The Foundations of G2 Outreach

 

CIVIC ENGAGEMENT

Senior citizens and college students remain an underused source of social capital. G2 recruits volunteers through partnerships with senior citizen groups, local colleges, and other community organizations. The selection process involves information meetings, individual interviews and security checks. In-service training by mental health professionals and educators prepare and guide the volunteers in their relationship building and advocacy work.

 

CHILD ADVOCACY

Generation Two builds on the experiences from the friends intergeneration relationships. The G2 volunteers work themselves and mobilize their peers for work that strengthen relationships between schools and their communities. Advocacy may include participation in conferences and contact with the media about the health and education needs of young children. G2 advocates communicate to school administrators and government officials. G2 child advocates may communicate to government officials through direct democratic strategies such as letter writing campaigns, petition drives, participation on citizen panels, and speaking engagements. Generation Two maintains a leadership network of friends who have worked in the schools and will continue to serve as part of grassroots child advocacy movements. This advocacy network reflects the best use of social capital on behalf of children.

 

PARENT INVOLVEMENT

Parent interest and participation vitalizes G2. Parents are invited to the same in-service training provided the volunteers. Parents also can read weekly journals written by the volunteers that describe their childs play and conversation. Parents are always invited to observe the weekly friendship building gatherings. They meet with the adult friends at scheduled times, during classroom special events or as needed. G2 encourages open communication among those who have a commitment to the children.

 

TEACHER INVOLVEMENT

Teachers may attend weekly volunteer discussion groups. The volunteers also are invited into the classroom for special events and for opportunities to assist with an academic lesson. The class visits are called “field trips” for the adult friends. The “field trips” give the teachers an opportunity to observe the children’s learning and relationship styles in order to glean ideas about classroom management and individual children’s emotional needs when faced with academic demands