Preparation Through direct service, service-learning education, service immersion programs, and social justice advocacy, the Center for Community Service and Justice builds connections between Loyola University and surrounding communities in order to achieve its mission of education for justice. This involves direct service and action with individuals, groups, and communities who experience various forms of marginalization. Such a mission, though, is not a task to be taken lightly, for it moves us out of typical comfort zones, exposes us to real suffering, and inevitably challenges our view of the world and our role within it. With this reality in mind, the programs sponsored by the Center for Community Service and Justice incorporate an intentional model of preparation, action, reflection, and evaluation – called the PARE Model – to provide service participants with the education and follow-up that are crucial to service that is both for and with others. This method connects the experience of service to critical reflection. Why is such an intentional model needed, or important? It is important because any significant life activity, and particularly that of service with and for others, involves various levels and dimensions of meaning, significance, content, and context. Service, in particular, is far from being a static activity, i.e., one which tends toward repetitiveness and simplicity. Rather, it is highly dynamic, because it involves the intersection of different corners of our global reality. It is also dynamic because these intersections are not unidirectional. Instead, they tend to flow both ways. With time it becomes clear that the experience of service changes the roles of giver and receiver, subverts preconceptions and prejudices, and encourages new thinking about oneself and about one’s assumptions concerning others and the world at large. Proper preparation lays the foundation for the service experience. This can be done on-site, which is the optimal option, or on campus if necessary. The purpose of preparation is to encourage volunteers to begin the questioning process which we hope will open them up to experience service with an open heart and critical mind. It also gives details of expectations during the service experience. Action involves the service project itself. Reflection: Taking the time, either on-site or back on campus to share openly about the experience. This can include stories, feelings, etc. It is crucial to the integration of the experience into consciousness and creating the transformative process. This prompts the volunteer to go deep and challenge him/herself in a new way.
It is often overlooked, but it is very important to step back once again and look critically at the entire service process. Take “the long view” and decide which elements are meaningful and should be retained and which need to be adjusted. The PARE model is a simple way to plan community-responsive, effective, and successful service projects. PARE is used to ensure that volunteers learn from serving in the community. Preparing for and reflecting upon your service helps break down stereotypes and place the service experience in a broader context. Evaluating your action helps to improve the service with which your group is engaged. Proper preparation lays the foundation for the service experience. This can be done on-site, which is the optimal option, or on campus if necessary. The purpose of preparation is to encourage volunteers to begin the questioning process which we hope will open them up to experience service with an open heart and critical mind. It also gives details of expectations during the service experience. It is crucial to prepare your group for each service experience to increase the likelihood that there will be positive outcomes for both community members and student participants. Issues that arise during the preparation can set the tone for a service project and should be connected to issues discussed in reflection. Click here to download an outline for preparation sessions. 1. Logistical Information about the day. - When and where will your group meet? (If necessary)
- How will you get to the service site? If driving, provide clear directions.
- Stress the importance of timeliness-the agency is expecting you at a certain time. (Always build in extra time in case you get lost or travel takes longer than anticipated).
2. Information about the content of the project. - Who will meet your group at the site?
- What type of training will be provided?
- What type of service you will be doing?
- What will happen at the end of the service experience?
- Where will the reflection session be and how long will it last?
3. Information about broader issues relating to the project. - Providing information about the population you will be working with and relevant issues addressed by the agency your group will be serving with aids in understanding.
- Discuss how issues such as oppression, privilege, and racism affect the population on with which you will be working.
4. Explore expectations and assumptions of the participants. - Find out what participants hope to gain from the project.
- Discuss stereotypes, impressions, assumptions and concerns going into the project.
Preparation session outline Participants get comfortable, close their eyes, and listen to a narration. This exercise can help participants get in touch with their assumptions, expectations, and fears about the project. Get creative and write a narrative that leads participants through the day. Example: Today you are going to spend time with children who are critically ill. Picture yourself arriving at the hospital/home. How do you feel? You enter the lobby of the hospital/home. What is the first thing you see? What do you smell? These help participants begin thinking about their expectations for the experience. Have participants complete the statements aloud or by writing. Example:
Today I hope . . .
I am anxious about . . .
I expect the children to. . . Provide articles or photos about the issue the project addresses or the population you will be working with. Use these to stimulate discussion and learning. Some people connect to their ideas and feelings best through creative and artistic expression. Use crayons and drawing paper and ask participants to draw their expectations for the project.
Act out situations that may arise during the project. Discuss what was learned. Give each participant a quote relating to service, ask them to read it quietly to themselves and then keep it in their pocket during the service. Afterwards in reflection, ask participants to take out the quote, reflect on it quietly to themselves, and then share it with either the larger group or in pairs. This is a good way to tie in preparation with reflection. (Adapted from the Georgetown University Service-Learning Manual) PARE Model and Group Facilitation Table of Contents Manual Table of Contents
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