Family Service Project- Adults and youth working together! by Kelly Noftz

Following Project Cornerstone’s 6 week Take It Personally study group at Eisenhower Elementary School, 5 families decide to continue their asset building by scheduling a Family Service project to join forces as asset builders for their own kids, for each other’s kids and for the larger community. Prior to a potluck dinner “meeting”, the Service Project Champion of the group researched options at:  www.volunteermatch.org

She chose the following ideas to present to the group:

Environment: Habitat restoration: http://rei-redwoodgrove-eorg.eventbrite.com/

Packaging food at Tri-city volunteers food bank: http://www.volunteermatch.org/search/opp861028.jsp

Make a difference to seniors near you: http://www.volunteermatch.org/search/opp1073223.jsp

The group decided to go with the Food Bank option and scheduled a weekend Service Project for their families.  Here is a link to a short video clip to get a sense of what it is like. http://www.youtube.com/user/TriCityVolunteers?feature=guide

www.tri-cityvolunteers.org

 

Does this inspire you? Let us know how you extend your family asset building to impact the larger community by sending your story to:

info@ProjectCornerstone.org

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Building Healthy Relationships with Youth Part 4 of 4 by Kelly Noftz

Cha-Ching! The Trust Bank Account

Healthy relationships need your investment of positive “deposits” on a consistent basis.
When we make withdrawls, we need to use a genuine apology and take steps to repair the damage (re-invest in the relationship!). Repairing relationships takes sincere effort and regular deposits into your trust bank account. If the relationship was damaged by your own behavior, it will take some time to improve it. Don’t be discouraged-get positive!
Kindness goes a long way in building loving and lasting relationships. Take every opportunity to notice, name and celebrate the accomplishments and contributions of others.
Take responsibility for your “balance” in the emotional bank account. The choice to make deposits or to take withdrawls is up to you.

Like any bank account, you must monitor your balance in the trust bank account closely.
Deposits:                                       Withdrawls:
Genuine Apology                           Refusing to admit when you are wrong
Courtesy                                        Rudeness
Honesty                                         Lies, deceit
Honoring commitments                Lack of follow-through
Keeping promises                         Breaking promises, choosing to do something else instead, “forgetting”
Kindness                                       Ingratitude, entitled
Loyalty                                          Betray confidences
Patience                                        Impatience, short tempered, quick to judge
Personal integrity                         Taking credit for someone else’s work
Respect                                         Disrespect, trash talk, put-downs, teases
Understanding                              Overreacting, yelling
Active Listening                            Interrupting, finish sentences

Intentionally choose to make frequent deposits to maximize the gains in your relationships!

*Adapted from: Engage Every Student: Motivation Tools for Teachers and Parents, by Elizabeth Kirby and Jill McDonald

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Building Healthy Relationships by Kelly Noftz Part 3

Take TIME to build TRUST by sharing positive experiences and conversations TOGETHER.
The Chat Pack for Kids (visit www.TheQuestionGuys.com) is a fun collection of conversation starters designed with youth in mind.
Here are a few topic cards from The Chat Pack for Kids to get you started on your investment in building trust in your relationship with youth:

If you could personally see the largest, longest or highest of anything in the world, what would you want to see most of all?
What particular aspect of being an adult are you looking forward to the most?
What particular aspect of being a kid do you think most adults miss the most?
What is something that you have done only one time in your life that you can’t wait to do a second time?
Which musical instrument do you think would best describe your personality?
What is something you and your parents could do together that would make mealtime more exciting for everyone?
What is one thing that you are pretty certain you will be very good at when you are an adult?
If you could get everyone in the world to stop complaining about one particular thing, what would it be?
If you had the ability to do something that only an animal can do, what animal “skill” would you want to have?
If you could sleep in a different place each night for a week, what seven places would you select ? (The locations can be anywhere in the world!) What big dream or dreams do you have right now that you would like to see come true someday?

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Building Healthy Relationships with Youth Part 2 – Kelly Noftz

Strategies for Investing in Relationships with Youth:
1. Limit your own voice and opinions so youth have a chance to speak up. Listen more than you speak.
2. Ask thought-provoking, open-ended questions. Provide positive feedback.
3. Validate thoughts and ideas for youth. Provide opportunities for youth to reflect on their experiences.
4. Create a welcoming environment where young people feel trusted, respected and empowered.

 

*Adapted from National Collaboration for Youth, Involves and Empowers Youth Training Module (20024). www.nydic.org

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Building Healthy Relationships with Youth Part 1 by Kelly Noftz

What do youth need to build healthy relationships? Time, Trust and togetherness!

Positive relationships with caring adults are essential to the healthy development of youth. Youth need trusting and caring relationships with supportive adults to help them navigate the sometimes troubled waters of childhood, adolescence and young adulthood.

Building and strengthening positive relationships takes trust. Trust is built through many positive interactions, experiences and exchanges where the expectations we have for others are repeatedly confirmed and validated. Building trust takes a commitment of time and togetherness in shared positive experiences. When the behavior of others does not match our expectations, trust can be lost in a relationship, quickly.

In his famously successful book, The Seven Habits of Highly Successful People, Steven Covey describes a trusting relationship with this metaphor: an emotional bank account. This bank account represents the quality, or investment in the relationship people have with one another. An emotional bank account is similar to a real bank account where individuals make deposits and withdrawls. However, in an emotional bank account, the currency or investments are the positive behaviors, words, and deeds that build trust in the relationship. Withdrawls are the behaviors that undermine and decrease the level of trust. When the relationship’s emotional bank account is healthy and trust is high, the relationship has the reserves it needs to see it through rocky periods. If rocky times persist and the emotional bank account becomes depleted, repeated withdrawls from these emotional reserves can bankrupt the relationship.

As we head toward the end of our lazy days of summer, invest in your relationships with youth. Take TIME to build TRUST by sharing positive experiences and conversations TOGETHER.

Make TIME for youth. It takes a commitment of quality time to build the bonds of trust.

TRUST is the glue that holds relationships together.

Engage often with young people (TOGETHERNESS) in cooperative and collaborative ways.

Adapted from:  Engage Every Student, by Elizabeth Kirby and Jill McDonald Published by Search Institute Press

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La Primera/The First by María Guajardo Lucero, Ph.D

If there was a club for Las Primeras, I would want to join. Today, I can be the first, la primera, because of all the others who have come before. My mother would certainly have been an inaugural member of the club. As women, as Latinas, many of us will be in the position to be the “first” at some endeavor, the first at some challenge. Recently, I was called to meet with a group of Mexican mothers. We met in the library of a local elementary school. Spanish speakers all, what tied them together that day was that they all had begun to volunteer in their children’s elementary school. I had been invited to share my story, how as a daughter of Mexican immigrant parents, I had been the first, la primera, to attend an Ivy League university, the first to graduate with honors, the first to receive a Ph.D.

The first. As I shared my story, I realized that twenty-five years later I continued to be the first. The first Latina to serve as a university trustee—at two universities, the first Latina to head up the Denver Mayor’s Office for Education and Children, the first Latina to receive the international Gandhi King Ikeda Award. As I was speaking I queried, how many of you were first at something? My heart believed that as women, as Latinas, we are asked to assume positions that no one in our circle of familiarity had ever served in before.

I asked the question and there was dead silence. Perhaps, I imagined my question didn’t make sense; perhaps I had asked it wrong. Then, in the back row I saw a hand raised. The woman with auburn hair shared, hesitantly, I was the first to graduate from high school. As all eyes turned to her the silence was broken by a wave of applause. All the women in the room were applauding her role as la primera.

Then another hand, I was the first in my family to ever volunteer in an elementary school. Another wave of applause. I was the first to serve as editor of my son’s school newspaper and succeeded in having it published in Spanish. The applause grew louder. I was the first to cross the border and travel to el norte. The courage was palpable in her words. The applause had gone from celebrating individual work to sharing in a collective pride. One woman in the front row, with long black hair, painfully raised her hand. She struggled to hold back her tears as she shared, I was the first to have a stable family life in this country and the first that can now help the rest of my family. With these words the tears in the room flowed. Todas juntas, together, we could feel each other’s fear, courage, and the pressure of responsibility. The applause that followed surrounded this woman with love.

We shared how alone all of us had felt, being la primera. We shared how fearful we had been walking across that threshold for the first time.

My mother was a primera. The first to travel north from Mexico, the first for her family to send all six of her children to high school and then college; and the first in her family to board an airplane to go visit her daughter’s university, Harvard.

None of these women considered being la primera a badge of honor. It just was. And, yet, when given a window to reflect on the work and effort of being la primera, the tears poured out. The relief of being able to say, it has been so hard! The relief of being able to say, I didn’t know if I would make it. The relief of being able to share how lonely it had been. And acknowledge that there was also a tremendous sense of pride and accomplishment in being la primera.

We were a room full of primeras. Each of our journeys had been unique to us and yet so impactful on our entire family. As we laughed and cried at each other’s fear and courage, we were reminded that we were not alone. Not then. Not today.

So I officially want to launch La Primera Club. There are no dues, because we’ve already paid our dues by virtue of being a primera. There are no club meetings since all of us are too busy doing the meetings of life.

Our abuelitas, tias and madrinas are all inaugural members. Our job as Primeras, is to stay strong and make familiar these journeys to the young Latinas that are on their way.
The young Latinas who still are embarrassed of their moms for speaking broken English. The young Latinas who have only known store-bought tortillas. The young Latinas who wish they looked “more White.” All future members of La Primera Club.

Collectively, we have come so far. Fifty years ago, my mother faced signs on restaurants that read “No Dogs or Mexicans Allowed”. Today, Latinas walk into classrooms, boardrooms, and staterooms. Las Primeras…abriendo puertas because of all who have come before us.

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4 Fun and Easy Ways to Build Developmental Assets this Summer by Soma McCandless

1. Lemonade Stand- visit one or help your child start one!
• If you see a lemonade stand, please stop or at least wave.
• If your child is bored on a warm afternoon encourage them to make a lemonade stand. It may be a little messy but it can provide hours of fun for kids.
• Only supplies required are: lemons, water, sugar, cups, table, and some homemade signs

Assets that can be gained:
4. Caring Neighborhood – Young person experiences caring neighbors.
7. Community Values Youth – Young person perceives that adults in the community value youth.
13. Neighborhood Boundaries – Neighbors take responsibility for monitoring young people’s behavior.
30. Responsibility – Young person accepts and takes personal responsibility.
32. Planning and Decision Making – Young person knows how to plan ahead and make choices.
33. Interpersonal Competence – Young person has empathy, sensitivity, and friendship skills.
38. Self-Esteem – Young person reports having a high self-esteem.

2. Library- make a visit today!
• Sometimes there are multiple libraries in the area you can visit, some are connected to a park, some have a fish tank, others are just plain cozy.
• Many libraries have summer reading contests.
• Some libraries have free programs with guest speakers, magicians, and animal shows offered throughout the summer.
• While your child is picking out books, grab a few for yourself too.

Assets that can be gained:
14. Adult Role Models – Parent(s) and other adults model positive, responsible behavior.
16. High Expectations – Both parent(s) and teachers encourage the young person to do well.
22. School Engagement – Young person is actively engaged in learning.
25. Reading for Pleasure – Young person reads for pleasure three or more hours per week.
22. School Engagement – Young person is actively engaged in learning.

3. Community service- take your child to any number of local facilities
• Together with your child chose a local facility that might interest your child (i.e. senior home, food bank, humane society, animal shelter)
• Take your child to the facility and ask what might be helpful to the organization.
• Go home and do your homework together and return with whatever was needed whether it’s a craft, a song, or donations.

Assets that can be gained:
7. Community Values Youth – Young person perceives that adults in the community value youth.
8. Youth as Resources – Young people are given useful roles in the community.
9. Service to Others – Young person serves in the community one hour or more per week.
26. Caring – Young person places high value on helping other people.
27. Equality and Social Justice – Young person places high value on promoting equality and reducing hunger and poverty
32. Planning and Decision Making – Young person knows how to plan ahead and make choices.

4. Block Party- plan one with the help of youth, its easy!
It doesn’t have to be gala or a wedding. All you need to do is:
• Let youth in the neighborhood help plan the party.
• Pick a time and date and notify all the neighbors in advance.
• Have everyone bring something to help share the load.

Assets that can be gained:
4. Caring Neighborhood – Young person experiences caring neighbors.
10. Safety – Young person feels safe at home, school, and in the neighborhood.
13. Neighborhood Boundaries – Neighbors take responsibility for monitoring young people’s behavior.
32. Planning and Decision Making – Young person knows how to plan ahead and make choices.
37. Personal Power – Young person feels he or she has control over “things that happen to me.”

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Youth As Resources by Kelly Noftz

When it comes to describing the complexities of face to face bullying and cyberbullying, let’s look to teens Tiffany Tharenos and Sean McCarthy for a thorough description of the complexities of the subject. Here, they have given Project Cornerstone permission to reproduce their sophomore English class final paper on this hot topic. Read on to find how this English class assignment turned into a lesson for all asset builders!

Project Reflection: If You Permit, You Promote

Introduction:
For our project, we decided to choose the issue of bullying in today’s society and relate it to the book The Kite Runner by Khalid Hosseini. Bullying has always been a problem but it is becoming more widespread in schools and society in general. Bullying can be hard to define, but is best described as repeated and intentional harm to another individual where there is a power imbalance between the victim and the bully. Through our research, reading both factual and opinion articles, and an interview with an expert, we gained much more knowledge and insight on this topic. In the novel, The Kite Runner, bullying is a recurring theme. Hassan, one of the main characters, is subjected to constant bullying behaviors similar to those described in our research.

Factual Articles:
We read three factual articles that discussed bullying in general and the case of Phoebe Prince, a Massachusetts teenager who committed suicide after relentless bullying by a group of students from her school. Kids who bully are usually trying to gain power and control or compensate for their own insecurities. Also, they may be victims of bullying or abuse themselves. Bullying can take several forms, including physical, verbal and electronic. The widespread use of technology, such as social networking sites and cell phones, has made cyber bullying a growing problem that is nearly impossible to stop. The anonymity of the internet and the ability to reach a huge number of people twenty-four hours a day combine to make kids especially vulnerable. Unlike in the past, they are unable to escape the bullying even at home. Phoebe Prince is a tragic example of a young girl who was verbally abused, physically assaulted and bullied online until she took her own life on January 14, 2010. In an unusual move, several teens involved in the bullying were expelled from school, arrested and charged with a variety of felony and misdemeanor charges. Although they eventually pleaded guilty to lesser charges and were sentenced to probation and community service, their lives were also changed forever. Phoebe’s family sued the school district and won a $225,000 settlement. Her experiences received extensive coverage in the media and brought the issue of bullying to the attention of the public. As a result many schools and communities have focused on prevention and education and some states have introduced anti-bullying legislation. As one school administrator said, “You need to create a cultural change so that bullying is antithetical to a school’s culture, so it is not tolerated by teachers and it is also not tolerated by students. The real key is empowering the bystanders.”

Op-Ed Articles:
Both op-ed articles were written by students, one for a high school paper and one for a college publication. This makes their comments more meaningful because they come from young people who have observed bullying firsthand at their schools. While they use some facts in their writing that support the topic logically, most of their arguments are emotional. They write about the pain that bullying victims endure and mention several teenagers who have committed suicide because of bullying. The authors’ goal is to make the reader feel sympathy and responsibility for those who are bullied and to move people to stand up against bullies. Carrie Ann, the high school student, says, “Bullying is everyone’s problem; therefore everyone has to be part of the solution.” The article written by the college student mentions several counterarguments related to bullying, including overprotective parents and the right of free speech, but she clearly disagrees with them. She says, “We should never make light of the effects of bullying, especially when it leads to the suicide of children. Playing it off as a rite of passage, the fault of the victim or “helicopter parents” only masks the problem: that we are all responsible for the existence of bullies and for protecting their victims.”

Interview:
We had the opportunity to interview Mrs. Kelly Noftz, the Youth Partnership Coordinator at Project Cornerstone. We could not have interviewed a better person for our project. Mrs. Noftz is an expert on the subject of bullying and had so much information to share with us. Each year she visits approximately 120 schools and leads three-hour workshops on bullying and asset building. She has a unique perspective on the topic after being at many different schools and speaking with students, teachers and administrators. Many of the things she talked about were similar to information we found in the articles and we were in agreement with the points she made. One thing we found very interesting was that she said bullying is “not strictly a youth problem.” Her opinion is that much of the problem is related to the adult figures in our lives and a failure to connect and communicate between adults and children or adolescents. Mrs. Noftz says, “Caring adults need to be the soft place to land for young people.” It is the responsibility of adults to provide consistent messages about how we should treat each other. At the same time, they should provide clear corrections when hurtful behavior does arise. Another thing we found interesting was a study done by Project Cornerstone on the 41 developmental assets. It showed that kids who report high levels of the support assets, the empowerment assets and who believe they have a bright future have a high level of protection against sadness, depression and self harm like cutting or suicide attempts. Those were only some of the many lessons we learned that we will carry with us. She also taught us a really cool analogy about bullying using a “bucket”. It feels great when someone notices you, makes you feel welcome or celebrates you. These good feelings are kept in your invisible bucket. It also fills your own bucket when you fill the bucket of another person. A full bucket helps us feel confident and valued. At times we have all felt that our buckets are low or empty. We make the mistake of dipping into someone else’s bucket by gossiping, excluding or trash talking to try to fill our own bucket. It is also important to use to lid on your bucket. Personal Responsibility to put a lid on our own bucket to protect the good feelings we have about ourselves is key. We can be an UPstander and help others put a lid on their bucket by giving them support. The lid is temporary. We need to stay open to new experiences and relationships that can fill our buckets, while temporarily using our lid if needed.

Connections to the book:
Bullying is a growing problem in our society and is a recurring theme in the novel The Kite Runner by Khalid Hosseini. We were able to relate much of what we learned about bullying in general and the case of Phoebe Prince to the cruel treatment endured by the character Hassan in the book. Hassan was bullied both verbally and physically. He was called names, such as “flat nose”, because of his Mongoloid physical features and taunted about his low social status as a Hazara and a servant. Assef and his group of friends physically attacked and raped Hassan after a kite running contest when he refused to give up Amir’s winning kite. Amir arrived during the attack and saw what was happening to Hassan but did nothing to stop it. He also did not tell anyone or offer Hassan any support afterward. This led to serious problems and permanently damaged the relationship between their families. Phoebe Prince was also bullied by other teenagers. She was called names like “Irish slut” and was raped by another student. School personnel and friends were aware of the bullying but were unable or unwilling to stop it and she ended up taking her own life. In both the novel and Phoebe Prince’s case, the bullying affected not only the victims but also their friends and families and even the bullies. Amir’s guilt and regret over not helping Hassan greatly affected his life even as an adult and led him to take a great risk to try to make it up to Hassan. The teenagers who bullied Phoebe Prince also experienced major consequences. They were expelled from school, arrested and prosecuted, and will have to live with their actions for the rest of their lives.

General Reflection:
To one extent or another, we have all acted as a bully or been a victim of bullying but we cannot build ourselves up by tearing someone else down. We have been reminded to stop and think before saying or doing something that might hurt others. This project has shown us how devastating cruel words and behavior can be. We are all responsible for our own actions and for standing up for our friends and classmates. Bullying behavior can be greatly reduced if kids and adults make it clear that it is not acceptable. There are things in life that we are unable to change such as others actions or other people’s opinions of us but there are some things we can control such as our own actions. From personal experience both of us can say that it is not fun to be on the victim side of the bullying but it is more important to focus on the positive in life than the negatives and to change the world for the better. We learn from our experiences and it only makes us the people we are today.

Closing:
We will take away many important lessons from this project. This process has given us greater understanding and compassion for victims of bullying. No one should ever feel that taking their life is the only way to escape cruel treatment by their peers. As one article said, we should follow the Golden Rule and treat others like we want to be treated. If everyone did that, the world would be a much happier place. We have also learned effective strategies to use if we witness bullying behavior, such as getting an adult to help, getting the person away from the situation or distracting them from the destructive behavior, offering support and acceptance, and just being a friend. It is better to be an “Upstander” than a bystander.

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Better Family Vacations

There are no seven wonders of the world in the eyes of a child. There are seven million.
—Walt Streightiff, author

Everyone dreams of a perfect family vacation. There will be a lot of together time with family members enjoying themselves. Everyone will find time to relax and unwind, and everyone will come back refreshed. Yet anyone who has ever taken a family vacation has discovered that they’re far from perfect and that you never know what to expect. If you plan carefully, however, you can create better family vacations in which everyone comes home with fond memories.
Tips for . . .
• all parents
o Adjust your expectations for family vacations. Instead of thinking of them as time to relax, think of them as family time where you may need to work a bit to bring the family together (you can always take time off for yourself to unwind at another time).
o Get everyone’s input on possible family vacations and activities. Your getaways will be more successful if everyone is involved in the planning from early on. Make sure the kids have a good say in what is planned, where you go, and the activities you want to do (and want to avoid). You may even need to plan one favorite activity per person so that everyone gets the chance to do something he or she really wants and the rest of the family can get to know that family member better.
o If you’re divorced, be careful not to get your children caught in the cross hairs of competing vacations. Some kids think it’s too much to go on two vacations (one with dad’s family and another with mom’s family) because it keeps them away from their friends too long. Balance your children’s needs along with your own.
o Be realistic about budgets. Family vacations can get expensive rather quickly. If your kids want spending money, let them know their budget before you go.
o If you have kids in two different age groups (such as a preschooler and a young adolescent), find activities that both enjoy, such as swimming or water parks. Also let each child choose an activity he or she really wants to do and have the whole family go along and enjoy that activity.
o Consider vacations with different goals. One year have a vacation that’s about relaxing and being together. Another time have a vacation that’s more adventuresome, where you’re exploring a national park or a major city. Another time, consider taking a family service trip during which your family volunteers and helps others.
o Whenever you take a family vacation, remember to expect the unexpected, have a sense of humor, and be open to surprise and discovery. This will help you keep your balance—and your sanity!
o parents with children ages birth to 5
o Plan a vacation that is ideal for young children. Since young children thrive on routine, vacations that disrupt their routines can quickly turn sour. Some families spend their vacation time by staying at home (where young children are in familiar surroundings) and taking one special trip in the morning and one special trip in the afternoon, such as to a zoo, a children’s museum, a fancy playground across town, or water park.
o If you leave home, continue to follow your child’s routine. Make time for naps, snacks, bedtime routines, and so on.
o If you take a long car trip, consider leaving in the evening. Drive through the night while the kids sleep. This works best if you have two adults so that the adults also can take turns sleeping and monitoring kids. For more ideas on traveling with a preschooler, read Parenting Preschoolers with a Purpose.
o parents with children ages 6 to 9
o Pack a traveling bag with activities that kids can do while traveling and on vacation. Include blank tablets, washable markers, puzzle and activity books, playing cards, handheld video games, books to read, and so on.
o Consider putting away several new activities (such as a new card game, puzzle, or board game) and wrapping it like a present. When kids get bored, bring out a present for them to open and discover.
o Be intentional about playing together as a family while you’re on vacation. The best part of a family vacation is being together and having fun together.
o parents with children ages 10 to 15
o Encourage your teenager to bring a friend. This often will raise your teenager’s enthusiasm level greatly.
o You may need to rethink and redefine a family vacation for this age group. Don’t be surprised if your teenager is more enthusiastic about taking a trip to see a favorite music group, go to an amusement park, or visit a first-class water park.
o Consider taking two or three shorter vacations instead of one longer vacation. Sometimes teenagers are more agreeable to short getaways (so they don’t miss much time with their friends) than long ones.
o parents with children ages 16 to 18
o Planning a vacation that a teenager wants to take with your family can be downright hard since teenagers often resist traveling with their families (or have packed schedules that make it difficult to get away). For ideas on family vacations that teenagers like, read Parenting Teens Online’s Family Vacations with Kids. The destinations are pricey. But, the ideas are good and can be put to use on any budget.

http://www.parentingteensonline.com/article/show/title/Family_Vacations_With_Teens

o Talk about the variety of options for family vacations: visiting a major city, seeing a national park, taking a road trip, doing a family service project, digging up dinosaur bones, exploring historical sites, traveling overseas, or attending your favorite baseball team’s games on the road. Expand your view of possibilities.
• Allow your teenager some flexibility and independence on a family vacation. If your teenager can’t imagine a vacation without access to the Internet, stay at a place that has a business center or wireless access. Or let your teenager sleep occasionally while the rest of the family sightsees.

Source: http://www.parentfurther.com/resources/enewsletter/archive/better-vacations

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BULLY – Documentary Film – Special Screening 4/28/12

By Lori Maitski, ABC Coordinator

Last night I went to see the movie, BULLY. This is a powerful movie. It was devastating to view the loss, the anger, the sorrow, and the hopelessness.
BULLY is an emotional look inside the lives of families devastated by bullying. It is heartbreaking. Seeing the struggle of how the different communities deal with bullying made me angry. Angry at the denial that it was happening in their schools and communities. Angry at their lack of knowledge of what to do to change what was happening. Angry that the children featured had to suffer this on a daily basis.
Help us prevent this from happening to our children.

Talk with young people. Educate yourself on what you can do. Click on the movie’s website to find toolkits: http://thebullyproject.com/indexflash.html

Stand up if you see or hear bullying. Get involved with schools. Volunteer as an Asset Building Champion Reader in elementary schools. Partner with your local school to build assets. Support our youth. See this movie.
Several theatres in our area are showing BULLY. Project Cornerstone is sponsoring a special screening at the Camera 7 at the Pruneyard on Saturday, April 28th at 11:00 a.m. In partnership with Comedy Sportz there will be opportunities for debriefing and strategizing after the screening. Bring your thirteen or older young adult. Bring your friend. Bring your tissues.
One person can make a difference.

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