Friday, November 28, 2014

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Outcomes


Since its inception, The Possibility Project has asked its young people “What are the capacities that you and other teenagers need in order to thrive in adulthood and lead in your communities?” 

Through analysis of their responses in accordance with current research, The Possibility Project has identified seven outcomes that it strives to meet with each individual participant and each group as a community.

These outcomes are listed below. Click on any of the black bars to read more. You can read about our success with these outcomes on the Results page.

1) Increased Cross-Cultural Understanding and Competence

  • demonstrates an awareness of personal biases and actively works to overcome a biased perspective
  • demonstrates an understanding of cultural and sub-cultural influence on personal decisions and choices
  • demonstrates an understanding of “cross-cultural” to include broad social categories (i.e., gender, race, age, etc.)
  • attains comfort with, readily develops and maintains cross-cultural relationships
  • listens actively and reflects inside cross-cultural relationships
  • demonstrates an understanding that power/non-power dynamics play an important role in cross-cultural relationships
  • asks clarifying questions with the goal of being sensitive to cultural differences

2) Improved Conflict Resolution Skills / Violence Prevention

  • demonstrates an understanding of and uses conflict resolution skills,
  • understands that conflicts are inevitable and indicate opportunity
  • demonstrates the ability to resolve naturally occurring conflicts without violence
  • advocates for other people’s perspectives
  • demonstrates ability to share power and create win/win’s in relationships
  • aware of and responsible for all of his/her relationships and their quality
  • share and communicate resolutions and the processes by which they’re achieved

3) Improved Leadership Skills

  • establishes set of values/beliefs and demonstrates independent set of actions that support those values/beliefs
  • models inclusiveness
  • takes responsibility for personal and group follow-through on plans
  • demonstrates an initiative for creating change
  • manages time well
  • plans activities with vision, mission and goals in mind and a clear strategy for achieving them
  • demonstrates “with-it-ness” – aware of all activity and all needs
  • develops a personal mission statement
  • honors commitments
  • evaluates his/her self, the process and performance regularly for fulfilling the vision, mission and goals established

4) Initiative toward social change

  • ability to identify his/her communities of concern
  • spends time working on community action projects
  • demonstrates the ability to conduct community needs assessment
  • initiates, plans, organizes, evaluates and completes positive community action project
  • engages others in project ownership and action
  • develops positive sense – competence and confidence – of potential to create positive community change
  • stays informed about community issues

5) Positive and Powerful Sense of the Future

  • envisions one’s self and others in the future, growing up and growing old
  • makes choices now based on future outcomes
  • conducts short- and long-term planning for the future
  • applies for and enrolls in post-secondary education
  • develops an awareness of and avoids high-risk behavior
  • communicates to others about the future

6) Performing Arts Excellence

  • demonstrates expansive use of voice and body to communicate
  • develops positive sense – competence and confidence – of creative potential
  • demonstrates improvement in skill in acting, dance, voice, singing, movement, improvisation
  • sees the value of practice, discipline and focus
  • demonstrates the ability to work in ensemble and to collaborate successfully
  • create, writes, rehearses, performs, evaluate and improves his/her own performance
  • develops personal standards of excellence
  • communicates “difficult” messages in public
  • takes risks in creative activity

7) College Attainment

  • graduates from high school or completes his/her GED
  • takes necessary entrance exams, such as SAT’s
  • prepares and submits application for college acceptance
  • achieves acceptance to college
  • enrolls in college upon completing high school or GED


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