As the summer program season approaches, many congregations and dioceses being planning social action or "mission" trips by young people. But just how meaningful are these "trips"? Such learning experiences can build self-esteem and leadership skills, as well as a greater sense of social responsibility. Yet well intentioned projects far too often fall short of potential benefits, becoming primarily opportunities for travel on the part of the sponsors, and occasions for anger or feelings of powerlessness for those visited. Some projects, emphasizing work and desiring to help others, only reinforce the status quo, rather than offer a transformative opportunity for young people to see the world anew.

Social action projects for young people, in order to be transformative experiences, need to both educate young people on how oppression operates in our society, and stress how we who are part of the dominant culture participate in that oppression. Rather than patronize the poor and the oppressed, participants need to learn to recognize how God is already at work in those encountered.
Here are helpful criteria for congregations and dioceses planning social action experiences for youth:

• The project is built on a long-term relationship between people. Though many groups sponsor one---time mission projects, these isolated projects are not as effective for young people learning about society as are ongoing projects where lasting change --- for all involved ---is possible.

• The project has a direct relationship to participants' home community. Projects which are little more than opportunities for tourism convey the message to young people that the poor live elsewhere rather than in our own communities, congregations, and dioceses. Programs that do require travel to another location need to have a component emphasizing how participants can enact learning in their own communities, and should only be conducted in locations where there is a relationship between the groups involved (such as a companion diocese relationship) and with the consent of the local congregation and diocesan bishop.

• The project emphasizes the mutual relationship between people rather than work for other people. Although manual labor can be a helpful component of social action projects for youth, it does not by itself set the stage for young people to learn more about society, nor does it advocate for social change. All projects should specifically include training for all participants-youth and adult in the areas of cultural sensitivity, as well as the history and socio-economic condition of the local area.

• The project demonstrates a "systems approach" to issues rather than an approach emphasizing charity or service. A "system approach" to social action programs focuses on issues of empowerment, the development of networks, and community organizations, rather than participants simply giving time or money and receiving immediate satisfaction. Include a reflection-and-action process that helps young people confront issues concerning their project. These need to include: Who are the oppressed?; Who/What are the oppressors?; What are the classes of interest (e.g. racism, sexism, classism, ageism and others); Action opportunities that allow participants to dialogue with and learn from the poor and oppressed; How is God present in this experience?; How the people's struggle relates to the process of history?; The possibilities and plans for future action? Critical reflect helps young people to see how we are all interconnected, and sets the stage for a mutual understanding which allows different communities to work together for change.

• The project design allows for those who are visited to define their own needs. Rather than the sponsoring group designing what they would like to accomplish in another setting, the type of mutual education needed for social action requires planning which allows both groups to define what they want to get out of the project. Rather than one group "helping" the less fortunate, the focus of the project is focused on listening, identifying, and sharing. Both groups are then empowered, neither are left depressed and hopeless.

• The project design demonstrates a planning and evaluation process which includes the full participation of young people and adults who reflect the diversity of the sponsoring congregation or diocese, as well as the host community. Well designed social action programs often take more than a year to plan, execute, and evaluate. Just as adults should not plan social action programs without the input of young people, sponsoring groups should not plan or evaluate such programs without the full participation of the host community. Participants in social action projects --- youth and adults --- should also reflect ethnic, racial and cultural diversity. Designs for mono-cultural groups designed visiting people of another culture should be avoided.

• The project design clearly incorporates intentional community building, as well as decision making which will enable young people and adults to speak openly and honestly, trusting their experience. Any residential program needs to take seriously the community needs of the entire group, and allow for young people to participate in all phases of group life.

• The project includes an educational pre-project orientation for all young people and adult participants. This design should include the following information:

• The names and addresses of the participants;
• Information on the community or region, including maps and demographic information;
• Any pertinent contextual and logistical information about the program;
• A clear statement of who is sponsoring the program and who has financial responsibility for the program, including a complete budget;
• A clear outline of non-negotiable behavior and consequences;
• A listing of resources or supplementary reading related to the project;
• Due dates for registration materials.

• The project clearly demonstrates how the project will be supervised and evaluated. Project guidelines need to reflect the structures of accountability for the project. Project sponsors are responsible for seeing that the program is insured and that health forms are obtained from participants. In addition,, the project must be evaluated, including onsite and post-event evaluation. The project design should also include a debriefing or re-entry process.

These guidelines were developed through the Youth Ministries Network, and tested through various provincial social action projects. Those interested in further resources on this subject, may choose to read the following resources:

Peter L. Benson and Eugene C. Roehlkepartian. Beyond Leaf Raking: Learning to Serve/Serving to Learn. Abingdon Press, Nashville, Tennessee, 1993.

Lynn Duvall. Respecting Our Differences: A Guide To Getting Along in a Changing World. Free Spirit Publishing, Minneapolis, 1994.

Frances Hunt O'Connell. Giving and Growing: A Student's Guide for Service Projects. St. Mary's Press, Winona, Minnesota, 1990.

Joe Holland and Peter Henriot, S.J., Social Analysis: Linking Faith and Justice. New York, Orbis Books, 1990.

Barbara A. Lewis. The Kid's Guide to Social Action. Free Spirit Publishing, Minneapolis, 1991.

Barbara A. Lewis. The Kid's Guide to Service Projects. Free Spirit Publishing, Minneapolis, 1995.

James, McGinnis. Helping Teens Care. New York: Crossroads, 1991.

Kartina Shields. In The Tiger's Mouth: An E-powement Guide for Social Action. Millennium Books, Newtown, NSW, Australia, 1991

To discern the approach of your social action project, reflect on the "Pyramid of Action". The "Pyramid of Action," can be found in Stand for Children: Pray, Speak Out and Act: National Observance of Children's Sabbaths, 1996. The Children's Defense Fund, 25 E Street, NW, Washington, DC 20001; 202/628-8787.