Background

Goal:

Materials Needed:

Activity 1:

1. Read problem 1 on the worksheet "Whose Problem Is It?" Open a discussion about how a parent might respond to this problem. How would a Master Teacher respond? (Note: The discussion will range from trainees feeling there is nothing they should do, to setting firm limits as a friend of the family, to wanting to begin a mentoring relationship with the teen. Each approach is valid according to the way the trainee has perceived the problem from personal experience.) Everyone will perceive the problem differently. As long as the focus is on helping the teen take responsibility and enhancing her ability to avoid the situation, any response should be appropriate.

2. Hand out the problem worksheet. Discuss each situation with the group. Conclude the exercise by reviewing the newsprint listing the following points:

A. Since we all perceive problems differently, it is important to clarify and decide who "owns" the problem before considering a specific solution.

B. Not every person in crisis is ready to be helped. Some individuals are so enmeshed in their family situation that without professional intervention, they will only grow to a certain point and then retreat into the familiar ground of the family life. Others may be ready but will be influenced by a controlling friend or family member who does not want him/her to progress. Master Teachers should continue to be available or refer such clients to good clinicians. Some individuals will not admit that they have a problem.

Again, staying in contact, building self-esteem through encouraging words and actions, and being ready with accurate information when asked is the best intervention.

C. In serious situations, Master Teachers should ask you for help in clarifying problems and pinpointing effective strategies. Once they have become familiar with professionals in their communities, the Master Teachers will have their own community support systems.

D. Remind trainees that you will be available to help design and support consistent and well-organized programming. You will work with Master Teachers to be sure every resource needed for a successful program is available.

E. Master Teachers should be prepared for criticism from community members. Some people may feel threatened; others might resent the intervention. Discuss ways to address these issues.

F. Confidentiality is very important. A lack of it will destroy credibility. Should a situation need to be discussed, sharing it with you might be a logical first step.

G. A mentoring relationship between a Master Teacher and a child should not be a threat to the child's parents. It is important for the child to be able to share in confidence with the Master Teacher, but it is also important that the parent/child relationship not be damaged. Parents may want to know the boundaries of the child/teacher relationship.

H. In many cases, the Master Teachers' most important role will be that of a good listener. Reinforce this frequently.

Activity 1

1. List on newsprint some of the issues that affect the community, as identified by the steering committee and in the group sessions.

2. Explain that Master Teachers will receive ongoing support for the activities they set up through monthly meetings and one- to-one contacts with you. Encourage them to rely partly on these but also to nurture relationships with the "experts" who will be participating in the subsequent workshops in order to build their own support systems.

3. Explain that while they focus on family life problems, their activities, both individual and group, will also be addressing issues of isolation. Media coverage will portray, for mainstream society, the realities of living in poverty. It will be important for the general public to understand the fact that the poor have the some goals for themselves and their children as those in other socioeconomic groups. Unfortunately, those in poverty have less resources, including power, to achieve those goals.

4. On newsprint, list some examples of programs that have worked in other neighborhoods. See Chapter V. Remind trainees that setting up programs is very challenging, but with support and encouragement, most result in community improvement.

5. List on newsprint activities the Master Teachers think they might want to try.

Ideas might include:

A. Presenting neighborhood workshops offering specialized information about topics affecting the neighborhood;

B. New youth group activities that would work in their neighborhoods or modifications of programming currently being offered to children and adolescents;

C. Enrichment activities related to the arts and employability; bringing in artists, role models representing a variety of career choices.

A. Your role as the support person;
B. The role of others in presenting the activity;
C. The process for beginning the project.