The concept of power is not new; It has been around for a long time. Certainly, when I was a coach as a social worker and a teenager, I first learned (and learned to love) the term "enhancement".
Strength is the pursuit of personal power and includes the benefits of trust and skills, strengthening relationships and belongings (belonging to society) and dealing with issues that may arise as barriers to power such as poverty, violence, mental health and metabolism.
As a new community worker, I fully sent this term. It made sense to me and it seemed a foreign ideal and value for human goodness. You see, I believe in people. I like people obviously, but I also believe that people tend to overcome almost any obstacle they may face. Particularly I believe that when people choose to work together in groups, the groups are incredibly powerful. The group is almost always greater than the sum of its individual items.
One of the challenges for community workers is to direct groups in such a way that they overcome their natural tendency to reject potential new members of the group. This is social development.
And we use a variety of methods to enable people to join groups and learn new skills, gain confidence and recognition within the group, and overcome obstacles that could hold them back. I use education because education was the only powerful effect in my own life. But I also think education (in an honest sense and not confused with "school work") is a natural vehicle to promote.
Now I teach. I teach people how to develop their own community and to conduct community development as professionals in other peripheral and poor communities. I teach in a relatively formal learning environment. It must be formal because we not only teach & # 39; but we must also evaluate. We are "key leaders" in a sense. We hold the key that allows our students to move to the next level.
The conflict for me personally lies in the dark on the following grounds. In a formal environment, the student passes or fails. In community development, all participants will be & # 39; with the participation of one. People have a definition, already "success" because they have taken an active part in participating.
And there can be other conflicts. In social development, we embrace the concept of diversity; We recognize the latent power between people. In the formal assessment process, diversity can be seen as a problem; We need to evaluate each student using a variety of coordinated actions and diversity is a contradiction of homogeneity.
How to overcome these conflicts? First, I acknowledge that my students come to me to look for insights and explanations. Often my survivors are something difficult in their own lives and they want to accept, use and "perceive" this experience.
They talk about wanting to take their own negative experiences and tearing it towards positive results For a long time, we talk about professional development. We talk about how they once could be a victim and then surviving, how they found themselves in relief, how they chose to become a student and how they would very much progress to help workers. the use of professional boundaries, and the models and methods they go through the continuation.
Secondly, I use a lot of activities. I prefer my students to be active in class, full of laughter, full of talk and lots of communication !
I've considered this issue for a long time and I've reduced what I really give my students and it involves three h luti. I give them information and I give them insight. The information is just data and it's mostly online, so it's not particularly special. The insights come through the introduction of models and theories, and while they are also accessible online, I can imagine that most people enjoy someone directing them and explaining how they work.
And thirdly, I give my students experience. It begins by preparing the environment. I like to move tables and chairs around to create big circles and small pockets and create a dining room & # 39; or meeting room. A good environment also requires clear rules and rules. We do that together and we agree on some basic expectations of acceptance, participation and respect for each other. We talk about confidence and privacy because much of what we speak can be vulnerable.
Then I work out what the experience will be. I ask myself, what do I want to "feel"? It is often about building awareness. We use powerful role-playing games, theater tables, events, games and activities. At the end of each class, my students come for the most part with an increased sense of feeling. I need them to feel because they will work with people who need to be sensitive and understanding. Often they will work in settings that match their value and I need to know that they safely navigate with these conflicts, protect themselves and still feel that they matter.
All this creates independence in the classroom. My students gain new skills (and insights), learn new things (with new information) and gain confidence as the group accepts them and encourages their diversity in talent and participation.
The experience we create while facing some areas work to strengthen the relationship between me and them and the student group as a whole. These strong relationships will end past the school year. The first students talk about their time with us as an incredibly important moment in their lives.
I'm lucky my students often consider me to be the creator of this amazing experience. I know that all I do is create the opportunity; The group, information and insights and relationships create experience.
They come in teaching because they want to learn how to work with communities and how to matter, but the self-esteem process brings them to another place. Do I still meet the difference between formal education and promotion? No, no longer.
Strength is expressed through education. Strength and education are partners in the process of human growth and development. And because of my inner faith about the need for human growth, I can make room for any difference.