Pittsburgh Nonprofit Summit - The Art of Storytelling, Andy Goodman

We’ve got a problem.

I’m positive we have a problem.

Friends of the Children (Friends) is an intervention program for the most vulnerable children living in seriously high-risk environments
Avoid involvement in criminal justice system
Avoid early parenting
Graduate from high school with a plan for the future
Outcomes for children
Most vulnerable children are selected based on research-based risk factors
Children receive early intervention starting in kindergarten or first grade and long-term mentoring and support continuing through high school graduation
Children spend one-on-one quality time with a “ Friend” who is a full-time, carefully selected, and trained professional
Children are offered comprehensive services to meet their academic, social, emotional, and physical needs
Service model
Teachers, Firefighters, and Friends* — Friends will become part of the “social fabric” of our communities; helping our nation’s most vulnerable children develop the relationships, goals, and skills necessary to break the cycles of poverty, abuse, and violence and become contributing members of their community
Vision

Friends’ unique program is specifically designed to identify and support our nation’s most vulnerable children Identify the most vulnerable children early…
Proactive child selection process
Research shows that early risk factors can identify young children most likely to fall victim to later serious negative outcomes
Friends works with schools in high-poverty areas to select children based on risk factors and then conducts extensive outreach to families to enroll children
Early intervention
Children enter by the end of first grade
… and provide them with a supportive, qualified adult
Supportive, qualified adult
Professional Friends
Full time, paid employees
College educated
Are experience and talented working with high-risk youth
Selected through rigorous hiring process
Receive extensive initial and ongoing training
Are highly supported and supervised by program staff
… and holistic services over a sustained period of time
Holistic approach
Friends develop quality one-on-one relationship with child
Meet with each child 8 times for 16 hours/month
Develop and update individualized goal plan for child
Engage in community service and other activities
Friends and program staff work to support each child’s academic, physical, emotional, social, and mental health needs

To start the business planning process, Friends developed a comprehensive Theory of Change for the network Helping our most vulnerable children living in seriously high-risk environments develop the relationships, goals, skills, and resources necessary to thrive.
Intermediate
Social and Emotional
Development
Strong relationships with adults, peers, and community
Improved mental and emotional health
Making Good Choices
Reduced aggression and problem behaviors
Avoidance of substance abuse
School Success
Academic performance and progress (attendance, appropriate classroom behavior, progression in reading/math/ computer literacy and promotion)
Other
Improved health care (both physical and mental including reproductive when appropriate)
Plan and skills for the future (post high school)

Long-term
Avoid Involvement in the Criminal Justice System
Avoid Early Parenting
Succeed in School with a minimum of a high school diploma (1 st choice) or GED
4.…needed to successfully implement these strategies  5.…to produce these outcomes among children and youth

Qualified and Effective Personnel
with Expertise in :
Management
Business/strategy planning

Program Development and Quality
Assurance
Management of quality, including database and reporting system
Curriculum development for child and adolescent programming
Training of supervisors and child serving staff
Evaluation management
Developing and maintaining collaborative partnerships

Infrastructure/Operations
Financial and HR systems, including hiring practices
IT

Financial Sustainability/
Development
Fundraising with national and local major donors
Developing/testing fundraising strategies including new products
Marketing and Public Relations
Grant writing (government and foundations)
Government Relations (lobbying)
Developing and maintaining corporate Partnerships

Board Members with
Commitment to Friends of the Children
National connections (corporate, foundations, individuals)
Expertise in a substantive area (finance, law, public relations, national organizations)
Willingness to help with fundraising

Budget to support personnel
Program Development
Lead efforts to refine the program
Provide assistance in addressing ad hoc program questions

Quality Assurance
Establish standards and best practices for chapters;
Review outcome data for children and assist chapters in using data to improve program
Assist chapters in selecting and retaining both children and Friends
Provide curriculum and training for Friends , supervisors, Executive Directors
Conduct site visits, provide coaching
Assist chapters in identifying gaps; suggest strategies for addressing gaps

Infrastructure/Operations
Provide support for hiring qualified and effective Executive Directors
Establish standards for accounting, HR, and insurance; provide templates and free/fee-based support for implementation
Assist in Board development (clarify roles, orientation, training, support)
Implement regular processes to share information/lessons learned through intranet, conference calls, meetings
Establish database system including forms, software, hardware;

Financial Sustainability/Development
Coordinate donor prospects
Provide marketing/PR strategy and selected products, materials (like sponsorship); train chapters
Provide case statement, framework and assist chapters in developing strategic plans including growth and development plans; Board, ED training
National Evaluation
Provide leadership in seeking funds for and in managing program research, longitudinal evaluation study
Dissemination of evaluation results
High Quality Friends  High qualit y Friends who remain in relationship for a minimum of four years with a monthly minimum of 6-8 contacts of 16 hours with each child  Friends with an associates degree or more (preferred); a minimum of two years direct experience with children living in seriously high-risk environments; safe driving record  Friends who work with no more than 8 children Selection of Vulnerable Children Living in High Risk Environments  Children served by each chapter meet specified screening criteria (see risk and protective factors chart)  Children identified by the end of the first grade  Children selected in collaboration with credible and supportive community organizations  A working relationship with child’s parents or guardians High Quality Program Resources and Support, Directly or through Partnerships  A safe space for Friends and children  Educational support services  Physical, emotional and social services  Caregiver support for basic needs and appropriate interventions when necessary for child’s progress  A strong working partnership with schools  A commitment to program children through high school and as they move within the service area Financial Sustainability/Development  Personnel with development expertise  Engaged and effective board  Sound and active development plan, including local major donors  Sound and active marketing and PR plan  Adherence to national branding standards  Diversified funding base  In-kind and volunteer resources
An enduring high-quality relationship
for each child with a professional
paid) mentor (the Friend)
One-on-one long-term positive relationship
Individualized plans for success for each child
Review progress semi- annually

Friends who have the knowledge,
experience, and ability to provide skill
building and/or resources for:
Social development
Emotional development, including anger management
Academic development
Problem solving/making positive choices
Appreciation of own culture and cultures of others
Skills that build towards independent living (i.e. hygiene, nutrition, time management, social courtesies, budgeting)
Development of individual talents and interests
Participation in meaningful and quality extracurricular activities and community service.

Program resources and support,
directly or through partnerships, in
the following areas of need:
Services for children, including physical, emotional and educational support, community service activities, special talent opportunities
Services for caregivers, including referral to social services
A safe space for Friends and children to gather
2…..to provide these activities and services  1. National Friends needs these resources  3….so that chapters have these elements 

Friends develop quality one-on-one relationships with the children and conduct appropriate interventions when necessary to ensure progress.

“ I was bad…”

T.R. and Zach

Zach Harris

T.R. (#2) Fall 2003

Friends develop quality one-on-one relationships with the children and conduct appropriate interventions when necessary to ensure progress.

Our foundation intends to have a material and systemic impact on the priorities identified by our program areas and strategic alliances. OF JARGON ?

Storytelling Social Networking 1.0

storytelling The First Big Thing

Storytelling is an integral part of our history, identities, how we remember, and why we give. Why is narrative so powerful?

Why is narrative so powerful?

Why is narrative so powerful? I don’t know any stories.

The “How We Met” Story The “Why I Never Eat Sushi” Story The “Why I Prefer Dogs over Cats” Story The “My Annoying Teenager” Story The “I Should Be on American Idol” Story The “Why I Do What I Do” Story IDENTITY Why is narrative so powerful?

“… the collection of stories we have compiled is, to some extent, who we are.” Why is narrative so powerful?

The “How We Met” Story The “Why I Never Eat Sushi” Story The “Why I Prefer Dogs over Cats” Story The “My Annoying Teenager” Story The “I Should Be on American Idol” Story The “Why I Do What I Do” Story STORIES YOU WANT TO TELL - STORIES NOBODY WANTS TO HEAR STORIES YOU TELL (YOU) Why is narrative so powerful?

Why is narrative so powerful? MEMORY Memory Study (1976) 5 year olds

1 out of 21 + soap and shoe Why is narrative so powerful?

soap and shoe in a sentence 8 out of 21 “ ...” Why is narrative so powerful?

soap and shoe in a question 16 out of 21 “ ? ” Why is narrative so powerful?

16 out of 21 “ ? ” + 1 out of 21 8 out of 21 “ ...” Why is narrative so powerful?

$1.14 $2.38 Why is narrative so powerful? “ The Impact of Learning About the Identifiable Victim Effect on Sympathy” University of Pennsylvania/Carnegie Mellon, 2004 Deborah Small, Paul Slovic, et al. GENEROSITY

What kinds of stories should you tell? Identify your “core stories” and make sure everyone who represents your organization knows them by heart.

IDENTITY What kinds of stories should you tell? The “How We Met” Story The “Why I Never Eat Sushi” Story The “Why I Prefer Dogs over Cats” Story The “My Annoying Teenager” Story The “I Should Be on American Idol” Story The “Why I Do What I Do” Story

The “Nature of our Challenge” Story ORG ORGANIZATIONAL IDENTITY AND CULTURE What kinds of stories should you tell?

The “Nature of our Challenge” Story The “How We Started” Story ORGANIZATIONAL IDENTITY AND CULTURE ORG What kinds of stories should you tell?

The “Nature of our Challenge” Story The “How We Started” Story The “Emblematic Success” Stories ORGANIZATIONAL IDENTITY AND CULTURE ORG What kinds of stories should you tell?

The “Nature of our Challenge” Story The “How We Started” Story The “Emblematic Success” Stories The “Performance” Stories ORGANIZATIONAL IDENTITY AND CULTURE ORG What kinds of stories should you tell?

The “Nature of our Challenge” Story The “How We Started” Story The “Emblematic Success” Stories The “Performance” Stories ORGANIZATIONAL IDENTITY AND CULTURE The “Where We Are Going” Story The “Striving-to-Improve” Story ORG What kinds of stories should you tell?

The Forbes Funds

One last story… Lakota Nation The Sacred Bundle

Sacred Bundle of Hope Dr. Jane Goodall’s

Your Stories The End Definitely Not

storytelling WORKSHOP

It’s in your DNA. It was a dark and stormy night

Storytelling Exercise 2 minutes Think about a time when there was something you really wanted. 2 minutes Tell a story about that time to the people in your group in 2 minutes or fewer. Start with the person sitting farthest to the left. The person who will go last is the timekeeper.

When your group is done, please signal me. (And please remain at your table.) Storytelling Exercise

Storytelling Exercise

Storytelling Exercise What do these stories have in common?

RESOLUTION GOAL Story Structure INCITING INCIDENT PROTAGONIST BARRIER BARRIER BARRIER ACT I ACT II ACT III

JOURNALISTIC STORYTELLING Story Structure: Journalistic vs. Narrative NARRATIVE STORYTELLING

Story Structure: Journalistic vs. Narrative

Child psychologist shot by former patient.
Starts working with child who sees dead people.
Psychologist turns out to be dead all along.
Story Highlights Story Structure: Journalistic vs. Narrative

RESOLUTION GOAL Story Structure: The Role of Choices INCITING INCIDENT PROTAGONIST BARRIER BARRIER BARRIER ACT I ACT II ACT III CHOICE CHOICE CHOICE

While an occasional disinclination to exercise is exhibited by all age cohorts, the likelihood of positive health outcomes makes even mildly strenuous physical activity all the more imperative. What if a nonprofit had written Nike’s slogan?

“ Without Sports” Surfers Healing

Izzy Paskowitz Share the joy of surfing Kids don’t want to go Takes them anyway More to sports than who won or lost PROTAGONIST GOAL BARRIER OVERCOMES BARRIER MEANING

Use this template to develop core stories.

Questions & Comments

www.thegoodmancenter.com

@GoodmanCenter

“ The Magic of Giving” Peruvian Cancer Foundation

Pittsburgh Nonprofit Summit - The Art of Storytelling, Andy Goodman

by GPNP on May 24, 2011

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Pittsburgh Nonprofit Summit - The Art of Storytelling, Andy Goodman — Presentation Transcript