Promoting success through Promoting success through healthy occupation healthy occupation

Nordia Campbell-Jones, Alfred Charles, Chih-fen Lee, Dana Costabile, Maureen

Quiroz & Dara Steinberg

Skills for Life

Community ProfileCommunity Profile

Bedford-Stuyvesant most commonly known as “Bed- Stuy” History Income Support Population and age distribution Housing Distribution Median Household income & Education Leading cause of death

Community ProfileCommunity Profile

Location: Central Brooklyn Brooklyn Community District 3 (CD3) Borders: North: Flushing Avenue East: Broadway and

Saratoga Avenue South: Atlantic Avenue West: Classon Avenue on the west

History 1663 Dutch West Indian company establish Bedford 1838 James Weeks African American entrepreneur 1830s and 1840s Weeksville and Carsville (settlements) 1860s and 70s wealthy New Yorkers settled (Dutch and

German Decent)

Income support Income support

1994 2000

Public Assistance 45,483 23,029

Supplemental Security Income

9,184 10,561

Medicaid Only 6,808 13,484

Total Person Assisted 61,475 47,074

Percent of Population 44.3% 32.7%

Income Support in Brooklyn Community District 3 1994-2000

Data compiled by the population division of the NYC Department of City Planning (Oct 2001). Source: U.S. Bureau

Population Native Foreign-Born Total % of Foreign-Born

1990 99,783 14,117 113,900 12%

2000 98,678 22,290 120,968 18%

% Change -1% 58% 6%

Origins 2000 % of Total

New York 73,210 61%

South 16,669 14%

Northeast 1,629 1%

Midwest 568 1%

West 320 0%

Puerto Rico 5,297 4%

Born abroad of American Parents

767 1%

US Islands Areas 218 0%

Foreign Born 22,290 18%

Total 120,968 100%

Bed-Stuy PopulationBed-Stuy Population

Housing DistributionHousing Distribution

1990 2000 Change %Change

Housing Units 44,643 48,661 4,018 9%

Owner Occupied

1,289 8,165 6,876 633%

% Owner Occupied

3% 17%

Renter Occupied

32,468 34,567 2,099 7%

% Renter Occupied

73% 71%

Vacant or Other

10,886 5,929 -4,957 -46%

% Vacant or Other

24% 12%

Housing Units Occupancy in Bedford-Stuyvesant 1990-2000

Average Vs. Median Income Average House-Hold Income

Median House-Hold Income

Average House-Hold Income Brooklyn

Median House-Hold Income Brooklyn

1989 $23,891 $17,202 $34,059 $31,316

2001 $36,938 $25,644 $52,928 $44,631

Household Income 1990 2001

No. Of Households

% of Total No. Of Households

% of Total

Under $10,000 18,968 35.4% 12,729 22.9%

$10,000- $19,999 10,343 19.3% 11,001 19.8%

$20,000-$24,999 4,914 9.2% 3,560 6.4%

$25,000- $29,999 3,582 6.7% 3,582 6.4%

$30,000- $34,999 3,482 6.5% 3,918 7.0%

$35,000-$49,999 5,672 10.6% 7,660 13.8%

$50,000-$74,999 4,360 8.1% 6,851 12.3%

$75,000-$99,999 1,260 2.4% 3,086 5.5%

$100,000-$149,000 783 1.5% 2,213 4.0%

$150,000 and Over 164 0.3% 1,080 1.9%

Total 53,528 100.0% 55,680 100.0%

Below $25,000 34,225 63.9 27,290 49.0%

Over $50,000 6,567 12.3% 13,230 23.8%

Over $100,000 947 1.8% 3,293 5.9%

Income in Bed-StuyIncome in Bed-Stuy

Leading Cause of DeathLeading Cause of Death

Cancer Heart Disease AIDS Homicide Stroke Drug Dependence

Mission StatementMission Statement

Skills for Life is an occupation-based mentor program designed to prevent violence and substance abuse among at-risk youth in our schools and communities. Our goal is to provide meaningful, occupational-based activities within a supportive environment, which fosters and promotes positive social relationships, self-confidence, academic achievement, as well as personal and physical development.

Vision StatementVision StatementSFL is an organization that is recognized and respected as a leader in providing quality life-skills training to at risk youth in our community. Our vision is to empower young people by providing a foundation for personal development through meaningful, occupation-based activities .

We envision that our youth will increase their social skills and handle with confidence the transition from adolescence into adulthood. Through positive interactions with mentors and peers, and the creative approaches unique to the practice of occupational therapy, young people will achieve mastery of their roles within school and community settings.

Populations ServedPopulations Served

The Theoretical ModelsThe Theoretical Models

The PEO ModelThe Cognitive-Behavioral Frame of Reference

The Congruence of the PEO Model & the The Congruence of the PEO Model & the Cognitive-Behavioral Frame of ReferenceCognitive-Behavioral Frame of Reference

The Skills for Life targets interventions on the The Skills for Life targets interventions on the mental health under the PEO model and the mental health under the PEO model and the

Cognitive-Behavioral frame of referenceCognitive-Behavioral frame of reference

The Skills for Life help teens change by The Skills for Life help teens change by enhancing their performances in meaningful enhancing their performances in meaningful activities through their unique characteristics.activities through their unique characteristics.

The Skills for Life utilize meaningful activities to challenge teens’ belief, The Skills for Life utilize meaningful activities to challenge teens’ belief, change their thoughts of efficacy, enrich their knowledge base, facilitate change their thoughts of efficacy, enrich their knowledge base, facilitate

their investment of energy in roles and occupations, teach them their investment of energy in roles and occupations, teach them problem-solving strategies, etc. in the Cognitive-Behavioral context. problem-solving strategies, etc. in the Cognitive-Behavioral context.

Sample of Programming Sample of Programming OfferedOffered

Skills for Life is a 10 month program that operates during the school year calendar.

The mentorship program is for “at risk youth” in the Bedford Stuyvesant school districts of Brooklyn, NY. These students are attending middle and high school.

The mentorship program focuses on developing social and life skills that these students will need when transitioning into adulthood.

Sample of Programming Sample of Programming OfferedOffered

The students and the mentors meet 2 times per week for two hours a day. Each student will be paired up with the same mentor each week. The ratio is 6:1 (student to mentor).

Example of weekly activities: Beautification Day (cleaning up local parks/ school yard). All About Me Projects (describing themselves through the use

of paint). Creative Cooking Day, Homework Assistance, Group

Discussions, Peer Advisement

**Each group is run by an OTR along side the mentors**

Funding/ReimbursementFunding/Reimbursement

Skills for Life was initially funded by:

NYC Department of Education Transportation The Office Of Pupil Transportation (a program

provided by the NYC DEPT OF ED)

-OTP coordinates transportation services to and from school for eligible students in both-public and non-public schools

Funding ContinuedFunding Continued

Due to our adequate yearly process (AYP): We have received future funding for the next 3 years from

21st Century Community Learning Center

-This program supports the creation of community learning centers that provide academic enrichment opportunities during non-school hours for children, particularly students who attend high-poverty and low-performing schools.

-The program helps students meet state and local student standards in core academic subjects, such as reading and math; offers students a broad array of enrichment activities that can complement their regular academic programs; and offers literacy and other educational services to the families of participating children.

The New York City Out-Of- School Time Grant (I will add additional grants)

ADDITIONAL FUNDINGADDITIONAL FUNDING

The After School Cooperation(TASC):

-TASC funds, supports and monitors programs operated by community-based organizations, working with school leaders, in New York City public school

-TASC’s standard-setting program model opens enrollment to every family in participating schools, and keeps kids safe, healthy and engaged.

-TASC matches programs with organizational partners who connect kids with the culture of big city life, and with the natural world. Partners include the Central Park Conservancy, the Bronx Zoo, the Metropolitan Opera Guild and Jamaica Center for Arts and Learning

ReimbursementReimbursement

Skills for life is a Non-Profit OrganizationChallenges we face We must depend on Grants to fund our

program Volunteers

SWOT Analysis SWOT Analysis Strengths Support from families and teachers in the

community. Program started and run by well

established OT’s with 10+ years experience working with students in this community.

Small groups of students, mentors and an OT.

Opportunities Provide “at risk youth” a place to go that is

“safe” emotionally and physically. Educate the youth on ways to improve

their self esteem. Initiation of transition skills into

adulthood.

Weakness Mentors may not be reliable. limited support from the teachers and

the families in the community. Mission of program must be changed

to fit the views of the school administration.

Threats Risk of personal injury claims. Cut-backs in educational expenditures

that may decrease funding for the after school program.

Loss of space to house the program .

Marketing Efforts Include:Marketing Efforts Include:

Recruitment of students

Community awareness

Recruitment of mentors

Recruiting StudentsRecruiting Students

Drawing referrals from within the school &

increasing awareness about services offered

– School newsletter can be utilized to hi-light community activities

– Staff OTs can provide in-services for teachers and administration

– Changes seen in the grades, class attendance and behavior of the students involved in our program will draw referrals.

Community AwarenessCommunity Awareness

Raising awareness, support and participation

– Increase volunteer opportunities to benefit community spaces.

– Contact local news media though the school’s PR department to publicize community activities

– Contact local government officials to take part in and publicize community activities

– Advertize community activities in local newspapers, flyers and through word of mouth

– Invite parents to become involved in community activities

Recruiting MentorsRecruiting Mentors

Local colleges: students who participate in programs that require volunteer hours or fieldwork experiences

Target occupational therapy and social work programs

Local churchesGraduates of the Skills for Life program

Staffing and Organizational Staffing and Organizational ChartChart

SFL Staff

Staff will consist of 3 occupational therapists, 12 mentors, and 1 managerial staff person.

School Administration

Head OT

Managerial Staff Person

OT OT

Head Mentor

MentorMentorMentor MentorMentor

Head Mentor

Mentor

New York City Board of Education

Junior Mentor

Junior Mentor

Junior Mentor

Junior Mentor

   

 

Space and LocationSpace and Location

As we are a school based program most of the space utilized will be in the school building. However, there will be various trips out into the community as well.

The start of each session will begin in the gymnasium, which will act as the central meeting place.

OTs will give a brief meeting as to the general “plan for the day” with all participants (mentors and youth) and then OTs and mentors will break off into their individual groups and go to designated classroom.

Once in the designated classrooms discussion as to the specifics of the afternoons events will take place and the activity will begin.

Space and LocationSpace and Location

School Building– Gymnasium– Cafeteria– Classrooms– Art Rooms

Community– Police Station– Fire Department– Community Parks– Local Businesses

Bakery Restaurants Gardening Center

Outcome MeasuresOutcome Measures

Student GradesParent Satisfaction SurveyTeacher Satisfaction SurveyDecrease in Absenteeism and Suspensions

Student GradesStudent Grades

A or B: Percent of students who received at least one grade of A or BC or D: Percent of students who received at least one grade of C or DF: Percent of students who received at least one grade of F

Teacher Satisfaction SurveyTeacher Satisfaction Survey

Parent Satisfaction SurveyParent Satisfaction Survey

Absenteeism & SuspensionsAbsenteeism & Suspensions

Absenteeism: Percent of students who were absent more than 10 days during the academic yearSuspensions: Percent of students that were suspended at least once during the academic school year

What challenges or obstacles might we face in What challenges or obstacles might we face in setting up a (SFL)quality after-school program?setting up a (SFL)quality after-school program?

The challenges that after-school programs face are in some ways the same challenges schools themselves face.

How do we find, train, and then keep good staff? How do we help parents, and involve parents, with difficult work

schedules? Where do we find money for materials, computers, field trips? How can we create an environment in which children can learn, play, and

be safe? For after-school programs, there are added questions: How can we

market our services to the community, and keep them informed about and involved with our program?

How do we sustain the program in the long term, after the initial funding runs out?

Additional ChallengesAdditional Challenges

Administration and Staff: How committed is the staff to the goals of the program? Do all staff members feel they have a stake in its success? If the support of the administration or staff is lacking, you need to address

the reasons why they are not supportive. Materials: Is there enough money to buy and space to store the materials your

activities will require? Time: How is the program time structured, and how will this affect the kinds of

programs you can do? For instance, if no session lasts longer than 50 minutes, you will either have to alter the schedule or eliminate activities that take more time to complete.

Below are five strategies rural programs can use to Below are five strategies rural programs can use to address those challengesaddress those challenges

Build coalitions to help with transportation.

Invite parents, day-school staff, community leaders, and funders to brainstorm solutions to transportation challenges.

Possible ideas include identifying new transportation funding sources; changing school bus routes; using existing public transportation resources; or partnering with other community organizations like childcare providers, service centers for elderly, or religious institutions.

Identify possible funding sources.

Public service organizations, foundations, corporations, and individual contributors are potential funding sources.

Although these organizations may not focus exclusively on after-school programs, their goals may align with those of your program. They can also offer in-kind contributions or subsidized services like reduced rent, discounted utilities, and volunteers.

Strategies ContinuedStrategies Continued Increase the number of trained staff members. Appropriately trained staff can help ensure that after-school activities are meaningful and

beneficial to the students who attend. You can increase the number of trained staff members by recruiting day-school teachers,

providing professional development, and recruiting retirees with relevant skills to work or volunteer at the program.

Use existing volunteer organizations to recruit staff. Organizations like AmeriCorps, 4-H After-school, the Parent Teacher Association, Experience

Corps, Girl Scouts, Boy Scouts, and the Boys and Girls Club can serve as a source of potential staff for after-school programs

Maximize resources. Local schools and community colleges can provide space, transportation, materials, and

technology resources that help make an after-school program successful. A community college can give students access to career education and college counseling.

Concept MappingConcept Mapping