This document provides an overview and training for facilitators of the GUTS! program. It introduces the GUTS! team and mission, which is to empower young women through leadership development, mentoring, and community action projects. The training covers topics like facilitating safe and inclusive discussions, maintaining appropriate boundaries, handling group dynamics, and utilizing a youth-adult partnership approach. Expectations for facilitators are outlined, including maintaining confidentiality and reporting any disclosures of abuse. Scenarios are used to demonstrate how to address common issues like an overly talkative participant or a shy participant. Resources for facilitators are provided.
Sarah Flanagan is a social worker who works at Ted E. Bear Hollow, a center for grieving children and teens. The document provides information on developing social programming for grieving individuals. It discusses the benefits of social programming, such as providing social support and connections. Examples of activities are given, and research is presented on the importance of social support for those experiencing grief or loss. Guidelines are offered for developing a teen social program, including determining the target group, activities, safety policies, evaluations, and funding.
This document summarizes a campus event about using short films to discuss mental health and reduce stigma. It includes an agenda for the event with an introduction, film screenings and discussions, and a panel on personal experiences. Guidelines emphasize that mental health is personal and the event is not therapy. Discussed films portray characters with mental illness as weighed down or dangerous and how stigma feels. Suggestions are provided for what people can do to help others with mental health issues, such as listening without judgment and knowing available resources.
The document discusses common negative stereotypes of teenagers such as being party animals, prone to pregnancy, thugs or graffiti artists. It argues these stereotypes are unfair and make teenagers feel targeted, feared and cause some to act out at home and school. The document also notes it was easier to find negative images of teenagers online because teenagers are often stereotyped based on the actions of a few, while the majority are well-behaved, polite and help others. This stereotyping leaves teenagers feeling uncomfortable when interacting with others who may view them negatively.
This document provides an overview and training for a mentoring program. The goals of the program are to help participants adjust to life in America, improve socially and academically through one-on-one mentorship and homework help, and develop meaningful relationships with mentors. The training covers topics such as establishing boundaries, effective communication skills, potential challenges in mentoring relationships, and the importance of consistency and showing up fully for mentees. Mentors are encouraged to seek support and guidance to best serve their mentees.
Los medanos college m4 mh - 10.2.19 - powerpointKalynSaylor
This document provides an overview of a "Movies for Mental Health" event held at Los Medanos College on October 2, 2019. The event was facilitated by Vanessa Solis, a licensed clinical social worker, and included screenings and discussions of short films about mental health topics. A panel afterwards featured student and college counseling staff to discuss resources. The document outlines the event agenda, introduces the facilitator, and provides discussion prompts and context for the films shown about topics like depression, anxiety, stigma, and reasons people may not seek help for mental health issues.
This document is a newsletter article written by Dr. V. Janaki about her 40-year career journey as a woman with hearing impairment. The 3-sentence summary is:
Dr. Janaki details her experiences overcoming obstacles to have a successful career in academia while balancing family responsibilities, highlighting professional achievements like publishing articles, obtaining her PhD, and teaching university students. She provides lessons learned along the way, such as being aware of strengths/limitations, staying positive, networking, and time management. Dr. Janaki emphasizes that success comes from having purpose and taking responsibility for one's own life choices.
This document summarizes an event called "Movies for Mental Health" held at De Anza College on May 9, 2018. The event was organized to reduce stigma around mental health through screening short films and discussions. It included an introduction, film screenings, a panel discussion, and information on how to get involved in future events. The films and discussions focused on portrayals of mental illness, stigma, why people don't seek help, and ways to support those struggling with mental health issues. The goal was to connect people and have open conversations about personal experiences.
This document summarizes an event called "Movies for Mental Health" hosted by Gavilan College on May 3, 2018. The event was organized by several groups focused on mental health services and prevention. It featured short films about mental health issues, discussions about the themes in the films and stigma, and a panel discussion. The goal was to use films to start conversations about mental health, stigma, resources available, and ways for students to get involved through an ambassador program.
Sarah Flanagan is a social worker who works at Ted E. Bear Hollow, a center for grieving children and teens. The document provides information on developing social programming for grieving individuals. It discusses the benefits of social programming, such as providing social support and connections. Examples of activities are given, and research is presented on the importance of social support for those experiencing grief or loss. Guidelines are offered for developing a teen social program, including determining the target group, activities, safety policies, evaluations, and funding.
This document summarizes a campus event about using short films to discuss mental health and reduce stigma. It includes an agenda for the event with an introduction, film screenings and discussions, and a panel on personal experiences. Guidelines emphasize that mental health is personal and the event is not therapy. Discussed films portray characters with mental illness as weighed down or dangerous and how stigma feels. Suggestions are provided for what people can do to help others with mental health issues, such as listening without judgment and knowing available resources.
The document discusses common negative stereotypes of teenagers such as being party animals, prone to pregnancy, thugs or graffiti artists. It argues these stereotypes are unfair and make teenagers feel targeted, feared and cause some to act out at home and school. The document also notes it was easier to find negative images of teenagers online because teenagers are often stereotyped based on the actions of a few, while the majority are well-behaved, polite and help others. This stereotyping leaves teenagers feeling uncomfortable when interacting with others who may view them negatively.
This document provides an overview and training for a mentoring program. The goals of the program are to help participants adjust to life in America, improve socially and academically through one-on-one mentorship and homework help, and develop meaningful relationships with mentors. The training covers topics such as establishing boundaries, effective communication skills, potential challenges in mentoring relationships, and the importance of consistency and showing up fully for mentees. Mentors are encouraged to seek support and guidance to best serve their mentees.
Los medanos college m4 mh - 10.2.19 - powerpointKalynSaylor
This document provides an overview of a "Movies for Mental Health" event held at Los Medanos College on October 2, 2019. The event was facilitated by Vanessa Solis, a licensed clinical social worker, and included screenings and discussions of short films about mental health topics. A panel afterwards featured student and college counseling staff to discuss resources. The document outlines the event agenda, introduces the facilitator, and provides discussion prompts and context for the films shown about topics like depression, anxiety, stigma, and reasons people may not seek help for mental health issues.
This document is a newsletter article written by Dr. V. Janaki about her 40-year career journey as a woman with hearing impairment. The 3-sentence summary is:
Dr. Janaki details her experiences overcoming obstacles to have a successful career in academia while balancing family responsibilities, highlighting professional achievements like publishing articles, obtaining her PhD, and teaching university students. She provides lessons learned along the way, such as being aware of strengths/limitations, staying positive, networking, and time management. Dr. Janaki emphasizes that success comes from having purpose and taking responsibility for one's own life choices.
This document summarizes an event called "Movies for Mental Health" held at De Anza College on May 9, 2018. The event was organized to reduce stigma around mental health through screening short films and discussions. It included an introduction, film screenings, a panel discussion, and information on how to get involved in future events. The films and discussions focused on portrayals of mental illness, stigma, why people don't seek help, and ways to support those struggling with mental health issues. The goal was to connect people and have open conversations about personal experiences.
This document summarizes an event called "Movies for Mental Health" hosted by Gavilan College on May 3, 2018. The event was organized by several groups focused on mental health services and prevention. It featured short films about mental health issues, discussions about the themes in the films and stigma, and a panel discussion. The goal was to use films to start conversations about mental health, stigma, resources available, and ways for students to get involved through an ambassador program.
This document provides information about managing volunteers, including statistics on volunteering in the US, recruiting volunteers, retaining volunteers, and developing volunteer programs. Specifically, it notes that in 2006-2007, 60.8 million people in the US volunteered, amounting to 26.2% of the population. It emphasizes the importance of understanding why people volunteer and matching volunteers to suitable roles based on their motivations. The document also outlines best practices for organizations in developing volunteer infrastructure, setting goals, and assessing volunteer programs.
The document summarizes a workshop on movies and mental health. It includes:
- An introduction to the workshop and panel discussion on movies portrayals of mental illness and stigma.
- Summaries of short films presented that illustrate challenges of mental illness and seeking help.
- Discussion of how mental illness and stigma are portrayed and how it feels.
- Suggestions for how participants can get involved in addressing mental health issues.
Engagement & Motivation: Leading SpeakOut Workshops with Youth SitesAlina Lugo
This is a module on engagement and motivation as part of my CLC internship project. The purpose of the project was to create supplementary training materials for SpeakOut volunteers who will be working with youth sites.
This document summarizes a presentation on movies and mental health held at College of Marin. The presentation included watching and discussing short films about mental health issues. It began with an introduction and setting expectations, then showed three short films about stigma, mental health, and reasons why people don't get help. Participants discussed their thoughts and feelings after each film. The presentation concluded with a panel discussion on mental health resources and how to support those struggling. The overall goal was to raise awareness and understanding of mental health issues through film.
This document summarizes an event about movies and mental health held at Connecticut College. It included short films about mental health issues, discussions about how mental illness is portrayed and the stigma surrounding it, and a panel discussion with students and mental health professionals. The goal was to have an open conversation about mental health, reduce stigma, and support those struggling with mental health issues.
West los angeles college m4 mh online - 5.21.20 - presentation w-responsesKalynSaylor
This document provides an overview of an online event called #Movies4MentalHealth that was hosted to discuss mental health topics through short films. It introduces the facilitator and provides information about participating in polls, the chat, getting support resources, and a planned agenda that includes watching films, discussions, exercises like breathing and body scans, and a panel discussion. It encourages participants to evaluate the event and share thoughts or questions.
This document summarizes a mental health workshop at East Los Angeles College on November 8, 2018. The workshop was facilitated by Leslie Poston from the organization Art with Impact. It began with introductions and an overview of the workshop plan, which included watching short films about mental health, discussing them in groups, and a panel on mental health resources. The workshop encouraged participants to take care of their mental health and promoted decreasing stigma around mental illness through education and empathy.
College of marin m4 mh online - 10.20.20 - presentation w-responsesKalynSaylor
This document provides information about a virtual mental health workshop hosted by Beth Killian. The workshop includes short films about mental health, discussions about the films and mental health topics, and a panel discussion with mental health professionals. Participants are encouraged to engage through the chat, polls, and sharing how the activities and discussions are affecting them physically and emotionally. The goal is to help destigmatize mental health issues and provide resources and strategies for supporting wellness.
More engaged employees create a sustainable culture that is built for innovation and change. When you show you’re listening, understanding their issue, and working to help, they’ll give you their best work. In this webinar, we’ll dive deep into four key areas to make this happen for your teams.
This document summarizes a event called "Movies for Mental Health" held at the Maryland Institute College of Art. The event was organized to reduce stigma around mental health issues through screening short films and facilitating discussion. It provided an introduction to the event format and themes to be covered, including defining stigma, exploring portrayals of mental illness in film, and discussing ways to support those struggling and seeking help. The event aimed to create an open space for connection and understanding around personal experiences with mental health.
Lets Get Organized! How to build the team culture you needchrisdagenais
This document provides guidance on building self-organizing teams through establishing the right culture. It discusses that self-organizing teams require management buy-in, freedom to fail, being presented with problems rather than prescribed solutions, cross-functional collaboration, and clearly defined boundaries. An effective culture focuses on the team over individuals, passion for work, accountability, responsibility, and giving and receiving feedback constructively. Developing the right culture is key to empowering teams to be productive, collaborative, and achieve better solutions.
This document outlines an event about mental health and sexual violence titled "#OurBodiesOurMinds". The event was facilitated by Maya Brown and included monologues, group activities, and a panel discussion about ways to support survivors. Participants were encouraged to discuss personal experiences and reactions. The facilitator emphasized that mental health is personal and attendees should feel safe to leave or ask for help if feeling uncomfortable.
Using positive psychology approaches to support young peopleSarah Ward
Positive psychology can give you the strategies and skills to support young people with their SEMH in your profession. This positive psychology workshop is based on evidence and psychological theory. There is an increasing awareness of the efficacy of positive psychology for improved resiliency, wellbeing and emotion regulation.
Topic 1: Talking to young people about self-harm
* Why young people self-harm
* Why we think rates are increasing
* How to sensitively approach young people
* Including do’s and don’ts from young people themselves
* Thinking about managing risk in education settings
Topic 2: Building resilience and wellbeing through positive psychology
* An introduction to positive psychology
* What is wellbeing?
* Wellbeing in schools
* Techniques for building resiliency in young people
This document discusses facilitating effective grief groups for kids and training volunteers. It covers:
- The importance of group work for grieving children and Tuckman's stages of group development.
- Tips for group facilitators like maintaining consistency, being flexible, ensuring confidentiality, and being prepared.
- The complex roles volunteers play as group leaders, co-leaders, and members of the volunteer team.
- How to address challenging situations by making decisions based on the overall group.
- The presenters thank the audience and offer their contact information.
This document discusses self-concept and how it is shaped. It explains that self-concept is determined by factors like gender, culture, roles, and status. Parents, teachers, and peers all influence a person's self-image as they take on different roles in life and groups. Gender stereotypes are also discussed, noting how they can shape communication styles and expectations. The document emphasizes that understanding cultural diversity is important as cultures influence beliefs, attitudes, and behaviors in different ways.
The document discusses how a student sees themselves through various interests like cartoons, sports, and spending time with family as well as interests in history, current events, and education. It also expresses that the student's concept of self is determined by roles, status, power, gender, and culture. The student has a passion for personal development and facilitating change.
Does not contribute ideas, just
helps others
Dominator: Tries to control the group
Joker: Clowns around and distracts the
group
Withdrawer: Does not participate or
contribute
The document outlines an agenda for a workshop on preventing sexually transmitted diseases. The workshop goals are to increase knowledge of STDs beyond AIDS, explore attitudes towards adolescent risk-taking and adult responses, and introduce strategies for teaching about STDs in the classroom. The agenda includes sessions on responsibilities regarding STDs, STD facts and feelings through group activities, and a modeling activity called "STD Basketball". The document provides discussion questions to reflect on the sessions.
This document discusses stereotyping, including its definition, sources, and consequences. Stereotyping is judging groups based on opinions rather than individual characteristics. Sources of stereotyping include social learning from parents and peers, and cognitive biases like social categorization and outgroup homogeneity. Consequences of stereotyping include influencing perceptions and behaviors, self-fulfilling prophecies, and stereotype threat. Teachers are encouraged to avoid promoting stereotypes, get to know students as individuals rather than labels, and use techniques like contact between groups and cooperative learning to reduce stereotyping.
This document discusses stereotyping, including its definition, sources, and consequences. Stereotyping is judging others based on group characteristics rather than seeing them as individuals. Sources of stereotyping include social learning from parents and peers as well as cognitive biases like categorizing others and favoring one's own group. Consequences of stereotyping include influencing perceptions and behaviors, confirming stereotypes through self-fulfilling prophecies, and creating prejudice, discrimination, and denial of opportunities. Teachers are encouraged to avoid promoting stereotypes, get to know students as individuals rather than labels, and use techniques like contact between groups and education to reduce stereotyping.
This document discusses key concepts related to gender sensitivity including:
1. It defines sex and gender, distinguishing between biological and social aspects. Gender roles are learned through socialization while sex roles correspond to biological characteristics.
2. It outlines how gender socialization occurs through various institutions like family, school, church, media, and society. Stereotypes play a big role in shaping ideas of appropriate gender norms.
3. It explains the importance of a gender and development (GAD) approach which seeks to transform unequal gender relations and empower women by addressing how gender biases can impede development if not considered.
This document provides information about managing volunteers, including statistics on volunteering in the US, recruiting volunteers, retaining volunteers, and developing volunteer programs. Specifically, it notes that in 2006-2007, 60.8 million people in the US volunteered, amounting to 26.2% of the population. It emphasizes the importance of understanding why people volunteer and matching volunteers to suitable roles based on their motivations. The document also outlines best practices for organizations in developing volunteer infrastructure, setting goals, and assessing volunteer programs.
The document summarizes a workshop on movies and mental health. It includes:
- An introduction to the workshop and panel discussion on movies portrayals of mental illness and stigma.
- Summaries of short films presented that illustrate challenges of mental illness and seeking help.
- Discussion of how mental illness and stigma are portrayed and how it feels.
- Suggestions for how participants can get involved in addressing mental health issues.
Engagement & Motivation: Leading SpeakOut Workshops with Youth SitesAlina Lugo
This is a module on engagement and motivation as part of my CLC internship project. The purpose of the project was to create supplementary training materials for SpeakOut volunteers who will be working with youth sites.
This document summarizes a presentation on movies and mental health held at College of Marin. The presentation included watching and discussing short films about mental health issues. It began with an introduction and setting expectations, then showed three short films about stigma, mental health, and reasons why people don't get help. Participants discussed their thoughts and feelings after each film. The presentation concluded with a panel discussion on mental health resources and how to support those struggling. The overall goal was to raise awareness and understanding of mental health issues through film.
This document summarizes an event about movies and mental health held at Connecticut College. It included short films about mental health issues, discussions about how mental illness is portrayed and the stigma surrounding it, and a panel discussion with students and mental health professionals. The goal was to have an open conversation about mental health, reduce stigma, and support those struggling with mental health issues.
West los angeles college m4 mh online - 5.21.20 - presentation w-responsesKalynSaylor
This document provides an overview of an online event called #Movies4MentalHealth that was hosted to discuss mental health topics through short films. It introduces the facilitator and provides information about participating in polls, the chat, getting support resources, and a planned agenda that includes watching films, discussions, exercises like breathing and body scans, and a panel discussion. It encourages participants to evaluate the event and share thoughts or questions.
This document summarizes a mental health workshop at East Los Angeles College on November 8, 2018. The workshop was facilitated by Leslie Poston from the organization Art with Impact. It began with introductions and an overview of the workshop plan, which included watching short films about mental health, discussing them in groups, and a panel on mental health resources. The workshop encouraged participants to take care of their mental health and promoted decreasing stigma around mental illness through education and empathy.
College of marin m4 mh online - 10.20.20 - presentation w-responsesKalynSaylor
This document provides information about a virtual mental health workshop hosted by Beth Killian. The workshop includes short films about mental health, discussions about the films and mental health topics, and a panel discussion with mental health professionals. Participants are encouraged to engage through the chat, polls, and sharing how the activities and discussions are affecting them physically and emotionally. The goal is to help destigmatize mental health issues and provide resources and strategies for supporting wellness.
More engaged employees create a sustainable culture that is built for innovation and change. When you show you’re listening, understanding their issue, and working to help, they’ll give you their best work. In this webinar, we’ll dive deep into four key areas to make this happen for your teams.
This document summarizes a event called "Movies for Mental Health" held at the Maryland Institute College of Art. The event was organized to reduce stigma around mental health issues through screening short films and facilitating discussion. It provided an introduction to the event format and themes to be covered, including defining stigma, exploring portrayals of mental illness in film, and discussing ways to support those struggling and seeking help. The event aimed to create an open space for connection and understanding around personal experiences with mental health.
Lets Get Organized! How to build the team culture you needchrisdagenais
This document provides guidance on building self-organizing teams through establishing the right culture. It discusses that self-organizing teams require management buy-in, freedom to fail, being presented with problems rather than prescribed solutions, cross-functional collaboration, and clearly defined boundaries. An effective culture focuses on the team over individuals, passion for work, accountability, responsibility, and giving and receiving feedback constructively. Developing the right culture is key to empowering teams to be productive, collaborative, and achieve better solutions.
This document outlines an event about mental health and sexual violence titled "#OurBodiesOurMinds". The event was facilitated by Maya Brown and included monologues, group activities, and a panel discussion about ways to support survivors. Participants were encouraged to discuss personal experiences and reactions. The facilitator emphasized that mental health is personal and attendees should feel safe to leave or ask for help if feeling uncomfortable.
Using positive psychology approaches to support young peopleSarah Ward
Positive psychology can give you the strategies and skills to support young people with their SEMH in your profession. This positive psychology workshop is based on evidence and psychological theory. There is an increasing awareness of the efficacy of positive psychology for improved resiliency, wellbeing and emotion regulation.
Topic 1: Talking to young people about self-harm
* Why young people self-harm
* Why we think rates are increasing
* How to sensitively approach young people
* Including do’s and don’ts from young people themselves
* Thinking about managing risk in education settings
Topic 2: Building resilience and wellbeing through positive psychology
* An introduction to positive psychology
* What is wellbeing?
* Wellbeing in schools
* Techniques for building resiliency in young people
This document discusses facilitating effective grief groups for kids and training volunteers. It covers:
- The importance of group work for grieving children and Tuckman's stages of group development.
- Tips for group facilitators like maintaining consistency, being flexible, ensuring confidentiality, and being prepared.
- The complex roles volunteers play as group leaders, co-leaders, and members of the volunteer team.
- How to address challenging situations by making decisions based on the overall group.
- The presenters thank the audience and offer their contact information.
This document discusses self-concept and how it is shaped. It explains that self-concept is determined by factors like gender, culture, roles, and status. Parents, teachers, and peers all influence a person's self-image as they take on different roles in life and groups. Gender stereotypes are also discussed, noting how they can shape communication styles and expectations. The document emphasizes that understanding cultural diversity is important as cultures influence beliefs, attitudes, and behaviors in different ways.
The document discusses how a student sees themselves through various interests like cartoons, sports, and spending time with family as well as interests in history, current events, and education. It also expresses that the student's concept of self is determined by roles, status, power, gender, and culture. The student has a passion for personal development and facilitating change.
Does not contribute ideas, just
helps others
Dominator: Tries to control the group
Joker: Clowns around and distracts the
group
Withdrawer: Does not participate or
contribute
The document outlines an agenda for a workshop on preventing sexually transmitted diseases. The workshop goals are to increase knowledge of STDs beyond AIDS, explore attitudes towards adolescent risk-taking and adult responses, and introduce strategies for teaching about STDs in the classroom. The agenda includes sessions on responsibilities regarding STDs, STD facts and feelings through group activities, and a modeling activity called "STD Basketball". The document provides discussion questions to reflect on the sessions.
This document discusses stereotyping, including its definition, sources, and consequences. Stereotyping is judging groups based on opinions rather than individual characteristics. Sources of stereotyping include social learning from parents and peers, and cognitive biases like social categorization and outgroup homogeneity. Consequences of stereotyping include influencing perceptions and behaviors, self-fulfilling prophecies, and stereotype threat. Teachers are encouraged to avoid promoting stereotypes, get to know students as individuals rather than labels, and use techniques like contact between groups and cooperative learning to reduce stereotyping.
This document discusses stereotyping, including its definition, sources, and consequences. Stereotyping is judging others based on group characteristics rather than seeing them as individuals. Sources of stereotyping include social learning from parents and peers as well as cognitive biases like categorizing others and favoring one's own group. Consequences of stereotyping include influencing perceptions and behaviors, confirming stereotypes through self-fulfilling prophecies, and creating prejudice, discrimination, and denial of opportunities. Teachers are encouraged to avoid promoting stereotypes, get to know students as individuals rather than labels, and use techniques like contact between groups and education to reduce stereotyping.
This document discusses key concepts related to gender sensitivity including:
1. It defines sex and gender, distinguishing between biological and social aspects. Gender roles are learned through socialization while sex roles correspond to biological characteristics.
2. It outlines how gender socialization occurs through various institutions like family, school, church, media, and society. Stereotypes play a big role in shaping ideas of appropriate gender norms.
3. It explains the importance of a gender and development (GAD) approach which seeks to transform unequal gender relations and empower women by addressing how gender biases can impede development if not considered.
At the end of this orientation, you will be know:
- the importance of group rules,
- where your role in the group begins and ends,
- how to manage difficult behaviour, and
- the types of support you might need and where to find them.
Tell It Like It is - Sexual Health and Wellness EducationMichael Lavis
This document provides an overview and facilitator's guide for a sexual health and wellness education program called "Tell It Like It Is." The program aims to assist diverse learners and those who support them in making choices that promote wellness. It covers topics like healthy relationships, hygiene, self-confidence, boundaries, and online safety. The 10 module program also addresses sexual education topics. The goals are to help learners develop communication skills, self-esteem, recognize their own worth and respect others, understand hygiene and decision making, and receive accurate sexual education information. The facilitator's guide provides tips for customizing sessions, generating group guidelines, suggested introductory activities, effective communication skills, and an orientation section
Presented June 21, 2012 - Part of 2012 Collaborative Mentoring Webinar Series
Education Northwest/National Mentoring Center, Friends For Youth, Indiana Mentoring Partnership, Kansas Mentors, Mass Mentoring Partnership, Mentoring Partnership of Minnesota, Mentor Michigan, Mobius Mentors, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.
For updates about upcoming webinars, join and follow the Mentoring Forums at http://mentoringforums.educationnorthwest.org.
Relationships and Workforce Readiness by Craig McClay, Elizabeth Pufall Jones...America's Promise Alliance
America's Promise Alliance Community Convention 2016
Relationships and Workforce Readiness
This interactive session explored how relationships shape best practices and positive youth development in workforce readiness programs. Participants watched short, documentary-style films that capture the experiences of young adults who participated in Youth Opportunity Fund grantee programs. Researchers from the Center for Promise, joined by Youth Opportunity Fund grantee staff and youth, provided insights into its research about how webs of support encourage the development of workforce readiness.
Created by
Craig McClay, Center for Promise
Elizabeth Pufall Jones, Center for Promise
Sean Flanagan, Center for Promise
The workshop agenda covered recognizing and managing risky behaviors among adolescents. Topics included the influence of alcohol and drug use on HIV and STD risks, effective prevention programs, abstinence, negotiation skills, and community challenges. The goal was to increase knowledge of adolescent risk behaviors and identify strategies for teaching refusal skills to reduce sexual risks.
The document discusses Circle of Support, a community mental health model developed to address adolescent depression. It involves bringing together community groups, schools, health professionals, and families to educate them on the symptoms of depression in teens and how to support affected youth. The model provides curriculum and training materials for community presentations, parents and school staff, peer helpers, and skills-building activities for youth. Its goal is to build understanding of depression and provide a support network to help teens access mental health resources. Implementing the program in communities is intended to improve social connections and awareness of issues like underage drinking, suicide, and lack of adult support in schools.
What Girls Think, Feel & Do – The Findings of the Us Girls Programme | Us Gir...StreetGames
The Us Girls Programme found that girls are most willing to pay £3 for sports activities. They want women-only activities and prefer informal, fun environments. The top sports girls participate in are fitness, dance, multisport, swimming, netball, and badminton. Most sessions take place indoors at schools and community centers. Coaches who are encouraging and fun help keep girls involved. Girls want rewards for their participation but are wary of leadership roles. Working as a network supports research, events, developing advocates, and campaigns to promote girls' sports participation. Future opportunities include health initiatives and embedding learning.
The document provides 10-minute leadership lesson activities and discussions that teach leadership skills through experiential learning. It includes icebreakers, team-building activities, and discussion questions to help participants understand leadership concepts like communication, problem-solving, and self-awareness. The activities are designed to be fun, hands-on experiences that stimulate discussion and help people learn and apply leadership skills.
This document provides information and strategies for teaching about tolerance, diversity, and bullying prevention. It defines bullying as ongoing mistreatment involving an imbalance of power. The goals are to create a respectful community and empower students to challenge bigotry. Suggested activities include "Mix it Up at Lunch" day, a diversity display, and student-made videos. Teachers are advised to investigate any bullying situations, show bystanders how to respond, and have an anonymous note box. Working with students, teachers can establish classroom rules against bullying and create an antibullying pledge.
This document summarizes a workshop on movies for mental health held at Orange Coast College on February 7, 2019. The workshop was facilitated by Leslie Poston and included an introduction to her organization Art With Impact, a discussion of mental health and stigma, screenings of short films about mental health issues, and a panel discussion. Participants engaged in group discussions after each film about what they thought and felt. The workshop aimed to raise awareness of mental health issues and reduce stigma through sharing personal stories and exploring how film can portray these topics.
Trent University - M4MH - 1.26.24 - Presentation.pdfjulesp4
Movies for Mental Health is an arts-based mental health workshop that focuses on empowering young adults, educators, health professionals and community members to gain a better understanding of mental health within their environment.
2014 2015 teen trendsetters training final draft rw hbkchavonelle
Young Readers. Youth Leaders provides guidance for teen mentors in the Teen Trendsetters program. The document outlines best practices for mentors including creating a safe learning environment, building trust with mentees, maintaining confidentiality, and following program policies and procedures. It also discusses the responsibilities of mentors and the importance of being a positive role model and influence for young readers.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Answers about how you can do more with Walmart!"
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. This is me, Roe (she, her)!
GUTS! Program Manager
Meet the GUTS! team!
3. This is Tess (she, her)!
GUTS! Program Coordinator
Meet the GUTS! team!
4. • Overview of YWCA and GUTS!
• Issues that girls and gender diverse youth
face today
• Facilitation 101, setting appropriate
boundaries, other do’s and don’ts.
• Goals of GUTS!, Group structure and basics
• Scenarios
What we’ll cover
5. • Pathways – Domestic and Sexual Violence Services
• Ada’s Place – Housing for Homeless
• Planet Kids – Supervised Visitation Center
• Eliminating Racism– Promoting Racial Justice
• GUTS! – Girls’ Leadership
• Secret Seconds Thrift Stores-
– Volunteers get a 20% discount!
Come on a tour!- Sign up at
ywcaofmissoula.org
ywca missoula
7. GUTS! Mission
To support young women* in
discovering their strengths,
developing their leadership skills,
and using their voices to activate
positive community change
through mentoring, small group
discussion, outdoor challenges,
skilled trades workshops, and
community action projects.
*GUTS! enthusiastically welcomes girls, non-binary, transgender
and other gender diverse young people to our programs.
13. GUTS! wants to create a world
where youth feel strong and
valuable from the
inside out.
We want youth to use
their strengths to
create positive change
in their communities
and their world.
15. The GUTS! Goals
INSIDE OUT
GUTS! participants will:
• Identify strengths
• Improve self-esteem and self-confidence
• Improve body image satisfaction
16. GUTS! participants will:
• Seek mentors
• Develop critical thinking skills (understand
the impact of culture/media has in identity
development)
• Use their voice to advocate for themselves
and others
• Feel empowered to create positive change
in their community
The GUTS! Goals
INSIDE OUT
17. Our expectations of facilitators:
•Commit to an entire semester or year!
•Work with a co-facilitator;
meet weekly to plan
•Come prepared with a plan,
back- up plan
•Be early and consistent
•Keep in good communication with
GUTS! and with your school contact
19. Providing Safe Spaces
Gender Affirming Policy and Practice:
Interested participants/volunteers who identify with girlhood or
womanhood are welcome to join GUTS! programs. This includes
participants who are transgender, non-binary, two-spirit, etc. and
feel that GUTS! could be beneficial or enjoyable to them.
•Please use gender inclusive language when referring to the entire
group such as “you all, everyone” instead of “girls/guys.”
•Do not assume any young person’s gender. Allow space to share
pronouns with group. Follow guidelines and introduce gender
snowperson/gender unicorn.
•Ask for help from GUTS! staff if you have questions, need support!
20. 6 Facilitator Core Skills
•Appreciating Diversity
•Stepping in and Stepping Aside
•Standing with Youth No Matter What
•Self-Awareness
•Observation, Listening and Tracking
•Curiosity
21. Confidentiality
Maintain Confidentiality of Youth
• Discuss confidentiality with young people in first day of
group and limits of confidentiality.
• Take away stories, but keep identities confidential.
• Confidentiality applies for sharing info to parents.
• We can talk to school contacts about what is going
on/they will not be able disclose additional info about the
participants.
• Do not post photos/names on social media, but DO take
photos and send them to Roe or Tess so we can use
them for GUTS! media!
• Follow their lead if you see them outside of GUTS!
22. Reporting
If a participant discloses abuse:
• Listen attentively
• Show support, not distress
• Let them talk freely
• Believe them
• Thank them for sharing, tell them they did the right
thing in telling you
• Maintain confidentiality… tell only program staff
• Don’t promise that you won’t tell anyone
• Immediately contact Roe to discuss proper course of
action
• Feel honored that she trusts you enough to disclose
24. Youth-Adult Partnership
Shifting power from adult-driven to
youth-led means unpacking and
addressing adultism:
Acting as if an adult has more strength,
wisdom, and knowledge than a young person
or perpetuating the philosophy that young
people are not yet capable of making
important decisions or having a voice, and
therefore adults can make decisions for youth
without their consent.
From SPARK movement: http://www.sparkmovement.org/agenda/adult-
youth-partnerships/
25. Stages of a Relationship
• Stage1: Developing Rapport and Building
Trust
– Be predictable and consistent
– Expect testing
– Set goals for the relationship
• Stage 2: The Middle- Reaching Goals
– Expect to feel closeness
– Affirm the uniqueness of the relationship
– The relationship may be rocky or smooth
• Stage 3: Closure
– Identify emotions, such as grief, denial, resentment
– Provide opportunities for saying goodbye
26. Setting Appropriate
Boundaries
• Cell Phone/Contact information
– If participants need to call home, they can
use school phone or block number *67
• Social Media- do not follow or friend
participants or accept their requests
• Outside Relationships- must be 6 months
after end of programs to continue relationship
• Physical boundaries- don’t initiate, follow
their lead to your comfort
• Keep group together- don’t be alone with
a young person
27. When disclosing personal information:
•How will this information benefit the group?
•Is the purpose of sharing the information self-
serving or will it really help the participants? Am
I imposing personal values?
•Set boundaries for yourself: what are you
comfortable sharing?
28. Group Basics
• Outline of Group Format (afterschool)
– participants gather for group (snack)
– Check in- Question/Name Game (15 min)
– Outside play/game (20 min)
– Introduce topic/activity (30 min)
– Group Discussion (15 min)
– Check out (5-10 min)
• Establish a
Routine!
29. Group Basics
• Outline of Group Format (lunch)
– Participants get their lunches and gather -5 min
– Check in- Question/Name Game (while eating)
10 min
– Media clip/introduction of activity/short
discussion(if still eating) – 5 min
– Outside activity (game/play) 15- 20 min
OR
– Introduce topic/activity
– 15- 20 min
– Check out -2 min
30. Instilling Fun…
• Follow your passions!
• Take time to have fun… it’s relationship
building!
• Go with what the young people think is fun!
31. Tips for Behavior Management
• Set up clear guidelines/
expectations for the group (POWER
<3 and school rules) and stick to
them
• Remind about POWER <3
• Give options (take a break or join
the group)
• Establish a group call-
– “A hush fell over the crowd…” “HUSH”
– “Holy Moly” “Guacamole”
32. Co-facilitation
Questions for your co-facilitator or
new GUTS! friend.
• What is your instinctive
facilitation style?
• What are you hoping to get out
of this experience?
• What are you hoping to provide?
• Exchange contact info/set up a
time to plan!
33. Take care of
yourself so you
can be present for
the youth.
Bring your best self to GUTS!
34. Group Scenarios
• You are running your first group and it’s
immediately clear that one participant
loves to talk: above others, unknowingly
interrupting others, and all the time. Their
enthusiasm is exciting however they are
silencing others. How can you address
this situation?
35. Group Scenarios
Thank them for their input. Re-direct
conversation to engage other members!
Use and enforce talking object- Make it clear
that only one person should be speaking at a
time.
Address head on and ask person to share the air
time.
36. Group Scenarios
• One participant in your GUTS! group is
very shy. The group has been meeting
for a few weeks now and they continue to
speak in a whisper and to only one other
friend. How can you address this
situation?
37. Group Scenarios
Address them by name.
Focus on continuing to create an open space- They will share
when they’re comfortable and ready
Sit by them
Offer them chances to speak and try to engage them directly,
but don’t force them. If the friendship is detracting from
participation, find ways to foster new pairs/work partners. OR
just let them stay in their comfort zone because anxiety is real
Go with things they think is fun/utilize their strengths
38. Group Scenarios
• You notice that one of your GUTS!
participants is not excited to be there and
is resistant of participating in any activity.
How can you address this situation?
39. Group Scenarios
Note: GUTS! only works if everyone wants to be there (for the most
part)- If a participant is saying they are being forced to be there,
contact GUTS! program staff.
Talk to them after the group and ask how the group is going for
them
Observe what interests them and pay attention to potential
underlying issues preventing them from participating
Ask if they’d like to play a certain game next week and introduce it
to the group
Ask what they want to do or want to get out of GUTS!; see if you
can incorporate activities they like, and ask them to be willing to
participate
40. Group Scenarios
• You have 6 participants in your group
and 3 of them are very tight knit and cling
to one another. They constantly want to
be together and have verbally excluded
some of the other group members. What
are some things you might do to trouble
shoot this situation?
41. Group Scenarios
• Remind participants about ‘o’ in POWER<3 that
stands for openness – we don’t have to all be best
friends, we just need to be open and kind to one
another.
• Create opportunities to do things in pairs, or small
groups and mix up the group members
• Plan to do the in’s and out’s of friendship activity
42. GUTS! Resources:
GUTS! of Missoula pinterest: https://www.pinterest.com/
Google Drive: https://drive.google.com/folderview?id=0B7-
0rFhV4uKTVGJ1TWNXTGlPcjg&usp=sharing
Volunteer Facebook Group (look out for a friend request
from Gritty GUTS!)
GUTS! weekly emails from Tess!
43. Next Steps
• Group Details
• GUTS! Bag, Binder
• Volunteer Meetings
• Action Projects
Action Groups: GUTS! partners with MCPS, Target Range, Desmet to offer 16 weekly school-based groups for 12 weeks in the fall and in the spring.
*note about volunteers
LEAD, Body Image Support Group, Action projects
5 or 6-day trips for girls
GRIT encourages girls (ages 11-18) to gain confidence through trade exploration workshops.
Statistics about girls:
54% of high school aged girls are trying to loose weight
71% trans youth have been diagnosed with an eating disorder.
More that 54% of 3rd-5th grade girls worry about their appearance (Girls Inc., 2006)
49% of girls ages 13-18 who have been in a relationship have done something that went against their values or beliefs in order to please a boyfriend or girlfriend (Love is Not Abuse, 2006)
Unrealistic and narrow beauty standards
Girls’ value tied to appearance/sexual appeal or behavior
Sexual objectification of girls and young women
Pay inequality
80% of 10 year old American girls say they have been on a diet
53% of 13 year old girls are unhappy with their bodies– a number that increases to 78% by age 17
Between the ages of 12 and 15, the percentage of girls experiencing depression triples (National Survey on Drug Use and Health, 2012
GUTS! VISION statement
Physical- set up guidelines before you do any activity; school rules apply
Emotional- protecting emotional safety of each group member; interrupt any negative talk about other group members or anyone else (including themselves), activities are focused strengths and positivity- not asking participants to disclose trauma or treat as counseling session, for example;
Social/Cultural Safety- acknowledge uniqueness and celebrate this. Get to know the participants’ cultural backgrounds, and create a space where people can share unique experiences. Safe space for LGBTQ, Indigenous/Native and other people of color, people with disabilities.
GUTS! – was created on feminist model that views gender as binary- moving to model that serves any young person who identifies as girl-identified, transgender, gender non-conforming, non-binary, two-spirit, gender fluid, gender questioning, etc.
Hardy Girls, Healthy Women handout:
Hold multiple realities as truth. Invite and celebrate different perspectives, situations, experiences that may emerge in the group. The key is to develop comfort with sitting with diverse perspectives simultaneously- without seeking to defend, debate, discount– honor what each person sees and experiences as their truth. NON-judgmental.
You lead the group- what this means is you facilitate conversation, silence, group experiences– as a means to recalibrate, realign or redirect the group process. At times this means you assert yourself as a leader in service to the participants and the larger purpose, other times you step aside and let the girls take the lead. Can be challenging/messy. It’s a balance of letting go of control providing structure when needing and letting go of structure when needed.
Loyalty is so important especially bc of the way sexism has pinned women/girls against one another. Having their back no matter what. Doesn’t mean agreeing always but agreeing to listen. Be comfortable as they challenge issues. WITNESS.
Self awareness- notice yourself and your own responses, reactions and internal dialogue as a facilitator. Come back to what’s best for group/individuals and empathy. Take time to reflect each week with cofa, notice your triggers, ask for help.
Observation, listening, tracking- Be a mirror and keen observer of group dynamics! Listen, watch, notice behavior, silence, words not said, where people choose to sit, the order in which people speak- a lot can be read in the in betweens.
Curiosity- stay open to learning and exploring new possibilities, perspectives, insights. They are the experts of their own reality. Model genuine desire to explore new topics… Openly displaying curiosity creates a learning environment that feels safe, non-hierarchical and suggests all members have something to learn and something to teach. Posing questions as opposed to providing answers creates space to recognize and draw out each participant. Move focus away from you and what you know to the youth and what they know and want for themselves.
Leave your baggage at the door. This is your time to be with the girls and not think about homework, bills, relationship problems, etc.