Granite City Teen REACH
I. Introduction to Teen REACH
II. Job Description
a. Duties
b. Qualifications
III. Policies
a. Medical Issues
b. Staff Communication
c. Discipline
IV. Discipline/Rules
a. Expectations
b. Observation
c. Documentation
d. Problem Solving
V. Mentoring
a. Relationship Building
• (1) Participants introduce themselves – Intro game
• Review Agenda
• (2) Overview of Teen REACH – 1) Out of school programming, (3) 2) Community Partners, 3) Teen REACH goals
• (4) (5) Intro Supervisors and Coordinator
• Review Job Descriptions
• (6) Duties of all staff
• (7) Qualifications of all staff
• (8) Discuss Professional behavior or body outline activity
• (9) Review each policy significant to frontline staff
• Administering Meds. – never, prescription or OTC
• Asthma – Most common child chronic disease
o Info kept on any asthmatic child
o Asthma signs, symptoms, and care
• Head Lice – No Nits
• Child Abuse - Mandated Reporters
• Staff Communication – Report concerns or issues to the Supervisor ASAP. Verbally or written.
• (10) Discipline – Not punishment
o Review Do’s and Don’ts in handbook
• (11) Rules - Discuss discipline components in handbook
• Observation – Assist keeping a lookout for inappropriate behavior, address it, and document it on Documentation Sheet – role play a common discipline problem and have all staff document it
• (12) Problem Solving
o (13) Review the 7 Step Model
o (14) Review the Three C’s Model
o Solve the above role play problem using the Problem Solving Worksheet
(Break)
• (15) Relationship Building (Rapport) – Leadership, Motivating Others
• (16) Power – Referent power the best, people look up to you and are willing to work for you
VI. Mentoring
a. Rapport Building
b. Assertiveness
c. Boundaries
• (17) Rapport – We need to build rapport to be able to assist (18) students to realize their potential, open up their blankets.
• (19) Respectful communication is the key. It doesn’t mean we are not in authority; we are responsible for their safety. It means we are willing to listen in neutral, focus on what they are really saying without thinking about what we’re going to say next. That builds an Emotional Bank Account.
• Appointment activity – Have participants schedule appointments with each other, then call out a time and have them discuss their favorite teacher, family member, friend. Discuss with the whole group how these people built rapport with them.
• (20) Assertiveness – We respectfully communicate by remaining in an assertive attitude. It is a behavior style; the best way to get our needs met and express ourselves, the best way to build relationships yet maintain discipline.
• Other behavior styles – Aggressive, Passive Aggressive, and Passive (21, 22, 23)
• (24) Assertiveness and Problem Solving
• Getting Needs met – discuss needs VS wants. “What needs do you have in regards to Teen REACH?” “What is the best way to get those met?” (25, 26)
• (27) Boundaries – Sets limits, defines relationships. Boundaries are learned, pain is a teacher. Some children are given messages that teach them to deny pain, i.e. “That didn’t hurt.”
• (28) Boundary impairments –
o No boundaries
• Invasive – invasive people zap energy
• Victim – Doesn’t know they have rights
o (29) Damaged boundaries
o (30) Walls instead of boundaries – Johari Window
• (31) Boundaries define relationships – we have professional (32) relationships with our students and each other.
• (33) List appropriate boundaries
• (34) Mentoring – Positive Adult Role Models, Professionalism
Learner Objectives
The participant will:
← identify the Teen REACH six core services areas
← know the duties and qualifications expected of Teen REACH frontline staff
← discuss professional behavior on the job
← describe each policy significant to frontline staff
← differentiate between punishment and discipline
← list the steps in two problem solving/conflict resolution models
← describe the key components in building relationships with others
← identify assertiveness as the best behavior style for getting our needs met and expressing ourselves, the best way to build relationships yet maintain discipline
← list appropriate boundaries in working relationships
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