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Candi Dierenfield 4H Youth Development, Eielson AFB, AK

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Title: Candi Dierenfield 4H Youth Development, Eielson AFB, AK


1
Welcome
Teen Natural Helpers
Candi Dierenfield 4-H Youth Development, Eielson
AFB, AK Deborah Conklin Youth Center Director,
Eielson AFB, AK
2
Teen Natural Helpers is a training designed
1. To educate teens about personal, family,
school related issues so they may become
natural helpers in their community. Issues
discussed include concerns most frequently
presented the Access Eielson agencies.2. To
support the trained natural helpers in
implementing outreach services which addresses
community concerns. Base Helping Agencies or
Community Helping Agencies
3
  • Eielson families experience greater
    satisfaction with AF life and report a greater
    sense of community.
  • Eielson families evidence higher adaptation to
    AF demands by enhancing community cohesiveness.
  • Unit leaders experience fewer personal and
    family problems that distract from personnel
    preparedness by building squadron assets.

Outcome Goals
4
Natural Helpersusing theCommunity Capacity
Building Model
  • Community agencies (base) agencies, community
    (unit) leaders, and community members share
    responsibility for the general welfare of the
    community and its members
  • Building informal networks to increase community
    resiliency
  • Current research demonstrates that as a community
    builds up their formal support agencies they
    actually weaken the informal networks. Why
    should families/coworkers/friends helpsome
    agency will fix the problem -- after the fact.

5
Natural Helpersusing theCommunity Capacity
Building Model
  • People get a sense of community by giving, not
    receiving.
  • Community member want to be involved in
    supporting the community but often lack the
    information about how to get involved and
    opportunities for involvement.
  • Base agencies increase their effectiveness and
    efficiency as integrative and customer focused
    resource for base and unit leaders and members
    and families.
  • Access Eielson recognizes that there are already
    natural helpers in our community - people
    others turn to in a time of need.
  • Often the helping agencies are the last place a
    person turns to for assistance. People tend to
    wait until the situation is a crisis before using
    formal resources.

6
RESULTS MANAGEMENT
THE END JUSTIFIES THE MEANSbeginning with the
end in mind
7
RESULTS MANAGEMENTBeginning with the end in mind
ActivitiesMeasurable event(s) or interventions
designed to produce a specific program result
Community AssetsAgency ResourcesNeeds/Assets
Assessment of Community to be serviced
  • Community Results General Outcomes that are
    typically characterized by long-term benefits
  • Health Well-Being
  • Safety
  • Family Adaptation
  • Community Satisfaction
  • Personnel Preparedness
  • Program ResultsShort-term, measurable results
    that can be influenced by the intervention
    strategies of agencies, working individually or
    in partnership with one another
  • Community Connections
  • Interagency Collaboration
  • Leader Support

Source Dr. Gary Bowen
8
COMMUNITY COLLABORATION The goal of community
collaboration is to bring individuals and
members of communities, agencies and
organizations together in an atmosphere of
support to systematically solve existing and
emerging problems that could not be solved by
one group alone.
9
FACTORS CONTRIBUTING TO THE STAGNATION OR DEATH
OF COLLABORATION
  • Competition Among Agencies
  • Negative Past History
  • Little Knowledge of the Community
  • Bureaucratic Red Tape
  • Poor Inter-agency Communication
  • Lack of Shared Vision
  • Concentration on Risks Instead of Assets

10
  • Competition Among Agencies -- i.e. the Dreaded
    Turf Issue
  • Negative Past History -- Theyve been
    difficult to work with in the past, so why
    should we even bother?
  • Little Knowledge of the Community -- I didnt
    know this area had
  • Bureaucratic Red Tape -- Funding from here
    cannot be utilized for this, this, or this
  • Poor Interagency Communication
  • Lack of Shared Vision
  • Concentration on Risks Versus Assets -- Our
    community has poor schools, poor families,
    run-down facilities, higher on welfare, more
    gangs, more violence, more drugs, etc., etc.

11
The Collaboration Framework -- National Network
for Collaboration
How a Collaboration Thrives -Building and
Defining Relationships -Move from Activity Driven
to Outcome Focused -Move from Problem Driven
Solutions To Vision Driven Solutions
12
ASSETS MODEL CHANGE YOUR STINKIN
THINKINFOCUSING ON ASSETS RATHER THAN DEFICITS
Problems, problems, problems
13
Among every community deficiency lies a secret
opportunity for success. Unknown
Search Institute StudiesDevelopmental Assets--
External-- InternalBy refocusing what we
promote in our working relationships, community
activities, etc., we model finding opportunity in
obstacles We extend the Development Assets Model
to encompass our communities
Source Search Institute, Minneapolis, MN
14
Developmental Assets
  • External Assets
  • Support
  • Empowerment
  • Boundaries Expectations
  • Constructive Use of Time
  • Internal Assets
  • Commitment to Learning
  • Positive Values
  • Social Competencies
  • Positive Identity

15
  • Credited Sources
  • Collaboration Framework Addressing Community
    Capacity, the National Network for Collaboration
  • Community Collaborations A Guide to the
    Standards of Practice Supporting Youth
    Families, Lynne Borden, Ph.D., Teresa Hogue,
    M.S., and Daniel Perkins, Ph.D.
  • The New Community Collaboration Manual, the
    National Assembly of National Voluntary Health
    and Social Welfare Organizations
  • Air Force Community Needs Assessment Resource
    Training Manual A Results Management Approach,
    Gary L. Bowen, Ph.D., ACSW and Dennis K.
    Orthner, Ph.D.

16
Teen Natural Helpers Agenda March2009
17
Teen Natural Helpers Training Agenda
14 March -- Welcome/Introductions-- Colours IQ
-- Mental Health Issues-- Suicide Awareness--
Stress Management-- Readiness-- Assisting
Others
15 March -- Military Protocol-- Bullying-- Peer
Pressure-- Smoking Prevention-- Teen
Pregnancy-- Substance Abuse Prevention
16 March -- Family Maltreatment-- Healthy
Relationships Dating Violence-- Access Eielson
Overview-- Youth Programming Overview-- Case
Scenarios-- Graduation
18
Take charge of your attitude. Don't let someone
else choose it for you.
19
Never give up on anybody. Miracles happen every
day.
20
Don't be called out on strikes. Go down swinging
21
Never deprive someone of hope it might be
all they have.
22
Together We Make A Difference!
23
Colours Personality I.Q. Presented by
Candi Dierenfield
24
Hue are You?
Orange Green Blue Gold
25
Green Temperament The Analyzer
  • Intellectual approach to things, analytical
  • Independent, quiet
  • Avoids small talk
  • Caring about competence
  • Appears aloof, cool manner
  • Avoid social obligations, prefers small groups
  • Likes to look at the whole picture
  • Creative when challenged

On the Job FocusGreen tends to be independent
andproduct oriented
26
Green Temperament The Analyzer
Preferred Learning Environment...
  • Logical/theoretical approach
  • Individual research
  • Time to debate, analyze create
  • Use of models, diagrams, graphs, charts,
    comparative material
  • Frequent change of challenging assignments
  • Serious, inventive atmosphere
  • What if Why questions allowed
  • Use of technology daily

27
Green Temperament The Analyzer
If You Work with a Green...
  • Need to know why you are doing something
  • Likes to work alone, let them be independent
  • Like to figure things out for themselves
  • Communication will openly quickly if you
    acknowledge their competence
  • Dont push them into discussing feelings
  • Offer to help with details
  • Remember that talking too much is annoying

28
Blue Temperament The Peacemaker
  • Tireless effort to create harmony
  • Ability to draw out others
  • Inspirational personality, can motivate others
  • Good listening skills
  • Sincere, honest
  • Socially adept
  • Noncompetitive
  • Cause-oriented

On the Job FocusBlues tends to be interactive
andcustomer oriented
29
Blue Temperament The Peacemaker
Preferred Learning Environment...
  • Group Activity Discussion
  • Informal Atmosphere
  • Little or NO Conflict
  • Verbal Positive Praise
  • Freedom to Integrate Art/Poetry Into Work
    Assignments
  • Project Work With Others
  • Attractive Colorful Work Environment
  • Cozy Corners/Colorful Furniture/Fine Arts
  • Personal Collections Displayed

30
Blue Temperament The Peacemaker
If You Work with a Blue...
  • Provide opportunity to empower others
  • Associate a cause with work
  • Provide group projects/team building approaches
  • Respect display of emotion
  • Talk with feeling and emotion, share feelings
  • Always be honest
  • Provide positive praise when appropriate

31
Orange Temperament The Activators
  • Like an active lifestyle
  • Enjoy spontaneity and enthusiasm
  • Fix it people, efficient in a crisis
  • Vibrant attitude and personality
  • Make any environment lively, make their work
    seem enjoyable
  • Competitive spirit
  • Flexible and easily adaptable, no need for
    directions
  • Could sell the shirt off their back

On the Job FocusOrange tends to be action
orientedandsells the customer on ideas/products
32
Orange Temperament The Activator
Preferred Learning Environment...
  • Active Fun Environment
  • No repetition, Variety
  • Problem-solving Environment
  • Debate Brainstorming
  • Abstract Concrete Ideas Related
  • Competition with Tangible Rewards
  • Frequent Outside Work
  • Negotiations

33
Orange Temperament The Activator
If You Work with an Orange...
  • Remember they like to have fun
  • Be enthusiastic and adventuresome
  • Give them space, let them loose on a project
  • Be flexible
  • Use humor
  • Move quickly to the point of the discussion
  • Let them sell your ideas to others
  • Foster creative opportunities and use tangible
    rewards
  • Acknowledge their entrepreneurship

34
Gold Temperament The Organizer
  • Seek structure, organization
  • Value timeliness, has everything ready
    where/when you need it
  • Value neatness, everything has its place
  • Fits in well with rules, very structured
  • Can get compulsive and not relax
  • Dependable, loyal, ethical
  • Completes things with expertise
  • Interested in history, tradition and family
    background

On the Job FocusGold tends to be
structuredandcompany oriented
35
Gold Temperament The Organizer
Preferred Learning Environment...
  • Structure
  • Schedules, Time Frames
  • Deadlines Clearly Defined
  • Review Wrap-up
  • Opportunity to Organize, Plan
  • Classify, Reorganize
  • Orderly, Neat Workplace
  • Areas Assigned Area Respected

36
Gold Temperament The Organizer
If You Work with a Gold...
  • Be punctual, neat and orderly
  • Praise their organizational skills
  • Acknowledge their skills for planning, details
  • Return borrowed items
  • Remember that detail planning is important
  • Respect rules and authority
  • Follow through on promises
  • Respect their environment
  • Follow schedules
  • Ask about family, respect traditions

37
THE CHEESE EXPERIENCE An A-mazing Way to Deal
With Change In Your Work Life by Spencer
Johnson, M.D.
Based on the 1 Bestselling Business Book
38
Perhaps the only person who likes change is a
wet baby. Anonymous
39
Before The Program Describe Your Situation
  • Describe a current situation in which you or
    others are having difficulty dealing with change.
  • How do you feel about the situation?
  • How do you think it will turn out?

40
How many of you are afraid of change?
If You Are Afraid of Change?PLEASE STAND UP
41
How many of you think Other People are afraid
of change?
If You Think Other PeopleAre Afraid of
ChangePLEASE STAND UP
42
What does that tell you?
Most of us are more afraid of change than we
would like to admit even to ourselves.
43
Are You Comfortable Where You Are?
CHANGE WHERE YOU ARE SITTING. NOW!
44
How Do You Feel When You Are Told To Change
Quickly But Do Not Know Why?
Change Imposed is Change Opposed
45
How Would You Feel About Choosing A Reliable
Way To Change And Succeed In A Rapidly Changing
World?
When You Choose to Change, You Gain
46
Program Goals
  • 1. Provide you with a new and positive way of
    looking at change so it works to your advantage.
  • 2. Give you a fun language and method of thinking
    that will accelerate your and your organizations
    ability to change.
  • 3. Show you a reliable way to win by doing what
    works in changing times.

47
Understanding Through Animation
Who Moved My Cheese? The Movie
48
Who Are You In The Story?
Please Go To Your Corner
49
The Sniff, Scurry, Hem Haw Parts of Ourselves
We may have a little bit of each of these
characters in uswhich we can use to help us deal
with change.
50
Relating To Other Sniffs, Scurrys, Hems Haws
In Your Organization and Family
There Are Many Kinds of People In the Maze
Sniffs, Scurrys, Hems and Haws From
Co-workers to Customers And Each Needs to Be
Treated Differently.
51
Hem and HawsJourney ofLOSS
52
Stages of LOSS
Denial Anger Bargaining Depression Acceptance
Have You Experienced These Stages of Loss At Work
or in Life?
53
Stages of GAIN
Adjust Imagine Action Progress Achievement
Have You Experienced These Stages of Gain At Work
or in Life?
54
Turning HEMS into HAWS
  • Show Hems The Handwriting on the Wall so they
    realize how changing works to their advantage and
    that not changing is dangerous.
  • The VISION lights the way for Hems to proceed
    through the Maze with a greater sense of safety.
  • If Hems choose to enter the Maze, they will find
    it is not as scary as they had feared. If they
    become Haws, they can find New Cheese.

55
It is not the strongest who survive, nor
the most intelligent, but those who are most
responsive to change.
56
in other words Move To The New Cheese And Enjoy
It!
57
Assisting Others
58
Information and Referral(IR)
  • To help individuals identify and clarify needs
    determine appropriate forms of assistance and
    provide a linkage to those resources.

59
INFORMATION AND REFERRAL BILL OF RIGHTS
  • Anonymous and/or confidential access to
    information.
  • Assistance based on the individuals personal
    value system.
  • Treatment based on respect and cultural
    sensitivity.
  • Self-Determination.
  • The opportunity to access the service of choice.
  • Accurate and comprehensive information about
    services.

60
Helping Others
  • The Helper attempts to understand the individuals
    situation including the origins of the
    difficulty, there feelings about their
    circumstances, the personal resources that they
    may have, and the barriers to the resolution of
    the problem.
  • Helpers are available, not to solve the
    individuals problems for them, but to empower
    them to understand and solve their own problems.
  • Helpers help individuals identify resources that
    can meet their need(s).

61
Active Listening Skills
  • Be Genuine honest and up-front with individual.
    Watch voice tone and body language.
  • Use both open and closed ended questions.
  • Use empathy.
  • Avoid the why questions

62
Active Listening Skills
  • PHARAPHRASING
  • Feeding back to individual what they have said
    but in your own words (not parroting).
  • Tells the client you are listening and what they
    are saying is important.
  • Helps you to know you heard them correctly (or
    not).

63
Family Maltreatment Recognition and Reporting
Training
  • What agency on base has primary responsibility
    for the prevention and treatment of spouse and
    child abuse? What is the phone number?
  • What are the four types of child maltreatment?
  • Where is the primary area we see physical abuse
    marks on a child?
  • What is a common reason that a parent will
    physically abuse their child?
  • When does Alaska State Statutes state Corporal
    Punishment becomes Physical Abuse?
  • What is Shaken Baby Syndrome?

64
  • What are some examples of Child Neglect?
  • What should you do if you see very young children
    unsupervised in your neighborhood?
  • What are some examples of Child Sexual Abuse?
  • When should you report sexual activity between
    children?
  • What are some examples of Child Emotional
    Maltreatment?
  • What are some emotional signs that a child may be
    emotionally abused?
  • What are some factors families experience that
    put parents at-risk for abusing their children?
  • What are some common injuries of a spouse that is
    being abused?
  • What is meant by the cycle of abuse?
  • Why is it hard for the abused spouse to leave the
    situation?
  • When should you report family maltreatment?

65
Responsible Relationshipsand Bullying
66
Experts say one in four teens may be in a
relationship where abuse is used
67
Dating Violence Friendship Abuse
Its the abuse of one partner in a dating
relationship by the other partner
In an unhealthy relationship, partners can hurt
each other different ways
68
Emotional Abuse
  • Repeated lies broken promises
  • Withholding affection or the silent treatment
  • Extreme jealousy
  • Insults put downs
  • Threats against a persons safety
  • Controlling a persons every move--how to dress,
    what to eat, where to go, etc.

69
Emotional Abuse (same sex)
  • Girls Just kidding!
  • Harm their reputation
  • Cyber bullying (emotional abuse) blogs, emails,
    websites, IM, texts, chat rooms
  • Violation of email privacy
  • Boys jocks picking on the computer geeks a.k.a.
    BULLYING
  • Importance of having role models for youth in the
    absence of a parent (eg. Dad deployed to Iraq for
    a year)

70
Physical Abuse
  • Punching, kicking or slapping
  • Shaking, pushing or grabbing hard enough to cause
    discomfort
  • Attacking with a knife, gun or other
    weapon
  • Any physical act that is unwanted or hurtful --
    even tickling or hugging, if its unwanted

71
Sexual Abuse
  • Any kind of unwanted sexual advance or contact
  • May include everything from unwelcome sexual
    comments to kissing to intercourse
  • Forced sexual intercourse between two people who
    know each other is called date rape and its a
    common and serious problem

72
Date Rape
  • One in three females will become a victim of
    sexual assault in her lifetime.
  • More than 80 of rapes involves two people who
    know each other.
  • 40 of these are dating situations.
  • 57 of the time the place of attack is in the
    residence, 10 is in his car.
  • 48 of date rapes occur between Friday night and
    Sunday night.

73
Statutory Rape is a Criminal Offense
Having sex with a minor under the age of 16 is
against the law. If the age difference is more
than 36 month, it is considered second-degree
sexual abuse (statutory rape). It doesnt matter
if the underage victim is in love or even
initiates the sex. laws may differ from state to
state
74
Healthy Relationships Are About...
  • Respecting your partners/friends feelings
  • Making your own feelings clear
  • Being assertive without being aggressive
  • Supporting your partners/friends goals

75
Healthy Relationships Are About...
  • Accepting responsibilities for your behavior
  • Making decisions together
  • Supporting you partners/friends decisions about
    work, family, and friends

76
Unhealthy Relationships Are About...
  • Quick Involvement and Pressure for a Commitment
  • Jealousy
  • Questioning Who He/She See and Talks To
  • Controlling Behavior

77
Unhealthy Relationships Are About...
  • Unrealistic Expectations
  • Isolation
  • Blames Others for His/her Problems
  • Blames Other for His/her Feeling

78
Dating SafetyDont Be A Victim
  • Know your boundaries before you go out.
  • Communicate clearly with your partner how you
    expect to be treated.
  • Trust your self-esteem, dont be pressured.

79
Dating SafetyDont Be A Victim
  • Be selective about who you go out with listen to
    rumors.
  • Avoid dangerous situations. Go out in a group,
    double date or go to public places where you can
    get help if you need it.

80
Dating SafetyDont Be A Victim
  • Be in control. Dont use alcohol or drugs that
    may affect your judgment.
  • Use common sense.

81
If you feel you or someone you know is involved
in an unhealthy relationship...
  • Believe in yourself
  • Get help
  • Get out
  • Believe and support your friends

82
Access EielsonServices
  • Integrated Delivery System
  • Or Helping Agencies

83
Family Support Center
Adolescent Substance Abuse Counseling Services
(ASACS)
  • Information and Referral
  • Employment Assistance Program
  • Volunteer Resource Program
  • Family Life Education Program
  • Relocation Assistance Program
  • Transition Assistance Program
  • Air Force Aid Society
  • Personal Financial Management Program
  • Family Services
  • Readiness Program
  • - Counseling Services to youth at risk for
    substance abuse issues
  • Substance Abuse Prevention Services

84
Life Skills
  • Individual, Couples, Family, and Group Counseling
  • Suicide Prevention

Family Advocacy
  • Prevention and Treatment of Child and Spouse
    Abuse
  • New Parent Support Program

ADAPT
  • Substance Abuse Evaluations and Treatment
  • Substance Abuse Prevention Services

85
Health and Wellness Center
Drug Demand Reduction
  • Testing for Illegal Substances in the Military
  • Youth Outreach and Prevention (DEFY)
  • Health and Fitness Information
  • Diet Technician Services

Chapel
  • Pastoral Care 27/7
  • Complete Confidential Counseling
  • Lead Worship Services
  • Religious Education Programs

86
Services
  • Child, School-Age, Youth, and Teen Programs
  • Community Center
  • Vet Clinic
  • Officer and Enlisted Clubs
  • Fitness Center
  • Library
  • Bowling Center, Aero Club, and Skills Development
    Center

87
4-H Programs/OMK
  • Camp style program that teach life skills while
    having fun
  • Ice Sculpting Camp
  • Lock Ins
  • Health Rocks
  • Operation Bug Out
  • Speak Out for Military Kids

88
Other Base Services
  • Legal Office
  • ASYMCA
  • Spouses Clubs
  • National Guard
  • Military OneSource

89
Time to Role Play!
  • Each group will get a scenario
  • Tell us what you would do in this situation to
    help the person.
  • How can you help them, as their peer, get the
    assistance that they might need.

90
Critique Sample
  • Teen Natural Helpers
  • Please rate the following using this scale
  • 5 Excellent 4 Very Good 3
    Satisfactory 2 Needs Improvement 1
    Poor
  • Presentations
  • 1. Welcome Information 1 2 3 4 5
  • 2. Colours IQ Presentation 1 2 3 4 5
  • 3. Sexual Health 1 2 3 4 5
  • 4. Smoking 1 2 3 4 5
  • 5. Assisting Others 1 2 3 4 5
  • Todays Schedule
  • 7. The comfort of the facility 1 2 3 4 5
  • 8. The handouts and materials used 1 2 3 4 5
  • 9. Usefulness of the information 1 2 3 4 5
  • 10. Overall rating of todays program 1 2 3 4 5
  • 11. What did you like most about todays
    program?
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