n Oct. 24,1990, Congress passed the National and Community Service Act of 1990 (HR 4330). In doing so, the government has acknowledged the need for active contributions of young people to address challenges in areas such as conservation, education, emergency responses, child care, drug use, care for elderly and people with disabilities. These are areas in which young people can improve the quality of life in America by providing services not readily available in the labor force. Beyond serving vital social functions, youth volunteers gain experience and skills and become more employable, productive and self-respecting as citizens.

With these values and goals in mind, Chaddock School in Quincy, Ill., a child care agency for at-risk youth, incorporated community service into their therapeutic treatment program. Service learning, another term used to emphasize the learning component of community service programs, involved youths from the agency in a number of service projects with other community agencies. This program was initialed in 1983 and has continued to prove beneficial to the youth of Chaddock, the community and the many agencies that have been involved over the seven-year period of successful operations. At Chaddock School, involvement began with a mock disaster drill sponsored by the Quincy Emergency Service and Disaster Agency for Adams County. The purpose of the drill was to provide the emergency network in the community with a practice experience to test their efficiency and communications with the local hospitals. Chaddock, with interest in community service projects for youth, was chosen as the site, and students, along with staff, acted as victims while emergency crews labored to provide the care needed for injuries which had been assigned to each victim. The drill was a good first-time experience in service learning. Not only was it enjoyable to be involved with a real experience that benefitted the welfare of the community, but everyone learned about ambulances as well as first aid procedures and hospital emergency room operations that would occur in case of a disaster. The community and agency interaction was both positive and synergetic. Community service projects have continued to grow in the

Most children who have been abused or neglected do not know how to establish relationships based on care and respect. Visiting local nursing homes helps students discover the joy of developing these relationships and of knowing that they have brightened someone else's day.

Community service may be implemented as a therapeutic tool in several ways. At Chaddock, the aim has been to involve youth with preschool and senior citizen age groups. The connection is made by an initial phone call by Chaddock personnel to determine the needs of each of the local community agencies. With Special Olympics, we found a need for basketball coaches. With Head Start, we found a need for teachers' aids in physical education, reading and art. With a local day care center, we found the need for special events such as seasonal parties for the children. With the Illinois Veteran's Home, we found the need for intergenerational companionship. With the local Retired Senior Volunteer Program (RSVP), we found the need to mutually serve shut-in elderly. With the Quincy Recycle Committee, we found the need to sort glass, paper and aluminum cans once a month.

Chaddock students offer comfort and companionship to abandoned animals through weekly visits to the local animal shelter. As the students interact with the animals, their faces reflect the positive and powerful impact that being needed can have.

What are the potential problems in using community service as a therapeutic intervention? Organizationally, good communication among agencies is critical. The agencies involved must understand one another's goals and needs. Dedicated leadership is needed to set up the projects and train youth volunteers for service in the community agencies. The seeming paradox is that the value of the service rendered is less than the value of the service experienced by the participant. It is not actually a paradox; the young person will benefit from the experience only to the extent that the service activity is useful and is perceived by the youth to be useful. Community service and service learning projects have continued to involve the youth at Chaddock since 1983.

Two years after the inception of the community service program, Chaddock youth received a "Volunteer Of The Year" Award from the local community for the service project entitled, "Carry-Out-Caravan" which provides groceries to shut-in elderly. The project was co-sponsored by the RSVP program of Adams County. With the local animal shelter, we found the need to walk and bathe the canine and feline orphans of the city. The proceeding examples indicate the large scope and variety of projects in community service. How a therapeutic recreation treatment team incorporates community service is dependent upon the agency's mission and structure. The basic element in any project selected must be based on real need. Projects cannot be contrived, artificial, or make-work, but must be a genuine response to meeting human needs.

This type of recognition has brought personal satisfaction to the youth volunteers and enhanced their own selfworth. The therapeutic value of community service has a seven year record of success at Chaddock School and provides potential for many agencies serving troubled youth in the state. About the Author Anita Magafas was formerly the supervisor of Therapeutic Recreation at Chaddock School. She has a Ph.D. from the University of Iowa and is currently assistant professor in the Department of Recreation, Park and Tourism Administration at Western Illinois University, Macomb, III. Photos by Shellie Palm