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Contents Foreword ....................................................................................................................................... 4 Vision and Purpose of NAC ........................................................................................................... 5 Guideline for serving and leading ................................................................................................. 5 Overview of youth care guide and youth facilitators training ....................................................... 6 Phase 1: Knowledge ..................................................................................................................... 8 Module 1: Basic information ...................................................................................................... 9 Youth on the Move concept ................................................................................................... 9 Relationship structure between youth facilitator, pastoral leader and youth ...................... 14 The involvement of ministers............................................................................................... 19 Responsibilities of a youth facilitator ................................................................................... 20 Youth spiritual leader ........................................................................................................... 23 Finding and appointing a youth facilitator ........................................................................... 25 Module 2: Tools ....................................................................................................................... 31 Youth structure .................................................................................................................... 31 Youth meetings .................................................................................................................... 34 Event planning ..................................................................................................................... 38 Interest Groups .................................................................................................................... 41 Module 3: Awareness .............................................................................................................. 44 Social Media / Networking ................................................................................................... 44 Contemporary Issues ........................................................................................................... 47 Phase 2: Skills ............................................................................................................................. 50 Module 1: Leadership .............................................................................................................. 51 The law of connection ......................................................................................................... 52 The law of magnetism ......................................................................................................... 53 The law of solid ground ....................................................................................................... 53 The law of addition .............................................................................................................. 54 Module 2: Communication ....................................................................................................... 56 What are communication styles? ......................................................................................... 56 What are communication languages? .................................................................................. 58 Why do we ask questions when we communicate? ............................................................. 59
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3 Module 3: Facilitation .............................................................................................................. 60 What is facilitation?.............................................................................................................. 60 How to facilitate a meeting, workshop and event or project? ............................................. 61 A facilitator provides… ......................................................................................................... 62 Module 4: Presentation ........................................................................................................... 64 How do people take in information? .................................................................................... 64 Nine (9) focus areas of presenting ...................................................................................... 66 Using your voice…PAMPERS the audience ........................................................................... 67 Using your body language…PEOPLE .................................................................................... 67 Phase 3: Attitude ........................................................................................................................ 68 Module 1: Conflict and Change Managements ........................................................................ 69 Conflict Management ........................................................................................................... 69 Change Management ........................................................................................................... 73 Module 2: Time and Stress Managements .............................................................................. 76 Time Management ............................................................................................................... 76 Stress Management ............................................................................................................. 81 Module 3: Self-Actualisation and Attitude ............................................................................... 83 Self-Actualisation ................................................................................................................. 83 Attitude ................................................................................................................................ 88 Referrals ...................................................................................................................................... 90
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Foreword
My dear youth facilitators and co-workers In March 2007 you were introduced to our Youth Care Guide and Facilitator’s Toolbox. We live in a changing world and it is very important that we keep abreast of the challenges which our youth are faced with in a modern and changing world. I am therefore pleased to place in your hands an updated guide so that you are equipped to face these challenges in giving guidance to young people. I urge you to familiarize yourselves with the contents of the guide as it will give you the confidence to face the challenges of the future. I remind you of my advice previously; enthusiastic youth facilitators will soon have enthusiastic followers. Your responsible leaders will conduct seminars to assist you with the application and implementation of the contents of this manual. It is our most holy task to build a strong and joyful faith which shall enable our youth to be active and enthusiastic workers for the Lord. I wish you God’s richest blessing in this holy task and promise to remember you always. Yours lovingly
Noel E Barnes
DISTRICT APOSTLE
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Vision and Purpose of NAC Vision Statement of the New Apostolic Church (International) A church in which people feel at home and, inspired by the Holy Spirit and their love for God, align their lives to the Gospel of Jesus Christ and thus prepare themselves for His return and eternal life. Purpose Statement of the New Apostolic Church Reaching out to all people in order to teach them the Gospel of Jesus Christ and to baptise them with water and the Holy Spirit. Providing soul care and cultivating a warm fellowship in which everyone shall experience the love of God and the joy of serving Him and others.
Guideline for serving and leading Shortened version of guideline "Serving and Leading in the NAC"1 •
Jesus Christ's doctrine and His exemplary activity are binding on our serving and leading in the New Apostolic Church and decisive in dealing with our fellow-man.
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Our work is to help all believers to attain eternal fellowship with God and become happy along the way.
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That which has proven itself, we preserve. The timely impulses of the Holy Spirit we put into action.
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Mutual esteem, openness, modesty and confidentiality are prerequisites for working together with blessing, and result in a God-pleasing fellowship.
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Church authority is exercised with love and righteousness, and through an exemplary lifestyle.
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We preserve peace through prayer, dialogue and the willingness to reconcile.
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We profess: God and His work are sacred to us!
NAKI website (www.naki.org)
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Overview of youth care guide and youth facilitators training The youth care guide and training for youth facilitators have a positive influence on both the facilitators and our young people. The first edition of the youth care guide was launched in 1998. The guide contained valuable and interesting information relating to the aspects of caring for our young people at that specific era in time. As in life, change is inevitable and that encouraged the creation of a second edition (2007). It incorporated the principles of Youth on the Move and its application thereof.
Figure 1: Guide for Youth Care (1998) and Youth Care Guide (2007)
The second guide allowed a platform to create and launch the youth facilitators training. The training has developed itself into a well-known ‘institution of learning and development’ amongst those who care for, work directly and indirectly with the young people in the NAC Cape district, and even districts abroad. The guide in your hands is the third edition and contains revised, new and additional information to assist the youth body in its objective which is to provide the best care and support to our young people.
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Below we look at the 3 phases which comprises the guide and training programme for youth facilitators.
Figure 2: Three Phases of the Youth Care Guide and Training
Each phase has its term and objective to ensure that the training and guide have a platform to develop from. This aligns the guide with the skills development plan of our country which is known as the ETD Practice which stands for Education, Training and Development. This enables the guide and the training provided to have guidelines and focus areas which need to be addressed at the individuals involved i.e. youth facilitator, pastoral leader and, of course the youth.
Figure 3: Terms and objectives of Youth Care Guide and Training in respect of the individuals involved
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Phase 1: Knowledge
Phase 1
“Knowledge is Power”2
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Sir Francis Bacon
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Module 1: Basic information Youth on the Move concept
Figure 4: Youth on the Move logo
What is Youth on the Move (YOM)? It is a concept designed to ensure that youth activities are created and driven by youth and focused at bringing together different youth groups and individuals who are separated by tradition, culture3, ethnicity and many other boundaries. These activities are executed in an environment where our spiritual values can be applied and practiced. The History In the year 2000, Youth on the Move was launched by District Apostle Noel E Barnes4. The vision of YOM is to foster joy and team spirit of the youth body5 in our areas, encourage growth in understanding Christ's doctrine, respect for others and the desire to serve in the Lord’s work. The Motto
FOR THE YOUTH, BY THE YOUTH, WITHIN THE PARAMETERS OF OUR FAITH. The motto describes the objective of YOM, where youth themselves must plan, prepare and execute their own activities. These activities are planned according to the teachings they receive through the apostle doctrine, hence within the parameters of our faith (as mentioned in the first paragraph of this topic).
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Cultural refers to youth background, age, race and socio-economic District Apostle Noel E Barnes with all AP’s and BI’s discussed over a weekend planning session at Dennekraal Recreational Centre on ways to enrich and develop our young people and the concept of YOM was developed. 5 Youth body – refer to page 11, Figure 5 4
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The principles (resolutions) of YOM are‌ •
Eligibility
To qualify as a youth member, individuals (youth) should be: o Confirmed o 15 to 35 years of age o Non parent and never been married •
Driving Force
The bishop is the driving force behind YOM and takes responsibility for maintaining its momentum. The input of the bishop is more of a strategic or principle decision-making nature than that of an executive one. In the initial stages the bishop would become involved in the planning of activities and implementing systems according to which these activities will be run. There are three (3) important points a bishop requires to understand of their responsibility when it comes to YOM, which is to inform, motivate and monitor. o He would inform (especially all ministers) of the current and future-related information pertaining to the young people. o He will motivate by showing an interest in youth and attending some of their activities. o He will monitor activities to ensure they conform to the guidelines provided. The bishop area youth facilitator (BYF) and the co-ordinating structure should submit the details of their planned activities to the bishop for his approval and blessing. The execution of YOM is left to the youth facilitators and the youth.
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Involvement In order for YOM to be a success it is important to have the right people involved. Everyone involved with YOM forms part of the Youth Body (Figure 5: Youth body). This body consists of all ministers, youth facilitators, youth and parents. The Youth Body should be aware of youth activities and, where applicable, invited to these activities. Ministers and youth facilitators play a key role in the application of the concept (YOM) by their involvement, guidance and support of our youth. The involvement of youth is very crucial and without it, YOM cannot exist. Parents are also encouraged to be involved with their youth in a supportive role.
Figure 5: Youth body
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Information and Communication
Information should be communicated to ALL youth (active and inactive). Information can be shared to the youth body via various communication methods such as announcements, email, websites, SMS’s, instant messages and personal contact, to name a few. Announcements are very important and the pastoral leader should assist the youth facilitator in this regard and promote YOM to the entire youth body. 11
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Formal and Informal Activities Formal Activities Activities that take place normally in a
Informal Activities Activities that take place outside of the
church building
usual church environment
Examples are: youth choir practices,
Examples are: G2G’s, weekend trips,
youth meetings, youth services, singing
day outings, community projects,
at sick and aged etc.
interest groups, etc.
Formal activities have a spiritual benefit for young people and build them as the future congregation. It allows the young people to be active participants in the Lord’s house and to share in youth-related discussions. Informal activities allow youth to enjoy their ‘young and vibrant’ lives with activities which allow them to socialize, create and build relationships which foster fellowship. The images below are examples of: youth meeting (formal) and sports (informal).
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Interest Groups
Interest Groups are best described as groups of youth who have a common interest in a specific activity/hobby. Examples are indoor or outdoor sports, books, computers, various hobbies etc. Youths’ interests should be monitored by YFs through ‘think tank’ sessions and by asking youth what their likes and preferences are.
Figure 6: Youth have different likes and interests
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Youth Services
Youth services are part of the spiritual platform we create for our young people. It is a special divine service with a special word directed at the youth. Invited to these services are all young people and their ministers.6 There are at least three (3) to five (5) youth services planned every year. We are able to have apostle-area, bishop-area or district area youth services as well as special, organised services with our district apostle; which can include numerous congregations and areas combined. We are also able to experience special youth services via the audio visual transmission network and this enables us to be connected locally as a district church and we can participate even in international youth services. Youths are always excited about youth services and it is a highlight activity for them. The faith, fellowship and serving in the Lord’s work are increased by every interaction in these services. Young people are given spiritual guidance for their natural lives and they experience a divine service with a difference which they can relate to. 6
Ministers are invited where the venue seating capacity can accommodate them but as far as possible we are encouraged to ensure our ministers are there to support our youth
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Relationship structure between youth facilitator, pastoral leader and youth Definition of a ‘Relationship Structure’ “It is the arrangement among people or groups that have mutual dealings with one another.” The purpose of our relationships We all have the same purpose; we care for our young people. We as leaders realize that we are not working on opposing sides. It is very important in any relationship to see eye to eye…especially with our purpose. We share common goals concerning the youth and we have to work together to achieve those goals. The ten (10) step relationship diagram
Figure 7: Relationship structure between Youth Facilitator, Pastoral Leader and Youth
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The purpose of the diagram is to illustrate a clear path of communication to be understood by those involved. The ten (10) steps are explained as follows: 1) Communication starts with the district apostle who filters the necessary information to the respective apostles. 2) Communication can also flow directly from the district apostle to the youth committee who will in turn pass the information directly to the BYFs. 3) The apostle then passes the information to the bishop. Important: the apostles and bishops may also communicate directly with the youth committee. 4) The bishop shares the information with his bishop area youth facilitators (BYFs). The bishop can communicate the information on to the district rector, rector and BYF. 5) The BYF’s share the information with the youth facilitators (DYFs or CYFs) 6) The district rector shares the information with the rectors who in turn may discuss it with their DYFs. Important: Upon requests from district rectors, information can be shared via the DYFs to the respective rectors. 7) The DYF should/must share information with the congregation youth facilitator. 8) The rector is ultimately responsible to ensure his youth are informed of the necessary information, through announcements or communicated via the ministers in the congregation. Important: group leaders are there to assist the congregation youth facilitator as well as the section priests. 9) The CYF must ensure that his / her youth is informed and if there is a response, feedback or an activity required to be planned, then he/she must action it. 10)Finally all necessary and relevant information is then communicated to the youth either directly from any pastoral leader or youth facilitator7.
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A Youth Facilitator is a reference to either a BYF, DYF or CYF
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Six (6) principles to have in a good relationship
Figure 8: 6 Principles to have in a good relationship
1. Understanding – Understand each other, the responsibilities, the person, the objective each of you have 2. Openness – Being open means to share that which bothers and concerns you, do not keep things from your leader 3. Common goals – having common goals means having the same wants and objectives, focusing on the same thing, the well-being of the youth 4. Compromise – allow there to be a place of compromise, not everything can go your way, so be flexible in your approach and actions 5. Trust – very important to trust your leaders and for them to trust you, ensure there is a platform for trust, be a person of integrity 6. Empathy – Put yourself in the other person’s shoes, ask yourself what the other person is going through 16
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Three (3) principles for effective leadership in a relationship 1. Personal contact achieves the highest results Personal contact gives leading a personal touch. People do not care how much you know, the real impact is made when they can see or know how much you care. Key points to assist you are:
Free and
Know the youth by name. Face to face, one on one communication is
healthy contact
very important; they can see and feel your warmth and love.
Listening skills
Conveying needs
Develop a fine art of listening. Why fine art? Listening is a skill; there’s a difference between hearing and listening. Convey youth needs to pastoral leaders, try to understand what they are asking or telling you. YFs must seek an opportunity to help their youth and seek advice from pastoral leaders where required.
2. Never disappoint the youth It is vital that leaders make friends with youth and never let them down. The youth must be able to trust their leaders; if promises are made they must be kept. Become Friends
Take an interest, create a comfortable relationship and be their friend. As far as possible we want to show our youth always we care and have
Never let them
their best interests at heart. We also have to be realistic as to what we
down
can do and are able to do. That which is not possible, we must explain so that they understand. Don’t break promises or trust, be reliable. A youth facilitator who is not
Keep promises
trusted by the youth will not gain the youth's firm belief in him/her or participation in activities.
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3. Never drive, only draw! Youth Facilitators must know the right approach and be able to meet the youth 'at all levels'. They should know their youth well and be sensitive to their talents and needs. They should create the opportunities for them to participate in activities to share their talents. Key points to assist you: Know the right
Know the right thing to say or do. Use discretion; be considerate,
approach
sensitive and show your understanding.
Meet youth at all levels Talents
We are not the boss, we have a role and a responsibility to act out Identify and utilize the youth talent, involve them in any aspect of the work of the Lord
Figure 9: Youth and ministers enjoying a youth meeting
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The involvement of ministers The concept of Youth of the Move, although special reference is made to the youth and their involvement, also involves our ministers in an important role and function. Firstly, the ministers’ role for the youth is to be the spiritual care providers for them. This entails the following: o Arrange and conduct special Soul Care Visits (SCV) for young people o Provide spiritual guidance to the youth and strengthen their faith o Encourage youth to participate and use their talents in the Lord’s work Secondly, the function of a minister is to be actively participating and attending youth activities; for example: o Attend youth meetings or planned activities when invited o Even when not formally invited, ministers should show their support to youth activities by random ‘pop ins’, encouraging youth to participate and attend o Assist youth with transport to their various activities, this is a great opportunity to get to know your youth and is often referred to as an informal Soul Care Visit o Participate in activities when called upon and be supportive of youth facilitators o Be visible to the youth in the congregation or area of responsibility The motto of Youth on the Move emphasizes the expectations of the youth but also includes the expectations of the ministers, “…within the parameters of our faith”. This means that the ministers are responsible to guide the youth within the doctrine of our faith. This will only be possible if ministers are actively involved with their youth in their activities and their spiritual lives. Ministers are seen as influential individuals amongst the young people and the congregation. The support of ministers increases confidence and willingness of our young people for the Lord’s work. We live in a time where true role models are few to find, let our ministers’ body emulate the role models of the end time.
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Responsibilities of a youth facilitator Definition of a ‘responsibility’ “Looking after a person or something and/or being accountable”8 How to be a responsible youth facilitator? A responsible youth facilitator will take ownership for his / her youth by not only showing his / her commitment to the work of the Lord but also to all His children. As a youth facilitator, you have many responsibilities which include developing the natural understanding of the youth. You should reflect and guide the spiritual understanding of the young people. A youth facilitator is accountable for all youth activities, the list of the types of activities are endless and therefore a youth facilitator should be aware that their responsibility is always adaptable and flexible. Did you know there are CORE responsibilities? All youth facilitators, no matter the level of facilitator (congregation, district or bishop area) have core responsibilities that every youth facilitator must have or strive to attain. These core responsibilities outline the responsibility of a youth facilitator. Different levels require added or different responsibilities and that links to the situation, logistics or leadership one is faced with. 4 Core responsibilities (PCAM)
Figure 10: PCAM - The Four Core Responsibilities of every Youth Facilitator
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South African Oxford School dictionary reference
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1) Planning o
Strategic planning of activities with spiritual and assistants9
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Succession planning for oneself and future for our young people
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Event planning, example: Weekend trips, day outings and G2G’s10 etc.
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Agendas should be planned according to objectives
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Proposals with information of activities to leaders
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Compile yearly and monthly programs in advance for leaders and youth
2) Communication o
Maintain regular contact with spiritual leader and
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Regular feedback to pastoral leaders and youth
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Share youth related information with youth and pastoral leaders
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Build relationships with contacts who are your resources
3) Administration o
Draw up youth register and keep statistics updated
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Compile meeting agenda and minutes
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Conduct regular surveys to receive input from youth
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Write reports of activities (include photos), share with Youth Body
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Document events and plans of action, keep records
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Control flow of monetary fund (do not take keep monies, use account setup for the area – speak to your pastoral leaders for further information)
4) Monitoring o
Ensure uniformity in all areas
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Monitor and ensure progress of all activities are of a good standard
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Identify trends in statistics and respond with correct measures
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Coach all levels of youth (age, background, culture, social status etc.) by allowing them to help and assist in planning and organising activities
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Ensure youth are being involved, following YOM principles
Assistants refers to group leaders or youth involved in projects G2G’s – Get-to-gether’s
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Characteristics an actively involved youth facilitator should have‌
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Youth spiritual leader The youth spiritual leader is concerned with the spiritual well-being of the youth. The responsibility is normally given to a priestly minister who is capable of building healthy relationships with the youth. The three (3) focus areas (FAS) for a youth spiritual leader are:
Fundamentals •
Monitor the attendance of youth at divine services and youth activities
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Visit and engage with inactive and active youth
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Encourage inactive youth to attend, firstly, divine services and then to activities
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Provide spiritual guidance to youth facilitators and youth
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Address any youth related or spiritual concerns youth might have
Awareness •
Show an interest in attending youth activities and being part of the fellowship
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Promote and communicate youth activities to youth, parents and ministers
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Be able to provide spiritual content and guidance at meetings and gatherings
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Provide spiritual guidance and support to youth facilitators and youth
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Encourage minister body to be involved and participate in youth activities
Support •
Practice YOM, be a doer of YOM and show support to the youth body
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Always establish a unique oneness with pastoral leaders relating to youth
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Spiritual leader does not replace YF but functions as an additional support
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Understand everyone’s role in the youth body and care for the young people 23
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The involvement of a priest in the development of our youth: o
Priestly ministers are still ultimately responsible for youth in their sections hence they must focus part of their time on the youth
o
Ensure their section youth attend activities and services
o
Promote youth activities in their section
o
Arrange section fellowships with youth and choose a youth topic to be discussed
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Finding and appointing a youth facilitator
Why find and appoint a youth facilitator? There was a need to assist youth facilitators and pastoral leaders across our district church to find and appoint successors (youth facilitators) who would be able to efficiently and effectively care for our young people. That need motivated the necessity to develop guidelines to find and appoint a youth facilitator. The guidelines for succession planning contain flexibility for logistical reasons11 and its purpose is to provide a platform to ensure the Table Mountain concept could be achieved in our area. We always try and appoint a youth as a youth facilitator but it’s not always possible. In those circumstances a priest or married deacon could be appointed. We will now discuss the various guidelines which will assist you in finding and appointing a youth facilitator. Four (4) steps to find and appoint
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Logistical reasons – In certain congregations where the youth totals are much smaller or the availability of a mature youth is not always possible, a priest or married deacon can be appointed
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1) Identify… Suitable candidates Youth needs Leadership needs
Identify suitable candidates (youth as far as possible) Background research on candidates – How does the youth view that individual? Is he / she good examples? Pastoral leaders and youth facilitators to have open feedback 2) Criteria… o Passion for success
Leadership qualities
o Creative thinking o Resourceful o Able to think and act accordingly for him/herself
Independent individual
Spiritual
o Access to various mediums i.e. telephone phone, email, transport etc., it does not mean the YF owns it o Faithful member – attending all activities and divine services o Be visible amongst members 3) Assess… o Candidate should not know the nature of the reason you are enquiring about them
Informal ‘interview’
o See if the candidate is a committed person, if they show interest in being involved with the youth o Important: refrain from asking them directly about the responsibility of being the YF 4) Appoint… o Proposal should be done by the YF
Discussion
o Discuss candidates with pastoral leaders – get their feeling and opinion o Pastoral leader must give guidance to YF o Pastoral leader will officially do the appointment
Appointment
o The affected area (congregation, district or bishop area) should be informed of an appointment 26
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Note: The successor should be briefed on their responsibilities, required interaction with other co-ordinators and accountability of activities/projects. The four (4) key guidelines 1. Ponder 2. Plan 3. Prepare 4. Prayer 1. Ponder •
Definition: Reflect deeply, think for a moment
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It is when we let our thoughts break down and simplify things
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Our thoughts are our initial start to any process
We have to ponder, think for a moment and let our thoughts break down to simplify things. Our thoughts are based on what we know, what we see and what we can imagine. 2. Plan If you fail to plan you plan to fail! That statement is so true and it applies to our succession plan as well. Imagine building a car without a plan, how will know what to put together. We have to put ideas and knowledge to paper so that it becomes a visible plan which can be taught or used by the successor. 3. Prepare •
Definition: “Make ready”
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Prepare your successor(s)
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Proper preparation determines our success and allows easier adaptation and continuation
We always have to prepare for most things in life and when we prepare we are also determining the success of what we are going to do or undertake. Thorough and proper preparation is very important to the success of your successor(s).
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Prepare your successor so that when he/she officially take over the responsibility he/she can easily adapt and continue with the responsibility of caring for the youth. 4. Prayer •
Earnest request – our daily act
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We can do nothing without the Lord
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The Lord’s blessing
There is nothing we can do without the Lord. Our successors or new appointees require the Lord’s blessing and jointly with our bearers of blessing we can request this from our heavenly Father through prayer. Note! All the key guidelines contribute towards each other and it is important to link each step for a successful succession or appointment plan. Appointment diagrams Appointment of a group leader…
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Appointment of a congregation youth facilitator (CYF)‌
Appointment of a district youth facilitator (DYF)‌
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Appointment of a bishop area youth facilitator (BYF)…
Tips Know your candidates – Eagerness and passion should be visible – Find a wise candidate not a clever one – Action speaks louder than words – Respect is vital – Unselfish attitude
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Module 2: Tools Youth structure It is important to have structures in any organisation as it provides a foundation to work from and the platform to work forward. Youth facilitators will not be able to make a big contribution to their youth if they do not have a support structure consisting of the youth themselves who add value to the planning and execution of activities.
Figure 11: Example of an organisational structure
Requirements for a youth structure 1) Establish and maintain organised youth structures on all levels i.e. from congregation to bishop area levels 2) Encourage youth involvement within structures. YF’s12 should know the talents and skills of all youth and utilise their specific skills. This ensures that YOM is practiced. Importance of youth structure •
Ensures that the youth body is successful
Everyone is aware of their responsibility within the structure
The youth effectiveness will contribute to reaching the overall goal •
Development and growth in activities and events Unlock the talent potential of the youth Youth involved in activities will encourage their peers to attend and participate
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YF’s – Youth Facilitators
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Development and growth in youth as individuals Youth learn skills that they will be able to use in life and their careers Youth who work together forms fellowships. New and lasting friendships are created Personal fulfilment is stimulated, youth realize their potential and you actually contribute to their self-esteem It also adds to their spiritual growth, getting them involved in the fellowship and guiding them
Every youth facilitator needs to be able to delegate tasks and monitor the progress regardless of your area of responsibility. Remember when you delegate, it does not take away responsibility or accountability. It is important to note that in smaller congregations with fewer youth members a ‘workgroup’ could be one person or many responsibilities can be given to a few youth.
Figure 12: Example of youth workgroups (structure)
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Seven (7) steps to create a youth workgroup (structure) Step no. 1
Step name
What is required
List and group
Categories of events should be identified and listed.
projects for future
Examples: Weekend outing in June or day outing in
activities
September Various workgroups will have to be created based on
2
Create a workgroup
your list of future projects. Be creative in the naming of groups.
Determine 3
guidelines for workgroups
4
The requirements or instructions for each workgroup need to be established. Example for a Youth meeting – group will determine topic, what technical equipment is needed, what venue(s) will be used etc.
Identify and
As an example, if a marketing student is able to assist
approach individual
with the notice board adverts, the youth that loves being
youth with talents
creative to come up with an entertainment programme
as per workgroup
for a G2G etc. You will need to identify those youth who
guidelines
have the skills and talents to assist your workgroups. Example: Weekend outing workgroup, day outing
5
Create a workgroup
workgroup. Include the various youth who have been
based on projects
identified as per the portfolios i.e. ‘Outings’ will require assistance from the catering, venue and transport groups The workgroup needs to know well in advance of all
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Ensure the list of
information relating to their tasks. Example: The
projects is given to
transport group need to know how many youth are going
workgroup
on the trip and if there are any special needs for youth members going with i.e. wheelchair-bound.
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Support, motivate
This is the last point but is one of the most important
and guide
aspects. It is on-going and this is something that needs
workgroup
to happen at all levels in the structure by all.
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Youth meetings A youth meeting is an activity where youth gather to be informed, engaged or entertained on a specific topic(s). The meeting can take the form of a presentation, open or group discussion or role play. These meetings also provide the youth facilitator with the opportunity to discuss topical issues, which serve to benefit the natural and spiritual education of the youth.
Figure 13: Youth meeting engaging the audience
Purpose of youth meetings It is a means to communicate with youth and those who are involved in the youth body. You can use the platform to share tips, guidelines, advice, information etc. It must be a tool used to allow youth to discuss and present information on certain topics relating to them. Youth can also share their issues they are faced with as a group in an entertaining but message-focused style. Ministers are also encouraged to be participants of these meetings. The youth facilitator and pastoral leaders will decide whether to invite the ministers (when applicable). What experiences should a youth meeting provide our young people with? •
Balanced and positive perspective on life, giving advice for making important decisions
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Exuberating, enthusiastic and excess energy through the presenter
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Positive and joyful outlet on their natural and spiritual lives
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Inspiration to be a participant and attend future youth meetings and activities
•
Interaction amongst the youth
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The three (3) P’s The three (3) P’s (Plan, Prepare and Present) have been principles applied to youth meetings formally by youth facilitators and even informally prior to YOM. In general society these principles have always been vital when one attempts to achieve success in a meeting or presentation. We always need to have a process which will help us to reach our objective when it comes to youth meetings, i.e. having a successful youth meeting where youth feel engaged, excited and proud to be part of the youth.
The three P’s provide you as youth facilitators the opportunity to ensure you too can have a successful event. The practical application of the P’s is very important and the following are the main guidelines13 for each P.
Plan
Prepare
Present
(Planning)
(Preparation)
(Presentation)
Brainstorming ideas
Rehearse
Venue and Date
Equipment tested and ready
Follow up and meet with
Create opportunity for
workgroup (s)
feedback Use best presenting
Research topics / themes
Track the plan
methods based on your audience and topic
Presentation guidelines Identify presenters
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Involve pastoral leaders Professional assistance / guidance (where applicable)
Inform youth of next topic
Please remember you can add your own guidelines to the list
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Good preparation is essential for a successful youth meeting, here are some guidelines: a) Get items for the meeting from the youth well in advance and check that the proposed items are suitable. This is important so that any unpleasant surprises are avoided during the meeting. The youth may be given a specific theme for the meeting and all items presented would then be in support of this theme. b) The youth facilitator approaches the pastoral leader for a final decision on a topical subject which is to be discussed with the youth. c) Draw up a programme for the meeting so that there is a pleasant variation of items. If possible, make copies of the programme for distribution to the youth at the time of the meeting. Two styles of conducting a youth meeting The two styles or types of which a youth meeting can be presented are either a topical discussion (formal) or an open discussion (informal) meeting. We can combine both types to form one youth meeting. The format of the meeting determines whether it is topical or open. It is encouraged that your youth meeting has a bit of both as far as possible. This creates an interesting programme for the youth as the audience. Topical discussion versus Open discussion Meetings What are the differences between these two types of styles and what tips can assist us in ensuring we apply them correctly? Topical discussions
Open discussions
Topic is provided prior to meeting by
No specific topic is required as youth can
various sources (youth, YF’s or leaders)
suggest at the meeting for discussion
Research is done on topic
Allow youth to share their talent
Formal discussion / presentation is
Informal presentation / discussion, no specific
created
guideline
Meeting has a specific programme
Sharing of information in an open way
Presenting techniques are required
Various presenting techniques such as role plays and group work or discussions 36
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How to structure your youth meeting to ensure a success?
Introduce each item in an interesting and thought-provoking way Make each item seem as if it is the most important and avoid being long-winded Stick to the programme and end on time Combining of areas and special invitations always create interest The youth enjoy this as they get a chance to interact with others Youth facilitators together with their workgroups may also be 'crossed booked'
Figure 14: Planning
Figure 15: Preparation
Figure 16: Presentation
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Event planning How many times have you planned an event where things have gone horribly wrong? The following section, if applied correctly, will help you to avoid the many pitfalls in event planning. How many of us find organising a youth outing fun where we have no last minute running around or ‘panic modes’, where everything runs smoothly and everybody does his/her part.
Guidelines for planning a successful event A.
Create a workgroup •
Interested parties include: youth, youth facilitators and pastoral leaders where applicable
•
Delegate tasks and responsibilities
•
Workgroup to develop proposed plan
B.
Analyse the event (Questions you should ask yourself / workgroup) •
What is the purpose of the event?
•
What is the possible size of the audience?
•
Who is our audience?
•
What is our theme?
•
Who needs to participate?
•
Who will be our support and project co-ordinators?
•
When will it take place?
•
Where will it take place?
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C.
Eight (8) aspects of consideration 1) Time
5) Meals
2) Venue
6) Entertainment
3) Transport
7) Security and Medical
4) Duration
8) Disaster Management 1) Time
Ensure enough time
Maximise time available, avoid running
Timeously raising or
to plan effectively
around last minute
collection of funds
2) Venue Size and suitability
What facilities are available such as
Where is venue located
kitchen, toilets, braai area etc.?
and costs involved?
3) Transport Size of group will
Bus companies that are used must
Location and cost
determine type of
have insurance. Ensure companies
impacts type of transport
transport required
have the necessary documentation.
to be used
4) Duration Create an event programme
Programme determines need for refreshments (meal times) 5) Meals
Duration of event also affects the cost
Determine cost for
Select type of meals required i.e.
Catering or self-catering
all meals (per head)
based on meal times 6) Entertainment
Types of entertainment
Who will arrange and perform?
Technical equipment required
7) Security and medical Inform local authorities of event
Encourage married ministers to assist with security and professional first aiders to be on duty 8) Disaster management
All role players must All safety, first aiders and co-ordinators be aware of all exit of event must know disaster routes at venue management plan
Safety and health is very important at any event
All exit doors must be unlocked before event takes place
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D.
Budget •
Determine how much you have to spend, create a budget
•
Gather all costs involved and obtain quotations
•
Do not always settle for the lowest prices but the most feasible
•
Determine price per head from your budget and if fundraising is required
E.
Proposal to leaders •
Write up proposals and always have alternatives ready i.e. plan a, b and c
•
You have to sell the idea and get youth and leaders to buy into activity
•
Be flexible and allow them to enhance the event by making positive changes
F.
Marketing an event •
Announcements after service to the congregation
•
Put up colourful, eye-catching catching posters on notice boards
•
Involve pastoral leaders, all ministers, parents and youth
•
Keep youth and parents behind after service / choir practice (where applicable)
G.
Presenting to youth •
Sell, sell, and sell!
•
Make use of power point presentations, example: pictures of venue
•
State a few interesting facts about venue and theme
•
Vibrant, alive and full of energy presenter!! No boring or monotonous type voice
•
Excitement is contagious and tap into the youth cliques
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Interest Groups What are Interest Groups? Interest groups are when two or more youth from different backgrounds (society, culture and location), age, and gender find a common interest in an activity they all enjoy participating in or discussing. Examples of interest groups can be youth who enjoy playing sports, hiking, reading, cycling, walking or running, playing video games etc.
The youth facilitators’ responsibility is to identify the various interests their youth may have and then use those interests for fostering fellowship and ideas for planning youth activities. We need to create youth programmes that stimulate our young people and the best way to do this is to ensure that the young people’s interests are always considered and placed first.
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How to develop and maintain an interest group? There are five (5) simple stages in which interest groups can be developed and maintained:
1. The forming stage (Planning discussion) a.
Identify the interests of your youth, for example, brainstorming sessions
b.
Goals and objectives for the interest group(s) will need to be identified
c.
Information needs to be gathered on the interests
d.
Identify individuals who may take responsibility for the interest groups
e.
Invite youth who are interested to a planning session
f.
Allow youth to put forward their ideas for their interest group
2. The storming stage (Individual commitment – Preparation) a. Clarify who will be responsible for the interest group(s) (nominated individual) b. Ensure each one understands the purpose of the group c. Involve everyone in making clear decisions and allow for discussions and input sharing to take place amongst the group d. Create awareness of the uniqueness of each individual and his/her contribution to the group, and for it to be respected 3. The norming stage (Group commitment – Preparation) a. Obtain full commitment from group for their plans and preparation b. Encourage open communication between group members and yourself c. Motivate group to take accountability and responsibility for their interest group besides their nominated individual d. Interest group should have identified a few activities they would like to conduct in the coming months or year e. Request a written plan from interest group so that it can be approved by you 42
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4. The performing stage (Plan execution) a. The youth involved in the interest group should display trust and acceptance of each other at this stage b. Group members should be sharing tasks and conducting the various planned activities for their interest group(s) c. The group should have a visible energy amongst them d. Constant feedback on progress to YF is necessary for his/her assessment; the YF is ultimately responsible 5. The Feedback stage (Two way feedback by group and youth facilitator) a. Once an activity is completed, the group gives itself feedback and then you as the youth facilitator provide them with feedback b. The group then identifies areas of concern and where improvement is required to successfully plan the next activity c. New youth interested in joining the interest group are welcome and also form part of the planning and execution of next activity d. Youth facilitator motivates the group by sharing their ideas and suggestions for the next activity What keeps young people interested? (Helpful tips) •
Say and do the right things
•
Make it theirs and not yours
•
Give them responsibility and show your trust in them
•
Open discussions and feedback
•
Less of you, more of them
•
Respect them; you will earn their respect
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Module 3: Awareness Social Media / Networking What is social media? Social media are media for social interaction, using highly accessible and scalable communication techniques. Social media is the use of web-based and mobile technologies to turn communication into interactive dialogue (chats). Types of social media / networks youth are exposed to‌ Blackberry messenger (Instant Messaging)
Flickr (Photo management and sharing)
Facebook (social utility – connects people)
Twitter (Micro blogging and instant contact)
Linkedin (Business and profession
You Tube (Share videos)
network) WhatsApp (Instant Messaging)
My Space (Social entertainment)
Mxit (Instant messaging)
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What are social networks? •
Social networks are the grouping of individuals into specific groups, like small communities or a neighbourhood.
•
Social networking is either done face to face or online, groups occur in workplaces, universities, and high schools.
•
The most popular method is online.
Common characteristics of people communicating on social networks •
Interests and hobbies
•
Friends and mutual friends
•
Share and attend events
•
Follow each other’s daily updates, share messages, birthdays , same brands
•
Relationships, political and spiritual views
Did you know? •
Facebook users = 3rd Largest country in the world
•
Mxit new users = adds 40 000 each day
•
Anything you upload to Facebook becomes its property!
•
Social networks are not accountable!
•
Movie stars have more followers than Christ
•
Always read the disclaimer!
How to use social networks positively?
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Tips to protect yourself and your youth • Only accept friend requests from people you know or trust • It is not necessary to share your address, cell phone number or private information • Separate passwords for Facebook and your email account (do not be negligent) • Do not accept requests from applications (apps) that are un-trusted (viruses can hack accounts). Status updates (wall posts)…The DON’TS • Do not spread hate or demoralise and embarrass others • Do not spread rumours and lies • Do not degrade your boss, job or family • Do not share personal information • Do not act out of character
Figure 17: People find themselves in social media circles
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Contemporary Issues There are many contemporary issues14 that our young people are faced with and we as youth facilitators are confronted with those issues regularly, if not on a daily basis. These issues form part of a large reason for a decrease in our numbers in the ranks of the young people. It does not only affect our faith but all people from all different backgrounds which include religion, age and culture. We have taken three (3) examples of contemporary issues to share with you. The following section does not give solutions; it only highlights a few facts and information relating to those issues to create more awareness and perhaps a better understanding. 1)
Drug (Substance) abuse
Drug abuse, also known as substance abuse, refers to a maladaptive15 patterned use of a substance (drug) in which the user consumes the substance in amounts or with methods not condoned by medical professionals. Alcohol is a type of substance and is included in this section. Substance abuse/drug abuse is not limited to moodaltering or psycho-active drugs. An activity is also considered substance abuse when a substance is used inappropriately (as in steroids for performance enhancement in sports). Therefore, mood-altering and psychoactive substances are not the only drugs of abuse. Substance abuse often includes problems with impulse control and impulsivity. 14
Definition: Something that has a relevance to the present time which can be an arguable topic Maladaptive behavior is a type of behavior that is often used to reduce one's anxiety, but the result is dysfunctional and non-productive. – Wikipedia.com 15
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What are the social implications of drug abuse? 1. Breakdown in family and community 2. Decline in health 3. Limited or disrupted education 4. Higher increase in crime 5. Loss of work means lower income There are three (3) general types of drugs: 1. Uppers – generally make people feel energetic, confident and friendly; for example, cocaine, ecstasy, speed 2. Downers – generally make people feel relaxed, calm and even sleepy; for example, alcohol, marijuana and heroin 3. Hallucinogens – generally make people see things that may not be there, or enter a 'dream state'; for example, LSD ('Acid') and mescaline 2)
Teenage pregnancy Teenage pregnancy is a big problem in our society. It is a struggle that needs to receive as much attention and focus as possible. Besides the countless medical complications of teenage pregnancy, early pregnancy and childbearing is linked to a host of critical social issues in our country, such as: •
Poverty – Teenage mothers are less likely to finish their education, thereby forcing them to live off others and not being able to provide a proper upbringing for their child
•
Crime – Research has shown that sons of teenage mothers are more likely to end up in prison
•
Baby’s well-being – Teenage mothers have shown (through research) that they are less likely to be able to provide proper care for their babies, therefore various issues arise such as malnutrition and lack of medical care
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3)
Gambling Gambling is the wagering of money or something of material value (referred to as "the stakes") on an event with an uncertain outcome with the primary intent of winning additional money and/or material goods. Typically, the outcome of the wager is evident within a short period.16 Gambling itself is not the problem we are faced with but the addiction to gambling has its consequences. Many of those consequences (social
implications) have already been mentioned under drug (substance) abuse. There a three (3) types of relevant gambling taking place in South Africa: 1. Lottery 2. Casino 3. Horse Riding Concluding thoughts on contemporary issues We need to create more awareness for our young people and open platforms for them to share their concerns and what they are faced with. One common factor that seems to always contribute to young people being ‘pushed’ into these issues is peer pressure. In the society they find themselves growing up, peer pressure is enormous and very frightening for a young person. We need to find ways to address it. It is also not as simple as saying that, but if we work together and share our ideas we can overcome these contemporary issues in our communities. We as the youth facilitators should attract youth more into the Lord’s work than into the devil’s hands.
16
Definition from Wikipedia.com
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Phase 2: Skills
Phase 2
“Don't wish it were easier, wish you were better. Don't wish for fewer problems, wish for more skills…”17
17
Earl Shoaf
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Module 1: Leadership Leadership is a very broad topic and has many principles for it to be practiced effectively. Even in the responsibility of a youth facilitator, leadership plays a very important and unique role. It is the defining skill which shows the difference between a youth and a youth facilitator; what makes them stand out. Yes our youth can also contain leadership skills and they should be encouraged to show it, but it is the youth facilitator who needs to motivate his/her youth into being leaders for themselves and their peers. A leader is someone who does not rely on a position or title to be labelled a leader; a leader is someone who has the ability to obtain followers by what they say and do.
Figure 18: Leaders are the ones who 'stand out'
We will cover four (4) laws of leadership18 to help you develop your leadership skills.
Figure 19: The four (4) laws of leadership 18
The four laws are based from the book of John C. Maxwell, 21 Laws of Leadership but the information has been customised to be applicable for youth facilitators
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The law of connection If you want others to help and follow you, you must touch their hearts and build connections with them. In other words you cannot move people to action unless you first move them with emotion. Leaders touch a heart before they ask for a hand. A leader must be the great connector; which refers to… •
Good leaders work at connecting with others all the time
•
The stronger the relationship and connection between individuals, the more likely the follower will want to help the leader
•
You develop credibility with people when you connect with them and show you genuinely care and want to help them
To connect with people in a group and relate to them as individuals, here are eight (8) tips… 1) Connect with and believe in yourself 2) Communicate with openness and sincerity 3) Know your audience 4) Live your message (integrity) 5) Go to where they are 6) Focus on them and not yourself 7) Believe in them 8) Offer direction and hope The tougher the challenge, the greater the connection; which means although we find it hard to connect with some of our youth, once we break through and create that connection it will be a very strong relationship building block. What is the result of connection? The vision of the leader becomes the aspiration of the people. Once the relationship is established, people will become loyal, having made emotional connections. 52
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The law of magnetism Who you are is who you attract! Great leaders look out for good people and good people look out for great leaders. Who you attract is not determined by what you want. It is determined by who you are! What will ensure that the people you WANT are the people you GET? We need to share common ground with those we need to lead. If we act differently and speak differently, then those who want to follow will not see our ideas and our vision. What common grounds can we share? Common ground Generation
Description People need to know that you relate to their generation (age), not your own
Attitude
Consider your attitude if you perceive others to be negative
Background
People attract and are attracted to others of similar background
Values
You attract people who share the same values
Energy
High energy person thinks low energy person is lazy, low energy person thinks high energy person is crazy
Giftedness Leadership ability
Attracted to talent and excellence People naturally follow leaders stronger than themselves, leaders you attract will be similar in style and ability to you
The law of solid ground How important is trust for a leader? Trust is the foundation of leadership. People do not question our decisions, they question our leadership. You cannot take shortcuts, no matter how long you have been leading.
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How does a leader build trust? Competence – People trust those who show they are able to complete things Character – People trust those who speak and do what they speak Courage – People trust those who face their fears and overcome challenges Clarity – People trust those who provide clear direction for them Coaching – People trust those who spend their time helping others improve What does character communicate? It communicates to people that you are consistent, you have potential as a leader and you respect others deeply. Applying the law of solid ground…
The law of addition Leaders add value by serving others: “Only a life lived in the service of others is worth living”19. Critical question we must ask ourselves as leaders: Are you making things better for the people who follow you?
19
Albert Einstein
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Do the math!
“Bottom line in leadership is not how far we advance ourselves but how we advance others”20 We add value when we…
20
•
Truly value others
•
Make ourselves more valuable to others
•
Relate to what others value
•
Do things that God values
John C. Maxwell
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Module 2: Communication Communication has always been a crucial skill that has often either had positive or negative effects on projects, teams and individuals. It is important because it is the core of relationships. We will look at communication styles, communication languages and asking questions in this section to help us enhance our understanding of the positives and negatives of communication. What are communication styles? Communication styles represent you or describe who you are or the way you are when you communicate with others. People do not realise they have communication styles and, therefore, only when it is identified will they realise that perhaps their style could change or be improved. There are two communication style categories that we will focus on: primary and secondary. Primary communication style refers to the first style you might be inclined to use based on a required outcome you would want to achieve. Secondary communication style refers to the style you might refer to when finding yourself in a difficult or compromising situation. No one has only one style and most people have a combination of styles which they use. We only highlight four for each primary and secondary style and share their characteristics.
Figure 20: From top left to right - Collaborator, Contributor, Inquisitor, Director, From bottom left to right - Aggressor, Consenter, Avoider and Controller
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Primary Communication Styles Collaborators
Contributors
Friendly and open
Socially oriented
Thrive on interaction
High energy levels and outgoing
Enthusiastic
Motivators
Prefer speaking with people in small groups or individually Good listeners and open to opinions and new ideas
Inquisitors
Directors
Perfectionists of
Focus on completion
communication
of tasks
Communicate with
Adopt a practical
logic and reason
approach to situations
Do not speak in emotional terms
Decisive
Masters of the art of
Prefer data and hard
Reach their points
compromise
facts
quickly
Viewed as indecisive and non-authoritarian
Minimize risk through strict attention to detail
Express support through action
Like small groups or
Seen as impulsive
one-on-one
and visionaries
interaction
Secondary Communication Styles Aggressors
Consenters
Avoiders
Controllers
Secondary style of
Secondary style of
Secondary style of
Secondary style of
collaborators
contributors
inquisitors
directors
Peacemakers
Quiet and reserved
Determined
Avoid emotional
Have control over
expressions
situations
Express frustration by verbally attacking others Use a loud voice
Avoid discussion of
and emphatic
problems that result
language
in stress
Rarely have outbursts
Slow to anger
Avoid contact with others
Focus completely on obtaining a specific goal
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What are communication languages? It is the way we communicate with each other; we are unable to communicate with each other if we do not use a language. It refers to when we speak, how we speak and in the manner we say things. Here language does not refer to English, German or Spanish. It is the way we share information and the effect it has on the ears that receive it. We will be looking at verbal and non-verbal languages. Verbal communication involves volume, rate and pitch at which we speak. There are four verbal communication languages that we look into. Verbal Communication Languages Positive
Negative
Draws both the speaker and
Can be expressed in
listener into a
many ways
conversation
Inflammatory Stirs intense negative emotions in the listener Prejudicial toward
Presents an all-
Usually expressed by
inclusive attitude
the word “no”
Makes all parties
Delivers a blunt
Inappropriate in the
feel empowered
attitude
church
Reflects confidence
Ends conversation
gender, ethnicity, or physical attributes
Powerful Involves using clear and direct statements
Helps you explain the situation clearly Helps you handle the situation effectively and efficiently
Inflammatory
Combines politeness
language
with directness
Non-verbal communication is messages we send without saying a word, where people can observe and visibly see what we express and often feel. Examples of non-verbal are: •
Listening skills – where the eye and ear provide undivided attention
•
Consider context – showing you understand by your expressions
•
Signals – such as handshakes and gestures
•
Body language – Our eye contact or posture can also be read etc. 58
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Why do we ask questions when we communicate? When we communicate we require a certain level of understanding and the best way to check understanding or to evaluate your own understanding is to ask questions. The way we ask questions and answer them allows us and others to know if the communication was successful. Tips for asking questions… •
Use unequivocal language
•
Use specific phrases
•
Avoid using inappropriate jargon and slang
Types of questions we should avoid… •
Statement questions - statements of fact or feeling disguised as questions; for example, “Do you think you should have turned in that report yesterday?”
•
Hidden agenda questions - masks the speaker’s true intent; for example, “When you came home last night was the TV still on?”
•
Assumption questions - are misleading; for example, “Why are you upset?”
•
Questions that seek a specific response - Puts the recipient in an uncomfortable situation; for example, “Did you tell the truth about your car?”
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Module 3: Facilitation We now explore an interesting topic. As a youth facilitator you might think this only implies to you, but as we go deeper into this topic you will realise it can be anyone who has a responsibility to perform where an outcome is required. What is facilitation? ‘Any activity which makes tasks easy for others’21 Facilitation means to… •
Simplify things
•
Enable others to do things
•
Help others
•
Accelerate a process
•
A way to achieve objectives
Figure 21: Facilitation involves one person who brings a group of people together or a group of ideas to achieve an outcome
Requirements for successful facilitation
21
Wikipedia.com
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Two key words to observe are…
Facilitate (making things easy) and Facilitator (the one who makes things easy) How to facilitate a meeting, workshop and event or project? How to facilitate a meeting? We use the acronym M.A.P.S to guide us when facilitating a meeting. Materials – bring relevant hand-outs, minutes from the last meeting, flip chart, tape, markers, drinks or snacks, etc. to the meeting. Agenda – clear goals and agenda should be set before the meeting. Your agenda should relate to the goals of the meeting. Ask for input into the agenda, set time-limits for specific agenda items and try to stick to the set time. If you have to go longer, make sure everyone is okay with that otherwise table items for the next meeting. People – invite the right people, remind everyone who needs to be there (remind them more than once). Involve people; have different people prepare and introduce each agenda item. Space – reserve a comfortable space for the meeting. Pay attention to temperature, arrangement of chairs, noise, bathrooms, windows, etc. How to facilitate a workshop? •
Ensure all group members know each other – have participants introduce themselves at the start. As the facilitator, introduce yourself first; this helps others decide what they will say.
•
Be sensitive to the group’s needs – ensure that you are aware of every group member’s needs, and help to ensure their needs are met, albeit physical or emotional
•
Involve everyone – do not become too focused on one or two individuals; let everyone share their talents in the workgroup, ensure everyone has the opportunity to contribute in their own way
•
Create an open environment – encourage all participants to listen to what others are saying. If a workgroup session is splitting into separate discussion groups, interrupt them politely and ask them to deal with one discussion at a time. 61
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How to facilitate an event or project? •
Clear guidelines on what needs to take place – explain what needs to be done, how it must be done and when it needs to be done, prior to event / project and on the day of the event / or when project is due.
•
Inform all involved of ground rules – ground rules can include what they can do and what they cannot; it provides clarity for what is accepted and what will not be accepted. These are not enforced rules as per discipline only but also include rules such as who does what and when.
•
Appoint project leaders for each activity planned – utilise those from workgroups and also youth who are available to assist. Ensure you have someone for every activity who can be your contact person, for example, someone for catering, entertainment, parking and security etc.
•
Provide feedback after the event / project – always inform everyone who participated of the feedback of the event / project. Was it a success or failure? High and low points. It helps for the next event / project to know what to work on.
Remember what a facilitator is: “Agents of change who…work on helping individuals,
groups and organisations as a whole to develop or improve”22 A facilitator provides… •
Purpose: a real person who leads the group with honesty
•
Vision: painting a picture of where the group is headed in an open manner
•
Ownership: instilling a sense of integrity and commitment amongst the group
•
Capacity: knowing what they are talking about and lead as a symbol of excellence
•
Support: an environment of teamwork and be supportive of learners
22
Robson and Beary 1995
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Tasks of a ‘facilitator’ for youth
Figure 22: Sometimes we need to put aside or show certain pieces of the puzzle for others to see, this makes it easier for them to put it together, that’s the responsibility of a facilitator
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Module 4: Presentation The reality of being a youth facilitator is that you will be required to plan, prepare and present23 many presentations. Presentations can take the form of formal (PowerPoint, flip chart, meeting or workshop) or informal (announcement or discussion) presentations. It will be necessary for you to develop presentation skills in order to ensure that the audience you present to are able to grasp and understand the information you are sharing. How do people take in information?
The famous psychologist Albert Mehrabian showed that the way people take in information during a presentation is 55% visually, compared to 38% vocally and only 7% through text24. Visual aids significantly improve the interest in a presentation. Research shows that visual aids have a dramatic effect on message retention. The effect of using visuals is amazing. We try to use pictures, video clips, graphs and props whenever we can. Presenters are also ‘visual aids’ which brings the 38% vocal information across. Presenters are the ‘first and last face’ of the presentation and therefore it is very important that the presenter becomes ‘attractive’ to the audience to bring across another important aspect when presenting information, the ‘message’. 23 24
Refer to youth meetings three (3) P’s Wikipedia.com
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How to build confidence for presenting? Nervousness is healthy, it shows the audience that the presentation is important to you and you can score points on the sincerity scale. The following tips can assist you in building confidence: •
Prepare thoroughly – knowing as much as you can ahead of time will give you confidence
•
Rehearse – rehearse until you are comfortable with your material, if you know how the presentation flows you feel more in control of the situation
•
Good posture – we have more power and energy when we stand erect with weight balanced equally on our feet
•
Focus on the message – think about the objective of the presentation, not on how you are coming across
•
Learn to laugh at yourself – the problems that occur during presentations are funny such as equipment that does not work, you trip, you discover a smear of toothpaste on your clothing. Laugh it off.
The 5 W’s We need to ask ourselves the following questions in order to better prepare ourselves and develop those presentation skills. •
Why are we presenting this topic?
•
What material, visual aids and equipment will we use?
•
Who is the audience and what are their expectations?
•
When will it take place?
•
Where will it take place?
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Nine (9) focus areas of presenting 1) Know what you want to achieve Bring the message across using examples and scenarios Present with a lively approach and appropriate methodology 4) Outcomes and objectives
2) Research
3) Venue
Source relevant and reliable material and ensure all facts
Must be applicable
are well researched Know your topic and audience
5) Structure
What you want the audience
Introduction: defines the
to know, feel, or believe
objective of presentation,
afterwards leaving the
motivate audience and briefly
presentation
outline what is to be covered Body: should cover the
Must be clearly defined and,
essential information with
remember, less is more
examples, allow for discussion and clarification
Know the venue layout and pay a prior visit to venue 6) Time management
Plan the time it will take to cover sections of the presentation
Have an accurate time keeper and factor in extra time for contingencies (back up plans)
Must be presented and
Conclusion: Summarise
Ensure that back up
communicated to the
objectives, make a concluding
equipment are easily
audience
statement
accessible
7) Attention to detail
8) Rehearse
9) Punctuality
Make reference to venue,
Arrange dry runs of the
Arrive early to set up and this
audience and occasion,
presentation as practice
must be part of your
audience should feel you are
makes perfect and rehearse
preparation, allow presenters
speaking exclusively to them
against the clock/timer
to settle in and relax
Statistics should be accurate
Video tape or record so that
Before presentation starts,
and not approximate with
you can see and hear what
everything is set up and
sources being credited
you have done well, and what
prepared well before the start
could be improved
time
Your personal appearance is a
Respect your audience; youth
reflection of your level of
arrived on time for a specific
preparation
time period so respect it
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How to use links with information for audiences to understand? •
Acronyms; for example, LOL (Laugh Out Loud), WWJD (What Would Jesus Do) etc.
•
Phrases; for example, ‘Before you think outside the box, you need a box’
•
Sounds; for example, playing a certain song or musical theme
•
Rhymes and slogans; for example, ‘Don’t drink and drive, arrive alive’
•
Logos and image association; for example,
New Apostolic Church
Using your voice…PAMPERS the audience P – Projection (gives sound a penetrating quality) A – Articulation (bringing words together to shape the sound) M – Modulation (the loudness or pitch or tone of the voice is modified) P – Pronunciation (the way a word is customarily spoken) E – Enunciation (the manner in which something is expressed in words) R – Repetition (repeated use of the same word, a pattern you create) S – Speed (use delivery, fast to excite and stimulate, slow to emphasize) Using your body language…PEOPLE P – Postures and gestures (how you use your body) E – Eye contact (where and to whom you are looking at) O – Orientation (where and how you position yourself in room) P – Proximity (how close do you sit or stand to the audience) L – Looks and appearance (look presentable to attract audience to you) E – Expressions of emotion (use facial expressions to express emotion)
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Phase 3: Attitude
Phase 3
“Your attitude determines your altitude…”25
25
Author unknown
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Module 1: Conflict and Change Managements Conflict Management What is conflict? Conflict occurs when two or more people disagree because their needs, wants, goals, or values (sometimes their styles of doing things) are different. The dictionary26 defines it as a ‘clash or disagreement, often violent, between two opposing groups or individuals or an incompatibility, as of two things that cannot be simultaneously fulfilled’. What is conflict management? Conflict management involves implementing strategies to limit the negative aspects of conflict and to increase the positive aspects of conflict at a level equal to or higher than where the conflict is taking place. What are causes of conflict? Relationship
Miscommunication – Strong emotions – Stereotyping – Repetitive negative behaviour
Data (Facts)
Lack of information – Misinformation – Different views of data – Different expectations
Value
Different ways of life, world view or ideology – Different criteria for evaluating ideas in life
Interest
Perceived or actual competition over interests – Procedural interests – Psychological interests
Structural
26
Unequal authority – Unequal control of resources – Time constraints
South African Oxford Dictionary
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The five (5) steps in resolving conflict 1. Pray about the problem together Do this humbly; not as a way to judge the other person. Commit to trying to find a solution, and then define the conflict as a mutual problem. In the majority of conflict situations, neither side is totally wrong or totally right. In most cases there are things to sort out on both sides. So try to perceive the situation as a mutual problem not a win and lose struggle. 2. Clarify the issues and focus on the needs and goals Reframe the situation with questions such as: what do we need to do to get out of this situation? What are our goals? What are the concerns? Do not be dragged back into recriminations or old gossip that is quite destructive. 3. Understand each other’s perspective Treat the other person and their viewpoint with respect. Give each other time to state a viewpoint (active listening without interruption). Once we really understand the other person’s viewpoint it is much easier to come to an agreement. Use specific communication. Use ‘I’ words instead of ‘you’ words. Instead of ‘You make me so mad when you do that!’ I might say, ‘I feel so angry when something is said to me without considering my perception in the situation.’ 4. Break the conflict into small steps If the conflict is serious, it may not be possible to sort out all of the problems at once. Identify the options and develop the ones that give everyone more of what he/she wants. Try to agree to deal with one issue at a time, and then you can move on to the next. 5. Give and take Take a long-term view. Support what is legitimate and fair, resist greed and injustice. Give in areas that are of high value to others and easy for you to give. Remember that you cannot expect for everything to go your way. 70
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The ‘conflicters’ We find that there are many types of ‘conflicters’ who find it a habit or a way of life to cause conflict in their surroundings. (It’s a characteristic of theirs and it’s not only aimed at the CYF, usually they do it in their jobs, schools etc. Therefore they cause conflict in their surroundings) It is important to identify these ‘conflicters’ and their traits. We will now identify a few conflicters and how to manage them: •
Sherman tanks o These intimidators get ‘in your face’ to argue and state opinions as facts o Get their attention by using their first names with which to begin a sentence o Maintain eye contact; give them time to wind down o Stand up to them without fighting, sit down to continue discussions
•
Snipers o They take pot-shots in meetings but avoid one-on-one confrontations o Get other opinions – do not give in to the sniper’s views o Provide the sniper with alternatives to a direct contest
•
Chronic complainers o These people find fault with everyone – except themselves o Politely interrupt and get control of the situation o Quickly sum up the facts and ask for their complaints in writing
•
Negativists o They know nothing new will work; they will disrupt brainstorming sessions o Acknowledge their valid points and describe past successes o Avoid you’re wrong, I’m right arguments
•
Exploders o These individuals throw tantrums that quickly escalate o Give them time to regain self-control o If they do not, shout a neutral phrase such as STOP o Take a time-out or have a private meeting with them 71
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Use S.T.A.R. to manage conflict To manage conflict we need to‌ Stop (do not panic – do not react) Think (gather information) Analyse (using gathered information, decide how best you can empathise with this person) Respond (communicate your understanding of situation and what would work for you) Will you always have time to think about the above process and work through it step by step when conflict does arise? No! The key is to begin to incorporate the principles and practice them on a regular basis, let them become a part of who you naturally are. When you are in a conflict situation you can always tell yourself to STOP! This will help you not to react quickly and will give you a few mental seconds to begin processing the situation in a more controlled way. Best growth and learning occur when conflict is handled honestly and constructively! There are a variety of conflict management strategies that may be used appropriately in different situations.
Figure 23: The impact of conflict can be softened if we are able to identify when it is coming our way
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Change Management
Figure 24: Do we see 'signs' of change ahead?
How many times have we not seen people or things change in front of us? Not all changes to people or things are negative so we must be able to identify positive change. Perhaps it might not be positive for us, but the next person might feel it is positive for him/her. There are misconceptions about change such as; change is a reaction to a problem, it affects only organizational structures and it occurs naturally. Three (3) aspects of change 1. People •
People are always involved with or are faced with change
•
Relationships can also change when it comes to people
•
Youth trends can change
2. Culture •
Different types; change affects cultures because there is a need to adapt
•
Diversity of culture refers to race, gender, age, background etc.
3. Organisation •
An organisation can be filled with many aspects of change; new or different faces, guidelines, management or leadership, people involved, processes
•
Make technology work for you rather than against you
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Benefits of change •
Helps people reach their vision Get people to establish a simple vision and strategy – focus on emotional and creative aspects that are necessary to drive them forward.
•
Increases involvement Involve as many people as possible; communicate the essentials simply, and appeal and respond to people's needs.
•
Enhances growth Put the right people in the right places with the right emotional commitment and the right mix of skills and levels – growth will be enhanced.
Moving youth forward with change Resilience • The ability to recover swiftly from change creates an open and flexible atmosphere and allows change to occur more easily • Establish built-in responses to change Leading change • Change can occur at any time and the motivation for change is a desire for improvement Promote forward with change •
Requires someone with the ability and power to implement change enthusiastically and requires support from youth
Behaviours • Get involved, listen, coach and appreciate Delegation •
Delegating tasks allows you to involve your youth in the change process and remain in control
Motivation •
Motivate youth and individuals to implement change successfully
•
Understand the need for change and strive to make improvements
•
Help facilitate change and help the youth reach their goals. 74
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Steps of change process 1) Analyse the situation o Determine catalyst for change and understand situational variables o Learn youth or individual concerns and gain their support o History of previous changes which affected youth is an excellent indicator of whether a current change will be successful o Enables you to identify potential problems and whether they will accept similar changes 2) Choose an action o Identify obstacles and know the available resources o Create an action plan and reward success o Plan for risks and restraining forces obstruct 3) Implement the action o When youth develop a sense of urgency, they understand the necessity for the change o Focus on the effect on the entire people instead of individuals o Attend to problems immediately o Setting goals for change allows you to identify potential problems and achieve objectives 4) Monitor progress o Monitoring change allows you to determine that you achieved your goal and measure its implementation rate, its support, and its effectiveness o Identify areas in need of improvement and make the necessary modifications during the implementation of change
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Module 2: Time and Stress Managements Time Management What is time? It is a scarce resource, irreplaceable and irreversible, and to save time you must spend some time as well. Why is time management so important? The fact that it is a scarce resource means that we have to ensure that we manage our time wisely, doing things that take priority, but more so that it has a bigger impact on what we are supposed to do in the bigger picture. If we do not manage our time, we do not manage ourselves or our responsibilities efficiently. We create more available time when we manage our current time. If we manage our time effectively our lives will be: Focused – Practising effective time management you will increase your effectiveness by focusing and concentrating on results. Many people spend their days in a frenzy of activity, but achieve very little because they are not concentrating on the right things. Balanced – You are able to maintain a balance amongst your work, personal, and family lives. You will have and make time for all aspects of your life. Controlled – With good time management skills you are in control of your time and your life, of your stress and energy levels. Fulfilled – You hold various roles and responsibilities and you cannot neglect any of your roles or responsibilities. (All the previous aspects were discussed using ‘you’, so maintain that) If you manage your time effectively, you will not; you will make and have time available for everything that is important to you. 76
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Seven (7) tools for effective time management 1. Overcoming procrastination 2. Prioritising 3. Organising 4. Planning 5. Scheduling 6. Delegation 7. Goal-setting 1. Overcoming procrastination "Hard work is often the easy work you did not do at the proper time.�27. You procrastinate when you put off important tasks over and over again and things that you should be focusing on right now, usually in favour of doing something that is more enjoyable or that you are more comfortable doing. Three (3) steps to overcome procrastination: a) Recognize you are procrastinating b) Work out why you are c) Get over it by focusing on that which you need to do 2. Prioritising It is choosing what to do and what not to do, recognizing the difference between important and unimportant and starting with the important first. It is the answer to time management problems; you need to spend more time on the right things. 3. Organising The more organised you are, the more effectively you will be able to use the twenty-four (24) hours in each day. Create to-do lists and start by listing everything that you have to do. Prioritise your tasks and plans in the order in which you will do things. Rewrite the task list in order of priority and this will help you to organise your day. 27
Bernard Meltzer
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4. Planning It is the most important time management tool. To achieve your goal and map the tasks you have to do, preparing a sequence of action steps is vital. When writing an action plan to achieve a particular goal or outcome, you can derive help from the following steps: a) Clarify your goal. Can you get a visual picture of the expected outcome? How can you see if you have reached your destination? What makes your goal measurable? What constraints do you have; like the limits on time, money or other resources? b) Write a list of actions. Write down all the actions you may need to take to achieve your goal. At this step focus on generating and writing as many different options and ideas as possible. Take a sheet of paper and write more and more ideas, just as they come to your mind. While you are doing this, try not to judge or analyse. c) Analyse, prioritise, and prune. Look at your list of actions. What are the absolutely necessary and effective steps to achieve your goal? Mark them somehow. After that, what action items can be dropped from the plan without significant consequences for the outcome? Cross them out. d) Organise your list into a plan. Decide on the order of your action steps. Start from looking at your marked key actions. For each action, what other steps should be completed before that action? Rearrange your actions and ideas into a sequence of ordered action steps. Finally, look at your plan once again. Are there any ways to simplify it even more? e) Monitor the execution of your plan and review the plan regularly. How much have you progressed towards your goal? What new information you have got? Use this information to further adjust and optimise your plan.
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5. Scheduling Scheduling is the process by which you look at the time available to you, and plan how you will use it to achieve the goals you have identified. We will go through the following five-step (5) process in preparing your schedule: Step 1: Identify the time you have available and start by identifying the time you want to make available for your work. This will depend on the design of your job and on your personal goals in life. Step 2: Block in the essential tasks you must carry out to succeed in your job or responsibility then block in the actions you absolutely must take to do a good job. Step 3: Schedule in high priority and urgent tasks and review the to-do list. Schedule the high-priority and urgent activities, as well as the essential maintenance tasks that cannot be delegated and cannot be avoided. Step 4: Set aside an appropriate contingency time to handle unpredictable interruptions. You will learn how much of this you need by experience. Obviously, you cannot tell when interruptions will occur. However, by leaving space in your schedule, you give yourself the flexibility to rearrange your schedule to react effectively to issues as they arise. Step 5: In the time that remains, schedule the activities that address your interests, priorities and personal goals. Review your prioritised to-do list and personal goals, evaluate the time needed to achieve these actions, and schedule these in. If you have little or no discretionary time left by the time you reach step five, then revisit the assumptions you have made in steps one to four. If your discretionary time is still limited, then you may need to renegotiate your workload.
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6. Delegation Effective delegation is a critical survival skill for all leaders. Understanding delegation and knowing how to use it right is an important personal time management skill. The delegation process normally starts from asking yourself if you are the right person to do the task, and then who is the right person for this task. A common trap is when you think to yourself, ‘If I want anything done right, I have to do it myself’. The first important component of the delegation skill is choosing the right person (delegate) to whom you will delegate the task. A key component of delegation is the ability to find a win-win deal, and still delegate the task to someone. A common win-win situation is when delegating the task saves your time and gives a valuable learning experience, skill training, or an interesting opportunity for the delegate. You still have responsibilities and are still accountable for the tasks. For delegation to work, make sure that you will be able to monitor the progress of task execution and know if the task is actually completed. Avoid delegation when you are unable to monitor the completion status. You need to effectively and clearly communicate to the delegate what outcome is expected and what the requirements are for a successful result. This is very important for the delegate's motivation and performance, as well as for your satisfaction with the end results. 7. Personal goal-setting Goal setting is a powerful process for thinking about your ideal future, and for motivating yourself to turn this vision of the future into reality. You need to find direction and which goals are important to you in your life. Ask yourself what are your goals that are related to the different aspects of your life, for example; what are your goals relating to your spiritual, education, attitude, career, family, financial aspects etc.? Once you have set your goals, you will have an idea of where you are heading, what you will need to do to get there and the time you will require achieving those goals.
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Stress Management What is stress? Stress is the body’s automatic response to any physical or mental demand placed on it. Adrenaline is a chemical naturally produced in our bodies as a response to stress. Stress creates either a fight or flight response by individuals. Is all stress bad? Too much stress may cause an unproductive anxiety level, moderate levels of stress may actually improve performance and efficiency and too little stress may result in boredom. What are stressors? A stressor is a chemical or biological agent, environmental condition, an external stimulus or an event that causes stress to a living organism. Examples of events that trigger the stress response may include situations, activities, relationships that cause trauma to one’s physical, emotional, or psychological self. Examples of stressors are education, work, family, relationships, environment, finances and health. Two main negative effects of stress Physical
Emotional
Weight gain or loss
Mood swings
Unexpected hair loss
Anxiety
Heart palpitations
Can lead to depression
High blood pressure
Lead to unhealthy coping strategies (I.e. alcohol, drugs, etc.)
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Figure 25: Stress is unavoidable so we must learn to manage it
The key element to managing stress would be to live a balanced life. Examples of managing stress are running, exercising, counselling and relaxing. There are also other helpful tips to manage stress such as: •
Changing your perceptions and expectations
•
Break jobs or tasks into manageable parts
•
Set reasonable and realistic goals
•
Avoid procrastination
•
Set boundaries
•
Do not compromise your values and beliefs
•
Schedule ‘me’ time
Benefits of stress management •
Physical health gets better and more energy and stamina are gained
•
Emotions will be stabilised, creates a positive attitude
•
Ability to focus improves your ability to learn and achieve more
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Module 3: Self-Actualisation and Attitude Self-Actualisation What is self-actualisation? Self-actualisation is a term that has been used in various psychological theories, often in slightly different ways. The term was originally introduced by the organismic theorist Kurt Goldstein for the motive to realize one's full potential. "The tendency to actualise itself as fully as possible is the basic drive...the drive of self-actualisation.� Abraham Maslow, a well-known theorist, provides another description of selfactualisation: “the desire for self-fulfilment, namely the tendency for him (the individual) to become actualised in what he is potentially. He did not feel that selfactualisation determined one's life; rather, he felt that it gave the individual a desire, or motivation to achieve budding ambitions. Maslow's usage of the term is now popular in modern psychology when discussing personality from the humanistic approach.
Figure 26: Maslow's hierarchy of needs
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Maslow's hierarchy of needs is often portrayed in the shape of a pyramid, with the largest and most fundamental levels of needs at the bottom, and the need for selfactualisation at the top. Maslow's theory suggests that the most basic level of needs must be met before the individual will strongly desire (or focus motivation upon) the secondary or higher level needs. Physiological needs For most part, physiological needs are obvious; they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function. Air, water, and food are metabolic requirements for survival in all animals, including humans. Clothing and shelter provide necessary protection from the elements. Safety needs With their physical needs relatively satisfied, the individual's safety and security needs take precedence and dominate behaviour. Safety and security needs include personal security, financial security, health and well-being, safety net against accidents or illness and their adverse impacts. Love and belonging The third layer of human needs is social feelings of belonging. Humans need to feel a sense of belonging and acceptance, whether it comes from a large social group, such as clubs, office culture, religious groups, professional organisations, sports teams, gangs, or small social connections (family members, intimate partners, mentors, close colleagues, confidants). This can impact the individual's ability to form and maintain emotionally significant relationships in general; such as friendship, intimacy and family.
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Esteem All humans have a need to be respected and to have self-esteem and self-respect. Esteem presents the normal human desire to be accepted and valued by others. People need to engage themselves to gain recognition and have an activity or activities that give the person a sense of contribution, to feel self-valued, be it in a profession or hobby. Imbalances at this level can result in low self-esteem or an inferiority complex. People with low self-esteem need respect from others. Self-actualisation “What a man can be, he must be.” This forms the basis of the perceived need for selfactualisation. This level of need pertains to what a person's full potential is and realising that potential. Maslow describes this desire as the desire to become more and more of what one is; to become everything that one is capable of becoming. This is a broad definition of the need for self-actualisation, but when applied to individuals the need is specific. For example one individual may have the strong desire to become an ideal parent, in another it may be expressed athletically, and in another it may be expressed in painting, pictures, or inventions. To reach a clear understanding of this need, one must first not only achieve the previous needs – physiological, safety, love, and esteem – but master these needs. Common traits amongst people who have reached self-actualisation •
Embrace reality and facts rather than deny truth
•
Are spontaneous
•
Focus on problems outside themselves
•
Can accept their own human nature (with all its shortcomings), are similarly acceptant of others and generally lack prejudice
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What is understood by self-actualisation? •
To fulfil your unique potential – Be the best you can be.
•
The development towards achievement of a personal goal – Set your eyes on where you want to be and do not let anything steer you away.
•
Achieve the greatest benefits from all things – Do not take anything for granted.
Benefits of self-actualisation •
Direction – ‘Why am I alive?’
•
True happiness – ‘Will that really make me happy and satisfied?’
•
Recognise own abilities and aptitudes and develop them further – ‘What can I do about it?’
Dangers of self-actualisation •
Inconsideration – Thinking of yourself at the expense of others
•
Ego – Thinking you are better than others
•
Failure is rated as a personal defeat – The worst person to let down is yourself
•
Ideological teachings - An ideology is a set of ideas that constitutes one's goals, expectations, and actions. Wrong types of teachings can bring about wrong expectations, goals and actions
•
Lack awareness of sin – When one has the attitude that everything you do is the right thing
•
Redemption is ignored – When you reach the feeling that you do not need God anymore
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Our faith in perspective to self-actualisation •
What does God expect from us? – “If anyone desires to come after Me, let him deny himself, and take up his cross, and follow Me" (Matthew 16:24)
•
What about what I want? – We can do what we want to as long as it is not against Christ’s attitude.
•
This specifically means for us… o To assign priority to our goal of faith o To utilise the means and possibilities given by God o To consistently observe the way of following laid down by God
Our self-actualisation can be guided by the following scripture references…
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Attitude What is attitude? Attitude is a… •
Decision – you decide what attitude to have, you decide how to go about your day, the situation, the environment
•
Way of life – it becomes who you are, everything you do is based on your attitude, people will know you by your attitude
•
Thought – your thoughts are determined by your attitude, you make or break something or someone in your thoughts
•
Deed – your attitude determines what you do, if you must do it, you must allow your attitude to become your actions
Attitudes have three (3) evaluative components •
Cognitive is the opinion or belief segment
•
Affective is the emotion or feeling segment
•
Behavioural is the intention to behave in a certain way toward someone or something
Definition of failure based on our attitude… Negative attitude – Our attitude towards failure is simple, we avoid it. Avoidance is therefore the attitude we adopt when reflecting on failure. We avoid failure with all our might, no one likes failure. Positive attitude – Thomas Edison invented the light bulb. He failed countless times before it worked. His definition of failure: ‘Many of life’s failures are people who do not realise how close they were when they gave up’. Failure is the greatest opportunity we receive. Ask the right questions: what went wrong, where should I make the changes, who will be able to assist me, and then say…I must try again.
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Positive versus negative attitudes Negative
Positive
Sees the bad in everything
Able to move on
‘I am a failure’
Look for new opportunities
Does not learn from it
Content
Unable to acknowledge success
Self-belief Success-minded
Positive…
Our attitude •
It is our attitude that tells the world what we expect in return
•
A great attitude is not the result of success; rather success is the result of a great attitude
•
To achieve and find the life you want, you must think, act, talk, and conduct yourself as would the person you want to become
•
“The greatest discovery of my generation is that a human being can alter his life by changing his attitude.”
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William James
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Referrals The young people are not excluded from any of the contemporary issues that life throws at us. Our minister body offers the best spiritual support and guidance but not always able to give that qualified counselling which is required for human beings, young or old, when faced with problems and diverse circumstances at times in their lives. It is therefore that we include a referrals section in this guide for the benefit for you as youth facilitators, our minister body, including the youth and parents as well. These contact numbers and details can be used for direct contact to an institution for enquiries purposes. If you are seeking an institution physically nearer to your area, please do not hesitate to contact the institutions in the list and enquire by them for a closer option. We wish you all the best in your endeavours in helping our youth.
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Addiction Contact Numbers Treatment Centres Organisation
Area
Contact number
Website
Crescent Private Psychiatric clinic
Claremont
021 762 7666
www.crescentclinic.com
False Bay Therapeutic community centre
Fish Hoek
021 782 6242
Fish Hoek Drug counselling centre
Kommetjie
021 785 5205
www.drugrehabcapetown.co.za
Harmony Addictions clinic
Hout Bay
0861 695 9067
www.harmonygroup.co.za
Life Path Health clinics
Western Cape
021 595 8534
www.lifepathgroup.co.za
Stepping stones (various addictions)
Kommetjie
021 783 4230
www.steppingstones.co.za
De Nova
Kraaifontein
021 988 1138
Heskith King treatment centre
Paarl
021 884 4600
Western Cape Youth Rehabilitation centre
Eersteriver
021 843 3200
Tharagay House
Kenilworth
021 762 2425
Support Groups AL ANON (Support for families of problem drinkers)
National
0861 25 26 66
www.alanon.org.za
National
088 129 6791
www.naranon.org.za
Nar Anon (Support for families of drug users)
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Intervention and Counselling Organisation
Area
Contact number
Website
Cape Town Drug counselling centre
Observatory / Mitchells Plain
021 447 8026 / 021 391 0216
www.drugcentre.org.za
AA (Alcoholics Anonymous)
National
0861 HELP AA (435-722)*
www.aasouthafrica.org.za
Department of Social development
National
(24hrs)
0800 12 13 14 SMS : 32312
SANCA - Regional office
Western Cape
021 945 4080/1
www.sancawc.co.za
National Responsible Gambling
National
0800 00 60 08
www.responsiblegambling.co.za
General Contact Numbers Childline
National
0800 05 55 55
www.childlinesa.org.za
FAMSA
Observatory
021 447 7951
www.famsa.org.za
HEAL (Halt Elder Abuse line)
National
0800 00 30 81
National AIDS helpline
National
0800 01 23 22
National Counselling line
National
0861 322 322
NICRO
Cape Town
021 462 0017
Pregnancy Help Centre
Observatory
021 447 3630
Rape Crises
Observatory
021 447 9762
www.rapecrises.org.za
Saartjie Bartman woman & children’s centre
Manenberg
021 633 5287
www.saartjiebaartmancentre.org.za
www.aidshelpline.org.za
www.nicro.org.za
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General Contact Numbers…continued SADAG (South African Depression & Anxiety group)
National
0800 20 50 26
SADAG Suicide Crisis line (8am8pm)
National
0800 56 75 67
Safe schools programme
Western Cape
0800 45 46 47
Safeline (children & adolescents only)
Athlone
021 638 4149
www.safeline.org.za
St Annes Home (Woman’s Shelter)
Woodstock
021 448 6792
www.stanneshomes.org.za
Stop Gender Violence Helpline
National
0800 150 150
SWEAT (Sex Workers education &
Observatory
0800 60 60 60
www.sweat.org.za
The Haven (Shelter) Head office
Western Cape
021 425 4700
www.haven.org.za
Cape Town
021 424 5660
Athlone
021 633 9229
Khayelitsha
021 361 9085
Wynberg
021 797 5000
Tough Love
National
011 886 3344
www.toughlove.org.za
Cape Mental Health Society
Western Cape
021 447 9040
www.capementalhealth.co.za
SADAG (South African Depression & Anxiety group)
National
0800 20 50 26
www.sadag.org
Woman’s Legal centre
www.sadag.org
www.wlce.co.za
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