PROGRAM REPORT - EDITED
- 1. SUBMITTED TO: Ø Dr. Richard F. Wilson Columbus Roberts Professor of Theology Chair, The Roberts Department of Christianity, Mercer University, Macon, USA. Ø Rev. Dr. Olu Q. Menjay Principal/ Chief Administrative Officer, Ricks Institute, Virginia, Liberia. By: Ahmed S. Dukuly Ricks Institute, Virginia, Liberia 6/8/2010 RICKS INSTITUTE, VIRGINIA, LIBERIA. PROGRAM SYMBOL : 02/SEW/09-10. REPORTING PERIOD: Sep. 2009 - June 2010. Program Overview: During the period under review, the Peer Mediation Committee was involved in the implementation and monitoring of a series of related activities, including training of trainers sessions, beginners’ workshops, peer counseling, career development and advisory sessions, focus-group discussions, and peace and leadership games for kids.
- 2. The training of trainers’ session focused on developing and building the capacities of the group members as a medium of upgrading their potentials to enable them exhibit effective leadership roles both in school and in their respective communities. The training also embarked on varieties of skills, techniques and values that will assist and guide the participants to face future leadership challenges beyond Ricks Institute. This program has been primarily designed to enable them function as efficient student leaders whilst at Ricks, and leave with practical techniques in authentic leadership and problem solving opportunities. It also gives students the theoretical knowledge they need and the chances to test their new knowledge in the wider community. The training in particular and the entire program in general enhanced students with opportunities to work individually and in small groups as teams. Organizing and coordinating group members and activities as well as dealing with obstacles formed part of the training session. As designated leaders, students will reflect on their experiences in group discussions and receive feedbacks from both their facilitators and peers. It is expected that upon completion of their educational sojourn, these students will take with them an experience that will set them apart from their peers. The leadership training will give them an advantage to be successful in various kinds of endeavors. It also prepared them to become support persons for their peers both within the school and home communities. Description of Beneficiaries It is said that the primary beneficiaries of this program are the students of Ricks Institute and selected students from other schools in and around Monrovia. Categorically, students including those with behavioral problems and others with potential leadership abilities were targeted to receive the training. It is believed that this amount of students will create a circle of influence which allows over 50% genuine success rate as we proceed in the program. This reiterates the continuity of the “each one-teach three” strategy. During the period under review, a Training of Trainers (TOT) session was held for about twenty-two (22) students who successfully had the first level workshop. The training which was structured for four days lasted for about five days and focused on developing the participants’ communication and interpersonal skills among others through personal development and practical leadership skills. The table below indicates the schedule for the TOT session. Day First Session Second Session Theory Background to Peace Communication: and conflict The essential skills. One (Ahmed S. Dukuly) Break ( Edmond Ponga) Techniques in preventing and Essential and non essential resolving conflicts. information Thur. (Ahmed S. Dukuly) (Ahmed S. Dukuly) 17/9/09 Position: Interest and needs. (Ahmed S. Dukuly)
- 3. Two Creative problem solving: Making good decisions. ( Simon Foli) Fri. 18/9/09 Break Group Management and Our growth process (Lawrence Dynamics. Kohlberg’s moral hierarchy). (Ahmed S. Dukuly) (Francis Jaryan) Methods of conducting and Characteristics of an effective presenting workshop sessions. ( facilitator. A.S. Dukuly) ( Mohammed Sarnor) Three Questioning Skills. Demonstration session (Ahmed S. Dukuly) (Participants) Break Setting goals: Steps to the Sat. future. (Ahmed S. Dukuly) Peer counseling 19/9/09 Community development services: Student projects. (Holly Wegman) ( Mohammed Sarnor) Essential elements of leadership.(E. Ponga) Four Process of evaluation: The Demonstration session essential tools. (A.S. Dukuly) Break (Participants) Mon. Resume writing. Questions and Answer session. 21/9/09 (A.S. Dukuly) (open) Evaluation of training session. Demonstration session (Participants) (Participants) Related Inputs: Two weeks prior to the commencement of the session, a cross section of teachers at Ricks Institute were selected and orientated to co-facilitate specific topics during the training session. We do appreciate their contributions and efforts. (Kindly see the training schedule/table above for their names). We owe them immense gratitude for their sacrifices and inputs. Meanwhile, participants who successfully completed the training session were given the opportunity to exercise their knowledge, potentials, and skills by facilitating the first level workshops attended by their colleagues selected from grades nine (9) to eleven (11). However, three separate first level workshops were conducted and facilitated by these young trainers during the period under review and each went for five days. Below are both the routine workshop schedule, and evaluation chart of the student-facilitators. Routine Workshop Schedule:
- 4. Day First Session Second Session (1) Introduction of self / participants Who are you? Break Course expectations Similarities and differences Background to the course Inclusion and exclusion Conflict management continuum (2) One and Two way communication Trust Communication (Active Listening) Break Perceptions Communication/miscommunication (3) Bias, Stereotypes Cooperation Break Prejudice and Discrimination Assertiveness Emotions Emotional Honesty Empathy (4) Problem Solving (Steps and strategies/techniques) Mediation Break Negotiation Reconciliation (5) -Group Dynamics (The advantages of working -Leadership (Styles and skills of an with others). Break effective leader). -Team Building and Team Work (Becoming a -Activity Analysis. team player). -Evaluation of workshop. Evaluation Chart of Student-Facilitators: NAME SEX TOPIC FACILITATED COMMENTS Isatta Musahson F -Background to the course; Has control over content; -Conflict Managementcommunicates with audibility and Continuum handles participants’ questions effectively, but needs to improve on time management. Franpatra Goodridge F Who are you? She has knowledge of content; speaks with audibility; fairly good posture, but has stage freight. Sarlia Sarnor M Inclusion and Exclusion Has fairly good knowledge of content, fairly audible, and needs improvement in methodology. Alfreda Brewer F Trust Focused and has good questioning skills; Has knowledge and control over content; She needs to improve
- 5. on audibility. Isaac Musah M Perception Has knowledge and control over content; manages time but needs to improve on his posture. Watchen Snyder F Communication (ActiveShe has control over content area, Listening), Miscommunication,encourages interaction and One and Two-wayparticipation of participants in the communication. lesson. She is audible during lesson presentation. Fabunde Mamey M Emotions He has good knowledge on the topic; he is audible, but needs to work within time and as well create liveliness in his presentation. Bendu Sherman F Emotional Honesty She has control over content area, has good questioning skills and arouses the interest of participants in the learning process. Rosetta Morris F Bias, Stereotype, Prejudice andShe has interest in facilitation, Discrimination endeavors to stimulate discussion, but needs to improve on the appropriate methodologies. Christopher Pennie M Empathy Has good leadership skills, handles participants’ questions effectively, make good use of time but needs to be audible. Theophilus Cyrus M Cooperation He speaks audibly, knows his topic, handles participants’ questions effectively but needs to improve on time management. Mohammed Dukuly M Problem Solving He knows the topic well, stimulates discussion but needs to improve on audibility and time management. Rebecca Freeman F Mediation She knows the subject matter (topic) has good questioning skills but needs improvement in time management and to as well overcome the shyness. Samline Gibson F Assertiveness She knows the topic well and presents the lesson with audibility. However, she needs to manage time effectively. Jimishua Dahn F Reconciliation She is audible, interacts with participants well but needs to broaden her knowledge on the content area. Integrated Program activities: A, Peer Counseling Also, during the period under review, students who benefitted from the trainers’ training were given the opportunity to take up small leadership roles in counseling their peers who were noticed been in academic and social problems on campus. The student peer counselors who were involved in this initiative exhibited satisfactory leadership and counseling ethics and potentials with maximum concern for confidentiality. Based on the satisfactory outcomes, their clients expressed appreciation for
- 6. impacting their lives and educational endeavors whilst attending the Ricks Institute. However, names of clients can not be disclosed in order to maintain confidentiality. B, Focus Group Discussions In an effort to continue and maintain the accomplishment of the circle of influence for the genuine success of the program, the students have reiterated the program activities by also embarking on the “each one-teach three” strategy through focus group discussions (about 3 to 5 students) where interactive conversations are held on basic concepts, skills, and values like empathy, emotion, appropriate assertiveness, perceptions, active listening, inclusion, bias, stereotype, prejudice, self respect and social responsibilities as well as leadership styles and skills through self and small group initiatives. C, Career Development and Advisory Program The program has taken another trend to address a crucial problem encountered by students after realizing that majority of them have the ambition to excel in education, but lack the mind set on what career they can pursue when entering post high school institutions. Notwithstanding, these students have potentials and talents that can be developed and transformed into rewarding future careers. In this vein, the career development and advisory program was initiated to address this problem by giving some students an in-depth insight about the factors required or to consider in choosing a life time career. As successful as it has been, this initiative has assisted students to use the appropriate measures in choosing their future careers looking at the challenges and opportunities that lie ahead, financial strength of parents, availability of specific disciplines in the universities and the required or available job market among others. This approach has further created a renewed interest in most students to employ extra time and effort in their studies. D, Peace and Leadership games The introduction of the program in the elementary section is gradually felt by a cross section of students who have been opportune to participate in the peace and leadership games integrated in physical education lessons and activities. The games (activities) reinforce and support the teaching /learning of the positive values of society through mutual participation and cooperation. The games or activities depicted content areas like better communication, tolerance, similarities and differences, empathy, simple problem solving, who are you?, and who is our leader?. E, Program integration in First Aid training Prior to the staging of the 2010 Ricks Olympic in March, twenty-two (22) students who run the affairs of the Ricks Health Club participated in a three-day Basic First Aid Training facilitated by the Coordinator of the Leadership Committee. The first aid training was incorporated with some leadership and problem solving components like empathy, better two-way communication, emotion, similarities and differences, bias, stereotype, prejudice, discrimination, co operation, and problem solving skills and techniques among others. Statistics of both Direct and Indirect Beneficiaries of implemented Program No. Program Category Male Female Total 1. Training of Trainers Session 11 11 22
- 7. 2. First Level Workshop (Some to complete remedial session) 20 18 38 A Peer Counseling 11 03 14 B Focus Group Discussion 32 28 60 C Career Development and Advisory Program 42 19 61 D Peace and Leadership Games 34 37 71 E Integrated Program in First Aid Training. 09 13 22 Grand Total 159 129 288 Trip for Dinner at Tina Beach In November 2009, the generosity of Dr. Richard F. Wilson aided the committee to gain an amount of one hundred, fifty United States dollars (US$ 150.00) as support to enable the committee members have dinner in one of the Hotels or Restaurants in Monrovia. But owing to the increased cost of western food stuff as against the total number of committee members, it was rather suggested and agreed that the members themselves prepare their own food and get to one of the nearby beaches to have some fun. Three staff members in persons of Mr. Shek Kamara (Supervisor-Dining Hall), Mr. Francis D. Jaryan (Coordinator-Student Affairs), and Mr. Ahmed S. Dukuly (Program Organizer). Our appreciation and gratitude go to Rev. Dr. Olu Q. Menjay (Principal) for providing and fueling one of the vans in support of the trip to Tina Beach, Hotel Africa on December 5 2010. During this activity, th relevant suggestions such as career development and advisory program, annual excellence award program, peace and leadership (role play) games for elementary pupils among others were highlighted to be included in the leadership program. Unsolicited reports of program impact on beneficiaries and their peers. 1. Isatta Musahson Isatta is one of the committed members of the leadership committee and as well the Vice President of the Student Representative Council (Student Government). She admitted in her report that she has internalized empathy which has impacted her life and can now better reason out why some people behave the way they behave and how to work compatibly with them without hindrance. Isatta also mentioned in her report that she mediated several disputes between her colleagues and the outcomes have been fruitful with satisfactory improvements. She commented that during the initial intervention, she was molested and demoralized by the conflicting parties but insisted and made them to understand the need for their misunderstanding to be resolved through selected words of encouragement. Isatta said she is still monitoring the outcomes. 2. Fabunde Mamey In his report, Fabunde said he was emotional and bias when ever he interacts with people including friends, precisely before he participated in the leadership program. According to him, he felt pursuing his interest without acknowledging the rights and interest of others was a better approach and was always satisfactory to him. Upon participating in both the leadership workshop and training respectively, he has internalized empathy as a concept that has altered both his perception and interaction with others. He said he has perceived appropriate assertiveness as the most effective and forward-looking behavioral pattern to live by. Moreover, Fabunde was involved in counseling one of his colleagues who participated in the Miss Ricks Pageant. According to him, when the student was found crying for the defeat, Fabunde
- 8. mentioned that he interrupted and decided to offer some counseling initiatives to enable her readjust and cope with life’s challenges. She has since reconciled the ordeal. 3. Bendu Sherman Bendu Sherman is the Chairperson of the Leadership Committee. She commented that she has learned a lot from the program activities since its inception. Bendu said before becoming a part of the leadership program, she lacked the skills and patience in resolving disputes between and among her colleagues both on campus and on the dormitory, most especially the method of approach. But after participating in the program for the period past, she has developed interest in settling disputes between and among people through the use of “Open-Text Mediation”. Bendu shared her experience on the dormitory explaining that most of her friends often call her names, while others reject or deny her from intervening in their misunderstandings. Notwithstanding, others did accept her intervention and the outcomes have proved successful. She also reported counseling a tenth grade student who was dorm bound for failing in three subjects. But after several interactions with him, and after suggesting some adjustment and coping techniques he has made improvements in his academic work. She finally admitted that she initially had the desire of becoming a medical doctor, but with the knowledge gained from this program, Bendu has decided studying Peace and Conflict Resolution which according to her will enable her to work with the United Nations to contribute towards finding lasting peace in the world. 4. Watchen Snyder Watchen reported that within the course of time, she has internalized emotional honesty as a behavioral practice which she admitted has improved immensely on her interpersonal relationship and interaction with others. She further commented that active listening, tolerance, empathy and open two-way communication are key elements towards appropriate assertiveness. 5. Franpatra Goodridge Franpatra who is another influential member of the committee reported that before becoming a member of the leadership committee, she had behavioral problems of not actively listening to others, not empathetic and emotionally honest with people. But after participating in the various leadership trainings, she has been gradually transformed and embarked on improving effective two-way communication with people both at home and in school. She finalized by stating that empathy and emotional honesty are the two pillars she is using to help others solve their own problems and to assist in counseling others. 6. Christopher K. Pennie Christopher expressed gratitude for been opportune to participate in the leadership program as it has played major role in improving his knowledge, skills and potentials of becoming an effective leader. He reported that with this improved knowledge and potentials, he now has the capability and ability to better lead his colleagues both in his class and at the dormitory. He recommended the continuity of the program and its expansion to other schools. 7. Jimishua Dahn Jimishua said she had emotional problems (temperament) before participating in the committee’s workshop and training programs. She then admitted that due to her total involvement and participation in all programs of the committee, she now has control over her emotions as she work towards becoming assertive in dealing with people. 8. Sarlia Sarnor
- 9. Sarlia, another influential member of the committee reported that his business has been to help others solve their problems through peer mediation. Notwithstanding, he has been involved in individual and group counseling on the dormitory especially with students who distressed and those who are in different forms of problems. Sarlia commented grading the outcomes as fairly good. He then admitted that he still has some work or adjustment to do on his temperament. Certification of Trainees It is customary in this program that successful trainees are always certificated for achieving some knowledge, skills and values. In this respect, twenty-two students including a staff who satisfactorily completed the Training of Trainers’ course will be duly certificated pending the arrival of the Prime Sponsor of the program – Dr. Richard F. Wilson. Reporting on Progress against Measurable Indicators Performance Indicators - Conducted full time leadership workshop and training. - Empowered participants with expertise, strategies, and techniques in building knowledge, skills and values, and to compliment the already initiated task; - Evidence of the reduction of student-related conflicts/violence within the school premises and their respective communities. Impact Indicators - Unsolicited reports of problems resolved on campus; - Minimize unhealthy attitudes among participants; - Solidified peaceful co-existence among participants; - Increased sensitization initiatives by participants after workshop and training sessions; - Evidence of change of attitude and behavior of participants and trainers; - Evidence of motivation and sense of equality among participants; Overall Assessment of Workshop Results To assess transformation made in the lives of participants during the implementation of this project, the evaluation focuses on the ways the beneficiaries live and interact with their peers or schoolmates. Though behavior change takes time to surface, immediate changes have been noticed in the lives of some of the beneficiaries. Output - Conducted training for twenty-one (21) students who previously had the first level workshop along with a staff; - Also conducted first level workshop for thirty-eight (38) students selected from the junior and senior high school divisions; - Workshop and training graduates intermingle in peaceful co-existence with one another as well as their immediate colleagues in both the school and residential communities; - Reconciliation and forgiveness amongst participants becoming visible thereby enabling them to work in harmony, dignity and respect;
- 10. - Participants can now use effective leadership skills to exercise leadership responsibilities; - Empower Leadership and Peer Mediation Committee with necessary materials to compliment the program objectives Constraint Though there is a saying which states that: “Nothing is more rewarding than giving of you and seeing it make a difference in the world”. The implementation of the program is done in the mist of some constraints. But let us firth appreciate the efforts of both the Academic Supervisor and the Librarian for their assistance in printing and typing some our program document. Notwithstanding, the constraints still center around printing and photo coping of documents, shortage of markers, note pads, postal sheets, A4 sheets and scotch tapes. Plan of Action (2010/2011 Academic Year) - Conduct Refreshers’ Training for recent trainees to help improve on their potentials for effective implementation of program; - Empower Leadership and Peer Mediation Committee to carry on major activities. - Monitor and supervise the committee’s activities whilst on campus and when on trip. - Conduct periodic refreshers sessions for training graduates. - Conduct regular routine leadership, peacemaking, peer mediation and conflict prevention workshops. (Workshops to be conducted by trainees). - Conduct public awareness and sensitization through radio programs for students across the country. - Commemorate World Peace Day through role plays, symposia, drama, speeches etc. - Assume and take leadership responsibilities with and without the presence of the school administration and staff. (Responsibility of trainees). - Develop newsletters (Program magazine) featuring activities of the Peer Mediation Committee such as workshop sessions, reports of behavior change from participants/graduates, role plays, case studies, student activities on leadership and conflict prevention, resolution and transformation, peace sports, workshop conducted at Ricks and for other students out of Ricks, feedbacks, response from parents and the public, peace proverbs and poems/stories, pictorials, letters of appreciation etc. - Award certificates to workshop and training graduates. - Network with other organizations/groups with similar objectives. 12