Having and giving resources to the community is a great thing. But, at the Longview WOC we believe that resources are not the most important factor when supporting change to someone’s life circumstances.
The Goodwill moto, “A hand up, not a handout” is how we approach personal and professional growth. Our focus is to create a supportive environment where anyone and everyone can engage in their future.
Beyond the literal skills, certificates, hands-on-training, etc. (the resources) that are we provide, the largest goal is confidence.
We see many people when they have hit a point of financial difficulty in their life. “High poverty students are most likely to have low academic self-esteem and low confidence in their academic and vocational futures” (Gallagher, n.d.). Therefore, positive relationships with instructors and community outreach is vital for increasing self-esteem, self-efficacy and optimism towards an individual’s employment future (Ryan et al., 1994; Wentzel, 2003).
Our process is built to adapt to each individuals goals and ability level, and our instructors have the flexibility to change curriculum as needed when needed. This has proven to be a successful formula in building confidence, providing effective education and fostering a positive relationship with participants. The focus is on the individual and encouraging their growth in a case-by-case setting.
What does confidence do?
Confidence is the key ingredient that turns thoughts into judgement and judgement into action (Wentzel, 2003). This is why building confidence for professional success is in many instances the most effective piece of education, asserts Cameron Anderson, a University of California, Berkley professor.
“Confidence is the fuel that drives us; it is life’s enabler” (Anderson, 2006).
The Longview WOC uses this ideology to ignite change. By building confidence while providing resources, we see successes in our community on a daily basis.
We believe in our participants and the great things they will achieve when believing in themselves.
~ Your Longview WOC
Anderson, C., Srivastava, S., Beer, J., Spataro, S. E., & Chatman, J. A. (2006). Knowing your place: Self‐perceptions of status in social groups. Journal of Personality and Social Psychology,91, 1094‐11
Gallagher, E. (n.d.). The Effects of Teacher-Student Relationships: Social and Academic Outcomes of Low-Income Middle and High School Students. Retrieved February 12, 2016, from http://steinhardt.nyu.edu/appsych/opus/issues/2013/fall/gallagher
Ryan, R. M., Stiller, J. D., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. The Journal of Early Adolescence, 14(2), 226-249.
Wentzel, K. R. (2003). Sociometric status and adjustment in middle school: A longitudinal study. The Journal of Early Adolescence, 23(1), 5-28.