Tips on how to develop sound relationships with potential clients

1. First Contact
…making the most of your first meeting

2. First Contact
References
o The National Conference for Community and Justice
o Ohio Learning Work Connection
o http://www.ohiolearningwork.org/docgen.asp?tbl=feature_story&ID=15
o National Collaborative on Workforce and Disability
o http://www.ncwd-
youth.info/resources_&_Publications/hot_Topics/youth_Development/administrators.shtml
o National Minority AIDS Education and Training Center
o http://www.nmaetc.org/cultural/cultural.asp
o Personal and Organizational Empowerment, Syntax Communication
Modeling Corporation
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3. First Contact
Agenda
• Icebreaker
• Introductions
• Expectations
• Overview of Training
• Norm Setting
• First Contact
• Cultural Competencies
• Active Listening
• Making the Shift
• Problem v. Outcome
• Goal Setting
• Review
• Suggested Resources
• Q&A
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4. First Contact
Overview
• The purpose of this training is to
take a critical look and have
meaningful dialogue on how we
conduct engage clients/youth for
the first time.
• The anticipated product is either
a re-evaluation or re-affirmation
of our professional outlook
resulting in improved client
relations and productivity.
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5. First Contact
“A child can not
learn from someone
who despises
them.”
-James Baldwin
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6. First Contact
Anything that starts with….
will have…..
will end with….
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7. First Contact
Why do adults hold children in such low self-esteem?
• Kids and teenagers are ruder and wilder and more irresponsible than ever before. This is the
conclusion that could be drawn from a recent national study by a public policy research
organization based in New York. The study, titled "Kids These Days: What Americans Really
Think about the Next Generation," found a stunning level of antagonism not just toward
teenagers but toward young children as well.
• Several researchers at the University of Kentucky certainly believe these negative perceptions are
understandable. One reason is that the role of children in society has changed significantly from
previous generations, according to William Turner, associate professor of family studies.
"Children are far more visible today," he says. "Children are assuming adult roles earlier than
they used to.“
• In contrast, he (William Turner) says, TV shows in the '50s to the '80s tended to present kids in
a more favorable light, and conflicts could be resolved in half an hour by all-wise parents and a
little ingenuity. Consequently, adults often expect children to be like the Brady Bunch or the
Huxtable Kids, and instead are confronted with latch-key youngsters having to raise themselves,
or street gangs, teenage parents and drop-outs.
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8. First Contact
What is the intended purpose/goal?
What is my experience with first contacts?
What are the road blocks and/or challenges?
What do I need to get there?
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9. First Contact
Cultural Competency
The National Conference for Community and Justice
Primary
Secondary
• Primary
– denotes age, sexual orientation, gender,
mental/physical abilities and characteristics,
race and ethnic heritage.
• Secondary
– denotes first language, military experience,
religion, work experience, geographic location,
communication style, organization role and
level, income, family status, work style and
education
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10. First Contact
Cultural Competency Checklist
National Minority AIDS Educational Training Center
•Personal values and attitudes - including those practices that promote mutual respect between health care
professionals and patients (e.g., screening materials for offensive cultural ethnic or racial stereotypes,
being aware and intervening, when appropriate, on behalf of patients when organizations display
culturally insensitive behaviors).
•Communication styles - including sensitivity to using alternatives to written communications (particularly for
patients who may lack literacy skills).
•Community participation - being aware of issues/concerns in the community of the patients being served and
working with appropriate community institutions/organizations to develop and implement programs.
•Learning environments - for example, establishing culturally and linguistically responsive interior design, posters,
pictures, and artwork, as well as magazines, videos, and films; ensuring that print information that
delivers culturally targeted messages is literacy-sensitive.
•Policies and procedures - including written policies, mission statement, goals, and objectives for cultural and
language philosophies and practices.
•Patient-sensitive clinical practice - developing a practice that avoids misusing scientific information and
stereotyping group members while acknowledging the importance of culture.
•Training and professional development - including requiring cultural competence training opportunities for the
health care professional and staff, as well as making colleagues aware of cultural competency.
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11. First Contact
Techniques for Active Listening
Type of Statement Purpose To achieve purpose Examples
1. To convey interest 1. Don’t agree or disagree 1. “I see….”
Encouraging or Clarifying 2. To keep the person 2. Use non-committal 2. “Uh-huh”
talking words with positive 3. “That’s interesting…”
tone of voice
1. To show that you are 1. Restate the other’s 1. “if I understand you idea
listening and basic ideas, is…”
understand emphasizing the facts 2. “In other words, this is
Restating or Paraphrasing
2. To let the person know your decision…”
you grasp the facts.
1. To show that you are 1. Restate the other’s 1. “You fell that…”
listening and basic feeling 2. “You were pretty disturbed
understand by this…”
Reflecting
2. To let others know you
understand their
feelings.
1. To pull important 1. Restate, reflect and 1. “These seems to be key
ideas, facts, etc. summarize major ideas ideas you have
together and feelings expressed…”
Summarizing
2. To establish a basis for 2. “If I understand you, you
further discussion feel this about about the
3. To review progress situation.”
www.poynter.org/research/lm/lm_listen2.htm
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12. First Contact
Opinion
Approach
Operation
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13. First Contact
Structure/Strategy/Approach
• Recommendations
– Try to be empathetic.
– Challenge their view of you.
– As much as you can, include
them in the process.
– Explain your role and what
are their expectations
– Be careful of your language.
– Listen to what is not said.
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14. First Contact
Self check
Adapted by the National Collaborative on Workforce and Disability
• Question 1: How do I decide what youth development or
youth leadership components to include?
• Question 2: What organizational considerations are needed to
meet youth development and youth leadership outcomes?
• Question 3: What are the differences between youth
development and youth leadership?
• Question 4: What are my responsibilities and what are the
employer’s responsibilities in working with youth?
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15. First Contact
Learning by doing Progression
Ohio Learning Work Connection
From Toward To
learn practice use in real situation
close supervision less supervision more independence
single skill more skills use multiple skills to perform
task
simple tasks more complex tasks, simple highly complex tasks, final
product product
beginner skill level higher skill level high performance skill level
learner standards higher standards real-world standards
assess knowledge assess practice assess final performance
apprentice journey worker master
do reflect revise and improve
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16. First Contact
40 Developmental Assets
Copyright © 2003 by Search Institute
• External • Internal
– Support – Commitment to Learning
• Family Support • School Engagement
• Positive Family Communication • Homework
• Other Adult Relationships • Bonding to School
• Caring Neighborhood • Reading for Pleasure
• Caring School Climate – Positive Values
• Parental Involvement in Schooling • Caring
– Empowerment • Equality and Social Justice
• Community Values • Integrity
• Youth as Resources • Honesty
• Service to Others • Responsibility
• Safety • Restraint
– Boundaries and Expectations – Social Competency
• Family Boundaries • Planning and Decision Making
• School Boundaries • Interpersonal Competence
• Neighborhood Boundaries • Cultural Competency
• Adult Role Models • Resistance Skills
• Positive Peer Influence • Peaceful Conflict Resolution
• High Expectations – Positive Identity
• Creative Activities • Personal Power
• Youth Programs • Self0esteem
• Religious Community • Sense of Purpose
• Time at Home • Positive View of Personal Future
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17. First Contact
By: Candice Swiderski and Stacey Palma
Connecticut Assets Network
1. Treat young people as partners rather than clients.
2. Adults must be willing to share power.
3. Adults managing an organization or program must share all
budgets with teens.
4. Be aware of the need for flexible schedules. For example,
meetings during non-school hours.
5. Adults interested in joining a program must be interviewed by
teens.
6. We do not want to be the passive recipients of services or viewed
as people that need to be fixed. Create opportunities that allow
us to solve problems and bring about change in our community.
7. Eliminate patronizing and passive/aggressive language from your
conversations with teens.
8. Establish emotionally safe environments for teens by sharing
some information about yourself and allowing us to enjoy fun
when necessary.
9. Allow us decision-making input to school and government
processes that allocate money to youth programs.
10. Look beyond how we look.
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18. First Contact
“Contemplate yourself in a condition
that you want to produce.”
- Dr. Dyer
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