AG 1 

 Storytelling 

 Challenge     As a project manager at a non - profit organization that provides psychological services to children and teens , my   organization was recently faced with what our course has referred to as a “ wicked problem . ” My organization was   confronted by a sharp rise ( almost double compared to the previous year ) in referrals from school counselors and   school - based juvenile probation officers for children and teens who had violated school policies to the extent that   expulsion was warranted . The spike in referrals was due to schools ’ increasing adoption of “ zero tolerance ” policies   related to drugs , alcohol , and violence on school grounds — rather than discipline students individually , schools were   opting to expel students in large numbers after their first offense .     The challenge , then , was to develop a systematic and evidence - based approach to meet the psychological and social   needs of students who had recently been expelled , in order to decrease school expulsions overall throughout the   community school corporation . This challenge was “ wicked , ” however , because the students ’ needs and backgrounds   were vastly different . A “ one - size - fits - all ” program was simply not going to resolve the challenge faced by the students ,   schools , and our community as hundreds of students were expelled from area middle & high schools each semester . My   team and I were tasked with rolling out an outpatient psychological treatment program that would decrease the level of   school expulsions in the community by addressing the needs of the students who had been expelled for a variety of   offenses — drugs , alcohol , and violence .     Selection     I ’d like to jump ahead a bit to the point in the process when preliminary plans had been made to roll out our program   for the first time . After two months of preparation , my team and I had obtained school , community , parent , and student   perspectives to inform the development of an evidence - based therapeutic program to decrease school expulsion rates .   The next step was identifying particular schools in the area to take a leap , and partner with our organization to   implement the new program . In order to obtain buy - in from school administrators , we selected the storytelling tool to   incorporate into our on - site presentations while we visited schools to advertise our program . As our course has outlined ,   storytelling provides program managers like myself with the opportunity to synthesize a complex array of variables to   communicate a clear , compelling message to stakeholders . As Jesus Villalobos explains in Module 2 : 

 “ What I think storytelling does , is it brings a different element . Storytelling says it 's not about the list of things   we have to do , it 's about the connection that we give to people about a piece of information that we 're trying to   share . A good story at its essence , is simply conveying a message that has logic . It has emotional connection ,   and   it also has larger purpose . Storytelling is the difference between solving a problem and creating a cause . ” 

 In order to pull together the diverse sets of needs , perspectives , and goals of the students committing policy violations ,   the families responding to the stress of the expulsions , and the school administrators doling out expulsions at alarming   rates , my team and I opted to centralize the stories of the students themselves . In this way , we cut through the ambiguity   of stereotypes about “ trouble makers , ” and provided anonymous stories about the students whose lives were disrupted   by poverty , divorce , bullying , and grief . We shared their personal stories with school administrators to increase empathy   for the students , and generate stakeholders ’ emotional investment in not just punitive measures , but reformative   disciplinary strategies that aligned with their mission as educators — to put students first .     Application     As the program lead , I scheduled on - site presentations at dozens of area schools to meet with school administrators and   introduce our new program . I scheduled presentations with any school administrator who would make time for me . I   presented formal PowerPoints in conference rooms , took impromptu walks with principals as they monitored their halls ,   and settled for the occasional phone call if that was all they could do .    All of my presentations were anchored by specific stories of students who belied the typical “ trouble maker ” stereotypes   that are often conjured in administrative discussions about disciplinary policy . The reality was , I argued , that very few   students commit serious violations with the elaborate planning and malicious intent we impose on the “ trouble maker ”   type . Through student accounts and stories , I demonstrated that many students actually lacked coping skills to respond 

 AG 2 

 to serious triggers in their personal lives — the death of a sibling , or an abusive event that they ’d kept a secret , for   instance .     I used key quotations from students and their families , data related to expulsion rates , and success stories from my prior   patients to weave together a clear message for my audience : when students are expelled from school , everyone — the   child , their family , the school , and the broader community — suffers . For most at - risk youth , school is their source of   social connection with peers , nutrition , and mentoring with safe adults . As a result , no one benefits when students are   permanently removed from their classrooms . My program would provide individualized assessments and treatment   plans , in collaboration with students , their families , and their school administrator , to address the challenges that led to   expulsion . If the treatment plans were successfully completed and the student demonstrated progress ( measured by   creative goal - setting with the student and their parent ) , the administrators agreed to allow the student to complete online   classes during treatment , followed by readmission to school .     Insight     As I reflect about utilizing the storytelling tool to increase stakeholder participation in my psychological program , I   realize just how valuable the tool is to bridge divides between social groups with very little in common . Often , my task   was to tell the stories of underprivileged students in a way that made their pain , pressures , and goals tangible to school   administrators with immense power and privilege . Storytelling provided me with an incredible opportunity to “ create a   cause , ” rather than “ solve a problem , ” as Jesus Villalobos suggests above . Before my meetings with school administrators ,   they viewed students and their illicit behavior as “ problems , ” which made expulsion an increasingly common tool in   their toolkits ; expelling students , to the administrators , eliminated the “ problem . ”      In the first year of implementation , however , the program cut school expulsion rates in half throughout our community .   This was , in large , part , due to the ability of storytelling to reframe the problem space for school administrators ,   students , and their families . When stakeholders stopped viewing the students as problems , but as whole people with   unmet needs , the possibilities and potential for collaboration flourished . When students succeeded in quitting drugs ,   managing anger , or working through secret traumas , everyone felt a sense of pride about their progress . Now that I ’m   pivoting from psychotherapy to the tech space , I ’m beginning to acquire language for the way that design thinking was   ( unknowingly ) an effective framework for the development of my program . I did n’t realize that , much like The Good   Kitchen case example in Module 1 , design thinking was so applicable to matters of social programming ( and not simply   tech ) . I now see that the core questions — What is ? What if ? What wows ? What works?—provide a path to successful   problem solving across disciplines and problem spaces .     Approach     The course learning about the steps in the design thinking process have made me realize that I could have used personas   to generate a more comprehensive and compelling account of why my program was relevant to stakeholders . I did n’t   know what persona building looked like at the time , but now realize that I could have generated a handful of personas to   lend an even more human - centered dimension to the roll out of the therapeutic program . This might have been   especially useful in my meetings with administrators who were skeptics , that only gave me about 10 minutes of their time   to explain my program . I could have attended those meetings equipped with visual copies of personas , and asked them   to tell me about which ones reminded them of their students to generate a quick , more emotional connection to the   students ’ stories . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: AG 1 

 Storytelling 

 Challenge     As a project manager at a non - profit organization that provides psychological services to children and teens , my   organization was recently faced with what our course has referred to as a “ wicked problem . ” My organization was   confronted by a sharp rise ( almost double compared to the previous year ) in referrals from school counselors and   school - based juvenile probation officers for children and teens who had violated school policies to the extent that   expulsion was warranted . The spike in referrals was due to schools ’ increasing adoption of “ zero tolerance ” policies   related to drugs , alcohol , and violence on school grounds — rather than discipline students individually , schools were   opting to expel students in large numbers after their first offense .     The challenge , then , was to develop a systematic and evidence - based approach to meet the psychological and social   needs of students who had recently been expelled , in order to decrease school expulsions overall throughout the   community school corporation . This challenge was “ wicked , ” however , because the students ’ needs and backgrounds   were vastly different . A “ one - size - fits - all ” program was simply not going to resolve the challenge faced by the students ,   schools , and our community as hundreds of students were expelled from area middle & high schools each semester . My   team and I were tasked with rolling out an outpatient psychological treatment program that would decrease the level of   school expulsions in the community by addressing the needs of the students who had been expelled for a variety of   offenses — drugs , alcohol , and violence .     Selection     I ’d like to jump ahead a bit to the point in the process when preliminary plans had been made to roll out our program   for the first time . After two months of preparation , my team and I had obtained school , community , parent , and student   perspectives to inform the development of an evidence - based therapeutic program to decrease school expulsion rates .   The next step was identifying particular schools in the area to take a leap , and partner with our organization to   implement the new program . In order to obtain buy - in from school administrators , we selected the storytelling tool to   incorporate into our on - site presentations while we visited schools to advertise our program . As our course has outlined ,   storytelling provides program managers like myself with the opportunity to synthesize a complex array of variables to   communicate a clear , compelling message to stakeholders . As Jesus Villalobos explains in Module 2 : 

 “ What I think storytelling does , is it brings a different element . Storytelling says it 's not about the list of things   we have to do , it 's about the connection that we give to people about a piece of information that we 're trying to   share . A good story at its essence , is simply conveying a message that has logic . It has emotional connection ,   and   it also has larger purpose . Storytelling is the difference between solving a problem and creating a cause . ” 

 In order to pull together the diverse sets of needs , perspectives , and goals of the students committing policy violations ,   the families responding to the stress of the expulsions , and the school administrators doling out expulsions at alarming   rates , my team and I opted to centralize the stories of the students themselves . In this way , we cut through the ambiguity   of stereotypes about “ trouble makers , ” and provided anonymous stories about the students whose lives were disrupted   by poverty , divorce , bullying , and grief . We shared their personal stories with school administrators to increase empathy   for the students , and generate stakeholders ’ emotional investment in not just punitive measures , but reformative   disciplinary strategies that aligned with their mission as educators — to put students first .     Application     As the program lead , I scheduled on - site presentations at dozens of area schools to meet with school administrators and   introduce our new program . I scheduled presentations with any school administrator who would make time for me . I   presented formal PowerPoints in conference rooms , took impromptu walks with principals as they monitored their halls ,   and settled for the occasional phone call if that was all they could do .    All of my presentations were anchored by specific stories of students who belied the typical “ trouble maker ” stereotypes   that are often conjured in administrative discussions about disciplinary policy . The reality was , I argued , that very few   students commit serious violations with the elaborate planning and malicious intent we impose on the “ trouble maker ”   type . Through student accounts and stories , I demonstrated that many students actually lacked coping skills to respond 

 AG 2 

 to serious triggers in their personal lives — the death of a sibling , or an abusive event that they ’d kept a secret , for   instance .     I used key quotations from students and their families , data related to expulsion rates , and success stories from my prior   patients to weave together a clear message for my audience : when students are expelled from school , everyone — the   child , their family , the school , and the broader community — suffers . For most at - risk youth , school is their source of   social connection with peers , nutrition , and mentoring with safe adults . As a result , no one benefits when students are   permanently removed from their classrooms . My program would provide individualized assessments and treatment   plans , in collaboration with students , their families , and their school administrator , to address the challenges that led to   expulsion . If the treatment plans were successfully completed and the student demonstrated progress ( measured by   creative goal - setting with the student and their parent ) , the administrators agreed to allow the student to complete online   classes during treatment , followed by readmission to school .     Insight     As I reflect about utilizing the storytelling tool to increase stakeholder participation in my psychological program , I   realize just how valuable the tool is to bridge divides between social groups with very little in common . Often , my task   was to tell the stories of underprivileged students in a way that made their pain , pressures , and goals tangible to school   administrators with immense power and privilege . Storytelling provided me with an incredible opportunity to “ create a   cause , ” rather than “ solve a problem , ” as Jesus Villalobos suggests above . Before my meetings with school administrators ,   they viewed students and their illicit behavior as “ problems , ” which made expulsion an increasingly common tool in   their toolkits ; expelling students , to the administrators , eliminated the “ problem . ”      In the first year of implementation , however , the program cut school expulsion rates in half throughout our community .   This was , in large , part , due to the ability of storytelling to reframe the problem space for school administrators ,   students , and their families . When stakeholders stopped viewing the students as problems , but as whole people with   unmet needs , the possibilities and potential for collaboration flourished . When students succeeded in quitting drugs ,   managing anger , or working through secret traumas , everyone felt a sense of pride about their progress . Now that I ’m   pivoting from psychotherapy to the tech space , I ’m beginning to acquire language for the way that design thinking was   ( unknowingly ) an effective framework for the development of my program . I did n’t realize that , much like The Good   Kitchen case example in Module 1 , design thinking was so applicable to matters of social programming ( and not simply   tech ) . I now see that the core questions — What is ? What if ? What wows ? What works?—provide a path to successful   problem solving across disciplines and problem spaces .     Approach     The course learning about the steps in the design thinking process have made me realize that I could have used personas   to generate a more comprehensive and compelling account of why my program was relevant to stakeholders . I did n’t   know what persona building looked like at the time , but now realize that I could have generated a handful of personas to   lend an even more human - centered dimension to the roll out of the therapeutic program . This might have been   especially useful in my meetings with administrators who were skeptics , that only gave me about 10 minutes of their time   to explain my program . I could have attended those meetings equipped with visual copies of personas , and asked them   to tell me about which ones reminded them of their students to generate a quick , more emotional connection to the   students ’ stories .
### Output: 