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  1. 1. SUBMITTED TO: Ø Dr. Richard F. Wilson Columbus Roberts Professor of Theology Chair, The Roberts Department of Christianity, Mercer University, Macon, USA. Ø Rev. Dr. Olu Q. Menjay Principal/ Chief Administrative Officer, Ricks Institute, Virginia, Liberia.By: Ahmed S. DukulyRicks Institute, Virginia, Liberia6/8/2010RICKS INSTITUTE, VIRGINIA, LIBERIA.PROGRAM SYMBOL : 02/SEW/09-10.REPORTING PERIOD: Sep. 2009 - June 2010.Program Overview:During the period under review, the Peer Mediation Committee was involved in the implementationand monitoring of a series of related activities, including training of trainers sessions, beginners’workshops, peer counseling, career development and advisory sessions, focus-group discussions, andpeace and leadership games for kids.
  2. 2. The training of trainers’ session focused on developing and building the capacities of the groupmembers as a medium of upgrading their potentials to enable them exhibit effective leadership rolesboth in school and in their respective communities. The training also embarked on varieties of skills,techniques and values that will assist and guide the participants to face future leadership challengesbeyond Ricks Institute. This program has been primarily designed to enable them function as efficientstudent leaders whilst at Ricks, and leave with practical techniques in authentic leadership and problemsolving opportunities. It also gives students the theoretical knowledge they need and the chances to testtheir new knowledge in the wider community.The training in particular and the entire program in general enhanced students with opportunities towork individually and in small groups as teams. Organizing and coordinating group members andactivities as well as dealing with obstacles formed part of the training session. As designated leaders,students will reflect on their experiences in group discussions and receive feedbacks from both theirfacilitators and peers.It is expected that upon completion of their educational sojourn, these students will take with them anexperience that will set them apart from their peers. The leadership training will give them anadvantage to be successful in various kinds of endeavors. It also prepared them to become supportpersons for their peers both within the school and home communities.Description of BeneficiariesIt is said that the primary beneficiaries of this program are the students of Ricks Instituteand selected students from other schools in and around Monrovia. Categorically, studentsincluding those with behavioral problems and others with potential leadership abilities were targeted toreceive the training. It is believed that this amount of students will create a circle of influence whichallows over 50% genuine success rate as we proceed in the program. This reiterates the continuity ofthe “each one-teach three” strategy.During the period under review, a Training of Trainers (TOT) session was held for about twenty-two(22) students who successfully had the first level workshop. The training which was structured for fourdays lasted for about five days and focused on developing the participants’ communication andinterpersonal skills among others through personal development and practical leadership skills. Thetable below indicates the schedule for the TOT session.Day First Session Second Session Theory Background to Peace Communication: and conflict The essential skills.One (Ahmed S. Dukuly) Break ( Edmond Ponga) Techniques in preventing and Essential and non essential resolving conflicts. informationThur. (Ahmed S. Dukuly) (Ahmed S. Dukuly)17/9/09 Position: Interest and needs. (Ahmed S. Dukuly)
  3. 3. Two Creative problem solving: Making good decisions. ( Simon Foli)Fri.18/9/09 Break Group Management and Our growth process (Lawrence Dynamics. Kohlberg’s moral hierarchy). (Ahmed S. Dukuly) (Francis Jaryan) Methods of conducting and Characteristics of an effective presenting workshop sessions. ( facilitator. A.S. Dukuly) ( Mohammed Sarnor)Three Questioning Skills. Demonstration session (Ahmed S. Dukuly) (Participants) Break Setting goals: Steps to theSat. future. (Ahmed S. Dukuly) Peer counseling19/9/09 Community development services: Student projects. (Holly Wegman) ( Mohammed Sarnor) Essential elements of leadership.(E. Ponga)Four Process of evaluation: The Demonstration session essential tools. (A.S. Dukuly) Break (Participants)Mon. Resume writing. Questions and Answer session.21/9/09 (A.S. Dukuly) (open) Evaluation of training session. Demonstration session (Participants) (Participants)Related Inputs:Two weeks prior to the commencement of the session, a cross section of teachers at Ricks Institutewere selected and orientated to co-facilitate specific topics during the training session. We doappreciate their contributions and efforts. (Kindly see the training schedule/table above for theirnames). We owe them immense gratitude for their sacrifices and inputs.Meanwhile, participants who successfully completed the training session were given the opportunity toexercise their knowledge, potentials, and skills by facilitating the first level workshops attended bytheir colleagues selected from grades nine (9) to eleven (11).However, three separate first level workshops were conducted and facilitated by these young trainersduring the period under review and each went for five days.Below are both the routine workshop schedule, and evaluation chart of the student-facilitators. Routine Workshop Schedule:
  4. 4. Day First Session Second Session (1) Introduction of self / participants Who are you? Break Course expectations Similarities and differences Background to the course Inclusion and exclusion Conflict management continuum (2) One and Two way communication Trust Communication (Active Listening) Break Perceptions Communication/miscommunication (3) Bias, Stereotypes Cooperation Break Prejudice and Discrimination Assertiveness Emotions Emotional Honesty Empathy (4) Problem Solving (Steps and strategies/techniques) Mediation Break Negotiation Reconciliation (5) -Group Dynamics (The advantages of working -Leadership (Styles and skills of an with others). Break effective leader). -Team Building and Team Work (Becoming a -Activity Analysis. team player). -Evaluation of workshop.Evaluation Chart of Student-Facilitators: NAME SEX TOPIC FACILITATED COMMENTSIsatta Musahson F -Background to the course; Has control over content; -Conflict Managementcommunicates with audibility and Continuum handles participants’ questions effectively, but needs to improve on time management.Franpatra Goodridge F Who are you? She has knowledge of content; speaks with audibility; fairly good posture, but has stage freight.Sarlia Sarnor M Inclusion and Exclusion Has fairly good knowledge of content, fairly audible, and needs improvement in methodology.Alfreda Brewer F Trust Focused and has good questioning skills; Has knowledge and control over content; She needs to improve
  5. 5. on audibility.Isaac Musah M Perception Has knowledge and control over content; manages time but needs to improve on his posture.Watchen Snyder F Communication (ActiveShe has control over content area, Listening), Miscommunication,encourages interaction and One and Two-wayparticipation of participants in the communication. lesson. She is audible during lesson presentation.Fabunde Mamey M Emotions He has good knowledge on the topic; he is audible, but needs to work within time and as well create liveliness in his presentation.Bendu Sherman F Emotional Honesty She has control over content area, has good questioning skills and arouses the interest of participants in the learning process.Rosetta Morris F Bias, Stereotype, Prejudice andShe has interest in facilitation, Discrimination endeavors to stimulate discussion, but needs to improve on the appropriate methodologies.Christopher Pennie M Empathy Has good leadership skills, handles participants’ questions effectively, make good use of time but needs to be audible.Theophilus Cyrus M Cooperation He speaks audibly, knows his topic, handles participants’ questions effectively but needs to improve on time management.Mohammed Dukuly M Problem Solving He knows the topic well, stimulates discussion but needs to improve on audibility and time management.Rebecca Freeman F Mediation She knows the subject matter (topic) has good questioning skills but needs improvement in time management and to as well overcome the shyness.Samline Gibson F Assertiveness She knows the topic well and presents the lesson with audibility. However, she needs to manage time effectively.Jimishua Dahn F Reconciliation She is audible, interacts with participants well but needs to broaden her knowledge on the content area.Integrated Program activities:A, Peer CounselingAlso, during the period under review, students who benefitted from the trainers’ training were given theopportunity to take up small leadership roles in counseling their peers who were noticed been inacademic and social problems on campus. The student peer counselors who were involved in thisinitiative exhibited satisfactory leadership and counseling ethics and potentials with maximum concernfor confidentiality. Based on the satisfactory outcomes, their clients expressed appreciation for
  6. 6. impacting their lives and educational endeavors whilst attending the Ricks Institute. However, namesof clients can not be disclosed in order to maintain confidentiality.B, Focus Group DiscussionsIn an effort to continue and maintain the accomplishment of the circle of influence for the genuinesuccess of the program, the students have reiterated the program activities by also embarking on the“each one-teach three” strategy through focus group discussions (about 3 to 5 students) whereinteractive conversations are held on basic concepts, skills, and values like empathy, emotion,appropriate assertiveness, perceptions, active listening, inclusion, bias, stereotype, prejudice, selfrespect and social responsibilities as well as leadership styles and skills through self and small groupinitiatives.C, Career Development and Advisory ProgramThe program has taken another trend to address a crucial problem encountered by students afterrealizing that majority of them have the ambition to excel in education, but lack the mind set on whatcareer they can pursue when entering post high school institutions. Notwithstanding, these studentshave potentials and talents that can be developed and transformed into rewarding future careers. In thisvein, the career development and advisory program was initiated to address this problem by givingsome students an in-depth insight about the factors required or to consider in choosing a life timecareer. As successful as it has been, this initiative has assisted students to use the appropriate measuresin choosing their future careers looking at the challenges and opportunities that lie ahead, financialstrength of parents, availability of specific disciplines in the universities and the required or availablejob market among others. This approach has further created a renewed interest in most students toemploy extra time and effort in their studies.D, Peace and Leadership gamesThe introduction of the program in the elementary section is gradually felt by a cross section ofstudents who have been opportune to participate in the peace and leadership games integrated inphysical education lessons and activities. The games (activities) reinforce and support the teaching/learning of the positive values of society through mutual participation and cooperation. The games oractivities depicted content areas like better communication, tolerance, similarities and differences,empathy, simple problem solving, who are you?, and who is our leader?.E, Program integration in First Aid trainingPrior to the staging of the 2010 Ricks Olympic in March, twenty-two (22) students who run the affairsof the Ricks Health Club participated in a three-day Basic First Aid Training facilitated by theCoordinator of the Leadership Committee. The first aid training was incorporated with some leadershipand problem solving components like empathy, better two-way communication, emotion, similaritiesand differences, bias, stereotype, prejudice, discrimination, co operation, and problem solving skillsand techniques among others.Statistics of both Direct and Indirect Beneficiaries of implemented ProgramNo. Program Category Male Female Total1. Training of Trainers Session 11 11 22
  7. 7. 2. First Level Workshop (Some to complete remedial session) 20 18 38A Peer Counseling 11 03 14B Focus Group Discussion 32 28 60C Career Development and Advisory Program 42 19 61D Peace and Leadership Games 34 37 71E Integrated Program in First Aid Training. 09 13 22 Grand Total 159 129 288Trip for Dinner at Tina BeachIn November 2009, the generosity of Dr. Richard F. Wilson aided the committee to gain an amount ofone hundred, fifty United States dollars (US$ 150.00) as support to enable the committee membershave dinner in one of the Hotels or Restaurants in Monrovia. But owing to the increased cost ofwestern food stuff as against the total number of committee members, it was rather suggested andagreed that the members themselves prepare their own food and get to one of the nearby beaches tohave some fun. Three staff members in persons of Mr. Shek Kamara (Supervisor-Dining Hall), Mr.Francis D. Jaryan (Coordinator-Student Affairs), and Mr. Ahmed S. Dukuly (Program Organizer). Ourappreciation and gratitude go to Rev. Dr. Olu Q. Menjay (Principal) for providing and fueling one ofthe vans in support of the trip to Tina Beach, Hotel Africa on December 5 2010. During this activity, threlevant suggestions such as career development and advisory program, annual excellence awardprogram, peace and leadership (role play) games for elementary pupils among others were highlightedto be included in the leadership program.Unsolicited reports of program impact on beneficiaries and their peers. 1. Isatta MusahsonIsatta is one of the committed members of the leadership committee and as well the Vice President ofthe Student Representative Council (Student Government). She admitted in her report that she hasinternalized empathy which has impacted her life and can now better reason out why some peoplebehave the way they behave and how to work compatibly with them without hindrance.Isatta also mentioned in her report that she mediated several disputes between her colleagues and theoutcomes have been fruitful with satisfactory improvements. She commented that during the initialintervention, she was molested and demoralized by the conflicting parties but insisted and made themto understand the need for their misunderstanding to be resolved through selected words ofencouragement. Isatta said she is still monitoring the outcomes. 2. Fabunde MameyIn his report, Fabunde said he was emotional and bias when ever he interacts with people includingfriends, precisely before he participated in the leadership program. According to him, he felt pursuinghis interest without acknowledging the rights and interest of others was a better approach and wasalways satisfactory to him. Upon participating in both the leadership workshop and trainingrespectively, he has internalized empathy as a concept that has altered both his perception andinteraction with others. He said he has perceived appropriate assertiveness as the most effective andforward-looking behavioral pattern to live by.Moreover, Fabunde was involved in counseling one of his colleagues who participated in the MissRicks Pageant. According to him, when the student was found crying for the defeat, Fabunde
  8. 8. mentioned that he interrupted and decided to offer some counseling initiatives to enable her readjustand cope with life’s challenges. She has since reconciled the ordeal. 3. Bendu ShermanBendu Sherman is the Chairperson of the Leadership Committee. She commented that she has learneda lot from the program activities since its inception. Bendu said before becoming a part of theleadership program, she lacked the skills and patience in resolving disputes between and among hercolleagues both on campus and on the dormitory, most especially the method of approach. But afterparticipating in the program for the period past, she has developed interest in settling disputes betweenand among people through the use of “Open-Text Mediation”.Bendu shared her experience on the dormitory explaining that most of her friends often call her names,while others reject or deny her from intervening in their misunderstandings. Notwithstanding, othersdid accept her intervention and the outcomes have proved successful. She also reported counseling atenth grade student who was dorm bound for failing in three subjects. But after several interactionswith him, and after suggesting some adjustment and coping techniques he has made improvements inhis academic work. She finally admitted that she initially had the desire of becoming a medical doctor,but with the knowledge gained from this program, Bendu has decided studying Peace and ConflictResolution which according to her will enable her to work with the United Nations to contributetowards finding lasting peace in the world. 4. Watchen SnyderWatchen reported that within the course of time, she has internalized emotional honesty as a behavioralpractice which she admitted has improved immensely on her interpersonal relationship and interactionwith others. She further commented that active listening, tolerance, empathy and open two-waycommunication are key elements towards appropriate assertiveness. 5. Franpatra GoodridgeFranpatra who is another influential member of the committee reported that before becoming a memberof the leadership committee, she had behavioral problems of not actively listening to others, notempathetic and emotionally honest with people. But after participating in the various leadershiptrainings, she has been gradually transformed and embarked on improving effective two-waycommunication with people both at home and in school. She finalized by stating that empathy andemotional honesty are the two pillars she is using to help others solve their own problems and to assistin counseling others. 6. Christopher K. PennieChristopher expressed gratitude for been opportune to participate in the leadership program as it hasplayed major role in improving his knowledge, skills and potentials of becoming an effective leader.He reported that with this improved knowledge and potentials, he now has the capability and ability tobetter lead his colleagues both in his class and at the dormitory. He recommended the continuity of theprogram and its expansion to other schools. 7. Jimishua DahnJimishua said she had emotional problems (temperament) before participating in the committee’sworkshop and training programs. She then admitted that due to her total involvement and participationin all programs of the committee, she now has control over her emotions as she work towardsbecoming assertive in dealing with people. 8. Sarlia Sarnor
  9. 9. Sarlia, another influential member of the committee reported that his business has been to help otherssolve their problems through peer mediation.Notwithstanding, he has been involved in individual and group counseling on the dormitory especiallywith students who distressed and those who are in different forms of problems. Sarlia commentedgrading the outcomes as fairly good. He then admitted that he still has some work or adjustment to doon his temperament.Certification of TraineesIt is customary in this program that successful trainees are always certificated for achieving someknowledge, skills and values. In this respect, twenty-two students including a staff who satisfactorilycompleted the Training of Trainers’ course will be duly certificated pending the arrival of the PrimeSponsor of the program – Dr. Richard F. Wilson. Reporting on Progress against Measurable IndicatorsPerformance Indicators - Conducted full time leadership workshop and training. - Empowered participants with expertise, strategies, and techniques in building knowledge, skills and values, and to compliment the already initiated task; - Evidence of the reduction of student-related conflicts/violence within the school premises and their respective communities.Impact Indicators - Unsolicited reports of problems resolved on campus; - Minimize unhealthy attitudes among participants; - Solidified peaceful co-existence among participants; - Increased sensitization initiatives by participants after workshop and training sessions; - Evidence of change of attitude and behavior of participants and trainers; - Evidence of motivation and sense of equality among participants; Overall Assessment of Workshop ResultsTo assess transformation made in the lives of participants during the implementation of this project, theevaluation focuses on the ways the beneficiaries live and interact with their peers or schoolmates.Though behavior change takes time to surface, immediate changes have been noticed in the lives ofsome of the beneficiaries. Output - Conducted training for twenty-one (21) students who previously had the first level workshop along with a staff; - Also conducted first level workshop for thirty-eight (38) students selected from the junior and senior high school divisions; - Workshop and training graduates intermingle in peaceful co-existence with one another as well as their immediate colleagues in both the school and residential communities; - Reconciliation and forgiveness amongst participants becoming visible thereby enabling them to work in harmony, dignity and respect;
  10. 10. - Participants can now use effective leadership skills to exercise leadership responsibilities; - Empower Leadership and Peer Mediation Committee with necessary materials to compliment the program objectivesConstraintThough there is a saying which states that:“Nothing is more rewarding than giving of you and seeing it make a difference in the world”.The implementation of the program is done in the mist of some constraints. But let us firth appreciatethe efforts of both the Academic Supervisor and the Librarian for their assistance in printing and typingsome our program document. Notwithstanding, the constraints still center around printing and photocoping of documents, shortage of markers, note pads, postal sheets, A4 sheets and scotch tapes.Plan of Action (2010/2011 Academic Year) - Conduct Refreshers’ Training for recent trainees to help improve on their potentials for effective implementation of program; - Empower Leadership and Peer Mediation Committee to carry on major activities. - Monitor and supervise the committee’s activities whilst on campus and when on trip. - Conduct periodic refreshers sessions for training graduates. - Conduct regular routine leadership, peacemaking, peer mediation and conflict prevention workshops. (Workshops to be conducted by trainees). - Conduct public awareness and sensitization through radio programs for students across the country. - Commemorate World Peace Day through role plays, symposia, drama, speeches etc. - Assume and take leadership responsibilities with and without the presence of the school administration and staff. (Responsibility of trainees). - Develop newsletters (Program magazine) featuring activities of the Peer Mediation Committee such as workshop sessions, reports of behavior change from participants/graduates, role plays, case studies, student activities on leadership and conflict prevention, resolution and transformation, peace sports, workshop conducted at Ricks and for other students out of Ricks, feedbacks, response from parents and the public, peace proverbs and poems/stories, pictorials, letters of appreciation etc. - Award certificates to workshop and training graduates. - Network with other organizations/groups with similar objectives. 12