Module 9 Generosity: Our Contribution to Community Day 4


Overview Time
Purpose Learning Objectives
Major Sections Equipment, Materials, and Supplies
Room Requirements Predelivery Preparation
Transparencies Handouts
Prepared Newsprint Trainer Resources
Trainer Outline

Overview

 We have now covered the daily themes of Belonging, Mastery, and Interdependence. Today, we will focus on Generosity, or giving back to our communities. A community and regional plan will be the focus of this module.

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Time

 2 hours

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Purpose

 To provide and demonstrate techniques and tools for community and regional support and cooperation.

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Learning Objectives

 Participants will be able to:
  1. Assess community and regional strengths
  2. Demonstrate a path of wellness and cooperation
  3. Understand characteristics of a balanced and well community
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Major Sections
I.Activity: Drum Call (10 minutes)
II.Mini-Lecture/Plenary Group: Community-Based Planning (15 minutes)
III.Exercise: Review Team Shield/Values/Plans (60 minutes)
BREAK(20 minutes)
IV.Exercise/Plenary: Regional Sharing of Plans (45 minutes)
V.Exercise/Mixed Rounds: Sharing Regional Resources (30 minutes)
LUNCH(60 minutes)


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Equipment, Materials, and Supplies
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Room Requirements

 Chairs in circle or no chairs ­ sit on floor

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Predelivery Preparation
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Transparencies
T-9.0:Module 9 Purpose and Learning Objectives
T-9.1:Planning For Community Action Worksheet
T-9.2:Personal Strengths Action Plan Worksheet


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Handouts
HO-9.1:Planning for Community Action Worksheet (Multiple Copies)
HO-9.2:Personal Strengths Action Plan Worksheet


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Prepared Newsprint
PN-9.1:Regional Brainstorming Responses to Ways Communities Can Help Each Other


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Trainer Resources
TR-9.1:Planning for Community Action Worksheet
TR-9.2:Personal Strengths Action Plan Worksheet
  • Local tribal stories ­ regionally specific
  • Handouts
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Trainer Outline

I. Activity: Drum Call (10 minutes)

A. Instruction (T-9.0: Module 9 Purpose and Learning Objectives)

1. Facilitator or local person opens with ceremony.

2. Instruct participants to go to community teams.

Note To Trainer: Trainers should consider starting earlier on this day, if participants are beginning to leave, or planning to catch their airplanes or beginning the drive home. It is necessary to get the Community Planning moving early and allow for ample time. Other aspects can be sacrificed, if there is not enough time. This is a judgement call achieved through the Trainers Huddle.

II. Mini­Lecture/Plenary Group: Community-Based Planning (15 minutes)

A. Instruction

1. Facilitator addresses full group, providing a brief overview of the concepts of community-based planning.

2. Use overhead transparency to show how the planning process can be organized into a framework for mapping future activities. (T-9.1: Planning for Community Action Process Framework)

B. Discussion Points

1. Feelings of euphoria often occur when we attend these type of meetings or healing conferences. Then we go back to our communities and come face to face with reality. This module will help us to re­enter our communities with a plan for community change.

2. Preparing to go back home to community, we have to look realistically. Can we identify projects that are attainable, and with which we can be successful? Looking at projects that build upon each other, rather than jumping sporadically around from one to the next.

3. There are obstacles to all plans, and we need to look at obstacles and make plans to overcome or incorporate these obstacles.

4. Community change is a process, involving open systems. Achieving critical mass in community involvement, and community support must be planned.

5. Give some examples: Community A has several different parenting classes and parenting efforts ongoing, but they are not connected or supportive to each other. Once all the efforts united in a community parenting network their effort became a lot more powerful and they were able to connect with other aspects of the community to bring them into the overall community change effort.

III. Exercise: Review Team Shield/Values/Plans (60 minutes)

A. Instruction

1. Break out into community teams (partnerships)

2. One facilitator per team

3. Ask team to look at their shield, norms, historical traumas, and strengths/resiliency factors.

4. Ask what this says about their community team.

B. Team Plan

1. Refer participants to their manuals to find the Planning for Community Action worksheet. (TR-9.1: Planning for Community Action Worksheet)

2. Ask them to begin to identify specific activities that they can do in their own communities, and to write down each activity and assign a responsible person or persons, target date, likely obstacles, and strategies to accomplish their activity (done as a team). (HO-9.1: Planning for Community Action Worksheet, T-9.2: Personal Strengths and Action Plan)

3. One person in the group should be the recorder and another or the same person in the group will be the reporter, to share with the full group the community action planning. (Example: We will sponsor a substance abuse awareness week . . . we will sponsor a sober teen dance . . . etc.)

4. Tell the team that this is just the start, and they can and should continue to work on their plans over the weeks after the GONA training. (HO-9.2: Personal Strengths and Action

Plan)

These are examples of what was developed by groups at the pilot:

Group A-GOAL: To restore the culture as a means to reduce drug and alcohol and other negative behaviors

Activities Planning:

Community awareness/education on one­to­one basis in 6 months, responsible coordinators are members of the team, obstacles include time, resources, opposition.

Introduce relevant curricula and modify in the school, 1 year, responsible person or education committee, obstacles are school resistance to change,

Group B-GOAL: Positive prevention through youth involvement.

Activity Planning:

(Activity was listed the same as the Goal statement), 2 years to complete, obstacle is tribal politics around blood quantum and program turf issues, strategy to overcome obstacles is to practice team building, intergenerational activities (youth and elders).)

Group C-GOAL: Make short term impact before Halo Effect dims.

Action Planning:

Share resources with others including bringing a GONA to their community, 6 months to complete, they have set a date to meet in 1 week and identified key local and regional people with whom to meet.

BREAK (20 minutes)

IV. Exercise/Plenary: Regional Sharing of Plans (45 minutes)

A. Instruction

1. Facilitator calls the group into full gathering.

2. Spokespersons (reporters) from each of the community teams are asked to come forward and sit with the facilitator.

3. One by one, each team reporter shares with the full group the community action plan which has been developed and anything else they want to share. Each team spokesperson should be given a set amount of time to do this (2 ­ 3 mins).

4. Applause and affirmation is encouraged after each team report.

B. Regional Brainstorming

1. The facilitator then congratulates the teams and allows the reporters to return to their seats.


2. The facilitator, using newsprint or overhead projector to write down responses, asks the full group to suggest ways that communities can help each other. (PN-9.1)

3. The facilitator then asks community teams to make commitments to other community teams to follow up on some (not necessarily all) of the realistic, accomplishable actions which will help each other.

V. Exercise/Mixed Rounds: Sharing Regional Resources (30 minutes)

A. Instruction

1. Facilitator asks people to go to different tables or sections of the room to sit with people that are not in their community teams.

2. Each mixed round is asked to talk to introduce themselves and begin discussions about what each community can do to help other communities in their area.

B. Discussion Points

1. Talk to each other about some of the common obstacles you share when designing community action plans.

2. Could some of your efforts be helped by the involvement of other communities?

3. How can your community leadership work with the leadership from other communities to make our prevention efforts more effective?

LUNCH (60 minutes)


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Continue to next module.