environment is such a diverse one and that you are forever learning. Ongoing changes in technology continually affect the service in all spheres.

Anything you’re not too keen on?  
The administration part that goes hand in hand with a management position.

What are your future career goals?  
This is my career and I’m here to stay. Department Head, watch out!

What advice would you give someone starting out?  
This is a rewarding career in many ways. From the outset, apply yourself and take full advantage of the courses and other avenues open for advancement.

Describe your job in three words  
Exciting • Demanding • Rewarding

WHAT QUALIFICATIONS DO I NEED?

A degree or formal further education qualifications are not essential to becoming a firefighter. Personal qualities and physical attributes are more important than academic qualifications, though a good general education is required. There are a few vocationally-focused courses available that do not guarantee entry into the fire and rescue service, but aim to equip students with the skills needed to pursue a career in the fire industry. It is necessary to complete a period of in-service training, which involves trainee firefighters receiving both practical and theoretical training in various aspects of firefighting and paramedics. Graduate firefighters can further qualify by passing the exams of the South African Emergency Services Institute.

WHAT SUBJECTS DO I NEED?

Contact each institution for their specific requirements, but these subjects are recommended: 
• Visual Arts
• Mathematics
• Physical Sciences
• Design

WHERE CAN I STUDY?

Central University of Technology
National Diploma: Fire Technology; Emergency Medical Care
www.cut.ac.za

Tshwane University of Technology
Bachelor of Technology: Fire Technology
www.tut.ac.za

The Navy
Certificate of Competency: Fire Fighter Part 1
www.navy.mil.za

University of Cape Town
Emergency Medical Care
www.uct.ac.za

University of Johannesburg
Emergency Medical Care
www.uj.ac.za

Cape Peninsula University of Technology
Emergency Medical Care
www.cput.ac.za

Durban University of Technology
Emergency Medical Care
www.dut.ac.za

WHERE CAN I GET MORE INFO?

South African Emergency Services Institute – www.saesi.com

Thank you all for an amazing read! 

Sources:
www.nationalcareersservice.direct.gov.uk
www.myfuture.edu.au
www.prospects.ac.uk & Postmatric.co.za

ADVERTISING OPPORTUNITY : 

Advertise on our blog from only R10 per month per advert per section your services would fall under across all our categories. 

To apply email Crime Busters RSA 

Crimebustersrsa@gmail.com