Doing The Right Thing Rev1 Animim
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The document discusses guidelines for promoting social responsibility in community service programs for youth. It argues that service programs should provide meaningful opportunities for youth to help others in the community and reflect on their personal values and role in society. Programs should emphasize collective action and relationship-building over individual benefits and encourage youth to see their actions as part of broader historical movements for social change.
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The document summarizes a program called the Barrio Arts, Culture & Communications Academy (BACCA) which provides after school activities for at-risk Latino and African American youth. BACCA aims to engage youth, decrease risk of school dropout, and foster community engagement through culturally tailored activities. It is based on theories of positive youth development and draws on community assets. Evaluation findings suggest youth gained confidence, understanding of community issues, and appreciation for their culture and skills through participation in BACCA. Challenges included recruitment and retention, while strengths included building on community history and inspiring prosocial norms.
C7_D11 Community Participation and Empowerment_Rabindra Nath Sabat
Community participation and empowerment involve three key concepts - participation, community, and empowerment.
[1] Participation refers to the level and phase of involvement of community members, from merely being informed to acting together in partnerships. It is important to identify who is involved from the community.
[2] A community is a group of interacting people living in a common location who have developed social bonds and a shared identity. Key factors that define a community include its history, social and economic characteristics, and culture.
[3] Empowerment is the process of enhancing people's freedom of choice and ability to influence decisions affecting their lives. It involves access to information, participation, accountability, and building local organizational
Abcd University of Limerick Briefing
Presentation made by Cormac Russell ABCD Institute faculty memeber, and ABCD Global Consulting at University of Limerick. May 2009. visit: www.abcdglobal.ie email cormac@nurturedevelopment.ie
Opening Doors: Generating new Connections to foster Social Inclusion
Opening Doors: Generating new Connections to foster Social InclusionWorld Appreciative Inquiry Conference 2012
The document describes the Opening Doors program, which aims to reduce social isolation and foster social inclusion. The program engages community members at risk of isolation, builds their leadership skills over 6 months of sessions, and supports them in developing community projects. 58 people have graduated from the program, leading to 45 grassroots projects involving over 4,000 community members. Key elements of the program's success include its asset-based, participatory approach and strong multi-organizational partnerships focused on a shared vision of social inclusion.Sustainable community development from whats wrong to whats str.docx
Sustainable community development: from what's wrong to what's strong | Cormac Russell | TEDxExeter: Link to video
Asset Based Community Development (Philippines): Link to video
Truly sustainable economic development: Ernesto Sirolli at TEDxEQChCh: Link to video
Remember it is important to listen to the people of the community about what they want rather than to decide to make your own plan. You have involve them and empower them. Look what assets they have and by asset it can be their skills too which you can utilize to bring positive change in the community.
Community development
SWK301
SEMINAR 6.
Locating Community Development
‘Community work’ is used as a generic term for much of the work people do in communities, however-
‘community development aims to transform unequal, coercive and oppressive structures …..’ (Kenny, 2015)
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Rothmans typology…Community DevelopmentSocial Planning
Social ActionGoalsCapacity building, network building, self help, process orientated.To solve a particular problem. Task orientatedSocial change
Institutional change
Power shiftsAssumptionsPeople need community. The community holds the answers to it’s issues.There are substantive problems that experts can fixSociety is unjust and unequal. Power must be challengedStrategies for changeInvolvement of broad range of people to determine and address their own issuesGather data about issue and make decisions about most logical course of actionConsciousness raising and mobilizing of people to take action against the causes of oppressionCharacteristics, tactics used Consensus, communication, discussion among diverse groupsConsensus or conflictConflict, direct action, confrontation, negotiation.Practitioner rolesFacilitator, networker, event management, group worker, Expert, researcher, analyst, social policy worker, project managerAdvocate, organiser, media liaison, event management
Rothmans typology
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Popple’s Models of Community Work Practice ModelStrategyMain role/title of workerExamples of work/agenciesKey textsCommunity CareCultivating social networks and voluntary services. Developing self-help concepts.Organizer / VolunteerWork with older people, persons with disabilities, children under 5 years oldBeresford & Croft (1986); Heginbotham (1990); Mayo (1994)Community organisationImproving co-ordination between different welfare agenciesOrganizer / Catalyst / ManagerCouncils for Voluntary Service, Racial Equality Councils, SettlementsAdamson et al. (1988); Dearlove (1974); Dominelli (1990)Community developmentAssisting groups to acquire the skills and confidence to improve quality of life. Active participation.Enabler / Neighbourhood Worker / FacilitatorCommunity groups, Tenants groups, citizens organisations…..Association of Metropolitan Authorities (1993); Barr (1991)Social/community planningAnalysis of social conditions, setting of goals and priorities, implementing and evaluating services and programmesEnabler / Facilitator.
ROLES-OF-THE-YOUTH-IN-COMMUNITY-ACTION-CESC.pptx
This document discusses the roles of youth in community action in the Philippines. It notes that according to the Youth in Nation-Building Act, youth are defined as those aged 15 to 30, and make up around one-third of the Philippine population. It identifies factors that can influence youth participation, such as education, values, and mindset. The document also provides ways for youth to get involved in their communities, such as developing positive attitudes, being exposed to values of community service, and engaging in leadership and skills development opportunities. It emphasizes the importance of empowering and recognizing youth contributions.
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C7_D11 Community Participation and Empowerment_Rabindra Nath Sabat
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Doing The Right Thing Rev1 Animim
- 1. Doing the Right Thing Youth’s Understanding of Service, Self and Society Michelle Myers Charles Phillips Steve Culbertson
- 13. Ten Guidelines For Promoting Social Responsibility in Community Service
- 35. Thank you ! [email_address] [email_address]
Editor's Notes
- Pointed our by Robert D. Putnam’s ground breaking volume “ Bowling Alone” This seemingly small phenomenon symbolizes a significant social change. Data from Roper Social and Political Trends & DDB Needham Life Style Survey American’s changing behavior over the past 25 years. There is a shrinking access to Social Capital Reward for communal activity and community sharing Serious threat to our civic and personal wealth. Putnam distinguishes between what he calls " bonding" social capital , which cements groups based upon similarity, and " bridging" social capital , the connections woven among disparate groupings. It is the latter which makes civic community work in America, and it is this kind of social capital that has declined sharply following its earlier period of growth. The decline of social capital, threatens not only the capacity to act together, but individual well-being.
- What is a definition of a morally-evolving person that we are aiming for ?". What is the outcome we seek? Research tells us that one characteristic of a morally mature person is that his personal goals and moral goals are integrated, not separated. The goals tie to moral meaning . Moral goals are priority actually and other goals are basically instrumental to accomplish the moral one . "I want to be a good person--which means certain traits--and these other goals develop and further that, like having a family, becoming a lawyer so I can help people, etc." Integrating Moral and Personal Goals- Towards Moral Maturity Moral Commitment – a sense of personal responsibility to act on one’s belief’s Schools have the capacity to foster students’ understanding of themselves as morally committed and civically engaged citizens .
- Work together on academic projects Regular opportunities to plan and reflect on ways to best work together
- EG: Hal Urban – Greeting students at door
- Diversity Education toward Inclusiveness Connecting beyond cultural barriers Developing increased understanding of cultural traditions other than one’s own and promoting respectful engagement across differences.
- Thinking about and discussing the meaning of their service experience, connecting it with broader: social issues personal values. A student helping in a homeless center in lower Manhattan as part of the Youth Service Opportunity Project comes to see a human face on what previously may have been an abstract concept – homelessness. Eg. Students in two courses – psychology and creative writing – work in pairs to make weekly visits throughout the semester to homebound elderly person . Task is to write a short biography. Robert Bringle , director of the Center for Public Service and Leadership at Indiana University-Purdue University at Indianaplois have a flier: Tell me and I forget Teach me and I remember Involve me and I learn. (T. Marchese, “Service-Learning in the Disciplines: An Interview with Monograph Series Editors R. Bringle and E. Zlotkowski, AAHE Bullitin (March 1997). For College Students Course based service has a stronger effect on promoting students’ sense of civic responsibility than does service conducted independently or through the cocurriculum. [A.W. Astin and L.J. Sax, “How Undergraduates Are Affected by Service Participation, Journal of College Student Development, 39, no.3 (May/June 1998): 251-63] Structured reflection linking the academic and service components Journals Papers presentations .
- Plan Activities Assess effectiveness of those activities in terms reaching intended goals and purpose Solve common problems