CAUSE
Content
Campaign for Adolescent and University Student Empowerment
[C.A.U.S.E] 2011
Page | 1
Table of Contents
General Description.........................................................................................................................3 I. II. III. I. II. b. III. Mission Statement................................................................................................................3 Goals and Objectives........................................................................................................3 Core Values.......................................................................................................................3 Learning Model....................................................................................................................5 Mentor Model...................................................................................................................5 a. Building the Relationship..................................................................................................6 Role of the Mentor........................................................................................................7 Discipline Model...............................................................................................................9
Models.............................................................................................................................................5
a. Constitutional Agreement.................................................................................................9 Programming.................................................................................................................................11 I. II. Proposed Curriculum..........................................................................................................11 Example..........................................................................................................................12
Incident Report Form.....................................................................................................................14 Incident Report Form
Page | 2
General Description
I. Mission Statement
CAUSE (Campaign for Adolescent and University Student Empowerment) will empower Stetson students as well as local youth with resources, opportunities, encouragement and relationships with which they may become active leaders in their schools, communities and government.
II. Goals and Objectives
The goal of CAUSE is to develop youth into valuable leaders and model programs that foster youths’ strengths rather than concentrating on their weaknesses. CAUSE will provide youth with the broadest possible support, enabling them to attain desirable long-term outcomes, including self-awareness, cultural awareness, academic stability and engagement in healthy social relationships. In recognition of this philosophy, CAUSE will be primarily created, organized and ran by the students attending Stetson University and supported by the adolescents. The purpose of CAUSE will be to strive to help youth: 1. 2. 3. 4. 5. Detect and develop individual strengths Recognize cultural differences Establish fundamental leadership values Acquire academic success skills, college/career awareness and financial literacy Make positive contributions to the community
I. Core Values
Below is an organizational chart that details the path from: resources provided by CAUSE to the ideal desired outcomes for the youth. Organizational practices that support youth development and learning • Low ratio of youth to CAUSE staff ○ Programs must have enough staff so that interaction with the youth is more personal and can provide a safe place to build meaningful relationships with adult role models Safe, reliable and accessible activities and spaces ○ Youth must be able to safely and easily access the programming location. Flexibility in allocating available resources ○ Programs must be able to respond to the needs and desires of the youth by allocating resources to aspects of the program that will attract youth and promote their development Continuity and consistency of care
• •
•
Page | 3
•
•
•
•
○ Youth need consistent long-term relationships with adults who will provide support and guidance to them throughout their adolescence. High, clear and fair standards ○ Programs that set high, clear standards and that will abide by them fairly. Expectations should be met with sufficient support that will assist the youth in rising to meet them. Ongoing, results-based staff and organizational improvement process ○ The CAUSE staff members are responsible for establishing desired outcomes for the program and monitoring the progress towards the goals, making continuous impro Youth involvement and leadership development ○ Youth will be involved in planning and executing field trips, community service events and programming days. Committees will be developed to promote higher levels of responsibility, problem solving skills, conflict resolution skills and leadership development. Community engagement ○ Provide youth with experiences of personal efficacy and rewarding civic engagement
Key experiences for healthy development • A sense of physical and emotional safety ○ CAUSE staff will be mindful of confidentiality and always strive to provide an emotionally safe environment • Multiple supportive relationships ○ Although CAUSE staff will directly mentor one student, all staff members will promote supportive relationship for all the youth involved • Meaningful participation ○ Activities will be planned beforehand and will have clear objectives set as to what the youth will take away from their programming • Community Involvement ○ Actively participating in local community service opportunities that allow the youth to see the impact of direct service • Challenging and engaging learning experiences ○ Providing activities to youth that are of age and challenge their thinking Developmental youth outcomes • Self-awareness • Cultural awareness • Academic success Early adult outcomes • Continuously develop skill sets • Maintain healthy social relationships • Develop successful academic habits • Contribute to the community Page | 4
Models
I. Learning Model
Experiential learning methodologies CAUSE programs will utilize an experiential learning process. Experiential learning takes place when a person is involved in an activity, looks back at it critically, determines what was useful or important to remember, and uses this information to perform another activity. The steps researched will be utilized as follows: Awareness • Having the students experience the activity--perform or do it Analysis • Having the students share the experience by describing what happened • Asking the students to process the experience to identify common themes Action • Having students generalize from the experience to form principles or guidelines that can be used in real-life situations • Asking students to apply what was learned to another situation Assessment • Students will also break off into small reflection/discussion groups or participate in a reflection activity • Students will later write in a journal a reflection of the overall meeting
I. Mentor Model
Benefits for the mentee This mentoring program enhances youth development by partnering youth with positive adults who will coach, teach and guide them. CAUSE helps create a supportive environment for participating youth, where ideas can be more freely shared and interaction is increased between different maturity levels, cultural backgrounds and upbringings. Mentoring also helps increase youths’ awareness of college culture and helps develop self-confidence with their abilities.
Benefits for the mentor The mentor can demonstrate leadership skills by assisting youth with their personal and professional development goals. The willingness to be a mentor increases the mentor’s recognition as a “student leader” willing to invest in the community and the success of our future youth. Sharing knowledge and expertise with youth empowers those mentors to be valuable resources. A mentor receives the rewards of the personal satisfaction that comes from being a Page | 5
positive role model, building positive relationships, empowering youth and earning the respect of fellow community members. a. Building the Relationship Stage 1: Initiation and orientation According to Hay (1995) this first stage is about creating an alliance and consists of preparing for the relationship, forming a bond and agreeing a contract. Lewis (1996) uses different terminology suggesting that it is about establishing rapport and trust (forming the bond), terms of reference and setting objectives (contracting). Preparation involves considering what both the mentor and mentee need to do before they meet but following pairing. This stage also involves bonding. Mentor Questions Compatibility: What opinions do we share? Control: What do we have in common? How much does each of us like to control? Caring: Do we have the ability to behave in a nurturing way to each other? Closeness: How shall we show our real emotions and let each know how we really feel? Confidentiality: How shall we ensure confidentiality? Competence: How best can we work together in a logical manner to solve problems and make decisions? Cooperation: How flexible can we be? Challenge: How will we challenge each other? Conformity: Are we in danger of conforming for the sake of it? Conflict: How will we handle conflicts and avoid spending valuable time in arguments? Contracting: How can we use the contracting process to reinforce our genuine connection with each other? Stage 2: Getting established, adolescence, dependency, nursing or honeymoon stage During Stage 2 the mentee may be anxious and lacking in self-confidence. They need friendly support, a safe and secure environment and help to identify and reflect on learning. According to Lewis (1996) this phase is characterized by: · · · · the development of an honest, trusting, sincere relationship based on open communication a focus on learning and growth getting to grips with business matters moving from plans to real outcomes
Hay (1995) suggests that this stage involves helping the mentee to tell their story or narrative. In other words to review their situation, describe for themselves their current circumstances, how they got there and where they might consider going in the future. The core skills of listening, questioning, getting the mentee to talk and reflecting are essential. Empathy, self-disclosure, mind mapping, SWOT analysis, reality checking, problem solving, personal lifelines and the initiation of the learning portfolio are all particularly important issues during this stage. Stage 3: Maturing, developing independence or autonomy stage Page | 6
Stage 3 involves the mentor facilitating deeper learning by encouraging the mentee to reflect, to see things differently, to identify potential changes s/he might wish to make, possible goals s/he might wish to adopt and a wider range of alternative options that are available to him/her. There will be a shift in the mentor’s role. Increasingly the mentor will become devil’s advocate, confronting, stimulating and challenging the mentee to take a different perspective, consider the merits of the various options, select the best option and devise a detailed plan of action whilst encouraging innovation and creativity. A structured approach to problem solving and decision making is helpful. Stage 4: Ending, termination or divorce stage At Stage 4 the mentoring relationship will either come to a premature end or terminate naturally. Good practice suggests that a relationship is set up for a finite duration and that indicators are identified to signify end points. Reasons for ending include: · one or both partners have fulfilled their needs · scheme/project/placement completes its term · one or other partner moves away to another job or role · inappropriate matching · personality clash/lack of bonding · the relationship is not fulfilling the needs particularly of the mentee · partners do not fulfill their commitment to turn up for meetings · The ending of the relationship needs to be carefully planned so that the reliance and the habit of the relationship can be wound down gradually to try and avoid the relationship just ceasing (Lewis, 1996). Both partners will have to deal with feelings of rupture and loss and in fact the ending of what might have been a very emotional and deep relationship can be likened to bereavement or divorce and their associated feelings. a. Role of the Mentor The responsibilities of the mentor will be: • Monitor mentee’s progress and provide direction, assistance and advice • Set an initial meeting with mentee to establish rapport • Meet with the mentee weekly (outside CAUSE hours) • Support the mentee’s emotional well-being by providing time for communication • Respect the mentee’s individuality and privacy • Keep confidentiality with the mentee whenever appropriate • Complete and submit quarterly progress reports to the Program Coordinator • Participate in monthly feedback sessions with the Program Coordinator Characteristics of a Good Mentor Wants to be a mentor Non-judgmental Empathetic Good listener, open/honest Gives feedback, positive, sense of humor Challenging Priority Rating 10 9 8 7 6 5 Page | 7
Accessible, Trustworthy, Caring, Life Experience Good questioner, Achiever, Goal setter, Reliable, Well organized, Respects confidentiality, People person Patient, optimistic, confident Been a mentor/mentee, Assertive Professional training, Time management Interesting, Sales and Marketing skills Counseling skills, Interviewing skills, Sensitivity
Developed from ‘Preparedness to Practice, mentoring scheme’ July 1999. NHSE/Imperial College School of Medicine
4 3 2 1 0
Page | 8
I. Discipline Model
CAUSE staff will not handle major discipline issues directly. However, they will address any immediate concerns based on situational circumstances. a. Constitutional Agreement The following is a constitutional agreement that will be signed by the youth and will be used as a template to discern whether or not one should be addressed for their behavior. Article 1: Operation Hours ➢ Meetings will be held __________ a week on ______________ from _______to________ during the academic school year. ➢ Meetings will be held in ___________________________________. Article 2: Membership Requirements ➢ Members must be in 9 - 12th grade. ➢ You must be on time to the meeting hours set above. ➢ Repeat occurrences of unexcused absences will be addressed and future participation in field trips and other activities will be reevaluated. ➢ Members must turn in a copy of their quarterly report card to their mentor, if a member does not do so by the appropriate date then they will receive an unexcused absence each meeting until he or she does so. Article 3: Participation ➢ Members must participate in fifty percent of community service events and fundraisers in order to participate in social trips and activities. ➢ If you sign up for an event/fundraiser, you must show up or make a reasonable attempt to contact the Point Person to let him or her know you are not attending at least 24 hours prior to the event, otherwise 2 points will be deducted from your overall points. Article 4: Meeting Conduct ➢ During reflection groups, only one person should speak at a time so that everyone is heard. ➢ During meetings it is asked that everyone leave any attitude or problems with other members at the door. These problems will be addressed later with your mentor. ➢ If you are a disruption at a meeting (talking out of turn, not paying attention, having side conversations etc.) you will be asked to leave the meeting, you will not be awarded points for attending and it will be counted as an unexcused absence.
Page | 9
Article 5: Character ➢ Respecting the club rules, staff members and yourself. ➢ Members must not be involved with any illegal activities. ➢ Members are expected to be role models for other members and youth in the community. Article 6: Point System This system illustrated below will help us determine who will attend special social events in which there is limited space available: 1 point 2 points 3 points - Student attends and actively participates in a CAUSE meeting - For each high school group the student actively participates in - For each hour of community service done outside of the CAUSE program - Student actively pursues assistance in academic coaching/tutoring - Student attends and assists in CAUSE fundraiser or community service event
Report Card Scoring: 1 point 2.0-3.0 GPA 2 points 3.0-3.5 GPA 3 points 3.5-4.0 GPA 4 points 4.0 + GPA Member Agreement I have read and understand the Constitutional Agreement. By signing this agreement I acknowledge that being a member of CAUSE is an opportunity. If I break any part of the constitution rules, the CAUSE staff members have the right to omit me from the club. __________________________ Date __________________________ Signature
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Programming
I. Proposed Curriculum
I. Detect and develop individual strengths a. Self-Awareness i. Students will recognize their values and evaluate their value system b. Strengths Finder i. Recognize their personal strengths and enhance their self-image ii.Learn how to utilize the strengths they currently possess c. Building resiliency i. Students will learn about appropriate decision-making ii.Enhance decision making skills by solving different situations and learning what type of decision-maker they are II. Recognize cultural differences a. Cultural background i. Students will define and explain the concept of diversity ii.Students will identify the dimensions of diversity, the characteristics by which individual and group similarities and differences are typically identified b. Respect for others’ cultures i. Students will learn that conflict is a reality of group work and that recognizing differences can help mediate tension III. Establish fundamental leadership values a. Strengths Finder Revisited i. Further assessments and activities geared towards utilizing the strengths you possess b. Fundamentals of Leadership i. Students will learn that leadership is a process developed over the course of time ii.Students will learn to build a vision, implement the plan and sustain it iii.Students will learn the fundamentals of delegation, navigation and communication c. Planning your own event i. Through guidance of the CAUSE staff, students will actively participate in planning a social event for the group and friends IV. Acquire academic success skills, college/career awareness and financial literacy a. Academic Coaching b. Career Assessment and Selection c. College Access Series i. Selecting the right college for you ii.FAFSA and Financial Planning iii.Majors, minors and more d. Money Matters Page | 11
V. Make positive contributions to the community a. Utilizing developed skills to organize your own community service event
I. Example
Theme: Self-Awareness Learning Outcomes: To remind participants about the importance of knowing ourselves To demonstrate the different perspectives in how we evaluate ourselves Evaluate how our view of ourselves impact our lives Materials needed: Paper Pens Markers Magazines Scissors Glue Schedule: Wake-up! Awareness Analysis Action Assessment Academic Coaching Please, Please Smile Who Am I? Reflection groups/Journal entries Average Completion Time 10 min. 15 min. 05 min. 10 min. 20 min. 30 min. 90 min.
Wake-up! Please, Please Smile Procedure: Everyone is seated in a circle with a volunteer standing in the middle. The volunteer leans down to the person of his or her choice, looks at them in the eye, and says "Honey, if you love me, would you please, please smile?" The recipient of this proposal simply replies "Honey, I love you, but I just can't smile." That easy - except that the recipient CAN NOT SMILE, smirks, turn up the corners of their mouth, or snicker. And the volunteer in the middle can't touch the recipient in any way- but can do anything else. The volunteer continues until someone smiles and then trades places with the person who finally smiles. Awareness Who Am I? Procedure: Provide participants with paper and pencils and ask them to write or draw three words describing who they are (keep the instructions ambiguous). They can paint, draw, cut-out magazine pictures, etc. Page | 12
Analysis Engage in discussion based on the responses on status-oriented (student, husband, father, daughter, son, catholic) and value-oriented (affectionate person, caring, loving, free, generous) responses. Where did everyone fall on that spectrum? Action The facilitator will explain that neither of these two types is necessarily better than the other and that up to 30 or 40 years ago, most people defined themselves in terms of their jobs. ➢ Ask for volunteers to share their responses. ➢ Ask how many of them are status-oriented and how many are value-oriented ➢ How would this impact the choices you make in life? Choices you made today? Assessment ➢ Personal stories and reflections as to why you chose the values or statuses that you did ➢ Why was that particular word, picture or image the one you felt best described what you thought of yourself ➢ Students will later write in a journal a reflection of the overall meeting
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Incident Report Form
Name: Address: Phone Number(s): Date of Birth: ________________ Male ______ Female ______ Date of incident: _______________ Time: ________ AM/PM Who was notified of this incident? Name: ______ Phone Number: Name: Phone Number: Name: Phone Number: When were they notified? __ Details of incident
(See attached document)
______
______
_ Title_____ Email
______
_ Title_____ Email
______
_ Title_____ Email
Name of those involved:
Address of incident:
Did the incident require a physician/hospital visit? Yes ___ Were any parents contacted? Yes ___ Were any other reports filed? Yes ___
(If yes, attach a copy of those reports to this document)
No _____
No _____ No _____
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Signature
Return this form to your supervisor within 24 hours of the incident.
Date
Page | 15
[C.A.U.S.E] 2011
Page | 1
Table of Contents
General Description.........................................................................................................................3 I. II. III. I. II. b. III. Mission Statement................................................................................................................3 Goals and Objectives........................................................................................................3 Core Values.......................................................................................................................3 Learning Model....................................................................................................................5 Mentor Model...................................................................................................................5 a. Building the Relationship..................................................................................................6 Role of the Mentor........................................................................................................7 Discipline Model...............................................................................................................9
Models.............................................................................................................................................5
a. Constitutional Agreement.................................................................................................9 Programming.................................................................................................................................11 I. II. Proposed Curriculum..........................................................................................................11 Example..........................................................................................................................12
Incident Report Form.....................................................................................................................14 Incident Report Form
Page | 2
General Description
I. Mission Statement
CAUSE (Campaign for Adolescent and University Student Empowerment) will empower Stetson students as well as local youth with resources, opportunities, encouragement and relationships with which they may become active leaders in their schools, communities and government.
II. Goals and Objectives
The goal of CAUSE is to develop youth into valuable leaders and model programs that foster youths’ strengths rather than concentrating on their weaknesses. CAUSE will provide youth with the broadest possible support, enabling them to attain desirable long-term outcomes, including self-awareness, cultural awareness, academic stability and engagement in healthy social relationships. In recognition of this philosophy, CAUSE will be primarily created, organized and ran by the students attending Stetson University and supported by the adolescents. The purpose of CAUSE will be to strive to help youth: 1. 2. 3. 4. 5. Detect and develop individual strengths Recognize cultural differences Establish fundamental leadership values Acquire academic success skills, college/career awareness and financial literacy Make positive contributions to the community
I. Core Values
Below is an organizational chart that details the path from: resources provided by CAUSE to the ideal desired outcomes for the youth. Organizational practices that support youth development and learning • Low ratio of youth to CAUSE staff ○ Programs must have enough staff so that interaction with the youth is more personal and can provide a safe place to build meaningful relationships with adult role models Safe, reliable and accessible activities and spaces ○ Youth must be able to safely and easily access the programming location. Flexibility in allocating available resources ○ Programs must be able to respond to the needs and desires of the youth by allocating resources to aspects of the program that will attract youth and promote their development Continuity and consistency of care
• •
•
Page | 3
•
•
•
•
○ Youth need consistent long-term relationships with adults who will provide support and guidance to them throughout their adolescence. High, clear and fair standards ○ Programs that set high, clear standards and that will abide by them fairly. Expectations should be met with sufficient support that will assist the youth in rising to meet them. Ongoing, results-based staff and organizational improvement process ○ The CAUSE staff members are responsible for establishing desired outcomes for the program and monitoring the progress towards the goals, making continuous impro Youth involvement and leadership development ○ Youth will be involved in planning and executing field trips, community service events and programming days. Committees will be developed to promote higher levels of responsibility, problem solving skills, conflict resolution skills and leadership development. Community engagement ○ Provide youth with experiences of personal efficacy and rewarding civic engagement
Key experiences for healthy development • A sense of physical and emotional safety ○ CAUSE staff will be mindful of confidentiality and always strive to provide an emotionally safe environment • Multiple supportive relationships ○ Although CAUSE staff will directly mentor one student, all staff members will promote supportive relationship for all the youth involved • Meaningful participation ○ Activities will be planned beforehand and will have clear objectives set as to what the youth will take away from their programming • Community Involvement ○ Actively participating in local community service opportunities that allow the youth to see the impact of direct service • Challenging and engaging learning experiences ○ Providing activities to youth that are of age and challenge their thinking Developmental youth outcomes • Self-awareness • Cultural awareness • Academic success Early adult outcomes • Continuously develop skill sets • Maintain healthy social relationships • Develop successful academic habits • Contribute to the community Page | 4
Models
I. Learning Model
Experiential learning methodologies CAUSE programs will utilize an experiential learning process. Experiential learning takes place when a person is involved in an activity, looks back at it critically, determines what was useful or important to remember, and uses this information to perform another activity. The steps researched will be utilized as follows: Awareness • Having the students experience the activity--perform or do it Analysis • Having the students share the experience by describing what happened • Asking the students to process the experience to identify common themes Action • Having students generalize from the experience to form principles or guidelines that can be used in real-life situations • Asking students to apply what was learned to another situation Assessment • Students will also break off into small reflection/discussion groups or participate in a reflection activity • Students will later write in a journal a reflection of the overall meeting
I. Mentor Model
Benefits for the mentee This mentoring program enhances youth development by partnering youth with positive adults who will coach, teach and guide them. CAUSE helps create a supportive environment for participating youth, where ideas can be more freely shared and interaction is increased between different maturity levels, cultural backgrounds and upbringings. Mentoring also helps increase youths’ awareness of college culture and helps develop self-confidence with their abilities.
Benefits for the mentor The mentor can demonstrate leadership skills by assisting youth with their personal and professional development goals. The willingness to be a mentor increases the mentor’s recognition as a “student leader” willing to invest in the community and the success of our future youth. Sharing knowledge and expertise with youth empowers those mentors to be valuable resources. A mentor receives the rewards of the personal satisfaction that comes from being a Page | 5
positive role model, building positive relationships, empowering youth and earning the respect of fellow community members. a. Building the Relationship Stage 1: Initiation and orientation According to Hay (1995) this first stage is about creating an alliance and consists of preparing for the relationship, forming a bond and agreeing a contract. Lewis (1996) uses different terminology suggesting that it is about establishing rapport and trust (forming the bond), terms of reference and setting objectives (contracting). Preparation involves considering what both the mentor and mentee need to do before they meet but following pairing. This stage also involves bonding. Mentor Questions Compatibility: What opinions do we share? Control: What do we have in common? How much does each of us like to control? Caring: Do we have the ability to behave in a nurturing way to each other? Closeness: How shall we show our real emotions and let each know how we really feel? Confidentiality: How shall we ensure confidentiality? Competence: How best can we work together in a logical manner to solve problems and make decisions? Cooperation: How flexible can we be? Challenge: How will we challenge each other? Conformity: Are we in danger of conforming for the sake of it? Conflict: How will we handle conflicts and avoid spending valuable time in arguments? Contracting: How can we use the contracting process to reinforce our genuine connection with each other? Stage 2: Getting established, adolescence, dependency, nursing or honeymoon stage During Stage 2 the mentee may be anxious and lacking in self-confidence. They need friendly support, a safe and secure environment and help to identify and reflect on learning. According to Lewis (1996) this phase is characterized by: · · · · the development of an honest, trusting, sincere relationship based on open communication a focus on learning and growth getting to grips with business matters moving from plans to real outcomes
Hay (1995) suggests that this stage involves helping the mentee to tell their story or narrative. In other words to review their situation, describe for themselves their current circumstances, how they got there and where they might consider going in the future. The core skills of listening, questioning, getting the mentee to talk and reflecting are essential. Empathy, self-disclosure, mind mapping, SWOT analysis, reality checking, problem solving, personal lifelines and the initiation of the learning portfolio are all particularly important issues during this stage. Stage 3: Maturing, developing independence or autonomy stage Page | 6
Stage 3 involves the mentor facilitating deeper learning by encouraging the mentee to reflect, to see things differently, to identify potential changes s/he might wish to make, possible goals s/he might wish to adopt and a wider range of alternative options that are available to him/her. There will be a shift in the mentor’s role. Increasingly the mentor will become devil’s advocate, confronting, stimulating and challenging the mentee to take a different perspective, consider the merits of the various options, select the best option and devise a detailed plan of action whilst encouraging innovation and creativity. A structured approach to problem solving and decision making is helpful. Stage 4: Ending, termination or divorce stage At Stage 4 the mentoring relationship will either come to a premature end or terminate naturally. Good practice suggests that a relationship is set up for a finite duration and that indicators are identified to signify end points. Reasons for ending include: · one or both partners have fulfilled their needs · scheme/project/placement completes its term · one or other partner moves away to another job or role · inappropriate matching · personality clash/lack of bonding · the relationship is not fulfilling the needs particularly of the mentee · partners do not fulfill their commitment to turn up for meetings · The ending of the relationship needs to be carefully planned so that the reliance and the habit of the relationship can be wound down gradually to try and avoid the relationship just ceasing (Lewis, 1996). Both partners will have to deal with feelings of rupture and loss and in fact the ending of what might have been a very emotional and deep relationship can be likened to bereavement or divorce and their associated feelings. a. Role of the Mentor The responsibilities of the mentor will be: • Monitor mentee’s progress and provide direction, assistance and advice • Set an initial meeting with mentee to establish rapport • Meet with the mentee weekly (outside CAUSE hours) • Support the mentee’s emotional well-being by providing time for communication • Respect the mentee’s individuality and privacy • Keep confidentiality with the mentee whenever appropriate • Complete and submit quarterly progress reports to the Program Coordinator • Participate in monthly feedback sessions with the Program Coordinator Characteristics of a Good Mentor Wants to be a mentor Non-judgmental Empathetic Good listener, open/honest Gives feedback, positive, sense of humor Challenging Priority Rating 10 9 8 7 6 5 Page | 7
Accessible, Trustworthy, Caring, Life Experience Good questioner, Achiever, Goal setter, Reliable, Well organized, Respects confidentiality, People person Patient, optimistic, confident Been a mentor/mentee, Assertive Professional training, Time management Interesting, Sales and Marketing skills Counseling skills, Interviewing skills, Sensitivity
Developed from ‘Preparedness to Practice, mentoring scheme’ July 1999. NHSE/Imperial College School of Medicine
4 3 2 1 0
Page | 8
I. Discipline Model
CAUSE staff will not handle major discipline issues directly. However, they will address any immediate concerns based on situational circumstances. a. Constitutional Agreement The following is a constitutional agreement that will be signed by the youth and will be used as a template to discern whether or not one should be addressed for their behavior. Article 1: Operation Hours ➢ Meetings will be held __________ a week on ______________ from _______to________ during the academic school year. ➢ Meetings will be held in ___________________________________. Article 2: Membership Requirements ➢ Members must be in 9 - 12th grade. ➢ You must be on time to the meeting hours set above. ➢ Repeat occurrences of unexcused absences will be addressed and future participation in field trips and other activities will be reevaluated. ➢ Members must turn in a copy of their quarterly report card to their mentor, if a member does not do so by the appropriate date then they will receive an unexcused absence each meeting until he or she does so. Article 3: Participation ➢ Members must participate in fifty percent of community service events and fundraisers in order to participate in social trips and activities. ➢ If you sign up for an event/fundraiser, you must show up or make a reasonable attempt to contact the Point Person to let him or her know you are not attending at least 24 hours prior to the event, otherwise 2 points will be deducted from your overall points. Article 4: Meeting Conduct ➢ During reflection groups, only one person should speak at a time so that everyone is heard. ➢ During meetings it is asked that everyone leave any attitude or problems with other members at the door. These problems will be addressed later with your mentor. ➢ If you are a disruption at a meeting (talking out of turn, not paying attention, having side conversations etc.) you will be asked to leave the meeting, you will not be awarded points for attending and it will be counted as an unexcused absence.
Page | 9
Article 5: Character ➢ Respecting the club rules, staff members and yourself. ➢ Members must not be involved with any illegal activities. ➢ Members are expected to be role models for other members and youth in the community. Article 6: Point System This system illustrated below will help us determine who will attend special social events in which there is limited space available: 1 point 2 points 3 points - Student attends and actively participates in a CAUSE meeting - For each high school group the student actively participates in - For each hour of community service done outside of the CAUSE program - Student actively pursues assistance in academic coaching/tutoring - Student attends and assists in CAUSE fundraiser or community service event
Report Card Scoring: 1 point 2.0-3.0 GPA 2 points 3.0-3.5 GPA 3 points 3.5-4.0 GPA 4 points 4.0 + GPA Member Agreement I have read and understand the Constitutional Agreement. By signing this agreement I acknowledge that being a member of CAUSE is an opportunity. If I break any part of the constitution rules, the CAUSE staff members have the right to omit me from the club. __________________________ Date __________________________ Signature
Page | 10
Programming
I. Proposed Curriculum
I. Detect and develop individual strengths a. Self-Awareness i. Students will recognize their values and evaluate their value system b. Strengths Finder i. Recognize their personal strengths and enhance their self-image ii.Learn how to utilize the strengths they currently possess c. Building resiliency i. Students will learn about appropriate decision-making ii.Enhance decision making skills by solving different situations and learning what type of decision-maker they are II. Recognize cultural differences a. Cultural background i. Students will define and explain the concept of diversity ii.Students will identify the dimensions of diversity, the characteristics by which individual and group similarities and differences are typically identified b. Respect for others’ cultures i. Students will learn that conflict is a reality of group work and that recognizing differences can help mediate tension III. Establish fundamental leadership values a. Strengths Finder Revisited i. Further assessments and activities geared towards utilizing the strengths you possess b. Fundamentals of Leadership i. Students will learn that leadership is a process developed over the course of time ii.Students will learn to build a vision, implement the plan and sustain it iii.Students will learn the fundamentals of delegation, navigation and communication c. Planning your own event i. Through guidance of the CAUSE staff, students will actively participate in planning a social event for the group and friends IV. Acquire academic success skills, college/career awareness and financial literacy a. Academic Coaching b. Career Assessment and Selection c. College Access Series i. Selecting the right college for you ii.FAFSA and Financial Planning iii.Majors, minors and more d. Money Matters Page | 11
V. Make positive contributions to the community a. Utilizing developed skills to organize your own community service event
I. Example
Theme: Self-Awareness Learning Outcomes: To remind participants about the importance of knowing ourselves To demonstrate the different perspectives in how we evaluate ourselves Evaluate how our view of ourselves impact our lives Materials needed: Paper Pens Markers Magazines Scissors Glue Schedule: Wake-up! Awareness Analysis Action Assessment Academic Coaching Please, Please Smile Who Am I? Reflection groups/Journal entries Average Completion Time 10 min. 15 min. 05 min. 10 min. 20 min. 30 min. 90 min.
Wake-up! Please, Please Smile Procedure: Everyone is seated in a circle with a volunteer standing in the middle. The volunteer leans down to the person of his or her choice, looks at them in the eye, and says "Honey, if you love me, would you please, please smile?" The recipient of this proposal simply replies "Honey, I love you, but I just can't smile." That easy - except that the recipient CAN NOT SMILE, smirks, turn up the corners of their mouth, or snicker. And the volunteer in the middle can't touch the recipient in any way- but can do anything else. The volunteer continues until someone smiles and then trades places with the person who finally smiles. Awareness Who Am I? Procedure: Provide participants with paper and pencils and ask them to write or draw three words describing who they are (keep the instructions ambiguous). They can paint, draw, cut-out magazine pictures, etc. Page | 12
Analysis Engage in discussion based on the responses on status-oriented (student, husband, father, daughter, son, catholic) and value-oriented (affectionate person, caring, loving, free, generous) responses. Where did everyone fall on that spectrum? Action The facilitator will explain that neither of these two types is necessarily better than the other and that up to 30 or 40 years ago, most people defined themselves in terms of their jobs. ➢ Ask for volunteers to share their responses. ➢ Ask how many of them are status-oriented and how many are value-oriented ➢ How would this impact the choices you make in life? Choices you made today? Assessment ➢ Personal stories and reflections as to why you chose the values or statuses that you did ➢ Why was that particular word, picture or image the one you felt best described what you thought of yourself ➢ Students will later write in a journal a reflection of the overall meeting
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Incident Report Form
Name: Address: Phone Number(s): Date of Birth: ________________ Male ______ Female ______ Date of incident: _______________ Time: ________ AM/PM Who was notified of this incident? Name: ______ Phone Number: Name: Phone Number: Name: Phone Number: When were they notified? __ Details of incident
(See attached document)
______
______
_ Title_____ Email
______
_ Title_____ Email
______
_ Title_____ Email
Name of those involved:
Address of incident:
Did the incident require a physician/hospital visit? Yes ___ Were any parents contacted? Yes ___ Were any other reports filed? Yes ___
(If yes, attach a copy of those reports to this document)
No _____
No _____ No _____
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Signature
Return this form to your supervisor within 24 hours of the incident.
Date
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