Conversation Starters

Those of us who have taken on leadership positions should receive consistent feedback from our peers, our supervisors, and clients/students/consumers that our organization serves.  Recently, I had the opportunity to collect such feedback and it truly stopped me in my tracks -- in an anonymous-response ESCI (emotional social competency inventory) assessment, I got an insight into how my past and present colleagues view me as a leader.   After what has been a difficult year-plus professionally -- seeing 100% turnover twice in two years in our small nonprofit staff, including an abrupt departure by our Executive Director, going through an over 10-month span without permanent organizational leadership, and now adapting to new permanent leadership -- reading what these colleagues of mine think about me brought me to tears.  Genuine, happy tears.  I am so thankful for these incredible mentors, coworkers, volunteers, and community leaders who see so much value in me....

Recently, I met up with a friend of mine from MSASS and had an incredible four hour lunch where we caught up on our lives and talked about what's teaching us these days.  Near the end of our time together, my friend was talking about how she sometimes falls into this "therapist" role with people to help them "solve their problems."  And I smiled at her and said, "Let me throw this at you and see how it sticks: what if, instead of the problem-solution model, you used Asset Based Community Development?  What if instead of deficits, you thought about strengths?" My friend grinned at me because she knows my affinity for ABCD, so she indulged me as I explained: "I think in my own life, I've struggled a lot with this idea that I should 'get over stuff.'  That there's a pressure to 'get over' a relationship or a traumatic event or really anything.  What does that even mean, 'get over it'?  Who does that language benefit?  ...

  Reflection on the Simulation of Working With Parents of Elementary School-Aged Children  Returning to In-Person Education During the COVID-19 Pandemic Identifying the Community  For my video simulation, my selected community is parents of elementary school-aged children in a district that is reopening to in-person classes. I selected this group because I have school-aged nephews as well as a number of friends who work in schools, and so I have seen all sides of this conversation around safety for students and staff amidst the COVID-19 pandemic. Focusing on this group of parents also provides an opportunity for me to explore a multi-faceted and dynamic array of viewpoints and concerns. While some parents have worked from home during the pandemic, others haven’t had that as an option, while still others lost or given up their jobs in order to be home with their kids.  Additionally, different families had different assessments of safety during the pandemic, ...