The 3e Training Experience & Our Curriculum
3e Training Experience
We offer specialized training for those interested in becoming Servant Leader Coordinators (SLCs). Our training experience is extensive as we undergo unique equipping for unique, committed friendships. Commitment is central to many of the guiding values of 3e Restoration: it is inherent to pursuing restorative justice, developing genuine friendships, and continuing relentless hope.
Throughout the training process, servant leader coordinators learn how our seven core values are embraced and practiced in the context of relationship. Working through our 3e Curriculum, the training journey consists of one three-hour Introductory Lab followed by two eight-hour Training Labs. In total, our servant leader coordinators complete 16 hours of training and are fully equipped to understand, apply and teach the 3e Restoration Curriculum. *Make-up training labs and one-on-one sessions are offered for those who miss their scheduled training lab.
As additional resources for our servant leader coordinators, our 3e Restoration staff regularly check in with the SLCs on a quarterly basis. We integrate each SLC within their local 3e Network so they, too, can find ongoing encouragement and support for this beautiful journey.
Our 3e Curriculum
As our neighbors transition from living through homelessness to being housed, from extreme poverty to stability, a total life re-orientation must take place. More than behavioral modification is needed to break the cycle of what is sometimes five generations of poverty. Our friends in need must experience transformation and systemic change in their lives.
Our concept of the Five-Fold Reality of Poverty and Brokenness™ sees social displacement as a combination of physical, emotional, cognitive, spiritual and social effects. Our curriculum, written by Fred Liggin (President and Founder of 3e Restoration, Inc.) and edited by Dr. James Goalder (Clinical psychologist) is designed to equip faith communities to address this five fold reality of social displacement in their local areas.
By drawing upon evidence-based research, social science and practice as well as robust theological lens of gracious hospitality, our 3e Curriculum equips and empowers our friends and families in need with the life skills necessary to maintain and self-sufficient lifestyle. Likewise, when administered through our training labs, our curriculum enables servant leader coordinators to become trained friends who walk alongside our neighbors in the journey toward holistic sufficiency.
Learn more about the four distinctions between our approach and traditional case management approaches by navigating the tabs below.
Distinctions within our 3e Curriculum
Coaching Tools: Moving Beyond Behavioral Modification
We believe that equipping a Friend in-Need toward holistic-sufficiency means giving them the tools to build character and competency. These tools must be accessible regardless of educational level. They must also be memorable, easy for the Friend in- Need to recall and employ in real-life scenarios.
Our coaching tools offer more than behavioral modification; they empower a Friend in-Need toward systemic change. These tools, called Growth Symbols, collectively address the Five-Fold Reality of Poverty and Brokenness™and allow friends and families in need to journey toward holistic sufficiency.
Our curriculum offers nine Growth Symbols designed to improve decision-making skills, decrease impulsivity, strengthen personal identity, foster positive self-worth, identify false narratives, increase relational intelligence, encourage holistic self-examination, and bolster personal productivity.
Situated Learning Theory: Moving Beyond Information-Based Learning
We believe that learning must be more than the transmission of factual knowledge or information. Learning is a process of participation in communities of practice that must be situated within authentic activity, context and cultures.
Our 3e Restoration Process© is grounded in intentional relationships and real life learning environments where the information offered to our friends and families in need is both demonstrated and practiced in real life contexts and relationships.
In a situated learning model, the Friend in-Need is encouraged toward self-direction but is empowered to give consideration to the relationships, contexts and cultures surrounding them. This helps the Friend in-Need discern how and why actions have consequences not only in their own life, but in the lives of others.
A healthy framework for interdependence is constructed and an unhealthy framework of co-dependence or isolationist-independence is deconstructed. Finally, this model of learning serves as the basis by which we develop goals and expectations in light of the Five Fold Reality of Poverty and Brokenness™ wherein we define holistic sufficiency as physical, cognitive, social, emotional and spiritual wellbeing.
Socio-Cultural Anthropology: Moving Beyond Crisis Management
Our approach specifically addresses the authorizing narratives and plausibility structures from which Friends in-Need derive their systems of meaning and behavioral patterns. Our training and curriculum is designed to uncover the personal narratives that possess power in a Friend in-Need’s life and how these narratives are formed by relationships, experiences, nature, cultures and language.
Our training and curriculum also equips the servant leader coordinator (SLC) to understand how systems of meaning are supported by and embedded in the values, institutions, rules/laws, and symbols that set the parameters by which life is envisioned in society, and ultimately determines what behaviors are acceptable. Addressing these areas empowers the Friend in-Need for systemic change by helping them recognize behavioral patterns and their origins.
Hospitality as Leadership: Moving Beyond Hierarchical Benevolence and Transactional Engagement to Relational Engagement and Presence
Hospitality as leadership is a person-centered leadership approach grounded in practices of listening, mutual learning and relational engagement.
Hospitality, according to the ancient near eastern tradition, is understood as “tending to a stranger” and has moral dimensions that causes a person to leverage their present circumstances or resources for the good of another within the context of relational engagement.
With our curriculum, we train our servant leader coordinators to move beyond the notions of hierarchical benevolence led by transactional engagement, and toward holistic-sufficiency where relational engagement is always the chief concern.
Hospitality as leadership presses against the tendency to objectify a Friend in-Need as someone to be “fixed” and leads our servant leader coordinators to prioritize presence through listening practices (i.e. reflective listening). These listening practices allow opportunities for mutual learning whereby the servant leader coordinator recognizes the value that their neighbors living through homelessness bring to the relationship.
Mutual learning nurtures genuine concern. Overtime, a common humanity is emphasized and a relationship develops that affirms, confronts and outlines mutually beneficial boundaries.