ATLAS welcomes Rob Mitchell to the staff

Rob Mitchell has joined ATLAS Ministry as Executive Director. Rob comes to ATLAS feeling led by God to this ministry. Rob’s career experiences have provided a strong foundation for this position. He has previously served as an executive with the Walt Disney Company, as President of Reynolds Plantation, and as a partner with a community development group. Rob is a graduate of Georgia Tech, received a Masters Degree in Management from Rollins College, and graduated fro

m the Program for Management Development at Harvard Business School. He and his wife, Karen, moved from Orlando to Greene County in 1999, and they thoroughly enjoy living in this area. Rob and Karen have three grown children, all married, and two grandsons. Rob is very familiar with ATLAS, having served previously as a member of its Board of Directors. As we talked to Rob about the opportunity he shared the following: “Karen and I are excited about the opportunity to exercise the gifts and talents God has given us in kingdom work that is Christ-centered, and we feel an overwhelming sense of gratitude to God for placing us at the right place at the right time for ATLAS. I am excited to have the opportunity to work with ATLAS and the residents of Greene County as we work together to achieve our Mission: Guided by its Christian principles, ATLAS partners with those who are committed to transformation: Igniting Hope, Building Families, and Transforming Lives.”

Rob with ATLAS Board Members from left to right:  Mike Daniel, Linda McGhee, Theresa Kemp,
Joan Antone, Bo Fears and Jim Meadows

HOPE in the Classrooms - Again?

Some parents have asked if their students need to take HOPE classes every year. Often students will say to our educators, “I have already had a HOPE class. Isn’t this the same material every year?” The answer is very simple. The HOPE Program offers classes in all grades 6-12 because students need to hear the message. The idea that “Choices Have Consequences” is worth repeating. In fact, I need to be reminded of it almost daily as an adult.

Although HOPE classes do have common threads that may sound the same to students, the information increases in depth and maturity and builds a comprehensive message. For example, in the Choosing the Best series, an early middle school class will discuss the importance of setting boundaries with friends. The lessons focus on helping young teens learn to stand on their own in situations particular to in the middle school years. This is a time when it is normal for a young person to want to be seen as independent, yet so many pre-teens long to fit in with the crowd. Helping middle school students form proper boundaries with friends at an early age will enable them to form their own beliefs about what is right and wrong and have the courage to hold tightly to it.

Relationships with the opposite sex are discussed, along with the consequences of trying drugs and alcohol, but not to the degree as in later high school HOPE classes. The Choosing the Best curriculum for later grades presents a more detailed reality of how the absence of personal boundaries leads to increased premarital sex, drug and alcohol use, sexually transmitted diseases, and greater struggles in achieving future goals.

It is the desire of the HOPE Program to be an ever present voice of truth in students’ lives. We are not content to let the half-truths and out-right lies that are a constant barrage of background noise in our culture have the last say in the lives of our youth. When students ask, “Haven’t we already talked about this?” I answer, “Yes! And it is of such value that we are going to talk about it again! And again. And Again.” Oh, how desperately I wish someone had been persistent with this message in my early life.

HOPE in the Classroom "Self-Worth"

HOPE educators lead students through lessons that help them understand the importance of self-worth. Often well-meaning adults pay more attention to correcting negative behaviors than affirming positive ones. I know I am guilty of this with my own children. We get caught up in the “addressing of the urgent” and forget to go back and reaffirm the behaviors that are worthy of being praised. Both the pre-teen and teenage periods are full of self-doubt and insecurities and the most arrogant and brash teenager can sometimes be the most fragile.

How do we teach our students to value themselves without crossing into a selfish pride? How do we correct, yet affirm the positive? What qualities should adults seek to praise in children? It is important to teach children at a very young age that they have an inherent value. Simply because they are a living human being, means they have worth. Sean Covey says it very well, “Although how you esteem yourself may rise and fall, what you are really worth never changes.” HOPE educators try to convey that every student is born with a purpose. It is important for adults to understand the difference between praising an unchangeable quality and a character trait. Telling a girl she has beautiful face sounds nice. And what could be wrong with telling a boy he looks strong? However, how does the child feel who hears and wonders if her face is pretty? Or what about the young boy who knows his body frame is narrow and weak?

It is much better to praise character qualities.

• “You worked very hard on your assignment last night.”
• “You have been a loyal friend during a difficult time. “
• “I appreciate your respectful attitude to the clerk.”
• “It must have been hard to tell the truth. I don’t like what you did, but I like that you were honest.”
• “Thank you for being so generous and sharing with others.”

These affirmations don’t slight another child who may be listening, nor do they only acknowledge traits that will someday fade. Addressing the character quality you hope to correct or affirm allows children to understand there is a process to maturing. Though I have constant worth and a purpose, there is always room for growth. The “social mirror” that includes comparisons to others, culture’s newest expectations, and the media’s view of acceptance is not a good place for our children to learn of their worth. They need to hear of it from those closest to them until they are able to take it in and own it as a part of their belief system. Ideally, children hear it from their families, but it’s not always the case. Teachers, mentors, volunteers, pastors, coaches, and extended family members have the opportunity to speak words of truth into the lives of our community’s youth with the assurance that some will hear and be transformed.