Discuss the different types of responses the questions might elicit and

then make the following point:

Be careful how you phrase questions to your community the first

question is fateful. Instead of starting with  What are your problems? 

you might begin with  What are your assets and resources?  followed

by,  What would make your community (school, organization, club)

better?  Finally, you might ask,  What are the opportunities and

constraints you face in trying to improve the situation?  If the

constraints far outweigh the opportunities, you may have a problem!

B. Ask the group:  What are some other implications of this

discussion for us? 

Possible responses might include:

1. Do some analysis of whether the community can do something

about the issue. Sometime desires, needs, or problems are out

of their range of possibility to effect. On the other hand, looking

at related causes or activities might give them a place to start.

For example, by analyzing the causes of a problem, they may

find they can do something about one or more causes, even

though they cannot solve the whole problem. If you are

conducting a prioritization of their issues, you might do it once

by importance, and once by the possibility of action.

2. Consider the concept of  winnable victories  by Saul Alinsky.

His idea is that, in order for people to gain self confidence, it

is necessary to start small and  win  with small achievements.

If, on the contrary, the group tries to tackle something too big,

they may not be able to see the progress they are making and

become discouraged, thereby damaging their self esteem.

3. Consider how important the distinct issues are to the women

and the men of the community. Discussion around in whose

interest is a project including your own as a Volunteer is

important. For example, if using a visual such as a community

map, one could look at each asset or desire, and ask,  What

happens if men or women don't have this? Or won't receive

it? 

4. Be conscious of the use of language and clarify the use of the

word  problem.  Talk about working toward solutions instead

of solving problems.

5. For teachers: Consider to what degree a teacher, with his or

her class, can do to address some of the issues. For example,

can a science or English lesson or project focus on some of the

girls' or boys' assets, causes of problems, or actions to meet

needs?

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