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Teen REACH Staff and Mentor Training
2010-2011

  • Notes:
  • Welcome participants and introduce trainers
  • Have participants introduce themselves, stating briefly why the are working with youth
  • Inform them that they are in a classification of professionals known as Youth Development workers
  • Participants can follow along in the handbook

Teen REACH

  • Out of School Programming
  • Integrates community efforts - List community Partners

Notes:

Teen REACH is a program that includes more than afterschool hours

It includes a collaboration of community Partners, have participants list theirs


Teen REACH Goal Areas

  • Improving Educational Performance
  • Life Skills Education
  • Parental Involvement
  • Recreation, Sports, and Cultural/Artistic Activities
  • Positive Adult Mentors
  • Service Learning

Notes:

Give examples of each area


Site Supervisors

List contact information


Teen REACH Coordinator

List Coordinator contact info


Duties

  • Build rapport with students. Be Respectful
  • Conduct recreational and life skills activities
  • Help maintain order and structure during activities
  • Tutor students in academics
  • Maintain communication with and report any issues immediately to the Site Supervisor

Notes:

Frontline staff are expected to be engaged in one or more of these activities

More duties and scheduling would be specific to each site


Qualifications

  • Ability to respectfully communicate with adolescents
  • Display professional behavior
  • Be a team player
  • Ability to maintain appropriate boundaries
  • Submit to a background check

Notes:

Qualifications are how staff are supposed to be while doing duties

Body outline activity - discuss professional behavior vs. non-professional behavior


Professionalism

  • Scheduling
  • Dress
  • Conduct
  • Work Duties

Notes:

Discuss - following along in handbook


Teen REACH Policies

  • Medical Issues
    • Administering Medication
    • Asthma 
    • Head Lice
  • Child Abuse
  • Staff Communication
  • Positive Discipline

Notes:

Discuss - following along in handbook

Pertinent  policies will be specific to each site


Discipline/Rules

  • Expectations
  • Observation
  • Documentation
  • Problem Solving

Notes:

Discuss - following along in handbook


Teen REACH Rules
2010 - 2011

  1. FOLLOW STAFF DIRECTIONS FIRST TIME GIVEN
  2. BE RESPECTFUL
    1. No Bullying
    2. No Putdowns
    3. Be Positive
  3. REMAIN IN ASSIGNED AREA OR WITH ASSIGNED GROUP

Problem Solving

  • Solution Focused
  • The 7 Step Model
  • The Three C's Model

Notes:

Solution focused vs. Problem focused - Respectfully working things out vs. denying and blaming, needing to be right.

Another person can never be the problem, including your self

Models to be discussed on the next slides


The 7 Step Problem Solving Model

  1. Check Your Thinking
  2. Define the Problem
  3. Consider Alternatives
  4. Consider Consequences
  5. Choose
  6. Implement
  7. Evaluate

Notes:

Briefly discuss following along in the handbook


The Three C's Problem Solving Model

  • Clarify - The Problem
  • Consider - Alternatives and Consequences
  • Choose - The Best Alternative & Take Action

Notes:

A condensation of the 7 step model, best used for verbal problem solving

Most problems can be resolved verbally


Motivation

What motivates people?

Discuss Power

Notes:

Pole participants

Boils down to rewards and threat of punishment, carrot and the stick


Power

  • Expert Power
  • Legitimate Power
  • Reward Power
  • Coercive Power
  • Referent Power
  • All people are innately motivated

Notes:

Industrial Psychology principles

Expert power = mechanic, doctor

Legitimate power = boss, parent

Reward power = teacher can give you a grade, can be boss too - $

Coercive power = used car salesman

Referent power = people who we can relate to - mentors

Innate motivation - find the right incentive IE: A kid doesn't want to clean their room but will go to a friends house and work like a dog cleaning. Why? Relationship/Rapport, their friend has referent power.


Rapport

The amount of closeness between you and your student

Notes:

Appointment activity - Have participants schedule appointments with each other, then call out a time, have them find their partner and have them discuss, for 1 minute each, their favorite teacher, then call out another time to get a different partner and discuss their favorite family member, then call out another time and discuss best friend. Discuss with the whole group how these people built rapport with them. To end activity on a positive note call out another time and have them discuss their favorite funny story or joke (classroom appropriate). Afterward call attention to the change in energy in the room. Discuss how lightheartedness can aid in rapport building.


The greater the Rapport the greater the potential to:

  • Discuss with your student
  • Teach
  • Influence in a positive way

Emotional Bank Account

  • Happy Endings = Deposit
  • Unhappy Endings = Withdrawal
  • Bigger the Balance = The easier the interaction
  • Bigger the Deficit = Frustration, Conflict

Notes:

Happy ending means being assertively respectful, willing to listen and be affected by what the other says. Doesn't mean you are not in charge. You still need to be consistent with discipline.


Assertiveness

  • The most effective behavior style for getting needs met and expressing feelings
  • Using direct communication while maintaining a Respectful attitude
  • Respect is the Key

Notes:

The best way to build rapport

Being able to assertively communicate is an important skill for a Youth Development Worker to learn


Aggressive

  • Getting what you want and expressing your feelings without respect
  • Demanding
  • Threatening

Notes:

Not respectful of others


Passive Aggressive

  • Getting your needs and wants met, and expressing your feelings in an indirect manner
  • Sneaky
  • Guilt trips

Notes:

Ineffective - others eventually catch on


Passive

Hoping your needs will get met, not expressing your true feelings

Notes:

No respect for self


Assertiveness and Problem Solving

  • Assertive
    • The problem is attacked
  • Passive/Aggressive
    • The problem is avoided/ the person is attacked indirectly
  • Aggressive
    • The person is attacked
  • Passive
    • The Problem is avoided

Notes:

Assertive means staying focused on solutions


MASLOW'S Hierarchy of Needs

Textual description of the image:

The path towards transendence based upon prerequisite needs met.

A pyramid separated into three groupings (Top, Middle and Base) showing these prerequisites.

  • Base: Physiological Needs
    • Base: Safety Needs
      • Base: Belongingness & Love Needs
        • Base: Esteem Needs
          • Middle: Need to Know & Understand
            • Middle: Aesthetic Needs
              • Top: Self Actualization
                • Top: Transendence

Notes:

Students mostly have their Physiological needs met

Teen REACH needs to provide the structure to meet safety needs and the services to meet belongingness and love and esteem needs.


Getting Our Needs Met

  • Knowing our style preferences
  • Overcome barriers to being assertive
  • Affirm yourself and your rights
  • Be aware of students styles and needs
  • "I" Messages
  • Escalating Assertiveness
  • Self Care

Notes:

What needs do we have as Youth Development workers? Discuss if time permits


Boundaries

Boundaries - An invisible line or parameter which sets limits, also defines relationships

Notes:

How far we will go towards someone, how close we'll let them come toward us, and what kind of relationship is appropriate


Boundary Impairments

No Boundaries

  • Invasive
  • Victim

Notes:

Stomp on others rights or let others stomp on ours


Boundary Impairments

Damaged Boundaries

  • Can set boundaries most of the time except with certain people
  • Only partially aware that others have boundaries (Manipulative and Controlling)

Boundary Impairments

Walls instead of Boundaries

  • Wall of Anger
  • Wall of Fear
  • Wall of Silence
  • Wall of Words

Notes:

Some kids will present walls, defenses, be patient


Boundaries Define Relationships

Students are our what…

  • Children?
  • Friends?
  • Family?
  • Wards?
  • Loved ones?

Notes:

Discuss what is an appropriate relationship

Use the next slide


Appropriate Boundaries

  • Positive non-sexual touch only (i.e. Handshake, light pat on the back)
  • No outside contact with students
  • No loaning/borrowing from students
  • No favoritism
  • Students not responsible for our needs
  • No sharing personal information with students

Notes:

Discuss these and any others


Boundaries

An image of a example project:

Circle in the middle with the following phrases in it.

  • "I won't show physical affection towards students."
  • "I won't tell my problems to students."

Additional phrases are outside of the circle

  • "I don't want to hear excessive, unsolicited criticism."
  • "I don't want to hear negative gossip."

Notes:

Inside the circle is how far I will go, outside is how far I'll let someone come in

Pass out the blank Boundaries sheet and have participants write down boundaries they will/have set

Discuss with group


Mentoring

  • Positive Adult Role Models
    • Modeling - the #1 way children learn behavior
  • Professionalism
    • Respectfully Assertive
    • Building Rapport with Appropriate Boundaries

Notes:

Review these key concepts

Review these key concepts

Evaluated by asking - What have you learned that is new? & How will you apply it to your job?