Maximized Problem Solving & Solution Identification
All Inclusive Service Domains & Diversified Point of Source Leadership (DPL or DPSL) results in maximal problem solving and solution identification. The reasons for this are as follows: Underserved youth face different challenges within the socio-economic inequity spectrum, depending on where they live (geographic, zip-code), as well as a host of other neighborhood/community based factors. These are most well known to the local/area SMOA personnel. Leadership that is drawn from the supporting community maximizes the chances that the challenges facing the underserved youth are best understood. With regard to Inclusive Service Domains, SMOA recognizes that the challenges facing underserved youth cannot be resolved by a cookie-cutter, one-size-fits-all approach. Youth respond to different service offerings and the way to reach one group of youth may be through music whereas others through sports. Some through drama, and others through scientific research opportunities. Still others may respond through ecology and outdoor sports that bring them to nature, such as hiking, camping, biking. Knowing this, SMOA reaches out to all activity domains and challenges youth to share what they do best, with those that are underserved, within the SMOA teaching constructs. Some of these same youth will rise to the leadership opportunities that SMOA offers in every school system, and this nuclear combination of diversified youth talent and energy, with similarly diversified community, school specific youth leadership (DPL), create a consistent success formula. This approach potentiates replicable progress towards reducing the socio-economic determinants of inequity. This DPSL, working with youth SMATONS addressing a broad spectrum of service domains, maximizes the problem solving capabilities of SMOA, and enhances the development of solutions to the barriers created by community specific socio-economic inequity. Examples include lack of music teachers in a particular community, addressed by SMOA working with SMATONs that have music talent. SMOA worked with supportive adults and networked to achieve a meeting place in local faith based settings, where 1:1 music tutors resulted in numerous youth improving their instrument skills. This resulted in a concert which was collaboratively developed by SMOA and responsible adults, school and community members. This raised monies and set into motion efforts to allocate resources to secure a consistent music tutors and also after school practice locations that were adult supported. The above process taught a wide variety of skills to the served youth, along with improved music skills. The adults interacting also created a broad range of shared experiences and strategies which paved a forward path. It was very clear that SMOA's DPSL aspect and inclusion of diverse service domains (viewing music as a service element), was critical in achieving successful outcomes. Much more than music was transmitted to the served youth, population, community. Socio-economic inequities were reduced and further reduction was potentiated through collaborative working of the processes. Yet another SMOA success.
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