CHAPTER 5 - REAL SUCCESSES

This chapter offers examples of interventions that have made a difference during the 1988 program year.
The Master Teacher in Family Life Program is not just a theory; there have been real achievements, real successes.

In
fiscal 1988, the third year of the Master Teacher Program in Springfield, major changes began to happen through the combination of individual, group and community development activities of twelve Master Teachers.

Table of Contents

MASTER TEACHER STRENGTHS

MASTER TEACHER SUCCESSES

CREATING MORE SUCCESS

MASTER TEACHER STRENGTHS

The
benefits of the program showed first with the Master Teachers themselves.
"I have gained a better understanding of drug issues and feel confident sharing this information. People feel confident in asking me to help because I know what to say." Jim Rosemond, Robinson Garden Housing).

"The Master Teacher Program has encouraged me to speak out in order to help residents. I knew much of the information before, but was afraid to say anything. Now I have the confidence to share information with tenants as well as with my own family including grandchildren." (Mrs. Charlie Mae Simmonds, Reed Village).

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rene Crump, a Master Teacher who worked with pregnant and parenting teens, realized that she would have success as a neighborhood mentor "because I'm good at what I do. (The young mothers) already know me and trust me."
"I feel confident with who I am and what I'm doing," said Ginny Green in a newspaper interview that highlighted how the Master Teacher Program has changed her life.

Every
program trainee achieved a documented increase in knowledge and skills. More importantly, each graduated Master Teacher gained confidence. On a personal level, some moved out of housing developments into a more comfortable standard of living, and some went back to school. Many of those who were not working set goals to find a job in a field that matched their skills. One very effective Master Teacher became a program assistant, employed by the University of Massachusetts Cooperative Extension, working with Master Teacher volunteers.

MASTER TEACHER SUCCESSES

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enerally, Master Teachers shared information and skills with those in need. Increased trust that developed helped families at risk to accept the referral to an "outsider" when needed to address more specialized problems. The fact that the Master Teacher was a trusted natural leader and that the specialist was someone known to be effective resulted in many positive changes for families. Some were documented through evaluations; others will be known only to the families who grew through Master Teacher intervention. In a one year period, over three thousand volunteer hours of individual support for families were documented. Information about health, education, parenting, substance abuse, money management, AIDS, family planning, and interpersonal skills were shared. Involvement ranged from a few minutes to many months.

Specific Interventions and Successes: (one-year period)

- Thirty-six pregnant and parenting teens received individualized information on self-care and parenting.

- A teenage suicide was prevented.

- A potentially abusive situation was avoided as a Master Teacher helped a young mom survive a difficult time with a "terrible two-year-old."

- A neighbor ready to deal with a substance abuse problem was given the address of the closest detox center as well as ongoing support and encouragement that resulted in follow-through toward a drug-free future.

- Neighborhood families struggling continually with teenaged rebellion received timely, effective information and support.

- A homeless young mother was helped to secure adequate housing.

- A young mother who was a slow learner was shown how to manage her household finances more effectively.

- Over one hundred individuals who previously had considered themselves not at risk of AIDS (and who had ignored printed flyers on the subject) received accurate information about the disease, not from the TV, but from people who cared about them, Master Teachers.

A Young Mother

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young mom living in the inner-city was seen regularly high on drugs. She was leaving her youngsters with their grandmother, an alcoholic. Mrs. Simmonds, a Master Teacher from Reed Village Development, often saw the mother high. She spoke to the mom consistently encouraging her to take care of herself. Eventually, this mother began calling Mrs. Simmonds. During these calls, Mrs. Simmonds talked about the mom's children and how important they were. Eventually the mother began stopping by Mrs. Simmond's home, appearing cleaner and more organized at each visit. She took Mrs. Simmonds' advice relative to getting help for her drug dependency. In time she stopped taking drugs. She recently invited Mrs. Simmonds to her wedding. The young mother is caring for her children appropriately, has found someone who really cares about her, and is staying away from her old crowd.

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rs. Simmonds was a trusted member of the neighborhood and, as such, was probably more effective than a social worker trying to give the same advice. Furthermore, Mrs. Simmonds could provide long-term information and encouragement - a service few overworked social workers could match. Mrs. Simmonds slowly and consistently told the mom that she cared and that the mom and her children were important. As a result, the mother was able to make long-term changes in her life, and the children were spared the traumatic experience of foster care.

A Pregnant Teen

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ixteen-year-old Debbie was pregnant by her stepfather. She avoided going home, knowing she could get hurt. She often hung out at youth group meetings offered by a Duggan Master Teacher, listening to stories read to the children. She was still a child herself.

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ebbie was not gaining weight. She was intentionally undereating because she wanted to keep her teenage figure.

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Master Teacher began talking to Debbie, slowly building a relationship with her. Eventually Debbie accepted the Master Teacher's advice to begin eating properly in order to keep herself and the baby healthy. The young girl agreed to meet with a Cooperative Extension EFNEP educator who taught Debbie how to eat well, but be ready to lose weight after her pregnancy. Debbie became connected with other agencies important to helping her through those difficult times. She had a healthy pregnancy, and a healthy baby.

A Rebellious Teen

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hirteen-year-old Jason had always been an excellent student. His mother and his father, who spoke little English, had been strict with him - making him do homework, giving him tough curfews and encouraging him to become involved in outside activities despite their limited resources. The family's home life was in some ways chaotic, but both parents worked and were determined that their son would succeed academically.

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oward the end of freshman year, Jason began to rebel. His mother called the school guidance department for advice, but they were unconcerned because Jason was doing fine academically. Not knowing what else to do, Jason's mother tried becoming even stricter. Jason continued to rebel and eventually packed to run away. When his mother asked the police for help in keeping him at home, she was told there was nothing they could do.

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ason left home and school and was invited to live with a known drug dealer. Both his mother, who was participating in the Master Teacher program, and a fellow Master Teacher, whom Jason trusted, spent many hours trying to connect with the boy. They spent the entire summer worrying about him and trying to find some way to get him home. There were times when the problem seemed hopeless. When Jason did visit his parents, there were stormy emotional scenes. These contrasted with the seductions of easy drug money and sexual promiscuity in the environment to which he had moved. Though there seemed to be no hope, the mother and her fellow Master Teacher kept in touch with Jason.

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n the fall, however, Jason decided to move home. He is back in school and doing well. His mother, with support from a fellow Master Teacher, is learning to accept that it is natural for her son to rebel to some degree, especially when unrealistically restricted. With the ongoing support of her colleague, she is learning to let go of Jason and has begun to negotiate rules that are mutually acceptable as he moves toward independence.

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ason's situation is proof of the crucial role that can be played by natural leaders in poor neighborhoods. The situation took six months to play itself out; yet through it all the Master Teacher was there, trusted by both Jason and his mother and able to provide continuous support.

Informal Group Work

Many of the Master Teachers worked in groups:

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harlaine Walters asked kids to stop by her office with a good school paper each week. For each paper they received a sticker reward. (This program has evolved into a formalized dropout prevention program including monthly parties to celebrate the kids' hard work and parent support group focusing on school issues).

Mrs. Simmonds often spoke of her kitchen meetings where parenting issues were discussed freely and openly.

Irene Crump offered four weekly discussion groups for pregnant and parenting teens.

Ginny Green offered groups for teens - male and female - at their request.

Formal Group Programming

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inny Green, a Master Teacher in Duggan Park Housing Development, was concerned that youth living in the development were especially discouraged and had few positive activities or role models that could make any positive changes. Without intervention, she saw that Duggan youth would likely continue to fail in school, in their community, and in their lives. She decided to do more than offer advice. She decided to create for them a Junior model of the Master Teacher Program, a program that would help them take more control of their lives.

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he ten-week program she offered focused on developing secure relationships among teens who wanted to do well. It provided a safe arena in which kids could discuss their feelings and practice problem-solving strategies. The program design focused on psychiatrist Michael Rutter's four key elements needed to produce emotionally resilient children: feelings of self-worth, secure relationships, the ability to cope with change, and social problem- solving skills.

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inny had no trouble finding interested young people; she was already the natural leader to whom many of them turned. She built on this connection to create Junior Guiding Hands, a program designed to teach young children more about drug abuse, their sexuality, how to communicate better with their parents, and how to problem-solve among themselves. Participating youth gained self- esteem and skills and became leaders among their peers. This program has become an ongoing activity available to youth at Duggan.

Enrichment Activities

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nrichment activities for children and adults in poor communities are few and far between. When programs ore offered, there can be many barriers to enjoyment of them. Necessary transportation to get to an event may not be available, or a scheduled bus may never show. Children may be successfully transported en masse to an event and then be humiliated by the stares that greet them. Events geared especially to the poor may be second-rate; programs that should be ongoing may suddenly disappear when funds dry up or agency personnel lose interest. Master Teachers understand both the importance of enrichment activities and the issues related to such activities. They have been successful at bringing more activities into the poor community. They have networked with parents and children to make sure that children can get to events, and they have helped children continue to attend when family crises threatened to get in the way. Some of the activities that have taken place in Springfield housing developments include:
- Weekly storytelling and plays by local artists.

- Red Cross CPR and First Aid trainings (with First Aid kits donated by a local business).

- Guest talks about cultural issues, careers, school, and jobs.

- Tutoring.

- Arts and crafts classes.

- Bicycle registration by local police.

- Motorcycle demonstrations by local police.

- Demonstrations by health educators.

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he impact of the youth groups and enrichment activities have been documented in various ways. Perhaps the most impressive measures of success have been the comments of parents and children as well as the changes in behavior noted in the development.

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ccording to one mother, "Leniere and Ayana, my children, participated in Junior Guiding Hands. Both have changed tremendously. (Eight-year-old) Ayana has felt very protected as an older teen group graduate has acted as a big brother to her. She was even unafraid to wear her new earrings on the development playground, knowing he would be near her. Both are very proud of the First Aid Certificates they earned in their group meetings."

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fifteen-year-old teen who ultimately became a peer mentor in the neighborhood explained the benefits of the program. "The problem with outside help is you have to get it by phone, and that person may not make it to your problem. When you have someone in the community to help you, you just have a few steps to go."

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he youth activities not only help the children, but also have helped their own parents. Ginny Green has this story to tell: "A mom of some of my youth group members spoke up at a recent Duggan tenant meeting, 'My kids have learned about what drugs can do. They question my behavior. I'm trying to change because they tell me I'm wrong, and I don't want them to copy me.' This mom has been motivated to deal with her known substance abuse."

Two Young Boys

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ose and William were two eleven-year-old boys living in Duggan Housing Development. While Jose was known for his ability to fight his way out of trouble, William, slightly smaller, was known as a good student and well-liked by the adults in the neighborhood.

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hysically fighting it out is the norm at the development. One day when Jose, who had had a particularly bad day at school, picked on William about his height, tempers began to flare. A major fist fight was about to begin.

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rea kids gathered around to watch the action. But at the last minute both William and Jose stopped. They remembered Miss Ginny's advice and decided to walk over to her place to "talk this out." The boys knocked on Miss Ginny's door, explained what the problem was, and asked for her help. She gave them a place to sit and monitored their conversation. The boys worked out the problem, shook hands and left as friends.

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t sounds too simple, too good to be true, but it really happened. Although they were used to solving problems through violence, these kids welcomed a new way to work on issues at hand. Over and over again the kids at Duggan Park Housing Development are trying out problem-solving skills rather than fighting. All they need is skills and support. According to Ginny, "There are kids here who like to fight - not because they are bullies or bad guys, but because that is the only way they know how to handle their anger. I tell them that if they can learn to walk away, they are a bigger person than the person trying to beat on them."

Community Development Within Neighborhoods

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aster Teacher activity has brought about a sense of mutual trust between Master Teachers and their helpees. With successful problem-solving has come consistent growth in the networking process as more and more family members ask for information and support. Through participation in activities, neighbors have come to know each other; they have begun to share concerns and to support each other through difficult times. Individual and group work has evolved into a community of support that is creating long- term change.

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herever trained Master Teachers lived, some type of community involvement was improving the neighborhood quality of life.

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n Reed Village, the Reverend Willie Pearson is beginning to build a Congress of Tenant Resident Chairpersons, who will attempt to work on improved quality of tenants' lives.

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n Robinson Developments, Irene Crump worked with a community college program focusing on computer literacy for grade school youth. The program enjoyed high numbers of consistent participation. Program developers credit Irene's recruitment of neighborhood children and her persistent encouragement of them for the program's success.

Duggan Park Development

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uggan Park Development, because of the high number of active Master Teachers, seems to have enjoyed some remarkable changes, due to the combination of administrative crackdowns on open drug dealing and the community development impact of the Master Teacher program.

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uggan Park development had come to be known for its drug dealing, delinquency, and violence. Residents had become apathetic to these activities, feeling that there was nothing they could do. The chairperson of the tenant organization had become more and more discouraged. Not only did she complain about apathy inside the environment, but she also was discouraged with the way outsiders stereotyped her and her neighbors as problems.

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n the summer of 1988, violence in the neighborhood escalated. There was open drug dealing and gunshots were exchanged regularly. The tenants were becoming more and more isolated.

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n the fall, the development administrator and the tenant chair began to take public action against the drug trafficking. They staged rallies and encouraged the arrest of dealers on the premises. At the same time, eight Master Teachers graduated from the Master Teacher in Family Life program. While the drug dealers were sent to jail, the Master Teachers began interacting one-to-one with parents, helping them to deal better with their children. People began talking to each other. Youth programming was started to help kids who wanted to avoid drugs. Many became teen mentors and protectors of the young in the neighborhoods. Enrichment activities were begun. Volunteers came into the community to offer First Aid and other programs.

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s the program continued to grow, Master Teachers began to reach outside the community, working with the schools to help the development kids academically and offering dropout prevention programs. Ongoing enrichment programs were offered and kids began asking when programs began. Parents began to offer their skills and assistance regularly. This development, which had passively supported drug dealing and violence by retreating in fear, is now discouraging illegal activity through connectedness. Academic success is now valued by parents and kids. "Good kids" have places to be with others who want to do well - places where they can learn about conflict management, responsible decision-making, substance abuse, and sexuality - or just have fun. Parents are talking to each other. As a sense of connectedness has increased, so too have goal setting, community confidence, and mutual support. Residents are expressing their gratitude for the programming.
"My child is doing so much better in school since you started that program" (the school dropout prevention sticker program), one mom said to Charlaine Walters. "You did a great job at Saturday's program," another mother called from her door one Sunday morning (it was the first time this mother had ever spoken to this Master Teacher). This neighborhood has been getting a new kind of press. It is no longer known for its drug dealing; it regularly gets media coverage about the good things that are happening and the neighbors who care. The public is learning about the humanness of those who live in poverty. The administrator of this development, seeing the enthusiasm of the residents and the support of the community, is working to find more funding for the Master Teacher Program.

Community Development - Connecting to Mainstream Society

Bringing Resources into the Community

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iscal 1988 was a year in which Springfield Master Teachers began to initiate some of their own contacts in order to get what they felt would enhance the quality of life in their neighborhoods.

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hen two Master Teachers could find no facility in which to offer a drug education program at the developments, they found transportation and other adults to help them follow through with a program at a city counseling center.

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hen a Master Teacher saw that children's theatrical performances would have a better impact on the development children when they were not distracted by stereotypical stares at the theater, she went backstage and asked for some on-site programming. Any adult who was viewed as helpful in expanding the vision of the residents was urged to share talents and knowledge. Master Teachers regularly made referrals to area counseling agencies they had confidence in.

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ransportation funds, theater tickets, refreshments, supplies, and equipment were eagerly requested by these leaders who knew their interventions were worthy of a positive response (and for the most part got it).

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ringing resource people and enrichment activities into the neighborhood almost always resulted in overwhelming success. Why? Because these programs were enlisted at the request of Master Teachers who knew what was appropriate to the community. Also, the Master Teachers took responsibility for the organization and promotion of activities. The tenants trusted the judgment of their Master Teachers. Mutual respect really makes a difference!

Educating Outsiders

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rofessionals who offered training not only shared their knowledge during these sessions, but also had opportunities to learn from residents how to have a positive impact on poverty neighborhoods. Many training opportunities included special time to discuss these issues. A spin-off of this activity has been the request for Master Teacher input in proposal writing by various agencies seeking to help those in poverty. Other educational opportunities have included:
- participation in statewide trainings teaching Extension educators the realities of living in poverty; participation in focus groups developing public relations materials related to maternal health issues for inner-city women.

- joining boards and coalitions in order to educate decision-makers relative to their neighborhood needs.

- volunteering for in-depth newspaper feature articles focusing on issues that affect the poor and how building strengths within the neighborhood can support long-term change.

A Very Special "Outsider"

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om McCabe, Artistic Director for The Children's Theater of Massachusetts, is one major link for Duggan Park residents to mainstream society. Beyond bringing the enrichment of stories and theater to the developments, Tom brought a feeling of importance to the children at Duggan as he took the time to meet with them once each week during the summer. He gave the children new strengths, teaching them to use their imagination to entertain and problem- solve. He gave children and adults living in Duggan a new value in reading as the stories he told came to life each week. Tom, through his connection with Ginny Green, enriched the lives of Duggan adults and children immeasurably.

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om is not a part of a contracted agency who sought funding to "help the poor kids." Tom is an artist to whom Ginny Green turned for help. "She walked up to me and asked if we would come out. She said there was no money, but tremendous need," Tom later recalled to newspaper reporter Anne Gerard Flynn. As a result of Ginny's invitation, Tom spent many summer mornings drawing groups of children to the housing green via consistent visits and magical stories. The key to his success? His magical stories, his sincere interest in his audience, and his consistency.

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om also helped bring to Springfield decision-makers the message that there is a real need for enrichment activities for families isolated in poor neighborhoods. Transportation en masse to the city for programming may not have much of an impact, but reaching out into the community will make a difference. As a result of his activities and the success of Master Teacher programming, decision- makers are giving more support to community-based programming - bringing appropriate programs into the neighborhoods.

Putting It All Together

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eal success in the Springfield inner-city has evolved naturally. Through training natural leaders, more important information is being shared in the community; more trust is evolving. Through connecting family members with adults who can "make a difference," feelings of despair are changing to feelings of hope. Through networking within the targeted community, individuals are feeling stronger, knowing there is strength in numbers. Through connectedness to mainstream society comes more strength as others begin to understand more fully the barriers of living in poverty. With understanding, those who want to see the barriers of poverty disappear will gain the power to create long-term positive change.

CREATING MORE SUCCESS

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he above successes matched the needs of the Springfield, Massachusetts, inner-city communities. Though most poor communities have a similar need to be encouraged toward a better quality of life, specific activities may vary according to each community's priorities.

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he following section contains workshops, or teaching modules, that can be used to train new generations of Master Teachers to make changes in their neighborhoods. WORKSHOP I - VALUES AWARENESS

Background

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ndividuals living in poverty have dreams that reflect what is important to them. They want to live a good life. Most want their children to have happy childhoods, to finish school, and to get good jobs. They would prefer self-sufficiency to sharing the intimate details of their lives with social workers in order to get food stamps. In spite of their dreams, many are kept from a realization of their hopes by inadequate resources, limited job opportunities, and unsafe living conditions. The values and attitudes that shape their dreams may seem primitive by middle- class standards. The values and attitudes of the poor reflect what they can expect from society as they see it.

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ocial scientists have documented some of the differences in values among groups of different socioeconomic status (SES). When comparing those of middle SES with those of lower SES, they have produced some interesting findings.
- While many middle-class adults, affiliated with political and social groups viewed the world as a friendly place with many opportunities, working-class adults viewed the world as threatening, indifferent, and controlling. Many feel they have no control of their own destiny (Kohn, 1983).

- While middle-class individuals value open mindedness, inner control, and independent ideas, individuals of lower socioeconomic status value obedience, neatness, and obeying the letter of the law (Kohn, 1983).

- While middle-income families place more value on sharing, communication, initiative, and innovation, those of the working-class value discipline, respect, cleanliness, and orderliness.

- While middle-class value competence, a sense of accomplishment, and mature love, those of lower SES value social recognition and equality (Feather, 1975).

- While middle-class parents value negotiation, working-class families expect immediate responses to their demands (Gecas).

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f the values of the lower SES working-class seem different from those of middle SES, the values of our emerging underclass are likely to be even more diverse. Observed behaviors of individuals caught in long spans of poverty reflect feelings of hostility toward the world and a sense of indifference toward those around them. Many seem to feel ignored, helpless to achieve self- sufficiency. Violent acts in inner-cities reflect feelings of revenge against a society that offers few opportunities for a better quality of life. It is difficult for parents to prepare children for a better future. Their only realistic goal is day to day survival.

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ome of the values and goals expressed by participants in this program who have existed in long-term poverty seem to reflect the realities of their environment:
- A desirable mate holds down a full-time job, does not beat his or her spouse or children, and does not abuse drugs or alcohol.

- Success in parenting means having the "right" clothes and children with clean faces and hands who behave immediately when spoken to.

- A quality housing situation is one that is safe and secure.

- Success means getting a diploma and a job, or joining the armed services.

- A good employment training program considers a client's aptitudes and strengths and places him or her in a job that offers more income than do welfare payments.

- A good social worker is one who respects his or her clients, knows the regulations, and understands the difficulties of becoming self-sufficient.

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he following experience illustrated for me, more than anything I have read, the fact that all parents have dreams for their children. The values and attitudes that affect those dreams do indeed vary according to the opportunities available in our social environment.

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hen I was in the hospital having my third child, my roommate was a single teenaged parent. There was no father present. The young girl's clothing, the location of her home, and the presence of a social worker led me to believe she was struggling with limited resources.

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hough she and I were quite different in age and in educational, professional, and socioeconomic background, it was remarkable how much we had in common.

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e both had dreams for our new babies. I hoped my daughter would someday take advantage of the opportunities open to women and become a journalist, a scientist, or whatever her special talents opened up for her. My roommate hoped her daughter would be a stewardess.

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e both had family. Mine included my husband and children, in- laws, parents and extended family; hers were her social worker, her uncle, her housemates, and her friends.

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e both received gifts. One gift my daughter received was a savings bond; my roommate's daughter was given $50 to buy a crib and baby clothes.

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hen our babies were brought into the room, we both were proud and caring mothers. In this particular environment with similar resources, both our babies were receiving equal care and affection.

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'm not sure if my daughter will choose to become a scientist (right now she wants to become an actress....I wonder if my roommate's daughter will finish school and connect with the appropriate supports to become a stewardess.

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he following workshop activities offer opportunities to better understand the values of those caught in cycles of poverty. In order to achieve mutual respect between you and the trainees AND the trainees and their clients, it will be important to consider the diverse values of those who struggle with issues of poverty. Through understanding will come mutual respect. This respect will build the trust needed to foster successful problem-solving as families struggling with poverty reach for a better quality of life.

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