Youth Development Guide 2 - EXPANDED LEARNING 360/365 · Youth Development Guide 2.0 Produced by...

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YouthDevelopmentGuide2.0ProducedbyTemescalAssociates467RichStreet,Oakland,CA94609info@temescalassociates.comwww.temescalassociates.comTemescalAssociatesisdedicatedtobuildingthecapacityofleadersandorganizationsineducationandyouthdevelopmentwhoareseriousaboutimprovingthelivesofyoungpeople.Ourclientsincludeleadersofyouthservinginstitutionsandorganizations,schoolandyouthprogrampractitioners,publicandprivatefunders,intermediaryorganizations,andpolicymakers.Theirworkrangesfrombuildinglargescaleyouthandcommunityinitiativestoprovidingservicestoyoungpeopleonaday-to-daybasis.

AcknowledgementsWe’dliketoacknowledgeTemescalAssociatesstaffwhocontributedtothisguide:RozelCruz,StaceyDaraio,LeslieGravino,andSamPiha.We’dalsoliketoacknowledgeRebeccaFabiano(FABYouthPhilly)fordraftingChapters3and9andcontributingtootherchapters.We’dliketothanktheS.D.Bechtel,Jr.Foundation,whoprovidedtheresourcestocompletethisproject.SpecialthankstoSueEldredge,FounderoftheCommunityNetworkforYouthDevelopment(CNYD),forherpermissiontouseportionsoftheYouthDevelopmentGuideforAfterschool,originallypublishedbyCNYDin2001.We’dalsoliketoacknowledgethosewhocontributedtotheCNYD’soriginalYDGuide:AnneTamar-Mattis,SamPiha,AmyAdams,JudyVandegrift,SuzanneWest,JoeSikoryak,JoetteTizzone,FranklinAvery,JoeyWatanabe,St.John’sEducationalThresholdsCenter,SanFranciscoBeaconInitiative,ParkDaySchool,DestinyArts,JenniferBarros,JenniferFornal,StaceyDaraio,MorvaMcDonald,andOrenSlozberg.ThankstoourAdvisoryGroupfortheirvaluableinput.Theyinclude:KatieBrackenridge(Non-ProfitandPhilanthropicConsultant),BillFennessy(THINKTogether),CoreyNewhouse(PublicProfit),GilNoam(HarvardUniversity),PilarO’Cadiz(UCLA),MichellePerrenoud(LosAngelesCountyOfficeofEducation),andCharlesSmith(QTurnLLC).Lastly,wewouldliketoacknowledgethoseindividualsandorganizationsthatprovidedphotographs:Spotlight:Girls;LA’sBEST;TemescalAssociates;EverForwardClub;YouthInstitute–YMCAofGreaterLongBeach;WINGSforKids;YouthRadio;andNHPFoundation.

Contentscopyright©2018TemescalAssociatesandCNYDexceptasindicated.AllRightsReserved.

UsersoftheYouthDevelopmentGuide2.0mayphotocopythesematerialsforthenon-commercialpurposeofeducationaladvancement,butinnoeventforcommercialorotheruseswithoutthewrittenconsentofTemescalAssociates.

Copyright ©2018TemescalAssociates and CNYD

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WhatFieldLeadersareSayingAboutthe

YouthDevelopmentGuide2.0Theprinciplesundergirdingthisyouthdevelopmentframeworkareasrelevanttodayaswhenitwascreated.Itiswellalignedwithournewlearningsfrombothresearchandpractice--fromtheimportanceofrelationshipsandsocialemotionallearningtoconsideringthekindsofshortandlongertermoutcomesweseekthatenhancesuccessinschool,workandlife.Itremainsespeciallyimportantforincreasingintentionalityaroundboththeprogramopportunitieswecreateforandwithyouthandespeciallythewayscommunitiescontributesystematicallytoensuringtheseareavailable.Thisisyouthdevelopmentandcommunitydevelopmentframingatitsbest.

-DR.DALEBLYTH,UNIVERSITYOFMINNESOTAThisframeworkcontinuestobeanimportantlensthroughwhichtobuildhigh-qualityyouthexperiencesthatpromotepositivedevelopmentaloutcomes.

-DR.HELENJANCMALONE,INSTITUTEFOREDUCATIONALLEADERSHIPAspartoftheLosAngelesCountyOfficeofEducation(LACOE)RegionalSupportTeam,weusedtheYDguideasthebasisfororganizingfulltrainingworkshops.IhaveusedchaptersoftheYouthDevelopmentGuidewhenteachingstudentsatUCIrvineaspartofanAfterschoolcourseforundergraduateswhospentpartoftheircourserequirementworkinginanafterschoolprogramsite.Ihavealsouseditfortrainingteacherswhendiscussingassetsbasedapproaches.IbelievethatthisupdatedYouthDevelopmentGuide2.0willbeavaluableresourceforthefield.

-DR.PILARO’CADIZ,UNIVERSITYOFCALIFORNIA,LOSANGELES

Thisupdatedversionofthepioneeringandcomprehensiveyouthdevelopmentguidedemonstratesthecontinuedalignmentbetweenpositiveyouthdevelopmentandthelatesttrendsinexpandedlearningprograms;includingsocialandemotionallearning,traumainformedpractices,andqualitystandards.Aswepromotetheintegrationofthesetrends,wetrytoemphasizethatthesepromisingpracticesaren’tnew,evenifthelanguageis.

-DARENHOWARD,PARTNERSHIPFORCHILDRENANDYOUTHTheprincipleshighlightedinthisyouthdevelopmentframeworkareattheheartofahighqualityafterschoolandsummerlearningexperience.Researchcontinuestoclearlysupportwhatpractitionersinherentlyunderstand-programsthatreflecttheseprinciples,canprofoundlyimpactchildrenandyouthexperiencingrisk,promoteyouthsuccess,andsupportsocialemotionallearning.

–JEFFDAVIS,CALIFORNIAAFTERSCHOOLNETWORKIwastrainedovertwelveyearsagoalongwithahandfulofothersatLACOEbySamasatrainerofthismaterial.Ihavecitedthiswork,useditinmyownpractice,andalsoshareditwithothersthroughmyconsultingwork.TheyouthdevelopmentprinciplescitedintheYouthDevelopmentGuide2.0areasimportantnowastheywerein2001andtheupdatedversiondiscussingimportanttrendsandchangesintheafterschoolmovementmakethisYouthDevelopmentGuide2.0evenmorerelevant.

-MICHELLER.PERRENOUD,LOSANGELESCOUNTYOFFICEOFEDUCATIONIusedtheoriginalguideasthemaintextforaFoundationsofYouthWorkcourseItaughtfornearlynineyearsattheCommunityCollegeofPhiladelphia.Whilethefieldhasevolvedinmanyways,withanemphasisonthingslikecorecompetenciesforyouthworkersandprogramquality,thecoreelementsofthePositiveYouthDevelopmentframeworkisjustasrelevanttodayaswhenthisguidewasfirstpublished.Ithinkthisistherighttimetoupdatetheguidetoempoweranewgenerationofyouthworkers.

–REBECCAFABIANO,FABYOUTHPHILLY


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TableofContents

Introduction2 Acknowledgements

3 WhatFieldLeadersareSayingAbouttheYouth DevelopmentGuide2.07 OpeningRemarks

8 AboutThisGuide

AboutYouthDevelopment

11 Chapter1TheYouthDevelopmentApproach19 Chapter2IntroducingaFrameworkforYouthDevelopment27 Chapter3RecentAdvancesinAfterschoolthatAlignwith YouthDevelopmentPrinciples

YouthDevelopmentPractices

43 Chapter4PromotingaSenseofSafety65 Chapter5EncouragingRelationshipBuilding87 Chapter6FosteringMeaningfulYouthParticipation117Chapter7ProvidingOpportunitiesforCommunity Involvement137Chapter8CreatingLearningExperiencesThatBuildSkills

163Chapter9AfterwordandAdditionalResources


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OpeningRemarksIplayedbasketballincollegeandalsocoachedhighschoolbasketballearlyinmycareer.WhatwastheonethingIlearnedfrommybestcoachesandappliedtomyownapproach?Alwaysstartwiththefundamentals.Nomatterhowlongyouhaveplayedthegame,starteachseason,infact,eachpracticewiththefundamentals.GoldenStateWarriorStephenCurrydoesamazingthingswithabasketballthatarebeyondbelief.Whatyoudon’toftenseearetheendlesshoursofpracticeheputsineachdayofthefundamentalsofballhandlingandtheproperformforajumpshot.Ifitworksforhim,itworksforme!

TemescalAssociates’YouthDevelopmentforAfterschoolPrograms2.0isthedefinitiveplaybooktocoachothersinthefundamentalsofyouthwork.Infact,thefundamentalsofworkingwithhumans!ThisisatimeofunprecedentedopportunityforafterschoolandsummerprogramsorExpandedLearningaswesayinCalifornia.WiththerisinginterestinSocialEmotionalLearning,schoolclimateandculture,andwholechildapproachinourschoolsystemtheExpandedLearningfieldisdiscoveringstrategicwaystocollaboratewiththeschoolday.MoresothanIhaveseenatanypointinmycareer.Itisexciting.Let’snotblowtheopportunity!Startwiththefundamentals.Realizethatallofthenewtrendsineducationsharethesame“DNA”outlinedinthispublication.Realizethatalloftheexcitingnewdevelopmentsinneuroscienceand,forexample,the“generativesocialfield”(TheoryU,C.OttoScharmer)alsohavethesameDNAasyouthdevelopment,whichareoutlinedinthiswork.SamPihahasbeenapropheticvoiceinthefieldofExpandedLearningsincetheearly1990’s.This,hislatestwork,willcontinuetoinfluencethedevelopmentofhigh-qualityopportunitiesforourchildrenandyouth.IrecommendthatthisGuidebeusedtogetherwiththeLearninginAfterschool&SummerprinciplesandtheQualityStandardsforExpandedLearninginCalifornia.Let’sgetbacktothefundamentalsandwinforandwithourkids!

--MICHAELFUNK,DIRECTOROFTHEEXPANDEDLEARNINGDIVISION,

CALIFORNIADEPARTMENTOFEDUCATION

I’msoappreciativeofTemescalAssociatescontinuingworktoupdateCNYD's(CommunityNetworkforYouthDevelopment)originalYouthDevelopmentGuidetoreflectthecurrentcontextofyouthdevelopmentpractice.It'satributetoresearchersJimConnellandMichelleGamboneandthemultitudeofpractitionerswhocreatedtheoriginalYouthDevelopmentFramework.TheFrameworkremainsasrelevanttodayasitwasin2001,withitsuniquefocusontheyouthdevelopmentexperienceswewantforyoungpeopleandtheorganizationalsupportthatenablethesepracticestothrive.

–SUEELDREDGE,FORMEREXECUTIVEDIRECTOR,CNYD

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AboutthisGuide

WhatisthePurposeofthisGuide?ThisGuideisdesignedtoofferanintroductiontoyouthdevelopmentprinciplesandpracticestothediversegroupofpeopleinvolvedincreatingandimplementingafterschoolprograms—programdirectors,schooladministrators,teachers,staff,volunteers,communitypartners,andothers.Webelievethatadoptingayouthdevelopmentapproachwhendesigningandimplementingafterschoolprogramscanhelpensurethatyoungpeoplegetthemostoutoftheseprograms.Ifyouareinvolvedwithanotherkindofyouthprogram,orareafunder,aparent,apolicymaker,orsomeoneinterestedincommunitydevelopment,thisbookcanalsoserveasagoodbasicintroductiontothefieldofyouthdevelopment.TheGuidedrawsonyouthdevelopmentprinciplesandtheunderlyingresearchtohelpafterschoolprogramleadersandstaffanswertwofundamentalquestionstheyfaceastheydesignandimplementafterschoolprograms:

1. Whatexperiencescanweprovideforyoungpeopleinourafterschoolprogramsthatwillhavethegreatestpositiveimpactontheirlivesandcontributetosuccessfullearning?

2. Whatpracticescanweuseinourafterschoolprogramstocreateenvironmentsthatprovidetheseexperiences?

WhyNow?TherearemanyreasonswhywethoughtthatnowisagoodtimetoupdatetheoriginalYouthDevelopmentGuide.Someofthesereasonsarediscussedbelow.

• Socio-politicalContext:Wecurrentlyliveindivisiveandviolenttimes.Thisismarkedbyharshrhetoricandaggressivepoliciestargetingimmigrants,peopleofcolor,theLGBTQcommunity,andMuslims.Thenewsisalsofilledwithreportingonmassshootingstargetingmusicvenuesandschoolcampuses,aswellasescalatinggunviolenceinmanyofourcities.Thus,itismoreimportantthaneverthatweintentionallyofferpositiveyouthdevelopmentexperiencesforourparticipants.

• AfterschoolStandards,YouthWorkerCompetencies,andProgramQualityTools:

Manystatesandafterschoolorganizationshavedevelopedandpublishedstandards,youthworkercompetencies,andqualitytoolsforafterschoolprograms.Theseareveryusefulasreflectionandself-assessmenttools,andinsupportingtheworkofprogramimprovement.Allofthesearebasedonandwellalignedwithyouthdevelopmentpractices.

• NewConcepts,Trends,andFrameworks:Therearemanynewconcepts,trends,andframeworksthatarenowembracedbytheafterschoolfield.Theseincludesocialemotionallearning,growthmindsets,workforceskills,andothers.ThesearediscussedingreaterdetailinChapter3.


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HowthisGuideisStructuredChapters1and2provideabriefhistoryleadingtotheyouthdevelopmentapproachandoffersanoverviewofyouthdevelopment.Chapter3listsanddescribesrecenttrends,concepts,andframeworksinafterschoolthatalignwiththeyouthdevelopmentapproach.Chapters4-8offerguidanceonhowtoimplementfivekeyyouthdevelopmentpractices,whicharecrucialtopromotingyoungpeople’shealthydevelopmentandcreatingsuccessfullearningenvironments:

• Promotingasenseofphysicalandemotionalsafety;• Encouragingrelationshipbuilding;• Fosteringmeaningfulyouthparticipation;• Providingopportunitiesforcommunityinvolvement;• Creatingchallengingandengaginglearningexperiencesthathelpparticipantsbuild

skills.WhiletheoriginalYouthDevelopmentGuidepublishedbyCNYD(2001)includedanextensiveresourcesection,wehavedecidedtolimitthissectiontoincludeonlyimportantwebsites.Thisdecisionisbasedon:

• Thereisanabundanceofnewliterature,research,andreportsbeingpublishednearlyeveryweek.Thus,anyextensivelistingofresourceswouldbequicklyoutdated.

• Today’sinternetsearchenginesofferanuptodatelistofresourcesbysimplyenteringrelevantkeywords.

• WehavecitedanumberoforganizationsandwebsiteswithinthetextoftheYouthDevelopmentGuide2.0andChapter9.

ThisGuideisjustanintroduction.Ongoinglearningandassessmentarevitaltothesuccessofanyafterschoolprogram.Westronglyurgeyoutoutilizethisguideasastartingpointandtodeepenyourunderstandingoftheyouthdevelopmentapproachwhileprovidingyourstaffwithengagingtrainingopportunities.

WhattheGuideisNotThisGuideisnotmeanttopresentaprescriptivesystemthattellsyouexactlyhowyourprogrammustbestructuredinordertobesuccessful.Therearemanydifferentroutestosuccessforyoungpeopleandprogramsalike;andindividualyoungpeopleindifferentcommunitieswillhavedifferentstrengthsandneeds.Rather,regardlessofprogramdesignorcontent,thisapproachhelpskeepthefocusonthedevelopmentaloutcomeswewantforyoungpeopleandthekeyexperienceswecanprovidetohelpthemreachthoseoutcomes.


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THEYOUTHDEVELOPMENTAPPROACH

ABOUTTHEYOUTH

DEVELOPMENT

APPROACH

AbriefhistoryofyouthandafterschoolprogramsinAmericaleadinguptotheyouthdevelopmentapproach

Chapter

1


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FromChildLabortoYouthProgramsandthe

YouthDevelopmentApproach

AnEarlyHistoryofYouthProgramsandAfterschoolTounderstandthehistoryofafterschoolandyouthprogramsinAmerica,itisusefultoconsidertheseismicchangesinAmericanculturethatservedasthepreconditionsfortheafterschoolmovement.Thesechangesweretheresultoftheindustrialrevolutionbetween1880and1920.Thisresultedinheavymigrationoffamiliestobigcitiesinsearchofworkinthenewfactories,alargenumberofnewimmigrantsthatprovidedalaborpoolforthecountry’sgrowthandtheuseofchildlabor.By1938,mostofthestatesoutlawedchildlaborandrequiredthatchildrenattendschool,whichresultedinthedevelopmentofthepublicschoolsystem.Thiscreatedanewdilemma:thelargenumberofunsupervisedyoungpeopleintheafternoonshoursandearlyevenings.

Thisgaverisetoagrowingnumberofyouthprogramstoserveunsupervisedyouth.Itisimportanttonotethattheearlyyouthprogramsemergedasareactiontoasocietalchallenge.Thisreactivetendencycontinuedasafterschoolprogramschangedaccordingtothechallengesofthedayandthepursuitoffunding.Duringthegreatdepression,youthprogramsfocusedonhunger.DuringWWII,aswomenpouredintotheworkforce,thefocuswaschildcare.Inthedecadesthatfollowed,programsfocusedonpreventingproblemssuchasteendelinquency,teenviolence,alcoholanddruguse,pregnancy,andlaterschoolfailure.

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TheDeficitApproach

Thedeficitapproachcalledforinterveningwhenyoungpeopleexhibitedproblems,orforidentifyingthoseyoungpeople“atrisk”forproblemsandtryingtopreventthemfromengaginginspecificnegativebehaviors.Thisnarrowfocusonyoungpeople’sdeficitsandspecificproblembehaviorsledtothecreationofayouthservicessystemthatwaslargelyfragmented.Categoricalfundingoftendictatedthatprogramsbenarrowlyfocusedinordertofitwithinspecificfundingcategories.Theresultwasasystemcomprisedofmanysingleprogramsfocusedonisolatedproblems:oneprogramfocusedonpreventingdrugabuse,whileanotherfocusedonreducingteenpregnancyrates,andyetanothersoughttoreduceviolenceamongadolescents.

ResiliencyDuringtheearly1990sexpertspromotedtheterm“resiliency”whichisthecapacitytoadapt,navigateandbouncebackfromadverseandchallenginglifeexperiences.Researchersandpractitionersalikeclamoredoverstrategiestobuildmoreresilientyouth.Thismarkedamovefromadeficitapproachthatfocusedonpreventingyouthproblemstoanassetapproach,whichfocusedontheresiliencyandyoungpeople’sassets.Thus,youthprogramsshiftedtheirattentiontoaddressingyoungpeople’sdevelopmentalneedsandsupportedtheirgrowthtohealthyadulthood.Thisbecameknownastheyouthdevelopmentapproach.Bythemid-1990s,theyouthdevelopmentmovementwasincreasinglyinfluencingpolicynationwide.Policymakersbeganbreakingdownthebarriersofcategoricalfundingandallocatingresourcestosupportcollaborativeeffortsbetweencommunitybasedorganizationsandotherpartsoftheyouthservingsystem.

FederalpublicagenciessuchastheDepartmentofHealthandHumanServicesandtheOfficeofJuvenileJusticeandDelinquencyPreventionbeganembracingtheapproachandshiftedresearchandprogramdollarstowardcommunitysupportsforyouthdevelopment.Evenhistoricallyrisk-focusedfederaleffortssuchastheCenterforSubstanceAbusePreventionandSafeandDrug-FreeSchoolsandCommunitiesrespondedtothecompellingresearchonresilienceandthepressurefrompractitionerstoimplementamorepositive—andeffectiveapproach.


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Atthestatelevel,agenciesbeganshiftingfromstrictlycategoricalfundingtosupportingbroaderbasedyouthdevelopmentefforts.Privatefundersincreasinglyrecognizedthevalueoftakingayouthdevelopmentapproach.Public-privatefundingpartnershipsworkedtosupportyouthandfamilyfocusedpoliciesandfundingstrategies.Thiskindofsystem-levelchangenotonlyhelpedexistingneighborhoodyouthorganizationsexpandtheirsupportforyoungpeople,butalsofosteredthecreationofnumerousbroad-based,collaborativeyouthdevelopmenteffortsinlocalcommunitiesacrossthecountry.

TheGrowthofSchool-BasedAfterschoolProgramsAmidthispolicyshift,publicconcerncontinuedtogrowaboutyouthviolenceandotherdangers.Addedtotheseconcernswasgrowingpublicconcernoverperceivedwidespreadacademicunder-achievement.Theseconcernsledtoasurgeoffundingfromfederal,stateandlocalsourcesforthedevelopmentofschool-basedafterschoolprograms.

Atthefederallevel,inFY2000,theU.S.DepartmentofEducationlaunchedthe21stCenturyCommunityLearningCenters(21stCCLC)initiativetoschoolsnationwidetoimproveacademicachievementandstrengthencommunitysupportsforyoungpeople.Today,Congressappropriates$1.2billiontothisinitiative,intheformofstateblockgrants,enablingstatestocreateschool-based“learningcenters”.

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InCalifornia,avoterinitiative,Proposition49(passedin2002),requiredtheCaliforniaDepartmentofEducationallocateover$550millioneachyeartofundnearly1,000school-basedafterschoolprogramsacrossthestate.TheseprogramsaredesignedtoimprovestudentperformanceinschoolandprovidesafeenvironmentsafterschoolforstudentsingradesK-8.Later,legislationrequiredthatCaliforniaallocate½ofits21stCCLCfundsforafterschoolprogramsinpublichighschools.

Atthelocallevel,publicfundswereincreasinglydevotedtocity-wideandcommunity-wideafterschoolinitiatives.Manycitiesbeganestablishingprotectedfundingpools,throughtaxesorothermeans,specificallydesignedtosupportyouthdevelopmentefforts.Citiesandschooldistrictsbegantoseethegrowthofpublic-privatepartnershipsdesignedtosupportyoungpeople’shealthydevelopment.

Youthdevelopmenttheoryandpracticecanserveasabridgebetweenschoolandcommunity-basedefforts.Becauseyouthdevelopmentfocusesonfundamentalexperiencesthatfosterbothlearningandbroaderhealthydevelopment,thisapproachiswellsuitedtoaddressthetwingoalsofnewlycreatedschool-basedafterschoolprograms.

WhatDoWeCallIt?Whatdowecallthelearningtimeoutsideoftheclassroom?Thistimeisknownas“afterschool”,or“after-school”,“out-of-schooltime”(OST),“expandedlearningopportunities(ELO)”,or“expandedlearningtime”(ELT).Formanyyears,theprogrammingthattookplaceoutsideofthetraditionalschooldaywascalled“afterschool”.Inhis2002essay,ADifferentKindofChildDevelopmentInstitution:TheHistoryofAfter-SchoolProgramsforLow-IncomeYouth,RobertHalpernrichlydescribesthehistoricalrolethatafterschoolprogramshaveplayedandhowtheyemergedasearlyastheturnofthe19thCentury.Theterm“afterschool”remainedcommonuntilthe1980s.


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Theterm“outofschoollearning”wasfirstcoinedinthelate1980sbyaneducationalpsychologistforwhomthetermmeant“curricularandnon-curricularlearningthattakesplaceoutsideoftheschoolenvironment.”Thefieldofyouthdevelopmentadoptedtheterminthelate1990s,early2000sas“outofschooltime”(OST)aroundthetimeofthepassingoftheNoChildLeftBehind(NCLB)Act,whichprovidedfundingforcreationof21stCenturyLearningCenters(21stCCLC).Theterm“expandedlearningtime”(ELT)tookoffinthemid-2000swithfundingtosupporttheredesignoftheschooldayorschoolyeartoprovidestudents,especiallythoseincommunitiesthatareimpactedbysystemicpoverty,withmoreandbetterlearningtime.Itisoftenacoreelementofschoolturn-aroundefforts.ELTdiffersfromafter-schoolprogramsorexpandedlearningopportunities(ELOs)becauseELTrequiresallstudentsatagivenschooltoattendthelongerdayand/oryear,andtheadditionaltimebecomesadependentcomponentoftheschool’seducationalpracticesandobjectives.Youth-servingorganizationsoftensupplementthe3-6hoursorsummerschoolwithprogrammingandactivitiesthatuseapositiveyouthdevelopmentapproachandarebasedinplayfullearningorsocialemotionallearning(SEL).

TheYouthDevelopmentApproach

Tosummarize,theyouthdevelopmentapproachdrawsonasubstantialbodyofresearchaboutyoungpeople’sdevelopmentalneedsandtherolethattheenvironmentplaysinyoungpeople’slivesastheymovethroughchildhoodandtowardadulthood.Italsodrawsonyearsofevidencefromthefieldabout“whatworks”increatingenvironmentsthatpromoteyoungpeople’shealthydevelopmentandlearning.Thekeyyouthdevelopmentprinciplesandpracticesoutlinedinthisguidecanbeusedtomeasureprogrameffectiveness,andprovideclearstandardstowhichwecanholdourprogramsaccountable.

Theseprinciplesandpracticescanbeappliedtoallafterschoolprograms—regardlessoftheprogram’scontent;theyareequallyapplicabletoprogramsfocusedonboostingacademicachievement,astheyaretosportsandrecreationprogramsortoprogramspromotingcommunityservice.Ayouthdevelopmentapproachhelpsunifyallofusaroundthehealthylongtermoutcomeswewantforyoungpeopleandourcontributionsalongtheway.


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FRAMEWORKFORYOUTHDEVELOPMENT

INTRODUCINGA

FRAMEWORKFOR

YOUTHDEVELOPMENT

Chapter

2


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AFrameworkforYouthDevelopmentTheYouthDevelopmentGuide2.0isbasedupontheyouthdevelopmentframeworkcreatedbyresearchers,JamesConnellandMichelleGambone,whichisdescribedindetailbelow.Drawingonourunderstandingofthefundamentalideasunderlyingtheyouthdevelopmentapproach,wecannowbegintolookmorecloselyatthekindsofexperienceswecanofferyoungpeopleinafterschoolprogramstohelpthemlearnandgrow.WhyaFramework?Thereareseveralwaysthataframeworkisuseful.Tobegin,itsummarizesexistingknowledgeandhelpsusbycreatingacommonlanguage.

Aframeworkalsogivesdirectionandpurposetoaprogram.Knowingtheimportantcomponentsofhealthydevelopmentcanhelpguidestaffandvolunteerstowardprogrammingintendedtoachievespecificpositiveoutcomes.Aframeworkcanhelpprovidedirectionforprogramevaluation,aswell,toidentifyitemsonwhichanevaluationcanfocus.Finally,aframeworkwhichisvalidatedandaccuratecanidentifymoreclearlywhatthelongtermoutcomesarethatyouthdevelopmentprogramsarehelpingtocreate.Itisimportanttonotethatthereareanumberofframeworksforyouthdevelopment.ArecentframeworkistheFoundationsforYoungAdultSuccess,developedbytheUChicagoConsortiumonSchoolResearch,whichincorporatesmanyoftherecenttrendsinafterschoolandyouthdevelopment.)

EarlyAdultOutcomes

Beforewebeginthinkingspecificallyabouthowbesttosupporttheyoungpeoplewhoparticipateinafterschoolprograms,weneedtohaveavisionofwhatwewantallyoungpeopletolearnandmasterbythetimetheyreachearlyadulthood.Inotherwords,weneedtoknowwherewewanttogoinordertoknowhowbesttogetthere.Atraditionaldeficitapproachmightdefinedesiredoutcomesforyoungpeopleintermsoftheavoidance,orreductionof,specificproblembehavior:forexample,youngpeopledon’tdropoutofschool,don’tcommitcrimes,orrefrainfromabusingdrugs.Asdescribedintheprecedingchapter,theyouthdevelopmentapproachsetspositiveoutcomes,notonlytheavoidanceof

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problems,asourgoalforyoungpeople.Fromayouthdevelopmentapproachtheoverallgoalishealthydevelopment,butwhatdoesthismean?Onewaytodefinehealthydevelopmentisintermsofwhatwewantyoungpeopletobeabletodoastheyenterearlyadulthood.Thesedesiredachievementsaregroupedinthreebroadcategories:

• EconomicSelf-Sufficiency:allyouthshouldexpectasadultstobeabletosupportthemselvesandtheirfamilies,andtohavesomeresourcesbeyondbasicsurvivalneeds.Theyshouldhavedecentjobsandtheeducationoraccesstoeducationtoimproveorchangejobs.

• Healthy Family and Social Relationships: young people should grow up to bephysically andmentally healthy, be supportiveparents if theyhave children, andhavepositivefamilyandfriendshipnetworks.

• ContributingtoCommunity:Thiscantakemanyforms,butwehopethatouryoungpeoplewilllooktodomorethanbetaxpayersandlaw-abiders—tocontributeatalevelwheretheygivesomethingbacktotheircommunity,howevertheydefinetheircommunity.

Inotherwords,wewantyoungpeopletohavedecentjobs,goodrelationships,andplaypositiverolesintheircommunities.Thesearetheearlyadultoutcomeswewantforyoungpeople.Thisisnotanexhaustivelist;ratheritisoneattempttobroadlycategorizewhat,ataminimum,wehopeallyoungpeoplewillattain.Itisclearthatoneafterschoolprogramcannotberesponsibleforyoungpeopleachievingallthesegoals.But,knowingwherewewanttoendup—thelongtermoutcomesweultimatelywantforyoungpeople—canhelpdeterminethepathwetaketogetthereandhelpusassessanafterschoolprogram’scontributionsalongtheway.Withthisinmind,itisimportantthat—earlyonintheplanningprocess—afterschoolpartnershipspulltogetherthediversestakeholdersinvolvedandbuildconsensusaroundthecommunity’sdesiredoutcomesforyoungpeople.

DevelopmentalYouthOutcomesOnewaytounderstandhowafterschoolprogramscancontributetotheselong-termoutcomesforyoungpeopleistoconsiderwhatyoungpeopleneedtolearnatdifferentagesanddevelopmentalstagestoimprovetheirchancesofachievingtheselongtermoutcomes.Thesearedevelopmentaloutcomes—theymeasureyoungpeople’sdevelopmentalprogresstowardmeetingthechallengesofadulthood.Theyincludelearningto:

• BeProductive:toengagepositivelyanddowellinschool,tousetheirsparetimewellandtakecareoftheirbasicneeds;

• ToBeConnected:toformattachmentsandhavesupportiverelationshipswithadultsandpeers,toidentifywithalargercommunity;

• ToNavigate:throughdifferentsettings,situationsandchallenges;thistaskencompasseslearninghowtomove:

o Amongtheirmultipleworlds—peergroups,families,schools,neighborhoods—eachofwhichmayrequiredifferentbehaviorandevenlanguage;behavinginwaysthatareappropriatetothesetting;


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o Aroundthepressuretoengageinunhealthyandriskybehaviors;o Throughtheirowntransitions—forexamplethetransitionfrombeingtakencare

oftotakingcareofothers.

Anotherwaytothinkabouttheseoutcomesisastheintermediatemilestonesormarkersthatindicatethatyoungpeopleareonthepathtosuccessfulearlyadultoutcomes.Theseareobviouslyverybroadcategories,whichencompassawiderangeofaccomplishment,butwecanidentifyconcreteindicatorsofyoungpeople’sprogresstowardeachofthesedevelopmentaloutcomesatanyonepointintime.Youngpeople’sprogresstowardaccomplishingtheseoutcomescanbemeasuredatanystageofayoungperson’slife.Forasixthgrader,“learningtobeproductive”mightmeandoinghisorhermathhome-work.Foran18yearold,itmightmeanhavingapart-timejobordoingregularvolunteerwork.Thesedevelopmentaloutcomesareproductsofmultipleexperiencesinmanyenvironmentsovertime—inyoungpeople’shomes,schoolsandcommunities.

ExperiencesthatPromotePositiveYouthDevelopmentNowthatwehaveanideaoftheoutcomeswewantforyoungpeople,wecanbegintoexaminemorespecificallyhowwhatwedoinourafterschoolprogramscancontributetoyoungpeoplereachingtheseoutcomes.Inotherwords,wecanbegintoanswerthequestion:

Whatexperiencescanweprovideforyoungpeopleinafterschoolprogramsthatwillhavethegreatestpositiveimpactontheirlivesandcontributetosuccessfullearning?

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Resiliencyresearchaboutyoungpeople’sprocessofdevelopmentoffersimportantinsights.Fromtheseresearchfindings,aswellaspractitioners’knowledgeinthefield,wecancreateafairlyshortlistofthekindsofkeyexperiencesthatyoungpeopleneedinallsettingsinordertodevelopintohealthyadults.Infact,youngpeople’sneedfortheseexperiencesissostrongthattheywillseekthemoutwhetherweprovidethemornot.

Foryoungpeoplewhodonothaveaccesstoexperiencesthatpromotepositiveyouthdevelopment,wemayseethemseekingtheseexperiencesintroublingways:lookingforchallengeinwaysthatputthematrisk,belongingtogangs,orseekingsafetythroughviolence.Clearly,afterschoolprogramscanprovidethesepositiveexperiences.Theycanofferyoungpeoplethechancetoformstrongrelationshipswithadultsandpeers,andprovidechallenginglearningexperiencesandavarietyofopportunitiesforyoungpeopleto“testtheirwings”inasafesetting.Thesearetheexperiencesthatallowyoungpeopletolearnandsucceed.Fromayouthdevelopmentperspective,providingtheseexperiencesforyoungpeopleiscritical—regardlessofaprogram’sspecificcontent.Inaddition,meetingyoungpeople’sbasicneedsfortheseexperienceswillhelptoensurethattheyfeelinvestedandengagedinyourafterschoolprogram.Theseexperiencesaredescribedintheboxbelow.


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OrganizationalPracticesThatHelpAfterschoolPrograms

SupportYoungPeopleItisworththinkingaboutwhatprogramsneed—atanorganizationallevel—inordertosucceedinprovidingyoungpeoplewiththekindsofexperienceswehavedescribed.Whatcanwe,asprogramleadersandplanners,dotodesignafterschoolprogramstoensurethattheyofferparticipantstheexperiencesdescribedabove?Forexample,howcanwesetupprogramssothatyoungpeoplehavethechancetoreallygettoknowadultsandviceversa?Howcanwehelpensurethatprogramsofferarangeofdiverseactivitieswhichareinterestingtoyoungprogramparticipants?

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TheContinuumofSupport:AFinalReminder

Itisimportantforeveryonetorememberthatafterschoolprograms,nomatterhoweffective,cannotprovideeverythingthatyoungpeopleneedforsuccess.Justaspolicymakershavebeguntorecognizethatschoolscannot“doitall,”somustweacknowledgethatneithercanafterschoolprograms.Afterschoolprogramscanmakeimportantcontributionstoyoungpeople’shealthydevelopment,butyoungpeoplehavethebestchanceforsuccesswhentheyexperiencethesupportsandopportunitieswedescribeacrossmanydifferentsettings:intheirfamilies,inschools,afterschoolprogramsandintheircommunities.Theentirecommunityisresponsibleforpreparingyoungpeopletosucceedinearlyadulthood.

Source:FoundationsforYoungAdultSuccess,UChicagoCCSR


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NEWTRENDS

RECENTADVANCESIN

AFTERSCHOOLTHAT

ALIGNWITHYOUTH

DEVELOPMENT

PRINCIPLES

Recenttrends,concepts,andframeworksforafterschoolprograms.

Chapter

3


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RecentTrends,Concepts,andFrameworksInthischapter,weintroduceyoutosomeafterschooltrends,concepts,andimportanttermsthathaveemergedsincetheoriginalYouthDevelopmentGuideforAfterschoolwaspublished.Whenreviewingeachofthese,askyourself,“howdoesthistrendorconceptalignwiththeyouthdevelopmentframeworkdiscussedinthisguide?”Wealsodisplayanumberofrelatedframeworksandgraphics.Frameworksaredesignedtoprovidefoundationalinformationaboutaconcept,systemoridea.Theyoftenserveasaroadmap,allowingustointentionallydesignprogramming,establishandnurtureeffectivepartnerships,hirestaff,assesseffectivenessandensureprogramquality.Frameworksmaybedevelopedatthelocal,stateornationallevel.TheDevelopmentalFrameworkforYoungAdultSuccessWhilethisguideisbasedontheyouthdevelopmentframeworkcreatedbyresearchers,JamesConnellandMichelleGambone,amorerecentframework(seebelow)wasissuedbyUniversityofChicagoConsortiumonChicagoSchoolResearch(UChicagoCCSR).Itoutlinesthe“ingredients”necessaryforyoungpeopletosucceed.Thisframeworkcullsfromthebestof“researchevidence,theory,expertopinion,andpracticewisdomintheserviceofidentifyingthebroadrangeoffactorscriticalforyoungadultsuccess”.

QualityStandardsforAfterschoolQualitystandardshavebeendevelopedbyorganizationsatthelocal,state,andnationallevels.Thepurposeofqualitystandardsistodescribetheattributesofaqualityafterschoolprogram.Forexample,theCaliforniaQualityStandardsforExpanded

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LearningPrograms(http://bit.ly/CalQSELP)isdividedintopoint-of-serviceandprogrammatic(ororganizational)standards.Theyalignwellwithyouthdevelopmentframeworksandotherprogramqualitystandards.Thepoint-of-servicestandardsincludesafeandsupportiveenvironment,activeandengagedlearning,skillbuilding,youthvoiceandleadership,healthychoicesandbehaviors,anddiversity,accessandequity.LearninginAfterschool&SummerLearningPrinciples

(www.learninginafterschool.org)TheLearninginAfterschool&Summer(LIAS)Projectisaneffortbyafterschooladvocatesandleaderstounifythefieldofafterschoolandfocusthemovementonpromotingyoungpeople’slearning.Whatthisprojecttriestodoisfocusnotonwhatyoungpeopleshouldlearn,ratherfocusonthehow-programapproachesthatpromotelearning.Youwillnoticethattheexemplarafterschoolprograms-theonesthatarethedarlingsoftheafterschoolmovement-areallexceptionalinhowtheypromoteyoungpeople’sexcitementinlearning.Thesameistrueofthoseexceptionaleducatorswhoarenamedasteachersoftheyearinlocal,state,andnationalceremonies.Whatwehearmostabouttheseacclaimedclassroomteachersaretheirabilitiestomotivateandexciteyoungpeopleinlearning.Butsomehowwebypasstheprinciplesthattheyapplyinpractice.TheLIASprojectaimstofocusourattentionandpracticeonafewlearningprinciples:Learningactivitiesshouldbe1)Active;2)Collaborative;3)Meaningful;4)Supportsmastery;and5)Expandshorizons.

SocialEmotionalLearning(SEL)(www.casel.org)Oneofthethingsthathasoftendistinguishedthefieldofyouthdevelopment,out-of-schooltimeandafterschoolfromthetraditionalschoolday,hasbeenthewaysprogramminginherentlysupportsyoungpeople’ssocialandemotionaldevelopment.TheSELframeworkcontainsfivecompetenciesforthedevelopmentofSEL.CASEL(www.casel.org)definesSELas:theprocessthroughwhichchildrenandadultsacquireandeffectivelyapplytheknowledge,attitudes,andskillsnecessarytounderstandand


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manageemotions,setandachievepositivegoals,feelandshowempathyforothers,establishandmaintainpositiverelationships,andmakeresponsibledecisions.Thecompetenciesare:Self-awareness,Self-management,ResponsibleDecisionMaking,RelationshipSkillsandSocialAwareness.

Whathaschangedinrecentyearsisthewaystheschooldistrictsandyouthprogramshavebeguntoorganizetheirstrategicplanning,budgeting,curriculumandstaffingtointentionallyintegrateSELcurriculum.Theyhavecometorealizethecompetenciesinthisframeworkareessentialtonotonlysuccessinschool,butinlifeandintheworkplace.

EmployabilitySkillsTheOfficeofCareer,Technical,andAdultEducation(OCTAE)developedanemployabilityskillsframeworkdesignedtooutlinetheskillsandqualitiesrequiredforthoseenteringthe21stCenturyworkforce.Thisframeworkhelpsout-of-schooltimeprofessionalsdesignandimplementworkforcedevelopmentprogrammingandactivitiesthatprepareyoungadultsforvariouscareers.Theframeworkisdividedintothreemaindomains:AppliedKnowledge,WorkplaceSkillsandEffectiveRelationships,withmicrocategoriesineachofthedomains.Evidence

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showswhattheprogrammingafterschoolandOSTprogramsdotosupportanddevelopparticipantsSELenhancestheirreadinessfortheworkplace.WhenthisframeworkandtheCASEL’sSELframeworkareplacedsidebyside,aswasdoneinareportbyBeyondtheBell,AmericanInstituteforResearchthereisalotofoverlap,whichbuildsastrongcaseforintentionallyintegratingprogrammingthatsupportsSELaspartofaneffectiveworkforcedevelopmentcurriculum.TheU.S.DepartmentofEducationcompiledtheEmployabilitySkillsFrameworkhasdevelopedrelatedtools,mediaandresourcesavailabletoOSTprograms.

CharacterBuilding(www.character.org)Attheheartofayoungperson’sdevelopmentandeducationischaracterbuilding.Essentialtothesuccessofademocraticsociety,“educatingforcharacter”buildscivicvirtue,compliancewithlaws,respectfortherightsofothers,andconcernforthecommongood.Morebroadlyexplained,charactereducationisaboutpromotingmoralvirtues(honesty,compassion,empathy,andtrustworthiness)andperformancevirtues(effort,diligence,andperseverance).Charactereducationisaboutdoingtherightthingandthebestworkpossible.Afterschoolprogramsareperfectlypositionedtopromotecharacterbuildingbyexplicitlycommunicatingandmodelingvaluesandofferingactivitiesthatpromotecharacterbuilding.YouthActivismAndCivicEngagementAccordingtoChildrenInternational,“youthcivicengagementactivitiesandprogramsarecriticalforempoweringyoungpeopletodeveloptheirskillsandtalents;participateinpolitical,economicandsocialconversations;andbecomeagentsofpositivechangeintheircommunities”.Wealsoknowthatsupportingyouthineffortstobeactiveandcivicallyengagedpromotestheirsenseof“agency”,areimportantcomponentsoftraumainformedpractice,andhelpsthemacquirevaluableknowledgeandexperiences.Activitiesrangefromhelpingotherswithintheafterschoolprogram(readingbuddies,tutoringandmentoring,etc.)toeffortstoimprovethelocalcommunitytoorganizingactivitiestoadvocatefortheirviewsonsocialissues.

ExpandedLearning:360°/365

(www.expandedlearning360-365.com)Expandedlearning:360°/365isacollaborativeprojectdedicatedtopromotingthedevelopmentofcriticalskillsbeyondacademicsthatresearchhasidentifiedasessentialtoyoungpeople’ssuccessinschool,work,andlife.TheExpandedLearning:360°/365projectpartnershavedesignedanumberofsupportsforeducatorsandleadersofexpandedlearningprograms.Thisprojectisbasedontwostronglyheldbeliefs:

• 360°–Inorderforchildrentogrowintohealthyandproductivecitizens,theymustlearnandpracticeawidevarietyofinter-relatedskills–social-emotional,characteraswellasacademic;


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• 365–Childrenlearninavarietyofsettingsandyear-round.Thisincludesformalsettings,suchasschool,andinformalsettings,suchasafterschool,extracurricular,andsummeryouthprograms.

21stCenturySkills

(www.p21.org)ThePartnershipfor21stCenturySkillsworkedwitheducators,businessesandinstitutionsofhighereducationtoidentifythe“skills,knowledgeandexpertisestudentsshouldmastertosucceedinworkandlifeinthe21stcentury”andcameupwiththeframeworktotheright.Itoutlinestheoutcomesdesiredandthesupportsystemsnecessarytoeffectivelymeetthoseoutcomes.These21stCenturySkillscan,andshouldbepartofanyapprenticeshipprogrammingandorganizationthatseekstoalignwiththeemployabilityframework.AfterschoolprogramsarewellpositionedtohelpfostertheLearning&Innovationskills(whichincludescriticalthinking,collaboration,creativityandcommunication)andtheLifeandCareerSkills(suchasflexibility,adaptability,initiative,andself-direction,tonameafew).Afterschoolprogramswoulddowelltopartnerwithschoolsanddistrictsondevelopingthese21stcenturyskills.Theseskillsmapbacktotheotherframeworkswe’vediscussed,aswellastheyouthdevelopmentframework.

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WorkforceDevelopment:ApprenticeshipsOthereffortshaveemergedwhichoftenalignwithorcanbeutilizedtoaddressqualitystandards,supportSELoralignwithworkforceskillsdevelopment.Forexample,thereiscurrentlyastronginterestin,aswellasstateandfederaldollarsavailabletodeveloppre-apprenticeshipandapprenticeshipprogramming.Forthoseworkingwithmiddleschoolagedyouth,apre-apprenticeshipmayfocusonexposuretoawiderangeofcareersandworkforce-relatedskills(sometimescalled21stCenturySkills)suchasteamwork,collaborationandcommunication.Anapprenticeshipoftencoupleson-the-jobtrainingwithsometypeofaccompanyingstudy(classroomworkandreading)andacertificateorcredential.Forindustrieslookingtodiversifytheirworkforce(thinkGreenEnergy)anapprenticeshipcanconnectyoungpeopletoacareerpathorpipelinetowhichtheymaynottypicallyhaveaccess.Apprenticeshipsrequirestrongpartnerships,includingwithcredential-bearingentitiesandmaystrengthenorcomplementyourcurrentworkforceprogramming.

DigitalBadges(www.centerfordigitalbadges.com)Digitalbadgesemergedinthemid-2000sasawayforyoungpeopletoshowcasetheiraccomplishmentsbothinandoutofschool.Whiledigitalbadgesemergedfromthegamingindustrytoreward/awardaccomplishments,theyaresimilarinconcepttothetypesofbadgesyouthintheBoyandGirlScoutsearneduponsuccessfullydemonstratingaskillorcharacteristic.Digitalbadgingissometimesconsidereda“micro-credential”andcanbeincorporatedintopre-apprenticeship,apprenticeshipandworkforcedevelopmentprogramming,aswellascollegepreparationprogramming.Itcanbealow-costadditiontoaprogramasmanyoftheresourcesarefree.Aprogramcancreatetheirowndigitalbadgingcurriculumorcanutilizeopen-sourcecurriculum.OnesuchplatformisBadgrhttps://badgr.com.


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Source:CenterforDigitalBadges

Bullying(www.stopbullying.gov)Bullying,whichoftentakesplacebetweenschool-agedchildreniswhensomeoneusestheirpoweroversomeoneelsetointimidateorcauseemotionalorphysicalharm.Bullyingnolongertakesplaceonlyontheschoolyard,intheschoolcafeteriaorontheschoolbus.Withmorechildrenandyouth(atyoungerandyoungerages)havingaccesstoonlinetechnology,includingandespeciallysocialmedia(Facebook,Instagram,SnapchatandTwitter)weareseeingtheemergenceandprevalenceofcyber-bullying.Cyber-bullyingistheuseofelectroniccommunicationtobullyaperson,typicallybysendingmessagesofanintimidatingorthreateningnature.Bullyinghasanegativeimpactonone’ssocialandemotionaldevelopmentandcansometimeshavedireconsequences,includingsuicide.Afterschoolprogramscanuseayouthdevelopmentapproachtohelpensureasafeenvironmentandfosterpositiverelationshipsbetweenchildrenandtheirpeersandchildrenandadults.Theycanestablishclear,fairandhighexpectationsabouthowpeopleintheprogramtreateachother.Andtheycancreateopportunitieswherechildrenandyoutharelearningtonavigateandexploretheirownpower;wheretheyareconnectingtopositiverolemodelsandproductivelyworkingthroughdifferencesbylearningaboutrespect,effectivecommunication,problemsolvingandconflictresolution.OrganizationslikeNoBullyprovidecurriculumandtoolsforschools,especially,tohelpstaffreduceandaddressbullying.CommonSenseMediaalsoprovidesresourcesinmedialiteracy,whichcanhelpdiminishcyber-bullying.

ServiceLearningServiceLearningtakestheideaofcommunityservice(thinkcleaninganabandonedlotorcreatingacommunitygarden,readingtoseniorsorchildren),andaddstoitacademics,assessment,andreflectiontypicallyseeninproject-basedlearning(PBL).TheCorporationforNationalServiceLearningisafederalagencythatleadsservice,volunteering,andgrant-makingeffortsintheUnitedStates.TheyoverseemanyprogramsyoumaybefamiliarwithincludingAmeriCorps,SeniorCorps,theSocialInnovationFund,andtheVolunteerGenerationFund.Servicelearningisappropriateforallages,thoughmostlyseenintegratedintomiddleandhighschoolafterschoolandsummerprograms.

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ServiceLearningeffectivelyaddressesallthreeprinciplesofpositiveyouthdevelopment(relationships,expectationsandopportunities)aswellasthefiveLIASprinciplesforqualityafterschoolprograms.Muchofthefundingisdependentonvariouspoliticalfactorsandcomeswithrigorousexpectations.STEMandSTEAMSTEMstandsforScience,TechnologyEngineeringandMath.Inthemid2000’san“A”wasaddedfor“Arts”toaccountfortheimportanceofcreativityinaninterdisciplinaryapproach.AnimportantpremisebehindSTEMorSTEAMisthatinsteadofteachingdisciplinesinindependentsubjectsilos,lessonsarewellrounded,projectandinquirybased,withafocusoninterdisciplinarylearning.STEMactivitiessupportthedevelopmentof4C’sthathavebeenidentifiedaskeyina21stcenturyworkforce:Creativity,Collaboration,CriticalThinking,andCommunication.ProgramsthatofferSTEM&STEAMprogramming(inotherwords,thatintentionallyseekoutandintegratescience,technology,engineeringandmathintotheiractivities,notjustofferingaroboticsclub,forexample)cultivatestudents’interestinSTEMandSTEM-basedcareers,andbuildSTEMskillsandproficiencies.InSTEMinAfterschool:ChangingPerspectives.ShapingLives.,itisdocumentedthatafterschoolprogramscanplayamajorroleinsustainingyouths’interests,buildingrealskills,helpingyouthconnectSTEMtotheirlivesandcommunities,andintroducingyouthtoadiversearrayofprofessionals.STEMcaneffectivelyincorporateallfivetheLIASlearningprinciples.OneofthebiggestchallengeswithintegratingSTEMislackofqualifiedandconfidentafterschoolstaff.Whenconsideringintegratingthistrendmakesureyou’veconsideredstaff’sskillandinterestinSTEM/STEAM,andmakesureyouallocatesufficienttimeforstafftolearnnewconceptsorskills,topracticeandtoshareamongeachother.ThisisanareawherepartneringwithotherorganizationsorhiringparttimeortemporaryexpertscanbeagoodwaytointegrateSTEM/STEAMintoyourafterschoolprogram.


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MindfulnessThereisagrowinginterestinresearchandpracticethatshowsthatmindfulnessisaveryusefultoolinyouthprogramsettings.Thereisnewinformationandgrowingevidencethatconfirmsthatmindfulnessexerciseswithinschoolandafterschoolsettingsareexcellentwaystopromotethehealthandwell-beingofadultstaffandincreaseimpulsecontrolandabilitytostayfocusedamongyouthwhoparticipateintheexercises.

TraumaInformedPracticesTraumaInformedPracticesiswhenanorganizationorindividualappliesaframeworkthatinvolvesunderstanding,recognizing,andrespondingtotheeffectsofalltypesoftrauma.Itincludespolicies,practicesandprotocolthatemphasizesphysical,psychologicalandemotionalsafetyforbothpatientsandproviders,andhelpssurvivorsoftraumarebuildasenseofcontrolandempowerment.Manypeoplehaveexperiencedsometypeoftraumaintheirlife.TheACES(AdverseChildhoodExperiences)studyofmorethan17,000participantsshowedadirectcorrelationbetweenadversechildhoodexperiencesandlongandshort-termhealthdisparities.

EquityandInclusionOut-of-schooltimeprogramsprovidebenefitstomillionsofchildrenandteensannually.ResearchshowsthatOSTprogramscanhelpdecreasethegapinopportunitiesbetweenchildrenfromresource-richfamiliesandcommunitiesandthosefromunder-resourcedcommunitiesandpoorfamilies.Nearlytwodecadesagoourfieldbeganlookingatissuesofequityandinclusionbyaskingthequestion:“Isafterschoolforall?”Whiletheevidence

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pointstowardspositiveoutcomesforchildrenandteenswhoparticipateinhighqualityafterschoolprograms,notallchildrenandteenshaveaccesstotheseprograms.Andnotallprogramsimplementapedagogythatembracesfairtreatmentofallchildren.Theexplosionof21stCenturyLearningCommunitiesintheearly2000’sprovidedunprecedentedfundingforafterschoolprogramming.However,childrenfrompoorandruralcommunitiesdidn’talwayshaveaccesstotheseorotherafterschoolprograms.

Barrierstoaccessingafterschoolprogramsinclude:cost,geography/transportation,language(forchildrenofimmigrants,lengthyapplicationsthatarenotintheirnativelanguagecanbeoff-puttinganddiscourageparticipation),andschedulestonameafew.Anotherelementofequityisthetypesofactivitiesofferedwithinprograms.Forexample,accordingtotheForumforYouthInvestment,“theartsprograminalow-incomecommunityconsistsofbasicartsandcraftsactivities,whiletheartsprograminawealthycommunityprovidesopportunitiesforexploringanddevelopingspecificskillsinareassuchasceramics,dramaordrawing.”Also,therearefeweropportunitiesforolderyouththanyoungerones.Oncepartoftheseprograms,thephysicalandemotionalsafetyofparticipantsiscritical.AccordingtotheNationalInstituteonOut-of-SchoolTime,thismeansensuringthatprograms“activelyvalueandrespecttheidentitiesoftheyoungpeopleweserve,includingtheirrace,religion,ethnicity,gender,socioeconomicstatus,sexualorientation,appearance,andability.”ThesesixtipsfromJenniferSiacaCurrycanbefoundinherarticle:EquityandInclusionanActionAgendaforYouthDevelopmentProfessionalsfortheJournalAfterschoolMatters:

1. Buildapersonalunderstandingofourcountry’shistoryofoppression2. Adjustlanguagetoensureinclusivity3. Worktoeliminateimplicitbias4. Useculturallyresponsivepedagogy5. Addressidentity-basedbullying6. Recruitanddevelopstaffwhobuildandmaintainapositiveenvironmentforall


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GrowthMindset(www.mindsetworks.com)PioneeredbyDr.CarolDweck,theconcept“growthmindset”challengesthewayswethinkabouthowpeoplelearnandintelligence.AfteryearsofresearchDweckconcludedthatchildrenwhowerepraisedforbeingsmart,tendedtohaveamore‘fixed’mindset,whereaschildrenwhowerepraisedforhardworkandeffortresultedinyouthbeingmorelikelytotakeon(academic)challengestheymayface,thereforeincreasingtheirabilitiesandachievement.So,whatdoesthismeanforafterschool?First,itmeansthatstaffcontinuetocultivatestrong,trustingrelationshipswiththeyouthintheirprogram,acoreelementofpositiveyouthdevelopment.Second,itmeansshiftingthewayadultsinteractwithyouthinlearning/teachingenvironmentsandtrainingstafftodeveloppracticesthatencourageagrowthmindset.UsingagrowthmindsetapproachfitswellasprogramsareseekingtointegrateconceptslikeS.T.E.M(Science,Technology,EngineeringandMath)intotheirafterschoolprograms.Somechildrenmaythinktheyaren’t“good”atscienceordon’tknowhowto“domathwell”,sotheymaynotseethemselvesascapableoreligibletoparticipateinS.T.E.Mrelatedactivities.Staffthatpromoteagrowthmindset,whichencouragesyouthtodevelopstrategiesforlearning,revising,andadapting,mayfindsomeyouthmorewillingtotakeon(greater)challengesandstepoutoftheircomfortzone.Tobesure,growthmindsetisn’tjust“good”forchildrenandyouth.Afterschoolprograms,canalsoemployagrowthmindsetamongstaff.Thiscouldincludeaskingquestionsduringaninterviewthatgetattheirphilosophyaboutlearning(others’andtheirown);anditmeansbeingintentionalaboutprovidingstaffwithprofessionaldevelopmentandtrainingtodevelopnewskillsandstrategies,allowingroomformistakes,revisionsandadjustmentsastheylearn.

GritWhileAngelaDuckworthbeganshapingherframeworkthatwouldlaterinfluenceherresearchon‘grit’in2007,thetermwouldn’thittheOSTfielduntiltheearlytwenty-teens.Duckworthdescribesgritasthe“perseveranceandpassionforlong-termgoals.”Gritcanbeconsideredanelementofsocialandemotionallearningandsometimesfoundincharactereducation.ExtendEdNotessuggestsincludingthesefourelementsinyourafterschoolprogramtohelpfosteringgrit.

1. Presentstudentswithchallengesthattakethemoutoftheircomfortzonesandincreasetheirfrustration.

2. Observestudents'reactionsandhelptoguideandmotivatethosewhoareeasilydiscouragedordefeated.

3. Encouragestudentstosetgoalsforthemselvesanddemonstratehowtoactivelyworktowardsachievingthosegoals.

4. Helpstudentsunderstandthe"growthmindset,"andasexplainedbyDuckworthinherTEDTalk,that"theabilitytolearnisnotfixed;itcanchangewithyoureffort."

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Whiletheseareworthwhileelementstoincludeinafterschoolprograms,this2016articlefromTheWashingtonPost:TheProblemWithTeaching‘Grit’ToPoorKids?TheyAlreadyHaveIt.Here’sWhatTheyReallyNeedprovidesacautionarytaleaboutgrit.Sincemanyofouroutofschooltimesservechildrenwhoareraisedinpovertyorcommunitiesthatareunder-resourced,weneedtoconsiderthattheyalreadyhavegrit.Theauthorofthisarticlesuggests,“Anoveremphasisoncharactereducationmeansthatfewerresourceswillbespentonteachingdisadvantagedstudentstheskillsandknowledgetheyneedtoactuallysucceedacademicallyandprofessionally.”Likeanytrend,it’simportanttoconsidervariousperspectiveandthewaysthatclass,culture,privilegeandopportunitymaybiasourbeliefaboutwhetheratrendis‘good’forthepeopleweserve(participants,staff,families,partners,etc.)

RestorativePracticeRestorativepracticeisagoodfitandpracticalstrategyforafterschoolprogramsbecauseitalignswithpositiveyouthdevelopmentprinciplesincluding:fosteringpositiverelationships,upholdingclear,fairandhighexpectations,andsupportingopportunitiestoconnect,navigateandbeproductive.Itisalsoastrengths-basedapproachtoengagementanddiscipline.AccordingtotheAfterschoolAlliance,“unlikepunitivejustice,whichfocusesonpunishingtheoffender,restorativejusticefocusesonrepairingharmdone.Thegoalistoidentifywhowasharmed,explorewhyithappened,andsolvetheissuebyconsideringtheneedsofallindividualsinvolved—thevictimsandoffenders.Threeimportantprincipleswithinrestorativejusticeinclude:involvingtheentirecommunity,encouragingequity,andutilizingaproactivestrategy.”Restorativepracticealsosupportsthedevelopmentofsocialandemotionallearning(SEL)byhelpingdevelopconflictresolutionsskillsandcompetence.Implementingarestorativeapproachrequiresashiftinmindset,andprobablysomepolicies,too.Staffneedtrainingandsupportthroughouttheprocess.Therearemanyresourcesavailableatwww.healthiersf.orgtohelpyougetstarted.

TheImportanceofPlaySummer,2018theAmericanAcademyofPediatricsreleasedareportontheimportanceofplayentitled,ThePowerofPlay:APediatricRoleinEnhancingDevelopmentinYoungChildren,inwhichitsuggeststhatpediatriciansshould‘prescribe’playtotheirpatientsbecauseofitsknownpositivebenefits.Benefitsfromplayincludethedevelopmentofsocialandemotionalskillsaswellascognitivedevelopmentincludingproblemsolvingandcriticalthinking.Playcanalsohelpdeveloplanguageskills,andphysicaldevelopmentincludingfineandgrossmotorskills.Playfullearningisaconceptthatidentifiessixkeyelementsinwhichplayfacilitatesmeaningfullearning.ThesixCsinclude:Communication,Collaboration,Content,CriticalThinking,CreativeInnovation,andConfidence.Whileweoftenthinkaboutplay“astheworkofchildren”,thereisampleevidencetoshowthatplaybenefitsteenagersandhelpsthemtodevelopkeyworkforce


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skills,suchasteamworkandproblemsolving.Regardlessofage,playalignswithpositiveyouthdevelopmentbyfosteringpositiverelationshipandcreatingopportunitiesforyouthtoconnect.SummerLearning(www.summerlearning.org)Theresearchonsummerlearningsuggeststhatchildrenwhoattendsummerprogramsfairbetteracademicallyandsociallywhentheyreturntoschoolinthefallthantheirpeerswhodonotattendsummerprograms.Duringthesummer,somechildren,especiallythosefromunderresourcedschoolsandcommunitiesareatriskforsomethingcalled‘summerslide’.ThisiswhenastudentlosessomeoftheiracademicgainsoverthesummerandmayreturntoschoolinSeptemberbehindtheirgradelevel.Onaveragestudentsfrommiddle-incomefamiliesexperienceslightgainsinreadingperformanceduringsummervacation.Studentsfromlow-incomefamiliesexperienceaboutatwo-monthlossinreadingachievement.AccordingtoMakingSummerCount(WallaceFoundation),“educatorsandpolicymakersareincreasinglypromotingsummerlearningasakeystrategytoimprovingtheachievementoflow-performingstudents.”Utilizingpartnershipcanhelpwithdesignandimplementationofhighqualitysummerprogramming.Partnerscaninclude,schooldistricts,summerlearningproviders,andothercommunitybasedorganizationsoryouth-servingprograms.Thisallowsforavarietyofprogrammingtobeofferedandforcreativewaystofinanceprogrammingfromvarioustypesofsources(public,privateorstateorlocalfunds).

IncorporatingNewTrends:AFewTipsEveryfewyears(andsometimesmoreoftenthanthat)newtrendsemergeinthefieldofafterschool.Manyofthesetrendsofferare-articulationofandarewellalignedwithyouthdevelopmentprinciples.Theyarealsooftenaccompaniedbyfundingopportunities,whichmakesthemveryenticingtotrytoadopteachone.Someofthesetrendsstickaroundforawhileuntilsomethingnewer,youngerandsexiergetsintroduced.Sometrendsseemtocomearoundincycleseveryfewyears.

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Dependingonthegroupyouserve,sometrendsmaybemorerelevanttoyou,buthowdoyouknowforsureifit’sworthittomakesmallorwhole-scalechanges?Hereareafewtipsfordecidingifatrendisforyou:

• Doesthistrend(orthemoney,resourcesoropportunitiesthatcomewithit)supportyourprogrammissionorgoals?Ifnot,thenaskyourselfwhyareyoudoingit?Isthereanothergoalthatitsupports?Doesitcreateanopportunityforyoutoshiftortrysomethingyou’vebeenwantingtotry?And,askyourself,whatwillittaketosustainthetrendgoingforwardaftertheinitialgrantisover?

• Doesthistrendalignwithpositiveyouthdevelopmentprinciples?Inotherwords,doesithelptofosterrelationships?Doesitsupportoralignwithclear,fairandhighexpectations?Willitallowyoutodevelopopportunitieswhereparticipantsareconnecting,navigatingorbeingproductive?

• DoesthistrendsupporttheLearninginAfterschool&Summer(LIAS)

learningprinciplesforhighqualityprogramming:1.Learningthatisactive,2.Learningthatiscollaborative,3.Learningthatismeaningful,4.Learningthatsupportsmasteryand,5.Learningthatexpandshorizons.

• Doyouhavetherightstafftotacklethistopic/trend?BeforeswitchingovertoSTEMprogramming,assessyourstaff’sabilitytolead(andinterestin)STEMactivities?DoyouhavetheappropriatespaceandresourcestoimplementSTEMprogramming?Willyoubeabletosustainthetechnologyorwillitquicklybecomeoutdated?

• Canyouallocatetimeforstafftomeetandplanhowtoimplementneeded

changes?Inordertosuccessfullydesignandimplementnewprogramstrategies,staffneedtomeetovertimetoensurethattheyfullyunderstandwhattheyaretryingtodo,howtheywilldoit,andhowtheywillknowiftheyaresuccessful.

• Whatkindofpartnersmightyouneedtotakeonthistrend?Doyouhavethetimeandcapacitytoidentify,fosterandnurturethoserelationships?

It’seasytofeellikeyoumustintegrateeverytrendintoyourprogramandworrythatyoumightmissanopportunity!Butthecleareryouareaboutwhatyoudo,forwhomyoudoit,andthecapacityofyourstaffandpartnerstodothatworkwell,theeasieritwillbetosay“yes”totherightopportunitiesandstayfocusedonyourwork.


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SAFETY

PROMOTINGASENSEOF

PHYSICALAND

EMOTIONALSAFETY

Ensuringthatyoungpeoplefeelbothphysicallyandemotionallysafe.

Chapter

4


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WhatisSafety?Ascaretakers,wegenerallythinkofsafetyintermsoftheprecautionswemusttaketoensurethephysicalsafetyoftheyoungpeopleunderourcare.Thisincludesminimizingdangerswithinthesurroundingenvironment,providingadequateadultsupervision,andbeingwellpreparedtoaddressemergencies,suchasfires,earthquakes,andmedicalcrises.Thereareestablishedlocalstandardsaddressingthesesafetyissuesandexcellentresourcestoguideprogramleadersinensuringthatprogramfacilitiesaresafeandthatadultsworkingwithyoungpeoplecanensurethephysicalsafetyofparticipantsincaseofemergencies.However,promotingasenseofsafetyinaprogramservingyoungpeoplegoesbeyondcreatingaphysicallysafeenvironment.Aprogramcanprovideasafephysicalenvironmentandstillbeexperiencedbyyoungparticipantsasanunsafeplace.Foryoungpeopletoexperienceaprogramassafe,theymustfeelpersonallysafe—bothphysicallyandemotionally.Theexperienceofphysicalsafetymeansthatyoungpeoplefeelsafefromphysicalharm,confidentthatthesurroundingadultswillprotectthemfromharmandassistthemiftheyarefeelingthreatened—whetherbytheirpeersorbyotheradults.Further,youngpeopleknowthattherearerulesthatgovernbehaviorandthattheseruleswillbeconsistentlyandfairlyenforced.Theexperienceofemotionalsafetymeansthatyoungpeoplefeelsecurethattheywillbevaluedandacceptedbythegroup;thattheycanparticipatefullywithoutfearofteasing,harassment,orostracism;thatracialandculturaldifferencesbetweenindividualsareembraced.Individualdifferences,suchasbodytype,ordifferencesinabilityorinterestsarealsoacceptedandyoungpeopleknowthattheywillbetreatedwithrespect.Inanenvironmentthatpromotesemotionalsafety,youngpeoplefeelsafetotryandsometimesfailbecausepositiverisk-takingissupportedand“mistakesareOK.”

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WhyisSafetyImportant?Theresearchonchilddevelopmentandresiliencyidentifiestheexperienceofphysicalandemotionalsafetyascriticaltosupportingyoungpeople’shealthydevelopment.Youngpeoplemustexperienceasenseofpersonalandemotionalsafetyiftheyaretolearnimportantlifeskillsandcompetenciestheywillneedinadulthood.

Programsthatholdincreasingorenhancingyoungpeople’slearningasanimportantoutcomeshouldbeparticularlyinterestedinpromotingastrongsenseofsafety.Recentresearchintobrainfunctionrevealsthattheexperienceofsafetyisanimportantcomponentinaperson’sreadinesstolearn.Whenpeoplefeelunsafe,theirbrainactivityactuallychanges.Higher-levelbrainfunctionssuchaslearning,cognition,andlanguageabilityarereducedorshutdownasattentionisdivertedtoa“fight-or-flight”response.Thus,feelingunsafecanactivelyinterferewithlearningandtheintegrationofnewinformation.Becausesomuchofthelearninginafterschoolprogramsoccursinasocialenvironment,asenseofsafetyiskey.Ifweareexpectingyoungpeopletotakethepositiverisksneededtopracticenewlylearnedskillsandtakeonleadershiprolesandresponsibilities,wemustprovidethemwithasettingwheretheyfeelsafe.Youngpeoplearemorewillingtotaketherisksnecessaryforlearningandgrowthwhentheyknowthattheir“falls”willbecushionedbytheacceptanceofthegroup.Asenseofsafetyisalsoaprerequisiteforbuildingthekindsofpositiverelationshipswithadultsandpeersthathelpyoungpeoplelearn(SeeChapter5,EncouragingRelationshipBuilding).Establishingyourafterschoolprogramasasafeplaceintheeyesofyourparticipantsbringsnumerousimmediatebenefits,bothforprogramparticipantsandfortheadultsmanagingtheprogram.Whenprogramsaredesignedtopromoteasenseofsafety,youngpeoplefeelmoresecureandtrustingofothers.Promotingasenseofsafetyandacceptanceservestoreduce“actingout”behaviorsandunderlyinganxiety.Whenstaffmembersmakeitclearthateveryoneisincludedintheemotionalsafetynet,youngpeoplefeelsafesharingtheirwholeselveswiththegroup.Astheyinteractauthenticallyandrespectfullywithothers,theylearnacceptanceofdifferencesandgaintheabilitytoworkandplaywithpeoplefrombackgroundsdifferentfromtheirown.


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Whenalltheyoungpeopleinyourprogramfeelsafe,theyaremorelikelytotelladultswhattheyarereallythinkingandfeeling.Asyougainadeeperunderstandingoftheiropinionsandwants,youcanbettermeetyoungpeople’sneeds.Afeelingofsafetyamongparticipantsreducesconflictsamongyoungpeople;andwhenconflictsdoarise,theyareresolvedmorereadily.Italsoenablesadultstoreaptherewardsofauthenticrelationshipswithyoungpeople.

PromotingaSenseofSafetyinYour

AfterschoolProgram

OrganizationalPracticesthatSupportSafety

Promotingasenseofsafetybeginswithsoundpoliciesandpracticesoftheorganizationthatemploysthestaffwhoworkwithyoungpeopledirectly.Theseorganizationalpracticesrequirethecommitmentofeveryoneattheagencyorschool,fromtheadministrationtothejanitorialstafftothevolunteers.StaffDiscussionsandPlanning

Promotingasenseofsafetywithinyourprogramrequiresdiscussionandconsensusamongstafftomakethisaprogrampriorityandtodevelopstrategiestomakeithappen.

MakingSafetyaPriority

Foryoungpeopletofeelsafe,theyneedtoknowthatthereisasetofclearrulesthatgovernbehavior,andthattheseruleswillbeappliedconsistentlybyadultswhoarecommittedtotreatingyoungpeoplefairly.Makesafetyaprioritybymakingsureeveryoneisfamiliarwitheverydayrules,procedures,andagreementsabouthowstaffshouldrespondwhenyoungpeoplebreaktherules.Thisincludesallprogramstaff,security,administration,janitorialstaff,volunteers,andanyotheradultswhomightcomeincontactwithyoungpeopleintheprogram.Planhowyouwillrespectfullydevelopandreviewtheruleswithyouryoungprogramparticipantsandhowyouwillsecuretheiragreement.(Thebestwayistoinvitethemtohelpincreatingtherules.)Itiscriticalthatyoungpeopleinyourprogramknowwheretoturnifsomeone—whetherapeer,staffmember,orsomeoneoutsidetheprogram—ismakingthemfeelunsafe.Staffmembersneedtotakeseriouslyanyreportsofbullying,teasing,abuse,harassmentorotherunsafebehaviorandlettheyoungpersonwhofeelsunsafeknowwhatstepswillbetakentoensurehisorhersafety.Itisimportanttoraisethisissueingroupdiscussionsfromtimetotimebyasking,“Whatwouldyoudoifabullytriedtobotheryouonyourwayhere?”and“Whocouldyoutalktoifoneofthestaffmembersdidsomethingthatyouthoughtwasunfair?”Alsobegintoplanwaystoensurethatawidevarietyofyoungpeoplecanexperiencesuccessinyourprogram.Onewaytodothisistomakesurethatyourprogramincludesawiderangeofactivitiesthatdrawondifferentskills,knowledgebases,andabilities.Itisalsoimportanttopayrespectfulattentiontotheindividualparticipants,learningwhatmotivatesthemandbetter

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understandingthecontextinwhichtheyhaveformedtheirbeliefs.Whileitisessentialforprogramleaderstoplanhowbesttopromotesafety,thepolicies,proceduresandresourcesofthelargerorganization(whetheraschool,schooldistrict,oragency)mustbeinconcertwiththeworkofprogramstaffmembers.Therearecertainstructuralfeaturesaprogramneedstohaveinplaceifitisgoingtoconsistentlyprovidephysicalandemotionalsafety.

HelpingYoungPeopleResistBias

Creatingemotionalsafetyisaboutcreatingaclimatethatvaluesdiversity.Thegoalisforeverychildtofeelcomfortablewithandacceptedforwhoheorsheis.Childrenarebornloving,curious,andopentotheworld.Theystarttonoticedifferencesingender,race,class,andfamilystructureasearlyasagethree,andtheyturntotheadultsaroundthemforcluesaboutwhatthosedifferencesmean.Intheabsenceofpositive,affirmingcuesfromtheirrolemodelsaboutdifference,theylearnwhattheycanontheplaygroundandfrommassculture.Sadly,manyofthemessagestheyreceivearefullofsubtleandnot-so-subtlebiasesandstereotyping.Biasisoftensubtle,andiscommunicatedthoughtlesslyifwearenotcareful.Itisasmuchaboutwhatwedon’tsayaswhatwedo—toleratingloudnessfromboysbutnotfromgirls,makingassumptionsaboutachild’sinterestsorskillsbasedonhis/herrace,orpostingimagesonthewallsthatleaveoutsomeyoungpeople.Itisimportantforeveryoneattheschooloragencytohaveagoodunderstandingofbiasandhowitworksifyouaregoingtoworktoeliminateitinyourprogram.Agoodfirststepisanti-biastrainingforallprogramstaff.Learningbiashurtsyoungpeople,andtheytrytoresistit—theywanttoremainopen,loving,andkind.Helpthembymodelingacceptanceandbyaddressingalltypesofslursandstereotypeswhenevertheyoccur.Rememberalsotobemindfuloftheyoungpersondisplayingthebias,strivingtorespectthecontextinwhichtheydevelopedtheirbeliefs,whilemakingitclearthatbehaviorandwordsthathurtothersareunacceptable.Inanage-appropriateway,youcanalsohelpthemlearnhowbiasworksandhowtorecognizeit.Oneofthemostchallenging,andfrequentlyunacknowledgedissuesthatmanyadultsfaceishelpingyoungpeopledealwithsocietalhomophobiaandheterosexism.Thetollintolerancetakescanbedevastating:itisestimatedthatgayandlesbianadolescentsaccountforone-thirdofteenscommittingsuicide.Homophobicenvironmentsareespeciallyhurtfultoyoungpeoplewhosensethattheymightbe“different”insomewayorwhohavegayorlesbianfamilymembers.Youcanhelpcreateasenseofsafetyforalltheyoungpeopleinyourprogrambyusinginclusivelanguageandbyrecognizingandrefusingtotoleratehomophobicstereotypesandslurs.Asoneexperiencedyouthworkerputit,“challengingheterosexismcreatessafetynotonlyforyoungpeopleoftheseidentitiesandotherswhoarequestioningtheirsexuality,butalsoforheterosexualyoungpeoplebeingpressuredtobeviolentto“prove”theiridentities.


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KnowingandInvolvingYourCommunity

Everycommunityhasitsownparticularissues,history,andculturalheritage.Itisimportanttoknowwhatgroupsarerepresentedinyourprogram,soyoucanbefamiliarwiththehistory,issues,andrelationshipsbetweenthosegroups.Thisisimportantforinclusion,soyoucanbesurethatyouryoungpeopleseefamiliarimagesonthewalls,thattheyhavesomerolemodelsthatcomefromasimilarbackground,andthatculturalcelebrationsreflectthegroup.Knowingyourcommunityisalsoimportantforreasonsofphysicalsafety.Forexample,isyourprogramlocatedingangterritory?Doyoungpeoplehavetocrossterritoryofrivalgangstogettoyoursite?Doyoungpeopleinyourareasometimescarryweaponstofeelsafe?Aretherecurrenteventsinlocalornationalnewsthatmayhaveanimpactonhowstudentsgetalongatyourprogram?Whatisthelocalhistoryofrelationshipsbetweendifferentgroupsrepresentedinyourprogram?Parentsandcommunitymembersarewonderfulresourcesforidentifyingbias,providinginsightintothehistoricalandculturalbackgroundofthecommunity,andcreatingsolutionstoavarietyofproblems.Someprogramshaveformedparent“safetycommittees”thatlookatvarioussafetyissuesandworktogethertofindsolutions.Besurethatsuchworkinggroupscontainabalanceofthedifferentgroupsrepresentedinyourprogram.

AWordAboutConfidentialityandReferrals

Asyougettoknowyoungpeopleintheprogramandtheydeveloptrustwithyou,manymaysharepersonalinformation,assumingitwillbekeptconfidential.Olderyouthinparticularmayfeelsaferknowingthatyoucanandwillkeeptheirconversationsconfidential.However,therearecertaintimeswhenyouwillnotbeabletokeepconfidentiality—suchaswhenayoungpersonletsyouknowthatsomeoneishurtingthem,orthattheyaregoingtohurtsomeoneelse.Itisimportantthatadultstaffunderstandthelegalreportingresponsibilitiesregardingchildabuseandendangerment.Ifyourprogramisaddressingpersonal,sensitiveissueswithyoungpeople,itisimportanttohaveaclearpolicyonconfidentialitythatyoucanshareopenlywithparticipants.Itisparticularlyimportantwithadolescentsthattheyunderstandyouwillrespecttheirprivacy,andthattherearelimitsinregardstoensuringtheirsafety.

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Therewillbetimeswhenayoungparticipant’sissuesarebeyondthescopeofyourprogrampractice.Itisimportantthatstaffmembersreceiveguidanceonhowtohandlethesesituationsandhaveaccesstotheirprogramsupervisorstodiscusssituationswherereferralstootherprofessionalsmaybeinorder.

ThingsYouCanDoNOWtoEncourage

RelationshipBuilding

1.Developgroupagreementsorrulesregardingsafetyand

regulargroupmeetingstoensurethateveryonefeels

physicallyandemotionallysafe.Conductameetingwiththeprogramparticipantsearlyontoexpressthecommitmentthatinyourprogram“everypersonhastherighttofeelsafe,included,andaccepted.”Askparticipantstodefinewhatthesetermsmeantothem,andwhatagreementsandrulestheywanttomaketoensuretherightofsafety.Decidetogetherwhathappenswhenthesafetyagreementsarebroken.Trainyoungpeopleinaprocesstoresolvedifferencesanddecideatwhatpointanadultshouldbeaskedtointervene.

2.Institutearegulargroupor“community”check-inmeeting.

Ifissuesofsafetyandrelationshipbuildingareimportant,setasidearegulartimeforthegrouptoreflectontheirexperienceintheprogramandtosuggestwaysinwhichthepeergroupcanworktogetherevenbetter.“Everyyearinthefirstweekofschool,Igathermystudentsinourbookcorner,whichisacozyspotcoveredwithanicethickrug.Wesitinacirclesothatwecan


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seeeachother’sfaces,andItellthechildrenthateveryweekwewillmeetasagrouptodiscusshowwellwearegettingalong,whatisworkingandwhat’snotworking,andhowtosolveourproblems”writesMonaHalaby,authorofBelonging:CreatingCommunityintheClassroom.Makeroominthemeetingforpeopletoshareappreciationsfortheirpeerswhoarecontributingtomakingtheprogramapositive,safeplace.TheTribesbook(JeanneGibbs)andTribestrainingsarealsoexcellentresourcesforhowtoconductcommunity-buildingmeetingswithyoungpeople.

3.Include“noput-downs”inyourgroupagreements.

Whendevelopinggroupagreementswithyoungpeople,arequestfora“noput-down”agreementwillusuallysurfaceearlyinthediscussion.Itisimportanttodiscusswiththeyoungpeoplehoweveryonewillsupportitsenforcement.Thistakesrealcommitment,asmanyyoungpeoplehavelearnedtouse“put-downs”asadefenseagainstbeinghurtthemselves.Adultstaffmemberswillhavetofollowthroughwithgreatconsistency,offeringremindersthataskmemberstoholdtothisagreement,especiallyinthebeginning.Takeeverysluryouhearseriously,evenifitisinateasingtoneorparticipantsclaimitisokay.Itisnotokaybecauseslurshurt.Itishelpfultoholdgroupdiscussionsoractivitiesaround“put-downs”,whytheyhurt,andwhatwecandoinstead.Asyoungpeoplecometotrustthatyouwillenforcethispolicy,youwillseeareductioninthenumberof“put-downs”,andthesenseofsafetyintheprogramwillgrow.Learningthebenefitsofinteractingwithoutthiskindofhurtfulbehavioratanearlyageteachesyoungpeopleaprofoundlessoninthevalueoftoleranceandmutualrespect.

4.Assessthecultural,gender,ethnic,andfamilystructure

backgroundofyourgroup.Withoutaskingunnecessarilyprobingquestions,dowhatyoucantolearnwhoisinyourprogram.Dothestaffmembersandvolunteersreflectthesebackgrounds?Doimagesandbooksintheclassroom?Programactivitiesandcelebrations?Aretheredifferencesinwhocomestoprogram,whoparticipatesinwhichactivities,whichparentsfeelwelcomeatevents?

5.Expandthegroup’sknowledgeofparticulargroupsand

cultures.Startbyeducatingyourself.Avoidtokenizingyoungpeopleorothersinyourprogramorschoolbyaskingthemtoexplaintheirculture.Instead,gotothelibrary,lookontheinternet,attendlocalculturalevents,andcallorvisitorganizationspromotingequityforthegroupyouareresearching.Learnwhatyoucanaboutthehistory,art,literature,music,food,celebrations,andstrugglesofacultureorgroup.Thenhelptheyoungpeopleinyourprogramstudydifferentculturesandcelebratethecontributionsofdifferentgroups.Youmightlearnaboutwomen,peopleofcolor,andgaypeoplewhohavecontributedtoyourneighborhood.Celebratevariousholidaysastheyarecelebratedindifferentcountries.CelebrateBlackHistoryMonth,Women’sHistoryMonth,GayPrideMonth,

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orCesarChavez’sBirthday.Youngpeoplecanpresentwhatthey’velearned,andadultsmaybewillingtosharefood,decorations,ormusic.Don’tmakeassumptionsaboutwhatanyparticularpersonmightshare.Besurethatthesecelebrationsarepartofanongoingprocessofinclusionandeducation,andthatsomegroupsaren’tjustsegregatedtocertain“diversitydays.”


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HowDoYouKnow?

TakeYourProgram’sTemperature:Self-Assess

Youcanself-assessyourprogrambyusingobservationsandreflectionsurveyswiththeafterschoolstaffandyouthparticipants.WhatYouSeeYoucantellthataprogramhasplacedimportanceonpromotingpositiveyouthdevelopmentexperienceswhenyouwalkintotheroom,evenbeforetheparticipantsarrive.Aftertheadultsandyoungpeoplearrive,youcanseethatstaffhaveworkedtopromotepositiveyouthdevelopmentexperiences.WhatYoungPeopleSay

Youngpeoplecantellyouiftheyhavepositiveyouthdevelopmentexperiencesintheprogram.Themostreliablewaytoassessfortheseexperiencesistoasktheyoungpeopledirectlyabouttheirownexperienceoftheprogram.Wouldyoungpeopleinyourprogramagreeordisagreewiththesestatementsbelow?

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SAFETY:HowDoYouKnow?

DirectionsSelfassessyourprogramusingobservationsandsurveys.Youcanidentifyindicatorsthatwillallowstaffandyouthtoselfassessthedegreetowhichtheprogrampromotesasenseofphysicalandemotionalsafety.Youcanuseindicatorsfromprogramqualitysurveys.Belowareafewsuggestionsofwhatyouwouldseeandwhatyouthwouldsay.WhatYouSeeYoucantellthataprogramhasplacedimportanceonpromotingasenseofsafetyamongitsparticipantswhenyouwalkintotheroom,evenbeforetheparticipantsarrive,becausetheenvironmentisclearlyaplacewhereallareincludedandrespected:

• Programgroupagreementsandschedulesareprintedinmultiplelanguageswhenappropriate,soallyoungpeopleandparentscanreadthem.

• Youmightalsoseesignscreatedbyyoungpeoplethatreflectthevaluesoftheprogram,like“RESPECTYOURSELF;RESPECTOTHERS”and“MISTAKESAREOK.”

• Iftherearedisplayscelebratingyoungpeople’saccomplishments,everyyoungpersonisrepresentedatonetimeoranother.

• Theimagesonthewallsrepresenttheparticipants’racialandethnicdiversity,andpresentdiverserolemodels(intermsofrace,culture,age,gender,sexualorientation,familystructure).

• Booksontheshelvesandotherprogrammaterialsareequallyrepresentativeoftheparticipants’diversity.

Aftertheadultsandyoungpeoplearrive,youcanseethatstaffhaveworkedtopromoteasenseofsafetyinthewayeveryoneinteracts.

• Aspeopleenteritisclearthattheyknowwhattodoandwheretogoandtheydemonstrateasharedunderstandingofthebehavioralexpectations.

• Adultstaffmembersgreetyouthastheyarrive,andregularlyusefirstnamesinthecourseofconversation.

• Youngpeopleofdifferentbackgrounds,ages,andgenders,aswellasadultstaffmembers,interactcomfortablywithoneanother.

• Adultsonstaffrepresentthediversityoftheyoungparticipants.• Youngpeopleandadultsspeakrespectfullytoeachotherevenwhendisagreeing.• Youngpeopleandadultsdonotuseputdowns,calloneanothernames,orintentionally

embarrassoneanother.• Youngpeoplearenotteasediftheystruggletocompleteatask,butinsteadreceivepeer

supportandencouragement.• Eachparticipantappearstohaveapositiveroleinthegroup.• Thereisaconsistent,predictableresponsefromadultstaffwhengroundrulesare

brokenorignored


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• Adultstaffrespondtoconflictcalmly,askingthoseinvolvedfortheirversionofeventsandsuggestionsabouthowtomakeitright.

• Conflictsaremanagedwithwords,andyoungpeoplehelpeachotheroraskforadulthelpinmanagingconflictasnecessary.

WhatYoungPeopleSayYoungpeoplecantellyouiftheyfeelsafeintheprogram.Themostreliablewaytoassessforphysicalandemotionalsafetyistoasktheyoungpeopleabouttheirownexperienceoftheprogram.Wouldyoungpeopleinyourprogramagreeordisagreewiththesestatements?

• IfeelsafewhenIamhere.• Ifsomeonewantedtohurtmeorbeatmeupheresomeonewouldstophim/her.• Rulesabouthowtotreateachotherhereareenforced.• It’sokayformetomakemistakeshere.• ThereisatleastonethingthatIdowellinthisprogram.• Ilearnthingshereaboutpeoplewhoaredifferentfromme.

ReflectionWhataresomethingsyouseeinyourprogramthatindicateyoungpeopleexperiencesafetywhentheyarethere?Whataresomethingsyouwouldliketosee?

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StaffDevelopmentToolsandActivities

PromotingtheyouthdevelopmentexperiencesdetailedintheYouthDevelopmentGuide2.0requiresconsensusamongstafftomakethisaprogrampriorityandtodevelopstrategiestomakeithappen.Belowaresometoolsforpromotingdiscussionwithyourstafforothersatyouragencyorschool.ThefollowingPersonalReflectionExercisesareagoodwaytosparkdiscussion.Ifthereisalocalyouthservingagencythatisknownfortheiremphasisonandsuccessinpromotingpositiveyouthdevelopmentforyoungpeople,youmaywanttoinvitesomeonefromthatagencyinasaguestspeakertoofferinspirationandsharetheirexperience.


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SAFETY:PersonalReflectionDirectionsThisexerciseisintendedtohelppeopleinyourprogramidentifythefactorsthatmakeanenvironmentfeelemotionallysafe.Itisagoodopeningtofocusthegroupontheimportanceofsafety.Beginbytellingparticipantsthatyouaregoingtodoapersonalreflection.Askthemtoclosetheireyes,andspendafewminutesthinkingabouttheirownexperience.Thenreadthefollowing:Imagineatimewhenyouwerewithagroupofpeopleandyoufeltthatyoudidn’tfitin.

• Wherewereyou?Whowereyouwith?Wereyoufamiliarwiththehabitsandstyleofthegroup?

• Didyoushareinterestsandvalues?• Howdidyoufeelinthatsituation?• Wherewasyourattentionfocused?• Howdidyourespond?

Nowthinkofatimewhenyouwerewithagroupofpeoplewithwhomyoufeltcompletelyathome—whereyoucouldletyourhairdownandbetrulyyourself.

• Wherewereyou?• Whowereyouwith?• Wereyoufamiliarwiththehabitsandstyleofthegroup?• Didyoushareinterestsandvalues?

GroupDiscussionBeforeholdingagroupdiscussionyoumightwanttogivetheparticipantsanopportunitytowritedownsomehighlightsofwhattheylearnedinthePersonalReflectionExercise.Thenholdadiscussionusingthefollowingquestionstofacilitatesharingandlearningfromeachparticipant’sexperience.

• Whatweresomedifferencesinyourrelationshipswiththetwogroups?• Howdidyouthinkdifferentlyinthegroupyouwerecomfortablewithvs.theonein

whichyouwereuncomfortable?• Howdidyouactdifferently?• Inwhatwaysdidyoufeelsafeorunsafeinthetwogroups?• Whatarethequalitiesofanemotionallysafeenvironment?• Howcouldayoungperson’sfeelingsofbeingsafeorunsafeaffecttheirabilitytolearn?

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SAFETY:Inclusion

DirectionsUsethischarttoexamineinclusionandrepresentationinyourprogram.Recordthepercentagesofeverygrouprepresentedatvariouslevelsoftheprogram.Youcanaddgroupsasneededtofitthedemographicsofyourcommunity.Youcanalsouseamodifiedversiontolookatrepresentationinprogrammaterialsandimagesonthewalls.Thisisatoolforbeginningadiscussionandidentifyingareasforaction—youcanmodifyitanduseitinthewaythatmakesthemostsenseforyourprogram.

PermissiontousegrantedbyJeanneGibbs,authorofTribes:ANewWayofLearningandBeingTogether.CenterSourceSystems,Sausalito,CA.


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SAFETY:ConflictIntervention

DirectionsThisexercisewillhelpstaffmembersthinkaheadabouthowtheymightinterveneinaconflictorinterruptbias.Divideintoteamsoffiveorsix.Eachteamhasfiveminutestoplanaroleplayinwhichtheyareyoungpeoplefromtheprograminvolvedinasituationthatrequiresstaffintervention.Thesituationscanbearguments,fights,teasing,slurs,oranysimilarsituationthatmightoccuramongyourprogram’syoungpeople.Doeachroleplay,oneatatime,withthestaffmemberplayedbysomeonefromoutsidethesmallgroup.Aftereachroleplay,holdalargegroupdiscussiontoconsiderthesequestions:

• Whatdidthestaffmemberdothatwashelpfulinthesituation?• Howdidthestaffmemberfeelbeforetheintervention?During?After?• Howdidthe“youngpeople”feelbeforetheintervention?During?After?• Whatelsecouldthestaffmemberhavedonetohelpeachofthe“youngpeople”feelsafer

intheprogram?• Wasthissituationrealisticforyourprogram?• Isfurtherstafftrainingordiscussionnecessary?

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SAFETY:StaffTrainingTopicsDirectionsCreateastaffdevelopmentplanthatincludestrainingtopicsthatwouldensurethattheyoungpeopleinyourprogramarephysicallyandemotionallysafe.Togetherwithyourstaffandprogramleadership,identifytrainingtopicsthatarerelatedtosafety.Belowareafewsuggestions:

• Resistingbias• Specificworkshopsonracism,classism,sexism,homophobia,ageism,andothertopicsas

needed• Activelistening• Conflictmediationandde-escalation• FirstAid• Earthquakepreparedness• Childabusereportingrequirements


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SAFETY:ChecklistforActionDirectionsDocumentwhatstepstheprogramhasmadetoensuresafety.Workwithyourprogramstaffandleadershiptodeterminewhathasbeendonetodatetoimproveprogramsafety.Thischecklistwillhelpyoustayfocusedandorganizedasyoubeginmakingsafetyapriorityinyourprogram.Haveyou:

o Assessedyourprogram’sorganizationalpracticestoseeiftheypromotesafety?

o Lookedathowyourschooloragencyallocatesresources(time,space,andmoney)topromoteasenseofsafetyforparticipants?

o Assessedtheneedforstaffdevelopmentandplannedfortraining?

o Definedspecificallyhowyouexpectsafety-promotingactivitiestopositivelyimpact

youngpeople?

o Setasideongoingstafftimetothoroughlyprepareforandimplementinclusionstrategies?

o Assessedtheculturalandfamilybackgroundsrepresentedinyourprogram?

o Educatedstaffaboutdifferentgroupsrepresentedinyourprogram?

o Educatedallprogramstaffaboutbias?

o Educatedvolunteersaboutbias?

o Instituteda“noput-down”agreement?

o Takentimetohaveyoungpeoplereallyexplainwhattheyarethinkingwhentheybreak

programagreements?

o Assessedprogrammaterialsforinclusion?

o Involvedparentsandcommunitymembersinplanningtopromoteandensuresafety?

o Incorporatedoutcomesrelatedtopromotingsafetyintoprogramevaluation?

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ForOrganizationalLeaders

OrganizationalPracticesThatPromoteYouthDevelopmentSuccessfulyouthdevelopmentprogramsarebornoutofaculture,policies,resourcesandstructuresthatareestablishedbytheprogramprovider’sparentorganization.Asanyonewhohasstruggledwithtoofewresourcesormismatchedorganizationalprioritiesknows,thebeststaffintheworldworkingwiththedeepestknowledgeandunderstandingcannotcreatehighqualityexperiencesforyoungpeoplewithoutcertainorganizationalsupportsinplace.

Manyteachersandyouthworkershavenotedthatthekindsoforganizationalpracticesdescribedontheleftworkbestwhentheyareappliedconsistentlyatalllevelsoftheagencyorschool.Forexample,thesponsoringschooloragencymustcommittoholdinghigh,clear,andfairstandardsforthestaff,justastheydofortheyoungparticipants.Inthisway,staffexperiencewhattheyneedtosucceed,andthefunctioningoftheorganizationatamacro-levelmirrorsthefunctioningattheprogramlevel—everyone“walksthetalk.”Puttingtheseorganizationalpracticesinplacetakestime,energy,andresources.Inparticular,programstaffmusthavethetimeoutsideoftheirprogramdutiestotalktoeachother,talkinformallywithyoungpeople,gettoknowthecommunity,plan,evaluate,andlearn.Theseorganizationalpracticesrequirethecommitmentofeveryoneattheagencyorschool,fromtheadministrationtothejanitorialstafftothevolunteers.Thefollowingaresuggestedorganizationalpracticesthatarerelatedtoyouthdevelopmentpractices.


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OrganizationalPracticesThatSupportSafety

LowYouthtoStaff/VolunteerRatioAlowyouthtostaff/volunteerratioisnecessaryforbothphysicalandemotionalsafety.Activitiesandspacesneedtobeadequatelysupervisedandprogramleadersneedtohaveanadultclosesotheycanbeavailableforsituationsthatrequireone-to-oneinteractions.Itisalsoimportanttohaveenoughtrainedadultsaroundtoaddressissuesofemotionalsafetywhentheyariseandtoformthekindsoftrustingrelationshipsthatallowyoungpeopletofeeltrulysafe.

Safe,Reliable,andAccessibleActivitiesandSpacesSafe,reliable,andaccessibleactivitiesandspacesarecrucialforyoungpeopletohaveasenseofsafety.Areprogramspacesclean?Doesthelayoutofthespaceandfurnitureallowadultstafftokeepchildreninview?Arethereplaceswithintheprogrammingspaceforadultstaffandyoungpeopletohaveone-to-onediscussions?Hasyourorganizationworkedtoensurethatyoungpeoplearesafewhengettingbothtoandfromtheprogram?

ContinuityandConsistencyofCareYoungpeoplefeelsafestwhentheyhaveongoing,trustingrelationshipswiththeadultsintheirprogramandwhenthereisasenseofroutine.Continuityandconsistencyofcarearecrucial.Organizationsmusttakestepstominimizestaffturnover.Makesurethereisaback-upplanwhenkeystaffmembersareabsent.Whenstaffmembersorvolunteersleavetheprogram,doallyoucantomakecareful,smoothtransitions,includinggivingyoungpeopleachancetosaygood-bye,whenpossible.

Ongoing,Results-BasedStaffandOrganizational

ImprovementProcessBothphysicalandemotionalsafetyarecomplextopicsthatrequireagreatdealofattentionandplanning.Anongoing,results-basedstaffandorganizationalimprovementprocessisonewaytobesurethatsafetyissuesdon’tfallthroughthecracks.Itisalsoimportanttohaveaprocessforimprovementthattakesyoungpeople’sinputintoaccount.Doesyourorganizationhaveaprocesstoassessthedegreetowhichparticipantsfeelphysicallyandemotionallysafeintheprogram?

CommunityEngagementYourcommunityhasagreatstakeinthesafetyofitsyoungpeople,andagreatdealofexpertiseandenergytohelpbuildasafeenvironment.Asdiscussedthroughoutthisguide,strongcommunityengagementisvitaltocreatingaprogramthatisinclusiveofallyoungpeopleandhelpsthemfeelsafe.

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ProvidingOpportunitiesForSafetyAtAllLevelsOfThe

OrganizationSafetyismosteffectiveandmeaningfulwhenitismodeledatalllevelsoftheschooloragency.Thismeansthatallstaffmembers,parents,andvolunteershavetheopportunitytofeelphysicallyandemotionallysafeintheprogram.Adultswhodon’tfeelsafewillhaveahardtimehelpingyoungpeoplefeelsafe.Thismeansaddressingeverythingfromphysicalsafetyonthegroundstomakingsurethereisawayforprogramstaffmemberstofreelysharetheirthoughtsandconcernsabouttheprogram,agency,orschool.Fortunately,muchofthelearningthatgoesintomakingasafeprogramforyoungpeoplewillalsomakeitsaferforeveryone.

ReflectionArethereotherwaysyourorganizationcouldsupportstaffmembersinpromotingasenseofsafetyinyourprogram?


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RELATIONSHIPBUILDING

ENCOURAGING

RELATIONSHIP

BUILDING

Fosteringcaringandsupportiverelationshipsinyourprogram.

Chapter

5


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WhatisRelationshipBuilding?Relationshipbuildingisthedevelopmentofcaring,supportiverelationshipsbetweenadultsandyoungpeople,andamongyoungpeopleandtheirpeers.Weknowrelationshipbuildingishappeningandyoungpeoplefeelsupportedwhentheyreportthattheyfeel“known”andacceptedbyothersintheprogram,whentheyexperiencetheprogramasaplacewheretheyreceiveemotionalandpracticalencouragementandsupport,andwhentheycanturntoadultsforpersonalguidanceandassistance.Whatdoesrelationshipbuildinglooklikeinaneffectiveafterschoolprogram?Staffmembersspendtimewithyoungpeople,gettingtoknowthemanddevelopingtrust.Adultsrespectyoungpeopleandtreatthemwithcourtesyandcare.Youngpeoplelearntotreateachotherwithrespectaswell,anddevelopagroupidentitythatincludesallmembers.Staffmembersknowthatbuildingpositive,trustingrelationshipswithyoungpeopleisnotaseparatepartofthework,butratheranintegralpartofeveryactivityandinteraction.

WhyisRelationshipBuildingImportant?Thereisoverwhelmingevidencethatthepresenceofcaring,supportiverelationshipsbetweenyoungpeopleandadultsisoneofthemostcriticalfactorsinthehealthydevelopmentofyoungpeople.Inresearchonchildhoodresiliency,thepresenceoftheserelationshipsistheleadingindicatorthatyoungpeoplewillbehealthyandproductiveadults,regardlessoftheireconomiccircumstancesandotherriskfactors.Byprovidingopportunitiesforrelationshipbuilding,weensurethatourafterschoolprogramsarecontributingtotheimportantdevelopmentalneedsoftheyoungpeopleweserve.Itisimportanttonotethatrelationshipbuildingisalsoacriticalfactorinwhetherornotyoungpeopleexperienceasenseofphysicalandemotionalsafetyintheirafterschoolprogram,asdiscussedinChapter4,PromotingASenseofSafety.Canafterschoolprogramsreallymakeadifference?Whenadultsareaskedtoreflectontheexperiencesthatweremostinfluentialintheirchildhoodandadolescence,theyalmostalwaysciteanimportantrelationshipwithacaringadultwhotookthetimetoknowthem,andoffered

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guidanceandencouragement.Thispersonwasoftenanindividualoutsideofthehomeandclassroom:acoachoryouthworkerwhotookaspecialinterest,ateacherwhotooktimeafterschool.(Seethe“CookieLady”exerciseinthischapter,StaffDevelopmentToolsandActivities).

Thefirstchallengeinrunningsuccessfulafterschoolprogramsisattractingandretainingparticipants.Thisisespeciallychallengingwithadolescentswhocan“votewiththeirfeet”iftheydonothaveapositiveexperienceintheprogram.Whenyoungpeoplefeelrespectedandhavecaringrelationshipswithadultsandpeersinanafterschoolprogram,theyfeelmoreincludedandinvestedintheprogram.Astheydevelopasenseofgroupmembership,theyaremorelikelytoattendregularlyandparticipatemorefullyintheprogram.Whenyoungpeopleareengagedindecidinghowtheywanttobetreated,theyhavethechancetoreflectontheirownbehaviorandhowitimpactsothers.Theybecomemoreawareoftheneedsandfeelingsofothers,andmoreacceptingofdifference.Workingtogethertobuildrelationshipsinastructuredenvironmentalsogivesyoungpeoplethechancetolearnandpracticetheircommunicationskills.Mostimportantly,creatingopportunitiesforrelationshipbuildingensuresthatyoungpeoplewillhavesomewheretoturnwhentheyneedhelporarefacedwithdifficultdecisions.Relationshipbuildingiscitedasacriticalfactorintheeffectivenessofpreventionprogramsdesignedtoreducehigh-riskbehaviors.Supportiverelationshipswithbothadultsandpeersaresourcesofemotionalsupport,guidanceandinstrumentalhelpthatcancontributetobetterdecision-making,lowerlevelsofstress,higheracademicachievement,healthierrelationshipsandlowerlevelsofdrugandalcoholuse.Manyafterschoolprogramsofferextendedlearningopportunitiesforyoungpeoplewiththehopeofimprovingacademicskills,whichcanleadtoimprovedschoolperformance.Theexperienceofemotionalsafetyandsupportiverelationshipsaremajorfactorsincreatingsuccessfullearningenvironments.Recentresearchonlearningrevealsthatmostlearninghappensinasocialcontext.Theseexperiencesserveasturnkeysinyoungpeoples’willingnesstotakepositiverisks,suchasacceptinghelpandfeedbackfromothersandopenlyriskingfailureinordertolearnnewskills.Astheexperienceofmutualrespectandtrustincreasesbetweenprogramleadersandyoungparticipants,disciplineproblemsdiminish.Itbecomeseasiertogetyoungpeopletovoicetheirideasandopinions,andeasiertofacilitategroupactivities.Programassessmentbecomesmoremeaningfulasyoungpeopleareempoweredtorespondhonestly.Inaddition,whenstaffmembershavethetimeandorganizationalsupportnecessarytodeveloprelationshipswithyoungpeople,theirjobsatisfactionincreases.


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EncouragingRelationshipBuildinginYour

AfterschoolProgram

OrganizationalPracticesthatEncourageRelationship

BuildingEncouragingrelationshipbuildingbeginswithsoundpoliciesandpracticesoftheorganizationthatemploysthestaffwhoworkwithyoungpeopledirectly.Theseorganizationalpracticesrequirethecommitmentofeveryoneattheagencyorschool,fromtheadministrationtothejanitorialstafftothevolunteers.

StaffDiscussionsandPlanning

Encouragingrelationshipbuildingwithinyourprogramrequiresdiscussionandconsensusamongstafftomakethisaprogrampriorityandtodevelopstrategiestomakeithappen.

MakingRelationshipBuildingaPriority

Manyindividualeducatorsandyouthworkersknowintuitivelythatbuildingstrong,positiverelationshipsisoneofthemostimportantthingstheydo.But,istherevalueplacedonthisattheprogramandorganizationallevel?Areprogramleadersandstaffawareofitsimportanceinsupportingyoungpeople’slearningandgreaterdevelopment?Isrelationshipbuildinganexplicitprogramobjective?Isitreflectedinthedesign,implementationorevaluationoftheafterschoolprogram?Allocatetimeinaprogramstaffmeetingtoconsiderthesequestions.Ifstaffmembersagreethatrelationshipbuildingisimportant,considerhowtheprogram’sstructureandpracticescurrentlysupportit.Forexample,doesthedailyscheduleofactivitiesallowforopportunitiesforrelationshipstodevelop?Istheretimeforparticipantsandadultstogettoknowoneanother?Istheretimeforsmallgroupdiscussionsandforyoungpeopletohaveone-to-onecontactwithadults?Howcanyouassessyoursuccessinachievingthisimportantobjectiveandhowarestaffevaluatedontheircontributionstoencouragingrelationshipbuilding?

EstablishingGroupAgreements

AsnotedinChapter4,PromotingaSenseofSafety,creatinggroupagreementsorguidelinesforhowpeopleintheprogramwilltreatoneanotherisanimportantfirststepinencouragingrelationshipbuildinginanafterschoolprogram.Brainstormgroundrulesasagroup,andbesureeveryoneinthegroupfeelsthattherulesarefair.Trytobespecific,anddiscusswhatvariousrulesmean.Forexample,“respecteachother”isoftenofferedasagroupagreementbutwhatdoes“respect”meantotheyoungpeopleinyourprogram?Doesitmeanno“put-downs”?Somethingelse?

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Askyoungpeopletoconsiderwhosejobitistoremindgroupmemberswhengroundrulesarebroken,andhowtodothisinagenuineandrespectfulway.Ifappropriate,youngpeoplecansuggestpossibleconsequences.Thisprocessgetsthemthinkingabouthowtheywanttotreateachother,letsthemknowaheadoftimewhattheexpectationsare,andgivesthemownershipoverprogramguidelines.Oncegroupagreementsareestablished,postthemprominentlyandrefertothemoften.Havingyoungpeoplethemselvesmakeagroundrulesposterwillgetthemmoreinvolved.Itiscrucialthatalladultsintheprogramenforcegroupagreementsconsistently.

GettingtoKnowEachOtherasIndividuals

Iftheonlywayforyoungpeopletogetindividualattentionisforthemtoactout,theywilldoit!Trytogivethemopportunitiestointeractwithadultsone-on-oneinpositiveways.Findoutwhattheyliketodo,whotheimportantpeopleintheirlivesare,andwhattheydreamforthefuture.Groupmembersalsoneedtimetogettoknowoneanother—allowsomeunstructuredtimeforsocialinteraction.

BeingGenuine

Youngpeoplerespondverypositivelytohonestyandsincerity.Youngerchildrenareexcitedwhentheyhaveaglimpseoftherealpersonbehindtheadultleaderrole.Youngpeoplewanttogettoknowyou,andlovehearingaboutyourchildhoodexperiencesonceinawhile.Letthemknowalittlebitaboutyourlikesanddislikes,funnyhabits,orhopesforthefuture.Foradolescents,whenadultsarehonestandsincere,itcommunicatesthatadultsvalueandrespectthem.Allowtimeforrealrelationshipstodevelop—don’ttryforinstantconnections.

OfferingPraise

Everyoneappreciatespraise.Trytosayfivewordsofpraiseforeverywordofcorrection.Don’tjustsaveyourpraiseforbigaccomplishments,butnoticeallstepsalongtheway,sayingthingslike“Keesha,you’reworkingsohardonthatpainting!”and“Look,theRedTeamgotalltheirequipmentonsoquickly.Nowwe’rereadytoplay!”Whenyoupraise,makesureyourwordsaretrueandyouarepraisingarealaccomplishment(althoughitmaybeasmallone).Foryoungchildren,praiseisalsoanalternativewaytorefocusnegativebehaviorwithoutscoldingandsinglingoutindividuals:insteadof“SitdownRobert!”try“Almosteveryoneissittingquietlyinthecircle.Soonwecanbegin.”


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UnderstandingthePaceofGroupRelationshipBuilding

Trustingrelationshipsbetweenindividualsandwithingroupstakestimetodevelop.Thiscanbesupportedthroughtheuseofactivitiesdesignedtostrengthenrelationshipbuilding.Whendecidingongroupbuildingactivities,makesurethatpersonalrevelationsandgroupactivitiesarelowrisk.Especiallywithadolescents,itisimportanttolettrustdevelopbeforeyouaskthemtodoanythingthatmaymakethemfeel“silly”orvulnerable.TribesTLC®hasdescribedaprocessofgroupevolutionthattakesplaceinthreestages:Inclusion,Influence,andCommunity.

IncludingRitualsforRecognitionandReflection

Youngpeoplerespondpositivelytoknowingtherewillbeanearlyopportunityto“voice”theirarrivalandpresence,especiallyastheymakethetransitionfromonepeersettingtoanother,fromtheschooldaytoanafterschoolsetting.Thismeansthatindividualsdonothavetofindnegativewaystobeacknowledged.Beginningtheprogramwithsmallgroupcirclesfor“check-in”isagreatwaytogiveyoungpeopleopportunitiesforvoice,recognitionandreflection.Justbytakingafewminutestoletyoungpeopletalkabouttheirdayorhowtheyarefeeling,youcancreateacalmtransitionintotheday,getafeelforthegroup,andgiveeachpersonachancetofeelimportantandincluded.Manygroupsalsoliketohaveacheck-outattheendofthedaytosaygood-byeandtakeanopportunitytoreflectonhowthegroupworkedtogetherthatday.Oncetheseritualsareestablished,carryingthemoutcanbeturnedovertotheyoungpeople.(FormoreinformationaboutTribesTLC®,visitwww.tribes.com).

KnowingYourLimits

Itisrespectfultosetappropriateboundarieswithyoungpeopletoletthemknowwhatyoucanandcan’tdoasastaffmemberofyourschooloragency.Itisalsoimportanttorecognizewhenayoungpersoncomestoyouwithaproblemthatrequiresprofessionalhelp.Staffmembersneedtobepreparedwithalistofresourcessotheywillknowwhattodowhenayoungpersonisfacingacrisis.Thisway,whenyoungpeoplereachoutforhelp,theywillbemetwithsupportandencouragement,ratherthanbeingpushedawaybyanadultwhoisfrightenedorunsure.

ThingsYouCanDoNOWtoEncourage

RelationshipBuilding1.Makesurethateachyoungpersonhasoneadultwho

knowshimorherwell.Anongoingpartofencouragingrelationshipbuildingismakingsurethateveryoneisconnectedinsomeway.Youngpeopleneedtohaveapositiverelationshipwithanadultiftheyaretogetthemostoutoftheprogram.Atastaffmeeting,gooveryourattendancelist.Istheresomeoneon

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stafforavolunteerwhoisconnectedwitheachyoungperson?Iftherearesomeprogramparticipantswhohave“slippedthroughthecracks,”decidewhowillmakeaspecialefforttogettoknowtheseyoungpeople.It’sagoodgoaltobesurethateachyoungpersonhasone-to-onetimeeachweekwithanadult.

2.Instituteacheck-incircle.

Acheck-incircledoesn’tneedtotakeverylongandcangreatlybenefitbothyoungpeopleandprogramstaff.Insmallgroups(20orfewer),beginthedaybysittingquietlyinacircleandlettingeachpersonspeakbriefly.Sometimesithelpstohaveaspecialitemtopassaroundthegrouplikeatalkingstickthatidentifiestheonewhohasthe“raptattention”ofthegroup.Whenyoufirststartinstitutingthecheck-incircle,ithelpstoplanasafeandinterestingcheck-inquestion,suchas,“Whatisyourfavoritethingtodoatrecess?”or“Ifyoucouldgoanywhereintheworldforoneday,wherewouldyougo?”Lateron,aftersomepractice,youmighthaveeachpersonshareonethingabouttheirdayorsayhowthegroupisworkingtogether.

3.Developgroupagreementswithyoungpeople.

Havethegroupbrainstormalistofgroupagreementsforhowyouwilltreateachotherintheprogram.Askthemtoexplainwhyeachagreementmightbeimportant.Narrowthelisttonomorethansevenitems,sothattheagreementscanbeeasilyremembered.(Onewaytodothisistogiveeachpersonthreestickers.Askthemtovotebyplacingtheirstickersnexttotheagreementstheythinkaremostimportant.)Askthegroupiftheyallfeeltheycanagreetotrytolivebythesegroupagreements.Promisethatyouwillhelpthemrememberandletthemknowthattheycanremindeachotheraswell.

4.Holdaconflictresolutiontrainingforstaffandyoung

people.Whenyoungpeoplehavetheskillstoresolveconflictinhealthyandrespectfulways,theyarekinderandhappier,andrequirelessadultintervention.Theyalsofeelsaferintheafterschoolprogramknowingthattheycansolveproblemstogetherandthattheycangethelpiftheyneedit.Youcanalsotrain“conflictmanagers”tohelppeersoryoungerchildrenresolveconflict.


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5.ParticipateinaTribesTLC®trainingoranothertrainingin

groupprocessandcollaborativelearning.Buildinghighquality,positiverelationshipsinyourprogramtakescarefulplanningandattention.Supportingrelationshipsrequiresanumberofskills.Professionaltrainerswhohavestudiedthisprocess,suchasthoseworkingatTribesTLC®,canhelpstaffmembershonetheseskills.Ifnotthisparticulartraining,besureyourprogram’songoingcommitmenttoorganizationalimprovementincludessometypeoftrainingingroupprocess.

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HowDoYouKnow?





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RELATIONSHIPBUILDING:HowDoYouKnow?

DirectionsSelfassessyourprogramusingobservationsandsurveys.Youcanidentifyindicatorsthatwillallowstaffandyouthtoselfassessthedegreetowhichtheprogrampromotespositiverelationshipbuilding.Youcanuseindicatorsfromprogramqualitysurveys.Belowareafewsuggestionsofwhatyouwouldseeandwhatyouthwouldsay.

WhatYouSeeYoucantellthataprogramencouragesrelationshipbuildingwhenyouwalkintotheprogramroomandsee:

• Groundrulesorguidelineposterscitinghowyoungpeoplewanttobetreatedandwilltreatothersareprominentlydisplayed.Thesedisplaysareclearlyhandmadebytheprogramparticipantsandsometimesindifferentlanguages.

• Picturesonthewallscelebratingprogramparticipants,theircultures,andthegroup’saccomplishmentswithintheprogram.

• Ascheduleoftheweek’sactivitiesincludingstructuredtimeforone-to-onecontactbetweenadultsandyoungpeople,forgroupdiscussions,andopentimeforyoungpeopletosocializewithoneanotherandhaveinformalcontactwithadultstaff.

Aftertheadultsandyoungpeoplearrive,youcanseethatyourprogramencouragesrelationshipbuildingbythewaytheyengagewitheachother:

• Youngpeopleandadultsaretreatingothersrespectfully.• Adultssquatdownwheninteractingwithsmallchildren,tospeaktothemattheireye

level.• Theprogramcreatesongoingopportunitiesforyouthtogettoknowoneanother,not

justduringthefirstfewweeksofthesession.• Youngpeopleremindeachotherofthegroundruleswhenneeded.• Conflictsareresolvedwithwords,notraisedvoicesorfists.Ifneeded,adultsareaskedto

assistwiththesituation.• Youngpeopleareabletoworktogetheringroupsandacrossdifferencesofage,gender,

ethnicbackground,ability,andsocialstatus.• Thereisatimeinthedaytoreflectonthegroup’saccomplishmentsandinteractions.• Adultsareavailablebeforeandaftertheprogram,forinformalconversationwith

participants.

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WhatYoungPeopleSayThemostreliablewaytojudgeifyourprogramisencouragingrelationshipbuildingistoasktheyoungpeopleabouttheirownexperiencesoftheprogram.Ifasked,wouldyoungpeopleinyourprogramagreeordisagreewiththesestatements?

• PeopleheresaysomethingnicetomewhenIdosomethinggood.• Thereareruleshereforhowpeoplearesupposedtotreateachother.• Rulesabouthowtotreateachotherareenforcedbyadultsandotherkids.• Igetchancesheretolearnaboutyoungpeoplewhoaredifferentfromme.• Ifeelrespectedbystaffhere.• Ifeelrespectedbyotherkidshere.• Peopleherepayattentiontowhatisgoingoninmylife.• ThereissomeonehereIcouldtalktoifIwasupsetormadaboutsomething.• Someoneherewouldsaysomethingtomeifsomethinginmylifewasn’tgoingright.• ThereissomeoneherewhoIcouldgotoforhelpinacrisis,orifIneededtotalkabout

personalproblems.ReflectionWhataresomethingsyouseeinyourprogramthatencouragerelationshipbuilding?Whatthingswouldyouliketosee?


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RELATIONSHIPBUILDING:PersonalReflection–

MyStoryMaterialsNeeded

o PersonalReflectionExerciseI:MyStory,1copyperperson.DirectionsThisexerciseisintendedtohelppeoplepresentthemselvesandbeheardinthegroup—thefirststageofbuildingrelationships.Itisagoodopeningtofocusthegroupontheimportanceofrelationshipbuilding.GiveeachparticipantacopyofthePersonalReflectionExerciseI:MyStory.Asktheparticipantstotaketenminutestocompletethehandout,lettingthemknowinadvancethattheywillhaveanopportunitytosharewithasmallgroup.Thenbreakthegroupintosmallergroupsoffourorfiveandaskthemembersofeachgrouptosharewhattheywrotewitheachother.


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HANDOUT

RELATIONSHIPBUILDING:MyStoryPurpose:Toguideyouthroughthinkingabouthowyouworkwithyoungpeople.1.Whatbroughtyoutoworkingwithyoungpeople?2.Whatareyourguidingprinciplesinworkingwithyoungpeople?3.Howdoyoubringthoseprinciplesalivewithyoungpeopleinyourprogram?4.Whatkeepsyouworkingwithyoungpeople?

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RELATIONSHIPBUILDING:Personal

Reflection-ImportantEventsandPeopleMaterialsNeeded

o Flipcharto Markers

DirectionsThisexercisehasthesamepurposeastheoneabove,andisusefulingroupsthatincludepeoplewhodon’tworkwithyoungpeopleonaregularbasis.Postsheetsfromaflipchartonthewallsaroundtheroom.Labeleachsheetwithanage,onesheetforeveryagerepresentedinyourprogram(5yearsold,6yearsold,andsoon).Passoutmarkers,andaskpeopletomovearoundtheroom,writingonthechartsimportanteventsandpeopleintheirlivesatthedifferentages.Itisnotnecessaryforeverypersontowriteoneverychart.Afterawhile,askpeopletostopwritingandallowafewminutesforthemtoreadwhatothershavewritten.GroupDiscussionGatherthegrouptogetherandholdadiscussionbasedonthefollowingquestions:

• Didthisexercisehelpyourememberanythingyouhadforgottenaboutbeingyoung?• Whatwastherelationshipbetweenimportantpeopleandimportanteventsinyour

childhood?• Whatkindsofpeoplewereimportanttoyouasyougrewup?Didthischangeasyougot

older?


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RELATIONSHIPBUILDING:CookieLadyMaterialsNeeded

o Flipcharto Markers

DirectionsThisexerciseisusefulforidentifyingthefactorsthatmakearelationshipmeaningfultoayoungperson.Readthefollowingtothegroup:

Thinkofayoungpersonyouworkwithinyourafterschoolprogram.Howoldisthatperson?Nowthinkofyourselfwhenyouwerethatage.Wasthereanadultwhohadapositiveinfluenceonyou?Itcouldbeanyone—ateacher,relative,coach,theladywhogaveyoucookiesatthecornerstore.

Askthegrouptocalloutthedifferentrolesofpeopletheythoughtof(sister,friend’sparent,cookielady).Listtheseonaflipchartorblackboardandlabelthem“Relationships.”Nowaskthegrouptocalloutwhatthesepeopledidthatwassupportive,andlisttheseitems(listenedtome,trustedmewithresponsibility,pushedmetotryharder).Labelyoursecondlist“Supports.”GroupDiscussionBeginadiscussionwiththefollowingquestion:Whatissoimportantaboutthesupportsyoulisted?Itisinterestingtonotethatthisexercisehasbeendonewithhundredsofpeopleanditisrareforanyonetosaythattheimportantthingabouttherelationshipwasthespecificskilllearned.Inotherwords,itisunusualforsomeonetosay“taughtmemath”or“taughtmetoplaybasketball”whenaskedhowtherelationshipwassupportivetothem.Youmightbringthisupwiththegroupandaskthemwhytheythinkthisistrue.

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RELATIONSHIPBUILDING:StaffTrainingTopics

DirectionsCreateastaffdevelopmentplanthatincludestrainingtopicsthatwouldensurethattheyoungpeopleinyourprogramarebuildingpositiverelationshipswithstaffandpeers.Togetherwithyourstaffandprogramleaders,identifytrainingtopicsthatarerelatedtorelationshipbuilding.Belowareafewsuggestions:

• Agencyorprogrampolicies,groundrules,andenforcement• Activelistening• Positivediscipline• Conflictmediationforyouth• Crisisintervention


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RELATIONSHIPBUILDING:

ChecklistforAction

DirectionsDocumentwhatstepstheprogramhasmadetopromotepositiverelationships.NowyouarereadytostartincreasingRelationshipBuildinginyourprogram!Thischecklistismeanttohelpyoustayorganizedandfocused.Usingitwillhelpyouensurethesuccessofyourprogram.Haveyou:

o Setasideongoingstafftimetothoroughlyplanforrelationshipbuilding,andtospendone-on-onetimewithyoungpeople?

o Assessedyourprogram’sorganizationalpracticestoseeiftheysupportrelationshipbuilding?

o Lookedathowyouragencyorschoolallocatesresources(time,space,andmoney)tosupportrelationshipbuilding?

o Assessedtheneedforstaffdevelopmentandplannedtraining?o Ensuredthateachyoungpersonhasatleastoneadultwhoknowshim/herwell?o Createdgroupagreementswiththegroup?o Preparedtofollow-throughconsistentlyinenforcinggroupagreements?o Plannedwaystomanageconflictamongyoungpeople?o Scheduledtimeforrecognitionandreflection?o SelectedafewpromisingareastobeginincreasingRelationshipBuilding?o Definedspecificallyhowyouexpecttheseactivitiestopositivelyimpactyoungpeople?o Identifiedskillsyoungpeoplewillneedtobuildontheirrelationshipsandplannedto

trainyoungpeopleintheseskills?o Createdaplantocoverstaffabsences?o Preparedstafftohelpyoungpeopleinpersonalcrisissituations?o Createdaplantokeepstaffandvolunteerturnoverlow?o Incorporatedmeasuresofhowwellyourprogramencouragesrelationshipbuildinginto

programassessment/evaluation?

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OrganizationalPracticesThatEncourage

RelationshipBuilding

LowYouthtoStaff/VolunteerRatioItiscrucialtohaveenoughadultsintheroomtoencouragerelationshipbuilding.Howmanyisenoughdependsonyouryoungpeopleandyourprogram,butthereisalimittohowmanyrelationshipsonestaffmembercansustainwhilefacilitatingprogramactivitiesandensuringrespectfulbehavioramongprogramparticipants.Planaheadforsituationswhereayoungpersonneedsimmediateone-on-oneattention.

Safe,Reliable,andAccessibleActivitiesandSpacesAfterschoolprogramsareoftenrelegatedtounusedanduncared-forspacesthatarepoorlyoutfittedandinappropriateforworkingwithyoungpeople.Opportunitiesforrelationshipbuildingcanbegreatlyaffectedbythenatureofaprogram’sphysicalspace.Whatisthenatureofyourspace?Isitdependableandreliableeachday?Doesitcommunicaterespectforprogramparticipantsandprogramstaff?Isthereacomfortableplaceforprogramparticipantstoparticipateinmeetings?Isitquietenough,freeenoughfrominterruptionsanddistractions,foryoungpeopletoexpressthemselves,feelheardandlistenedto?Doesthespaceallowforsmallgroupsofyoungpeopletoworkonprojects,andforadultsandyoungpeopletotalkquietlyone-to-oneifneeded?

ContinuityandConsistencyofCareYoungpeople,especiallyadolescents,needtotrustthatstaffmemberswillbethereforthembeforetheycanallowrelationshipstodevelop.Onaday-to-daybasisitisimportanttohaveabackupplanandsufficientstafftokeeptheprogramopenincaseofillnessorotherstaffabsence.Theturnoveramongadultstaffcanbedeeplyfeltbyyoungpeoplewhoinvestthemselvesinrelationshipswithadultprogramleaders.Organizationalleadersandprogramstaffshouldconsiderhowtoimplementpracticesandpoliciesthatsupporttherecruitmentandretentionofqualifiedstaffandvolunteers.

High,Clear,andFairStandardsYoungpeopleneedtoknowwhatisexpectedintermsoftheirbehaviortowardthemselvesandothers.Whenadultsholdhighexpectationsintermsofyoungpeople’sbehaviorandabilities,theyoungpeoplefeelrespectedandvalued.Standardsforyoungpeople’sbehaviorshouldbeclearlyandregularlycommunicatedalongwithclear,consistentconsequencesforviolations.Standardsaremorelikelytobeperceivedasfairifyoungpeoplehaveinputincreatingthem,iftheyareevenlyappliedtoallyoungpeopleandstaff,andiftherearegrievanceproceduresforyoungpeoplewhofeelunfairlytreated.Clearandfairalsomeansthattheadultsinandaroundtheprogramsknowandsupporttheprogramstandardsandexpectations.Inanafterschoolprogram,adultsinandaroundthe

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programincludeclassroomteachers,administrators,andjanitorswhodonotparticipateintheprogramdirectly,butwhohavecontactwithprogramparticipantsinthebuilding.Supportingprogramexpectationsmeansholdingyoungpeopleaccountablefortheirbehavioranddoingitinawaythatmodelsthevalueofrespectingothers.Itisalsoimportanttonotethatexpectationsaroundhowadultstreatyoungpeoplearesometimesdifferentinanafterschoolprogramthanduringtheschoolday.

Ongoing,Results-basedStaffandOrganizational

ImprovementProcessRelationshipbuildingrequiresdetailedattentiontoindividualandinterpersonaldynamics.Staffmembersneedtohavetimetocommunicatewitheachotherandwithsupervisorsaboutwhatisgoingonwithvariousyoungpeople.Staffmembersalsoneedtraininginarangeofskillstoeffectivelybuildrelationships.Theseskillsincludecommunication,positivediscipline,facilitation,conflictresolution,andactivelistening.Itisalsoimportanttohaveaprocessfororganizationalimprovementthattakesyoungpeople’sinputintoaccount.

ProvidingOpportunitiesforRelationshipBuildingatall

LevelsoftheOrganizationEffortstoencouragerelationshipbuildingaremosteffectiveandmeaningfulwhentheyaremodeledatalllevelsoftheagencyorschool.Thismeansthatallstaffmembers,parents,andvolunteershaveopportunitiestogettoknoweachother,toreceiveemotionalandpracticalsupport,andtoreceiveguidancefrommoreexperiencedpeoplewhennecessary.Workingwithyoungpeopleinanafterschoolprogram,likeparenting,isemotionallydraining,andprogramleadersandvolunteersneedsupportfromtheirpeers.Staffmemberswhofeelisolatedinaprogramoragencywillquicklyburnoutandleave.Manyorganizationsprovideopportunitiesforstafftobuildsupportiverelationshipsthroughstaffandorganization-widesocialevents,regularstaffmeetings,andgroupandindividualcheck-ins.Otherwaystosupportstaffinbuildingrelationshipsincludeholdingregularsupportivesupervisionmeetings,structuringworksothatitisdoneinteams,andsendingstaffmemberstooutsidetrainingswheretheycanconnectwiththeirprofessionalcolleagues.

ReflectionArethereotherwaysyourorganizationcouldsupportstaffmembersinencouragingrelationshipbuilding?


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YOUTHPARTICIPATION

FOSTERING

MEANINGFULYOUTH

PARTICIPATION

Promotingleadership,decision-makingandasenseofbelonging.

Chapter

6


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WhatisMeaningfulYouthParticipation?Whenprogramleadersspeakofyouthparticipation,theyareusuallyreferringtowhetheryoungpeopleshowupfortheprogramandthedegreetowhichtheybecomeengagedinprogramactivities.However,researchtellsusthatifwehopetomakeadifferenceinyoungpeople’sdevelopment,simpleparticipationisnotenough—weneedtoprovideopportunitiesformeaningfulyouthparticipation.Ifyoungpeopleareengagedinmeaningfulparticipation,theyareempoweredtobeself-directed,makeresponsiblechoicesabouthowtousetheirtime,andparticipateasgroupmembersinmakingdecisionsthatinfluencethelargerprogram.Theyarealsogiventheopportunitytolearngroupleadershipskillsandtoassumeleadershiprolesinplanningactivitiesandprojects.Theyhaveopportunitiesto“giveback”bycontributingtotheprogram,tootheryoungpeople,ortotheirlargercommunity.Weknowthatyoungpeopleexperiencetheirparticipationasmeaningfulwhentheyreportfeelingasenseofbelongingandownershipintheprogram.Whentheyareparticipatinginmeaningfulways,theyfeelthattheircontributionsarevalued,and,byparticipating,they“makeadifference.”Inaprogramthatfostersmeaningfulyouthparticipation,adultsserveasmentorsandfacilitatorstobuildtheskillsoftheyoungpeople.Whilethistakesdifferentformsdependingontheageoftheyoungpeopleinvolved,thegoaloffosteringmeaningfulparticipationisappropriateforallages,andespeciallyimportantifwehopetoengageandsupportadolescents.

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Astudyofclassroomteachersrevealedthatwhenteachersrelyontraditionalwhole-classinstructionmethods,theteachersaretalkingmorethantwo-thirdsofthetime.Ofthistime,morethan70%isspentdisciplining,lecturing,givinginstructions,andaskingquestions.Whentheclassroomshiftstoamoreparticipatorystudent-centeredstructure,“teachertalk”timeisreducedto25%,and75%ofthistimeisspentpraising,encouraginginitiatives,givingfeedback,facilitatingstudentcommunication,andhelpingstudents.

PermissiontousegrantedbyJeanneGibbs,authorofTribes:ANewWayofLearningandBeingTogether.CenterSourceSystems,Sausalito,CA.


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WhyisMeaningfulYouthParticipationImportant?Resiliencyresearchaffirmsthatyoungpeople’smeaningfulparticipationservesasacoreprotectivefactorforyoungpeople.Inotherwords,regardlessoftheirindividualcircumstances,meaningfulparticipationhelpsyoungpeopleovercomerisksandobstaclesintheirlives,increasingtheirresiliency.Offeringyoungpeopleopportunitiesformeaningfulinvolvementandresponsibilityispartofcreatinganenvironmentthatconveyshighexpectations.Drawingontheirsubstantialbaseofresearch,theSearchInstituteemphasizestheimportanceofviewingyoungpeopleasresources.Wecandothisbygivingthemusefulroles,involvingtheminleadership,programplanningandothermeaningfulactivitiesrelatedtoprogramgovernance.

Increasingmeaningfulparticipationinaprogramtakescarefulplanningandcanpresentchallengesforprogramleaders.However,therearemanybenefitsfortheprogramaswellasforindividualyoungpeople.Whenyoungpeopleparticipateinplanningandimplementingtheirafterschoolprogram,theprogrambecomesmorealignedwiththeirinterests.Attendanceandinterestincrease,especiallyamongolderyouth,andthenewideasbroughtbytheyoungpeoplecanresultinnewandexcitingactivities.Asyoungpeoplebecomemoreinvolvedinarticulatingwhatisimportanttothem,programgoalsandobjectivescanbecomemoreyouth-centered.Asaresult,theprocessofprogramassessmentandevaluationbecomesmoremeaningfulforeveryoneinvolved.Asyoungpeopletakemoreresponsibilityfortheiractivities,staffmemberscanreducethetimespentondiscipline.Programstafffeelrewardedastheirrolechangesfromsupervisortofacilitator.Youngpeoplecanbegintotakeonleadershipandteachingrolesandworkinpartnershipwithadultstomaximizetheopportunitiesforlearningandgrowthforallparticipants.Whenwegiveyoungpeoplethetoolstobeself-directedandinvitethemtotakepartinshapingtheirprogramsandhelpingothers,wecommunicatethemessagetoyoungpeoplethat“whatyouthinkandwhatyoudomatters.”

FosteringMeaningfulYouthParticipationinYour

AfterschoolProgram

OrganizationalPracticesthatSupportMeaningfulYouth

Participation

Supportingmeaningfulyouthparticipationbeginswithsoundpoliciesandpracticesoftheorganizationthatemploysthestaffwhoworkwithyoungpeopledirectly.Theseorganizationalpracticesrequirethecommitmentofeveryoneattheagencyorschool,fromtheadministrationtothejanitorialstafftothevolunteers.

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ReadinessforMeaningfulYouthParticipation

Meaningfulparticipationisdependentonasolidleveloftrustbetweenadultsandyoungpeople.Participantsmustfeelsecurethatdifferencesinopinionsandvaryinglevelsofskillwillbeaccepted,andthattheirpeerleaderswillusetheirleaderstatuswithsensitivity.(SeetheprecedingchaptersonPromotingSafetyandEncouragingRelationshipBuilding.)Newlyformedgroupsneedtofirstestablishthemselvesandpacethelevelofparticipationwiththegroup’sdevelopment.(FormoreinformationaboutTribesTLC®,visitwww.tribes.com).Thelevelofparticipationalsodependsontheexperienceandskillsoftheadultprogramleadersandyoungpeopleinvolved.Importantskillsforadultleadersincludeactivelistening,groupfacilitation,techniquesforbuildingconsensus,projectplanningandconflictresolution.Programstrategieswillalsovarydependingontheageoftheyoungpeopleinvolved.Rememberthatitisequallyimportantforbothyoungchildrenandolderyouthtolearnskillsforgreaterself-relianceandtotakeonleadershiprolesinage-appropriateways.Foryoungerchildren,thismaybeassimpleasteachingthemaskillthatwillcontributetotheprogram(suchassweepingthefloor),orhelpingthemfigureouthowtheycanbestcontributetothegroup.Smallchildrenspendalotoftimereceivinghelpfromothers,andtheylovetoknowthewaystheycanbeself-sufficientorhelpfultoothers.

YouthParticipationwithAdultSupport

Teachersandyouthworkerswithlessexperiencemayconfuseyouthempowermentandleadershipstrategieswiththeabsenceofrulesandboundaries—”youhavetostepoutoftheway,lettheyoungpeopledowhattheywantandhopetheyfigureitout.”Thisapproachmayprove—atbest—highlyfrustratingfortheadultsandtheyoungparticipants.Whileitistruethatadultstaffmembersmustletgoofcontroloversomeaspectsofthegroup’sprocess,participantswillstillneedthefacilitativesupportofadultstaffandtheexpectationthatagreed-upongrouprulesmustcontinuetobehonored.

ChangeOverTime

Asolidplanforincreasingmeaningfulparticipationwillincludefadingfacilitationandcascadingleadership.Fadingfacilitationhappenswhenstrongadultleadersallowtheirpresencetorecedeintothebackgroundastheyoungpeoplebecomemorepreparedtotakeresponsibility.Onecanthinkoftheyouthleadersasapprentices,attimesneedingmoreorlesssupportfromtheiradultmentors,dependingontheirabilities.Cascadingleadershipoccurswhenyoungpeoplepasstheirleadershipontootherscomingupafterthem.Thisoftenhappensnaturallyinagroup,asyoungpeoplelookuptothoseafewyearsolderandpicturethemselvesinthesameroleinthenearfuture.Staffmemberscansupport


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cascadingleadershipbygivingyoungerorlessexperiencedmembersofthegroupopportunitiestolearnleadershipskills,andbyencouragingolderormoreexperiencedmemberstopassontheirskillstoothers.

StylesofParticipation

Itisworthnotingthatyoungpeopleshowtheirparticipationindifferentwaysandthatdifferentculturesdefineparticipationdifferently.Someyoungpeoplemayliketolistenandlearnbeforesteppinguptotakeanactiverole,whileothersmaywanttoleaprightinandstartdoing.Insomecultures,participationisdemonstratedthroughquietattention.Youngpeople’sstyleofparticipationmayalsovarydependingontheirlearningstyleandpersonality.Forexample,somechildrenaremosteasilyengagedverbally,othersphysically,othersthroughartormusic.Itisimportanttobeawareofthedifferentculturesandstylesoftheindividualsinyourprogramwhenplanningopportunitiesforparticipation.

StylesofLeadership

Leadershipcanalsotakemanyforms.Teamcaptains,classpresidents,youngpeopleoncouncils,andyoungpeopleinpositionsofvisibilityareoftenpointedoutasleaders.However,notallyoungpeoplearegoingtotakeonsuchroles.Whenwerestrictourvisionofleadershiptotheperson“leadingthecharge,”weautomaticallylimitthenumberofyoungpeoplewhocanbeleaders.Amoreencompassingvisionofleadershipincludesthechildwhostaysafteranactivitytohelpclean,theonewhointerveneswithpeerstomediateadisagreement,thecommitteewhoplansaparty,andthepairwhocreatesaflyer.Groupscanexhibitleadershipwhentheyplantheirownactivitiesorwhentheyworkwithgroupsofyoungerchildren.

Thewisestaffmemberwillalsomakeuseofthenaturalleadershipabilityoftheclassclown,theleadersofgroupopinionandfashion,andeventheonewhoregularlyvoicesgroupresentments.Sometimesyoungpeoplearelabeled“trouble-makers”whentheyarereallyjustenergetic,orexpressinganeedtopracticetheirindependence.Whenyoungpeoplelackpositiveopportunitiesforleadership,theywilltakeonnegativeleadershiproles.Trygivingthemapositionofresponsibility.Letthemhelpayoungergroupwithanactivity,puttheminchargeofthejobchart,letthemteachaskillordistributethebasketballs.

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ThingsYouCanDoNOWtoFoster

MeaningfulYouthParticipation

1.TrainParticipantsinGroupDecisionMakingSkills.

Agoodplacetostartistotrainyoungpeopleintheprocessofbrainstormingandgroupdecision-making.(SeeTribesTLC®forusefulguidanceonthistypeoftraining.)Groupdecisionmakingskillscanbeputtouseimmediatelyindevelopingtheneededgroupagreementsregardinghowpeoplewanttobetreated,howtheywillcarefortheirmaterialsandsupplies,etc.Makesureadultstaffmembershaveskillsforleadingbrainstormingsessionsandfacilitatinggroupdecision-makingbeforeyoustart.

2.EncourageSelf-RelianceandResponsibilitytotheGroup.

Allowyoungpeopletoresponsiblyaddresstheirownneeds,whetheritisaccesstothedrinkingfountainortoartsupplies.Designyourprogramspaceandstoragesysteminawaythatallowsyoungpeoplefreeaccesstoneededprojectsupplies,materialsandequipment.Theprivilegeofaccesscomeswithresponsibilitiesofcaringforandreturningthingstotheirproperplace.Brainstormtheneededagreementswithyourgrouptoensuretherespectfuluseofthesematerials.

3.GiveYoungPeopleChoices.

Youngpeoplefeelmoreinvolvedinaprogramwhentheyaregivenrealchoices.Scheduleprogramtimeswhentheyoungpeoplecanindividuallychoosewhattheywishtodo.Somemayprefergroupgames;othersmaywishtoworkalone,drawingorreading,whilesomemaysimplywanttosocialize.Youngpeoplecanparticipateinplanningprogramactivities.Youmaywanttostartwithasmallactivityorblockoftimethattheyareresponsibleforplanning,andthenbuildup.Letthemknowaboutanyconstraintsfromthebeginning.Withinthoseconstraints,trytoreallytrusttheirideasandenthusiasm.Ifaplannedactivitydoesn’twork,itpresentsanopportunityforthegrouptoanalyzeandlearn.Onceaprocessforreflectionhasbeenestablishedwiththeyoungpeopleinvolvedinplanning,itcanbeusedregularly.

4.ProvideOpportunitiesforYoungPeopletoHelpOthers.

Everyonefeelsmoreinvolvedwhentheyhaveresponsibilitiestothosearoundthemandareabletousewhattheyknowtohelpothers.Allowparticipantstoshareresponsibilitiesforthepropercareandmaintenanceoftheirprogramassets,makingandservingsnacks,andassistingpeerswithintheirprograms.Youngpeoplecanbetrainedtoeffectivelyassistpeersduringhomeworktimeandduringotheractivities.Trytogiveeverychildoryoungpersonanopportunitytohelpanother,sothatsomearen’talwaysinthehelperpositionandothersalwaysinthepositionof


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beinghelped.Newcomerstotheprogramcanbeassignedbuddiestoshowthemaroundtheroom,explaingroundrules,andhelpthemlearntheroutine.Youcanalsoteachaskilltoasmallgroup,andthen“deputize”themtoteachothers.

Olderyoutharealsoexcellenthelpersforyoungerchildren,andthehelperroleoftenbringsoutthebestinthem.Dutiescanincludeservingas“readingbuddies,”homeworkhelpers,escorts,ormakinginformationalpresentationstotheyoungergroups.Providingservicetothelargercommunityisalsoanexcellentwayforyoungpeopletoapplytheirplanningandleadershipskills,whileexperiencinghowtheireffortsimpactothers.(SeeChapter7,ProvidingOpportunitiesforCommunityInvolvement,formoreaboutengagingyoungpeopleincommunityservice.)

5.InvolveYoungPeopleinServingonFormalDecision-

MakingBodies.Therearemanywaystoinvolveyoungpeopleinanorganization’sdecision-makingbodies.Theycanserveonplanning,safety,fundraising,hiringorothercommittees.Withexperienceandsupport,theycanalsoserveasyouthrepresentativesontheorganization’sBoardofDirectors.However,theplacetobeginisnotwiththeyoungpeople,butwiththeadultswithintheorganization.Aretheycommittedtotakingthetimeandefforttoinvolveyoungpeopleanddotheyhavetheskillstoknowhowtodothiseffectively?Beforeinvitingyoungpeopletoserveoncommitteesorboards,itisimportantfortheadultsinvolvedtodotheirhomework.Thismeansgatheringinformationandbuildingtheircapacitytofacilitatetheinvolvementofyoungpeopleindecision-makingandgovernance.Considerthenecessarytrainingtoprepareeveryoneforthisworkandgiveyourselvessufficienttimetopreparesothatyouwon’trushtheprocess.

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HowDoYouKnow?





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YOUTHPARTICIPATION:HowDoYouKnow?

DirectionsSelfassessyourprogramusingobservationsandsurveys.Youcanidentifyindicatorsthatwillallowstaffandyouthtoselfassessthedegreetowhichtheprogrampromotesmeaningfulyouthparticipation.Youcanuseindicatorsfromprogramqualitysurveys.Belowareafewsuggestionsofwhatyouwouldseeandwhatyouthwouldsay.

WhatYouSeeYoucantellthataprogramsupportsmeaningfulparticipationwhenyouwalkintoaprogramroom,becausetheenvironmentsupportsself-directed,purposefulactivity.Examplesofwhatyoumightsee:

• Groupagreementsorguidelinesareposted,announcingtheyoungpeople’sownrulesabouthowtheywanttobetreatedandhowtheywillusetheirprogramspaceandmaterials.

• Everyoneiskeptinformedbyapostingoftheprogram’sactivityscheduleandupcomingevents,andanyindividualorgroupresponsibilitiesthathavebeenassigned.

• Theprogramscheduleallowstimeforparticipantstomakechoicesabouthowtheyusetheirtime.

• Therearedifferentareasfordoingdifferentkindsofwork,includingworkingindividuallyandingroups.

• Storageareasforsuppliesandmaterialsareclearlylabeledsoeveryonecanfindthemandputthemawaywhenfinished.

• Evidenceofyouth-runprojectsandartworkareprominentlydisplayed.Aftertheadultsandyoungpeoplearriveandtheprogrambegins,youcanseeevidenceofmeaningfulparticipationinhowpeopleinteractwithoneanother:

• Transitionsinandoutoftheprogramspaceandbetweenactivitiesaresmoothbecauseyoungpeopleknowwhattodowithoutongoingadultdirection.

• Youngpeopleareworkingwithinterestonactivitiesandthereisanacceptanceofpurposefulnoiseandenergyintheclassroom.

• Youngpeoplearedirectingthemselves.Theyknowtoaskpeersandadultsforassistance,andhowtofindandcareforthematerialsandtoolstheyneed.

• Youngpeoplearetakingsignificantresponsibility,helpingeachother,leadingactivities,planningprojects,anddemonstratingleadershipskillslearnedwithintheprogram.

• Staffandvolunteersarelisteningtoideasfromyoungpeopleandarewillingtoincorporatechangesintheprogramaccordingly.

• Whenaskedforanswerstoproblemsorchallenges,staffandvolunteersoftenrespondbyposingaquestionthatwillhelptheyoungpersonfindtheanswerindependentlyorsensitivelyengageothersinidentifyingpossiblesolutionstotheoriginalquestion.

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WhatYoungPeopleSayThemostreliablewaytoassessformeaningfulparticipationistoasktheyoungpeopleabouttheirownexperienceoftheprogram.Wouldyoungpeopleinyourprogramagreeordisagreewiththefollowingstatements?

• Ihelpdecidewhathappenshere.• IoftengettochoosewhichactivitiesI’mgoingtodohere.• Ifeellikemyideascounthere.• Ihelpedsetrulesfortheprogram.• Ihavebeentheleaderofanactivityinthisprogram.• Ihavebeeninchargeofsuppliesorequipmentinthisprogram.• IfeellikeIbelonghere.• IfIdidn’tshowuphere,peoplewouldmissme.


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YOUTHPARTICIPATION:PersonalReflection

MaterialsNeededo Paperandpencils

DirectionsThisexerciseisintendedtohelppeopleinyouragencyorschoolrememberwhatitwasliketobeyoung,andtobefacedwithchoicesorthelackofchoices.Itisagoodopeningtofocusthegroupontheimportanceoffosteringyouthparticipation.Beginbytellingparticipantsthatyouaregoingtodoapersonalreflection.Askthemtoclosetheireyes,andspendafewminutesthinkingabouttheirownexperience.Thenreadthefollowing:Thinkofoneofthechildrenoryoungpeopleinyourprogram.Nowthinkbacktowhenyouwerethatage,andtrytorememberyourexperiencesofschool.Whowasyourteacher?Whatkindsofthingsdidsheorhesaytoyou?Whatdidtheclassroomlooklike?Whatdidyouwear?Nowthinkforamomentabouthowyouparticipatedinthatsetting.

• Whatkindsofchoiceswereavailabletoyou?• Whatkindsofthingswereyouresponsibleforinthatsetting?• Ifyouneededsomething,howdidyoufulfillthatneed?Ifyouneededadrinkortouse

thebathroom,orapencil,howdidyougoaboutthis?• Whatkindsofthingscouldyoudowithoutadultdirection?• Whatkindsofthingsdidyouandyourpeersgettodecide?• Wereyouencouragedtopracticeindependence?Howdidyoureceiveguidancewhen

youfaltered?• Howweremistakesviewed?• Whenyouweren’tallowedtomakedecisions,whodid?Whatempoweredyoutomake

thosedecisions?Didyoucooperateorresist?• Whatdidyoudowhenyoudidn’tlikewhatwasgoingon?Whendidyoufully

participate?


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• Whataresomeofthethingsthatyourememberedaboutyourownexperiencesasyouwerereflecting?

• Whymightitbeimportantforyoungpeopletohaveinputintodecisionsthataffectthem?

• Howmighttheygrowiftheyareallowedtotakeresponsibilityforfulfillingsomeoftheirownneedsandguidingsomeoftheirownactions?

• Whymightitbeimportantforthemtohaveopportunitiesforleadership?• Howdoesthisrelatetothedevelopmentaloutcomeswewantforallyoungpeople

(learningtobeproductive,tobeconnected,tonavigate)?Whatistheimpactonyoungpeoplewhentheyspendmuchoftheirtimeininstitutionsthatdon’treflecttheirinput?

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YOUTHPARTICIPATION:LocatingOpportunities

MaterialsNeededo Flipchartorbutcherpapero Markers

DirectionsThisexercisewillhelpyourschooloragencylookfornewwaysyoungpeoplecanbeinvolvedinyourprogramsateveryage.Havestaffmembersbreakintosmallteams.Oneteamwillfocuson5-7year-olds,oneon8-10year-olds,andoneon11-14year-olds.(Ifyourprogramdoesn’tservealloftheseagegroups,focusontheagesyoudoserve.)Eachgroupbrainstormsanswerstothefollowingquestions:

• Whatthingscanchildreninyouragegroupdo?• Howcanwebuildontheseskillstodevelopparticipationandleadership?

GroupDiscussionHaveeachgroupsharetheiranswerswiththelargergroup.Discusshowyoumightincorporatetheseideasintoprogramactivities.


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YOUTHPARTICIPATION:Practitioner

AssessmentandLeadershipDevelopment

MaterialsNeededo PractitionerAssessmentofYouthParticipationandLeadershipDevelopment(1copyper

person).o ContinuumofYouthParticipation(1copyperperson).

DirectionsThisexerciseprovidesanopportunitytoexplorewhetheryourafterschoolprogramisprovidingoptimalopportunitiesformeaningfulyouthparticipation.Asagroup,lookattheContinuumofYouthParticipationonpage108.Considerwhereyourprogramfallsonthescale.Wherewouldyoulikeittofall?Howdoadults’roleschangeastheyoungpeople’sroleschange?GiveeachparticipantacopyofthePractitionerAssessmentofYouthParticipationandLeadershipDevelopmentonpage104and105.Askeachparticipanttogothroughtheexerciseandanswereachquestion.GroupDiscussionHaveadiscussionwhentheparticipantshavefinishedfillingoutthequestionnaire.Youmaywanttobeginthediscussionwithageneralquestionaskingparticipantswhattheylearnedwhenfillingoutthequestionnaire.Thiscouldbefollowedupwithafocusonspecificquestions.

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HANDOUT

YOUTHPARTICIPATION:

PractitionerSelf-AssessmentPurpose:Toguideyouthroughthinkingabouttheopportunitiesthatyouprovideforyouthparticipationandleadershipdevelopment.1.Howdoyoumotivateyoungpeopletojoin?Totakeresponsibility?2.Doyougetyoungpeople’sinputintoactivityplanning?How?3.Doyougetyoungpeople’sinputintoprogramdesign?How?4.Doyougetyoungpeople’sfeedbackaftertheyhaveparticipatedinactivities?How?


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HANDOUTYOUTHPARTICIPATION:PractitionerSelf-Assessment5.Doyouensurethatyoungpeople’sinputhasimpactontheprogram?How?6.Doyouidentifypotentialleaders?How?7.Whattraining/assistance/supportmightyoungpeopleneedtotakeleadershiprolesinyourprogram?Isthissupportprovided? 8.Doyoungpeoplegetinvolvedinassessmentandevaluationdevelopment?9.Whatleadershiprolesdoyoungpeopletakeinyourorganization?Inyourprogram?(Interns?Staff?Boardmembers?Mentors?,etc.)

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HANDOUT

YOUTHPARTICIPATION:AttitudinalPrinciplestoMaximizeYouthParticipationPurpose:Thisisausefulhand-outsummarizingguidelinestohelpstaffandvolunteersthinkabouttheirdailyinteractionswithyoungpeople.

• Nevergiveanorderordirectionwithoutareason.

Youngpeoplewillrecognizeyourauthorityaslegitimatewhenthereisareasonbehindwhatyouaskofthem.“BecauseIsaidso”isoneoftheworstthingsyoucansaytoayoungperson.

• Lookforplaceswhereyoungpeoplecantakeresponsibility.

Neverunderestimatethecapabilityofyoungpeople.Givingresponsibilitycreatesasenseofownershipandpride.Don’tforgetthelittleresponsibilitiessuchastakingattendanceandcleaningup.Assignrolesaccordingtointerestandtalent,andtrytobesurethereisaroleforeveryone.

• Makeprocessesexplicit.

Explainhowyoumakedecisionsandwhy(betteryet,involvetheyoungpeopleintheprocess).Bereadytoanswerquestionsaboutagencyorprogrampolicy,budget,andgoals.

• Allowforfailure.

Ofcourse,wehavearesponsibilitytopreventmajoraccidents.However,itcanbedisempoweringifwestepintooquicklytomakesureeverythingworksoutright.Sometimestheprocessandthelearningexperiencearemoreimportantthanreachingyouroriginalgoal.Besuretohelpyoungpeopleanalyzesetbacksinsuchawaythattheybecomelearningexperiences.

• Practicecommoncourtesywithyoungpeople.Youngpeopledeservethesamecourteoustreatmentwewouldgiveparents,supervisors,orfunders.Listentothelanguageyouusewhenspeakingtoparticipants.

• Approachtheworkwithhumility.

Thismeansbeingwillingtoletgoofourideasaboutwhatthegroupshouldbedoing,orwhatthegoalsshouldbe.Italsomeansnotbeingoverlyinvestedinhowmuchyoungpeoplelikeourideasorus.Wehavetobeabletoletgoofourplansandletrelationshipsdevelopattheirownspeediftheyoungpeoplearetotakethelead.Ontheotherhand,itisimportanttoknowwhentobeanadult,steppingintoprotectvulnerablemembersofthegroup,forexample.


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HANDOUT

YOUTHPARTICIPATION:StepsTowardIncreasingMeaningfulYouthParticipationPurpose:Youcanusethislistandassesswhereyourprogramisonthefollowingcontinuum:

• Gettingyoungpeopleinvolvedinstatinggoals/needs• Gettingyoungpeopleinvolvedinactivityplanning• Gettingyoungpeopleinvolvedinprogramassessment/evaluation• Identifyingleadersinthegroup• Trainingyoungpeopleinleadershipskills(facilitation,conflictresolution,peer

counseling,advocacy,activityplanninganddesign)• Havingyoungpeopletrain,recruitandsupporteachother(olderyouthtrainand

supportyoungeryouth)• Involvingyoungpeopleinprogramplanning/strategicplanning,evaluation,

development,staffhiring,and/ordevelopingprogramgoals• PlacingyoungpeopleontheBoardofDirectorsorothergoverningbodies

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HANDOUT

YOUTHPARTICIPATION:

ContinuumofYouthParticipation


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YOUTHPARTICIPATION:

StudentSurveyofProgramPreferences

DirectionsThisisasurveyofyoungpeople’sinterestswhichyoucancustomizeforyourprogram.Weneedyourhelp!Wewanttocreateanafterschoolprogramthatisexcitingandusefulforyou.Pleaseanswerthefollowingquestionstotellusaboutyouropinionsandideasforafterschoolactivities.Ifyouwouldliketogetevenmoreinvolvedinplanningafterschoolactivities,orbeingaclubofficer,askyourteacherformoreinformationabouttheafterschoolprogram.1.Pleasecheckthesentencethatbestdescribesyourfeelingsaboutattendingan

afterschoolprogramatourschool.(checkone)

o Ialreadyparticipateinafterschoolactivities.o Iwoulddefinitelybeinterestedingoingtoanafterschoolprogramatourschool.o Ihaveotherresponsibilitiesafterschoolandcouldnotgotoanafterschoolprogramat

ourschool.o Iamnotinterestedingoingtoanafterschoolprogramatourschool.

2.Whatkindofactivitieswouldyouliketodoafterschool?Feelfreetoaddyourown

ideas.(checkuptofour)

o Chesso Communityserviceo ComputerClubo Homeworkhelpor

tutoringo JuniorAchievemento Photographyo Poetrywritingo Schoolnewspapero Scienceexperimentso Aerobicexerciseo Basketball

o Cheerleadingo Gymnasticso Martialartso Soccero Softball/baseballo Volleyballo Yogao Artsandcraftso Cardandboard

gameso Cookingo Dance

o Dramao Fieldtripso Musico Peercounseling/

conflictresolutiono Woodworkingo Youridea:___________________o Youridea:___________________o Youridea:__________________

3.Whataresomewaysyouwouldliketogetinvolvedintheafterschoolprogram?

(checkallthatapply)

o Decidingwhatprogramstooffero Planningafterschoolactivitieso Beingaclubofficero Advertisingtheafterschoolprogramo Youridea:____________________________________________________o Iamnotinterestedingettinginvolved.

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4.Whichtypesof“advertisement”wouldconvinceyoutoparticipateintheafterschool

activities?(checkallthatapply)

o Student-designedposterso Flyersmailedhomeo Presentationsbystudentswhoareintheafterschoolprogramo Articlesabouttheprogramintheschoolnewspapero Dailyannouncementsabouttheprogram(readbyanadult)o Dailyannouncementsabouttheprogram(readbyastudent)o Rewards—suchashomeworkpasses,giftcertificates,orothertreats—forstudentswho

regularlyattendactivities.o Youridea:____________________________________________________o Youridea:____________________________________________________

Yourname:______________________________________________________________

ThankYou!


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YOUTHPARTICIPATION:StaffTrainingTopics

DirectionsCreateastaffdevelopmentplanthatincludestrainingtopicsthatwouldensurethattheyoungpeopleinyourprogramhaveopportunitiesformeaningfulyouthparticipation.Togetherwithyourstaffandprogramleadership,identifytrainingtopicsthatarerelatedtoyouthparticipation.Belowareafewsuggestions:

• Groupdecision-makingprocesses• Activelistening• ProjectPlanning• GroupFacilitation• Teachingconflictresolutiontoyoungpeople• Teachingfacilitationskillstoyoungpeople• Childandadolescentdevelopment• Peereducation• Resistingageism

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YOUTHPARTICIPATION:

ChecklistforAction

DirectionsDocumentwhatstepstheprogramhasmadetopromotemeaningfulyouthparticipation.Thischecklistwillhelpyoustayfocusedandorganizedasyoubegintomakemeaningfulyouthparticipationapriorityinyourprogram.

Haveyou:

o Setasideongoingstafftimetothoroughlyplanforfosteringmeaningfulyouthparticipationandleadershipdevelopment?

o Assessedtheneedforstaffdevelopmentandplannedfortraining?o Assessedyourschooloragency’sorganizationalpracticestoseeiftheysupport

meaningfulyouthparticipation?o Lookedathowyouragencyorschoolallocatesresources(time,space,money)tosupport

meaningfulyouthparticipation?o Askedtheyoungpeopleabouttheirinterestsandtheirideasforprogramming?o Plannedwaystoensurethatyoungpeople’sinputaffectsprogramming?o Definedspecificallyhowyouexpectyouthparticipationactivitiestopositivelyimpact

youngpeople?o Plannedwaysfordifferentstylesofleadershiptoemerge?o Identifiedleadershippotentialinyoungpeopleofdifferentages,styles,and

personalities?o Identifiedskillsyoungpeoplewillneedtotakeonleadershiproles?o Scheduledtimeforrecognitionandreflection?o Plannedtotrainyouthintheseskills?o Plannedforfadingfacilitation?o Preparedyoungpeopleforcascadingleadership?o Createdwaysforyoungpeopletoparticipateinprogramevaluation?o Incorporatedoutcomesrelatedtofosteringmeaningfulyouthparticipationintoprogram

evaluation?


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OrganizationalPracticesthatFosterMeaningful

YouthParticipation

YouthInvolvementattheOrganizationalLevelItiscriticaltoinvolveyoungpeopleinprogramplanningasyourschooloragencyinitiatesitsafterschoolprogram,inon-goingimplementationactivities,andinprogramassessment.Youngpeoplecanofferinputinbrainstormingorgroupplanningsessions,onsurveys,orasrepresentativesinagencyorprogramplanningsessions.Theycanplan,co-lead,orleadactivitiesastheirinterestsandskillsallow.Theycanhelpsetgoalsfortheprogramandparticipateinprogramevaluation.Whenyoungpeoplearepresentandinvolvedateverystage,programsareboundtobetterreflecttheirinterests.Particularattentionshouldbepaidtohowyouinvolveyoungpeopleinplanninganddecisionmakingsettingswherethemajorityoftheparticipantsareadults.Itishighlyrecommendedthatadultplanningparticipantsbetrainedinhowtoeffectivelymakeroomforandengageyoungpeopleinplanninganddecision-making.

ProvidingOpportunitiesforMeaningfulParticipationatall

LevelsoftheOrganizationStrategiesforfosteringyouthparticipationaremosteffectivewhenmeaningfulparticipationismodeledatalllevelsofthesponsoringschooloragency.Thismeansthatallstaffmembers,parents,andvolunteersinvolvedintheafterschoolprogramhaveopportunitiesfordecision-making,leadership,andbelonging.Inparticularitisimportantforpeopletohaveinputintothedecisionsthatwillaffectthem,andforevaluationandplanningeffortstoconsidertheexpertiseanduniqueperspectiveofallstakeholders.Organizationscanprovidetheseopportunitiesbyensuringthatplanningcommitteesincludemanyperspectivesandthatevaluationeffortsreceiveinputfromdiversestakeholders.Implementingsite-baseddecision-making,creatingparentinvolvementcommittees,andholdingagencyorprogram-widesocialeventsalsoofferopportunitiesformeaningfulparticipationbystaff,parents,andothers.

FlexibilityinAllocatingResourcesFlexibilityinallocatingresourcesisclearlyimportantinprovidingopportunitiesformeaningfulyouthparticipation.IfprogramparticipantswantaDJcluborahip-hopdanceclassandyouhavefundingonlyforasoccerclass,itisgoingtobedifficulttoengagetheseyoungpeople.Whenyouaskyoungpeopleabouttheactivitiestheywant,letthemknowwhatthefinanciallimitationsareupfront.Ifyoungpeopledocomeupwithideasthatcan’tbeimplemented,givethemhonestreasonswhytheirsuggestionscan’tbeputintopractice.

AccessibleSpaceProvidingaccessiblespaceisfundamentaltosupportingyouthparticipation.Thismeanspreparingthespacesoyoungpeoplecanuseitasindependentlyaspossible.Thereisanimportantdifferenceforyoungpeoplewhentheycangetthepaintsthemselvesandstart


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painting,ratherthanhavingtoaskanadult.(Imagineiftheadultstaffhadtoasktheirsupervisoreverytimetheyneededtousethestapler).Preparingthespacemaymeanloweringshelves,teachingyoungpeopletheproperuseofmaterials,andcreatingsignsorwrittendirectionsforuse.Italsomeansmakingthespacelooklikeaplaceforyoungpeople,wheretheycanlaugh,makeamess,puttheirfeetup.

LowYouthtoStaff/VolunteerRatioAnappropriatelylowyouthtostaff/volunteerratioisalsoimportanttomaintainingmeaningfulparticipation.Thefactthatyoungpeoplecanincreasetheirindependenceandtakeonleadershiprolesdoesnotmeanthattheydon’tneedadultsupport.Itsimplymeansthattheadultroleshiftsfrombeingtheleadertoprovidingtheconsiderablesupportnecessarytomaintainyouthleadership.


ImprovementProcessTheabilityofanagencyorschooltoengageyoungpeopleinmeaningfulparticipationdependsontheorganizationallocatingtimeforprogramplanningandreflection,providingtrainingopportunitiesforadults,andimplementingaprocessforauthenticprogramassessmentandevaluation.Involvingyoungpeopleiscriticaltoassessingtheimpactofyourprogram.Themostaccuratewaytomeasureprogramqualityistoaskyoungpeopleabouttheirexperienceswithintheorganization.Youngpeoplecanalsobeinvolvedinthedesignoftheassessmentorevaluation.Waystoinvolveyoungpeopleinassessmentinclude:

• Engagingyoungpeopleindevelopingandreviewingthemeasurableindicatorsofmeaningfulyouthparticipation,safety,positiverelationships,challenginglearningexperiences,andopportunitiesforcommunityinvolvement.Askyoungpeoplewhatthesetermsmeantothemandwhattheywouldlookfortomeasureprogramqualityintheseareas.Askthemwhattheythinkisimportantabouttheprogramsinwhichtheychoosetoparticipate.

• Involvingyoungpeopleinpilotingassessmentsurveys.Feedbackfromyoungpeoplewillensurethatassessmentsurveyquestionscarrythesamemeaningsfortheyoungpeoplesurveyedastheydofortheadultswhodevelopedthetool.Pilotingsurveyswithyoungpeoplewillensurethatthelanguageisappropriateforthosebeingsurveyed.Also,youngpeopleoftengiveexcellentfeedbackonhowtomakethesurveyseasierandmoreinterestingtouse.


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COMMUNITYINVOLVEMENT

PROVIDING

OPPORTUNITIESFOR

COMMUNITY

INVOLVEMENT

Helpingyoungpeopleconnecttothecommunity.

Chapter

7


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WhatIsCommunityInvolvement?Providingopportunitiesforcommunityinvolvementinafterschoolprogramsmeansofferingyoungpeopleactivitiesthatincreasetheirknowledgeoftheircommunitiesandpromoteasenseofpositivebelongingtothecommunity.Communityknowledgeincludeslearningaboutthecommunity’shistory,itspeopleandthediverseculturestheyrepresent,anditsresources.Itmayalsoincludelearningaboutthereallifechallengesthecommunityanditsresidentsface.Opportunitiesforcommunityinvolvementallowyoungpeopletogivebacktoothersthroughcommunityserviceactivities.Foryoungpeoplethismeansmovingfromtheirmoreusualroleofbeinghelpedtobeingsomeonewhocancapablyhelpothersandpromotechange.Forprogramleaders,providingopportunitiesforcommunityinvolvementrequiresfindingwaystobringthecommunityintotheafterschoolprogram.Onewaytodothisistorecruitcommunitymemberstointroduceyoungpeopletotheirculturalhistoriesandtraditions,tosharetheirtalentsandexperiencesthroughpresentations,toteachclasses,ortoserveasvolunteermentorsortutors.Creatingtheseopportunitiesalsorequirestakingtheafterschoolprogram“beyondtheprogramwalls,”outtothecommunity.Thismeanscreatingopportunitiesforyoungpeopletomeetcommunityleadersandresidents,toexplorethecommunity,andtoresearchtheproblemsfacedbythecommunityandidentifywaysthattheycanactivelybepartofthesolution.

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WhyisCommunityInvolvementImportant?Researchonchildhoodresiliencyandyouthdevelopment,aswellasstudiesonthepreventionofhighriskbehaviors,affirmstheimportanceofyoungpeoplefeelingaconnectiontotheircommunity.Further,involvementinactiveandusefulrolesinservicetoothersis“associatedwithhigherself-esteem,enhancedmoraldevelopment,increasedpoliticalactivism,andtheabilitytocreateandmaintaincomplexsocialrelationships.”

Inadditiontocontributingtoyoungpeople’shealthydevelopmentovertime,communityinvolvementcanalsohelpprogramsmeettheirmoreimmediateoutcomes.Communityinvolvementcanofferyoungpeopletheopportunitytolearnabouttopicsthatarenotusuallypartoftheschooldaycurriculum.Thiscanincreaseyoungpeople’sengagementintheafterschoolprogram.Thisisparticularlytruewhentopicsarekeyedtotheirowninterests.Whenyoungpeoplecanseetheconnectionsbetweentheprogramactivitiesandtheirownlivesinthecommunity,theirinterestandmotivationtoparticipateisenhanced.Astheymeetandlearnaboutpeopleinthecommunitywhoaredifferentthanthemselves,theydevelopagreaterunderstandingandappreciationfordiversity.Whenactivities,suchasyouth-ledcommunityserviceprojects,requirethatyoungpeopleworktogethertoaccomplishtheirgoals,participantshavetheopportunitytolearnandmasterimportantlifeskills.Theseincludespecificskillsincommunication,problemsolving,decision-making,andthemanycollaborativeskillsnecessaryforsuccessfulteamwork.Astheirgroupsexperiencesuccess,youngpeopleformdeeperbondswiththeirpeersandtheircommunity.Perhapsmostimportantly,activitiesthatinvolveservicetoothersallowyoungpeopletofeelvaluedforthecontributionstheymake.Youngpeoplearenottheonlyoneswhobenefitwhentheyengageinameaningfulwaywithcommunityresidentsandorganizations.Whenadultsandcommunitymembershavepositiveexchangeswithyoungpeople,everyonerevisitstheirstereotypesofthe“other.”Adultsaremorelikelytoholdapositiveviewofyoungpeople,voicetheirsupportforresourcesdedicatedtoyoungpeople,andevendecidetoplayanactiveroleinsupportingtheneedsofyoungpeople.Inmanycommunities,therearesignificantbarriersbetweenthecommunityresidentsandtheirpublicschools.Afterschoolprogramscanbreakdownthesebarriersbyinvitingcommunityagenciesandresidentsintotheirschool-basedprograms,workingto“bringthepublicbackintopublicschools.”Communitymembersbringspecializedknowledge,wisdom,newperspectivesandvaluableexperiences.Theyserveasresourcesforprogramstaff,aswellasyoungparticipants.Finally,whenweprovideopportunitiesforcommunityinvolvement,weaffirmthatyoungpeoplearecriticalassetstothecommunitiesinwhichtheylive.


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ProvidingOpportunitiesforCommunity

InvolvementinYourAfterschoolProgram

OrganizationalPracticesThatSupportCommunity

Involvement

Supportingcommunityinvolvementbeginswithsoundpoliciesandpracticesoftheorganizationthatemploysthestaffwhoworkwithyoungpeopledirectly.Theseorganizationalpracticesrequirethecommitmentofeveryoneattheagencyorschool,fromtheadministrationtothejanitorialstafftothevolunteers.



BeliefsAboutYoungPeople

Itisimportantforthestafftoreflectontheirunderlyingbeliefsaboutyoungpeopleandtheirreadinessandinterestinservingthecommunity.Inwantingtoprotectandteachyoungpeople,adultsoftenoverlookopportunitiesforyoungpeopletoassumerolesthatcanbringthemasenseofvalue.Theseopportunitiespromoteanimportant“Icandoit.Imakeadifference.”attitude.Howdoyouradultstaffviewyoungpeople?Doesstaffseeyoungpeopleasproblemsabouttohappen,asaresourcetobedevelopedforfutureuse,orasacommunityresourcethatcanmakeadifferencenow?

ConsideringtheManyWorldsWithinaSingleCommunity

Beginbyworkingwiththeyoungpeopletocreateageographicdefinitionofwhatyoumeanby“community.”Onceyouallagreeonageographicdefinition,itisimportanttorememberthatpeople’sexperienceofthisgeographiccommunitymaybeverydifferent.Forinstance,youngpeoplewhoarerecentimmigrantsandwhoprimarilyinteractwithneighborsandbusinessestablishmentsthatsharetheirculturalbackgroundmayhaveaverydifferentexperienceofcommunitythanyoungpeoplewhoarenative-bornEnglish-speakers.Whenplanningforcommunityinvolvementinanafterschoolprogram,considerthemanydifferentaffiliationsyouryoungpeoplemayhaveandallowtimetoexplorethesedifferences.

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Beforeconsideringwaystoincreaseyoungpeople’sinvolvementwiththesurroundingcommunity,itisagoodideatoconductsomegroupdiscussionsabouthowdifferentpeopleexperiencetheircommunity.Whatarethedifferentaffiliationsyouryoungpeoplehave?Youngpeople’scommunitiesmaybeorganizedaroundmusicscenes,sportsteams,clubs,ortherecreationalactivitiestheyfeelhelpdefinethem.Whatarethedifferentaffiliationsyouryoungpeoplehave?Howdoesthisdifferfromthoseofyouradultstaff?Rememberthatpeopleofdifferentageswillalsodefinecommunityandcommunityneedsdifferently.ItisnotsurprisingthatwhenagroupofyoungpeopleinAlameda,Californiamountedasuccessfulpublicsupportcampaigntobuildanewkindofpublicpark,itwasanoutdoorskateboardparkthattheyenvisioned.(Imaginehowdifferenttheoutcomewouldhavebeenifseniorcitizensorparentsofnewinfantsweregiventhechargeofdesigninganewparkforthecommunity.)Youmightusealargewallmaptoidentifytheareasofthecommunitythatyourparticipantsaremostandleastfamiliarwith.Perhapsyoucanidentifytheareasaboutwhichtheyoungpeoplewouldliketolearnmore.Iseveryonefamiliarwiththelargercommunity’s“mainstream”resources,suchasthemuseums,artcenters,parks,andseniorcitizencenters?Whatabouttheresourcesthat“insiders”ofdifferentgroupscansharewithyoungpeople,suchassmallculturalartstheatresfocusedonpreservingagroup’scultureandtraditionsorgroupsworkingonaparticularcommunityissue?Aretherewaystointroduceyoungpeopletootherinformalresources,suchasthespecialtystoresanddeliciousrestaurantsinparticularethnicareasofthecommunity?Aretherelocalresidentswhohaveamazingexperiencesandstoriestotellorspecialtalentsaboutwhichfewknow?

InvolvingYoungPeopleinDesigningServiceProjects

Programleadersoftenviewcommunityserviceasprojectsthatadultsplanandyoungpeopledo.However,thisapproachfailstodrawupontheperspectivesandinterestsofyoungpeople.Whentheprojectideascomefromtheprogramparticipants,theyaremoreinterestedintheprojectandthishelpsbuildanaturalmomentumforprojectactivities.Keepinginmindthathowyougatheryoungpeople’sinputwilldependontheage,interests,andstructureofthegroup,hereareafewsuggestions:

• Beginwithaconversationaboutcommunity.Asktheyoungpeopleinyourprogramhowtheydefinecommunity.

• Bealerttotheinterestsoftheyoungpeopleinyourprogram.Aretherewaystoconnecttothecommunitythroughtheseinterests?

• Involvefamiliesindiscussionsaboutcommunity,inplanningforcommunityinvolvement,andintheactualactivitiesyouplan.Theyareanimportantresource,andcankeeptheideaofcommunityaliveathome.


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• Youngpeoplemaybeinspiredifyouletthemknowthattheirhelpisneededinthecommunity.Letyourenthusiasmshowandpointoutfrequentlythecontributionstheyaremaking,whetherbigorsmall.Ensurethatothersoutsideoftheprogramknowoftheirworkandrecognizetheireffortspublicly.

StartSmall

Asyouprepareforincreasingopportunitiesforcommunity,itisagoodideatostartsmall,andbuildonyoursuccesseswithlargerefforts.Thisistrueforinvolvingcommunitymembersorgroupsinyourprogram.Itisagoodideatogivenewcommunitypartners,whetherindividualsorgroups,relativelysmallresponsibilitiesuntilyoufindouthowtheyworkwithyourprogram.Ensurethattheyarerecognizedandappreciatedfortheircontributions.Itisalsotrueinbeginningserviceprojects.Youngpeoplecanbediscouragediftheirfirstprojectistoobiginscopeandtheydon’tseeresultsquicklyenough.

DotheNecessaryHomework

Whencommunityinvolvementactivitiesincludecommunityserviceprojects,itisimportantthatyoungpeoplehaveachancetounderstandtheunderlyingissuestheirserviceismeanttoaddress.Forexample,ifstudentsplantohelpcleanupalocalplayground,theycouldspendsometimeexploringquestionssuchas:“Whatistheimpactoflitteronourcommunity?”“Wherearethesafeplacesforchildrentoplayinthisneighborhood?”and“Whywasthisplaygroundallowedtobecomesodirty?”Thisprocessteachesyoungpeopletothinkcriticallyandexerciseproblem-solvingskillsevenastheybecomepartofthesolution.Youngpeople,likeadults,willbringtheirownsetofbeliefsandassumptions,alongwithconcreteknowledgeoftheparticularissue,toanyserviceproject.Allowtheyoungpeopletodoresearchsotheycantesttheirassumptions.Inconsideringsolutions,findoutwhatexistingcommunitygroupsarealreadydoingtotackletheseproblems.Whatotherstrategieshavealreadybeentried?Howcantheyoungpeopleimaginecontributingtotheeffort?Forexample,byinterviewingpeopleatahomelessshelter,youngpeoplefromoneafterschoolprogramlearnedthattheiroriginalideaofcollectingcannedfoodwasn’twhatwasmostneeded.Shelterresidentstoldthemthattheirmorepressingneedwaswarmclothing,especiallycoatsandgloves,forthecomingwinter—somethingthathadnotoccurredtotheprogram’syoungpeopleoradultstaff.Withthisnewinformation,theyoungpeopleenthusiasticallychangedtheirprojectaccordingly.Whenyoungpeoplelearntotakeathoughtfulapproachtoaddressingproblems,theybecomepreparedtofunctionasleadersincreatingeffectivecommunitysolutions.

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ThingsYouCanDoNOWtoIncrease

CommunityInvolvement1.Inviteaspeakerfromthecommunitytocometoyour

program.Thiscanbemosteffectivewhenthetopicislinkedtosomethingthestudentsarestudyinginschool,ortoaprojecttheyareworkingonintheprogram.Forexample,iftheyarelearningabouttheCivilRightsmovement,youmightinviteneighborswholivedthroughthosedaystotalkaboutwhatitwaslike.Iftheyarestudyingbutterflies,youmightfindalocalentomologisttovisit.Firefightersandotherpeoplewithexcitingjobsarealwayswelcomespeakers.Communitycolleges,museums,parks,volunteercenters,communitycenters,andeventhephonebookareallgoodplacestostartlookingforspeakers.

2.Encourageparents,oldersiblings,andneighborsofthe

schooltobecomeinvolvedintheprogram.Parentscanprovidewonderfulsupportforculturalactivities.Membersofthecommunitymightvolunteerastutors,mentors,orforsnackpreparationorstoryreading.Oldersiblingsandrecentprogramgraduatescanserveastutorsorhelpers,andthiscanprovidealinkbetweenthehighschoolsandmiddleschool-agedyouth.Thesevolunteerswillrequiretrainingandsupport,buttheinvestmentpaysoffinadecreasedyouth/adultratioandinincreasedrelationshipbuildingopportunitiesfortheyoungpeople.

3.Invitethecommunityintoyourprogramtocelebratethe

talentsofyouryoungpeople.Stageanopenhouseorperformanceatyourprogramspace.Shareyoungpeople’sart,theater,dance,music,orotherperformancewiththecommunity.Publishanewsletter,‘zine,orcollectionofpoetry.Inviteparentsandneighborstoseehowyourprogramworks.Thisisonewaytoletyouryoungpeopleshineandgivebacktothecommunityatthesametime.

4.Getoutofthebuilding!

Anytimeyouleavefamiliarspaceyouareallowingyoungpeopletoexpandtheirhorizons.Takeafieldtriptoaregionalparkormuseum.Visitalocalestablishment,service,orbranchofgovernmenttolearnhowitworks.Attendaprogramoractivityatalocalnon-profitorganizationsuchastheRedCross,SierraClub,asocialjusticeorcivilrightsorganization,oralocalartscenterorlibrary.Practiceusingpublictransportation,andletyoungpeoplehelpfigureouthowtogetwhereyouaregoing.


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5.Planaprojectthatwillbenefitthecommunity.

Cleanuporplanttreesorflowersatalocalpark,speakoutatapublicforumonayouthorcommunityissue,visiteldersattheseniorcenter,servesnacksataneighborhoodfair,designandpaintamural…thepossibilitiesareendless!Trytomatchprojectstotheinterestsoftheyoungpeople,andlookforexistingprogramsthatcanhelpyouprepareyoungpeopleforameaningfulexperience.

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HowDoYouKnow?





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COMMUNITYINVOLVEMENT:HowDoYouKnow?

DirectionsSelfassessyourprogramusingobservationsandsurveys.Youcanidentifyindicatorsthatwillallowstaffandyouthtoselfassessthedegreetowhichtheprogrampromotescommunityinvolvement.Youcanuseindicatorsfromprogramqualitysurveys.Belowareafewsuggestionsofwhatyouwouldseeandwhatyouthwouldsay.WhatYouSeeYoucanseethatyourprogramoffersyoungpeopleopportunitiesforcommunityinvolvementbylookingatwhoisintheroomandwhatishappening.Examplesofwhatyoumightsee:

• Thereareobjectsandwalldisplaysthatreflecttheprogram’sinterestinthesurroundingneighborhoodandcommunity:neighborhoodmaps,itemsreflectingtheculturaldiversityofthecommunity,listingsofcommunityresources.

• Thereareavarietyofcommunityresidents,familymembersandagencyworkerswhoparticipateintheprogramaspresenters,instructors,volunteertutorsandmentors,andinotherways.

• Programparticipantsaretravelingbeyondtheprogramsite,outtothecommunitytomeetpeopleandlearnaboutthecommunity’sresourcesandneeds.

• Programactivitiesincorporateopportunitiesforyoungpeopletolearnaboutculturesandcommunitiesdifferentfromtheirown.

• Youngpeopleareactivelyinvolvedinresearchingthechallengesfacedbytheircommunity,andhowbesttheycancontributetoaddressingtheissues.

• Youngpeopleareengaginginprojectsthatmaketheircommunitiessafer,morebeautiful,fun,caring,andjust.

• Youngpeoplearethinkingcriticallyaboutproblemsintheircommunity,andactingtoparticipateinsolutions.

WhatYoungPeopleSayThemostreliablewaytoassesswhetheryourcommunityinvolvementeffortsaresuccessfulistoasktheyoungpeopleabouttheirownexperienceoftheprogram.Whenasked,youngpeopleinanafterschoolprogramthatmakescommunityinvolvementaprioritymightsay:

• I’vehadachancetodothingstohelppeopleinmycommunity.• InthisprogramIgettogoplacesthatIdon’tusuallygo.• Inthisprogram,I’velearnedaboutthingsthatyoungpeoplecandoinmycommunity.• Iknowmoreaboutwhatisgoingoninmycommunity.• IknowmoreabouthowtogetthingsIneedinmycommunity.• I’velearnedaboutwaysIcanmakethingsbetterinmycommunity.

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COMMUNITYINVOLVEMENT:Personal

ReflectionDirectionsThisexerciseisintendedtohelppeopleidentifywhatmakescommunityinvolvementrelevant.Itisagoodopeningtofocusthegroupontheimportanceofcommunityinvolvement.Beginbytellingparticipantsthatyouaregoingtodoapersonalreflection.Askthemtoclosetheireyes,andspendafewminutesthinkingabouttheirownexperience.Thenreadthefollowing:Takeamomenttothinkaboutagrouporcommunitywhereyoufeelyoubelong.Itcouldbeageographicarea,aculturalorethnicgroup,agroupthatsharesanactivityorsetofbeliefs,oranyothergroupthatfeelslikeacommunitytoyou.

• Thinkofsomethingyoucontributedtothecommunitythathadanimpactonit.• Whydidyoucontributetothatcommunity?• Whatwouldhappenifyouwerenotthere?• Whatmakesitfeellikecommunitytoyou?


• Whataresomeofthethingsthatyourememberedaboutyourownexperienceasyouwerereflecting?

• Whymightitbeimportantforyoungpeopletohaveaconnectiontocommunity?• Howdoesthisrelatetothedesiredoutcomesofaneffectiveafterschoolprogram

(learningtobeproductive,tobeconnected,tonavigate)?• Whatistheimpactonyoungpeoplewhentheydon’thaveapositiveconnectiontothe

community?

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COMMUNITYINVOLVEMENT:

IntroducingOurCommunities

MaterialsNeededo Instantcameraandfilmo Cutoutstickfiguresofpeopleinmanycolors,about5”tall,oneperperson(makein

advanceofexercise)o Tapeo Fine-pointmarkers

DirectionsThisisanotherusefulexercisetogetagroupofadultsoryoungpeopletalkingaboutwhatcommunitymeanstothem.Askthegrouptoreflectsilentlyonthefollowingquestions:

• Whatcommunitiesdoyouservethroughyourjob?• Whatcommunitiesdoyouidentifywithorfeelapartof?• Whatcommunitiesdotheyoungpeopleyouworkwithcomefrom?

Afterafewminutestoreflect,havethegroupgetintopairs,preferablypairswhodon’tknoweachotherwell.Partnersgetafewminutestotalkaboutcommunityandwhatitmeanstothem,speakinginturns.Partnerstakeinstantpicturesofeachother’sfacesandattachthepicturesoftheirfacestothepaperfigures.Onthebodyofthestickperson,theywritedownthewordsthatdefinecommunityforthemandwhichtheyarewillingtosharewiththerestofthegroup.Wheneveryoneisfinished,partnersgoaroundthecircle,introducingeachothertothegroup.Afterwards,postthefiguresonthewallforeveryonetosee.


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COMMUNITYINVOLVEMENT:Brainstorm

Opportunities

MaterialsNeededo FlipCharto Markerso Tape

DirectionsDividetheparticipantsintofivegroupsforbrainstorms.Ifyouhavedifferentprograms,agelevels,ormanagementlevelsrepresented,trytomixthemupinyourgroups.Eachgrouptakesonetopictobrainstorm.Topicsare:

• Possiblecommunitypartners(Includeagenciesthataremembersofyourcollaborative,agencieswhereyourstaffmembershaveconnections,agenciesthatmayhaveareasofprogramoverlap,communityserviceagencies,andsourcesforindividualvolunteers.)

• Communityserviceactivities(Besuretothinkofactivitiesforyoungeraswellasolderchildrenifyouservemultipleagegroups.)

• Youngpeople’sintereststhatcouldbeconnectedtothecommunity(i.e.,Agroupinterestedindancemightenjoyavisitbyalocaldancetroupe,whichmightleadtootheractivities.)

• Othercommunityissues/programs/activitiesthatmightinterestyouryoungparticipants.

• Waystoletthebroadercommunityknowwhoyouareandwhatyoudo,sothatyoucanstrengthenyourrelationshipwiththecommunity.

Remember,thisisabrainstorm,sotrynottoruleanythingoutrightaway.Makeyourbrainstormsasbroadaspossible.Theideaistogeteveryonethinkingofyourprogramasanintegratedpartofthecommunity,withinformationandknowledgeconstantlyflowingintoandoutofyourprogram.Afterthesmallgroupshavecompletedtheirbrainstorms,stepbackandgiveeveryonetimetocirculatearoundtheroom,lookingateachother’scharts.Makeadditionstoothergroups’charts.Circletopicsthatcomeuponseverallistsorseemespeciallypromising.

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COMMUNITYINVOLVEMENT:StaffTrainingTopics

DirectionsCreateastaffdevelopmentplanthatincludestrainingtopicsthatwouldensurethattheyoungpeopleinyourprogramhaveopportunitiesforcommunityinvolvement.Togetherwithyourstaffandprogramleadership,identifytrainingtopicsthatarerelatedtocommunityinvolvement.Belowareafewsuggestions:

• Specifictrainingonculturesrepresentedinthestudentpopulation• Volunteermanagement/appreciation• Speakingtothemediaandgeneratingpublicity• Youngpeopleasvolunteers• Specifictopicsrelatedtopotentialprojects• Programsofferedatschoolandbyagencies


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COMMUNITYINVOLVEMENT:Checklistfor

ActionDirectionsThischecklistismeanttohelpyoustayorganizedandfocusedasyoubeginincreasingopportunitiesforcommunityinvolvementinyourafterschoolprogram.Itwillhelpyoustayfocusedandorganizedasyoubegintomakecommunityinvolvementapriorityinyourprogram.Haveyou:

o Hadastaffdiscussionabouttheimportanceofcommunityinvolvementandhowtheyviewyoungpeople?

o Dotheyviewyoungpeopleasacommunityresourcethatcanmakeadifference?o Setasidestafftimetothoroughlyplantheincorporationofcommunityinvolvement

activities?o Assessedtheneedforstaffdevelopmentandplannedfortraining?o Lookedathowyourschooloragencyallocatesresources(time,space,andmoney)to

supportcommunityinvolvement?o Familiarizedprogramstaffwithlocalculture(s)andcommunities,includingthe

immediateneighborhood?o Familiarizedprogramstaffwithofferingsofcollaboratingagenciesandothercommunity

groups?o Consideredbothopportunitiesforyoungpeopletobeinvolvedinthecommunityandfor

thecommunitytobeinvolvedwithyoungpeople?o Askedyoungpeoplewhattheyconsidertobetheircommunityorcommunities?o Gatheredyouthinputandideasaboutcommunityinvolvement?o Madeconnectionswithotherlocalcommunitygroups?o Checkedthatpotentialcommunityserviceactivitiesaregroundedinasolid

understandingoftheissuesyouareaddressing?o Involvedfamiliesinplanningandimplementation?o Selectedthemostpromisingareastobegincommunityinvolvement?o Definedspecificallyhowyouexpecttheseactivitiestopositivelyimpactyoungpeople

andthecommunity?o Trainedsomeoneonstaffinvolunteermanagement,ifyouareplanningtouseoutside

volunteers?o Metwithpossiblecommunitypartners,agreedonresponsibilities,andoutlinedaplan?(It’sagoodideatohavethisinwriting.)o Incorporatedoutcomesrelatedtocommunityinvolvementintoprogramevaluation?

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OrganizationalPracticesThatSupport

CommunityInvolvement

LowYouthtoStaff/VolunteerRatioMaintainingalowratioofyoungpeopletoadultswillhelpcommunityinvolvementactivitiesrunmoresmoothly.Moreactivelyengagingthecommunitycanalsohelpprogramslowertheirratioofyoungpeopletostaff.Itdoestaketimeoutsideoftheprogramtorecruitandpreparevolunteers,buttherecanbemanybenefitsasyoungpeoplegetmoreone-on-oneattention,andhavetheopportunitytoformrelationshipswithmanydifferentadults.

FlexibilityinAllocatingAvailableResourcesAsyoungpeoplegetcaughtupinacommunityproject,itmaytakeadirectionthatstaffneveranticipated.Itisimportanttohavetheabilitytochangeplansandreallocateresourceswhenthishappens.Activitiesthatinvolvethecommunitycanalsotakeonalifeoftheirown,bringingnewresourcesintotheprogram.

ContinuityandConsistencyofCareMeaningfulcommunityinvolvementprojectstaketimetodevelop.Youngpeopleneedtimetounderstandandexploretheissues,plananactivity,learnanyneededskillstocarryitout,andreflectafterwards.Theyalsoneedconsistentstaffsupportthroughoutthisprocess.Inaddition,ittakestimeandefforttobuildtrustingrelationshipsinthecommunity.Whenthereishighstaffturnover,theserelationshipsaredamaged.Itisimportanttotakeappropriatemeasurestoretainqualifiedstaff.


ImprovementProcessPrioritizingcommunityinvolvementopportunitiesmeansensuringthattheseactivitiesreallyengageyoungpeopleandhelpthembuildknowledge,feelconnected,andgivebacktothecommunity.Toensurethatyourprogramisbeingeffectiveinofferingthesekindsofopportunities,youneedtoincludeevaluationofcommunityinvolvementeffortsinyourongoingprogramassessment.Doyoungpeoplereportthattheyfindcommunityinvolvementprojectsmeaningfulandrewarding?Howmanyconnectionsdoesyourprogramhavewithothercommunityorganizations?Howclosearetheseconnections?Alsoexaminethequantityandqualityoftherelationshipsbetweenyoungpeopleintheprogramandcommunityvolunteers.

YouthInvolvementCommunityinvolvementactivitiesaremostpowerfulwhentheyaremeaningfultotheyoungpeoplewhoparticipateinthem.Theirinvolvementinplanningandimplementationensuresthatprojectswillberelevanttothem.

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CommunityEngagementCommunityinvolvementactivitiesworkbestwhenthecommunityisengagedwiththeafterschoolprogramatadeeperprogramororganizationallevel.Forexample,itismosthelpfulwhenstakeholdersinthecommunityareengagedinearlyplanningandgoalsetting,andhaveon-goinginput.Inthisway,providingopportunitiesforcommunityinvolvementcanbeanintegralpartoftheprogram,andnotanadd-on.

ProvidingOpportunitiesForCommunityInvolvementAtAll

LevelsOfTheOrganizationProgramsaremosteffectiveatlinkingyoungpeopleandthecommunitywhenthecommunityisengagedatalllevelsoftheorganization.Thismeansthatallthoseinvolvedintheprogramhaveknowledgeofthecommunitywheretheyarelocated,haveconnectionswiththecommunity,andhaveopportunitiestogivebacktothecommunity.Thismaymeangivingstaffmemberstimetoattendcommunitymeetingsandeventsandinvolvingparents,volunteers,andnon-programstaffinholdingeventsforthecommunity.


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SKILLBUILDING

CHALLENGINGAND

ENGAGINGLEARNING

EXPERIENCESTHAT

BUILDSKILLS

Providingopportunitiesforyoungpeopletoexpandtheirskillsandknowledge.

Chapter

8


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WhatisMeantbyChallengingandEngagingLearningExperiencesthatBuildSkills?Learningexperiencesprovideyoungpeoplewithopportunitiestoexpandtheirunderstandingandknowledgeofthemselvesandtheworldinwhichtheyliveandtomasterspecificnewconceptsandskills.Theseexperiencesarechallengingwhentheyrequireparticipantstostretchbeyondtheircurrentrangeofknowledgeandskillsandofferopportunitiestotestandmastertheirskillsintherealworld.Youknowthatyoungpeoplearebeingchallengedwhen,uponsucceeding,theyexpressagenuinesenseofprideandaccomplishment,andareadinesstosharetheirlearningwithothers.Learningexperiencesareengagingwhentheytapintotheyoungparticipants’naturalcuriosityandinterestindiscovery,andwhentheyservetomotivate,ratherthandiscourage,theireagernesstotrynewactivities.Howcanyouensurethatyouarecreatingactivitiesthattapintoyoungpeople’snaturaldesiretolearn,givingthemopportunitiestostretchthemselvesandgainnewknowledgeandskills?Todothiswemustconsciouslyintegratelearningopportunitiesintothefullrangeofactivitiesweoffer.AndwemustdrawonalloftheyouthdevelopmentpracticesdiscussedinthisGuide.Promotingsafety,buildingpositiverelationships,fosteringmeaningfulyouthparticipationandofferingopportunitiesforcommunityinvolvementareallpartofcreatingsuccessfullearningenvironments.

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WhyisitImportantthatLearningExperiencesareChallengingandEngaging?Toprepareyoungpeopleforadulthood,wemustprovidethemwithmultipleopportunitiestobroadentheirknowledgeoftheworld,developnewskills,andincreasetheircompetenciesinanumberofrealms.Werecognizethatyoungpeoplearearound-the-clocklearners,makingtheafterschoolhoursaperfecttimeforyouthtoaccessrichandvariedopportunitiesfornewlearning.Ourchallenge,asprogramleaders,istocreatechallengingandengaginglearningexperiencesthatwillbothattractandretainyoungpeoples’participation,andsupporttheminacquiringnewskills.Whenyoungpeoplearebothchallengedandengaged,theybecomeattentiveandreceptivetolearning.Whentheselearningopportunitiesarecoupledwiththesupporttheyneedtosucceed,theiraccomplishmentstakeonanimportancelargerthantheparticularskilltheyhavelearned—theseexperiencescontributetotheirperceptionsofthemselvesasablelearnersandpromotean“Icandoit”attitude.Thisinternalizedsenseofcompetenceandmasteryservestofueltheirdesireandmotivationforfuturesuccessandtoassumeactiveresponsibilityfortheirownlearning.Researchalsotellsusthatfeelingsofcompetenceandaccesstoengagingopportunitiesarecriticalfactorsinyouth’savoidanceofhighriskbehaviors,suchastheuseofalcoholandotherdrugs.AsresearchersJamesConnellandMichelleGambonenote,youngpeople“aremorelikelytoavoidthesedangersiftheyhavehealthieroptionsintheirlivesthatcontaintheappropriateblendofchallengeandaccomplishment.”

Afterschoolprogramsthatofferdiverseandengaginglearningopportunitiesallowyoungpeopletoexplorenewsubjectsanddisciplines,whichtheymightnotbeabletoexploreelsewhere.Forsome,thiswillbeachancetoshowcasetalentsthatwerenotpreviouslyseenorappreciatedinothersettings.Providinglearningexperiencesthatbothchallengeandengageyoungpeopleisalsothebestwaytoattractandsustaintheirparticipationinafterschoolprograms.Thisisparticularlytrueinthecaseofadolescents,whotypicallyhaveahigherlevelofchoiceovertheirparticipationandcan“votewiththeirfeet”iftheydon’tfindprogramsengaging.


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Usingarangeofapproachestoreachyoungpeoplewithdiverselearningstyleswillalsohelpyourprogramattractandsustaintheparticipationofyoungpeoplewhohavenothadsuccessintraditionalclassroomsettings.Asallparticipantsfeelmoreinterestedandsuccessfulaslearners,theirconfidence,enthusiasmandinterestinparticipatingwillgrowandmisbehaviorwilldiminish.

ProvidingChallengingandEngagingLearning

ExperiencesthatBuildSkills

OrganizationalPractices

Providingchallengingandengaginglearningexperiencesthatbuildskillsbeginswithsoundpoliciesandpracticesoftheorganizationthatemploysthestaffwhoworkwithyoungpeopledirectly.Theseorganizationalpracticesrequirethecommitmentofeveryoneattheagencyorschool,fromtheadministrationtothejanitorialstafftothevolunteers.



BuildingaSafeandLearningFriendlyCommunity

Beingsupportiveandinclusiveofparticipants’differentlearningstylesandintelligences.Youngpeoplemustfeelsafeinordertotaketherisksnecessarytolearnnewthings.Youcancreateanenvironmentthatsupportslearningby:

• Buildingstrongandtrustingrelationshipswithyoungpeopleandfosteringpositiverelationshipsbetweenyoungpeopleandtheirpeers(seeEncouragingRelationshipBuilding);

• Promotingtheexplorationofideasandthepracticeofnewskills—withoutcensuringyoungpeoplefortheirerrorsormistakes;

• Explicitlyplacingahighvalueonthesearchforanswers,discoveryandlearningtogether,includingaskingforandgivinghelptoothers;

IncorporatingtheInterestsofYoungPeople

Regardlessoftheteachingandlearningmethodsyouemploy,itisimportanttoincorporateyoungpeople’sinterestsinyourprogram.Youmaywanttosurveytheyoungpeopleinyourprogramabouttheirinterests,andthenworktoincorporateopportunitiestolearnacademicandlifeskillsintoactivitiesthatreflecttheseinterests.

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Youcanalsobuildonlearners’existingknowledgeandskills.Whenintroducinganewtopicorproject,beginbyallowingyoungpeopletoshowwhattheyalreadyknow.Theremaybesometrue“experts”amongthem.Bybuildingoffthemomentumoftheirknowledgeandpriorexperiences,youcanhelpthembothtestanddeepentheirpresentunderstanding.Equallyasimportanttodesigningprogramswithyoungpeople’sinterestsinmind,isensuringthatprogramsarerelevanttothelearners.Itiscrucialthatstaffunderstandyoungpeople’slifecontexts,includingtheirculturalandsocioeconomicbackgroundsandhavetheflexibilitytodesignprogramsthatarerelevanttoparticipants.Hiringworkersfromthecommunity,involvingcommunityvolunteersandparents,anddrawingontheirexpertisewillhelpyoushapeamoresensitiveandeffectiveprogram.

GettingToKnowtheYoungPeopleInYourProgram

Promotingsuccessfullearningexperiencesbeginswithfocusingonthelearners—theirinterests,needs,andabilities—thenincorporatingthisknowledgeintodecisionsabouthowbesttoengagetheminactivitiesthatwillachievethelearninggoalsoftheprogram.Choosinglearningstrategiesandactivitiesthatareageappropriatebasedonyoungpeople’sneedsandinterestsandtheirstageofdevelopmentisanimportantcomponentofcreatingchallengingandengaginglearningenvironments.Taketimeinastaffmeetingtoconsidertheyoungpeople’sstageofdevelopmentandvariedlearningstyles,andtheimplicationsforyourprogram.Failingtotakeyoungpeople’sdevelopmentallevelintoaccountwhendesigningactivitiescanleadtoexperiencesofboredomorfailure,whichcanunderminetheirconfidenceintheirownlearningabilities.


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LearningStylesandIntelligences

Inordertoconnectwithavarietyoflearnersinyourafterschoolprogramyouwillneedtobeknowledgeableaboutthedifferentwayspeoplelearn.Thisiscrucialwhenplanningskillbuildingactivities.Somepeoplearevisuallearners,learningbestfromreadingbooks,writteninstructions,andvisualdemonstrations.Othersareauditorylearners,processinginformationbestfromoralexplanations.Andstillotherpeoplearekinestheticlearners,learningbestfromphysicalexperience.Mostofuslearnbestthroughacombinationoftheseapproaches,andfromrepeatedencounters.AccordingtoHowardGardnerandotherscientists,thereareninedistinctformsofintelligence,whicheachindividualpossessesinvaryingdegrees.Asyouunderstandtheseconceptsmorefully,youcandesignactivitiesthatdrawonthemanydifferentkindsofintelligencesandtalentsofyouryoungpeopleindifferentareas.Bydoingthisyoucanchallengeandengageadiverserangeofyoungpeopleandcreateopportunitiesforeachtoshine.

IntegratingLearningIntoAllActivities

ResearcherMilbreyMcLaughlinhasspentoveradecadestudyingcommunity-basedyouthprograms.McLaughlinfoundthatyouthprogramswhicharehighlyeffectivetendtocreateenvironmentswhereyoungpeoplearealmostalways“engagedinactivitiesthatdeliberatelyteachanumberoflessons…andbuildarangeofacademiccompetenciesandlifeskills.”Inmanycases,leadersoftheseprogramsbuiltonalreadyexistingprogramsthathadcapturedtheinterestofyoungpeopleandexpandedlearningactivitiestoincludeothercontentareas.McLaughlincitesexamplesofanartsprogramthatasksyoungpeopletoresearchtheirculturalhistoryandthenworktogethertocreateamuralexpressingthethemestheydiscovered;adanceclasswhereparticipantskeepjournalsandbeginrehearsalsbyreadingaloudfromtheirwritings;andsportsprogramsthatincorporatelessonsonpersonalresponsibilityandteamwork.Tomaximizelearninginyourafterschoolprogram,beginbyintentionallyintegratingmultiplelearningopportunitiesintoallprogramsandactivitiesandsettinglearninggoalsforeach.Asyouplaneachactivity,identifyhowyouwillweaveopportunitiesforlearningintotheactivityandidentifythespecificstrategiesyouwillusetohelpyoungpeoplemeetthelearninggoals.Allowenoughtimeforstafftoplaninterestingandmeaningfullearningexperiencesthatincorporateavarietyoflearningstylesandintelligences.Itisoftenagoodideatotryoutanewactivityonasmallergroupofyouth,andaskfortheirfeedback.Staffshouldalsohaveopportunitiestodiscusswhatskillsandknowledgetheybelieveyouthintheprogramneedandtogetherdeterminehowtheseskillscanbeincorporatedacrossallprogramactivities.Someoftheexercisesattheendofthischaptermaybeusefulinbeginningthisdiscussion.Ultimately,youth,parents,andcommunitymembersshouldalsobeincludedinthisplanning.

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InstructionalStrategiesthatEngageYoungPeople

Afterschoolprogramscandrawonanumberofinstructionalstrategiesandlearningmodelsfromthefieldofeducationthatservetoactivelyengagelearners.Bothcooperativelearningandprojectbased-learningprovideopportunitiesforyoungpeopletobeengaged,toworkandlearntogether,andtospendtimenotonlylearningnewthings,butacquiringabetterunderstandingofhowtheylearn.(Formoreinformation,seeChapter6,FosteringMeaningfulYouthParticipation.)

CooperativeLearning

Youngpeople’slearninginschoolistypicallystructuredbyeachworkingindividuallyorincompetitionwithoneanother.Afterschoolsettings,however,offertheflexibilityforyoungpeopletolearninalternativeways.Cooperativelearningisaninstructionalmethodinwhichyoungpeopleworktogetherinsmallteamstopromotetheirownlearningaswellasthelearningoftheirpeers;andwherestudentsperceivethattheycanreachtheirlearninggoalsifandonlyiftheotherstudentsinthelearninggroupalsoreachtheirgoals.Cooperativelearninghasbeenshowntobeahighlyeffectivewayforyoungpeopletoachievetheirlearninggoals.Theyareabletoengagewithadiversegroupofparticipantswithdifferentviews,backgrounds,ideasandquestionsprovidingrichlearningopportunities.AccordingtotheCaliforniaDepartmentofEducationandothers,cooperativelearningisalsoviewedasa“powerfuleducationalapproachforhelpingallstudentsattaincontentstandardsanddeveloptheinterpersonalskillsneededforsucceedinginamulticulturalworld.”

Programleadersmayengageyoungpeopleincooperativelearningformomentsatatimetosharetheirthoughtsandexperiencesorparticipateinagroupdecision.Cooperativelearningcanalsobemoreformalized,lastingforanentireactivityperiodorforseveralweeks.Inanafterschoolsetting,youngpeoplecanengageincooperativelearninggroupstocompletehomework,makegroupdecisionsordoproblemsolving,researchtheanswerstoquestions,conductasurveyorexperiment,orcompletecomplexprojectstogether.(Formoreinformationongroupprojects,seeProject-BasedLearning,below.).Itisimportanttonote,however,thatcooperativelearningrequiresthatthegroupmembersareabletoengageinactivitiesinateamworksetting.Alsoimportantisestablishinganenvironmentwhereparticipantsfeelsafe,butchallengedandkeepingthegroupssmallenoughsothatallcancontribute.“Socialskillsforeffectivecooperativeworkdonotmagicallyappearwhencooperativelessonsareemployed.Instead,socialskillsmustbetaughttostudentsjustaspurposefullyandpreciselyasacademicskills.Leadership,decision-making,trust-building,communication,andconflict-managementskillsempowerstudentstomanagebothteamworkandtaskworksuccessfully.”


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Project-BasedLearning(PBL)(www.bie.org)

Project-BasedLearningisateachingandlearningmethodthatactivelyengagestheparticipationandexcitementofyoungpeople,andiswellsuitedtoafterschoolsettings.Inproject-basedlearning,youngpeopleworkcollaborativelyoveraperiodoftimetoinvestigateatopicarea,focusonthedevelopmentofaproductorperformance,orsolveaproblemrelatedtorealworldissues.Intacklingtheirprojects,youngpeopleareprovidedwithaguidingframeworkinwhichtowork,butalsothefreedomtoorganizetheprocessandactivitiesnecessarytoreachasolution.Thisusuallyinvolvestheirorganizingtheiractivities,conductingresearch,solvingproblems,andsynthesizinginformationacrossdisciplines.Project-basedlearningrequiresthatyoungpeoplehavestrongcommunicationandteamworkskills,andareabletoconsiderdifferentpointsofview,andmakedecisionswithoutconflict.Italsorequiressoundplanningonthepartofprogramleaders.Youcansolicitideasforprojectsthrough"brainstorming"activitieswithprogramparticipantsorbuildoffofearlierprojectsandinterests.Whenselectingprojectideas,keepinmindthatthetopicshouldbecloselyrelatedtoayoungperson’severydayexperiencesorinterests,sothattheywillbeabletoraiserelevantquestionsandthereforeactivelyengagewiththesubjectmatter.Project-basedlearninginafterschoolsettingscanalsopromotealinkwithformallearningtopicsduringtheschoolday.Leadersshouldanticipaterequestsbyparticipantstogatherinformationormaterialsoutsideoftheprogramfacilities.Project-basedlearningoffersgreatopportunitiestoconnectwiththegreatercommunity.Attheconclusionofaproject,participantswilloftendevelopagroupreport,exhibitionorperformance,whichwillservetomotivateparticipantstoachieveahighqualityproduct,andoffersthemanopportunityforrecognitionandcelebration.

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ConnectingSchoolDayLearningtoAfterschoolActivities

Increasingly,afterschoolprogramleadersarebeingaskedtosupportschooldaylearning.Thiscanbeaccomplishedwithoutloosingyour“youthfriendly”afterschoolenvironmentorduplicatingthelearningmethodsoftraditionalclassrooms.Beginbybecomingknowledgeableaboutthecurriculumcontentthatwillbecoveredintheclassroomsofyourparticipants.Aretherethemes,projectsoractivitiesyoucanincorporatetoenrichyoungpeople’sinterestandunderstandingoftheirclassroomcontent?Teachersarewonderfulresourcesforbrainstormingideasandprogramplanningresourcesandmaterials.Publishedacademicstandardsarealsoagreatresourcetohelpyouincorporateclassroomlearningwithafterschoollearninggoals.Eachschooldistrictandstatedepartmentofeducationpublishesstandardsthatdescribethedestinationsatwhichstudentsshouldarriveattheendofaunitorterminreading,writing,math,finearts,performingarts,fitness,andmanyotherareas.Notonlywillyourknowledgeofthesestandardsprovideideasonhowtoenrichyourprogramactivities,buttheywillprovideyouwithacommonlanguageandframeworkthatschooldaypersonnelwillunderstandasyoudescribeandpromoteyourprogram.

ProvidingOpportunitiesforAssessment,Feedbackand

Recognition

Youngpeopleareintrinsicallyinvestedinmakingprogressandachievingtheirgoals.Programleaderscansupportyoungpeople’slearningbyestablishingprogramlearningobjectivesinadvanceofactivitiesandhelpingyoungpeopletosettheirownpersonallearningobjectives.Youngpeoplethenneedopportunitiestomeasuretheirownprogressandrefineandimprovetheirwork,aswellasreceiveon-goingfeedbackfromadultsandrecognitionfortheiraccomplishments.

• Assessmentandfeedbackcantakeavarietyofforms,including:• Informalcoachingandfeedbackbetweenyoungpeopleandadults;• On-goingstructuredopportunitieswhereyoungpeoplewriteaboutordescribetheir

viewoftheirownprogress;


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• Theuseofindividualportfoliosthatdemonstrateimprovementovertime;• Peerreviewandgroupreflectionsonjointprojects.

Opportunitiesforpublicrecognitionarealsovitaltobuildingyoungpeople’ssenseofconfidenceandaccomplishment.Thesemightincludeyouthpresentations,publiccelebrationsofaccomplishments,andeventsandperformancesthatshowcasethenewskillsandtalentsthatyoungpeoplehavegainedthroughtheirexperiencesintheprogram.Rememberthattheabilityofyoungpeopletoacceptandmakeuseofcandidfeedbackfromadultsandpeersisdependentonthetrustandsenseofsafetyyoungpeoplefeelintheprogramandtheexplicitvalueprogramleadersplaceonlearningandself-improvement.

TakingAdvantageoftheStrengthsofAfterschoolPrograms

Afterschoolprogramshavesomeuniquefeaturesthatmakethemdifferentfromschoolsettings.Byfocusingonthesecharacteristics,wecan“playtoourstrengths”indesigningourprogramstoberichlearningenvironmentsthatalsosupportyoungpeople’shealthydevelopment.Aswedesignourprograms,weneedtobearthesefeaturesinmindsothatwecantakeadvantageoftheuniqueopportunitiesthatafterschoolsettingsoffer,andusethesestrengthstocomplimentandexpandwhatgoesonintheclassroom,notmerelyreplicateit.

ThingsYouCanDoNOWtoCreate

ChallengingandEngagingLearningExperiences1.Createasafeplacetolearn.

Whatmakesaprogramasafeplacetolearn?Whobettertoaskthanyouryoungparticipants?Whatdotheyoungpeopleyouworkwiththinkaboutmistakes?Togetdiscussionstarted,readabookonfamousmistakesthatresultedinamazinginventions.Usingthisinformation,developagreementsandruleswiththeyoungpeopleinyourgrouptoensuretherightofsafety.Decidetogetherwhattodowhenagreementsarebroken.Postanyagreementsonthewallandrefertothemoften.Andwhataboutprogramstaff?Howdotheyrespondtoyoungpeoplewhenmistakesaremade?Considerhowyoucanestablishaprogram"culture"whereeveryone’smistakesareseenasopportunitiesfornewlearningandtheprocessofinquiryanddiscoveryismoreimportantthanalwayshavingthecorrectanswers.

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2.Planfortheskillsandknowledgeyouwantyour

participantstoacquireinyourprogram.Oftenwhenplanningprograms,staffpeoplegostraighttoliningupactivitiestofilladeterminedstretchoftime,withoutthinkingthroughwhatthelearninggoalsareforaprojectortheoverallprogram.Insteadofidentifyingactivities,workwithstafftodeterminewhatkindsofknowledgeandskillsyouwantyouryoungpeopletoacquireovertimethroughtheirparticipationinyourprogram.Theymightbeacademicskills,studyskills,leadershiporteamskills.Now,considerwhatkindsofexperiencesandactivitiesyoucanprovideovertimethatwillmeetyourlearningagenda.Don’tfeellikeyouhavetodoitalone!Youcanuseoradaptcurriculummaterialstoalignwithyourparticipants’interestsandneeds,anddrawonteachersandothersaroundyouwhomayhavemoreexperienceinplanningagainstlearningoutcomes.

3.Useportfoliostohelpparticipantsreflectontheirprogress

andaccomplishments.Ifyourparticipantshaveconsistentenrollmentovertimeorifparticipantsengageinlongtermprojectswheretheyincreasetheirskillsongoing,considerhowyoumightcollecttheirworkovertime.Youcancreateaportfolioorpersonalfilewithyouryoungparticipantstoserveasanon-goingrecordoftheirwork.Afterseveralmonthsorattheendofaprojectsitdownwiththemtoreviewtheirrecordofaccomplishments.Whatdotheythinkaboutit?Whatdoestheirportfolioreflectbacktothem?Whatkindsofrecordscanbestored?Foryoungerchildren,itmightbeaportfolioofselfportraitsthatweredonemonthly,orsimplytheirownfiletheyuseovertimetostorethingstheyhavedoneofwhichtheyareproud.Forolderyouthwhomightbedevelopingasetofskillsovertime,sayintheartsortechnology,communicateyourprojectlearninggoalsandaskthemtodeveloppersonallearninggoals,ifappropriate.Assisttheminassessingwhichgoalstheyhavemetovertime.

4.Increaseindependentaccesstodiverselearningmaterials.

Withinyourprogram,provideaccesstolearningmaterialsthatyoungpeoplecanindependentlyaccess.Thisallowsyoungpeopletopursuetheirowninterestsorengageintheirowninquirywithouttheneedforadult-ledstructure,andisperfectforyoungpeoplewhofinishtheirworkaheadofscheduleorwhowanttodisengageforaperiodoftimefromgroupactivities.


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Thesemaytaketheformofreadingmaterials(books,magazines)orwebsitesthatarerelatedtotheirinterestsortopicsofstudywithinyourprogram.Theycanalsobeintheformoflearningkitsthathaveinstructionsandexperimentswithwhichtheycaninvolvethemselves.Itisimportantthatthematerialsarediverseandrepresentativeoftheculture,gender,andabilitiesofyouryoungpeople.

5.Recognizetheaccomplishmentsofyouryoungpeople.

Putinplaceopportunitiesforyoungpeopletoberecognizedfortheiraccomplishmentsbyothersoutsideoftheprogram.Thiscantakeplacethroughperformances,exhibits/presentationsofcompletedprojects,orcelebrationswhereeachchildisacknowledgedforhisorherspecialaccomplishmentsandcontributions.Sharingaccomplishmentswithoutsidersraiseseveryone’ssenseofaccountabilityfordeadlinesandexcellence.Afterasuccessfulevent,thepositiveeffectonagroup’ssenseofcommunityandtheindividuals’experienceofaccomplishmentcanbequiteprofound.

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HowDoYouKnow?





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ENGAGINGLEARNINGTHATBUILDSSKILLS:How

DoYouKnow?

DirectionsSelfassessyourprogramusingobservationsandsurveys.Youcanidentifyindicatorsthatwillallowstaffandyouthtoselfassessthedegreetowhichtheprogramhelpsyoungpeopletobuildnewskills.Youcanuseindicatorsfromprogramqualitysurveys.Belowareafewsuggestionsofwhatyouwouldseeandwhatyouthwouldsay.WhatYouSeeYoucantellthataprogramhasplacedimportanceoncreatingchallengingandinterestinglearningexperiencesforitsparticipantswhenyouwalkintotheroomandsee:

• Programmaterialsselectedbasedontheages,abilitiesandbackgroundsoftheparticipants.

• Activitiesorganizedtoincludeyoungpeoplewithawiderangeofskills.• ActivitiesorganizedusingSAFEfeatures–Sequenced,Active,Focused,andExplicit.• Activitiesprovideopportunitiesforyoungpeopletoworkontheirownandinsmall

groups;thesizeofthegroupislinkedtothepurposeoftheactivity.• Opportunitiestolearnacademicandlifeskillsthroughprogramactivitiesthatappealto

youngpeople.• Youngpeopletryingavarietyofproblem-solvingstrategies,includingaskingforhelp

fromadultsandpeers,whenfacingchallengesinactivities.• Youngpeopledemonstratingnewabilitiesandapplyingtheirskillstonewtasks.• Theprogramdrawsonthetalentsofmanydifferentkindsof“teachers”whosupportthe

participants’learning:communityworkers,parents,olderor“expert”peers,aswellasclassroomteachers.

• Youngpeoplereceivingrecognitionfortheiraccomplishmentsinformallyandthroughcelebrationsandperformances.

• Youngpeoplereceivingon-goingfeedbackfromadultsandreflectingontheirownprogress;andyoungpeopleregularlysharingtheirfeedbackontheprogramwithprogramleaders,includingwhetherornottheyfeelchallengedbyactivities.

WhatYoungPeopleSayThebestwaytoassesswhetheryoungpeoplearelearningnewskillsandfeelchallengedandengagedintheprocessistoaskthem.Howwouldyoungpeopleinyourprogramrespondtothestatementsbelow?Wouldtheyagreeordisagree?

• Ilearnhowtodonewthingshere.• Theactivitiesherearefun.• Inthisprogram,IlearnthingsthatIhaveapersonalinterestin.

• IgettodothingsherethatIdon’tgettodoanywhereelse.

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• Inthisprogram,IgettolearnhowtodothingsIdidnotthinkIcoulddo.• Staffherechallengemetodomybest.• Inthisprogram,IamgettingbetteratdoingthingsIcareabout.• IamabletosetmyowngoalsaroundthethingsIlearnhere.

ReflectionWhataresomethingsyouseeinyourprogramthatindicatechallengingandengaginglearningexperiencesarebeingoffered?Whataresomethingsyouwouldliketosee?


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ENGAGINGLEARNINGTHATBUILDSSKILLS:

PersonalReflectionDirectionsThisexerciseisintendedtohelpprogramstaffthinkaboutwhatgoesintoahighqualitylearningexperience.Itcanserveasagoodopeningtofocusthegroupontheimportanceoflearninginanafterschoolcontext.Beginbytellingparticipantsthatyouaregoingtodoapersonalreflection.Askthemtoclosetheireyes.Readthefollowingaloud:

Takeamomenttothinkaboutanengaginglearningexperienceyouhavehad—atimewhenyouwerefullyinvolvedinwhatyouweredoingandtherestoftheworldseemedtofallaway.Thinkaboutwhatyouwerelearning,whowasthere,andhowyoufelt.

• Whatdoyouthinkledyoutobesodeeplyengagedinthisexperience?• Whatwasinterestingtoyouaboutwhatyouwerelearning?• Howdidyoubecomeinterestedinwhatyouwerelearning?• Wereyouinagrouporalone?Didyouhaveateacher?Whatwashis/herstyle?• Ifyouhadateacher,didyoutrustthatperson?Whydidyoutrustornottrustthat

person?• Whatmodesoflearningwereyouusing(visual,auditory,physical)?• Whatelsestandsoutforyouabouttheexperience?

GroupDiscussion

BeforeholdingagroupdiscussionyoumightwanttogivetheparticipantsanopportunitytowritedownsomehighlightsofwhattheylearnedinthePersonalReflectionExercise.Thenholdadiscussionusingthefollowingquestionstofacilitatesharingandlearningfromeachparticipant’sexperience.

• Whymightitbeimportantforyoungpeopletohavechallengingandengaginglearningopportunitiesoutofschool?

• Whymightitbeimportanttoaccountfordifferentstylesandmodesoflearning?• Howdoesthisrelatetotheoutcomesofyourafterschoolprogram?• Whatistheimpactonyoungpeoplewhentheydon’thaveengaginglearning

opportunitiesoutofschool?


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BrainstormforIntegratingLearning

Opportunities

Materialsneededo Flipcharto Markers

DirectionsThisexerciseisintendedtohelpstaffunderstandhowtomakelearningmoreintentionalinyourprogram,andtobegindevelopingprogramgoalsthatarerelatedtocreatingchallengingandengaginglearningexperiencesthatbuildskills.Oncestaffhavebeguntounderstandhowprogramactivitiesprovideyoungpeoplewithlearningexperiences,theywillbeabletotalkwithparents,funders,andcommunitymembersabouttheimportantrolenon-academicprogrammingcanplayinfosteringlearning.Asagroup,brainstormforfiveminutesaboutthemostfundamentalthingsyoungpeopleinyourprogramneedtoknowinordertoleadhappyandproductivelives.Labelthese“LearningGoals.”Trytobespecific:Ifyouthinkthatyoungpeopleneedtolearn“responsibility,”doesthismeancleaningupafterthemselves,timemanagement,moneymanagement,oralloftheabove?Don’ttrytocomeupwithacompletelist,justabroadlistofthedifferentkindsofthingsyoungpeopleneedtolearn.Postthebrainstormedlistonthewallandthenchooseoneofyourprogramactivitiestohighlightinagroupbrainstormingsession.Forexample,homeworkclub,athleticprogramsoracookingclass.Forfiveminutes,askgroupmemberstotrytolistallofthethingsthatayoungpersoncanlearnthroughtheselectedactivity.Iftheactivitychosenisdesignedtoteachaspecificskillorconcept,thinkbeyondittotheotherlessonsandskillsyoungpeoplecanlearnthroughtheactivity.Forexample,iftheactivityisasport,whatmighttheactivityteachyoungpeoplebeyondtheparticularrulesofthegameandthephysicalskillsrequired?Labelthese“LearningOpportunities.”

Groupdiscussion

Comparethetwolists.Isthereoverlap?Aretherewaysthattheactivitycouldbestructuredtohelpyoungpeoplelearnmoreofthethingsonyour“LearningGoals”list?Arethere“additionallearningopportunitiesavailableintheactivitythatyoucouldhighlightorreinforcemoreeffectively?How?Whatsignswouldindicatethatyoungpeoplearelearningtheselessonsthroughthisactivity?Canyoubuildtimeintotheactivityforyoungpeopletoplan,practiceandperformtheseskills?Istheretimeforyoungpeopletoreflect,receivefeedback,andberecognizedfortheiraccomplishments?

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PracticeTeaching

DirectionsThisexerciseoffersachanceforstaffworkinginyourafterschoolprogramtolearnnewteachingstrategiesfromeachotherandtogetfeedbackontheirteachingstyles.Breakintoteamsoftwoorthree.Giveeachteam15minutestoplanathree-minutelessonfortherestofthegroup.Itdoesn’tmatterwhattheyareteaching—itcanbesomethingsimpleorsillylikethewordstoanewsongorhowtopassnoteswithoutbeingcaught.Youcaneventeachsomethingthegroupalreadyknows,suchashowaseedgrowsintoaplantorhowtocrossthestreetsafely.Trytocreateyourlessonsothatitaddressesarangeoflearningstylesandintelligences.Aftereachlessontaketimeforgroupfeedback.Whatworkedwellaboutthelesson?Whatlearningstylesandintelligenceswereaddressed?(Unlessthegrouphasdevelopedahighleveloftrust,focusonlyonpositivecomments).Iftherehadbeenmoretime,howcouldyouhaveengagedotherlearningstylesandintelligencesinthislesson?

Variations

1. Ifyoudon’thavetimefortheentiregrouptopresent,haveoneteampresentateachofseveralmeetings.

2. Ifastaffmemberhashadaparticularlysuccessfulteachingexperiencewiththeyoungperson,havethempresentthatlessontotheentiregroup,andanalyzewhatmadeitwork.

3. Doapracticelessoninwhichparticipantsareunabletousetheireyes,ears,hands,orvoices,etc.toforcethe“teacher”toconsiderhowtoreachthemthroughothermeans.


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ENGAGINGLEARNINGTHATBUILDSSKILLS:StaffTrainingTopicsDirectionsCreateastaffdevelopmentplanthatincludestrainingtopicsthatwouldensurethattheyoungpeopleinyourprogramhaveopportunitiesforbuildingskills.Togetherwithyourstaffandprogramleadership,identifytrainingtopicsthatarerelatedtobuildingskills.Belowareafewsuggestions:

• Creatingalessonplan• Engagingmultipleintelligencesandlearningstyles• Cooperativelearningstrategies• Projectbasedlearningstrategies• Teachingliteracyandmathskills• Traininginspecificskillstosharewithyoungpeople

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ChecklistforActionDirectionsNowyouarereadytostartincreasingthelearningopportunitiesinyourprogram!Thischecklistismeanttohelpyoustayorganizedandfocused.Usingitwillhelpyouensurethesuccessofyourprogram.Thischecklistwillhelpyoustayfocusedandorganizedasyoubegintomakebuildingskillsapriorityinyourprogram.HaveYou:

o Setasidestafftimetothoroughlyplanhowtointegratechallengingandengaging

learningexperiencesintoyourprogram?o Learnedaboutdifferentlearningstylesandhowtoteachinavarietyofways?o Askedtheyoungpeoplewhattheywanttolearn,whattheirinterestsare,andwhatthey

thinkyoungpeopleintheirparticularagegroupneedtoknow?o Learnedabouttheculturalbackgroundsoftheyoungpeopleinyourprogramandabout

theirdailylivesoutsideoftheprogram?o Learnedaboutthedevelopmentalneedsoftheagegroup(s)yourprogramserves?o Assessedthedifferentlearningstylesofyourgroup,anddiscoveredwhattheyare

alreadydoingintheclassroom?o Lookedforwaystointentionallyembedlearningopportunitiesintoyourprogram

activities?o Includedlearninggoalsinyourprogramgoalsandoutcomes?o Consideredwaystoincludecyclesofplanning,practicingandperformingindifferent

programactivities?o Establishedopportunitiesforyoungpeopletoreflectandassesstheirownprogressin

activities?o Discussedyourchallengeswithco-workersandclassroomteachers?o Incorporatedongoingevaluationoftheextenttowhichprogramactivitiesoffer

challengingandengaginglearningexperiencesandtheiroutcomes?


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OrganizationalPracticesthatSupportEngaging

LearningandtheBuildingofSkills

LowYouthtoStaff/VolunteerRatioThemorestaffandvolunteersintheroom,themorelearningexperiencescanbetailoredtotheneedsofindividuallearners.Lowratiosofyouthtoadultsarealsovitaltopromotingasenseofsafetyandencouragingrelationshipbuilding,bothofwhicharecrucialprerequisitestohigh-qualitylearning.

Safe,Reliable,andAccessibleActivitiesandSpacesItisnotunusualforafterschoolprogramstobeassignedmeetingspacesthatareinadequate,duetosurroundingnoiseordistractions,thelackoftablespaceorrunningwater,orotherproblems.Topreventfrustrationonthepartofallparties,ensurethatyourmeetingspacesupportsthelearningobjectivesandactivitiesyouhaveplanned.Ifitdoesn’t,considerreorganizingyouractivitieswherepossibleand/orhavingyourorganizationalleadernegotiateforbetterspace.Youngpeople,especiallyadolescentswhoaregoingtobepracticingnewskills,oftenpreferspacesthatoffersomeprivacyfrompeerswhomaynotbepartoftheirprogram.

RangeofDiverse,InterestingLearningActivitiesWhentherearemanyopportunitiestoengageindifferentareasoflearning,youngpeoplecanfocusonthelearningthatseemsmostrelevanttothem,andonmodesoflearningthatworkbestforthem.Likeadults,theyaremostlikelytotakeontheworkandtheriskoflearninganewskillwhenitisinterestingandwhentheyfeelitwillhelpthemintheirlives.

FlexibilityinAllocatingResourcesThemoreflexibilityyourprogramhasinallocatingresources,themoreyouwillbeabletotakeadvantageofunexpectedteachingandlearningopportunitieswhentheyarise.Couldyourstaffandprogramchangethefocusofactivitiesforfiveminutes,oneday,ortherestoftheyearifyoungpeople’sinterestsorneedsindicatedthatthiswouldincreaselearningwithinyourprogram?

ContinuityandConsistencyofCare Ittakestimetobecomefamiliarwiththelearningstyleofanindividual,andtodevelopthetrustnecessarytofosterlearning.Itishelpfultorememberthat,unfortunately,manyyoungpeoplehavehadnegativeexperienceswithadultsinteachingroleswhohavenotsupportedtheirlearning.Onceayoungpersonhashadasuccessfullearningexperiencewithanadult,theyaremorelikelytogivethatpersontheirbesteffortinthefuture.Itisimportantforthatadulttoremainavailableconsistentlyforthatyoungperson.Organizationalleadersandprogramstaffneedtoconsiderhowtoimplementpracticesandpoliciesthatsupporttherecruitmentandretentionofqualifiedstaffandvolunteers.


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High,Clear,andFairStandardsOnceyoungpeoplehavehadsuccessaslearners,itisimportanttokeepinspiringthemtogrowintheirskills.Whenwelayoutstandardsclearly,youngpeoplecanseetheirintermediatesuccessesonthewaytolargergoals.Successcanalsobedefinedintermsofindividualgrowth,ratherthanadoptingonestandardagainstwhichallaremeasured.Manyprogramsuseindividualgoal-settingasawaytohelpyoungpeoplemeasuretheirownprogress.

ProvidingOpportunitiesforLearningatAllLevelsofthe

OrganizationWhentheentireagencyisalearningcommunity,everyoneisengagedinaprocessofsettinggoals,learningskills,andevaluatingprogress.Learningbecomesafullyintegratedpartofprogramming.Additionally,whenprogramleadersviewthemselvesaslearnersandlearningasaconstantprocess,theymodellifelonglearningforyoungpeople.Inparticular,itisimportantfororganizationstoprovidestaffwithopportunitiesforon-goingtrainingtostrengthentheirteachingskills.


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AFTERWORD

AFTERWORDAND

ADDITIONAL

RESOURCES

Chapter

9


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AfterwordThisversionoftheYouthDevelopmentGuideispossiblethankstotheeffortofmanyindividualsrepresentingvariousperspectivesofthefieldofyouthdevelopment.WehopethisGuidechallengessomeoldassumptionsorhabitsandreplacesthemwithconcreteinformation,strategiesandtools.Eachchapterismeanttobuildonthepreviousonetocreateastrongfoundationalknowledgeofthefieldofyouthdevelopment.Theworkofyouthdevelopmentprofessionalsiscriticaltosociety.Don’tstophereatthisGuide!Thefieldcontinuestoevolve,whichrequiresustopauseandreflectonbothfromwherewe’vecomeandwheredowewanttogo?Takethetimeforyourself,orwithyourteamoryourorganizationorschooltocontinuetodeepenandexpandyourlearning.Theresourcesareoutthere.Whetherit’sanotherbookoracertificateprogramatthelocalcommunitycollegeoronlinecourses-evenMastersandDoctoraldegreeprograms.Theworkofsupportingyoungpeoplethroughtheirmoral,social,cognitive,emotionalandphysicaldevelopmentrequiresskilled,thoughtful,knowledgeableandinnovativeindividuals,likeyou!UsefulWebsitesBelowareahandfulofwebsitesthatareworthcheckingout.Theyareoftenexcellentsourcesofthelatestresearch,evaluation,andfieldreports.

• AfterschoolAlliancehttps://www.afterschoolalliance.org/• AspenInstitutehttps://www.aspeninstitute.org/• BuckInstituteforEducation(Project-basedlearning)http://www.bie.org/• Character.orghttp://character.org/• CollaborativeforAcademic,Social,EmotionalLearning(CASEL)https://casel.org/• ExpandedLearning360°/365http://www.expandedlearning360-365.com/• ForumForYouthInvestmenthttp://forumfyi.org/• GreaterGoodScienceCenterhttps://greatergood.berkeley.edu/• InnerExplorer(Mindfulness)https://innerexplorer.org/• LearninginAfterschool&Summer(LIAS)Projecthttp://learninginafterschool.org• NationalAfterSchoolAssociation(NAA)https://naaweb.org/• PartnershipforChildrenandYouthhttps://www.partnerforchildren.org/• TemescalAssociateshttp://temescalassociates.com• TribesTLC®www.tribes.com• WallaceFoundationhttps://www.wallacefoundation.org/• YouthDevelopmentStrategies,Inc.http://www.ydsi.org

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