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YLIA:
CF Program Mission
To
develop youth community leaders through the acquisition of leadership
skills and knowledge about the community. YLIA: CF is designed
to:
- equip
youth with skills needed to be leaders;
- develop
in youth a better understanding of their potential role as community
leaders;
- develop
in youth the desire to be community leaders;
- assist
youth in accepting the ambiguity and diversity of community life.
Using
this Curriculum
Building-Block
Sequence
Written to be taught under local
sponsorship by local volunteer instructors, YLIA: CF is segmented
into a building-block sequence, moving from topics focusing on the individual,
then to the group, and finally the community.
Skills
Premise
Its premise is that since youth do
not bring the rich experience and knowledge base to the leadership classroom
that adults do, emphasis must be on skill building. Topics are developed
to encourage reflection on lessons learned and their applicability in
settings in which youth take action.
Complementary
Activities
To maximize the experience for participants,
the total program should include tailored field trips, guest speakers
and community service projects. Suggestions for incorporating such elements
are included in the Planning Guide which accompanies this curriculum.
It also contains recommendations for enriching the total program through
the use of such elements as reflective journals and mentoring/shadowing.
Ask
Your Coordinator
In order to assure meaningful continuity
for participants from one session to the next, talk with your local
program coordinator and, if possible, with previous instructors to learn
what the participants have already experienced. This allows for you
to make reference to complementary activities and to bridge your session
to the one which will follow it.
Instructor
Resource
The second part of the YLIA: CF
Planning Guide contains sections on working with youth, facilitation,
audio-visuals and getting acquainted. Check with your program coordinator
to review the ideas in this section.
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