1. 1. PROJECT MAGIC Making a Group and Individual Commitment by Marilyn Smith Presented by Street Smart Youth Project Inc. Monique Terrell, PSYD
2. 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. 3. BACKGROUND- CONTD 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. 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 childrens successful outcomes (Garmezy, 1985; Glantz& Johnson, 1999; Masten, 2001).
5. 5. THEORETICAL APPROACH- CONTD 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.
6. 6. ECOLOGICAL FRAMEWORK
7. 7. 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 peoples primary concerns, becoming an activity that the youth view as important only to adults.
8. 8. 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
9. 9. 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.
10. 10. 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
11. 11. 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.
12. 12. 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.
13. 13. MAGIC CONSENT FORMS YOUTH AND PARENT PERMISSION TO PARTICIPATE IN THE EVALUATION OF MAGIC- CONTD 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.
14. 14. WHAT CAN YOU EXPECT FROM TODAYS 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
15. 15. 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 todays session. A notebook or loose-leaf paper Patience A sense of humor!!!!
16. 16. WHAT MAKES A GOOD FACILITATOR???
17. 17. 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
18. 18. 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
19. 19. 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
20. 20. 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
21. 21. BREAK
22. 22. 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-
23. 23. 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
24. 24. Define the Problem PUBLIC HEALTH MODEL Identify Risk and Protective Factors Establish Effective Interventions Program Implementation and Evaluation
25. 25. HOW DO WE LEARN TO FACILITATE EVIDENCED-BASED CURRICULA? Learn the basics Theoretical foundations Previous research Desired outcomes Evaluation Criteria Targeted population
26. 26. 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
27. 27. TERMS USED THROUGHOUT THE CURRICULUM Set Checklist Lesson plan Observation forms Portfolio task Closure Room temperature
28. 28. SESSION ONE- WHO ARE YOU?
29. 29. 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)
30. 30. 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
31. 31. 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 its a way to gauge how the group is feelingas we knowone bad apple or mood can spoil the bunchand 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.
32. 32. 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 #1s , 2s and 3s Workbook Code of Conduct(page 5)
33. 33. 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.
34. 34. 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 beVision 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
35. 35. 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 stackedhave 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
36. 36. 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)
37. 37. CLOSURE ACTIVITY- SESSION 1 Lets Pick a Closure activity together, please refer to page 31 in Session 1(facilitators guide).
38. 38. BREAK- LUNCH Enjoy!
39. 39. FEEDBACK ON SESSION 1 What are the positives? Negatives? Any suggested modifications? Comments, questions, concerns?
40. 40. 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.
41. 41. PLANNING TIME- 20 MINUTES
42. 42. SESSIONS 2 AND 3- GROUP # 1 Session 2- Teamwork- Destiny is not a matter of chance its 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
43. 43. 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.
44. 44. 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 communicationand 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
45. 45. SESSION 6- A LETTER HOME Pages 128 and 129- Facilitators guide
46. 46. BREAK
47. 47. 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.
48. 48. 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.
49. 49. THATS ALL FOLKS!! Wrap Up Summation Questions Comments HW
50. 50. WELCOME BACK! Lets take some time to review the core components of MAGIC up until this point.. Comments? Questions? Suggestions
51. 51. 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..
52. 52. 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
53. 53. 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
54. 54. 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
55. 55. 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
56. 56. 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- 10The 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.
57. 57. 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 handthey 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 orderpost 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
58. 58. 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
59. 59. 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.
60. 60. SESSIONS 11 AND 12- GROUP #1 Session 11- Community Project Planning- : I dont 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, Thats 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.
61. 61. 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.
62. 62. 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
63. 63. 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.
64. 64. 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
65. 65. SESSION 21- GRADUATION!!!!! The Hardest Thing in Life is to Know Which Bridge to Cross and Which to Burn- David Russell
66. 66. SURVIVAL GUIDE Lifes Little Survival Guide Review of items, any adjustments? Additional items? Certificate of completion
67. 67. 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