I’ve always felt that advertising is key when it comes to activities… While you don’t necessarily need a beautiful handout for every single Mutual activity, a well thought out and eye-catching handout or invitation can make the difference in your att…
Tag Archive: YW LEADERS
A few years ago, one of the Young Men leaders in our ward mentioned that they were going to order a set of 2 perpetual plaques to display in the foyer of our ward building. One would be for Duty to God and the other would be for Eagle Scouts. We loved …
Its Spring, and that may mean that you have some soon-to-be-graduating Laurels in your ward! How can we help them transition into their next role as adults?And wait a minute- when exactly do they leave YW, anyhow? When they turn 18? When they graduate?…
RANDOM QUESTION THURSDAY-Kellie (from the Jolly Rogers Young Women Blog Facebook Group) has supplied this week’s question for Random Question Thursday: “I’d like to know how dress standards are addressed for mutual? We have told our girls to “stri…
Normally, Personal Progress mentoring is done by a YW who has completed the Personal Progress program and is mentoring as part of earning their honor bee charm. For more information about earning the honor bee charm, see the “What do I do when I comple…
The question for this week’s RANDOM QUESTION THURSDAY comes from a very good-looking individual- ME! :)
Since the young women that we serve are always maturing (new Beehives come in from Primary, Laurels graduate, etc) we are bound to have new situations come up that we haven’t dealt with before – even if we’re seasoned YW leaders.
For example, we have a YW in our ward who has some special needs, but is very enthusiastic about Personal Progress. She has recently become frusterated in her recent attempts to “pass off” Value Experiences that she simply didn’t understand. This was a new situation for me.
As a presidency, we decided that we needed to work with her closely to achieve these goals, but also adapt the program to her ability level. But how would we do that?
The “Adapting to Individual and Local Needs” section of the Personal Progress book says,
“Value experiences and value projects may be adapted according to personal or local circumstances, interests, and needs with prior approval of parents and leaders . When making any changes or exceptions for one person, leaders should consider the effect those changes may have on other young women . After careful consideration by parents and leaders, adaptations may be made to meet the needs of young women with disabilities or educational limitations, to meet cultural or individual needs, or to allow young women who are not members to participate”
But how exactly were we going to do that?
I am on the Personal Progress site (a section of lds.org found HERE) regularly, but until recently I hadn’t noticed that under the “Get Started” section of the site, on the left side of the page, there is a category labeled, “Personal Progress for Those with Special Needs” (if you click on the title in red here, the pdf version will open for you). This is a printable version of Personal Progress that has been generally adapted for general special needs. The same type and number of Value Experiences and Value Projects are still required, but the Value Experiences and the suggested Value Projects have been somewhat simplified.
- Read the scripture Alma 56:45-48 (in the Book of Mormon).
- Color the puzzle picture in your notebook*
- Ask an adult woman (who is a relative or a Young Womens leader) to tell you about a time in their life when they learned about faith.
- Draw a picture on this page about what you have learned
Another idea that people have suggested is assigning a YW mentor (another YW who has completed Personal Progress) to work with her. That is a fantastic idea! However, in this particular situation, we have a sister who is called as a YW Leader specifically to work with her, so we feel like having this YW leader and the Beehive leader work with her is the best fit. As with everything else, this will depend on her needs and abilities.
Every week on Wednesday night, without fail, at least one of the yw asks, “What are we doing for Mutual?” or another classic that I hear on Sundays – “I didn’t come to Mutual because I didn’t know what we were doing”I try to make this information as re…
Last summer we decided to have a combined ym/yw activity that was planned by the adult presidencies/leaders (I can’t believe I forgot to blog about this last year!)… We’ve been talking about doing it again this year and making it an annual thing beca…
In our new feature, “Random Question Thursday” I will tackle a reader question every week. It can be about anything related to the Young Women program, no matter how weighty or obscure!Today’s question: “(As a leader), what do you wear when you go to M…
If they don’t have a testimony of Jesus Christ and his restored Church, why would they want to do any of the things we’re trying to teach them to do?
- Part-member family (one or more parent is a non-member)
- Less-active (not attending class and/or activities as much as she should be, may have a calling but usually does not do it)
- Inactive (not active in the church in any way – not attending church/activities)
- Non-member (not a member of the church, perhaps visiting with a friend or relative)
- Unbaptized member (active in the church, but unable to be baptized for some reason)
- Investigator (meeting with the full-time missionaries to learn more/prepare for baptism)
- Recently Re-activated (used to be inactive, has recently become active or less-active and may not have a large gospel knowledge background)
- New Convert (baptized after age 8, did not grow up in the church, possibly never attended Primary)
- Disgruntled (upset about church policy and/or gospel doctrine and/or leadership decisions)
- “Over it” (thinks she is too mature, too cool, too whatever to listen or participate)
- Forced to attend class/activities (don’t want to be there, but parents make attendance non-optional)
- Paid to attend class/activities (don’t want to be there, but parents bribe them to attend)
- No testimony
- Weak testimony
- Not sure if she has a testimony or not
- Thinks the standards are ‘old fashioned’/rules should be bent to fit her preferences
- Has no intention of keeping the standards, but lies about it so her parents don’t find out
- No home support (parents may be inactive or non-member, but do not provide support like rides, help with personal progress, etc)
- Speaks a different language
- Special needs (physical)
- Special needs (mental or developmental)
- Special needs (emotional)
- Special needs (abuse victim)
- New Beehives (less familiar with the program, may be unsure of higher level concepts in lessons)
- “Hermoine Granger” (totally “gets” it, bears testimony at every opportunity, raised hand to answer every question, volunteers for everything, may be labeled a “goody-goody”)
We may place a lot of focus on helping the girls who need the extra support or are struggling, but even the girls who already have a testimony (or the beginnings of one) will need to be strengthened to keep their testimony going through all they have to face in their teenage lives. Many times the “goody-goody” is the outcast, even among her fellow youth in the church.
Just like adults, every single one of the girls I’ve worked with could use some testimony-strengthening. Specifically their testimony of Christ- who is the center of everything we believe and do.
- No matter what the assigned topic, Jesus Christ is the topic.
- Prepare/teach a lesson as if it were the last one they are going to hear (because sometimes it is).
Several years ago we had a teenage girl join the church. One Sunday, her mother (a Catholic) unexpectedly attended church with her and she was invited to YW class. I was teaching all of the girls that particular day, and the lesson was about a very sensitive topic that I knew was a point of concern for her. I only had 1 hour notice that the mother would be attending class with us. I was panicking a little. Not because I didn’t know what to say, but because I had already geared the lesson toward active girls who are familiar with the concept, so I needed to make some changes to my plan. I tried to think of how to explain the concepts to everyone – but especially to the mother of this recent convert. I tried to explain the doctrine and my feelings about them. I bore my testimony. I tried to say everything I would want someone to say if my own parents had been present.