Chapter two - basic concepts of help. Group activity - debate on health care - Laissez-faire - Vicki, Jonia, Rubi, Cordelia  ---- Social Darwinism - Donna, Monesa, Shana, Paul,    Individualism - Kim, Rose, Lazaro, Tiffany.  Bobbi - moderator.  Debate notes here.   Activity on human services through the ages - Ninetheenth century - Cordelia, Bobbi and Kim.   Today - Shana, Rubi, and Rosa,   Colonial America - Paul, Donna, Monesa, Lazaro, Early 20th - Vicki, Jonia, Tiffany. Two visitors.  Jonia had lost a leg in a farming accident (notes here) and Cordelia was hearing voices (notes here).  

Discussion of  what motivations let you to become a helper and What motivations/ideas can hurt you (the helper) or the client?.Pairs- Rosa and Lazaro, Monesa and Bobbi, Jonia and Vicki, Donna and Kim, Cassandra, Rubi and Paul. Answers:

• To make a difference in children's lives (before trouble or at any time)
• Life experiences led you to want to make a difference - own experiences or something you went through with someone else
• Help one generation to help another generation - break cycle
• Help older people

Discussion of role categories.  Providing direct service - Monesa, Vicki, Cassandra, Bobbi - acted out in class, situation with mother (Monesa), two girls (Vicki and Cassandra) and helper (Bobbi). 

Culturally different client's -  different beliefs, traditions, values, religious, you might not understand, you can’t put your values and beliefs aside.  Reluctant – don’t want to come for help to begin with.  Resistant - didn't follow through with helping process.  The silent client - need to be creative.  Overly demanding client - shop=hopper, call you all the time, very needy, car breaks down more often than yours, have to control you about everything, like a bad marriage.  The unmotivated client - not interested, may be something else going on, burned out, finding out what works for that client, lazy (perception). Groups for first worksheet - Lazaro, Donna, Vicki, Paul.      Jonia, Tiffany, Shana.     Rubi, Kim, Rosa.  Role play pairs - Paul and Kim - overly demanding.    Lazaro and Vicki - culturally different.   Tiffany and Rubi - reluctant.  Rosa and Shana - silent, Jonia and Donna - unmotivated.

We discussed the structure and meaning of a mission statement, and how it relates to values. Bobbi Music will submit an example of a mission and vision statement of her nonprofit.  Groups worked on developing a mission statement for the human services program.  Groups were Paul, Rubi, and Donna: Our mission is to provide help, education, and promote better lives of the individuals or groups within the community.  Our mission is through teamwork and dedication to provide individuals and/or groups, the help or education needed to promote and enhance better living  within the community.   Hard work, teamwork and dedication is what we value. 

Bobbi, Rose and Vicki:  Human Services program educates students in a diverse treatment approach that utilizes problem-solving and strength building to work with clients and their problems within the context of their environment, be that at work, home or school.  Instilling values with emphasis on awareness of and the interaction with community service personnel/clients.  Upon completion, students should be able to identify resources and assess critical community needs.

Monesa, Shana, Cassandra:   The human services program is to help the PCC students, and to help promote professionalism and enhance ways of communicating, within our community.  We strive to educate and organize a well-educated growth of student so that they can have financial stability and expand good deeds throughout the community.  We will teach them skills needed to work for individuals of different races and cultures.  Our goal is to promote staff and students to work together to reach out to people who are in need regardless of their situation.  To focus on clients strengths and abilities.

Discussed common themes and values in the statements.

Students then worked on personal mission statements.

Community organizing. 

Groups for community organizing activity - Bobbi, Lazaro, Shana, Vicki (Publicizing roots and wings mentor program) Rubi, Jonia, Paul, Cassandra (afterschool program for kids with incarcerated parents),     Monesa, Rosa, Kim (Afterschool hang out, activities, place for worship, classes in basic living skills).

Talked about who to make changes in community.  Example of problems that need to be addressed locally:

After-school/summer programs (particularly Caswell County), transportation, variety of activities, cost

Transition program for foster care kids who age out - Links programs

Lack of preventative substance abuse services, or knowledge of them

Tiffany and Monesa did 14.  New expanded group did 22 - Rosa and Kim joined Shana, Lazaro (in charge), Cassandra, Rubi and did 22 - Rosa and Shana.  33 and 48 done combined with Bobbi helping out as instructor - Kim talking about students not following mission statement, Cassandra talking about students gossiping more than helping. Lazaro brought up an important point about people cheating the system and there was general discussion about the helper’s responsibility to help without judgment.  Scenarios in the textbook were then discussed in relation to competence and confidentiality.