In its development, Power of Goodness (PoG) activities have become increasingly recognized by the wider community, involving various groups from diverse backgrounds. This has become a valuable learning space for me, especially since continuing my studies in the Master’s Program in Psychology. Through this academic process, I have learned various concepts related to human behavior that directly enrich and support my facilitation process within the community.
The deepening of the Alternatives to Violence Project (AVP) approach, combined with psychological knowledge from my studies, has made me more sensitive to environmental dynamics. I am increasingly able to understand participants’ needs and determine more appropriate follow-up actions in each activity. As stated by Carl Rogers, empathetic understanding of individuals is key to creating a meaningful and transformative learning process.
The application of psychological approaches in PoG activities also serves as a form of trial and experiment to integrate the knowledge I have learned into field practice. Together with Wiwit, a psychologist, we began incorporating psychological materials and practices into the activities. In the process, we encountered challenges in connecting PoG values with the themes requested by the community.
One of these experiences took place in a church setting, where youth participants requested a public speaking training. In response, we integrated several materials from AVP Basic, such as being a listener and a speaker, concentric circle, and the practice of “bringing out the good in each other.” This approach not only focused on speaking skills but also on developing self-awareness and interpersonal relationships.
In addition, we used PoG stories as materials for reflection and large group discussions. This method provided a new experience for participants to understand real-life situations that emphasize finding nonviolent solutions and doing good even in difficult circumstances. This aligns with the view of Albert Bandura, who emphasized that learning occurs through observation and reflection on experiences, both direct and indirect.
In one session, we distributed reflection sheets for participants to write down the obstacles they face when speaking in public. In psychological approaches, this step serves as an initial screening to identify participants’ needs and challenges. The results showed various barriers, such as lack of confidence, fear of making mistakes, shyness, and reluctance to speak in front of older individuals.
Based on these findings, we continued the activity using the concentric circle method as a practical exercise. This activity aimed to help participants practice speaking with new people, especially those they had never interacted with before. Through this process, participants were encouraged to build courage, increase self-confidence, and gradually develop interpersonal communication skills.
The application of psychological approaches in Power of Goodness activities shows that the integration of theory and practice can strengthen the quality of community facilitation. Through reflective and participatory processes, this activity not only helps participants develop skills but also fosters self-awareness and values of peace in everyday life.