Community Service
Community Service
Embedded Files
Using community service...
Creates an increased sense of community outside of school
Builds awareness, gratitude, & empathy
Increases the desire to give to others
Implementation
Implementation
Overview
A strong partnership with family and home support is critical for this strategy.
A meeting to discuss this as a possibility should be held prior to any mention to the student.
If family is agreeable, a list of different opportunities for community service in the local area are given and discussed.
The student may be involved in this process and have the opportunity to choose which organization to partner with.
Student then participates in outside or school based community services for actions.
Opportunity to share and reflect on the service must be given.
The student may want to share a presentation or have a discussion with peers about the experience to be combined with role/responsibility and authentic learning.
Core Components
Service selected by student
Service opportunity promoted and supported by school
Communicated and planned with guardians/families
Follow up provided and feedback loop established
Proactive Implementation
Providing the space and time for students to discover different community service programming within the area, allows the students to be exposed to preferred options. This may be a part of their class requirements or optional when introduced.
Responsive Implementation
If a need for connection and support from the community is determined for a student, group, or class then this may be a strong option with the support of the family. Students can be taken on local experiences for volunteer or serve their community then asked to complete a set of hours.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may select a service that surrounds themselves with others. (food bank, shelter, coaching, directing, etc)
Skills Training
If the need is skill building then the service selected should allow for those skills to be practiced. For example if understanding the value of money is a lacking skill then they may volunteer as a cashier.
Awareness
If the need is awareness then the student may choose a service that exposes them to the awareness they are lacking. This may range from understanding privilege to understanding options they could have.
Emotional Regulation
If the need is regulation then a service may be a situation where they are practicing new regulation skills such as volunteering at equine therapy or a yoga studio.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
LK_Science_of_Kindness_Module_1.pdfPage updated
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