1. PROJECT MAGIC
Making a Group and Individual
Commitment by Marilyn Smith
Presented by Street Smart Youth Project
Inc.
Monique Terrell, PSYD

2. BACKGROUND
 MAGIC, a University of Nevada Cooperative Extension program,
is an innovative, collaborative prevention program designed to
help juvenile offenders leave the criminal justice system and
become productive members of society.
 While participating in MAGIC, young people ages 12 to 18, learn:
positive communication skills; problem solving; decision making;
self-responsibility; conflict resolution; and, goal setting. Youth also
select and conduct a service project designed to benefit their
community.

3. BACKGROUND- CONT’D
 Parents and/or guardians of these young offenders also
participate in the program. During three evening meetings, these
adults learn to: positively communicate with their teen; manage
anger during conflict situations; recognize symptoms of drug
and/or alcohol abuse; and, positively discipline their children.

4. THEORETICAL APPROACH
 Resiliency Model, using ecological framework
The phenomenon of successful development under high-risk
conditions is known as “resilience,” and a great deal of research has
been devoted to identifying the protective factors and processes that
might account for children’s successful outcomes (Garmezy, 1985;
Glantz& Johnson, 1999; Masten, 2001).

5. THEORETICAL APPROACH-
CONT’D
 The research base for Project MAGIC indicates developmental
assets reduce negative behaviors and increase positive behaviors
in youth. These assets include both external factors and internal
factors.
 External assets surround youth in many different contexts such as
adult support, empowerment, boundaries and expectations, and
constructive use of time.
 Internal assets help youth make good choices and result in a
commitment to learning, positive values, positive identity, and
social competencies.

7. ECOLOGICAL FRAMEWORK

8. WHAT DOES THE RESEARCH SAY?
 The curriculum materials were designed to address research that shows
adjudicated youth are likely to be raised in families with high rates of conflict
(West & Farrington, 1973); a history of low educational achievement
(Hawkins & Lishner, 1987); and personal problems (Beschner, 1985;
Hawkins, 1985). Frequent use of drugs is also common among juveniles who
engage in delinquent behavior. In the National Youth Study, a self-report
survey of a nationwide sample of adolescents, Elliot and Huizinga (1984)
found that nearly 50 percent of serious juvenile offenders were also illicit drug
users.
 Prevention programs will have their greatest chance for success if they can
connect with teenagers on subjects of high priority to them, including social
relationships and individual competencies. By contrast, if they concentrate
only on discouraging substance use, they risk being irrelevant to most young
people’s primary concerns, becoming an activity that the youth view as
important only to adults.

9. PARTICIPANTS
 Each MAGIC group is made
up of 10 to 12 teens who are
referred into the program by
juvenile justice collaborators.
These youth are entry level,
less serious offenders.
Sexual or violent offenders
are not
admitted. MAGIC participant
s meet two or three times a
week for approximately two
months.
 MAGIC is designed for, and
has proven successful with,
teens just entering the
juvenile justice system or
juveniles with low incident
rates. Thousands of young
people have participated
in MAGIC.
Risk Factors
Low parental involvement
Alcohol use
Academic low achievement
Low Socio-economic status

10. REPORTED OUTCOMES-
OVERVIEW
 Most teens report: increased
self-esteem, better attitudes
toward peers and school,
and increased
communication with parents
and other adults. Parents of
MAGIC teens consistently
report improvement in their
teen's behavior AND report
an increase in their own
knowledge of parenting
techniques.
 A study conducted one year
after involvement in the
program indicates that skills
learned in MAGIC are
helping youth stay out of
trouble. The program also
helps save taxpayer dollars
because young offenders
leave the juvenile justice
system to become productive
members of society.

11. REPORTED OUTCOMES FOR
PARENTS-
 Conflict Management: Parents will increase positive conflict
resolution skills by setting realistic expectations for themselves and
their family with clear, appropriate limits and related, reasonable and
respectful consequences.
 Communication: Parents will learn positive communication
techniques and increase skills in praising and encouraging youth.
 Responsibility/Decision Making: Parents will increase skills and
confidence in their ability to make decisions that promote the well
being of their family by recognizing strengths and resources they
bring to parenting.
 Cooperation: Parents will increase family functioning through
teamwork, family recreation and a commitment to cooperate

12. RECOGNITION
 MAGIC received the 1997 National Award for Excellence at the
National Rural Institute on Alcohol and Drug Abuse from the
Center for Substance Abuse Treatment, U.S. Department of
Health and Human Services.

13. MAGIC CONSENT FORMS
YOUTH AND PARENT PERMISSION
TO PARTICIPATE IN THE EVALUATION OF MAGIC
 All MAGIC students and
parents are asked to review
the consent forms and
consider participation. Some
youth may be court
mandated. In those cases
consent may be given by DJJ
in lieu of parental consent or
youth assent.
 The results of the study will
help MAGIC instructors
improve the program for the
future. SSYP believes in the
power of self- evaluation. We
never want to continue
interventions which have been
proven ineffective. All
answers are confidential as
outlined on the consent forms
that follow. The evaluation will
be conducted during regularly
scheduled MAGIC youth and
parent meetings.

14. MAGIC CONSENT FORMS
YOUTH AND PARENT PERMISSION
TO PARTICIPATE IN THE EVALUATION OF MAGIC-
CONT’D
 Consent Forms: If an individual agrees to participate in the study,
they must initial the first page and sign the second page of the
appropriate consent form.
 1. Youth Assent to Participate in a Research Study.- Before participating in the
evaluation of MAGIC, participating youth must give written consent to
participate in the study by signing the attached form.
 2. Parent Consent for Youth to Participate in a Research Study- Parents are
asked to sign this form to give permission for their minor child(ren) to
participate in the study. Both the youth and the parent must give permission
by signing the consent forms before a youth can participate in the evaluation
of MAGIC.(with exception to a mandated population).
 3. MAGIC Parenting -- Consent to Participate in a Research Study- This is a
pre-post survey for the parents who are participating the parenting classes.
Parents may review the surveys and the student workbook. This may help
them decide if they are willing to participate in the evaluation of MAGIC.
These surveys and workbooks must stay in the possession of the instructor
and may not be taken home.

15. WHAT CAN YOU EXPECT FROM
TODAY’S TRAINING
 Increased skills and knowledge related to group facilitation
 Interactive learning environment
 Content knowledge regarding Project MAGIC
 Process knowledge regarding Project MAGIC
 Opportunity to practice facilitation skills in - vivo

16. WHAT SHOULD YOU HAVE FOR
TODAYS TRAINING ??
 Writing Utensil
 Phone on vibrate or silent(thank you)
 A Facilitators packet
 A youth workbook(please save trees and complete all exercises
on separate piece of paper). We will collect workbooks at the end
of today’s session.
 A notebook or loose-leaf paper
 Patience
 A sense of humor!!!!

17. WHAT MAKES A GOOD FACILITATOR???

18. AN IDEAL GROUP FACILITATOR
WILL
 Go the extra mile
 Show up on time and prepared
 Show up motivated and encouraged
 Set limits and boundaries
 Respond to the needs of the group
 Represent the organization professionally
 Know their stuff
 Work independently and collaboratively
 Value evaluation and encourage feedback

19. BEFORE STARTING MAGIC
 Job Description- a 10 – 20 hour contractor with experience and/or
interest in prevention programming.
 Training and Fingerprinting
 Training in child abuse recognition, reporting and prevention
 Establishing the best collaborations
 Attain consent for youth and parents and limits to confidentiality
statements
 Obtain Necessary Supplies- copies of curriculum, workbooks and
supplies dedicated to each session
 When available, meet with youth and parents before sessions
 During this meeting pre- surveys are completed

21. MAGIC SESSIONS ALL LOOK LIKE THIS:
 Lesson Plan- Each Session has a plan attached, it is the first page of the session.
 Post Agenda
 Post Code of Conduct
 Set the Room Temperature
 Set: This is an important tool for learning, in MAGIC sets are used to help
participants focus on the concepts being presented. For example if we
were talking about session 7- Conflict Management, the set would be
“Use a Different Approach…
 Activities
 Closure- Project MAGIC uses a closure activity to summarize the lesson.
 Some sessions have Pre and/or Post test portfolio exercises
 Some session include another qualitative tool
 Ex. Letters home to parents

22. MAGIC SESSIONS ALL LOOK LIKE THIS:
 Example Checklist- Session 1
 Arrange for a meeting room/snacks drinks
 Be familiar with sessions and each activity
 Get supplies- index cards, pens, sticky notes, markers
 Gather old magazines
 Get two packs of cards and candy
 Create a workbook for each teen
 Create a poster size room temperature chart
 Create a blank code of conduct poster board
 Review Closure suggestions

23. BREAK

24. SOMETHING TO KEEP IN MIND FOR
SUCCESSFUL GROUP FACILITATION
"Coming together is a beginning,
keeping together is progress, and working
together is success."
- Henry Ford-

25. The Goal…
Healthy behaviors
…for all youth, their families and communities
Start with…
Healthy beliefs & clear standards
…in families, schools, communities and peer
groups
Build…
Bonding
• Attachment • Commitment
…to families, schools, communities and peer groups
By providing…
Opportunities Skills Recognition
…in families, schools, communities and peer groups
And by nurturing…
Individual characteristics

26. Define the Problem
PUBLIC HEALTH MODEL
Identify Risk and Protective
Factors
Establish Effective
Interventions
Program Implementation
and Evaluation

27. HOW DO WE LEARN TO FACILITATE
EVIDENCED-BASED CURRICULA?
 Learn the basics
 Theoretical foundations
 Previous research
 Desired outcomes
 Evaluation Criteria
 Targeted population

28. MAP FOR THE REST OF THE DAY
 We will go through one full session of MAGIC, Session 1
 We will have a lunch break(30 minutes)
 Then take turns facilitating activities in Sessions 2- 9 ( using
facilitators guide and student workbook).
“ Education is not the filling of a pail, but the lighting of a fire.”
- William Butler Yeats

29. TERMS USED THROUGHOUT THE
CURRICULUM
 Set
 Checklist
 Lesson plan
 Observation forms
 Portfolio task
 Closure
 Room temperature

30. SESSION ONE- WHO ARE YOU?

31. LESSON PLAN #1
Each Session will gives you a road map in the form of a lesson plan
which will guide your facilitation.
 Attendance(5 mins)
 Housekeeping (5 mins)
 Introductions (10 mins)
 Activities- (30 mins)
 Identifying Strengths and Weaknesses(10 mins)
 Collage or 21 Game of Life (20 mins)
 Closure/Session Review(10 mins)

32. INTRODUCTIONS- SESSION 1
 Objectives
 To provide a way for group members to get to know each other
There are 4 activities in the workbook that help group members get to know each
other….complete the workbook pages 1-3.
 Who are you?
 Name Cards
 Turn Over a New Leaf
 Pack Away Excess Baggage

33. ROOM TEMPERATURE- SESSION 1
 Objectives-
 To increase group cohesion
 To increase youth awareness
What we will need?
• Room temperature chart, sticky notes, pens, workbook
Time:
• 10 mins
 The Room temperature Chart will be used throughout the entire curriculum….as a
way to begin each session…..basically it’s a way to gauge how the group is
feeling…as we know…one bad apple or mood can spoil the bunch…and knowing
is half of the battle….so if a few people are not feeling it(which may be the case in
mandatory populations) it may be worth a dedicated discussion.
 Turn to your temperature chart(page 4)and complete questions A, B, C.

34. CODE OF CONDUCT- SESSION 1
 Objectives
 To let youth develop and agree to follow the groups guiding principles
What we will need?
• Index cards, flip chart paper. Pens, markers, workbooks
Time:
• 20 mins
 Brain Drain- Take 2 minutes to write down everything that will make a group work
effectively(then prioritize)
 Futures Wheel- Flip Chart MAGIC code of conduct(center), record #1’s , 2’s and 3’s
 Workbook Code of Conduct(page 5)

35. IDENTIFYING STRENGTHS AND
WEAKNESSES(WORKBOOK PORTFOLIO
TASK)- SESSION 1
 Objectives:
 This is a portfolio task that will be used for evaluation purposes
What we will need?
• Pens , workbooks
Time:
• 10 mins
 Please read the instructions and complete 2- page worksheet in your
workbook….this is a pre- test…..so youth will be asked about what they know
about the topic thus far….they should be told that there is no right or wrong
answers as we will be discussing it further in the future.

36. COLLAGE- SESSION 1
 Objectives
 To discuss positive attributes and getting acquainted
What we will need?
• Magazines, scissors
• Flip chart, tape
Time:
• 20 mins
Procedure:
 Cut pics out of magazines that help describe who you are and what you want to be…Vision boards of
sorts…..The collage should represent
 Something you are striving toward
 Your greatest achievement to date
 Something you strongly believe in
 Something you would like to become better at
 Anything that is stopping you from succeeding

37. 21 GAME OF LIFE- SESSION 1
 Objectives
 To discuss consequences of negative behaviors
What we will need?
• Pieces of candy
• 2 stacked decks of cards
Time:
• 20 mins
Procedure:
 Today we will be playing a betting game…….but the games will be stacked…have you
ever felt like life was handing you a stacked deck? If so. Why??
 I'm going to all the aces (if someone has lost a significant loved one in this last
year)…in the curriculum it would be different examples
 Remove the Kings(if anyone has made a mistake in their youth that held long term
consequences
 Remove the queens if anyone has ever failed a class or been terminated from a job.
 Remove the jacks if you have ever lost your temper to the detriment of a relationship

38. OBSERVATION OF STUDENT
BEHAVIOR- OPTIONAL- SESSION 1
Take a look at the behavior
observation sheet….lets
discuss your thoughts on if it
would be a viable part of
programming….(pg. 30 of
facilitators guide)

39. CLOSURE ACTIVITY- SESSION 1
Lets Pick a Closure activity
together, please refer to page
31 in Session 1(facilitators
guide).

40. BREAK- LUNCH
 Enjoy!

41. FEEDBACK ON SESSION 1
 What are the positives?
 Negatives?
 Any suggested modifications?
 Comments, questions, concerns?

42. SESSIONS 2- 9
 Sessions 2- 9 will be facilitated by YOU!!
 Pick a partner and you will be given 20 minutes to plan for 2
activities in 2 groups. You will be given one activity from two
different sessions. Make sure you utilize the format of making
sure the audience knows what materials we will be needing, the
time the activity will take and the procedure that you will uses.
Items for the activities can be found in the activities bin. For each
activity, one partner will be the lead and the other will co- lead and
for then switch.

43. PLANNING TIME- 20 MINUTES

44. SESSIONS 2 AND 3- GROUP # 1
Session 2- Teamwork- “ Destiny is not a
matter of chance it’s a matter of choice,
it is not a thing to be waited for , it is a
thing to be achieved” – William Jennings
Bryant
Session 3- Values- “ Character cannot be
developed in ease and quiet, only through
experience of trial and suffering can the
soul be strengthened, vision cleared.
Ambition inspired, and success achieved” –
Helen Keller
 Activity- Stranded on an
Island- pages 41- 42 in
facilitators guide
 Activity- Perceptions- page
61in facilitators guide and
corresponding workbook
page

45. SESSIONS 4 AND 5- GROUP #2
Session 4- Communication
“When all other means of
communication fail, try words”- Author
Unknown
Session 5- Communication
“ Courage is what it takes to stand up
and speak: courage is also what it
takes to sit down and listen”- Author
Unknown
 Activity- Minefield, page 81in
facilitators guide and
corresponding workbook
 Activity- For Your Eyes Only,
page 89 in Facilitators
handbook.

46. SESSION 6- POST
TEST/FACILITATOR
 In Session 6 we will see a post –test about communication, this
corresponds to a workbook page(Define Effective Communication
Page 27)
 Youth are given 10 minutes to reflect on what they have learned
about communication…and then fill out workbook sheet
 Desired Outcome- Their descriptions should be more detailed
than the first description(done in a previous session)
 Two volunteers are asked to share their opinions

47. SESSION 6- A LETTER HOME
 Pages 128 and 129- Facilitators guide

48. BREAK

49. SESSIONS 6 AND 7- GROUP # 3
Session 6- Communication, “ I
cant know what I mean til I hear
what I say”- Anne Burthoff
Session 7- Conflict Management, “
Nothing gives one person so much
advantage over another as to remain
always cool and unruffled under all
circumstances” – Thomas Jefferson
 Activity- Factors that open up
communication, page 123
and 124 of facilitators’ guide.
 Activity- My Conflict Style,
page 140 of facilitators guide.

50. SESSIONS 8 AND 9- GROUP # 4
Session 8- Stress/Anger, “ There
are two times I feel stress, Day
and Night” - Anonymous
Session 9- Self- Responsibility, “ The
real voyage of discovery lies not in
seeking new landscapes , but in
having new eyes”- Anonymous
 Activity- Stress Scale, page
151 of facilitators guide and
workbook pages 51 and 52.
 Activity- Taking
Responsibility for Actions,
page 157 of Facilitators
guide.

51. THAT’S ALL FOLKS!!
 Wrap Up
 Summation
 Questions
 Comments
 HW

52. WELCOME BACK!
Lets take some time to review the core components of MAGIC up
until this point..
 Comments?
 Questions?
 Suggestions

53. SESSION 10- DECISION MAKING
Chapter I
I walk down the street.
There is a deep hole in the sidewalk.
I fall in.
I am lost... I am hopeless.
It isn't my fault.
It takes forever to find a way out.
Chapter II
I walk down the same street.
There is a deep hole in the sidewalk.
I pretend I don't see it.
I fall in again.
I can't believe I am in this same place.
But it isn't my fault.
It still takes a long time to get out.
Autobiography in Five Short Chapters…..

54. Chapter III
I walk down the same street.
There is a deep hole in the sidewalk.
I see it there.
I still fall in... it's a habit... but,
my eyes are open.
I know where I am.
It is my fault.
I get out immediately.
Chapter IV
I walk down the same street.
There is a deep hole in the sidewalk.
I walk around it.
Chapter V
I walk down another street.
- Portia Nelson

55. SESSION 10- DECISION MAKING
Lesson Plan
 Post the agenda
 Post the code of Conduct
 Room Temperature
 Set: Decision Making(Dots and Decisions)
 Activities
 A. Decision Making Steps(youth put in order and discuss steps)
 Consequence game
 My problem Worksheet
 Closure: Return to Dots activity or choose a suggestion

56. SESSION 10- DECISION MAKING
Complete Before Session
 Read Sessions intro material
 Arrange for a room/snack/drinks
 Be familiar with session objectives/activities
 Gather supplies- label dots, tape , paper, index cards. Decision
making steps
 Create one set of dots per youth
 Create decision making steps handouts
 Create consequence game hats and folders

57. SESSION 10- DECISION MAKING-
INTRO
 Objectives
 To teach about the steps involved in making informed decisions
 To help youth recognize that all decisions have consequences and that all
decisions impact the future in positive and/or negative ways
 To create awareness of the types of decisions teens are faced with and reflect
on the impact of different choices.
 Set: The Dot activity is the set for this session
 Closure: The dot activity can be used again

58. DOTS AND DECISIONS- SESSION
10
 Objectives-
 To create an awareness of the different types of decisions teens face today
 To share ideas and learn new techniques for dealing with some of these
decisions
 Estimated Time: 15 minutes
 Procedure: Everyone should have or take 10 dots that have been pre-labeled
in the order of 1- 10…The number corresponds with the level of severity you
feel like. Get into a pair or group of three and brainstorm a list of decisions
youth are facing today….make sure you consider decisions that have an
impact on your future….After 5 minutes, we will share the issues we came up
with….

59. DECISION MAKING STEPS- SESSION 10
 Objective:
 To acquaint youth with the decision making process
 Objectives
 To discuss positive attributes and getting acquainted
What we will need?
• Copy the six decision making steps
• Index Cards- one per youth
Time:
• 15 mins
Procedure:
 Six Volunteers come to the front of the room with one step in their hand…they are asked to line up
shoulder to shoulder….the audience helps them put the steps in the order of procedure….after the
steps are in the correct order…post where they can be seen.
 Identify ALL options relating to the decision
 Identify ALL consequences for each option
 Decide which consequence is most desirable
 Assess the likelihood of each consequence
 Make a choice
 Evaluate the choice at a future date

60. THE CONSEQUENCE GAME-
SESSION10
 Objective:
 To allow youth to examine the relationship between actions and/or behaviors and
consequences. Students will also determine realistic, reasonable and appropriate
consequences for a specific action.
 To discuss the impact on a person who has been labeled or stereotyped
What we will need?
• Flip Chart or Blackboard
Time:
• 30 mins
Procedure: page 173 and 174
 Behavior/Action Hats
 Consequence necklace

61. MY PROBLEM- POST TEST
 Objective:
 To determine if the youths decision making and/or problem solving skills have
changed due to the knowledge they gained in MAGIC.
 Objectives
 To discuss positive attributes and getting acquainted
What we will need?
• Workbook- “My Problem” page
• Pens
Time:
• 15 mins
Procedure:
 Open workbooks to My Problem page and complete questions. Then ask questions
on page 175 of facilitators guide.

62. SESSIONS 11 AND 12- GROUP #1
Session 11- Community Project Planning- : I
don’t know what your destiny will be, but one
thing I know : The only ones among you who
will be truly happy are those who have sought
and found how to serve”- Albert Schweitser
Session 12- Community Project
Publicity, “ Never believe that a few
caring people cant change the world.
For indeed, That’s all who ever have”. –
Margaret Mead
 Activity- The Human Knot,
page 182 of your facilitators
guide.
 Activity- Community Service
and Your Resume, page 197
of the facilitators guide.

63. SESSIONS 13 AND 14- GROUP # 2Session 13- Community Work Day,
“Opportunity is missed by most
people because it is dressed in
overalls and looks like work”- Thomas
Edison
Session 14- Drug Abuse Education, “
It is a rebellion without a cause,
rejection without a program and
refusal of what is, without a vision of
what should be” – Dr. Stanley Yolles
 No Activity
 Activity- Drug K-W-L Chart.
Page 213 of facilitators
guide.

64. SESSIONS 15 AND 16- GROUP #3
Session 15- Technology, “ The illiterate
of the 21rst century will not be those
who cannot read and write, but those
who cannot learn, unlearn, and relearn.”
– Alvin Toffler
Session 16- Technology
 Activity- Favorite Places in
our community- page 229 of
Facilitators guide.
 No activity- field trip

65. SESSIONS 17 AND 18- GROUP #4
Session 17- Goal Setting, “ Some see
things and say, Why? I dream things
that never were and say, Why not?-
George Bernard Shaw
Session 18- Goal Setting II-. “
Discipline is the bridge between goals
and accomplishments”- Anonymous
 Activity, Past and Present,
page 246 of facilitators guide.
 Activity- The Most Important
Thing, “ page 261- 262 of
facilitators guide.

66. SESSIONS 19 AND 20-
FACILITATORSession 19- Goal Setting III, ”You must
have long- range goals to keep you from
being frustrated by short- range
failures”- Charles C. Noble
Session 20- Program Review, “ Know
what's weird? Day by day, nothing
seems to change, but , pretty soon,
everything is different.”- Calvin of
Calvin and Hobbes
 Activity- Hitting the Mark,
page 280 of Facilitators
guide.
 Activity- Post Surveys and
Post testing/Parents and
Youth. Pages299 of
facilitators guide and copies
of youth, parent surveys,
parent letter, and pages 81-
85 of workbook

67. SESSION 21- GRADUATION!!!!!
“The Hardest Thing in
Life is to Know Which
Bridge to Cross and
Which to Burn”- David
Russell

68. SURVIVAL GUIDE
 Life’s Little Survival Guide
 Review of items, any adjustments? Additional items?
 Certificate of completion

69. PORTFOLIOS: EXPLANATION,
EVALUATION AND SCORING
“ It is Good to Have an End
to Journey toward, but it is
the journey that matters in
the end”- Ursula K. Leguin