Males Empowered Now Through Education - M.E.N.T.E. Program Plan
Bonilla, Cardona, Carranza, Flores
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Males Empowered Now Through Education - M.E.N.T.E. Program Plan
Bonilla, Cardona, Carranza, Flores
Table of Contents
Abstract ............................................................................................................ 1
Agency Capability Statement ......................................................................... 2
Problem Statement .......................................................................................... 4
The Problem ................................................................................................... 4
Underlying Factors to the Problem ................................................................. 5
Best Practices .................................................................................................. 6
Gaps in Services ............................................................................................. 7
Potential Impacts to Addressing the Problem................................................. 7
Goals and Objectives ....................................................................................... 8
Short Term Objectives .................................................................................... 8
Medium Term Objectives ............................................................................... 8
Long Term Objectives .................................................................................... 9
Program Description ....................................................................................... 10
Program Concept ............................................................................................ 10
Target Population ........................................................................................... 10
M.E.N.T.E. Program Design .......................................................................... 11
M.E.N.T.E. Program Staff Roles and Responsibilities .................................. 18
Logic Model ...................................................................................................... 20
Program Timeline ............................................................................................ 21
Budget Justification ......................................................................................... 26
Personnel ........................................................................................................ 26
Non Personnel ................................................................................................ 28
Budget ............................................................................................................. 29
Organizational Chart ...................................................................................... 30
References......................................................................................................... 31
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Males Empowered Now Through Education - M.E.N.T.E. Program Plan
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Abstract
On a national scale, males between the ages of 10 to 24 comprise 86% of all homicide
victims in the United States. Homicides are the second leading cause of death for Hispanics (The
California Endowment, 2009). Locally, homicide was found to be the leading cause of death for
males aged 15–24 in Oakland, a city that is “ranked third worst out of the 207 largest cities in the
nation,” (Becker et al., 2004; “The Effects of Violence Among Urban Youth in Oakland,” 2010).
Witnessing or experiencing violence is identified as a precursor to trauma for Latino male
youth. In a similar study, adolescents were identified to be vulnerable to the effects of trauma
resulting in “social isolation, declining school performance, behavioral problems… factors that
contribute to quality of life and future functioning,” (The California Endowment, 2009).
To remedy these health issues in their community, Spanish Speaking Citizens’
Foundation (SSCF), offers after school programs for Latino youth, that provides support and
tools to improve the lives of youth. In a needs assessment conducted in collaboration with SSCF,
a finding indicated a great need for culturally relevant mental health support for Latino male
youth ages 11 to 18 who go to school or live in the Fruitvale neighborhood (Bonilla et al., 2011).
And thus, SSCF is looking to expand their services to support the mental health needs of this
population.
SSCF proposes Males Empowered Now Through Education (M.E.N.T.E.), a pilot
program focusing on the mental health of Latino male youth in the Fruitvale that combines
psycho-education workshops, círculo (circle) support groups, art therapy and a parental
component to further support youth. M.E.N.T.E’s goal is for Latino male youth is to positively
cope with mental health related issues from exposure to violence. The proposed program goals
are to be achieved through a three-year operating budget of $704,860. The M.E.N.T.E. Program
is to be evaluated through an external evaluation plan.
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Agency Capability
SSCF is an established, community-based, non-profit agency serving families of Oakland,
California since 1965. SSCF was established by a group of visionaries dedicated to improving
the lives of low-income Latinos in the Oakland area. Throughout the past 37 years, their mission
has remained the same - to empower the community and the individual to improve their quality
of life while upholding their rich Latino culture. In 1995, SSCF purchased its 5,000 square-foot
building, located in the heart of Oakland's Fruitvale District and this poses a friendly and
welcoming center, a true cornerstone of the Latino community of Oakland (“Home,” 2011).
Each year SSCF assists over 6,000 members of the community, over 300 youth, 71% are
Hispanic/Latino, 25% are non-English Speakers and 38% are male. In addition, approximately
89% of the families served by SSCF earn less than $25,000 a year and 31% earn less than
$15,000 a year (“Home,” 2011). SSCF carries out its work with 35-40 staff and volunteers. The
Board of Directors is comprised of ten community members who are fully committed to the
agency, participate in fundraising efforts and advocate for SSCF. (SSCF Organizational Chart
2009-2011).
In 2008-2009, SSCF was able to get its original funding renewed in addition to new
funding from corporations and foundations (10%), governmental (78%) and private donations
and contributions (12%) such as from Kaiser Permanente, Walter & Elise Haas Foundation,
Workforce Investment Act, among others. With an annual budget of over $900,000 for 20092010, the agency is in a stable financial condition that allows them to manage and implement its
programs and services (SSCF Nine Year History of Revenues and Expenditures; S. Curry-Sykes,
personal communication, August 22, 2011).
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Over the years, SSCF has evolved into a family resource center that provides an
enormous range of services and bilingual programs that are modeled from their three core
competencies: information and referral, immigration and citizenship and youth development.
SSCF has created five empowerment programs that specifically target children and youth. La
Raza Leadership Program (RLP), is an after school leadership development program. The
Newcomer program assists recently arrived students to adjust to life in Oakland. The Leading
Independence of our Barrios for Raza Empowerment (L.I.B.R.E.) is designed to prevent middle
school youth from gang involvement and violence. The Green Careers Collaborative Workforce
trains youth for certification in energy efficiency. The Pathways After School Program offers
academic tutoring, enrichment and recreational activities. All five programs have been very
successful in the community and have received recognition from community members, parents,
and other organizations. These programs empower low-income youth from Oakland to become
leaders in their communities. Many of the youth who were participants of these program return
to the agency as mentors, paid employees, leaders and volunteers (“Home,” 2011).
The experience SSCF has in developing and managing youth programs, adds to their
capability of running a new program for youth, the Men Empowered Now Through Education
(M.E.N.T.E.) Program. The M.E.N.T.E Program was created with the goal of providing a
culturally and age relevant curriculum for Latino male youth participants ages 11-18 of SSCF
after school programs to learn how to positively cope with mental health related issues from
exposure to violence. M.E.N.T.E Program falls under the supervision of the Director of
Programs. The Marriage and Family Therapist, MFT Interns, Art Therapist and the After School
Program Coordinators all work to support the success of the program.
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Problem Statement
Health Problem
Latino male youth suffer from high levels of stress, anxiety and substance use that
negatively affect their mental health. This is especially true for Latino male youth between the
ages of 11 to 18 years old who live or go to school in the Fruitvale neighborhood of Oakland
(Bonilla et al., 2011).
The onset of these elevated levels of stress and anxiety as well as substance use as a
coping mechanism, is the result of excessive exposure to violence in the community.
The city of Oakland has been identified to have some of the highest risk neighborhoods in
Alameda County with the greatest number of homicides and violent crimes. The crime rate in
Oakland has been consistently high over the last two decades (Witt et al., 2006).
Rates of violence are reflected in the admission of youth treated at the Highland
Hospital in Oakland in 2006, where 233 youth ages 14-30 were treated for gunshots, stab
wounds or assaults over a one year period (Department of Human Services, 2011). Latino youth
have been found to be two times more likely to witness a shooting, bombing or riot than white
children in California (Davis, Kilburn, Schultz, 2009). Latino male youth experience a higher
level of exposure to this violence because they represent a higher concentration of Oakland’s
population according to the American Communities Survey (ACS) who estimated that 15,294
Latino males between the ages of five and 24 were living in Oakland by 2008, representing
34.9% of Oakland's male youth population (Flores, Bernd, Diaz, Guerrero, Sanchez, Schroeder,
2010). These high rates of exposure to violence give way to grave health problems-elevated
levels of stress, anxiety and substance use.
Witnessing or being a victim of a violent act or event can lead to trauma (The California
Endowment, 2009). Heightened levels of stress and anxiety are the most prominent forms of
psychological health effects triggered by traumatic exposures. However, other types of
psychological and physical harm can manifest from traumatic exposures like internalized
behavior problems such as: anxiety, post-traumatic stress disorder (PTSD) and depression
(Strickland, Quille, Griffin, Stuart, Bradshawand, Furr-Holden, 2009). Externalized behavior
problems include disruptive, aggressive and risky behavior, such as self-inflicted pain, suicide,
alcohol abuse, binging, vandalism, academic failure and the engagement of youth of color in
criminal activities (Strickland et al., 2009; Alameda County Blueprint, 2005; Family Violence
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Prevention Fund, 2002).
The following are factors that also contribute to the health problem of increased stress,
anxiety and substance use for Latino male youth. They are present at the individual, family,
organizational, community, and policy levels of the ecological model. They often interconnect
with one another and affect each other in complex ways.
Key Underlying Factors
Undocumented status and fear of deportation
Encounters with immigration personnel and fear of deportation are great causes of stress
for Latino youth (Potochnick & Perreira, 2010; Garcia & Lindgren, 2009). In Bonilla et al.
(2011), key informants stated that other than violence, life stressors such as immigration raids,
fear of family members’ deportation negatively affect the health of Latino male youth in the
Fruitvale.
Lack of health insurance
Not possessing health insurance hinders the ability of Latino youth to access mental
health services. Key informants reported that Medi-Cal was needed in order to access mental
health services for little to no cost. Yet youth who are undocumented are not eligible for MediCal (Bonilla et al., 2011). This is problematic as Latino boys and adolescents ages birth to 17 are
4.8 times as likely as white boys and adolescents to be currently uninsured in California (Davis
et al., 2009).
Community violence
As previously stated, violence in Oakland is prevalent and this fact was reinforced by a
focus group of 16-year-old male students at Oakland High School. One student in particular
spoke to the psychological impact violence had on him as he described his hyper vigilant walk
from school to home, watching for passing cars and literally thanking “God” when he had
arrived to his home safely (Bonilla et al., 2011).
Critical Underlying Factors
Lack of mental health knowledge
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Lacking knowledge that mental health services can provide a person with the support of
coping with the normal stresses of life makes people feel as if they have to navigate stresses on
their own. This misunderstanding of mental health is echoed by an informant who stated,
“Mental health is something we really don’t talk about in our community” (Bonilla et al., 2011).
This lack of knowledge about what mental health services are is reinforced through the high
levels of stigma about mental health in the community.
Stigma
Stigma represents a great barrier in seeking mental health services in the general
community. In Bonilla et al. (2011) the idea of Latinos associating mental health with being
“crazy” was repeated by several mental health providers and youth providers of the Fruitvale
neighborhood. In many cases, there was shame or embarrassment in admitting one was dealing
with emotional or psychological problems and in some cases, it was reported that parents forbade
their children from seeking mental health services because they did not want others to think their
children were also “crazy,” (Bonilla et al., 2011).
Best Practices
Despite the existence of several factors working to contribute to the health problem,
there are dedicated individuals and agencies working to curb heightened stress, anxiety and
increased substance from exposure to violence among Latino male youth. Many of these
programs come directly from the Fruitvale community itself with Spanish Speaking Citizens’
Foundation (SSCF) operating several after school programs for youth at the elementary, middle
and high school levels. These programs are co-facilitated by SSCF staff and address topics such
as leadership, violence prevention, gang prevention and empowerment. Additionally, there is
Clínica de la Raza that has a subdivision of their Mental Health Department called Cultura
Bienestar. At Cultura Bienestar, Health Educators present mental health in a holistic manner
using cultural activities such as drum circles and pláticas (talks) as ways to address mental
health. Cultura Bienestar also holds a youth support group called Joven Noble and has an on-site
licensed psychologist that does one-on-one counseling for Latino youth and their families.
Clínica de la Raza also offers Casa Community Health Education (C.H.E.) and La Casa Del Sol
Mental Health Clinic. 6
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Gaps in Services
Some of the most prominent gaps in services were lack of extracurricular activities/job
options, lack professional development training in gang culture, funding and rigid admission
requirements. The lack of opportunities for youth increases the risk of gang involvement
because gangs provide youth with a sense of belonging. For example, one informant referred to
gangs as a means of protection, “Most communities of color historically had the onset of gang
development out of the means for protection. There’s active recruitment going on with
them. They are being pressured now to be part of that or just find themselves needing to have
some kind of protection,” (Bonilla et al., 2011). In addition to this, rigid admission requirements
hinder the ability of Latino youth to access mental health services because if a young Latino
male does possess Medi-Cal insurance, a requirement for him to be seen by a licensed
psychologist or psychiatrist is that he be diagnosed with a personality disorder (schizophrenia) or
be severely depressed to the point he is a danger to others and himself (suicidal), (Bonilla et al.,
2011).
Potential Impact Addressing the Problem
The potential impact of addressing the problem is the reduction of stress and anxiety as
well as a decrease in substance use as means to cope with the exposure to violence among Latino
male youth in the Fruitvale. As Latino male youth become healthier emotionally and
psychologically, they become resources to their own community and roles models to their peers
as well as younger generations. Latino male youth will experience an increase in self-esteem,
ability to concentrate in other areas of life, less susceptibility to risky behaviors and increased
options for success.
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Goals and Objectives
Problem Statement:
High rates of stress, anxiety and substance use (alcohol and marijuana)
among Latino male youth, ages 11-18, who are exposed to violence in
Fruitvale neighborhood of Oakland.
Program Goal:
For Latino male youth participants of SSCF after school programs to
positively cope with mental health related issues from exposure to
violence.
SHORT TERM OUTCOMES:

90% of the Latino male youth program participants will define mental health in a nonstigmatizing, normalized, holistic manner and describe it as important by July 2013.

90% of the Latino male youth participants of the program will identify that talking to
someone about daily stresses is acceptable by them, parents/guardians and the Fruitvale
community by July 2013.

90% of the Latino male youth program participants will know skills/strategies to deal
with stress and anxiety of daily living (e.g. practicing relaxation techniques like
meditation, exercising and reaching out to supportive family and friends) by July 2013.

50% of parents of program participants will define mental health in a non-stigmatizing,
normalized, holistic manner and describe it as important by July 2014.

50% of parents of program participants will identify that talking to someone about daily
stresses is acceptable by them, youth and the Fruitvale community July 2014.
MEDIUM TERM OUTCOMES:

75% of Latino male youth program participants will talk to mentors and peer leaders they
can trust to reduce the stress they experience by July 2014.

75% of Latino male youth program participants will integrate at least one positive stress
management technique (e.g. practicing relaxation techniques like meditation, exercising
and reaching out to supportive family and friends) into their daily routines to reduce the
stress they experience by July 2017.

75% of parents of program participants will have the skills necessary to talk and listen to
their children and encourage them to talk to other people by July 2015.
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
75% of parents of program participants will encourage their children to incorporate at
least one positive stress management technique (e.g. practicing relaxation techniques like
meditation, exercising and reaching out to supportive family and friends) into their daily
routines by July 2015.
LONG TERM OUTCOMES:

75% of Latino male youth program participants will decrease their stress and anxiety
levels by July 2017.

60% of Latino male youth program participants will decrease their use of alcohol to
manage stress and anxiety by June 2017.

60% of Latino male youth program participants will decrease their use of marijuana to
manage stress and anxiety by July 2017.
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Implementation Plan
Program Description
Program Concept
In order to provide youth an opportunity to address their trauma arising from exposure to
violence, our program efforts will concentrate on bringing mental health resources from the
clinic to the school setting. Our program plan utilizes the professional skills of licensed mental
health practitioners, designating them as facilitators in three after school components, for
youth. Bringing these services to youth would mean that they could have greater access to
mental health professionals and services.
A major feature of the delivery of services will be based in a group setting. The Theory
of Social Support suggests that this social structure is vital because the human psyche is affected
by the immune system and humans need social support to be healthy. The Theory of Social
Support encompasses five components: informational, instrumental, appraisal, emotional and
reciprocity (class lecture, October 7, 2010). Using a group of people to support one another
socially can be used to advocate for change, as in the case of Latino youth and their feelings
about mental health.
Furthermore, the Theory of Social Learning describes how the individual, environment,
behavior continuously interact and influence one another. It also has five components:
behavioral capability, observation/participatory learning, outcome expectations, self-efficacy,
and reinforcement (Harris, Nutbeam & Wise, 2010). Both of these theories compliment and
serve to support the M.E.N.T.E. Program design.
Target Population
The target population of this program plan is Latino male youth between the ages of 1118 who live or attend school in Fruitvale neighborhood of Oakland and have been affected by
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violence. They are either first or second generation U.S born, and bilingual. This population also
comprises recent immigrants who are monolingual Spanish speaking. They come from lowincome families who earn less than $25,000 a year and 31 percent earn less than $15,000 a
year. Many come from a single parent household, (“Home,” 2011).
Oakland is a city located in the east of the San Francisco Bay Area, also known as the
East Bay. It serves as a major business port and is composed of fifty distinct neighborhoods, one
of which is Fruitvale. The Fruitvale neighborhood is centrally located in the city of
Oakland. Fruitvale is home to Oakland's largest Latino population, 46% Latinos, (Alameda
County Public Health, 2011). The neighborhood of Fruitvale has traditionally lacked resources,
educational and employment opportunities for its residents. It has been identified as a high-risk
neighborhood.
M.E.N.T.E. Program Design
The Males Empowered Now Through Education (M.E.N.T.E.) Program will feature three
main components that consist of (1) psycho-education workshops, (2) círculos [circles] or
pláticas [talks], which are a form of support group and (3) art therapy workshops. These three
components will be employed using two strategies that have been reported to increase efficacy in
program goals and objectives. These strategies are the use of facilitators that will also serve as
role models or mentors and the recreational structure of this program that will take place after
school at the academic school site where the youth attend school. Additionally, there will be a
parental component to the M.E.N.T.E. Program that has been proven to support program goals.
M.E.N.T.E. is a program whose objective is for Latino male youth participants of SSCF
after school programs, ages 11-18, to positively cope with mental health related issues from
exposure to violence. It is a pilot program implemented by SSCF, which will begin in the fall of
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2012 in three different school sites - Lazear Elementary School, United For Success Middle
School & Oakland High School. The reason that this pilot program will be taking place at three
different levels of education (elementary, middle, high school) is to assess at what level the
program will be most effective. M.E.N.T.E. Program is a year long program starting in
September 2012 and culminating in July of 2013. As the program continues during the summer
(June-August) it addresses a time where youth are most vulnerable. The summer is a time where
students have limited educational resources and many organizations that offer recreational
activities are closed or have shorter work hours. With this in mind, M.E.N.T.E. will remain
available to youth the entire year.
M.E.N.T.E. will also encourage parental participation through parent sessions. The
Marriage and Family Therapist (MFT), MFT Interns and Art Therapist (AT) will design a
culturally and age appropriate M.E.N.T.E. Program curriculum for the three components of the
program catered to youth (psycho education, círculo support groups, and art therapy for youth)
and one component catered to parents (psycho-education). As each school has a different age
group of youth, the curriculum will be modified to be culturally relevant and age appropriate to
address M.E.N.T.E.’s program goals.
Week 1 - PSYCHO-EDUCATION (1 hour)
The MFT will deliver psycho-education workshops once a month to both youth and
parents, separately. These workshops are one-hour session taking place the first week of the
month. Psycho-education would cover topics such as: the definition of trauma, stress associated
with trauma, how trauma is experienced, what types of trauma affect youth, providing tools for
youth to cope with trauma (managing stress, identifying self-care activities, longer-term
sustainable self care strategies), safety, examining gender roles and masculinity.
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Week 2 - CÍRCULO (1 hour)
The MFT Intern will lead youth discussions during the círculos, bringing in their own
educational background on mental health. The MFT Intern, coupled with the structure of
círculos provide the space to take the psycho-education further, where it is explored in depth and
youth identify how these concepts are relevant to their lives. This space will also be used to
practice self-care techniques. ASPC will assist with the facilitation of the círculos during each
session. Since ASPC has already built rapport with youth participants, they will help connect the
new M.E.N.T.E. Program Staff with the youth.
The name círculo literally speaks to the layout of this gathering, as all participants sit in a
circle denoting equality and interconnectedness. When one member of the group is struggling
with a hard time in his life, it is the support of the other members of the group that serves to
uplift this individual and give him the strength to carry on. Employing círculos or pláticas in the
M.E.N.T.E Program is essential to establish community among youth participants. Community
allows for youth to feel comfortable, let their guard down and begin sharing about themselves-a
process critical to exploring trauma.
Justification
Maya Ponce from the Center for the Vulnerable Child talks about the importance of the
role of community and how a young person needs to be seen as a fellow member of the
community rather than a case or client. She states, “We work together and we’re trying to figure
out what’s the next step as a comunidad (community),” (Alameda County Public Health
Department, 2011). Furthermore, this structure of intervention is supported by the Theory of
Social Support, which states ‘that the healing properties of social support can be more powerful
than those of medicine, (class lecture, October 7, 2010).
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Another reason to suggest the círculo is effective is because it embodies a sense of
familia or family. There is a lot of research that suggests gang impacted youth turn to gangs
because they provide a family structure, (Alameda County Public Health Department,
2011). Círculos offer similar benefits-support, opportunities to build lasting relationships with
others, protection, comradeship. At a youth empowerment organization in San Francisco,
California, One Day at a Time, counselors call their sessions “pláticas with la familia.” It is
stated that “the title alone makes youngsters want to come because they are not joining an anger
management group, but a familia, something empowering and filled with love,” (Alameda
County Public Health Department, 2011).
The Mexican American Community Service Agency (MACSA) located in San Jose,
California is one of several agencies that incorporate the model of círculo groups (Jóvenes
Círculo, Círculo de Palabra and Círculo de Guerreros). They have received national recognition
by Former Vice President Al Gore and Former First Lady, Hillary Clinton (“Consulting
Services,” 2011).
Role Models/Mentors
MFT Interns that will act as facilitators of círculo groups play a pivotal role in the healing
of youth participants. This program plan took into consideration that in addition to having the
MFT Intern make mental health concepts understandable and relevant to the lives of the youth in
the group, the MFT Intern would also serve as role model or mentor to youth participants, who
see very few men in these professional roles. “Perhaps the most significant protective factor for
children and adolescents who have experienced trauma is a healthy relationship with at least one
caring adult,” (The California Endowment, 2009).
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The MFT Interns in the M.E.N.T.E Program would be conscious of operating from a
maximum number of sessions to a mental health framework that focuses on developing
relationships with youth. This strategy has many benefits in the healing of youth. Co-Founder
of One Day at a Time and Executive Director, Johnny Rodriguez states, “It can’t be a pen and a
paper relationship; it has to be a visual and a passionate relationship amongst both members,”
(Alameda County Public Health Department, 2011). Similar sentiments were expressed by Ivan
Sampson, Co-Founder of Systemic Solutions, Gang Intervention Program Evaluator. He says,
“relationship is the way we [Latinos] culturally do our healing,” (Alameda County Public Health
Deparment, 2011). This is a break from a clinical to a community empowerment model.
After School Hours
There is a large body of research supporting several psychosocial benefits in participation
of recreation activities for low-income families. In fact, “participation in structured recreation is
a key protective factor which can act as a buffer against risk factors many young people
face. Studies show that participation in long term skill building activities promotes positive
mental health, feelings of belonging, and self-worth,” (Ontario Task Group on Access to
Recreation for Low-Income Families, 2007).
Additionally, meeting youth in their neighborhoods, at their schools is another way to
shift mental health services out of the clinics and into the classrooms. This is an example of
literally meeting youth where they are. Youth Educator and Mentor for 17 years, Cesar Cruz
states the importance of visiting young people on their block. He talks about the counselor
meeting “them on their turf, on their grounds” and that this is one way the counselor can begin to
earn their trust, (Alameda County Public Health Department, 2011).
- quote about crime occurring after school hours?
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Because the SSCF has existing relationships with school administrators in the Fruitvale
community and already operates at several school sites, having the M.E.N.T.E. Program also be
present in the school setting after school hours implies that it fits into a larger structure that is
already existing, supported and effective.
Week 3 - ART THERAPY
The Art Therapist will use the expression of creative arts such as spoken word (poetry),
rapping (song), dancing, graffiti art, drawing, painting, drumming and photography to
demonstrate to youth alternative ways to deal with stress and anxiety. These hands-on activities
will help them express what they have discussed in the psycho-education workshops and círculo
groups. Additionally, these sessions will provide youth an opportunity to channel stress and
anxiety caused by trauma into a positive coping mechanism that youth can implement on their
own outside these sessions. Teaching youth to develop a creative art that they can practice when
they choose, enables youth to be in charge of their own healing, on their own terms. This
respects the belief that youth possess their own resiliency to overcome obstacles.
Justification
Art therapy uses the creative process of art making to improve and enhance physical,
mental and emotional well-being. There is strong research to suggest, “artistic self-expression
helps to resolve conflicts and problems, develop interpersonal skills, reduce stress, and increase
self-esteem and awareness.” It is also used to treat a wide range of conditions, some of which
include: depression, substance abuse and addiction and trauma and has been proven to be
successful in the school setting, (“What is Art Therapy,” 2011).
Week 4 - PARENT WORKSHOPS
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The MFT will also lead psycho-education workshops for parents/guardians of youth
program participants. These workshops are designed to mirror the same workshops provided to
youth on topics such as: the definition of trauma, stress associated with trauma, how trauma is
experienced, what types of trauma affect youth, providing tools for youth to cope with trauma
(managing stress, identifying self-care activities, longer-term sustainable self care strategies),
safety, examining gender roles and masculinity. A unique element of psycho-education
workshops catered to parents/guardians is that they will teach parents/guardians how to support
their youth in managing mental health positively. Psycho-education for parents/guardians will
be catered to adults, be linguistically and culturally appropriate.
In addition, youth and parents/guardians will have the opportunity to see the MFT for
one-on-one individual counseling sessions throughout the duration of the program. For youth,
individual counseling sessions will be conducted at the school site. For parents, individual
counseling sessions will be held at SSCF. Group sessions involving both youth and
parents/guardians simultaneously will also be available as needed at the school site or agency.
Justification
This program plan used the integration of program participants’ parents/guardians, to
integrate the existing family of the program participants-parents/guardians. The involvement of
both parties (youth program participants and their parents/guardians) incorporates an entire
community. Dr. Roberto Vargas, Co-Founder of Clínica de la Raza and La Familia Health
Center, echoes this approach, which he labels “Familia Approach,” where the intent is to serve
youth males, females, the familia (family) and comunidad (community). “Serve youth males by
also getting them more involved with their familias, and also engage the familia to support the
youth. Let’s not fragment care,” (Alameda County Public Health Department,
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2011). M.E.N.T.E. acknowledges the importance of parental involvement and is specifically
designed with this in mind. There is an understanding that “Children’s resilience to trauma is
linked to the presence of a healthy parent or adult in their lives” (Alameda County Public Health
Department, 2011). This is why a trauma-informed approach to working with parents/caregivers
is so vital to healing.
M.E.N.T.E. Program Staff Roles and Responsibilities
SSCF Executive Director will oversee the development and implementation of the
M.E.N.T.E. program. He will work closely with the Director of Programs and Director of
Development to develop a proposal that will acquire funding to support the M.E.N.T.E. Program.
The Executive Director will also assist the Director of Programs to produce job descriptions and
job announcements for the MFT, MFT Interns and Art Therapist positions. Additionally, he will
reach out to the community and disseminate job announcements to recruit potential candidates.
He will undertake weekly meetings with the Director of Programs to follow up on the
interviewing and hiring process of these candidates.
The Director of Programs will review job applications and set up interviews with
applicants who meet the qualification criteria regarding language, education and professional
licenses. Executive Director, Director of Programs and ASPC will conduct group interview with
applicants. They will also convene to discuss interviewees’ qualifications for becoming
M.E.N.T.E. Program Staff and existing staff will undertake the hiring. The Benefits Coordinator
will hold an orientation meeting with the new hires to process their documents and benefits and
go over SSCF Employee Handbook and Guidelines. The Director of Programs will meet with
MFT, MFT Interns and AT to explain the M.E.N.T.E. Program in more detail.
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ASPC will closely work with the MFT, MFT Interns and AT to design a culturally and
age appropriate M.E.N.T.E. Program curriculum. ASPC will ensure the coordination and
implementation of the M.E.N.T.E. Program activities in the after school programs they currently
coordinate at three schools. ASPC will also assist with the facilitation at each of these sessions.
ASPC will also purchase and provide snacks and drinks to youth and vouchers to parents during
their respective sessions.
The MFT will deliver psycho-education workshops for youth and parents. He will also
provide one-on-one counseling sessions with youth and parents throughout the duration of the
program. For youth, individual counseling sessions will be conducted at the school site. For
parents, individual counseling sessions will be held at SSCF. Group sessions involving the youth
and parents simultaneously will also be available as needed and will take place the school site or
the agency. The MFT will provide training on M.E.N.T.E. Program goals and objectives as well
as how to support staff involved in the M.E.N.T.E. Program. The MFT will refer and connect
clients with other appropriate support services and resources in the community. He will also
facilitate monthly staff meetings to discuss program successes and challenges and monthly
clinical supervision meetings to discuss youth cases (struggles, issues, problems) across the three
components of the program and find ways to improve their participation. These discussions will
also include talk of the roles of parents/guardians.
The AT will conduct art therapy sessions for youth once a month. These sessions will
present youth with alternative ways to deal with stress and anxiety through expression of the arts
(spoken word, rapping, graffiti art, drumming, poetry, etc.).
The Executive Director, Director of Programs, MFT, MFT Interns, AT and ASPC will
collectively work on developing the end of the year M.E.N.T.E. Program celebration.
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M.E.N.T.E. Program Timeline/Workplan
2012: Year One
Who
Spring
J
F
M
A
Summer
M
By April 2012, SSCF will recruit
and hire one Latino bilingual,
bicultural male MFT licensed staff
member and one Art Therapist
Disseminate job announcements
among community organizations
ED, DP
Post ads on craigslist, SSCF website,
etc
ED, DP
Interview potential MFT and AT
applicants
Hire MFT and Art Therapist
DP, ASPC
DP
By May 2012, SSCF will recruit
three Latino bilingual, bicultural
male MFT Interns with background
on gang culture
Contact schools that offer MFT
program and talk to MFT Program
Internship Coordinator from local
schools (e.g. CSU East Bay, Holy
Names, SFSU, etc.)
DP, ASPC
Post ads on craigslist, SSCF website
DP, ASPC
Interview potential MFT Interns
DP, ASPC
2013: Year Two
21
J
J
A
Fall
S
O
N
Spring
D
J
F
M
A
Summer
M
J
J
A
Fall
S
O
N
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Select and hire MFT Interns
DP
By July 2012, develop program
curriculum (psycho-education
workshops, círculos, art therapy
sessions and parent psychoeducation workshops)
Develop curriculum for youth psychoeducation workshops
MFT, AT,
Interns &
ASPC & DP
Develop curriculum for círculos
MFT, AT,
Interns &
ASPC & DP
Develop curriculum for art therapy
sessions
MFT, AT,
Interns &
ASPC & DP
Develop curriculum for parent
psycho-education workshops
MFT, AT,
Interns &
ASPC & DP
Maintain a master binder with training
materials (e.g. curriculums, lesson
plans, schedules)
MFT, AT,
DP
By July 2012, develop program
schedules
Create a one-year schedule for
M.E.N.T.E. Program for each of the
three schools
MFT, AT,
Interns &
ASPC & DP
Create a calendar of SSCF staff
meetings and clinical supervision
meetings
MFT, AT,
Interns &
ASPC & DP
By August 2012, recruit
parents/guardians
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Send introductory letters, flyers and
M.E.N.T.E. Program brochures to
parents/guardians with their children
ASPC
Follow up with parents/guardians with
a phone call
ASPC
Recruit parents/guardians interested
in the program
ASPC
By August 2012, purchase training
materials
Obtain training materials (e.g. art
supplies, pens, notebooks)
ASPC
Disseminate training materials to staff
in charge of the program
ASPC
By August 2012, MFT will train
three ASPC and three MFT interns
Provide training in psycho-education
for youth and parents/guardians) and
círculos,
Provide art therapy training
Provide program goals and
objectives training as well as how to
support groups and workshops
MFT
AT
MFT, AT,
Interns
Provide M.E.N.T.E. Program to
youth and parents
Provide psycho-education workshops
for youth
MFT
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Provide círculo support groups for
youth
Provide art therapy for youth
Provide psycho-education workshops
for parents/guardians
MFT,
Interns,
ASPC
AT, ASPC
MFT,
Interns,
ASPC
Conduct monthly staff meetings
Discuss program successes,
challenges and additional support
needed
MFT, AT,
Interns &
ASPC & DP
Conduct monthly clinical
supervision meetings
MFT will lead discussion on youth
cases (struggles, issues, problems)
across three components of program
and find ways to improve their
participation. These discussions will
also include talk of the role of
parents/guardians.
MFT, AT,
Interns &
ASPC
Provide incentives for youth and
parents/guardians
Purchase gas gift cards,
transportation vouchers for
parents/guardians
Purchase snacks and drinks for youth
programs the day the group meets
Provide incentives to
parents/guardians once a month at
the end of psycho-education
DP
ASPC
ASPC
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workshops
Provide snack and drinks to youth at
beginning of each of the three
components of the M.E.N.T.E.
Program
ASPC
M.E.N.T.E. Program end of the year
celebration
Send out invitations to
parents/guardians with youth and
invite them personally at psychoeducation workshops
ASPC
Invite young community leaders as
potential speakers for graduation
DP, ED
Invite local youth music band
ASPC, DP
Invite local community leaders to
participate in the event
ASPC, DP
Create an agenda of events for the
celebration
ASPC, DP
Purchase food and drinks
Prepare and provide a certificate of
program completion to youth and
parents/guardians
ASPC
DP, MFT,
AT
Legend
ED - Executive Director
DP - Director of Programs
ASPC - After School Program Coordinators
MFT - Marriage and Family Therapist
AT - Art Therapist
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Budget Justification
PERSONNEL
Executive Director (0.15 FTE) - The Executive Director is responsible for the overall
management of the M.E.N.T.E. Program. The Executive Director will ensure integration of
proposed activities and oversee the continuum of services offered by all M.E.N.T.E. Staff. He
will administer budget expenditures, submit programmatic reports as required by funding
agencies, and provide direct supervision of the Director of Programs. The Executive Director
will also oversee hiring employees as needed. FTE Salary: $70,000 per year.
Director of Programs (0.20 FTE) – The Director of Programs will be responsible for
supervision of the After School Program Coordinators, MFT, MFT Interns, Art Therapist and
Administrative Staff. She will oversee the implementation and integration of activities in the
M.E.N.T.E. Program ensuring timely execution of the proposed activities. FTE Salary: $55,000
per year.
Director of Development (0.1 FTE) – The Director of Development will assist the Executive
Director and the Director of Programs to implement fundraising strategies to finance the
M.E.N.T.E. Program. FTE Salary: $75,000 per year.
After School Program Coordinators (3 @ 0.25 FTE) - Three half time After School Program
Coordinators will help MFT and MFT Interns facilitate sessions during the psycho-education
workshops, círculo support groups, art therapy sessions and psycho-education workshops for
parents. FTE Salary: $39,000 per year.
Marriage and Family Therapist (1.00 FTE) – The MFT is responsible for developing and
implementing the three components of the M.E.N.T.E. Program curriculum. His time will be
split between providing psycho-education workshops for youth and parents and delivering oneon-one counseling sessions with youth and parents, separately as well as group family counseling
sessions as needed. The MFT will provide necessary training to MFT Interns and After School
Program Coordinators. He will lead and facilitate monthly staff meetings and clinical
supervisions. FTE Salary: $56,000 per year.
Art Therapist (0.25 FTE) – The Art Therapist will be responsible for providing monthly art
therapy sessions that present youth with alternatives to deal with stress and anxiety through
expression of the arts (spoken word, rapping, dancing, graffiti art, drawing, drumming,
photography, and poetry.) They will discuss youth cases during clinical supervision. FTE Salary:
$60,000 per year.
MFT Interns (3 @ 0.5 FTE) – Three half time MFT Interns will facilitate círculo support groups
for youth. They will be present at the psycho-education workshops and play a crucial role in
discussing youth cases during clinical supervision. Stipends: $1,200 per year.
Administrative Assistant (0.1 FTE) – This person will provide administrative support to
M.E.N.T.E Program Staff. FTE Salary: $33,000 per year.
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Fringe Benefits
Fringe benefits were calculated at 28% for the salaries above at the correct FTE for a total of
$38,668 annually.
NON-PERSONNEL
Subcontracts/Consultants
Compensation for time and assistance of consultants who will help implement the M.E.N.T.E.
Program curriculum and aid in grant proposal writing - $800/year.
Program materials
Cost of art supplies, binders, markers, and other materials needed for the youth and
parents/guardians- $1,200/year.
Office Supplies
Office supplies for staff, including file folders, paper, pens, 3-ring binders, 3-hole punch, staplers
and tape at $1,000/year.
Equipment Lease
Cost of photo copier lease - $950/year.
Printing
Cost of copying and supplies for copy machine and printer (toner, printer cartridges) at 600/year.
Telephone
Monthly phone charges are calculated at $1,000/year.
Postage
Cost of postage for mailing informational flyers and invitations to parents - $250/year.
Advertising
Cost of job announcements - $75/per ad.
Web Site
Cost of maintaining SSCF website - $150/year.
Mileage and Parking
Total mileage and parking expenses for M.E.N.T.E. Staff when traveling to school sites to
conduct círculo groups were calculated at $200 per year.
Conference/Meeting
The total cost for supplies for monthly meetings such as snacks and coffee for the first year is
calculated as $25/meeting for 12 meetings for a total of $300 per year.
Training
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Cost of technical assistance and training for M.E.N.T.E. staff is $300/year.
Equipment
Cost of office equipment maintenance, such as computers and printers at $200 for the first year
and $100 for the next two years.
Incentives
Cost of snacks and drinks for youth three times a week. Food, transportation or gas vouchers for
parents once a week. $4,200/year.
Facilities
Cost for shared office space at SSCF - Total rental costs for the program are projected to be
$3,200 per year.
DOJ/FBI Clearance
Cost of background checks with the Department of Justice for all staff who work directly with
youth at $81/person for 5 staff the first year and 3 staff for the following two years, each.
Indirect Costs
Indirect costs were calculated at 15% of the total costs.
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M.E.N.T.E. Program Budget
Program Expenses
Personnel
Executive Director (0.15 FTE)
Director of Programs (0.2 FTE)
Director of Development (0.1)
After School Program
Coordinators (3 @ 0.25 FTE)
MFT (1.0 FTE)
Art Therapist (0.25 FTE)
MFT Interns (3 @ 0.5 FTE)
Administrative Assistant (0.1
FTE)
Benefits and Taxes @ 28 %
Total Personnel
Non-Personnel
Subcontracts/Consultants
Program Materials & Supplies
Office Supplies
Equipment Lease (photocopier)
Printing
Telephone
Postage
Advertising
Web Site
Mileage & Parking
Conference/Meetings
Training
Equipment
Incentives (Snacks, Vouchers)
Facility
DOJ/FBI Clearance ($81pp)
Total Non-Personnel
Subtotal Direct Costs
Indirect Costs @ _15_ %
GRAND TOTAL
Total Project Budget
Year 1
Year 2
Year 3
Total
$10,500
$11,000
$7,500
$10,500
$11,000
$7,500
$10,500
$11,000
$7,500
$31,500
$33,000
$22,500
$31,200
$31,200
$31,200
$93,600
$56,000
$15,000
$3,600
$56,000
$15,000
$3,600
$56,000
$15,000
$3,600
$168,000
$45,000
$10,800
$3,300
$3,300
$3,300
$9,900
$38,668
$176,768
$138,100
$800
$1,200
$1,000
$950
$600
$1,000
$250
$150
$150
$200
$300
$300
$200
$4,200
$3,200
$405
$14,905
$191,673
$28,751
$235,329
$38,668
$176,768
$138,100
$800
$1,200
$1,000
$950
$600
$1,000
$250
$150
$150
$200
$300
$300
$100
$4,200
$3,200
$243
$14,643
$191,411
$28,712
$234,766
$38,668
$176,768
$138,100
$800
$1,200
$1,000
$950
$600
$1,000
$250
$150
$150
$200
$300
$300
$100
$4,200
$3,200
$243
$14,643
$191,411
$28,712
$234,766
$116,004
$530,304
$414,300
$2,400
$3,600
$3,000
$2,850
$1,800
$3,000
$750
$450
$450
$600
$900
$900
$400
$12,600
$9,600
$891
$44,191
$574,495
$86,174
$704,860
29
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