Project Description
Purpose
This project aims at organizing grade 12 volunteers of Westside High School in collecting blankets, clothes, and shoes from donors in both the school and the community. The items will be delivered to the Heartland Hope Mission to supplement the resources it offers to the needy. The target outcomes for this project is to instill a greater sense of social responsibility and citizenship in the participants and reinforce the strategic plan of the school to strengthen its outreach to communities. From the community resource analysis, it was evident that Westside Schools fell short in reaching out to minority populations such as immigrants and the have-nots. The needs assessment analysis associated this gap with low minority enrollment and test scores. While religious groups and social service agencies in the community assist in providing free food, clothing and temporary shelter to such individuals and families, their help only goes so far given shortages in funding. Thus, the project will help consolidate extra items from homes that families no longer use or can afford to spare.
Rationale
Several studies document a rising trend in the number of teenage volunteers over the years. Adolescents volunteer about 2.4 billion hours every year, translating into a $34.3 billion contribution to the US economy (Latham, n.d.). In a study that investigated 13.3 million youths, 59.3% volunteered an average of 3.5 hours each week (Latham, n.d.). The increasing importance of community service made some states such as Maryland to make service hours a mandatory condition for graduation from high school (Yates & Youniss, 1996). Statistics show that students who participate in community service programs are 50% less susceptible to drug abuse and teen pregnancy (Latham, n.d.). Yates and Youniss (1996) also document a negative correlation between participation and antisocial behaviors, especially truancy, disciplinary problems, and deviant school behavior (p. 93). Instead, they become helpful, kind, better citizens, respectful, and more understanding of the demographic differences between people. Other benefits of participation include more compassion, political and civic awareness, a higher sense of responsibility and internal locus of control (Yates & Youniss, 1996). Moreover. Participation also significantly minimizes the negative stereotypes that adults have regarding teenagers. Statistics show that 61% of adults in the US perceive adolescents as unfriendly, undisciplined, and disrespectful (Latham, n.d.). Thus, this project will help in eliminating this perception and foster a positive environment for cooperation between teenagers and adults.
Planning
Permission
The project leader, grade 12 student, chosen by classmates through a vote, will formally seek permission from the school principal and the coordinator of Heartland Hope Mission. Upon, receiving consent, the leader will draft permission slips which the school will print and stamp for distribution to parents. Each student who volunteers for the project will submit a signed slip to the school secretary as proof of parental consent.
Participants
Participation will arise from a volunteer basis and will only include grade 12 students aged between 17 and 19 years. The choice for this age group stems from the fact that these teenagers are approaching young adulthood, and their brains are therefore able to understand complex problems and explore appropriate solutions (Price-Mitchell, 2015). These cognitive capabilities will also enable them to connect the theoretical information learned in class to real-world issues evident in the community.
Costs
The financial requirements for this activity are fuel and meal costs. The school will provide transport to volunteers to and from the Mission to deliver the collected items and normal lunch meals for the participants. The school will also purchase at least five large bags for carrying the items.
Equipment
The equipment for this activity includes stationery, tables, and chairs. The stationery – pens and papers – will be used for recording the items donated by individuals. The volunteers will use two tables and a few chairs at each of the two entrances to the school.
Tasks
First, the volunteers will receive the items from community members who show up and record them in a form. Next, other participants will sort the items and placed them in their respective bags.
Time
The activity will begin at nine in the morning and end at two in the afternoon. It will take place on a weekend so as not to interfere with normal school learning programs.
Publicity
The publicity for the project will occur through the distribution of flier to community members through the social service agencies, religious groups, educational institutions, and businesses operating within the community. The participants will distribute these fliers a week before the day of the community service. They will also place announcements on the school notice boards to inform other school-goers of the activity.
Challenges
The potential problems that may arise include difficulties in obtaining parental consent from some parents or the failure of some volunteers to show up due to unavoidable circumstances. These issues may limit the number of participants and make the project more tasking. For this reason, the school has asked the teachers who will be overseeing the activity to step in if there is a shortage of volunteers.
Follow-up
The school will submit questionnaires to the participants on an official school day to gauge their attitudes towards the project. This study will assist in making subsequent community service projects more efficient by learning from the mistakes or planning problems that the volunteers will face during the activity. Besides, the school can also use the findings from the questionnaires to develop a social and emotional competence evaluation scale that teachers can use to gauge the level of social awareness and emotional intelligence of students.
References
Latham, M. (n.d.). Young Volunteers: The Benefits of Community Service. Retrieved May 7, 2016, from https://www.unce.unr.edu/publications/files/cd/2003/fs0323.pdf
Price-Mitchell, M. (2015, May 26). Community Service Ideas for Youth: Why Giving Back Matters. Retrieved May 7, 2016, from http://www.rootsofaction.com/community-service-ideas-for-youth/
Yates, M., & Youniss, J. (1996). A Developmental Perspective on Community Service in Adolescence. Social Development, 5(1), 85-111. Retrieved from http://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1032&context=slcek12
