RALLY Program Resources
FAQ
Frequently Asked Questions Section
Q: How are prevention practitioners perceived by students? Is there any stigma attached to them?
A: That's a great question. In general, we have found that because prevention practitioners work inside the classrooms, as well as outside the classroom in a more traditional mental health type role (one on ones and groups), that students are able to trust them and connect with them without the stigma generally attached to support personnel. Many times, we have the opposite problem of "take me!," where prevention practitioners have an overwhelming response from students.
Q: How can I work productively in my pair teacher's classroom? I'm not sure where to start.
A: Start with sitting down with your coordinator and/or other practitioners and talking about ways that practitioners often work in classrooms, ask for examples from previous years and think through your strengths and interests, as well as the subject matter of the teachers and his/her strengths. Then, set up a regular meeting time with your pair teachers to debrief and discuss your work (this can be a short check-in meeting, or on the run...you need to be flexible). You should look for feedback from the teacher as well as let them know what you are interested or able to do inside their classroom, because they may not know.
Q: What do I do when I see something that I don't agree with in the classroom? It's hard for me not to speak up.
A: This is a good topic of discussion for RALLY team meetings, because as a group you should all be on the same page about this. Although it may be very difficult not to address something you do not agree with, if you address it in the wrong way, or in front of other students or teachers, you run the risk of ruining your relationship with that teacher. Unless the grievance you have is severe, (and if it is, involve your coordinator), you should take some time to think on how/why and if you will address it with the teacher. You also may not understand all of the reasons behind something that is happening, so starting out with questions that are less threatening and more information gathering can often be helpful.
Q: As a coordinator, how can I support my preventon practitioners in their work, and advocate for them and for their students, while still remaining part of the school as well?
A: It's always a balancing act, as you know. You must feel that you are an integral part of your school, but you are also the leader of your prevention practitioners. One way to do this is to have weekly group meetings with practitioners to hear their feedback about working with the school and teachers, and to also have separate weekly meetings with teachers to get their feedback about working with the practitioners and the program. You should try to incorporate each of the group's feedback into the other's meeting time, in a productive way, and then begin to merge the group meetings so that practitioners and teachers could meet together. Coordinators are ultimately responsible for the work that their practitioners do during the school day, and thus, must be advocates for them in helping the school to accept and understand the program.
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