The BOLTWOOD Project | |
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University of Massachusetts - Amherst | A Community Service Outreach Learning Program |
What is Boltwood l History l Requirements l Meet Our Groups l Why Join l Upcoming Events l Contacts |
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How 'Boltwood' Began...(a synopsis) by Merle G. Willmann, Former Faculty Director & Professor Emeritus The Times…. The world, the nation, and the University of Massachusetts were going through dramatic changes in 1969. It was a time of social turmoil, wars - both cold and hot, that people could not understand. A questioning of authority, basic principles, social issues, governmental authority, and what was REALLY important in life were all hot topics for students at UMass. And yes, UMass was going through a rapid student enrollment and capital improvement or building program like never before in its history. Coffee shops became popular at that time, and an ideal place for students to discuss these and other topics of concern. One such Coffee House was located on Boltwood Walk in the center of Amherst. It was here that a small group of student regulars took the challenge from a UMass faculty member, of setting aside two and a half hours one night a week to go out to Belchertown State School (for the mentally retarded), and be ‘companions' for a like number of adolescent aged (i.e.- chronologically speaking) residents. The students planned a ten week program of recreation and personal development-type activities with an emphasis on one-on-one companionship and interaction. Academic Backing…. As further incentive to the students to stay with the program, including the more stressful times of a typical academic semester – and, to assure continuity of attendance for the sake of those residents befriended in this effort, students were offered the option of receiving one credit of Independent Study. The requirements included writing and submitting a journal after each week's session discussing positive and negative reactions to the experience, academic benefits, and what program or leadership changes might be made for the next session based upon knowledge gained. A Term Paper was also required at the conclusion of the semester discussing personal and educational goals that had been established, insights gained, affect on knowledge pertaining to the individual student discipline, and influence on long-term personal and career goals. Finally, students were asked to submit suggestions for improvements of future programs. Students wishing to register for two credits had to complete the one credit requirements, plus some additional requirements. A series of seminars were provided by the Faculty Director to educate students in leadership development and issues relating to the mental health field. Students were also required to participate in a “Town/Gown” community service project; and, to participate in a fund raising project to provide funds for program materials and supplies. Registered Student Organization Status…. In order to fund field trips for the higher functioning residents to various off-site places of interest (e.g.- Look Park, hay rides, bowling, trips to the mall, pizza parties, etc.); and, to augment funding of program materials and supplies, it was decided to apply for Registered Student Organization status within the Student Activities office. This made it possible to submit a budget to apply for funds through the Student Government Association and to maintain a group account. Derivation of The BOLTWOOD Project Name…. In the very early stages of development of this program, it became necessary to give the program an identifying name. With the Boltwood Walk Coffee Shop serving as the original site for early discussions of this ‘potential' program, someone suggested that we call it: The BOLTWOOD Project. And, so it was named! Early Expansion…. The program quickly became popular, with students confessing that they never dreamed how many personal and academic benefits would be gained through participation. Additional groups were formed until there were ten different groups going to Belchertown State School (BSS), each week. The School also recognized the value of this program, and decided to provide a paid student Supervisor (recommended by the Faculty Director) for each group. This also lessened the School's potential liability for accidents by having a paid employee on site for each group. Changes In The Wind…. A group of parents of BSS residents (and others interested in the plight of mental health residents), formed an organization known as The Friends of Belchertown. This group served in an advocacy role for the residents in attempting to reverse a typical historical institutional injustice for residents of these State operated facilities throughout the Commonwealth (and, for that matter, across the Country). Historically, all of these institutions were isolated from the public's eyes, in prison-like conditions, with insufficient and low paid staffing, and no real opportunities for ‘normal' care, educational or recreational opportunities. Dr. Benjamin Ricci, a University of Massachusetts Professor within the Exercise Science Department, and parent of a son who was a resident of BSS, became President of The Friends of Belchertown. After many frustrations based upon non-improving conditions, The Friends of Belchertown filed a class-action law suit against the Commonwealth to improve the current conditions; and, to eventually close BSS in favor of providing more home-like conditions within the community with better paid and trained staff, and more ‘normal' opportunities. Within a matter of years, the BSS closed, and residents were moved into Intermediate Care Facilities (ICF), situated within the various cities and towns in the Greater Amherst area (and, up and down the Pioneer Valley). The BOLTWOOD Project simply followed with its programs into the newly established ICF sites. With the closing of BSS, the paid Supervisor positions for Boltwood groups came to an end. The Faculty Director changed these positions from their non-credit status to four credit Independent Study status reflecting the academic rigor of the responsibilities. The academic requirements were bolstered to include meeting ALL the requirements previously established for the two credit Volunteers, plus attending weekly discussion and training seminars, submitting an approved creative, ten-week program, assisting in the recruitment and training process of Volunteers, supervising (i.e.- directing), the weekly on-site group program sessions, reading and providing written feedback of their Volunteers' Journals, and completing a weekly journal and program evaluation report. Expansion of Boltwood…. About this time, the Faculty Director received a request from a local parent of a mentally challenged adolescent who was still living within the family home, asking if The BOLTWOOD Project would find a place to provide programming for similar individuals who were not living in state-funded facilities. He called for a meeting to include: the Director of what is now the Leisure Services & Supplemental Education Department for the Town of Amherst, The BOLTWOOD Project Faculty Director, and a few parents of these home-maintained mentally challenged individuals. The LSSE Department agreed to ‘sponsor' (i.e.- advertise, promote and provide some program funds, as well as a meeting location – The Bangs Community Building). They would also provide a paid staff member's presence (to alleviate the Project's liability status), if The BOLTWOOD Project provided the volunteer program leadership. This program quickly accelerated to three different groups, but has since settled into a two group status. There had always been regular requests from various organizations that had heard of ‘Boltwood,' asking if they might also receive volunteer student leadership and programming. The decision was made by the Faculty Director at the time of the closing of Belchertown State School to restrict those organizations accepted and served to those which provide services to mentally, physically, or socially challenged individuals in a group context. In addition to the five ICF group homes for mentally challenged in the Greater Amherst area, we added a Boy Scout group and a separate Girl Scout adolescent group for the mentally challenged (both of which originated at the State School), Other organizations that were gradually added included three groups at New Medico of Holyoke (they later changed name to Mediplex); three groups at the Northampton Rehabilitation & Nursing Center/Hallmark Developmental School (Pediatric Head Trauma Unit); two groups at the Farren Care Center of Turners Falls (ad;ult and senior adults with physical and mental disabilities); one group at Jessie's House of Amherst (working with children of temporarily displaced families); and, more recently, three groups at The Berkshire Hills Music Academy (for Williams Syndrome adolescent students), of South Hadley. We discontinued Mediplex programs when we encountered some operational difficulties. At our peak involvement, we had twenty-five groups out each week, with 225 Volunteer students, twenty-five Supervisors, and a student Coordinator and Assistant Coordinator helping with the operational responsibilities. The number of individual majors or disciplines represented each semester range from forty to sixty. The potential Volunteers who apply are screened and accepted by the Supervisors for their individual Groups; the graduating Supervisors and the Coordinators screen and select the new Supervisors from applicants who have been previous Volunteers in the program -- to take over the Groups in the next academic semester; and, the Faculty Director interviews and selects the new Coordinators from applicants who were previously Supervisors (and, Volunteers before that). This procedure allows the very best to rise in their positions of leadership. And, the fine tradition of The BOLTWOOD Project is perpetuated!
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Website Creator: Merle G. Willmann September 2011 Many of the materials created for this Website and this CSL course are the intellectual property of the Faculty Director and The BOLTWOOD Project. This includes, but is not limited to, the syllabus, background information, etc. Except to the extent not protected by copyright law, any use, distribution or sale of such materials requires the permission of the Faculty Director and/or The BOLTWOOD Project. Please be aware that it is a violation of University policy to reproduce, for distribution or sale, course materials, unless the faculty director or organization has explicitly waived copyright. Copyright 2006, Merle G. Willmann. |