Ask the Scholar
Document scope · 1 page
Scholar
Ask about this object, its catalog metadata, its source description, or the page inventory.
For page-specific OCR and visual context, open one of the page chats.
Scholar Source Context
Document identity
localId
289844237
label
Public Private Ventures [1]
core
doc
dtoType
document
citationUrl
pageCount
1
Source metadata
id
289844237
contentType
document
title
Public Private Ventures [1]
citationUrl
collections
Records of the Office of National Service (Clinton Administration)
Richard C. (Rick) Allen's Files
imageCount
1
hasImages
yes
source
import
hasTranscription
no
Source extras
naId
289844237
levelOfDescription
fileUnit
otherTitles
287276765-20130661F-Seg2-008-007-2023
recordType
description
ocrSource
nara-archive
Single page context
seq
1
pageIndex
0
type
document
mediaId
d5af4152b75b7389
ocrText
FOIA Number: 2013-0661-F (2)
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the William J. Clinton
Presidential Library Staff.
Collection/Record Group:
Clinton Presidential Records
Subgroup/Office of Origin:
National Service
Series/Staff Member:
Rick Allen
Subseries:
OA/ID Number:
2149
FolderID:
Folder Title:
Public Private Ventures [1]
Stack:
Row:
Section:
Shelf:
Position:
S
66
2
2
2
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
Youth Corps
PPV
Exchange Project
Public/Private Ventures
399 Market Street
Philadelphia, PA 19106
(215) 592.9099
1986-1987 Workshops
Recruitment: Maintaining
Corpsmember Strength
MM
March 1987
Public/Private Ventures
399 Market Street
Philadelphia, PA 19106
(215) 592-9099
Youth Corps Exchange Project
1986-1987 Workshops
The Delivery
of Human Services
by Linda Jucovy
April 1987
FOREWORD
"The Delivery of Human Services" was the second of the 1986-87
series of workshops sponsored by the Youth Corps Exchange Project,
organized by Public/Private Ventures and funded by The Ford
Foundation.
The six workshops in the series bring together planners and
operators of youth conservation and service corps -- and experts
from related fields -- to exchange information on subjects crucial
to the development of corps programs. Since they are often
geographically isolated from one another, youth corps practitioners
can use the workshops to explore a variety of ways to strengthen
their programs and learn what others are doing in areas of mutual
concern.
We are particularly grateful to the resource people who brought
their expertise to bear on youth corps challenges, and to the
staff of the New York City Volunteer Corps for sharing their
facilities and their experiences.
Jim Klasen
Coordinator
Youth Corps Exchange Project
CONTENTS
Page
I.
THE CONFERENCE
1
II. THE NEED FOR HUMAN SERVICES
5
III. CORPSMEMBERS ISSUES
11
IV. PROJECT ISSUES
15
V. OTHER ISSUES
17
VI. DEVELOPING PROJECTS
19
VII.
PLAYING TO WIN
25
VIII. CONCLUSION
27
LIST OF WORKSHOP PARTICIPANTS
29
I. THE CONFERENCE
Human service projects have been called "a profound development"
for this country's youth corps, but only a few corps have begun
to investigate the possibilities of this new direction. Thus,
the Youth Corps Exchange Project's workshop, "The Delivery of
Human Services," held in New York City from November 23 to 25,
1986, focused on both the broader possibilities and challenges of
human services and specific steps involved in establishing such
programs.
The 29 participants, representing 15 youth corps, listened to and
participated in discussions ranging from philosophical issues of
corps involvement in human services to examinations of existing
programs and practical suggestions for broadening the design of
existing conservation corps to include human services projects.
Highlights of the workshop included:
O A keynote address by Alec Dickson, founder of
Overseas Voluntary Services and Community Service
Volunteers (CSV) in Great Britain, forerunners of
scores of other service programs, including the
Peace Corps. Dickson compared the current interest
in youth volunteer services to the Civilian
Conservation Corps of the New Deal era. "It was
the marriage of two needs, a symbiosis, that gave
substance and meaning to the CCC," he said,
adding that a parallel situation exists in the
1980s. "What is it that young people can give
today? What are the great unsolved problems?
What are the great unmet needs?" he asked.
Dickson suggested that there are literally millions
of places where young volunteers could perform
essential services that would fill currently
unmet needs: in education, libraries, museums,
health care, child care, victim assistance and
crisis counseling. In many cases, he said, youth
are the best people to fill this gap in human
services.
O
An address by Jerry Kolker, vice president and
director of field operations for Public/Private
Ventures, on the opportunities and risks inherent
in human services. Kolker said that "nothing
encompasses the concept of service as well as
human service work." Human services are under-
funded, and we don't make the connection between
a vital resource -- youth -- and the unmet needs.
However, he added, there are factors that make a
youth service corps a greater risk than a conser-
1
vation corps. Administration is difficult and
supervision is more complex: the crew concept "is
much tougher to design" and crewleaders have a
much less well-defined function. Corpsmembers
must have a certain level of maturity to acquire
the knowledge and skills to perform their jobs
and to deal with problems that don't occur in
conservation projects. "When it [human services]
works, it's spectacular," Kolker said. "The
potential is enormous; so are the problems."
A discussion of national resources available to
corps interested in setting up human services
projects. Peg Rosenberry of the Human Environment
Center, Kaye Stone of Youth Service America
formerly Service America) and Helen Kerschner, a
consultant to Youth Service America, discussed
the kinds of support their organizations can offer.
A presentation by Andrea Kelmanson of Community
Service Volunteers (CSV) describing the British
program. The CSV mission combines two aspects of
social change: helping youth move toward a sense
of their own worth and promoting changing patterns
of care in the community. The two goals, she
explained, are parallel. According to Kelmanson,
the key to the program's success is a "belief
system: a belief on your part that naive, inexpe-
rienced and even damaged young people have something
to offer, that they are capable and they stand to
gain a great deal.' Kelmanson called human
services " the most important work. The impact
of helping another human being is the most powerful
of anything. You can't have the same commitment
to a flower bed as you do to another human.'
Overviews of state and local human services
programs. These included presentations by repre-
sentatives of the Washington Service Corps, begun
in 1983; the proposed Minnesota Youth Service,
which will combine environmental and human services
projects, and the Bay Area youth corps. With the
help of funds from The Luke B. Hancock Foundation,
the Marin, East Bay, and San Francisco corps are
adding human services projects to their conser-
vation-based programs.
O A panel presentation by City Volunteer Corps
(CVC) work sponsors describing their relationship
with CVC, their roles in projects and the value
of volunteers. Sponsors said that providing
training programs and supervising the volunteers
2
could be difficult but that it was worthwhile.
Leslie Foster, director of volunteers at the
Isabella Geriatric Center, said that "volunteers
help change the nature of the institution" in a
positive way. They bring life into the building
and provide individual attention to the elderly.
Tanoula Hadjis, program director at the Bayside
Facility of the Shield Institute for the Mentally
Retarded and Developmentally Disabled, explained
that the volunteers were good for the staff,
giving them an opportunity to teach and to be
role models. And, she added, "Our clients love
the volunteers." Dr. Clara Burgess, principal of
Community Elementary School 236 in the Bronx,
praised the volunteers' contribution to the
school's success. "They give us commitment," she
said. "We give them accountability."
A roundtable discussion on "nuts and bolts"
issues facing human service planners, supervisors,
sponsors and team leaders. CVC administrators
described the criteria they use when deciding
whether or not to commit themselves to a project
and the process by which a project moves from an
idea to a reality. Rise Landsman, director of
volunteers at the Jewish Home and Hospital for
the Aged, described this process from the sponsor's
point of view.
Visits to CVC project sites. Workshop participants
met in small groups at CVC headquarters and, led
by their "CV for the day," were taken to a CVC
project where they spent the morning experiencing
a program in operation. Sites visited included
the Playing to Win Computer Center in East Harlem;
the Hebrew Home for Aged at Riverdale; Public
School 397 in Brooklyn; and the Shield Institute's
facility in the Bronx.
The following report is based on the information and ideas generated
at the workshop and, like the workshop, moves from the general to
the particular. To give a sense of the variety of approaches and
designs, the report begins with very brief sketches of five human
services programs. It then suggests some preliminary issues that
should be considered before any concrete planning takes place.
Finally, it outlines the process of setting up projects and the
criteria for successful projects. The report ends with a more
in-depth look at a single human services project in New York City.
3
II. THE NEED FOR HUMAN SERVICES
Few of us would disagree that there is a substantial gap between
the need for human services and the resources to fulfill those
needs. People are needed to assist the frail elderly in their
homes and in institutions, to help younger children in school, to
work with the mentally and physically disabled, to aid the homeless
and in countless other areas.
Participants at the conference agreed that a good way to fill
this gap is with youth, who are not only a largely untapped
resource but a population with needs of their own that volunteer
service can help meet. Jim Kielsmeier, president of the National
Youth Leadership Council and a force behind the proposed Minnesota
Youth Service, finds a parallel between the situation of present-
day youth and the problems of the Depression era. The 1930s were
a time of economic despair; the 1980s are a time of social despair,
he said, citing increasing dropout and suicide rates. "We've
created an age-based underclass. If you measure poverty in terms
of despair and hopelessness, we have an underclass of young
adults. Young people have needs; the state has needs. We are
bringing the two together to create a synergy."
There was little argument, too, about the potential gain for
youth who participate in a human services program. Conservation
corps' environmental programs offer youth employability skills,
specific job skills and educational opportunities. Many partici-
pants felt that while human services work offers these same
benefits (although the job skills are obviously different) it
also provides youth with the opportunity to form intergenerational,
cross-cultural relationships, to expand their boundaries, acquire
insights and alter attitudes. Youth who work with school-age
children develop insights that might make them better parents.
Youth who work with the elderly or disabled clearly become more
sensitive to the needs of others.
Alec Dickson, founder of Great Britain's CSV, noted a higher social
good inherent in human services programs. "Caring for persons,
the more able and the less able serving each other, is what makes
a good society," he said. "Community service can play an important
role in combating our innate tendency to self-centeredness."
Despite the potential benefits to both corpsmembers and the
community, a corps must consider a number of key issues before it
decides to plan and implement a human services program -- human
services work differs in significant ways from conservation work.
Before going on to examine these issues as they were discussed at
the workshop, five active and proposed service programs are
briefly sketched to give a sense of the variety of approaches
developed to meet the particular needs of a nation, states and
localities.
5
FIVE PROGRAMS
Community Service Volunteers (CSV)
Background: Founded in England in 1962 by Dr. Alec Dickson, CSV
is a national network with offices in England, Northern Ireland,
Scotland and Wales. Its mission combines training for its volun-
teers with a commitment to creating social change by influencing
patterns of care in the community. CSV has a policy of non-
rejection: everyone who applies is accepted. In addition, there
are programs aimed at drawing volunteers who are "in special
circumstances': youth serving the final month of a prison term;
youth with physical disabilities and homeless young people in the
Greater London area.
Design: Volunteers, ages 16 to 35, serve from four months to a
year. All work in face-to-face contact with people in what are
termed "personal service projects," dealing with the physically
and mentally disabled, the elderly, the ill or the homeless.
Each year more than 2,000 volunteers are individually placed in
projects that are most often away from home, although CSV recently
began a program in which participants can work in their home
communities. Volunteers have some control over the kind of
project and the location in which they are placed.
Funding: Project sponsors support the volunteers by providing
room, board, a small weekly stipend and fare to and from the
project at the beginning and end of their placement. Funds for
administering the program come from a variety of government
grants and private donations.
Washington Service Corps (WSC)
Background: Established through the Washington Youth Employment
and Conservation Act in 1983, the WSC's mission is to provide
young adults with meaningful work experience and skills training
while also filling unmet needs in the community.
Design: About 300 to 400 youths, ages 18 to 25, are individually
placed each year in public and non-profit agencies. Enrollees
must be unemployed and out of school. Projects last six months
and create a spectrum that includes, for example, working with
the elderly, teaching independent living skills to the mentally
disabled, computerizing police records and assisting small museums.
Project sponsors are responsible for training and supervision.
Funding: Sponsors pay the WSC a fee of $750 for each enrollee.
The state pays the corpsmember $450 a month and provides medical
and life insurance.
6
Minnesota Youth Service (MYS)
Background: The proposed MYS, combining conservation and human
services projects, would fill unmet needs for services in the
state while providing training and development for youth.
Design: If the program is approved by the Minnesota Legislature,
it will begin with 144 corpsmembers, ages 17 to 20, in June 1987
and expand to 648 the second year. The first six months of this
year-long program will be residential, with corpsmembers working
in crews and earning $70 a week. Their time will be equally
divided between conservation and human services projects which
will focus on three areas: environmental work, service to the
elderly, and emergency service during natural disasters such as
floods and forest fires. During the six-month crew experience,
each corpsmember will also complete an individualized education
plan that will focus on strengthening basic competencies in
reading, writing and math.
At the end of this period, there is a "gate." Corpsmembers who
leave will receive either $500 in cash or a $1,000 scholarship;
those who remain will be placed in a service internship with a
public or private agency. During the crew phase of the program,
corpsmembers will be moved around the state. They will have more
control over their internship and be able to choose its location.
After completing their service internship, the youth will receive
either $750 in cash or a $1,500 tuition scholarship.
Funding: For the initial two years of the program, MYS projects a
budget of five-and-a-half million dollars, with $580,000 of that
money coming from private foundations and corporations and the
rest from the state. Sponsors of service internships will contribute
about $100 a month; interns will earn $135 a week.
New York City Volunteer Corps (CVC)
Background: Founded in 1984, CVC emphasizes both youth development
and service to the city. All projects must provide needed services
that would otherwise go unmet.
Design: The CVC has approximately 650 volunteers, ages 17 to 20,
working in crews from 10 to 16 members on physical improvement and
human services projects throughout the city of New York. Volunteers
receive a weekly stipend of $81 to cover lunches, transportation
and uniforms. They can also continue their education with free
college credit courses. If they are not high school graduates,
CVC enrolls them in GED preparation, literacy training or English
7
as a Second Language classes. After a year of service, volunteers
receive a $5,000 scholarship or a $2,500 cash allowance. Project
sponsors are responsible for training the volunteers and for
providing task supervision along with the CVC team leader.
Projects generally last four months or less and include rehabili-
tating housing, improving parks, assisting the elderly and handi-
capped, caring for hospice residents and tutoring.
Funding: Funding comes from the City of New York.
East Bay Conservation Corps (EBCC)
Background: The three-year-old East Bay program serves inner-city
youth, ages 17 to 24, in the Oakland area. Primarily a conservation
corps, it is in the process of adding a program, beginning in
early 1987, that will provide human services to the elderly.
Design: The initial EBCC human services project will place a crew
from seven to nine corpsmembers and one supervisor in an institution
for the elderly. Later, individuals and pairs of corpsmembers
will provide care for the homebound elderly. Service rotations
will last four months, and a corpsmember will then be able to
choose another human services project or switch to conservation
work. Conservation corpsmembers receive $3.35 an hour, but EBCC
is considering paying service crews $4.00 an hour because it
believes the work requires greater maturity and responsibility.
Funding: The conservation corps operates primarily on a fee-for-
service basis. EBCC is trying to obtain funding from private
foundations to support its first human services projects, but it
hopes eventually to have agencies that sponsor these projects
"buy in" by paying part of the costs.
PRELIMINARY CONSIDERATIONS
These corps, at least for now, have decided upon the program
designs that seem best to meet the needs of both the youth and
the areas they are serving. But most of these models are still
new, and some are not yet tested. Planners have the challenge --
and the opportunity -- of building on these experiences while
creating their own models.
Thus, workshop participants were first concerned with preliminary
issues they would have to examine before the actual program
development could begin. They had questions about how corpsmembers
could best perform human services work and about basic issues of
8
project design. It was clear that there are no "right answers"
to these questions. Planners would have to arrive at solutions
that seemed most appropriate for their particular needs.
These preliminary issues are examined in the following section.
9
III. CORPSMEMBER ISSUES
ASSESSING CORPSMEMBERS' CAPABILITIES
When the East Bay Conservation Corps (EBCC) decided to plan a human
services program, one issue it faced was the backgrounds of the
youth who join the corps. According to East Bay's Jim Sternberg,
corpsmembers possess "a variety of criminal records, a history of
family and domestic problems and a history of drug abuse." In
addition, said Sternberg, as many as 75 percent of the participants
are functionally illiterate, cannot read or do basic math when
they enter the program.
Sternberg said the youth "have a lot to give, but they also face
a lot of barriers." He raised questions on two problems in
particular. HOW much will the elderly trust the youth, particularly
in the home-care projects the EBCC is planning, and how will the
limits of the corpsmembers' educational abilities determine what
they can do in the human services area?
Others at the conference, however, expressed their conviction
that such limits are unnecessarily imposed on youth. CVC director
Gail Kong suggested that one reason there aren't more human
services programs is because "unconsciously we don't see kids as
being able to provide that kind of caring." Andrea Kelmanson of
Great Britain CSV argued that "the problem is a belief system, a
doubt that young people can do it." Noting that their volunteers
include several hundred youth with histories that include drug
use and prison, she said, "We want volunteers to feel that they
can change the world. We want to help youth develop a positive
sense of themselves, to buy into society."
Still, many participants felt that it is important to measure the
demonstrated and potential maturity of corpsmembers as well as
their educational background and potential. Speaking about the
need for careful training, P/PV's Jerry Kolker said that "an 18-
year-old can't go into a hospice and have the skills developed to
deal with the patients. If you don't realize this, then you
create unreasonable expectations of the kids and trivialize the
actual work that has to be done by the professionals.
According to Kolker, the educational challenges of human services
work may be greater than the challenges of conservation projects.
For example, it takes both judgment and particular skills to help
a severely disabled person. Some clients, such as the elderly,
have episodic needs: when volunteers complete one task, they may
have what seems like empty time until their help is again required.
Corpsmembers will need the maturity to deal with this down time.
In addition, corpsmembers may have experiences which at first
seem difficult and unpleasant: caring for a dying person or
11
helping someone who is disabled. Kolker emphasized that these
potential problems can be solved with thoughtful training and
"sensitizing."
CREWS vs. INDIVIDUALS
Probably no issue generated more discussion at the workshop than
the question of what happens to crews in human services programs.
Crews are basic to conservation corps, but participants wondered
how the crew concept could be maintained in service projects --
or if crews should even exist at all.
Some corps do not use crews. In Great Britain, the CSV relies
almost entirely on individual placements. Project sponsors have
primary responsibility for the volunteer and there is no daily
CSV oversight of the corpsmembers. In the U.S., the Washington
Service Corps similarly uses individual placements, not crew
placements, because, said Doug Allen of the WSC, "It gives us the
greatest flexibility." The WSC tries to keep its procedures
simple, minimizing paperwork and administrative complexities.
Individual placements are one way to do this.
Despite the successes of these two programs, P/PV's Jerry Kolker
noted the value of crews. "The crew provides accountability,' he
said. Traditional corps crews allow closer supervision and
monitoring of crewmembers. But Kolker acknowledged that the
usual concept of the crew must be altered for human service
programs because designing human services projects that involve a
crew are more difficult. A single crewmember may be helping a
homebound elderly person, or a crew of 12 might be scattered
inside a large institution for the developmentally disabled. In
either case, the conservation corps model -- crewmembers working
side-by-side with the crewleader working alongside and supervising -
- often is not feasible.
As the East Bay Conservation Corps develops its human services
program, it is grappling with precisely this issue of how to
retain the crew concept which it feels has been so successful in
conservation work. Its crews, consisting of 10 to 12 members,
"have a lot of identity with EBCC," said Jim Sternberg. "The
question is how to maintain that identity when corpsmembers are
spread out -- one, two, three in a place away from the rest of the
corps. How do we maintain the esprit de corps? HOW do we provide
supervision?"
The EBCC plans to get some experience with a modified crew structure
by beginning with a crew of seven to nine members -- some hired
from the current conservation corps -- that will work with the
institutionalized elderly. Then it will move into the program's
next stage: placing individual or pairs of corpsmembers to help
the homebound elderly. In addition, EBCC plans to hold an Outward
Bound course for each new team. Sternberg believes this experience
12
will immediately provide the group with an "opportunity to be in
stressful situations together and learn how to take care of each
other. It builds a sense of group responsibility," he said.
"It's a team-building exercise."
The Marin Conservation Corps, which uses crews of five to 15 in
its conservation work, is taking a different approach in its one-
day-a-week pilot human services project. MCC plans to use crews
of three -- two corpsmembers and one "active elderly" person --
to assist the frail elderly. During the rest of the week, members
will work with their regular crews on conservation projects. It
is hoped that the altered structure will give corpsmembers the
opportunity to form intergenerational relationships.
Minnesota's proposed corps will combine crew and individual
experiences. The first six months of the year-long program will
be crew-based, and crews will spend half of that time in human
services projects. Jim Kielsmeier believes the initial crew
structure is essential because it will provide "peer-generated
education.'
In the U.S., the corps that performs the greatest amount of human
services work is New York's CVC, and its structure revolves
around teams of 12 to 16 members (the CVC refers to groups of CVs
as "teams", rather than crews). Carol Pieper, a senior planner
at CVC, acknowledged that smaller teams might be better in some
situations, but with smaller teams, program costs rise. And this
places limitations on the kinds of projects CVC can run. "You
have to be realistic," Pieper said. "If you have a team of 15,
the work site has to be able to use a team of 15." In exceptional
cases where an agency has outstanding needs, CVC may consider
dividing the team between two service sites in close proximity.
The nature of the work also alters the crew experience. CVC team
members generally meet on the site, before the work day actually
begins, for a half-hour of physical exercise. Team leaders also
regularly hold team meetings that bring the group together and
enable them to discuss problems and provide support for one
another. But in many of CVC's projects, particularly when teams
are assigned to work in large institutions, CVs have little other
contact with one another.
The balance between the benefits of a crew experience and the
structural reality of human services work is, clearly, difficult
to maintain.
CREWLEADERS
As the nature of the crew changes, so, naturally, will the role
of the crewleader. In the conservation corps crew structure,
crewleaders usually have a direct, hands-on role, supervising and
working with their crew. But in human services, corpsmembers are
13
often absorbed into the environment where they are working, and
they are supervised by the institution's own staff. Where, then,
do crewleaders fit in? Their roles are difficult to define.
During a workshop panel discussion, several sponsors of CVC
projects noted that there had been some initial conflict between
crewleaders and sponsor-employed supervisors before the crewleader's
role was resolved. Tanoula Hadjis, program director at the
Shield Institute for the Mentally Retarded and Developmentally
Disabled, a CVC project sponsor, said bluntly, "You need great
team leaders." Jim Kielsmeier said that the proposed Minnesota
Youth Service is considering hiring team leaders with specialized
backgrounds in social services.
Robbie Diamond, a senior team leader at CVC, said his role includes
preparing CVs before they begin a project, helping with on-site
training, leading team meetings and overseeing ongoing training,
including the journal writing that is required of all CVs.
Among their other responsibilities, team leaders have to mediate
between the project's staff and administration and the CVC volun-
teers working at the site. Communication skills become a key
attribute.
When teams are assigned to large institutions, team leaders may
be in an office, isolated from the CVs. They may act, in part,
as supervisors responsible for helping the CVs develop good work
habits but not responsible for the actual work, which is supervised
by the project staff. They may act, in part, as counselors
helping the CVs with problems. But the institution's staff has
ultimate supervisory authority, and the team leader walks through
a much more narrow passage than in conservation work.
14
IV. PROJECT ISSUES
ROTATIONAL vs. ONE-TIME PROJECTS
Workshop participants were especially concerned with the ways in
which human services projects differ structurally from conservation
work. CVC director Gail Kong defined one key issue as the decision
whether to have rotational or one-time projects.
In rotational projects, a corps might continue sending crews to
an institution over a long period of time. When one crew has
completed its "tour" there, another crew will be assigned.
Rotational projects tend to involve a kind of maintenance of
effort, Kong said. Volunteers perform jobs that would otherwise
not be done. In nursing homes, schools and institutions for the
disabled, for example, they can provide the personal, one-to-one
contact with clients that staff with other responsibilities
cannot provide. In such cases, project sponsors may become
dependent upon the corps to provide these services.
In one-time projects, a crew or individual will have a discrete
job to perform with a beginning, middle and end. When that work
is completed, there might not be a further need for volunteers.
One-time projects tend to differ in nature from rotational projects.
A CVC team, for example, performed a "land use survey" for the
Bronx office of New York's Department of City Planning. Volunteers
surveyed a district in the South Bronx and classified buildings
as "residential occupied," "vacant," "commercial" and so on to
enable the Bronx office to develop a map as part of the city's
planning and budgeting process. When the survey was completed,
their work was over.
For programs that use individual placements, like the Washington
Service Corps, this issue may be less of a problem. A project
sponsor may have a one-time need for a volunteer or may continue
to apply for volunteers to fill a continuing need in, for instance,
a small museum.
But according to Kong, the team-based CVC has not yet found the
balance they want to achieve between the two kinds of projects.
Rotational projects in institutions allow the CVC to keep sending
in teams and lessen the administrative difficulty of developing
new projects. They also allow the CVC to build better relationships
with those institutions and enable sponsors to develop stronger
training programs. However, Kong also emphasized the importance
of building a political constituency. A possible drawback to
rotational projects, she noted, is that they build only a few
relationships and, thus, limit CVC's exposure. "If you don't
continue to grow larger and increase the number of projects you
perform, you'll be limiting the public importance of your program,"
she said.
15
One-time projects give the CVC more variety and, Kong said, at
least wider surface visibility. However, in addition to creating
administrative problems, one-time projects do not build the kind
of continuing relationships that CVC feels are most desirable.
PROJECT LENGTH
Workshop participants also quickly learned that the question of
project length has no simple answer. Service corps that rely on
individual placements theoretically should find it easier to vary
the length of projects. Volunteers in Great Britain's CSV remain
in a placement anywhere from four months to a year. The proposed
Minnesota Youth Service plans to move corpsmembers around the
state to a number of short -- perhaps just a few weeks-long --
projects during their crew experience; during the second half of
the year-long program the youth will be placed individually in a
six-month internship. Individual projects of WSC corpsmembers
also typically last six months.
CVC team projects usually last from one day to four months; crews
are assigned to an average of seven different projects during
their year in the corps and, thus, have a variety of experiences.
According to Lois Whipple, deputy director of project development,
the New York corps has found that a team's interest, as measured
by factors like absenteeism, seems to ebb after four months. Dee
Baecher, a CVC field coordinator, said that the four-month stint
gives the team time to have training, get used to the job and put
in productive work.
But Whipple admitted that project length is "one of the trickiest
issues.' Project sponsors, who organize and do the training, can
find a four-month rotation taxing. When she is negotiating with
a prospective sponsor, Whipple said, that person might ask, "Is
it resource-effective for us to have a team only for four months?"
Tanoula Hadjis, of the Shield Institute, said that "the required
amount of training is difficult for us." The CVC model requires
sponsors of rotational projects to give training three times a
year. In addition, it can take CVs weeks more before they become
comfortable and self-sufficient on a job.
This problem is compounded by "backfilling," adding more members
to a team after a project is already under way. Hadjis noted
that sometimes the entire team doesn't come in at once. Her
institute will spend five days training the team; the next week,
two new CVs, also requiring training, may appear.
Dr. Clara Burgess, principal of Community Elementary School 236
in the Bronx, said she would like her CV team to stay for the
entire school year. In addition to easing the problems of training,
she feels it would provide stability for the young children they
are serving in the school.
16
V. OTHER ISSUES
FEE FOR SERVICE?
Human services programs face similar funding problems and decisions
as do conservation corps. Who pays for the services? New York's
CVC obtains its funding from the city; project sponsors contribute
training, but they pay nothing for the services they receive.
Andrea Kelmanson of Great Britain's CSV asked a panel of CVC
project sponsors if they would be willing to provide a fee for
the services they received: "Does your commitment to CVs run that
deep?" The panel members said that the money would not be available
to them; they simply could not pay for the services. CVC's Lois
Whipple said that her group is endeavoring to fill precisely that
gap: providing one-on-one help and services where funds aren't
available.
However, other corps do receive some fees from project sponsors.
In Great Britain's CSV, project sponsors generally provide the
volunteers with room and board, a small weekly stipend and travel
expenses to and from the project, which is generally in another
part of the country. The Washington Service Corps expects each
sponsor to pay $750 toward the cost of the program.
AVOIDING COMPETITION WITH EXISTING AGENCIES AND JOBS
Many workshop participants noted that their conservation corps
have to be careful that corpsmembers' projects do not displace
incumbent jobs and workers -- and they suspected this might also
be a problem in human services work.
Minnesota's Jim Kielsmeier said that this issue can be more
complex than it at first appears. He asked CVC's Carol Pieper
about her group's relations with local unions. Pieper felt the
relations were good: when CVC plans projects, it is careful to
avoid any potential conflicts with unions. In addition, she
said, no institution has enough staff to provide the one-to-one
attention that is the volunteers' special strength. CVC also
performs physical (conservation) work in the New York City park
system, and Pieper noted that the system is so understaffed, with
only 5,000 workers for 7,000 jobs, that the problem of taking
someone else's job does not exist. Kielsmeier, however, did see
a problem in volunteers taking jobs that union employees once
had. As long as there are volunteers to perform the job, laid-
off employees will not be hired back.
Kathy Royer of the San Francisco Conservation Corps said her
program gets around this problem by performing what they call
"special services" that don't overlap with job descriptions of
17
union workers. The Washington Service Corps deals with this
problem by requiring that projects fill an "unmet community
need." Doug Allen described this as a "fluid" requirement that
allows communities and agencies great latitude.
18
VI. DEVELOPING PROJECTS
Workshop speakers agreed that project development is the key to a
successful human services program. But here, again, there are
only a few models to follow, and planners will have to measure
the applicability of those models to their own corps' and communi-
ties' needs. Still, participants were able to leave the workshop
with both general guidelines for developing projects and some
specific examples from existing programs.
NATIONAL AND LOCAL RESOURCES
Youth corps planners can turn to several organizations represented
at the workshop for philosophical and practical guidance. Peg
Rosenberry, representing both the National Association of Service
and Conservation Corps and the Human Environment Center (HEC), a
national clearinghouse for information about youth corps programs,
explained that her organization has an extensive archives of
promotional and program materials that are useful in developing
human services programs.
Kaye Stone spoke about Youth Service America, whose consultants
have developed two planning papers advocating national initiatives
for youth service, one focusing on care of the elderly and the
other on helping young children in need. Both would be housed at
Youth Service America and would advocate the development of
innovative programs, disseminate information, offer technical
assistance, stimulate funding and provide public relations services.
HEC and Service America are both in Washington, D.C. Public/Private
Ventures (P/PV) in Philadelphia provides technical assistance and
exchange programs for youth corps planners.
In addition, Jim Kielsmeier, of Minnesota, spoke about the kinds
of local resources that should be available to corps during the
early stages of planning for human services. He suggested working
with clearinghouses, such as advocacy organizations for the
elderly, which are aware of needs that aren't being met. The
groups also know which care-giving organizations are doing the
best work, and those are the groups that corps want to work with
in setting up service projects, he said.
According to Kielsmeier, it is probably a good idea, during this
initial planning, to hire someone with experience working in
social services, someone with "access to people who can deliver
the projects." That person can establish contacts with existing
institutions and agencies that may become sponsors for projects.
Kielsmeier also advised "getting people who might see [the corps]
as a threat involved in designing the program. Be aware of the
tough issues with other care givers."
19
ADDING HUMAN SERVICES To AN EXISTING CONSERVATION CORPS
Many of the workshop participants represented youth conservation
corps, and, thus, they were interested in the experiences of
similar corps that had added (or were in the process of adding) a
human services component. Representatives from the Bay Area,
where several conservation corps are using grants from The Luke
B. Hancock Foundation to plan human services projects, spoke
about the processes through which they are approaching this new
development in their corps.
Debra Foster of the Marin Conservation Corps (MCC) said her
organization "more or less slipped into" performing human services.
The MCC, a fee-for-service corps, traditionally provides community
service for part of one day each week. These projects have
included renovation work at a food bank and building a patio and
trail at an art center for the developmentally disabled. According
to Foster, the community service "got lots of recognition so
we're developing human services projects out of that."
As a result, the MCC is designing a pilot project that will serve
the frail elderly, helping them to stay in their homes rather
than be institutionalized. In organizing the project, the MCC is
working with agencies that serve the elderly and a Sonoma County
community college that trains older people to return to the work
force. In addition, it is contracting with the gerontology
counseling program at San Francisco State University to get
interns who will be on-site with MCC as an additional training
resource.
Foster said that the Marin corps is proceeding cautiously; corps-
members will initially work in human services only one day a
week. As the project gets under way, MCC will assess the feasi-
bility of integrating it more fully into the corps. Eventually,
Marin hopes to perform human services work on a fee-for-service
basis, as it does with conservation work.
The East Bay Conservation Corps (EBCC) is also moving cautiously
as it begins to integrate human services into its work program.
Like Marin, EBCC became interested in human services through its
community service work. Using its grant from the Hancock Founda-
tion, EBCC assigned one person to develop a human services plan.
Jim Sternberg said that since the East Bay has an enormous need
for providing the elderly with greater human services, the corps
decided to focus on that.
According to Sternberg, EBCC spent five months composing a "concept
paper.' Corps representatives met with 50 different service
providers for the elderly in the East Bay area to assess the
greatest needs and to discuss how EBCC could best meet those
needs. Based on this research, the corps decided on three types
20
of projects: providing in-home support for the elderly, supple-
menting existing services in adult-care facilities and providing
transportation for the elderly in both settings.
Sternberg spoke about several issues that the corps had to consider,
if not resolve, as it was developing its human services program.
EBCC has two primary missions: to serve the East Bay community
and to involve youth in making a greater difference in their own
lives and the lives of others. Thus, he said, in the human
services program, EBCC had to work out a way to maintain the
balance between serving the elderly and developing corpsmembers.
Since EBCC considers crews a key element in youth development,
planners had to find a way to apply the crew concept to these new
projects. In addition, EBCC was concerned with establishing a
relationship between the conservation crews and the elderly
service crews. Should they rotate corpsmembers between crews or
hire service crews as a separate component?
They decided to start with three elderly-service crews; the first
crew is scheduled to be in place at the beginning of 1987 and
will focus on the institutionalized elderly. Sternberg says EBCC
decided to "save in-home support until we've had some experience."
The other two crews will provide this in-home service.
The EBCC plans to hire some of the service crew members from
within the current conservation crews and some from outside. To
create crew unity, the training program will begin with an Outward
Bound course. (See the section on "crews vs. individuals.")
Service team members will then have "aging-awareness" training,
lasting from two to five days, given by the sponsoring agency. That
will be followed by two or three days of intensive on-the-job
skills training. EBCC also plans to have sponsors commit to
about four hours a week of ongoing training.
ELEMENTS OF A SUCCESSFUL PROJECT
CVC director Gail Kong urged participants to select projects that
fill a service need, provide a solid educational experience for
the volunteers and heighten the visibility of the service corps.
Lois Whipple, a CVC deputy director, discussed some more specific
criteria that the New York corps believes lead to a successful
project. Some of these elements apply primarily to crew-based
programs like CVC. These include adequate space for the volunteers
and a place for the team's morning physical training. Other
criteria essential for nearly all human services projects include
need, training, site supervision and detailed job descriptions.
NEED
According to Whipple, the CVC has identified four primary areas
where New York has critical needs that CVs can fill. These are
services to the elderly homebound, the institutionalized elderly,
21
children in school, and the mentally and physically disabled.
She added that CVC is continuing to identify gaps where services
are needed. In many instances the corps decides upon needs, such
as those of the homeless, that it wants to address and then
identifies sponsors. In some instances, potential sponsors
approach them.
The Washington Service Corps defines "need" somewhat more freely,
according to Doug Allen. Potential sponsors identify the needs
and submit requests for volunteers. When sponsors complete the
"Agency Agreement/Training Plan," they have to explain what
client/target group will be served by this project and how the
volunteer's work will benefit the community and the local economy.
Their individual placements have included such work as counseling
victims of domestic violence, working in a Small Business Resource
Center, assisting in the production of personal safety curricula
for use in schools, monitoring youth on pre-trial release and
assisting with a food distribution program.
TRAINING
CVC volunteers have a week of residential orientation and training
when they first enter the corps. But training for particular
projects is the responsibility of the project sponsors. This
includes both intensive training before work begins and ongoing
training once the rotation is under way. Negotiating the training
is a key step in the development of a project.
CVC's agreement with the Jewish Home and Hospital for the Aged,
for example, notes that the training objectives include sensitizing
CVs to the needs and problems of the aging, orienting them to the
institution and teaching them to work with and communicate with
older people. There are two days of intensive training at the
beginning of each rotation, ongoing training for individual team
members at their specific work sites and regularly scheduled
"debriefings" during which volunteers can discuss their anxieties
and problems. (For a more detailed description of a training
program, see the later section on "Playing to Win.")
The Washington Service Corps requires a training plan designed
jointly by the enrollee and the project supervisor. On the WSC
agreement forms, enrollees note their short-term and long-range
career goals and identify any barriers to employment, such as a
lack of education, poor previous job performance, police record
or even lacking defined career goals. The training not only
teaches enrollees the specific skills needed to do particular
jobs but establishes steps for achieving goals and overcoming
barriers as well.
22
SUPERVISION
In crew-based programs like the CVC, corpsmembers have two levels
of supervision: project sponsor staff and their own team leaders.
(See the section on "crewleaders" for more on their role.)
Everyone agreed that staff supervisors are a key: they must be
committed to making the project work. Rise Landsman, director of
volunteers at the Jewish Home and Hospital for the Aged, a CVC
sponsor, said she initially got staff support by approaching
various departments in the institution and saying, "We have
bodies. How can you best use them?"
Both sponsors and corps planners said that institutional staff
enjoy the opportunity to teach and supervise the volunteers, who
bring new energy into a building. But supervisory roles should
be clearly delineated. CVC's agreement with the Jewish Hospital
and Home states that "each CV will be directly supervised by the
head of the department he or she is assigned to."
Similarly, the WSC agreement asks the sponsor to describe how and
when the supervisor will provide guidance to the enrollee. The
WSC requires enrollee evaluations after the first and fifth
months of the project. It also asks how the supervising agency
will assist the enrollee in finding future employment once the
six-month project is completed.
DETAILED JOB DESCRIPTIONS
Workshop participants felt that detailed job descriptions were an
important part of a successful project since they enable both
volunteers and supervisors to know exactly what is expected.
Potential sponsors for the WSC submit a description of the prospec-
tive enrollee's activities. CVC agreements with sponsors include
fairly detailed outlines of a "typical day" for a CV. The Jewish
Home and Hospital agreement includes eight such outlines because
the crew assigned will be doing eight different kinds of work.
One such outline follows:
8:00AM
Report to Guild for the Blind Day Care Center.
CV will accompany van driver to pick up
clients. CV will go to client's door and
escort client to van (particularly important
during winter months). CV will also help
escort clients from van to center.
9:30AM
Assist with crafts program, assist with
activities, set up and clear away program
materials, help serve snacks and lunch,
may escort clients to bathroom door and
wait to escort client back to program,
23
may escort client to oT (occupational
therapy) or PT (physical therapy) and
assist in those areas.
3:00-4:00PM
Accompany van driver. Escort clients to van
and from van to their doors.
Note: The CV has one hour for lunch during the 9:30 to 4:00
period.
NEGOTIATING A PROJECT
Doug Allen of the WSC emphasized that his corps tries to keep
administrative processes as simple as it can. Non-profit and
government agencies wishing to become sponsors submit project
requests. The WSC staff evaluates those requests on the basis of
their benefit to the community and the skill training provided to
the corpsmember. If the projects are approved, the agencies
interview eligible applicants to select a corpsmember. Finally,
a three-sided work agreement is developed by the sponsor, the
corpsmember and the WSC. This pact details the training the
corpsmember will receive, the work he or she will accomplish and
the support the WSC will provide.
The CVC process is more complex. According to senior planner
Carol Pieper, CVC planners make at least two site visits to
negotiate a project. The initial negotiations are with top
administrators at the institution; the next meetings are with the
staff who will actually be working with the CVs.
Pieper said that during these negotiations, the corps makes sure
that CVs are really wanted by the sponsor, that the project is
safe, that the sponsors can provide training and a valuable work
experience, and that the sponsor and supervisors fully understand
their roles. At the same time, she said, CVC is "marketing" its
volunteers to the sponsor. According to Pieper, CVs have all
passed the background investigation that New York requires of
anyone working in day care. This, along with the initial one-week
training that CVC gives its volunteers, assures sponsors that the
CVs can be trusted to work with "frail" clients: the elderly, the
disabled and children.
The CVC planner develops a Team Leader Briefing Document (TLBD),
containing all the essential information about a project. The
TLBD includes basic information (including dates the project
begins and ends, whether it is rotational or one-time, and travel
directions for the CVs); a description of the project and how it
will benefit the sponsor; a description of training; an explanation
of supervisory responsibility; educational opportunities inherent
in the project; and outlines of a typical work day. This document
assures that a project is well defined, and team leaders use this
detailed information to prepare their teams for new assignments.
24
VII. PLAYING TO WIN
On the second morning of the workshop, participants met in small
groups to visit CVC project sites. The experience allowed them
to observe a project in operation, speak to CVs and sponsors, and
understand concretely what all this talk about human services
actually meant. What follows is a description of one of these
projects.
The Playing to Win Computer Center, a non-profit organization, is
located in a large basement room of a housing project at 97th
Street and Third Avenue, in Manhattan's East Harlem. The center,
in operation since 1983, aims to give area residents, over half
of whom are unemployed and/or on welfare, access to computers and
computer instruction as a way to learn and to acquire job skills.
There are about 20 computers, mostly donated Ataris, on the desks
that fill the room, and there are bars on the windows and an
elaborate burglar alarm to insure that the equipment remains
there. School groups, including children as young as those in
Head Start programs, hospitalized adolescents and adults, and
families from the neighborhood all use the center. Some of the
adults come simply to acquire the typing skills that might help
them get a job.
The center's staff consists of only five people, not enough to
give the kind of individual attention necessary for computer
instruction, and so Playing to Win applied to CVC for volunteers
to serve as instructional aides. The relationship has been a
success. The CVC team now working there is the fifth that has
served at the center.
The CVC team leader calls this "a very desirable project for the
kids." They receive two weeks of training and acquire marketable
skills as well as skills that help them if they are working
toward their GED or are enrolled in college courses. In addition,
the CVs get exposure to dedicated adults (the center staff) and
the opportunity to form interpersonal relationships with a broad
range of people (the center staff and computer students).
On a typical morning at the center, the CVs -- there are about 12
on the team -- arrive early to get the computers set up and the
programs running before the first class arrives. Class periods
last 45 minutes, and a group -- like the one from a nearby elemen-
tary school that is coming this morning -- usually has about 30
sessions over the course of a year.
The first group that arrives this morning consists of children
from kindergarten through second grade. They are learning to do
word processing, and today they are writing a story about Thanks-
giving. The CVs attach themselves to one or two of the children,
25
help them with the mysteries of function keys and encourage their
literary endeavors. Along the way, they even give a little basic
English instruction, including some talk about capitalizing
proper names and ending sentences with periods. One boy refuses
to do anything at all until a CV smiles and chides him into
participating. When it is time for the kids to leave, the CVs
save their stories on disks SO the group can continue with them
the next week. Then they get the computers ready for the next
class.
The second group that morning is from an adolescent psychiatric
unit at Metropolitan Hospital. Computer instruction is part of
their therapy, and a member of the Playing to Win staff continues
a lesson on using Logo that was begun in an earlier session. The
CVs are less involved with this group than they were with the
younger children. They help with technical problems, but there
is little personal interaction. As the class winds down, some of
the CVs leave for their lunch break.
According to the team leader, a key element in this project's
success is the well-structured training program given by the
sponsors. CVs initially receive about two weeks of intensive
instruction followed by three to six hours a week of ongoing
training. The training has four stated goals: to prepare CVs to
serve as instructional computing aides, to help them acquire
standard office skills, to help them achieve solid working habits
and to encourage the development of interpersonal skills such as
communication and cooperation.
CVs receive instruction in using computers and software, ranging
from an introduction to computer terminology to word processing,
spreadsheets and Logo. They also learn how to become classroom
aides; this includes both technical instruction in setting up the
computers for students' use and guidance on working with the
participants. Finally, CVs are taught center procedures, including
answering the telephone, taking inventory, filing and keeping
records. This section of the training also includes discussions
of promptness, lunch hours, personal phone calls and other aspects
of developing good work habits.
The computer center and the volunteers are, in a sense, a perfect
match. The CVs fill an important need while they gain a variety
of skills. And, says Antonia Stone, the center's founder, the
volunteers "represent exactly the population that Playing to Win
wants to reach.'
26
VIII. CONCLUSION
Near the end of the workshop, HEC's Peg Rosenberry encouraged
participants to ask themselves, "Why are we going into human
services? We're essentially a conservation corps." P/PV's Jim
Klasen similarly advised that the step toward human services be
taken cautiously. Human services projects have "obvious value"
for both corpsmembers and the community, he said, but he urged
planners "to think about the implications, the big questions."
Indeed, participants left the workshop with a deep awareness that
human services programs are not a simple extension of the conser-
vation work that their youth corps are already performing. Human
services projects place unique demands on both corpsmembers and
staff. Adding such projects may mean rethinking the structure
and even the mission of a youth corps. And as workshop speakers
repeatedly made clear, adding human services will certainly
increase administrative work.
But participants also left the workshop with a sense of excitement
about the potential of human services. They had talked with
planners, sponsors and corpsmembers and visited projects in
action. There are, after all, essential differences between
sending a crew into a forest to build a trail and into an institu-
tion to care for the elderly. Those differences create significant
challenges, but they promise equally significant rewards.
27
YOUTH CORPS EXCHANGE PROJECT
Participant List - Human Services Workshop
November 23-25, 1986
New York City
Doug Allen
Virginia Jordan
Washington Service Corps
San Francisco Conservation Corps
Washington Youth Employment Exchange
Fort Mason
Employment Security Department
Building 111
212 Maple Park MS KG-11
San Francisco, CA. 94123
Olympia, WA. 98504-5311
415 928-7322
206 438-4072
Linda Jucovy
Ken Butko
Public/Private Ventures
Administrator
399 Market Street
New Jersey Youth Corps
Philadelphia, PA. 19106
Room 4A - New Jersey Department
215 695-9099
of Community Affairs
CN-800 363 West State Street
Andrea Kelmanson
Trenton, NJ. 08625
Community Service Volunteers
609 984-6666
237 Pentonville Road
London, England NI 9NJ
Connie Currie
Office of Community Affairs
James C. Kielsmeier
City of Atlanta
National Youth Leadership Council
City Hall - Room 100
Center for Youth Development
68 Mitchell St. S.W.
& Research
Atlanta, GA. 30335
University of Minnesota
404 658-6147
386 McNeal Hall
St. Paul, MN. 55108
Alec Dickson
612 624-3700
Founder
Community Service Volunteers
Paul Kirschner
237 Pentonville Road
National Foundation
London, England NI 9NJ
for Long Term Health Care
American Health Care Association
Debra K. Foster
1200 15th St., N.W.
Marin Conservation Corps
Washington, DC. 20005
Box 89
San Rafael, CA. 94915
Jim Klasen
415 454-4554
Public/Private Ventures
399 Market Street
Thomas L. Hark
Philadelphia, PA. 19106
Director
215 592-9099
Vermont Youth Conservation Corps
State Office Complex
Jerry Kolker
103 Main Street
Public/Private Ventures
Waterbury, VT. 05656
399 Market Street
802 244-5654
Philadelphia, PA. 19106
215 592-9099
29
Participant List - Human Services Workshop
Continued
Gail Kong
Joan Sanzen
Executive Director
Wisconsin Conservation Corps
City Volunteer Corps
30 W. Mifflin - #406
National Service Corporation
P. O. Box 7864
842 Broadway
Madison, WI. 53707-7864
New York, NY. 10003
608 266-7730
212 475-6444
Bruce Saito
Sally Leiderman
Los Angeles Conservation Corps
Public/Private Ventures
P. O. Box 15868
399 Market Street
Los Angeles, CA. 90015
Philadelphia, PA 19106
213 749-3601
215 592-9099
Judy Stanger
Kit Lilly
Dutchess County Youth Community
Program Developer
Service Corps
City Volunteer Corps
Youth Resource Development Corp.
National Service Corporation
50 Delafield Street
842 Broadway
Poughkeepsie, NY. 12601
New York, NY. 10003
914 473-5005
212 475-6444
Ann Stein
Don Perkins
Trident Community Foundation
East Bay Conservation Corps
3 Broad Street
1021 3rd Street
Charleston, SC. 29401-3001
Oakland, CA. 94607
415 272-0222
Jim Sternberg
Education Coordinator
Carol Pieper
East Bay Conservation Corps
Senior Planner
1021 3rd Street
City Volunteer Corps
Oakland, CA. 94607
National Service Corporation
415 272-0222
842 Broadway
New York, NY. 10003
Kay Stone
212 475-6444
Service America
810 18th Street, N.W.
Peg Rosenberry
Suite 705
Executive Director
Washington, DC 20006
Human Environment Center
202 783/8855
810 18th Street, N.W.
Washington, DC. 20006
Donna Walker
202 393-5550
Coordinator of West Philadelphia
Improvement Corps
Kathy Royer
West Philadelphia Partnerships
San Francisco Conservation Corps
3901 Market Street
Fort Mason - Building 111
Philadelphia, PA. 19104
San Francisco, CA. 94123
415 928-7322
30
Participant List - Human Services Workshop
Continued
Jack White
Greater Atlanta Conservation Corps
250 Georgia Avenue, S.E.
Suite 206
Atlanta, GA. 30312
404 688-5600
Lois Whipple
Deputy Director of Project Development
City Volunteer Corps
National Service Corporation
842 Broadway
New York, NY. 10003
212 475-6444
31