LiA Weekly Log: Week 5

The foundation that was developed earlier on has now come to fruition within multiple programs. By working at SOS Children's Villages, which houses orphaned, abandoned, and precariously housed youth, I have been able to see the value of patience while working with children—it is important to have faith during the earlier stages when tangible outcomes might not be present yet.
What went well?
The progress I made; what was achieved and done
Comedy-based psychosocial intervention for teenagers
- As we get ready for our final show, anxiety among the teens has increased substantially. Therefore, I started requiring everyone to do a "check-in" in front of the group before we start our sessions. This involves them sharing how they feel and/or anything they want to share to the group so that we can best support them. Once this was implemented, we were back at baseline levels of anxiety among the group.
Comedy-based psychosocial intervention for preschoolers
- Among the younger group, I now give considerably less directions when they go up to do their scenes in front of everyone. They are now able to improvise their dialogue more easily.

Soccer-based psychosocial intervention for school-aged and teenage girls
- My assistant coach (i.e., another teen at the centre) informed me that she has noticed substantial improvement within the younger group during their matches in terms of ball control and arguments. She generally works more closely with that group, so this was very valuable feedback.
Skill sharing with the centre’s staff
- I showed them more advanced games due to their progress in the previous session.
What could have been done differently?
Things that did not get done and/or could be changed
- For the teen comedy intervention, there was some tension among certain teens relating to the show. Specifically, certain teens were critical of other's level of commitment during sessions.
- For the girls soccer intervention, it rained during the entire week, so we were not able to have any sessions due to the unavailability of a suitable indoor venue.
- For the preschool comedy intervention, there are some individuals who seem to never participate in any of the interactive components.
- For the staff skill sharing programming, our usual space, which allows for individuals to physically move around, was occupied. Therefore, we had to settle for another space that only allowed us to sit and talk.

What did I learn about myself when working with others?
Contributions, behaviours and values I exhibited
I focused on the Laidlaw Scholar value of being curious this week. There was a considerable amount of interpersonal disputes among the teen comedy group, and it was crucial that I explore the underlying reason behind this spike in anxiety. For starters, I identified that the upcoming show could be contributing towards this. Additionally, some teens had started expressing their anxiety relating to my final day here, which coincides with the day of our show. By being curious, as opposed to being judgmental of observed behaviour, I was able to a) implement a "check-in" process at the beginning of our sessions to help alleviate anxiety, and b) have an honest discussion with the group regarding grief and my upcoming departure.

What did I learn about leadership?
Leadership attributes and insights I developed
This week, I was able to work on the attribute of research and project management skills. As we approach our final show for the teen comedy intervention, I have had to engage in a more directorial role. This has required me to interpret the class' environment (e.g., everyone's anxiety levels, group cohesion, etc.) to create a rehearsal structure that brings out the best in everyone. By prioritizing appropriately and managing my time efficiently, I have been able to stay on track with our rehearsal schedule leading up to the show.
What do I want to develop or focus on next?
What I still need to develop
- For the teen comedy intervention, I want to continue with our "check-in" process at the beginning of our sessions. I also want to share more of my own personal stories relating to performing comedy in front of others; I am hopeful that this would further reduce the group's anxiety levels.
- For the preschool comedy intervention, I will try to ask the shyer individuals to come up to perform in front of the class with the added privilege of them being able to go up with a close friend. Hopefully, having a safe individual with them up there will enhance their overall participation.
- For the girls soccer intervention, prior to this week we had been very fortunate with the weather, but I could definitely use a back-up plan in case it rains throughout the week again. Maybe there is a suitable indoor space that would allow for us to do a more cognitive-based exercise together when it rains. However, there are many participants in the girls soccer intervention, so this might not be possible.
- For the staff skill sharing programming, similar to the girls soccer intervention, I will be more proactive of inquiring about possible alternative spaces that allow for the staff to engage more fully with physical games.

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Another powerful, insightful and totally mesmerising post - thank you! I love the way you have interspersed the stunning safari photos through the piece; zeroed in on a specific value and capacity and clearly signposted each segment of reflection and learning. I am sure that the teenagers will miss you dreadfully and very much hope that SOS and future Laidlaw Scholars can continue to build on the great work you have initiated.
Thank you for your kind words, Susanna! I appreciate it.