We’ve got a problem.

(At-risk youth)

(Person of color)

“The Wizard of Oz”

 Friends of the Children (Friends) is an intervention program for
the most vulnerable children living in seriously high-risk
environments

Vision
• Teachers, Firefighters, and Friends*—Friends will become part of the “social fabric”
of our communities; helping our nation’s most vulnerable children develop the
relationships, goals, and skills necessary to break the cycles of poverty, abuse, and
violence and become contributing members of their community

Service model

• Most vulnerable children are selected based on research-based risk factors

• Children receive early intervention starting in kindergarten or first grade and long-term
mentoring and support continuing through high school graduation
• Children spend one-on-one quality time with a “Friend” who is a full-time, carefully
selected, and trained professional
• Children are offered comprehensive services to meet their academic, social, emotional,
and physical needs

Outcomes for children

• Avoid involvement in criminal justice system
• Avoid early parenting
• Graduate from high school with a plan for the future
 Friends’ unique program is specifically designed to identify and support
our nation’s most vulnerable children
Identify the most
vulnerable children early…
• Proactive child selection
process
–Research shows that early
risk factors can identify young
children most likely to fall
victim to later serious negative
outcomes
–Friends works with schools in
high-poverty areas to select
children based on risk factors
and then conducts extensive
outreach to families to enroll
children
• Early intervention
–Children enter by the end of
first grade
…and provide them
with a supportive,
qualified adult
• Supportive, qualified adult
–Professional Friends
• Full time, paid employees
• College educated
• Are experience and
talented working with
high-risk youth
–Selected through rigorous
hiring process
–Receive extensive initial and
ongoing training
–Are highly supported and
supervised by program staff
… and holistic services
over a sustained period
of time
• Holistic approach
–Friends develop quality one-
on-one relationship with child
• Meet with each child 8
times for 16 hours/month
• Develop and update
individualized goal plan for
child
• Engage in community
service and other activities
–Friends and program staff
work to support each child’s
academic, physical,
emotional, social, and mental
health needs
 Demonstrated potential of the unique service model sparked interest across
the country and led to the creation of the national network

Number of sites
Oregon Initiative (Salem & Eugene)
opened
12.5
Cincinnati, New York City, San 11
Francisco, Wilmington opened
10.0
9
National office, Klamath Falls
and Seattle opened
7.5
Chester opened
5
5.0 Washington DC opened

3
Portland opened
2.5 2 2 2
1 1 1

0.0
92/93 93/94 94/95 95/96 96/97 97/98 98/99 99/00 00/01 01/02

Number
of children
served 24 124 137 153 168 232 253 304 523 644

Source: Friends of the Children

 To start the business planning process, Friends developed a comprehensive
Theory of Change for the network
Helping our most vulnerable children living in seriously high-risk environments develop the relationships, goals, skills, and resources necessary to thrive.
1. National Friends needs these
resources  and services 
Qualified and Effective Personnel
with Expertise in:
 Management
 Business/strategy planning
Program Development and Quality
Assurance
 Management of quality, including
database and reporting system
 Curriculum development for child
and adolescent programming
 Training of supervisors and child
serving staff
 Evaluation management
 Developing and maintaining
collaborative partnerships
Infrastructure/Operations
 Financial and HR systems, including
hiring practices
 IT
Financial Sustainability/
Development
 Fundraising with national and local
major donors
 Developing/testing fundraising
strategies including new products
 Marketing and Public Relations
 Grant writing (government and
foundations)
 Government Relations (lobbying)
 Developing and maintaining
corporate Partnerships
Board Members with
 Commitment to Friends of the
Children
 National connections (corporate,
foundations, individuals)
 Expertise in a substantive area
(finance, law, public relations,
national organizations)
 Willingness to help with fundraising
Budget to support personnel
2…..to provide these activities
Program Development
 Lead efforts to refine the program
 Provide assistance in addressing ad
hoc program questions
Quality Assurance
 Establish standards and best
practices for chapters;
 Review outcome data for children
and assist chapters in using data to
improve program
 Assist chapters in selecting and
retaining both children and Friends
 Provide curriculum and training for
Friends, supervisors, Executive
Directors
 Conduct site visits, provide coaching
 Assist chapters in identifying gaps;
suggest strategies for addressing
gaps
Infrastructure/Operations
 Provide support for hiring qualified
and effective Executive Directors
 Establish standards for accounting,
HR, and insurance; provide
templates and free/fee-based
support for implementation
 Assist in Board development (clarify
roles, orientation, training, support)
 Implement regular processes to
share information/lessons learned
through intranet, conference calls,
meetings
 Establish database system including
forms, software, hardware;
Financial Sustainability/Development
 Coordinate donor prospects
 Provide marketing/PR strategy and
selected products, materials (like
sponsorship); train chapters
 Provide case statement, framework
and assist chapters in developing
strategic plans including growth and
development plans; Board, ED
training
National Evaluation
 Provide leadership in seeking funds
for and in managing program
research, longitudinal evaluation
study
 Dissemination of evaluation results
3….so that chapters have these elements 4.…needed to successfully 5.…to produce these outcomes among
 implement these strategies  children and youth
High Quality Friends
Intermediate
An enduring high-quality Social and Emotional
 High quality Friends who remain in relationship for a
relationship Development
minimum of four years with a monthly minimum of 6-8
for each child with a professional
contacts of 16 hours with each child • Strong relationships with adults,
 Friends with an associates degree or more paid) mentor (the Friend)
peers, and community
(preferred); a minimum of two years direct experience • One-on-one long-term positive
• Improved mental and emotional
with children living in seriously high-risk environments; relationship
health
safe driving record • Individualized plans for success
 Friends who work with no more than 8 children for each child
• Review progress semi- annually Making Good Choices
Selection of Vulnerable Children Living in High Risk
• Reduced aggression and problem
Environments
Friends who have the knowledge, behaviors
 Children served by each chapter meet specified
screening criteria (see risk and protective factors experience, and ability to provide • Avoidance of substance abuse
chart) skill
 Children identified by the end of the first grade building and/or resources for:
 Children selected in collaboration with credible and • Social development School Success
supportive community organizations • Emotional development, including • Academic performance and progress
 A working relationship with child’s parents or anger management (attendance, appropriate classroom
guardians • Academic development behavior, progression in
• Problem solving/making positive reading/math/ computer literacy and
High Quality Program Resources and Support,
choices promotion)
Directly
or through Partnerships • Appreciation of own culture and
 A safe space for Friends and children cultures of others
• Skills that build towards
Other
 Educational support services • Improved health care (both physical
independent living (i.e. hygiene,
 Physical, emotional and social services and mental including reproductive
 Caregiver support for basic needs and appropriate nutrition, time management, social
when appropriate)
interventions when necessary for child’s progress courtesies, budgeting)
• Development of individual talents • Plan and skills for the future (post
 A strong working partnership with schools
and interests high school)
 A commitment to program children through high
school and as they move within the service area • Participation in meaningful and
Financial Sustainability/Development
quality extracurricular activities and
community service.

 Personnel with development expertise
 Engaged and effective board Long-term
Program resources and support,
 Sound and active development plan, including local directly or through partnerships, in • Avoid Involvement in the
major donors
the following areas of need: Criminal Justice System
 Sound and active marketing and PR plan
• Services for children, including • Avoid Early Parenting
 Adherence to national branding standards
physical, emotional and educational
 Diversified funding base • Succeed in School with a
support, community service
 In-kind and volunteer resources minimum of a high school
activities, special talent
opportunities diploma (1st choice) or GED
• Services for caregivers, including
referral to social services
• A safe space for Friends and
children to gather
“I was
bad…”
A.J. and Zach
A.J. (#2) today
Storytelling as
Best Practice
How stories strengthen your organization,
engage your audience,
and advance your mission.
Why is narrative
so powerful?
How do stories
compare to data?

What makes a
good story?
How are stories
currently being
used as tools?
How can you use
stories more
effectively?
Why is narrative so powerful?

Storytelling is an integral part of our history,

identities, culture, and thought process.
Why is narrative so powerful?

“ No one in the world

knew what truth
was until someone
had told a story….”

“I don’t know any

Why is narrative so powerful?

The “How We
The “Why I Prefer Dogs
Met” Story
over Cats” Story

The “My Crazy

The “Where I Was Parent” Story
on 9/11” Story

IDENTITY
The “My Crazy
Night in
The “I Can’t Seem to Georgetown”
Lose Weight” Story Story

STORIES YOU WANT TO TELL

- STORIES NOBODY WANTS TO HEAR

STORIES YOU TELL (YOU)

Why is narrative so powerful?

“To be in a viable
culture is to be bound
CULTUREin a set of connecting
stories….”
Why is narrative so powerful?

The Mob at the Gates

The Triumphant
Individual

The Benevolent
Community

Rot at the Top

Why is narrative so powerful?

+
MEMORY
soap and shoe
1 out of 21
Why is narrative so powerful?

“...”

soap and shoe in a sentence

8 out of 21
Why is narrative so powerful?

“?”

soap and shoe in a question

16 out of 21
Why is narrative so powerful?

+ 1 out of 21

“...” 8 out of 21

“?” 16 out of 21
Why is narrative so powerful?

"Hearing an exciting
story apparently
releases epinephrine
from the adrenal
glands into the
circulation, thereby
enhancing one's
memory…"
Scientific American • April 2003
Why is narrative so powerful?

“Information without
access to information
is not information at
all.”
How do stories compare to data?

Stories help us decide which facts to accept and

which to reject. Just as hearts lead minds,
stories should always precede data.
How do stories compare to data?

Pennington & Hastie

Conducted study on how
juries make decisions.

“[Jurors] compare their

stories to those presented
by the two attorneys, and
select the one that most
closely matches their own
story.”
How do stories compare to data?

Richard Nisbett
Conducted focus
groups comparing
strength of narrative
versus data when
discussing welfare
mothers and prison
guards.
How do stories compare to data?

“Facts don’t have the

power to change
someone’s story. Your
goal is to introduce a
new story that will let
your facts in.”
What makes a good story?

A time-tested structure, telling details, emotion,

truth and meaning are the essential components.
“It’s Going to Be
Okay, Jennifer.”
What makes a good story?

PROTAGONIST Act
I

STRUCTUREBARRIER
Act
II

GOAL
Act
RESOLUTION III
What makes a good story?

PROTAGONIST
John Nash

GOAL
An original theory

BARRIERS
He’s nuttier than
Mr. Peanut

RESOLUTION

A beautiful heart
What makes a good story?

• Simple and lean.

QUALITIES
What makes a good story?

“Everyone had to turn on their porch lights at 7 pm. That’s how

the company made sure the streets were lit at night.”
What makes a good story?

• Simple and lean

• Not predictable

• Engages the emotions

• Contains truth

• Infused with meaning

How are stories currently being used as tools?

Foundations, nonprofits, and even entire nations

are using stories systematically to clarify and
pursue their respective goals.
How are stories currently being used as tools?

USPIRG: Story Memos

• Start with a common
assumption.
• Introduce a point of
conflict.
• Cast the story with
clear heroes and
villains.
• Include at least one
memorable fact.
• Point the way to a
happy ending.
Clean Water Enforcement Act • 1993
How are stories currently being used as tools?

RARE Center:
Programmatic Storytelling

• Personifying the
environment through
characters.
• Telling stories in radio soap
operas.
• Teaching eco-tourism
guides how to tell stories.

“La Coita” helped reduce forest fires.

How are stories currently being used as tools?

Environmental Defense:
Storytelling Retreat

• Captured 87 stories in one

day.
• Anthology of “Staff Told
Tales” to be published.
• Best stories will support
programmatic work,
fundraising, internal HR
How are stories currently being used as tools?

Trust for Public Land:

Storytelling Handbook

The Story of
Five-Star Garden
“I just come to see if this
thing… if this garden is real.
Because I cannot believe the
change that has occurred in my
mother.”
How are stories currently being used as tools?

FamiliesUSA:
Story Bank
• Launched in 1990s
with 200 stories; now
has 412 stories.
• Stories updated every
6 months to ensure
accuracy.
• Placements landed in
NY Times, Washington
Post, ABC, CBS, NBC
News, et. al.

www.familiesusa.org/html/advocates/impress.htm
How are stories currently being used as tools?

SOUTH AFRICA:
Scenario Planning

• Ostrich
• Lame Duck
• Icarus
• Flamingo

“I am not an ostrich.” F.W. deKlerk

How can you use stories more effectively?

Consider all the tools available, but first identify the

“core stories” that capture the essence of your work.
How can you use stories more effectively?

The Sacred Bundle

Lakota Indians
How can you use stories more effectively?

Core Stories
• How we began.
• Emblematic successes.
• Learned-in-Defeat stories.
• Performance stories.
• The nature of our challenge.
7 Questions to Sharpen Your Storytelling

1. Who’s the protagonist?

2. What’s the hook?
3. What keeps it interesting?
4. Where’s the conflict?
5. Have you included telling details?
6. What’s the emotional hook?
7. Is the meaning clear?
Questions and Comments
Jane Goodall’s
Sacred Bundle
of Hope
Thank you.