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Serving teens effectively facilitator's guide bwp edit 5 20-10 smbr


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Serving Teens Effectively Facilitator's Guide

Serving Teens Effectively Facilitator's Guide

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  • 1. Serving Teens Effectively Facilitator’s Guide Version 1
  • 2. F Youth Development – Serving Teens Effectively G Statement of Satisfactory Completion Participants in Boys & Girls Clubs of America (BGCA) learning opportunities must be present and actively participate throughout the entire learning experience. BGCA has developed performance measures to monitor participant achievement and to help ensure that the learning experience is efficient and effective. Performance measures ensure economical choice of instructional content, provide a basis for participant accountability during and after instruction, and help align participant achievement to strategic goals. The following are among the types of assessments used: • Essay • Fill-in-the-blank • Multiple choice • True/false • Demonstrations • Oral response • Matching Participants must satisfactorily complete the entire learning experience before either a BGCA Verification of Learning Credit (VLC) or Continuing Education Unit (CEU) is awarded. In order for participants to receive a CEU credit, a participant must also demonstrate learning outcome(s) was (were) met. BGCA does not award partial credit for learning experiences. Facilitator’s Guide: Page 2 of 77 © Boys & Girls Clubs of America
  • 3. F Youth Development – Serving Teens Effectively G Youth Development Professional Competencies This session contributes to the development of knowledge and skills needed to demonstrate competency in the following areas: Leadership YD1 Support an Environment, Programs and Services that Prepare Youth for Success and Facilitate Achievement of Aspirations of Club Members YD1.1 Support, articulate and carry out the vision, mission and principles of the Boys & Girls Club YD2 Provide Opportunity for Youth to Realize their Potential YD2.1 Create an environment for youth to succeed and ensure everything the Club does will be world class Safe, Positive Environment YD4 Support and maintain a clean, healthy, safe, and attractive environment that produces a sense of physical and emotional safety YD4.1 Ensure an environment that meets health and safety standards YD 4.2 Ensure the health and safety of members YD4.3 Ensure actions are taken to prevent accidents YD4.4 Ensure emergency procedures are implemented and followed YD4.6 Ensure limits and rules are set, well understood and consistently enforced YD5 Ensure Club Facilities, Equipment and Supplies are Maintained YD5.1 Maintain Club facilities YD5.2 Maintain safe, usable equipment and supplies Program Development YD6 Plan, Develop, Implement and Evaluate Programs, and Implementation Services and Activities YD6.1 Effectively plan programs, services and activities YD6.2 Effectively develop programs, services and activities Program Development YD6.3 Effectively implement and administer programs, Facilitator’s Guide: Page 3 of 77 © Boys & Girls Clubs of America
  • 4. F Youth Development – Serving Teens Effectively G and Implementation, services and activities continued YD6.4 Effectively monitor and evaluate programs, services and activities YD6.5 Ensure the Club staff and program create a fun environment YD6.6 Ensure recognition and validation of achievements and accomplishments of Club members Program Development YD7 Ensure Development of Program that meet the for Teens Specific Needs and Interests of Teens YD7.1 Ensure the Club values programming and services for teens YD7.2 Ensure the involvement of teens in the development and implementation of programs and activities that meet their specific needs and interests Supportive YD8 Provide Appropriate Guidance and Direction through Relationships Supportive Relationships YD8.1 Engage in supportive relationships with as many members as possible YD8.2 Staff continually support, acknowledge and affirm members YD8.3 Staff enable members to establish relationships with their peers, build quality friendships and learn how to work through differences in appropriate ways Facilitator’s Guide: Page 4 of 77 © Boys & Girls Clubs of America
  • 5. F Youth Development – Serving Teens Effectively G TRAINING AT-A-GLANCE Total Time: 6 hours Suggested Agenda Introduction Time: 20 m • Participant’s Introductions 15 m Topic One: Staffing Time: 2h 30m • Determining Staffing 15 m • Skills and Qualities 15 m • Teen Staff Self Assessment 15 m • Maximizing Existing Staff 20 m • Inventory of Adult Attitudes 20 m • Developmental Characteristics of Teens 30 m • Teen Trivia 20 m Topic Two: Programming Time: 75 m • Local Program Showcase 15 m • Developing a New Teen Program 20 m • Seeking Teen Input 20 m Topic Three: Facility Management Time: 60 m • Teen Environmental Scan 25 m • The Ideal Club/Teen Center 20 m • From….To….. 20 m Topic Four: Outreach Time: 40 m • Teen Recruitment 10 m • Issues Facing Teens 10 m Topic Five: Review and Closing Time: 15 m Materials • 2 flip chart pads • 6 sets of multicolored markers • Screen and LCD projector • Masking Tape Documents • 30 Participant’s Guides • 30 Evaluations • BGCA Child Development Chart • Serving Teens Effectively Program Guide 1 • Serving Teens Effectively Program Guide 2 Facilitator’s Guide: Page 5 of 77 © Boys & Girls Clubs of America
  • 6. F Youth Development – Serving Teens Effectively G INTRODUCTION Total Time: 20 minutes Facilitator’s Note: Introduce yourself; be sure to include your length of time in the Movement and your experience working with teens. Introduction The launch of Impact 2012 has allowed the Boys & Girls Club • PG: Page 5 Movement to re-emphasize the importance of serving the • PPT 2 – 3: Impact teen population by setting Movement-wide goals of 2012 increasing the number of teens who attend the Club/teen center. Facilitator’s Note: Begin the workshop by introducing some history about the teen program, sharing how it was and where we are today. Boys & Girls Clubs have been serving teens since the opening of the first Club in Hartford, Connecticut. It was not until 1995 when Boys & Girls Clubs of America partnered with Taco Bell that a national strategy for serving the teen population was developed. The Serving Teens Effectively workshop was developed to assist Clubs/teen centers to serve teens for the first time or to take their current teen program to the next level. Workshop Goal The goal of this workshop is to help Clubs/teen centers •PG: Page 5 develop and strengthen their teen program operations. •PPT 4: Workshop Goal Learning Outcomes By completing this workshop you will be able to: • PG: Page 5 • Gain knowledge of staffing related to serving teens • PPT 5: Workshop effectively Outcome • Apply new knowledge, skills, tools and strategies of the teen culture to serving teens • Operate a high-impact teen program utilizing knowledge of adolescents’ development and their culture • Examine your Club/teen center environment to ensure the successful recruitment and retention of teens Facilitator’s Note: Facilitator’s Guide: Page 6 of 77 © Boys & Girls Clubs of America
  • 7. F Youth Development – Serving Teens Effectively G Provide an overview of the topics and the agenda, including breaks and lunch. Indicate the location of the restrooms, water, and other refreshments. Let participants know they will be engaged in adult learning principles allowing them to practice what they learn. Workshop Topics The following topics will be covered in this workshop:  PG: Page 5  PPT 6: Topic Titles  Topic 1: Staffing  Topic 2: Programming  Topic 3: Facility Management  Topic 4: Outreach  Topic 5: Review and Closing Time: 15 minutes Exercise:  PG: Page 5 Welcome and Participants  PPT 7: Introductions and Expectations Introductions Facilitator’s Note: Break participants into groups of four, hand out flipchart paper to each group and have them generate a list of participant’s expectations. As participants introduce each other, list the problems facing teens on the flipchart. Invite participants to introduce themselves. The following exercise is designed to help you to get to know each other better. 1. Ask participants to find a partner whom they have not met or who they don’t know well, and obtain the following information. • Name •Boys & Girls Club •Position and Length of time in position •#1 problem facing teens in your community 2. Have participants ask each other their expectations for the workshop. These should be recorded as a group. 3. Have partners stand and introduce each other and share problems facing their teens. 4. Have participants choose who will present their expectations. Facilitator’s Guide: Page 7 of 77 © Boys & Girls Clubs of America
  • 8. F Youth Development – Serving Teens Effectively G TOPIC ONE: STAFFING Total Time: 2 Hours and 30 minutes Topic Introduction As adults, we often think it can easily be remembered what it was like to be a teenager. However, the world has changed  PG: Page 6 significantly in the last 10 years. This change has brought on  PPT 8: Topic 1 new ways of how Club/teen center staff interacts with this new Staffing generation of teens. Though some topics, such as dating, are timeless, teenagers today face many new issues that were not encountered in the past. Facilitator’s Notes: Introduce this topic by sharing the following issues: (Eating Disorders, Substance Use & Abuse, Defiance, Promiscuity, Running Away, Law Breaking, Depression, Bullying, Negative Peer Influence, Issues related to image and appearance) Importance To be successful, staff needs to know and understand these issues. According to teens, the single most important factor of  PG: Page 6 a Boys & Girls Clubs/teen center experience is the relationships they form with caring adult Club/teen center professional staff. Of course, you will talk with teens and help them make appropriate decisions, but “teens watch what you do more than they listen to what you say,” says bestselling author Dr. Stephen Covey. So practice what you preach—our example can be very influential. What the Experts Say “The teenage years are potentially a very good time in your • PG: Page 6 life. Unfortunately people often talk about them as if they were no more than an unpleasant hurdle between blissful childhood and mature adulthood. Admittedly, there are many things to be done in our second decade of existence…but they are best seen as a positive opportunity. Indeed, our understanding of human evolution and the history of human society supports this more upbeat view. Instead of a painful and uncertain transition between two stages in life, being a teenager should be seen as a time when we can have the best of both worlds –the charming wonder of a child and the reassuring independence of an adult.” -David Bainbridge author of Teenagers: A Natural History Topic Overview This topic is designed to help you understand the dynamics of staffing the Club/teen center. The topic will include effectively  PG: Page 6 staffing the Club/teen center; the skills and qualities needed to work with teens; defining adolescence and its stages, then Facilitator’s Guide: Page 8 of 77 © Boys & Girls Clubs of America
  • 9. F Youth Development – Serving Teens Effectively G applying it to working with teens; examining developmental characteristics of teens and concluding with taking a look at the stereotypes staff cling to when working with teens. Facilitator’s Note: Review statistics with group, and ask if the statistics are representative of their own Clubs. Discuss how Clubs compare to the overall Movement, particularly as it pertains to their teen population. Note the importance of having a gender-balanced staff to attract both male and female teen members, and ask them to reflect on whether the ethnic make-up of their Club members and staff reflects their community. Post responses for future discussions. Movement-Wide Statistics To give a better idea of how teens fit into the overall Boys & on Teens Girls Club youth population; let’s look at Movement-wide statistics. Statistics  PG: Page 6 - 7  In 2008, Boys & Girls Clubs served 4.5 million youth  PPT 9: Boys & Girls through membership and community outreach Clubs America  Teens represented approximately 33% of those 4.5 Statistics million youth Because of this low number one of Boys & Girls Clubs of America’s Impact 2012 Strategic Plan goals is to increase the number of teens served to 36% of our membership by 2012. Facilitator’s Note: Let’s begin by asking some questions about the current state of your Club/Teen Center.  How are your Clubs/teen centers similar? Or different?  Do you have a gender-balanced staff?  Does the ethnic make-up of your Club members and staff reflect your community? Topic Objectives By the completion of this topic you will be able to: • PG: Page 7  Examine staffing in your Club/Teen Center • PPT 10: Topic  Define and apply the definition of adolescence and its Objectives stages to working with teens  Examine adolescent developmental characteristics and adult stereotypes for working with teens Order of Lessons  Lesson 1 – Staffing Your Teen Center • PG: Page 7  Lesson 2 – Skills and Qualities • PPT 11: Lesson  Lesson 3 –Stages of Adolescence Titles  Lesson 4 – Developmental Characteristics of Teens  Lesson 5 – Working Effectively with Teens Facilitator’s Guide: Page 9 of 77 © Boys & Girls Clubs of America
  • 10. F Youth Development – Serving Teens Effectively G Lesson One: Staffing Your Teen Center Introduction As Boys & Girls Clubs look for ways to increase the number of youth served and deepen the impact on those youth, teens  PG: Page 8 remain a significantly underserved market. Importance of Lesson 1 It is important to note that trained, experienced, and capable professional staff make a significant impact on teens as role  PG: Page 8 models, promoting a healthy relationship with the community. Lesson 1: Learning By the completion of this lesson, you should be able to identify Objective the importance of retaining teen-friendly professional staff.  PPT 12: Lesson Objective  PG: Page 8 Facilitator’s Note: Please stress the importance of relationships and the underlined words in relation to how important they are for staff to show they care. Staffing Dimensions Boys & Girls Clubs of America recently introduced the five key elements that make a Club program successful. Relationships  PPT 13: Staffing represent one of those key areas. For staff to effectively serve Dimensions teens, the staff and Clubs must create the following  PG: Page 8 dimensions:  A feeling of physical and emotional safety  A sense of enjoyment for being at the Club/teen center – FUN!  Positive relationships with adults and peers  Opportunities for character and skill development and expectations that every teen can succeed  Recognition for accomplishments Staff Planning Most Clubs/Teen Center staff will agree that when working with teens, sufficient staffing is critical for a successful  PPT 14: Staff operation. You must have: Planning  PG: Page 8  Qualified Staff: Club/teen center staff need the qualifications, training, and experience appropriate to their responsibilities. They need to be familiar with their centers’ policies, and procedures; able to lead and manage programs and activities, teen members, and other staff; and able to effectively handle emergencies.  Adult-to-Teen Ratio: Always know your organization’s teen-to-staff ratio, and plan staffing to meet the needs. Facilitator’s Guide: Page 10 of 77 © Boys & Girls Clubs of America
  • 11. F Youth Development – Serving Teens Effectively G BGCA suggests having a minimum of two adult staff at the Club/teen center at all times. This ratio should also be considered when planning field trips. Facilitator’s Note: Why is adult to teen ratio important? Continue sharing critical components of effective staff planning. Staff Planning, continued  Regular Communications: Having all staff in regular contact with each other is essential for a smooth-  PPT 14: Staff running Club/teen center. Planning  Background Checks: For liability reasons, BGCA  PG: Page 8 requires criminal background checks for employees and volunteers. There are two recommended background checks: the FBI criminal record check and the criminal record and child abuse registry check. Facilitator’s Note: When introducing these points share the following examples: Dedicated Staff –such as a teen director or a physical education director in a stand-alone teen center. Shared/Contributing Staff – they supervise shared program areas in which there is scheduled time for teens, i.e. a physical education director in a Club with an in-Club teen center, and does the same for younger members. Types of Staff: Hiring and Staffing a Club/teen center takes an astonishing amount of Keeping Friendly Staff time, energy, commitment, skill, training, networking, problem solving, patience, and endurance. Thus, it is extremely  PPT 15: Types of challenging to run a teen center without paid staff. There are Staff four types of professionals that will work with teens in your  PG: Page 9 Club/teen center:  Paid Dedicated Staff – are fully devoted to teen programming and are responsible for supervision of the designated teen space.  Paid Shared/Contributing Staff – spend part of their work time with teens and part of their time with younger members.  Teen Staff – are great assets for their Club/teen center. You should have at least one per core areas. Their responsibilities should include peer leadership, leading or co-facilitating activities, helping keep the Club/center clean, and peer outreach.  Volunteers – As Clubs/teen centers respond to the challenges teens bring, the Movement must be prepared to renew the commitment to utilizing volunteers effectively in Clubs. You must be open, committed, and prepared to involve volunteers effectively in our mission of youth development. Facilitator’s Guide: Page 11 of 77 © Boys & Girls Clubs of America
  • 12. F Youth Development – Serving Teens Effectively G All staff working with teens, whether dedicated, contributing, or volunteering must be able to gain rapid rapport with teens to encourage and guide them effectively. Time: 10 minutes Exercise: Determining Staffing The following exercise is designed to guide you in your quest to hire quality committed staff to work in the Club or teen  PPT 16: Determining center. Staffing  PG: Page 9 - 10 Facilitator’s Notes: Please share the four types again: (Paid Dedicated staff, Paid Shared contributing Staff, Teen Staff, Volunteers) 1. Explain to participants that there are four different types of staffing the Club/teen center rely on. (Share list in Facilitator’s Notes) 2. Ask participants the following question: What is your expectation of staff? 3. Direct them to their Participant’s Guide on page _10_, and have them use the form to brainstorm expectations of their staff based on the current state of affairs with staffing the four areas discussed. Debrief: Follow-up with these questions as a debriefing to the exercise.  Is your current staff meeting teens’ needs?  Are your expectations in line with the needs of the Club/teen center, community, and teen members? Facilitator’s Guide: Page 12 of 77 © Boys & Girls Clubs of America
  • 13. F Youth Development – Serving Teens Effectively G DETERMINING CLUB/TEEN CENTER STAFFING WORKSHEET Directions: Below are the four areas of staffing for teens within a Boys & Girls Clubs or teen center. Please take 10 minutes, individually, and brainstorm what is the expectation of your staff in each area based on the current state of your Club or teen center. Paid Dedicated Paid Shared or Teen Staff Volunteers Staff Contributing Staff Facilitator’s Guide: Page 13 of 77 © Boys & Girls Clubs of America
  • 14. F Youth Development – Serving Teens Effectively G Summary and Transition Staffing the Club/teen center with knowledgeable teen professionals in all program areas is the first step to building a  PG: Page 11 strong teen program. To create this dimension, staff must feel comfortable around teens. If they are not comfortable, teens can spot this discomfort. Therefore, when hiring staff you must seek professionals for all areas of the Club/teen center – from the gym, to the art room, to the tech center. These professionals must have patience, humor, interest; and be armed with specific skills and qualities to work with teens. Facilitator’s Guide: Page 14 of 77 © Boys & Girls Clubs of America
  • 15. F Youth Development – Serving Teens Effectively G Lesson Two: Skills and Qualities Introduction The most critical factors in the successful operation of a Club/teen center are the qualities and skills of its staff members. • PG Page 12 Some teen staff feel that it takes a particular type of person to • PPT 17: Topic 3: best serve our teenagers. Skills and Qualities to Work With Teens Lesson Overview This lesson will introduce you to some of the skills and qualities staff need to work with teens. • PG: Page 12 Lesson Objectives By the completion of this lesson, you should be able to identify skills and qualities staff need to work successfully with teens.  PG: Page 12  PPT 18: Lesson Objectives Definition of Skills and The following are formal definitions of skill and quality. Qualities • Skill: An ability that has been acquired by training or experience (e.g., He can now add graphic design to his list • PG: Page 12 of skills). • PPT 19: • Quality: A personality or character trait that cannot be Definitions of taught. (e.g., Kindness is one of her many qualities). Skills and Qualities Facilitator’s Note: Ask the question,” Based on the definitions of a skill and a quality, please share an example of the differences between a skill and a quality” in your Club/Teen Center. Solicit a couple of responses from participants. Pre-board differences. Share differences. A quality is something that describes what someone is like and is less likely to be taught. Whereas, a skill is something that a person acquires through training and experience. Time: 15 minutes Exercise: Skills and Qualities The following exercise is designed to help you begin identifying  PG: Page 12 -13 some of the skills and qualities staff needs when working with  PPT 20: Skills vs. teens. Facilitator’s Guide: Page 15 of 77 © Boys & Girls Clubs of America
  • 16. F Youth Development – Serving Teens Effectively G Quality Facilitator’s Note: Divide a flipchart paper in half, and label one side “qualities” and one side “skills”. Solicit responses. If not mentioned by group add: empathetic, caring, respectful, ability to connect with teens, desire to work with the teen age group, ability to handle mood swings, ability to listen without passing judgment, etc. What are some of the qualities a great teen staff person possesses?(Tell participants to jot down their responses) What are some of the skills needed to work with teens? (Tell participants to jot down their responses on the worksheet provided in their participants guide) The worksheet in your PG is divided into two columns; one side labeled “qualities” and the other side “skills”. Please list on the sheet as many skills and qualities your group thinks staff need to have when working with teens. Facilitator’s Note: Ask the question and solicit responses. Write responses on the flipchart. Debrief the exercise by addressing the following statement: If staff does not show they have the skills and qualities needed:  How do you develop the skills and qualities needed in staff to work effectively with teens?  Do you foresee a lack of skills and qualities in any of your current staff?  Can it be corrected? Yes, how? No, why not? Facilitator’s Note: Solicit responses from participants before continuing. Write responses on flipchart to use later in the workshop to support this topic. Facilitator’s Guide: Page 16 of 77 © Boys & Girls Clubs of America
  • 17. F Youth Development – Serving Teens Effectively G Skills and Quality Worksheet SKILLS QUALITIES Facilitator’s Guide: Page 17 of 77 © Boys & Girls Clubs of America
  • 18. F Youth Development – Serving Teens Effectively G Time: 10 minutes Exercise: Teen Staff Self Assessment • PG: Page 14 The following exercise is designed to allow you to take a • PPT 21 - 22: snapshot of the skills and qualities you possess for working with Teen Staff Self teens. Assessment Facilitator’s Note: Inform participants that resource information on skills and qualities needed to work with teens can be found in the Serving Teens Effectively Guide Part 1. Allow time for participants to respond to the question. You have shared some of the skills and qualities staff need to work effectively with teens. Now let’s take a look at the skills and qualities you possess for working with teens. Please complete this “Teen Self-Assessment Worksheet” found in your participant’s guide on page__15__, based on how you interact with teens. Be honest. You are the only one who will see your responses.  Did anyone discover a particular strength or weakness related to the skills and qualities needed to work with teens they’d like to share with the group? Lesson Summary It is important for teen staff and their supervisors to constantly  PG: Page 14 evaluate their skills and identify areas for improvement. Teen staff should seek out information on overall teen trends and be particularly aware of the interests and issues emerging in their own teen population. Facilitator’s Guide: Page 18 of 77 © Boys & Girls Clubs of America
  • 19. F Youth Development – Serving Teens Effectively G Teen Staff Self-Assessment Worksheet The most successful persons working with teens possess certain skills and qualities that support the development of a positive relationship. This survey helps to evaluate what you are presently doing to create a positive relationship with teens. Chart your answer in a range of 1 – 5, with 1 as “Never” and 5 as “Always.” 1. I know every teen member’s name and use it as soon as they enter my program area. 1 2 3 4 5 Never Always 2. I always take time to listen to teens. 1 2 3 4 5 Never Always 3. I show respect to the teen members. 1 2 3 4 5 Never Always 4. I provide opportunities for teen input in decision-making for the Center/Club. 1 2 3 4 5 Never Always 5. I provide opportunities for teen to discuss their feelings, attitudes and ideas openly. 1 2 3 4 5 Never Always 6. The development of positive values for teens is premium. 1 2 3 4 5 Never Always 7. Opportunities for teens to learn and have fun are provided at all times. 1 2 3 4 5 Never Always 8. Time is always set aside for teens to dialogue with staff and get any kind of help needed. 1 2 3 4 5 Never Always Facilitator’s Guide: Page 19 of 77 © Boys & Girls Clubs of America
  • 20. F Youth Development – Serving Teens Effectively G Facilitator’s Note: As you introduce each of the points listed, share your examples or ask participants to share examples of what is currently happening in their Club/Teen Center. Other Skills and In addition to possessing the skills and qualities you listed in Qualities Staff your groups and those listed in the Participant Guide, Demonstrates professionals filling these teen positions should demonstrate that they are:  PG: Page 16  Friendly, fun and flexible  PPT 22: Skills and  Compassionate and caring Qualities to  Resourceful and real Demonstrate  Active, approachable and available  Patient and passionate  Able to be firm, consistent and fair To make the interview process reflective of your needs, it might be beneficial to include teens in the interviewing process. At the conclusion of the interview, debrief with the teen and get their feedback; focus on the list of what professionals should demonstrate. Time: 20 minutes Exercise: Maximizing Existing Staff The following exercise is designed to guide you in determining  PG: Page 16 -17 whether you require a re-examination and reconfiguration of  PPT 23; Interactive staffing patterns. Exercise Facilitator’s Note: Keep in mind Clubs that want to grow their teen membership base or expand teen programs but don’t have a lot of money to hire additional staff may need to do some staff re- examination and/or reconfiguration. 1. Break participants into groups of three or four. Refer participants to scenarios included in their participants guide on page ___17____. Depending on the number of groups assign one or more of the scenarios. 2. Allow five minutes for each group to read their scenarios and discuss them amongst themselves. Tell the groups to allow everyone in the group a chance to give feedback on the scenarios. 3. Show how each of the Clubs in each scenario can significantly increase its performance with teens. 4. Tell participants to select someone from their group to present their findings to the entire group and respond to questions and concerns. Debrief: Follow the exercise with these questions:  How can you create a better opportunity for growth from the scenarios?  Do you see any changes that can be made to promote teen membership growth? SCENARIOS Facilitator’s Guide: Page 20 of 77 © Boys & Girls Clubs of America
  • 21. F Youth Development – Serving Teens Effectively G (1) Most professional staff in Boys & Girls Clubs find it quite difficult to deal with teens who are rude to adults. Because of this, some of these teens experience alienation, disenfranchisement, and discrimination from the families, communities and the Club charged with supporting their development. Youth with severe health and/or mental health problems or disabilities, runaway and homeless youths, youth in juvenile justice systems, and gay, lesbian, bisexual, and transgender adolescents often experience these same alienations. These social conditions leave teens more vulnerable to damaging behaviors such as: substance abuse, delinquent activities, unprotected sexual activity and other issues. As a Club staff member you understand that everyone — individuals, communities and society as a whole — reaps the benefits from investing in helping our young people achieve their full potential as productive, caring, responsible citizens. To meet the needs of these teens, ask yourself, what can the Club do to demonstrate a fundamental knowledge and understanding of adolescent development and the critical role the Club plays? Please review the following examples and respond accordingly. (i.e., A 14- year-old boy is constantly called names by other Club members because he is perceived as gay. How can staff ensure his physical and psychological safety at the Club? Or, a teenage boy comes to the Club daily; he has a bad body odor and is constantly teased by Club members. What can staff do to help this young man?) (2) Bria, a 15-year-old teenager in the Club/teen center with great charisma, has a lot of followers. She has been defiant to many of the professional staff and often refuses to participate in the planned activities. However, she has a strong connection with you. Due to her family circumstances the Club recognizes that it’s particularly important for her to have a safe place to go afterschool. You come into the Club one day and hear her disagreeing with a new staff member who is not familiar with her behavior patterns. The two are arguing over whether she needs to be in a specific program area or not and the benefits she would gain from participating. Bria is refusing to participate. How do you deal with this defiant teen who argues with every decision your professional staff make? What should staff have done? How can you assist the staff person? (3) The Boys & Girls Clubs of Timbuktu, like most Clubs has a come–and-go policy (erroneously called the “open door” policy) that allows teen members, 18 years and older, to leave the Club at will. This policy is outlined on the Club membership application that must be completed and signed by the teen if they are 18 years or older, or by the parent of a teen 17 years or younger prior to membership. In addition, the policy is reviewed during mandatory membership orientation. Karen Smith, a new employee who previously worked for the “Y”, sees a teen member check himself out of the Club and start to leave. Karen runs to the door and tries to prevent the teen from leaving. The teen explains to her that as long as he is 18 years or older, he can check himself out. Karen does not remember the policy she read and reviewed during her orientation, and continues to argue with the teen. The argument is so bad, it begins to get verbally abusive. The teen proceeds to leave the Club, when Karen grabs him by the shirt, tosses him around and pushes him back into the Club.  How could this situation be avoided?  Is it time for the Club to revisit its come-and-go policy?  How much effort should Clubs make ensuring that staff, members and parents understand the come-and-go policy? Is the statement on the application and in the policy handbook enough?  What could staff have done in this situation? Facilitator’s Guide: Page 21 of 77 © Boys & Girls Clubs of America
  • 22. F Youth Development – Serving Teens Effectively G Lesson Summary It is important to realize it takes a special kind of  PG: Page 18 person with special skills to be effective when working  PPT 24: Summary with teens. Staff plays an important role in helping teen members navigate through this turbulent time in their lives. Staff needs to be committed to teens and believe in their ability to achieve. As we’ve discussed, not every staff member is open to working with the teen population. This is important because part of the job of a teen staff person is to advocate on behalf of teens by continuously informing other Club staff of the positive contributions teens make to their Club and by encouraging all Club staff to get to know teen members and to welcome them as they would younger members. This information will also help in understanding what to look for when hiring teen staff. These are the same skills and qualities that you and your staff need to develop, and which are key to building a strong teen program at your Club/teen center. Transition You can see the skills and qualities that staff possess are important since staffing is at the forefront of your  PG: Page 18 teen program. You and your staff will become more effective as we define adolescence and gain some understanding about adolescent development. Facilitator’s Guide: Page 22 of 77 © Boys & Girls Clubs of America
  • 23. F Youth Development – Serving Teens Effectively G Lesson Three: Stages of Adolescence Introduction Adolescence will naturally vary slightly from the descriptions in  PG: Page 19 many child development charts. However, the feelings and  PPT 25: Lesson behaviors listed for each area on these charts are, in general, Title considered normal for each developmental stage. The timing of these stages is significant and tends to be different for both sexes. Importance of Specialists have found that the difficulties of adolescence have Adolescence been exaggerated and that for many the process of maturation  PG: Page 19 is largely peaceful and untroubled. Other specialists consider this period to be an intense and often stressful development period characterized by specific types of behavior. Lesson Overview This lesson will introduce the concepts related to applying the  PG: Page 19 definition of adolescence to working with teens. The focus will consist of defining and applying the stages of adolescent development to the programs and service being offered in the Club or Teen Center during this critical time in teen lives. Learning Objectives By completing this lesson you will be able to define  PG: Page 19 adolescence and apply its stages to working with teens. Definition of Before we can proceed with addressing developmental stages, Adolescence you need an understanding of what adolescence is. • PG: Page 19 Understanding adolescence will help you better relate to the • PPT 26: Definition stages that teens experience. of Adolescence Facilitator’s Note: Share the definition of adolescence and discuss the different stages. Definition of “Adolescence is the transition period of human development Adolescence that occurs between childhood and adulthood.” Stages of Adolescence Adolescent development can be divided into three stages— Development early, middle, and late. In Boys & Girls Clubs of America, adolescence is divided into two distinct stages:  PG: Page 19 • Early Adolescent – This stage consists of young people between 13 and 15. • Older Adolescent – This stage consists of young people between 16 and18. Facilitator’s Guide: Page 23 of 77 © Boys & Girls Clubs of America
  • 24. F Youth Development – Serving Teens Effectively G Ages of Adolescents Some adolescents experience the onset of puberty at a younger age, but for the purposes of this training the focus will  PG: Page 19 be on adolescence, 13 to 18 years of age.  PPT 27: Types of Adolescence Facilitator Note: Now that you have a definition of adolescence and its stages, what is your perception of this age group? Time:20 minutes Exercise: Inventory of Adult The following exercise will allow you to take a look at some of Attitudes your perceptions about teenagers.  PG: Page 20 - 21  PPT 28: Inventory of Adult Attitudes Facilitator’s Note: Before beginning the exercise place flipchart paper designating one side of the room as Strongly Agree and the opposite side as Strongly Disagree. Please have participants read and answer the statements individually. Once completed have them proceed to the area on the continuum based on their level of agreement with the statements you read from the “Inventory of Adults Attitudes About Teens.” Let participants know they may choose to stand anywhere between the two sides that best represents their level of agreement or disagreement with the statement. 1. Please individually read the directions and respond to the statements accordingly. You have 5 minutes to read and respond to the statements. 2. Once completed, ask participants to stand up and listen as you read the statements. At the completion of reading each statement, direct participants to stand on the continuum based on their level of agreement or disagreement with the statement. 3. Direct participants to have a discussion with each other about why they selected their position. Create an exchange of ideas between all the participants. 4. Ask participants to share any concerns they might have about any of their responses. Facilitator’s Guide: Page 24 of 77 © Boys & Girls Clubs of America
  • 25. F Youth Development – Serving Teens Effectively G INVENTORY OF ADULTS’ ATTITUDE TEEN STAFF/ADULT SELF ASSESSMENT The manner in which adults work with teenagers depends upon how adults see teenagers and how teenagers see themselves. This inventory helps to evaluate your feelings about adolescent youth. Place your answer in a range of 1 – 5, with 1 standing for “Absolutely Disagree” and 5 standing for “Absolutely Agree.” 1. Any Boys & Girls Club professional can work with teenage youth. 1 2 3 4 5 Absolutely Disagree Absolutely Agree 2. Adolescents have little respect for authority. 1 2 3 4 5 Absolutely Disagree Absolutely Agree 3. Teenage values are more liberal (e.g., progressive, open-minded, tolerant) than those of adults. 1 2 3 4 5 Absolutely Disagree Absolutely Agree 4. Teenagers need to openly discuss their feelings and opinions. 1 2 3 4 5 Absolutely Disagree Absolutely Agree 5. Most adolescent youth are takers, not givers. 1 2 3 4 5 Absolutely Disagree Absolutely Agree 6. Teens do not care about their education. 1 2 3 4 5 Absolutely Disagree Absolutely Agree 7. Teens only care about flirting and looking “hot.” 1 2 3 4 5 Absolutely Disagree Absolutely Agree Facilitator’s Guide: Page 25 of 77 © Boys & Girls Clubs of America
  • 26. F Youth Development – Serving Teens Effectively G Facilitator’s Note: As participants respond, note that Clubs often see teens as the responsibility or even the “problem of one or two staff members. Some staff do not take the time to welcome and get to know teens the same way they do younger members. “How many of you have heard of a self-fulfilling prophecy? In essence, it’s a prediction that directly or indirectly causes itself to become true. Summary The activity examined some of the assumptions adults have  Pg: Page 22 about teens such as: their lack of respect for authority; not being interested in adult advice and not caring about their education and the overall attitudes they sometimes display. When negative assumptions are held about teens, it tends to actually impact their development. If adults have low expectations of teens and expect them to fail or barely survive, the adults behavior will reflect the treatment the teens receives, accordingly. Likewise, if a teen feels like they have nothing to contribute to society, adults can sometimes fail to give them opportunities to participate. This lack of participation then fails to empower teens to make full use of their skills and can potentially negatively affect their overall development. Facilitator’s Guide: Page 26 of 77 © Boys & Girls Clubs of America
  • 27. F Youth Development – Serving Teens Effectively G Lesson Four: Developmental Characteristics of Teens Introduction Teenagers are individuals with unique personalities, special  PG: Page 23 interests, and likes and dislikes. In general, however, there is a  PPT 29 - 30: Topic series of developmental tasks they all face during the 2: Developmental adolescent years. Characteristics of Teens There is a clear understanding that teens are very different from younger children. A basic understanding of the developmental characteristics of adolescents and the developmental changes that influence their behavior is helpful when programming and creating activities for teens. Importance Developmental changes occur throughout life, but there is  PG: Page 23 drastic change during adolescence. Very few developmental periods are characterized by so many changes, at so many different levels, as adolescence. These changes create many implications for this age group when creating developmentally appropriate programs. Lesson Overview In this lesson, you will learn the value of understanding the • Pg: Page 23 developmental characteristics f adolescence and how to use this information when planning, developing, and implementing programs and activities for teen members. Lesson Objectives By the completion of this topic you will be able to: • Define and apply the five developmental areas of  PG: Page 23 adolescence to working with teens  PPT 31: Lesson • Identify the changes teens experience in each of the five Objectives developmental areas • Identify program implications to support the developmental areas Facilitator’s Note: Briefly introduce and define the five developmental areas of adolescence. Five Developmental Adolescence takes place in a complex set of social and cultural Areas settings. Adolescents face more and more barriers to making a  PG: Page 23 - 24 successful transition into adulthood. This transition into  PPT 32 - 33: Five adulthood can be characterized in five developmental Developmental categories. Areas • Physical Development: How adolescents’ bodies change with puberty. Facilitator’s Guide: Page 27 of 77 © Boys & Girls Clubs of America
  • 28. F Youth Development – Serving Teens Effectively G • Cognitive Development: How adolescents gather and process information about the world around them (their intellectual development). • Emotional Development: Coincides with cognitive development. How adolescents develop a widening ability to comprehend multiple perspectives and to self- reflect. • Social Development: How adolescents’ conceive of themselves in relation to others (their social interactions). • Moral Development: How adolescents determine what is right and wrong (their concept of rights and privileges). Time 30 minutes Exercise: Developmental The following exercise is designed to help you gain a clearer Characteristics of Teens understanding of how adolescents develop, the changes they • PG: Page 24 experience and the program implications for staff aligned to • PPT 34: Interactive each characteristic. Exercise Facilitator’s Note: Handout flipchart paper to each group. Allow 30 minutes to complete. Have groups post their response on the wall and share their responses with the larger group. At the completion of the exercise, inform the group that a more complete description can be found in the Appendix A: Teen Developmental Characteristics Chart on page 62 - 63. Allow participant to review Appendix A and ask them to take a few minutes and compare the chart to their findings. As a group, we are going to define the characteristics of teens in four of the developmental areas. 1. Divide the group into five breakout groups. 2. Assign each group the age groupings (13-15, 16-18) and tell them they are going to list the developmental characteristics for each age group. 3. Instruct each group to list three changes teens experience related to the four developmental areas (physical, emotional, social, cognitive), for each age group. 4. Direct the groups to select someone to present their findings to the entire group. Facilitator’s Note: Allow time for participants to respond before proceeding. Ask them to list (on the same flipchart) what type of programs the developmental area implies should be implemented to meet that developmental need. Ask one or two groups to share for each of the developmental characteristics, what is the implication of the type of program that should be implemented. You now have an idea of Facilitator’s Guide: Page 28 of 77 © Boys & Girls Clubs of America
  • 29. F Youth Development – Serving Teens Effectively G some of the changes teens experience in each of the developmental areas.  How can we use this information when planning programs and activities for teens?  Are some of these changes different for boys and girls?  Should programming and activities be different for teens entering their early and late adolescence stages?  Yes, Why? No, why not? In your groups take another 5 minutes and jot down some program implications for each of the age groups - one for each developmental area. Facilitator’s Note: Inform the group that more information on the developmental characteristics of adolescence is in the Serving Teens Effectively Guide Part 1that will be handed out at the conclusion of the workshop. Developmental Charts can be purchased from BGCA at $5 for a set of two. Summary As teens get older they will need increasing levels of complexity  PG: Page 24 in programming and programming appropriate for their age. For example: • 17 – 18 year olds will need help filling out college applications, job applications or practicing job interviews • A 14 year old is likely too young to get a job and will be focusing more on adjusting for high school rather than graduation So, if we expect to change behaviors or engage young people in quality programs and activities, we must understand where teens are at developmentally. We need to create approaches, activities and programs tailored to their developmental needs, while working with them and trying to understand them. Facilitator’s Guide: Page 29 of 77 © Boys & Girls Clubs of America
  • 30. F Youth Development – Serving Teens Effectively G Lesson Five: Working Effectively With Teens Facilitator’s Note: Introduce this topic by sharing some of the importance as to why serving teens is important to the Movement. Introduction Knowing the basic skills needed for working with teens; the  PG: Page 25 music they listen to; the shows they watch and the technology  PPT 35: Lesson Title that is so much a part of their lives, allows for a better understanding of the cultural influences that are shaping teens today. Importance Adolescents are seen as being very different from other age  PG: Page 25 groups, therefore, the culture and interests of teens are important to be aware of when working with teens. Boys & Girls Clubs look to increase the number of teens served and deepen impact on those teens by helping staff learn to work with them effectively. Teens continue to be an underserved population in these Club/teen center communities. More importantly, their need for services and for a safe and welcoming place to have fun and connect with positive adult role models is even more critical. Lesson Overview This lesson will introduce you to some of the basic skills for working with teens; the stereotypes adults hold on to about  PG: Page 25 adolescents that create road blocks for Clubs/teen centers staff trying to provide quality service to its teen population. Learning Objectives By the completion of this lesson you will be able to:  Identify staff basic skills for working with teens  PG: Page 25  Examine and relate the teen culture to serving teens effectively in the Club Facilitator’s Note: Some of these skill or qualities might have been mentioned before in the previous skills and qualities exercise. Just reiterate their importance in conjunction with this list. Basic Skills for Working Although we have done an exercise on the qualities and skills with Teens needed to work with teens, there are some basic skills needed whether you are experienced in teen service or new to working  PG: Page 25 - 26 with this age group. For an effective programming experience it  PPT 36: Basic Skills is important for you to cultivate these skills as staff: for Working with Teens Facilitator’s Guide: Page 30 of 77 © Boys & Girls Clubs of America
  • 31. F Youth Development – Serving Teens Effectively G 1. Coaching – teens need coaching to make important decisions. 2. Diagnosing – Club professionals may not always be personally familiar with the teens who come to them for help. 3. Reality Testing – As a Club professional, you can be an important source for feedback in an environment where teens feel that no one else “tells it like it is.” 4. Mentoring – Club professionals can act as official mentors or provide additional mentoring if teens need more guidance than is available in other places, like home and school. 5. Goal Setting – Club professionals can play a key role in helping teens formalize their career, educational and life goals. 6. Motivating to Action – Club professionals who have ongoing contact with teens have many opportunities to encourage and support their progress toward their goals. These basic skills, cultivated along with some developmentally appropriate strategy, will give all staff working with teens a great foundation to build upon. Communication Skills In addition, communication skills are incredibly important when working with teens. Staff who are skilled in working with teens  PG: Page 26 - 27 are able to create open lines of communication and trusting  PPT 37: relationships with their teen members. They also develop skills Communication such as coaching and mentoring to help teens problem solve Skills and set goals. The inability of adults to communicate with teens is another challenge. Since many of our Clubs/teen centers are experienced and have been successful with teens, here is some of their advice for how to communicate and connect with teenage Club members. • Honesty and Listening – Its OK to tell them you do not know all the answers; teenagers just want someone to listen to them; informal activities and moments in the Club become important youth development tools. • On the Edge of Adulthood – They no longer view themselves as children and do not expect to be treated as such. Facilitator’s Guide: Page 31 of 77 © Boys & Girls Clubs of America
  • 32. F Youth Development – Serving Teens Effectively G • Building Relationship – Successful communication with teens requires adults to share of themselves – but also know where to draw the line of self-disclosure • Your Own Communication Style – Constantly reflect on the ways you communicate. To engage teens successfully, staff must also be open and try to understand the teen viewpoint. By being open to their viewpoint, you are drawing teens into the Club/teen center where there are meaningful interactions with caring adults. The lack of adults being open can create lingering stereotypes, for teens, of adults not trying to understand their culture. Teen Culture The teen culture consists of: music, clothing, technology, slangs  PG: Page 27 or games, or other teen desires that are not always loved or  PPT 38: Teen liked by adults. The stereotypes adults hold about teens impact Culture the way staff work is done, with or for, these older youth. A good way to measure your or other adults’ stereotypes about teens, is to see how much you and other adults are “tuned in” to teens. An adult needs to be tuned into the needs and interests of teens to truly work with teens Time: 20 minutes Exercise: Teen Trivia The following exercise is designed to help you measure how • PG: Page 27 - 28 deeply “tuned in” you and other adults are or should be when • PPT 39: Teen working with teens. Trivia Facilitator’s Note: Have participants complete the exercise individually and then pair-up with someone to share and discuss findings. If you are truly “tuned in” to your teen members, you should be able to answer the following questions: 1. Please list four male vocalists teens currently listen to. 2. Please list four female vocalists teens currently listen to. 3. Please list four groups or bands teens listen to. 4. Please list four slang terms teens use, and what they mean. 5. What do these mean? LOL; ROFL; LMAO; G2G; BRB; F2T; A3; PRW 6. What are the top four current television shows for teens? 7. List four Websites teens frequently visit. 8. List four forms of technology teens are currently using. 9. Name a current popular dance 10. What is one of the most important things you can do for your teens in the Club? Facilitator’s Guide: Page 32 of 77 © Boys & Girls Clubs of America
  • 33. F Youth Development – Serving Teens Effectively G TEEN TRIVIA WORKSHEET If you’re truly “tuned in” to your teen members, you should be able to answer the following questions. 1. Please list four male vocalists teens currently listen to. • • • • 2. Please list four female vocalists teens currently listen to. • • • • 3. Please list four groups or bands teens listen to. • • • • 4. Please list four slang terms teens use, and what they mean. • • • • 5. What do these mean? LOL; LMAO; ROFL; G2G; BRB; F2F; A3; PRW 6. What are the top four current television shows for teens? • • • • 7. List four web sites teens frequently visit. • • • • 8. List four forms of technology teens are currently using. • • • • 9. Name a current popular dance. 10. What is one of the most important things you can do for teens in your Club? Facilitator’s Guide: Page 33 of 77 © Boys & Girls Clubs of America
  • 34. F Youth Development – Serving Teens Effectively G Topic Conclusion It is important to be aware of the interests and culture of teens. • PG: Page 29 Knowing the music they listen to; the shows they watch, and the • PPT 40: Topic technology that is much a part of their lives allows for a better Conclusion understanding of the cultural influences that are shaping teens today. Also, having a working knowledge of teen’s interests will help to better understand their lives and guide you and your staff when preparing to develop, implement and evaluate your teen program. Transition You should have a better understanding of what it takes to staff  PG: Page 29 a Club serving teens or stand-alone teen center. Now, let’s move to programming for teens in your Club or teen center. Facilitator’s Guide: Page 34 of 77 © Boys & Girls Clubs of America
  • 35. F Youth Development – Serving Teens Effectively G TOPIC 2: PROGRAMMING Total Time: 75 minutes Introduction As known by most staff working in the Boys & Girls Club • PG: Page 30 Movement, your goal is to help all young people live full, • PPT 41: satisfying lives. This is achieved through the quality programs Developing and activities the Club has to offer. Programs for Teens Topic Overview The purpose of this topic is to introduce you to the basics of  PG: Page 30 age-appropriate programs and activities to deepen the impact on our teen members. What the Experts Say “I want to be prepared for the financial obstacles that will come- • PG: Page 30 up,” says Joshua Cater. “I want to build-up my credit score and • PPT 42 focus on saving money as often as possible by limiting the costs of entertainment and clothes. I didn’t think about many of these things before participating in Money Matters.” By Joshua Carter, National Money Matters Ambassador, BGCGW Facilitator’s Note: Tell participants that Money Matters is one of BGCA national programs for teens. You can learn more about Money Matters and its benefits by logging on to Topic Objective By the end of this topic you should be able to:  PG: Page 30 • Identify and apply the Five Key Elements for deepening  PPT 43 - 44: Topic impact to Club programming Objectives • Identify ways how to program specifically for teen members • Identify ways to collect teen input and data Topic Lessons Lesson include:  PG: Page 30 • The Five Key Elements for Deepening Impact • Programming for Teens Facilitator’s Guide: Page 35 of 77 © Boys & Girls Clubs of America
  • 36. F Youth Development – Serving Teens Effectively G Lesson One: The Five Key Elements for Deepening Impact Introduction Impact is the effect a Boys & Girls Club has on its members: the  PG: Page 31 contribution the Club makes to the attitudes, skills, values and  PPT 45: Impact behaviors that enable youth to succeed in adulthood. In Define 2004-2005 BGCA did a study with 65 small, medium and large Clubs in public housing, military bases, Native lands, schools and traditional Boys & Girls Clubs to determine their impact. The study consisted of interviewing Club management staff, teens and community leaders, as well as, Club visits. Principles By Which It revealed that the most successful Club operates on these Successful Club principles: Operates: • Club leadership has a high expectation that the Club  PG: Page 31 will always provide the best possible experience to  PPT 46: Club Study Club members • Club professionals believe in the capacity of every youth to succeed. • Leadership and staff expect everything the Club does to be world-class Since this concept is incorporated across the board it involves Clubs serving teens and teen centers. This concept is supported by the level of participation in the Club/teen center and the degree to which the Club/teen center implements the five key elements for deepening impact. Facilitator’s Note: Can anyone share with the group the five key elements for deepening impact? Five Key Elements of The five key elements for deepening impact are: Deepening Impact • A safe and positive environment Continue • Fun • Supportive relationships  PG: Page 31 - 32 • Opportunities and expectations  PPT 47: Five key • Recognition Elements Let’s identify what the five key elements should look like in action when working effectively with teens at the Club/Teen Center. The first is a Safe-Positive Environment. A Safe and To ensure a Safe and Positive Environment for teens, the Positive Environment environment will need to be safe, with bright colors and clean space to call their own. Remember to always involve teens in creating and decorating the space. Facilitator’s Guide: Page 36 of 77 © Boys & Girls Clubs of America
  • 37. F Youth Development – Serving Teens Effectively G If the budget is limited, let them arrange the furniture and determine how to set-up the bulleting boards. Teen involvement does not have to cost the organization a penny. Next is FUN. Fun Fun has tremendous impact on teens. Test yourself: Are you having Fun while at the Club? Do you leave smiling everyday? It is said that young people laugh about 400 times in a day. You need to let go and allow yourself to be a part of the Club by having fun every day with your teen members and try to laugh as many times as possible during the day. Supportive Supportive Relationships are of such great importance to Relationships adolescent development; be sure to impact teens by assuring their relationships at the Club are supportive and positive with adult staff and volunteers. Don’t forget teens need positive relationships with peers and caring adults. If a teen is an outsider or shy, help them make friends or ask one of your teen leaders to mentor that teen. Opportunities Opportunities and Expectations is another important need for and Expectations teens. Teens need as many experiences in their lives as possible to help them learn and grow. As a staff person, your work with teens is to fulfill the Movement’s mission statement, which states: to inspire and enable all young people, especially those who need us most, to fulfill their potential as productive, responsible and caring citizens. Facilitator’s Note: Currently in your Club, what opportunities are you providing for teens? Recognition Recognition is very important, especially for teens who suffer from low self-esteem (and that can be a large % of them). Be sure to recognize them in public ways, as well as in private areas for achievements you notice, in other words, “catch them doing the right thing!” Recognition can also be a means of collaborating and networking with other businesses and agencies. They can provide gifts, venues for the recognition event, and other areas of need for the Club. Facilitator’s Note: Ask participants if anyone has any questions or concerns about the five key elements of impact. When these forces—the five key elements of impact— are in place in a youth’s life, they counteract the negative forces that can deter youth from positive social development. That is why Clubs programs and activities should be based on the five key elements of deepening impact. Facilitator’s Guide: Page 37 of 77 © Boys & Girls Clubs of America
  • 38. F Youth Development – Serving Teens Effectively G Lesson Two: Programming for Teens Identifying a Program or As you all know, a program is more than simply a series of Activity activities. A program has outcomes aligned to it, whereas an • PG: Page 33 activity simply engages participants for a set period of time. Staff needs to understand the difference between a program and an activity when working with young people. Definition of Programs For your use, an activity is an experience designed to provide a and direct experience of something for a period of time. A program Activity is defined as a planned event, designed to achieve stated goals • PG: Page 33 and objectives. It is conducted for a specific audience, for a • PPT 48: Definition specific period of time with special delivery methods, with of Program & measures and evaluation to determine if set goals and Activities objectives were achieved. Types of Programs in a In the Boys & Girls Club Movement, the term “program” is used BGC in several different ways. These ways consists of: • Overall Club Program – encompasses the entire rage of  PG: Page 33 activities and services available.  PPT 49: Types of • Core Program Area – is a grouping of activities and Programs services along common disciplines deemed important to the growth and development of children. • Specific Program – is part of a Core Program, such as a basketball program or the Keystone Club program. As mentioned, programs have specific goals and objectives, are conducted for specific periods of time and involve selected methodologies, strategies or exercises, followed by evaluation. Facilitator’s Note: Allow time for responses, then place responses on flipchart for further discussion. By a show of hands: • How many of you are currently running programs for teens? • Can anyone of you share an example of a program? • Who can provide an example of an activity? • What about services or special events example? Facilitator’s Note: Specify that some activities may be simply an activity, or may be part of a larger program (college preparation or CareerLaunch). Special events, like job fairs or college visits are necessary to expose teens to the life that exists outside their daily experiences and to prepare them for their adult lives. Facilitator’s Guide: Page 38 of 77 © Boys & Girls Clubs of America
  • 39. F Youth Development – Serving Teens Effectively G By sharing your understanding of the differences between programs and activities, it goes a long way for you when looking at program diversity in the Club/teen center programming. So, for program diversity: • Why might it be important to have a clear understanding of programs, activities and services? • Why is it important to have a mix of programs, services and planned events for teens? Diversifying Club Diversifying the Club programs will/should lead to a diversified Programs group of teens receiving service in the Club. Having a clear • PG: Page 33 – 34 understanding of the type of program service and activities will set the tone for how diversified the Club programs needs to be. Having this mix will allow for a higher level of involvement from teens of all races and backgrounds, allowing for a stronger Club environment. Boys & Girls Clubs of America have some national programs that are available that address teens’ needs and interests, issues and concerns, with diversity built-in to how programs are delivered. Facilitator’s Note: Share with participants that a list of all national programs for teens is located in their participants guide in Appendix B: BGCA National Programs for Teen on page _64___ for more information. Solicit a few responses from participants. BGCA National Boys & Girls Clubs of America has created a number of national Programs for Teens programs available for teens. These programs have been pilot- • PG: Appendix B: tested, proven effective and relevant to Club teens on a national BGCA National basis. Programs for Teens Please refer to Appendix B: BGCA National Programs for - Page __64__ Teens in your participants guide for a list of these programs. • PG: Page 34 Although these programs are proven to be effective, there is still a need for the Club to offer locally-based programs. Facilitator’s Note: Why might your Club want to offer locally-based programs? Locally Based Programs While the national programs are great, and walk you through • PG: Page 34 step-by-step, you and the other Club staff know the needs of your specific community best and should include locally- developed programs and activities that meet your teens’ needs and interests. Many of the Club programs for teens are almost exclusively needs-based. Remember, you may take so seriously your role in helping teens become productive citizens that you can bore them right out of the building! It’s important that all Club Facilitator’s Guide: Page 39 of 77 © Boys & Girls Clubs of America
  • 40. F Youth Development – Serving Teens Effectively G programs be FUN. So, first include those types of programs because you have to attract teens and keep them coming before you can add life skills into the mix. If you are starting a new teen center or program at your Club, you may want to focus on Fun for as long as six months in order to build your membership. Then you can begin to incorporate needs-based programming into the mix. In addition, programs should grow with the members. This is where the concept of “Progressive Programming” is implemented. Facilitator’s Note: • Who is familiar with the concept of Progressive Programming? Definition and Concept Progressive Programming refers to the concept of adapting of Progressive programs for Club members as they age and assuring that they Programming stay interested in the program content. Progressive • PG: Page 34 Programming incorporates three overall components. • PPT 50: Definition of Progressive Programming First Component First, programming should be developmentally age appropriate. • PG: Page 34 - 35 For example, finger-painting is appropriate for a six-year-old • PPT 51: First who is still developing the fine motor skills to handle a Component paintbrush, but a fifteen-year-old developmental need would be more suited to a 35mm photography class that includes film development, darkroom printing and photo essay about their work. Second Component Second, programs should evolve to maintain a level of • PG: Page 35 excitement, making members look forward to the next step. If • PPT 51: Second your eleven and twelve year-old members are constantly trying Component to sneak into the teen center; if thirteen year-olds are counting down the days until their fourteen birthday to be part of the 14- and-up DJ Club where they learn DJ skills from local radio personality and spin at dances; if younger members can’t wait until they’re old enough or experienced enough to become a teen referee or coach for the Club sports teams, then you are creating that atmosphere of excitement and a sense of anticipation for members as they move into the next level of programming. Facilitator’s Note: Allow time for participants to respond to the questions and have a discussion around points that are not clear or need clearer explanations. Facilitator’s Guide: Page 40 of 77 © Boys & Girls Clubs of America
  • 41. F Youth Development – Serving Teens Effectively G Third Component The third aspect of progressive programming requires • PG: Page 35 differentiating your teen program from anything else offered to • PPT 51: Third teens in your community by becoming a “destination program.” Component Is there an organization in your community that offers teens video production and editing skills? Is there a place for teens to get intensive college preparation that includes everything from SAT prep to essay writing and college tours? Do you have skateboarders constantly getting kicked out of parking lots in need of a skate park and skate repair workshop? Your goal is to identify the programming niche in your community and let the Club become the place to go to for that program. Your Club should still offer a variety of programming, but developing destination programs will create a buzz that draws into all the other areas of the Club offerings. Time 15 minutes Exercise: Local The following exercise is designed to help you gain an idea of Program Showcase programs currently happening that you can use. • PG: Page 35 • PPT 52: Exercise Facilitator’s Note: At the completion of the activity, walk around the room to each flipchart list and ask for information on a few programs on each list to give participants an idea of the diversity of programs they can conduct for teens. In this exercise you are going to share the scope of local program ideas with one another and explore the diversity of teen programming at your Clubs. 1. Tell participants there are five flipchart papers located on the walls around the room with the five core program areas listed on them. Ask participants to stand. 2. Individually, walk around the room to each of the five flipchart pages and record the local programs conducted for teens at your Club. 3. Do not list national programs or programs for younger members. 4. We will take 10 minutes for everyone to walk around and 5 minutes to summarize the lists. Program Planning As mentioned, deepening the impact requires Club/teen center • PG: Page 35 - 36 staff to have high expectations that the Club/teen center will always provide the best possible experience to Club members; that the Club professionals believe in the capacity of every youth to succeed; leadership and staff expect everything the Facilitator’s Guide: Page 41 of 77 © Boys & Girls Clubs of America
  • 42. F Youth Development – Serving Teens Effectively G Club/teen center does to be world-class. Again, the impact this concept generates comes from the level of participation and the degree to which the Club/teen center implements the five key elements. The five key elements previously discussed should be what your program development is based on. Developing a New Teen In groups, you will be developing a new teen program using all Program the knowledge and tools presented and discussed in the workshop. Before proceeding, please consider these questions • PG: Page 36 in your planning: 1. Which of the five key elements will your program enhance? 2. How can the impact on the selected element be made stronger? 3. What can be done with the program so it enhances all five key elements? Time 20 minutes Exercise: Developing a New Teen The following exercise is designed to get you prepared to begin Program developing a successful teen center program based on an issue • PG: Page 36 presented during the introductions. • PPT 53: Developing a New Teen Program Facilitator’s Note: Divide participants into groups of five or six. Tell participants as a group to select a recorder and someone to report on their findings. Remind the group they are developing a new teen program that can be implemented at some point in the Club/teen center. No national programs or programs already existing are accepted. For more information on Programming for teens tell participants to visit the Serving Teens Effectively: Part 1 manual, pages 57 – 59. Now that you have answered those questions you can begin planning your program. 1. Refer participants to the issues they shared during the introductions. Working in groups, you will get the chance to put the learning into action by developing a new teen program. Tell everyone in the group to take 7 minutes and visualize some of the needs and interests and issues of teens in their Club community. 2. Working together, decide on a need and interest of teens, or one of the issues identified in the introductions, and use the selection to develop a new teen program using the categories listed on the overhead. 3. You will have 20 minutes to complete this activity. The Program Planning Tool I shared with you, is located in the Serving Teens Effectively manual and can be used to plan future programs for teens. Facilitator’s Guide: Page 42 of 77 © Boys & Girls Clubs of America
  • 43. F Youth Development – Serving Teens Effectively G Teen Involvement Programming for teens must attract them, meet their needs and • PG: Page 36 keep them engaged. Therefore, it is incumbent on staff to • PPT 54: Involving involve teens in determining what types of programs and Teens activities need to be implemented in the Club/teen center to meet teen’s needs. Facilitator’s Note: Explain that for teens to feel ownership they need a voice in their experiences at the Club. In addition, asking for teen input assures that the Club’s efforts for teens are relevant and meeting their needs, interests and addressing their issues Seeking Teen Input When teens are given the power of autonomy-oriented • PG: Page 36 behaviors, it tends to encourage better life skills development; great satisfaction with the Club/teen center; higher level of activity involvement; and a sense of belonging for the group. Clubs professionals can make teens feel empowered by involving teens in as many aspects of the programming and decision-making process as possible. By doing this, teens acquire a sense of significance from doing significant things. • How many of you ask your teens for their ideas about programming? • What issues can derive from involving teens? • Why might this be important? (Solicit response from participants.)  What are the advantages?  What are the disadvantages? Time 20 minutes Exercise: Seeking Teen Input The following group exercise will help you determine the many  PG: Page 37 - 38 ways you can involve your teens in helping shape their  PPT 55: Seeking experience at the Club/teen center. Teen Input Facilitator’s Note: Organize participants into groups of four. Assign each group an area of input (Program/Activities, Staffing/Leadership, Space/Environment, Rules/Guidelines) that they will explore during this activity. If you are working with a large group, you can repeat input groups and assign accordingly. As groups share their responses, be sure to point out significant ways to involve teens if groups did not present them. 1. Within your group, identify as many ways you can currently seek teen input in the assigned category, or that you could seek teen input in the future. (share a few Facilitator’s Guide: Page 43 of 77 © Boys & Girls Clubs of America
  • 44. F Youth Development – Serving Teens Effectively G examples) 2. Record your group’s responses on the flipchart paper. Select someone in the group to share your findings. 3. In turn, each group will present their ideas for teen input for their assigned area. Explore the following four categories where teens can provide input. • Club Leadership • Club Environment • Club Programming • Club Rules/Guidelines Facilitator’s Guide: Page 44 of 77 © Boys & Girls Clubs of America
  • 45. F Youth Development – Serving Teens Effectively G SEEKING TEEN INPUT What input could you seek from teens to allow them impact on their Club/teen center in each of the areas below? Staff/Club Leadership Club Environment/ Atmosphere Club Programs/ Activities Club Rules/ Guidelines Facilitator’s Guide: Page 45 of 77 © Boys & Girls Clubs of America
  • 46. F Youth Development – Serving Teens Effectively G Facilitator’s Note: Teen Operations Assessment Grid  PG: 39 - 42  Appendix H Let’s review the Teen Operations Grid. The Teen Operations Assessment Grid is a tool that you can take back to your Club to complete with other staff to help determine areas of growth for serving teens and seeking teen input. Take a few minutes and review the Teen Operations Assessment Grid and identify a few areas of growth for your teen operations. • How can you use this grid to improve your teen program in the Club? • What would you add? • What would you change? Facilitator’s Guide: Page 46 of 77 © Boys & Girls Clubs of America
  • 47. F Youth Development – Serving Teens Effectively G Teen Operations Assessment Grid Completing the Teen Operations Assessment Grid helps each Boys & Girls Club/Teen Center determine how well they are impacting teens, and provides benchmarks for improving service to this group of membership. It is recommended that Clubs serving teens complete this assessment at least annually to independently assess their service to teenaged youth. All staff who serve teens should be involved in completing the tool. There are six areas for assessment follow the same guidelines as the CTQ Impact Assessment: Operating, Advancing and Excelling. If a Club does not meet any of these categories, they should consider themselves developing. Teen Operations Assessment Operating Advancing Excelling □ Board members share a commitment □ The Board’s program □ The Board regularly B to teens chair maintains a consults Club teens O □ Board commits financial resources to subcommittee to gather input and support teen operations, staffing and focused on teens feedback on their A program operations. training R i.e.(youth □ Teen Programming is integrated into D the Club’s strategic plan. presentation on board committee) □ The Club/teen center opens a □ The Club opens a □ The Club opens a O minimum of four hours per day, five minimum of five minimum of six hours P days per week for teen members hours per day, five per day, six or more E □ The Club/teen center has committed days per week for days per week for dedicated space or times for services teen members. teen members. R to teens □ A focus on teen □ The teen advisory A □ Club leadership shares a program operations is committee informs T commitment to teen programming included in the the Club’s board of I □ Club implements a transportation organization’s directors. O plan to assist teens with getting to the strategic plan. N Club/teen center □ The Club maintains a □ The Club commits resources for staff diverse staff from S various backgrounds training and experiences, with □ The Club’s annual budget for teen special consideration programming reflects its commitment given to the needs of to service to teens. the Club’s teen □ Teen centers are less structured than population. program areas for age’s six to 12, but □ Staff reviews teen still provide staff supervision. operations policies □ Club hires and maintains teen- and procedures on a friendly, flexible, well trained and quarterly basis. caring staff. □ Club maintains appropriate policies and procedures to support a safe, clean and fun teen operation. □ Teen program areas’ décor and □ There is space in □ Teen program makes Facilitator’s Guide: Page 47 of 77 © Boys & Girls Clubs of America
  • 48. F Youth Development – Serving Teens Effectively G E furnishings are appealing and which teens can extensive use of N appropriate for teens, with input from relax, and teens feel “The Club” brand, teens themselves. safe hanging out in including V the Club. entranceway □ Teens have separate space within I the larger Club or use the Club space □ Club maintains an signage, teen staff R at a different time than younger enhanced teen shirts, membership O members, so they can feel a sense of environment making cards. N ownership and Club staff pays use of themes (i.e. M attention to them. 50’s-style diner) □ Teens are involved with creating a and/or specialized E program areas (i.e. Teen Code of Conduct, and have N input on where and how it is posted. DJ room, Video T □ Teens’ accomplishments, pictures Center, etc.) and artwork are displayed throughout □ Teens have a the Club/teen center. separate □ Physical environment is clean and entranceway with safe. Facilities are in working order. appropriate check-in procedures. □ Teens maintain positive relationships with staff members and one another. □ Club develops and □ Teen programs and activities are implements a promoted on bulletin boards and marketing plan to walls throughout the Club/teen outreach to teens. center. □ Teens are consulted to determine the □ A teen advisory □ A teen advisory Y E E mix of teen programs and services. committee or teen committee or teen O N M □ Club/teen center has a teen advisory council is in place to council has presence group in place that helps determine provide input on Club at board meetings U G P programming and/or budgetary direction and next steps for teen T A O initiatives. operations and responsibilities H G W □ Teens give input and feedback on governance. regarding teen E E Club programming on a regular □ Teens help initiatives M R basis. determine the how, E M □ Club members are provided what and when of □ Teens run programs leadership opportunities throughout teen program(s). and activities for N E the Club. (ClubService, Jr. Staff, teen □ Club welcomes and peers and younger T N invites teen input on Club members. council, etc.) T new programs. □ Teens have opportunities to give back to their communities through □ Teens have multiple service projects, long-term service ways to provide input goals or participation in Club-wide into their programs, days of service. activities and environment. (suggestions boxes, surveys, Club meetings, etc.) Facilitator’s Guide: Page 48 of 77 © Boys & Girls Clubs of America
  • 49. F Youth Development – Serving Teens Effectively G □ Club utilizes four or more of the □ Club utilizes six or □ Club utilizes the eight P BGCA priority programs. (Career more of the BGCA BGCA priority R Launch, Money Matters, Triple Play, priority programs. programs. (Career Youth for Unity, Club Tech, Goals for (Career Launch, Launch, Money O Graduation, Family Plus and the Money matters, Matters, Triple Play, G Teen Initiative. Triple Play, Youth for Youth for Unity, Club R □ Staff schedule a variety of attractive Unity, Club Tech, Tech, Goals for A programs targeted for teens. Goals for Graduation, Family M □ Club offers Youth of the Year and Graduation, Family Plus and Teen Keystone Club programs. Plus and the Teen Initiative) Initiative) □ Programs and activities are developmentally appropriate based on □ The Club administers two distinct age categories: 13 to 15 a Club and and 16 to 18. Community-based assessment to □ The Club administers □ Club regularly offers large-scale determine the a Club and special events to attract new teen interests of teens. Community-based members (e.g. dances, lock-ins, and Club develops local assessment to parties). programs that determine both □ Teens are able to make choices respond to the needs and interests between multiple options (e.g., outcome of the of teens. This between the games room and art; assessment. comprehensive technology lab and dance classes, □ Programming for assessment includes etc.) teens includes demographic □ Club provides daily opportunities for college preparation information, surveys homework assistance and academic and money and focus groups guidance. management (e.g., which engage Club □ The Club offers small group, large SAT prep, college and neighborhood group, drop-in and one-on-one visits, Club-run credit teens and community programs. union). stakeholders. □ Appropriate partnerships have been □ Outside speakers □ Age-appropriate teen developed to help meet the needs of and program activities are offered local teens. (i.e. job placement, opportunities are in each core area counseling) presented daily. □ Outside expertise is □ Specialized teen brought into the Club programs that appeal for workshops and to the Club’s unique specialized membership base programs. are offered (outdoor □ Programs and Club, spoken word, activities are more step, salsa) advanced or □ Teen members have specialized, moving an opportunity to beyond the basics to participate in job build specialized or shadowing with advanced skills. board members and □ Club offers regular other community education-and supporters. recreation-oriented field trips. Facilitator’s Guide: Page 49 of 77 © Boys & Girls Clubs of America
  • 50. F Youth Development – Serving Teens Effectively G □ Club makes use of P progressive R programming principles in all core O areas assuring that G members’ program R experiences evolve A as they get older. M (For example: 14 year olds participate in sculpting,15 year olds woodworking, 16 year olds computer graphics, etc.) □ The Club has committed, dedicated □ Club staff visit teens □ Professional S staffing services to teens. outside of the Club development plans T □ Staff members actively recruit teens and attend significant are in place for all into their Club. life events (football teen-serving staff A games, choir and volunteers. F □ Staff members know teens’ names and interests outside of the Club. concerts, F graduations, etc.) □ Teens are given opportunities to represent the Club to the community, □ Staff utilizes teens in e.g., at board meetings or by the development and conducting Club tours for special implementation of all guests. Club programming. □ Staff serves as advocates for teens. □ Staff collaborates with one another to □ Staff is oriented to work with teens. better serve teens. □ Staff supports Club’s teen strategy. □ Screened teen- □ Teen deliverables are incorporated friendly volunteers into staff evaluations. are recruited to serve the Club’s adolescent youth. □ Staff maintains partnerships with local schools and community organizations to help maximize program resources. □ Club has teen staff recruitment and retention policy. A staff succession plan is also in place. Facilitator’s Guide: Page 50 of 77 © Boys & Girls Clubs of America
  • 51. F Youth Development – Serving Teens Effectively G Summary The completion of this assessment will help you and  PG: Page 43 your staff determine how well the Club programs are impacting teens and provide ideas for improvement. As staff, based on your teen environment, you should decide when and how many times a year it should be done. This assessment tool should be done by all staff involved with serving teens. Facilitator’s Guide: Page 51 of 77 © Boys & Girls Clubs of America
  • 52. F Youth Development – Serving Teens Effectively G TOPIC 3: FACILITY MANAGEMENT Total Time: 60 minutes Introduction Now you have an idea of what a diversified offering of programs • PG: Page 44 designed specifically for teens should look like. However, to • PPT 56: Topic Slide serve teens effectively in these programs and have impact in their lives, our Clubs/teen centers must provide dedicated space for teens. What the Experts Say “In a study of two disadvantaged communities, residents agreed • PG: Page 44 on some elements of an ideal neighborhood. They want safe • PPT 57: Experts places where children and adults can do things together, and Say they want to be surrounded by people who feel valued and who are involved in improving the neighborhood.” By: Saito, Sullivan, and Hintz 2000 Importance It is important to note that our Clubs/teen centers should make • PG: Page 44 significant use of both dedicated and shared space for teens. Most importantly, Clubs/teen centers should consider the developmental needs of adolescent youth and keeping them and their family safe. Topic Objective By the completion of this topic you will be able to: • PG: Page 44 • Demonstrate how to develop, maintain and evaluate a • PPT 58: Topic positive place for teens Objectives Topic Lesson Lessons aligned to this topic include: • PG: Page 44 • Scanning your Club/Teen Center Teen Environment • PPT 59: Key • A Positive Place for Teens Learning Facilitator’s Guide: Page 52 of 77 © Boys & Girls Clubs of America
  • 53. F Youth Development – Serving Teens Effectively G Lesson One: Scanning Your Club/Teen Center Teen Environment Club/Teen Center Teen In the previous topic, we discussed ways to make your teen Environment Scan program more effective. Let’s take this a step further. Another way that staff can determine the effectiveness of their teen • PG: Page 45 program is to conduct a Club/Teen Center Teen Environmental • PPT 60: Scan. The scan can be used to determine how “teen friendly” or Environmental “teen attractive” the Club or teen center is to teens. Let’s Scan conduct a Club/Teen Center Environmental Scan. Time 25 minutes Exercise: Teen Environmental Scan The following exercise will guide you when scanning your Club/ • PG: Page 45 - 46 Teen Center to determine if the site is “teen friendly” or “teen • PPT 61: Interactive attractive.” Exercise Facilitator’s Note: If you are conducting the workshop in a BGC, provide the following instructions to participants. Break participants into groups of five or six and have them walk through and evaluate the Club from the “teen friendliness” perspective. Let participants know they can also use the Environmental Scan Checklist Worksheet but will need the assistance of Club staff to answer some questions. Allow five to ten minutes for reporting back when walk through is complete. Important Note: If training is not at a Boys & Girls Club, instruct attendees to conduct the scan when they return to their Club using the same directions, but with actual people. 1. Place participants in group of five or six. As a role play for this exercise, please identify someone in the group to act as a teen and another as a non- staff person that’s an adult. Ask participants to stand. 2. Begin scanning outside the Club - scan the building to determine is it teen-friendly. Go inside and look at the check-in desk and reception area for the same outcome.  Are those areas “teen friendly?”  Are there posters on the walls representing teens?  Is art work displayed and was it done by the teen members? 3. Now walk through the Club/teen center/area;  What do you see? Does it appeal to teen members?  Do you see (or not see) anything that can be a turn-off to teens?  Is the furniture and equipment in good condition and located in “teens selected areas?” Facilitator’s Guide: Page 53 of 77 © Boys & Girls Clubs of America
  • 54. F Youth Development – Serving Teens Effectively G  What would you change or improve to make the Club/teen center more “teen friendly” or “teen attractive?” Debrief Follow-up with the following questions to debrief the exercise.  Does the Club/teen center have a teen identity developed with input from teens?  Is it dedicated or shared space?  Is space limited?  Is the space sending a message that teens are welcomed to the Club/teen center? Facilitator’s Guide: Page 54 of 77 © Boys & Girls Clubs of America
  • 55. F Youth Development – Serving Teens Effectively G Environmental Scan Checklist This Environmental Scan Checklist is excerpted from SMART Girls, a health, fitness, prevention/education and self-esteem enhancement program for girls ages 8 to 17. The program is designed to encourage healthy attitudes and lifestyles that will enable early adolescent girls to develop to their full potential. The checklist is intended to help Clubs evaluate a variety of factors related to assuring balance. It is a tool adapted for assessing the Club’s environment for serving teens. 1) _____ The concept of teen programming has been presented to the board of directors. 2) _____ The board of directors has given its approval/commitment to implementing teen programming when appropriate. 3) _____ Funds have been budgeted for necessary purchases accompanying teen programming. 4) _____ Designated staff have been assigned to implement teen programs. 5) _____ All staff have been oriented to the concept of teen programming. 6) _____ All staff are supportive of teen programming. 7) _____ All staff are capable of supporting the teen initiative’s objectives during regular hours of interactions by treating teens with equal amounts of attention, and the same respect and time as given to younger members. 8) _____ All staff are aware of local issues affecting Club members (teen in particular). 9) _____ Staff members are aware of successful strategies to recruit teen participants. 10) ____ Club space is designed and constructed to offer equal or equally separate access and full service for both younger members and teens. 11) ____ The environment promotes equality ad mutual respect among younger members and teen members and welcomes both through its display of posters, pictures, awards and affirmations. 12) ____ Program outcomes have been developed for teen programming. 13) ____ Resources and equipment have been identified to implement teen programming. 14) _____ Books, magazines and other educational materials are readily available, covering a wide variety of topics of interests to teens. 15) _____ Programs are based on the needs and interests of youth in the community. This is determined through an annual needs and interests assessment administered to a sample of teenaged girls and boys as well as parents and community professionals. 16) _____ Both co-ed and single-gender programs occur for teens in all five core program areas, providing maximum participation and options for all members. Facilitator’s Guide: Page 55 of 77 © Boys & Girls Clubs of America
  • 56. F Youth Development – Serving Teens Effectively G Summary The environmental scan checklist can be used by the Club for a variety of factors related to assuring • PG: Page 47 balance. It can be a tool used to determine if the Club’s/teen center environment is conducive to serving teens or is the overall Club program meeting their needs and interests. This environmental scan can really help teen members appreciate the program more by involving them in the assessment. Remember the Club/teen center is somewhere that should attract teens and keep them coming so the more involved they are in deciding where things go and what should happen, the more often you will see them. Facilitator’s Guide: Page 56 of 77 © Boys & Girls Clubs of America
  • 57. F Youth Development – Serving Teens Effectively G Lesson Two: A Positive Place for Teens Introduction Based on your environmental scan, you can see a lot of • PG: Page 48 consideration needs go into designing the Positive Place for • PPT 62: Positive Teens. Out of respect to our teens, the facilities and equipment Place needs to be first-class, clean, bright, in good repair, relevant, up-to-date and representative of input and interest of teen members, as well as reflect the value and importance of the Club’s teen members or teen center teen’s to the staff and community. What the Positive Place So, whatever is done in the Club with designated space for Should teens, or a stand-alone teen center, the developmental needs Offer of adolescents should be considered. The space or teen center • PG: Page 48 should offer: • PPT 63: What  comfortable, age-appropriate surroundings Should Be Offered  a chance for teens to influence their space and program activities  program areas that are available after school, late evenings and on weekends  support and guidance from a cadre of caring adult professionals By doing this you are setting-up you and your staff for a successful experience working with teens. Dedicated Space Another important aspect of the Club/teen center is the space • PG: Page 48 dedicated to teens. Teen centers/Clubs should have the look • PPT 64: Dedicated and feel of an area dedicated to teenagers, reflecting local Space personality or character. Space dedicated specifically to teens should:  have a different look and feel from younger member program areas  be filled with teen imagery. Posters, photos and bulletin boards, should focus on teen needs and interests.  use teen-friendly furnishings to give the area an older, more contemporary feel Teen Centers need dedicated staff who coordinate teen programs and activities. This is critical since teen centers should not look like typical Boys & Girls Club program areas. Remember, teens want these areas to feel like their own. Time: 20 minutes Exercise: The Ideal Club/Teen Center The following exercise is designed to help you formulate your • PG: Page 48 ideas about an ideal teen center area by using a powerful Facilitator’s Guide: Page 57 of 77 © Boys & Girls Clubs of America
  • 58. F Youth Development – Serving Teens Effectively G • PPT 65: Interactive exercise known as visioning or guided imagery. Exercise Facilitator’s Note: Tell participants to take two minutes before opening their eyes and envision the image they hold of the ideal teen area. Now tell them to open their eyes. Ask for one or two participants to share their mental vision created of the ideal teen area. As mentioned previously, a host of consideration goes into designing a good teen center area prior to inviting teens. Direct participants to get comfortable and give you their undivided attention. Step 1: Get quiet, close your eyes, and do not think of anything else other than what I am about to ask you to do. Step 2: In your mind’s eye, create a vision of the IDEAL Teen dedicated area or environment in your Club or Teen center. Now envision yourself walking into that area. o How does the area look? Are there bright colors? o Is the facility area and equipment first class? o Is the area clean with bright colors? o Is the area representative of the input and interest of teen members? o Does the area have a different feel than your younger member area? o Do you see pictures, paintings and bulletin boards that are teen focus? o Are your furnishings teen friendly? Step 3: Tell the group to keep their eyes closed for 2 more minutes and imagine your current Club/teen center in comparison to what they just envisioned. Time: 15 minutes Exercise: “From…To…” The following exercise is designed to provide you an opportunity to compare the vision you are holding on to (about • PG: 49 an ideal Club), with where your teen space is today. • PPT 66: Interactive Exercise Facilitator’s Note: Holding on to that vision: How does your current Club/teen center area match-up to the vision you hold of the “Ideal Teen Dedicated space or environment? Please refer to page in your participant’s guide and fill-in the “From…To…” form. In the “From” section list what is currently happening in that area in the Club/teen center and in the “To” area list what you would like it to look like based on your vision. Does the area need to be changed or upgraded? Facilitator’s Guide: Page 58 of 77 © Boys & Girls Clubs of America
  • 59. F Youth Development – Serving Teens Effectively G FROM…TO… WORKSHEET Using your current knowledge of your Club/teen center space dedicated to teens, complete the “From…” section. Using your vision for the ideal space, complete the “To….” section. From… To….. Facilitator’s Guide: Page 59 of 77 © Boys & Girls Clubs of America
  • 60. F Youth Development – Serving Teens Effectively G Summary To help with the design of the area there are many • PG: Page 50 different themes you can choose from to create an appealing teen area. But all of this should not be happening without teen input before making final decisions. Again, this sends a welcoming message to teens that this area belongs to them, and is designed to meet their development needs and interests. Facilitator’s Guide: Page 60 of 77 © Boys & Girls Clubs of America
  • 61. F Youth Development – Serving Teens Effectively G TOPIC 4: OUTREACH Total Time: 35 minutes Introduction Today’s problem of getting teens in the Club • PG: Page 51 has intensified to a point that many Clubs are • PPT 67: Topic Slide concerned about what can be done. Toward this end, BGCA has met with Clubs to discuss ways of improving its teen membership. What the Experts Say “A Gallop poll found that adolescents were four • PG: Page 51 times more likely to volunteer and help out in the community if they were asked than if they were not, but that only half of a national sample of 12- to 17- year-olds said that adults did, indeed, ask them to help out. By: Hodgkinson and Weitzman 1996 Importance It is important to note that currently BGCA • PG: Page 51 serves a low percentage of teens in comparison to the overall number of youth receiving service in Clubs. Is it because we are not asking teens to help out? Topic Objectives By the completion of this topic, you should be • PG: Page 51 able to: • PPT 68: Topic Objectives  Examine ways to recruit and retain teens  Identify how to determine teens needs and interests Lessons Titles This topic contains the following lessons: • PG: Page 51 Lesson 1: Attracting and Retaining Teens • PPT 69: Lesson Titles Lesson 2: Needs and Interest of Teens Facilitator’s Guide: Page 61 of 77 © Boys & Girls Clubs of America
  • 62. F Youth Development – Serving Teens Effectively G Lesson One: Attracting and Retaining Teens Introduction An estimated large number of teens from different circumstances lack access to a Club/teen center or  PG: Page 52 have no idea of what a Club or teen center does.  PPT 70: Title Page Therefore, it is recommended that Clubs/teen centers have some way for attracting and retaining teens. Reaching and Serving Teens So far, the workshop has helped us identify some skills and qualities staff needs to work with teens; how to  PG: Page 52 identify with teens; and how to program to their needs and interests while addressing their issues. Now that you have this in place, how are you going to reach them so you can provide this much needed service? Lesson Objective By the completion of this lesson, you should be able  PG: Page 52 to examine ways to recruit and retain teens.  PPT 71: Lesson Objective Key Learning As you participate in this topic some concepts we will explore include:  PG: Page 52  Developing a Recruitment Strategy  PPT 72: Lesson Topics  Retaining Teens, and  Collaboration/Networking Resources for Teens BGCA Teen Survey One of BGCA strategic directions is to increase the  PG: Page 52 number of teens being served by 36%. As a precursor to determine the current level or national trend of teen involvement, BGCA surveyed teens in the winter of 2007. A major result of this survey was to determine where teens are spending their time other than in a Club or teen center. This was the driving force behind a teen recruitment strategy for Clubs and teen centers. BGCA Teen Staff Survey Another survey was done with youth development professionals in Clubs/teen centers to determine who  PG: Page 52 - 53 had been successful in attracting and retaining teens.  PPT 73: Teen survey Those professionals that were successful came-up with three elements necessary for success: 1. Positive staff attitude – means that Club professionals are willing to give of themselves, to listen and to accept the challenges that teenagers present, both physically and intellectually 2. Programs that meet teenage needs and interests – allow teens to take a leadership role Facilitator’s Guide: Page 62 of 77 © Boys & Girls Clubs of America
  • 63. F Youth Development – Serving Teens Effectively G in program planning and offer them challenging opportunities 3. In the “right” atmosphere – older members feel comfortable and will thrive. Atmosphere encompasses the total Club environment (i.e. appropriate hours, their space, contemporary events). Facilitator’s Note: Share some points on each of the four essential steps. Refer participants to the Serving Teens Effectively: Part One at the end of the Outreach section to the most common response to BGCA survey of teens. Reaching Out to Teens Although those things help with the Club success in reaching out to teens, a major challenges Club  PG: Page 53 professionals noted related to attracting and retaining  PPT 74: Reaching Out to teens in the Club/teen center, is that teens are not Teens motivated to participate in the Club programs. This is why throughout the workshop we have stressed the need to involve teens in everything related to their Club/teen center life. Teens are motivated when programs and activities are planned with them, not for them. That’s why it is important to reach out to them. There are four essential steps to creating more excitement amongst teens about the Club or teen center:  Assess the atmosphere of the Club/teen center.  Offer events that are open to non-members teens.  Maintain the right mixture of programs and professionals who are involved with and interested in teens.  Ensure that the Club/teen center is FUN! Another way you can reach out to teens is to develop a good recruitment strategy. Time 10 minutes Exercise: Teen Recruitment The following exercise is designed to help you begin  PG: Page 53 the process of developing a teen recruitment or  PPT 76: Teen Recruitment outreach strategy for the Club/teen center. Facilitator’s Note: Break participants into groups of 4 – 5. Handout flipchart paper to each group, have group select a recorder and presenter. Be prepared to share findings with entire Facilitator’s Guide: Page 63 of 77 © Boys & Girls Clubs of America
  • 64. F Youth Development – Serving Teens Effectively G group. Allow time for questions and discussions for clarity of information. 1. Direct participants to form groups of 3 or 4 participants, handout flip chart paper, tell participants to brainstorm all the recruitment and outreach strategies in the three areas listed. 2. Tell the groups to use the brainstorming information to develop a three month recruitment calendar listing when special events will happen; how they will engage thought leaders; who they will visit for referrals and any other strategies they can come-up with. 3. In turn, each group will present their ideas for a teen recruitment or outreach strategy. Encourage the rest of the group not to be shy, and feel free to write down any good ideas heard. Remind them they are here to learn from each other. Facilitator’s Note: Let participants know for more information on ways of reaching teens please refer to the manual “The Club” Part 1: Strategies, pages 77- 79. Summary/Debrief Although no one recruitment strategy offers an exceptional result, the Club/teen center’s overall recruitment strategy should  PG: Page 53 be designed to address all areas and recruit as many teens as possible using a combined strategy. The recruitment strategy should consist of all the available techniques, including those that were generated in the previous exercise. However, one of the most important strategies to your recruitment efforts is to make sure the Club is FUN! With Fun in the Club/teen center it will attract all teens, including those teens that are labeled “High-Risk Youth.” Facilitator’s Note: Refer participants to page___ in their participants guide to the “How to Reach High Risk Youth” allow 5 minutes for participants to review it, ask for questions or concerns before proceeding to the next topic. Facilitator’s Guide: Page 64 of 77 © Boys & Girls Clubs of America
  • 65. F Youth Development – Serving Teens Effectively G How to Reach High Risk Youth Many Boys & Girls Clubs around the country have begun welcoming youth who may need some additional support to “reach their full potential as productive, caring, responsible citizens.” Some youth are referred to the Club by the Court or other community providers who understand the potential benefits that can be achieved by having a youth take part in the Boys & Girls Club programming. In other instances, Club staff recognizes that in many cases, when teenagers look upset, lash out, or act in appropriately, it is often just a sign that they need more support. It is important to understand that young people walk in the front doors of our Clubs every day carrying the baggage of life experiences from that day, week, month and year. Teenagers have not always developed the skills to separate those incidents and not let them impact their behavior in that moment. Think of it like a cup filling with water. Each person is a cup and water represents stress. Every time we experience stress, it is like filling a cup with some water. For adults, we have learned skills and strategies to manage that stress (which removes water from the cup) or we simply, as adults, have more choices to control our environment to avoid some of the stress (i.e.. if an adult is in an unhealthy relationship, they often can leave that relationship but children, in most cases, can’t leave their parents or siblings). For young people who are exposed to more stressors such as peer pressure, domestic violence, abuse and school difficulties, their cup can be filled to the top. When that happens, it may take the smallest incident to make the cup overflow, causing the young person to express anger inappropriately. Here are some helpful hints if your organization has made the commitment to working with youth who have more needs or have been exposed to more risk.  Always keep in mind the stage of adolescent development. Thorough teenagers often look like adults and want to act like adults, they are not. They are still learning and they need our support through that process.  Yes, they often do know the difference between right and wrong. But that does not mean that they have the skills in the moment to process that information and make a “smart” decision.  Don’t miss out on the opportunity to make a youth’s inappropriate action or reaction be a great teaching moment  Young people’s behavior is always trying to send a message. More often than not, that message is “I need help.”  Teenagers will upset you. Please don’t take it personally because the truth is, it isn’t about you  When teenagers act out, try to learn to think “Why?” first. Stay calm. Bring them into a private area and try to find out what is going on. Be open and non-judgmental. More often than not, you will learn that there is more going on than you thought.  Understanding all of the above does not mean that young people shouldn’t have to take responsibility for poor behavior. But when staff can be patient and understanding instead of reacting negatively, young people can learn a lot. One idea: empathize with the young person but still tell them that their behavior is unacceptable. Ask them to determine how the situation should be handled (for example, apologize to the group) and let them follow through with it. They learn something and will stay in the Club/teen center to take part in the great things it has to offer.  The Club cannot do it all. Making additional referrals for young people and their families for support services can go a long way in making the difference in a young person’s life. Facilitator’s Guide: Page 65 of 77 © Boys & Girls Clubs of America
  • 66. F Youth Development – Serving Teens Effectively G High Risk Teens Some youth require specific recruitment techniques to reach out  PG: Page 55 to them effectively. These are the teens labeled “High Risk Youth.” Understanding that your Club is uniquely positioned to help serve these special needs youth, we need to make a concerted effort to meet their needs through the referral system agreed upon between the Club and an organization or agency. The “How to Reach High Risk Youth” in your Participant’s Guide contains some additional thoughts on reaching these teens that probably needs the Club the most, but how do we retain them? Retaining Teens Since you will be conducting outreach or recruiting teens from all backgrounds, it is important to have more than one  PG: Page 55 approach. Retaining teens will require a multi-faceted approach.  PPT 77: Retaining It stems from programs that meet teen needs and interests, to Teens staff who have the right skills and qualities to work with teens. And again, it requires that the time teens spend at the Club is FUN! Implementing the Five Key Elements of Impact, recently developed by BGCA, into your overall Club program will be the key to a successful teen program in the Club or teen center. Summary As noted in all the exercises and activities done today,  PG: Page 55 recruitment and retention are critical steps in developing a successful teen program. Using these tools, you can expand the program and services the Club has to offer by planning ahead about the best way to reach and serve teens effectively, while addressing their needs and interests. Facilitator’s Guide: Page 66 of 77 © Boys & Girls Clubs of America
  • 67. F Youth Development – Serving Teens Effectively G Lesson Two: Needs and Interest of Teens Introduction Another area that requires staff attention is the needs and • PG: Page 56 interests of the teen members. Teen needs and interests • PPT 78: Title Slide change weekly, if not more often, and differ from city to city and sometimes within cities. Importance Conducting a teen needs and interest survey at certain intervals • PG: Page 56 within the Club program year goes a long way to addressing the needs and interests of teens in the Club programs and services. Lesson Objective By the completion of this lesson, you should be able to identify • PG: Page 56 how to determine teens needs and interest • PPT 79: Lesson Objective Facilitator’s Note: Tell the group you will review each separately, beginning with demographics. Needs and Interests When working with teens the Club/teen center staff needs to Assessments have an ongoing plan to assess the needs and interests of teens in the community. Club staff can use this analysis to • PG: Page 56 examine areas where the Club’s overall program can help • PPT 80: Needs and meeting teen’s strength and weaknesses. It can also be used to Interests define the focus and mission of your teen center and the target of your teen outreach efforts. Here are three ways you and the Club/teen center can get this information:  Demographics – national and local  Needs and Interest Survey  Focus Groups Demographics: No matter which group of young people you are working with, National and Local the first step in your assessment is to identify the issues facing teens in your community. This will consist of comparing local • PG: Page 56 and national data to determine where your Club/teen center in • PPT 81: National the community stock-up in regards to issues facing teens. and Local National data reveals the issues that are facing teens on a national scale. Local data is useful for designing programs, designating areas of emphasis for programming and making a case for local support. Facilitator’s Guide: Page 67 of 77 © Boys & Girls Clubs of America
  • 68. F Youth Development – Serving Teens Effectively G Facilitator’s Note: Be sure the groups mention sexual activity, dropout, teen pregnancy, teen violence, gang activity, etc. (larger, touchier issues) and discusses activities, services, speakers and programs to address these head-on Issues Facing Teens Your national and local data as well as the needs and interests of teens are usually aligned with issues facing teens. One of the • PG: Page 56 questions you were asked during the introductions was, “What issues are teens facing in your neighborhood/community today?” These issues need to be addressed in line with member’s needs and interests. . Facilitator’s Notes: Let’s take 5 minutes and look at the list of issues you created during introductions. Looking at the list, do your current programs, activities and services meet the issues you posted? Are there issues or needs you would like to add to the list? Time 10 minutes Exercise: Issues Facing Teens The following exercise is designed to help you when • PG: Page 56 - 57 addressing the needs and interests of the teens you • PPT 82: Interactive Exercise are serving. Facilitator’s Note: Allow time for each group to select a minimum of 2 issues. If a national program is selected ask the group to share a program that is not a national program related to that issue. 1. In your group select 2 of the issues from your list that is agreed upon by the group and develop a list of 3 programs, (not national programs) activities or services that are happening or need to be developed to address the selected issues. 2. Instruct the groups to not just name the program, but list the goal, outcomes and objective of your program and which of the five key elements it addresses. 3. Select someone from the group to present your findings to the entire group. Allow time for questions and discussions. Debrief: The following questions will guide you in verifying you are doing your best to address the issues you agreed upon in your groups.  Do you feel the selected programs will address the issues?  Is there another issue that this program can address?  Is the Club/teen center has the capability to address these issues? Facilitator’s Note: Refer participants to the Sample Teen Needs and Interest Survey Worksheet in their participant’s guide. Inform them that the use of this instrument provides more information related to teen’s needs and interests. This resource and others are available in the Serving Teens Effectively manual. Mention that surveying both teens inside and outside the Club is important. Facilitator’s Guide: Page 68 of 77 © Boys & Girls Clubs of America
  • 69. F Youth Development – Serving Teens Effectively G Boys & Girls Clubs of (Insert Club Name Here) Teen Needs & Interest Survey Worksheet Grade: _____ Age: ______ Gender: (circle one) M F 1. How long have you been a member of the Boys & Girls Club? _____________________________________ 2. How often do you attend the Club? __________________________________________________________ 3. List the top four reasons you attend the Club. 1. __________________________________________________________________________________ 2. __________________________________________________________________________________ 3. __________________________________________________________________________________ 4. __________________________________________________________________________________ 4. What are your favorite activities or programs at the Club and why? _________________________________ ________________________________________________________________________________________ _ 5. What special events, activities or workshops would you like to see added to your Club?  Dance lessons in: (i.e. hip-hop)________________________________________________________  Cooking Classes  More sports such as ________________________________________________________________  Drama/Poetry  DJ or Video Production Program  Other:____________________________________________________________________________ 6. Currently I am a member of (check all that apply and write-in the name of the group)  A group club at school _______________________________________________________________  A youth group at my church __________________________________________________________  A sports team _____________________________________________________________________  A non-school group _________________________________________________________________  Not a member of any group 1. Your Teen Center is/has (Please check all that apply)  A place where teens help plan their own  A fun place to go activities  A place where I can help develop the rules  A safe, drug-free place  A place where I can make new friends  A wide choice of activities for teens  Other: ____________________________ 8. Issues, topics or concerns that I would like to learn about and discuss at the Club (Check all that apply)  Job Search  Current Events  The Dating Scene  Drug Abuse  Sexuality and Physical  Religion  Family Relationships Health  Discrimination  Choosing a Career  Gangs and Violence  Politics  Education After High School  Environment  Reaching My Goals  Parent/Teen Relationships  Scholarship  Money Management  Other:_____________________  Peer Pressure _ Facilitator’s Guide: Page 69 of 77 © Boys & Girls Clubs of America
  • 70. F Youth Development – Serving Teens Effectively G 9. I have friends who do not attend the Club because: ________________________________________________________________________________________ __________________________________________________________ 10. If I could change three things about the teen space in my Club I would: 1.____________________________________________________________________ 2.____________________________________________________________________ 3.____________________________________________________________________ Summary/Transition By addressing these issues upfront it can help you • PG: Page 58 when developing your surveys. Remember to design your survey so it addresses exactly what needs and interests the Club/teen center sees as a problem. Needs and Interest Survey All surveys have different ways as to how they can be • PG: Page 58 administered. No matter which one is selected you • PPT 83: Survey Steps will need to do considerable examination to determine its purpose and design the survey. There are three stages to conducting a survey: Designing The first step to survey design is to define the reason for doing the survey and the use of the findings. Questions to consider. 1. What kind of input do you want and from what audience? 2. Are you seeking information on general needs and interest of all teens or specifically program information from current members? Conducting Before distributing your survey to a large audience, pre-test with a small subset of your intended audience to determine if you are getting what you need. Reporting After completed surveys have been returned, record and compile your answers to analyze the data. Finally place the report in a legitimate, manageable format to make it easier to consider your findings.  Who has conducted a needs and interests survey? How did it go? Did you get your desired results? Yes, How? No, Why Not?  Who has done one specifically for Teens?  How else do you currently determine the needs and interests of teens in your Club/teen center? Facilitator’s Guide: Page 70 of 77 © Boys & Girls Clubs of America
  • 71. F Youth Development – Serving Teens Effectively G Benefits of Surveys If a survey is done on teen needs and interests using • PG: Page 58 - 59 the right survey tools and questions, you may be • PPT 84: Survey Benefits provided with a wealth of information you may not get from other sources.. Some of the benefits conducting a survey are:  Responses are anonymous, allowing a person to be honest rather than feeling pressured to tell you what they think you might want to hear.  Structured answer choices allow you to categorize points of view, characteristics or use patters for easy summarization.  You can carefully control the surveyed population to provide a cross section or specialized group for study. Surveys can be done by mail, phone, or in person. Each has strengths and weaknesses, and the decision as to which type to use is examined closely A focus group is a qualitative rather than a quantitative study. The value lies in the richness of the data the focus group discussion generates and the cues it provides in looking for patterns of experience. Advantages and Disadvantages of Although focus groups can generally help you gather Focus Groups much needed information, there are some • PG: Page 59 disadvantages and advantages of focus groups. • PPT 86 – 87: Advantage and Disadvantage The disadvantage of focus groups are:  The results are qualitative, not quantitative.  Getting teen participants together at one time can be difficult The advantages of focus groups are:  They provide easy, fairly reliable access to ideas and attitudes of teens.  The group make-up can be carefully controlled.  Video- or audio-taped sessions can be reviewed in order to analyze non-verbal cues.  They provide input that can be turned into questionnaires for a quantitative study. Facilitator’s Guide: Page 71 of 77 © Boys & Girls Clubs of America
  • 72. F Youth Development – Serving Teens Effectively G The phases of a focus group study are the same as a needs-and-interest survey, except for the first step. Instead of designing the first step, in a focus group you are planning. Facilitator’s Note: Debrief Let’s debrief;  Would the questions give you your desired results? No, why not? Share reasons!  Were all teens in your service area considered in the survey questions? Yes, how? No, why not?  Do you foresee problems with administering the survey? i.e. staffing, funds, # of people to take the survey, etc.  Is there anything anyone saw that needs to be brought to the group’s attention? Summary Any Club interested in running quality programs and • PG: Page 59 services for teen members should conduct some form of a needs-and-interests assessment. Staff can see this as a lot of work, but it needs to be communicated that it will be a great help in developing a clear mission for the Club teen services, and help determine what membership the Club can reach, ,as well as provide clearer directions for staff when determining what types of programs and activities the Club needs to implement. This hopefully, in turn, will begin to provide a clear path to begin addressing some of the issues facing teens today. BGCA also has developed other teen programs that can be used as an outreach tool. Facilitator’s Guide: Page 72 of 77 © Boys & Girls Clubs of America
  • 73. F Youth Development – Serving Teens Effectively G TOPIC 5: REVIEW AND CLOSING Review and Closing We have come to the completion of the Serving Teens Effectively workshop. The workshop was • PG: Page 60 designed to help you better serve the teens that are • PPT 89: Review and Closing in the community and Club/teen center more effectively. Let’s review the learning outcomes to see how much you have learned about how best to work with teens and achieve the goal of being more effective when serving teens. Workshop Learning Outcomes By your participation in this workshop you should be able to: • PG: Page 60 • Gain knowledge of staffing related to serving • PPT 90: Review Workshop teens effectively Outcomes • Apply new knowledge, skills, tools and strategies of the teen culture to serving teens • Operate a high impact teen program applying knowledge of adolescent development and their culture • Examine your Club/teen center environment to ensure the successful recruitment and retention of teens in its program Workshop Conclusion During the day we have discussed many things we • PG: Page 60 can do to serve teens more effectively. The workshop • PPT 91: Workshop was broken down into sections covering Staffing, Conclusion Programs, Facility, Outreach and Recruitment, and Marketing and Resources to make the learning clearer and easy to understand. All the teachings stress that, the first thing to understand is that this is a transitional time in young people lives. They are seeking to find out who they are, what direction they are going, and how they hope to get there. Life is starting to evolve around them so learning to navigate through life’s maze is a major task at this stage. As Club professionals you are charged with the major goal of guiding and mentoring teens through this process. Remember that patience and understanding are critical to your success. This helps when getting teens to come in to the Club and keeping them there. Although some of the things they do may drive you crazy, remember they do it because it makes sense to them. Your responsibility is to be flexible, fair and consistent Facilitator’s Guide: Page 73 of 77 © Boys & Girls Clubs of America
  • 74. F Youth Development – Serving Teens Effectively G in helping them reach their life goals. This is done by having qualified and knowledgeable staff running quality programs in a clean, colorful facility. This gives you the opportunity to develop a quality recruitment and outreach plan that supports your marketing of your Club/teen center to teens at the highest level. Facilitator’s Note: Allow time for participants to respond to the questions and share any points of the workshop to the group. Questions Are there any questions or comments concerning • PG: Page 61 today’s workshop on any of the topics covered or points made? Facilitator’s Note: Have participants complete the workshop evaluations, as they return their evaluation hand them their verification of learning credits. Workshop Evaluation Thank you and please complete the workshop • PG: Page 61 evaluation. As you complete them, please place them in the envelope and take your Verification of Learning Credit (VLC) or Continued Education Unit’s (CEU) for your participation in this Serving Teens Effectively workshop. Congratulation Certificate Congratulations you have successfully completed the • PPT: 92 Congratulations Serving Teens Effectively workshop. • PG: Page 61 Facilitator’s Guide: Page 74 of 77 © Boys & Girls Clubs of America
  • 75. F Youth Development – Serving Teens Effectively G Appendix A Developmental Characteristics of Teens 13- 15 Physical Development Cognitive Development • Puberty continues. Both boys and girls • Youth develop a greater ability for complex show outward, physical signs of maturation. thought (i.e., they can think abstractly, use Boys’ voices deepen and many girls are reasoning skills, show more intellectual menstruating. curiosity and can understand the hypothetical). • By age 15, boys have begun their growth • Goal-setting, including for long-term goals, spurt and are taller and more muscular than becomes important. girls. By age 14 or 15, most girls have • Youth need guidance to avoid risky behaviors reached their final adult height. as they may not recognize the consequences • Rapid physical growth may cause of their actions. clumsiness and many youth worry that this • Young teens often feel all-powerful, all- transitional awkwardness will last into knowing and invulnerable. There is a focus on adulthood. Regular exercise and games the self, alternating between high expectations help develop coordination, reduce stress and lack of confidence. and provide an outlet for excess energy. • The distance between those who are • Acne and body odor, along with other succeeding in school and those who are characteristics of their changing bodies, are struggling is magnified. Youth experience concerns for adolescents. anxiety from more challenging school work. • Young teens’ need for sleep and physical • Youth in this age group are the most likely to rest increases. drop out of school. Emotional Development Social Development • Young teens often show less affection • Friendship and romance are increasingly toward parents, with occasional rudeness. important. Teens may feel confusion over They seek independence but still need emerging sexuality and may worry about structure and limits set by parents and other sexual orientation. adults. • Peer pressure is at its peak; young teens want • Although teens want some distance form to spend time with older teens. Teens are their parents, they often want close trying to establish their own identities separate relationships with other adults outside the from their families. family. • Parental influence lessens, and increased • They may return to childish behaviors, tension is an issue between teens and parents particularly when under stress. regarding rules and relationships. • Youth are adept at masking their true state • Relationships deepen and become more of mind; they often give neutral responses mutual and trusting as young teens learn to about whether they are happy or sad. step outside themselves and see others’ • Young teens have intense desire for points of view. privacy. • Young teens may form opinions and beliefs • Teens’ self-esteem may suffer as rapid based on unreliable sources of information hormonal and body changes reduce their (Internet and other forms of media) and are confidence. not easily persuaded to seek the real truth. • Teens experiment with sexual behaviors and illicit substances. Facilitator’s Guide: Page 75 of 77 © Boys & Girls Clubs of America
  • 76. F Youth Development – Serving Teens Effectively G Developmental Characteristics of Teens 16- 18 Physical Development Cognitive Development • Physical changes are leveling off. Most girls • Older teens can now think abstractly and have completed puberty and achieved their hypothetically; can discern the underlying full height. Boys may still be maturing principles of a situation and apply them to new physically; in particular, boys’ muscles situations; can think about the future; and can continue to develop. Boys also develop consider many possibilities and logical greater heart and lung capacity. outcomes of possible events. • Boys are generally considerably taller and • A teen may not be fully able to connect heavier than girls at this stage. knowledge and consequences with • Appetite increases and eating disorders appropriate actions because the brain may become common, especially among continues to develop until about age 24. girls, as concerns about body image remain • Separation from caregivers toward intense. independence, including choices about • Most older teens experience strong sexual vocation, post-secondary education and feelings. parenting, is the central development task. • Older teens develop an increased capacity to understand multiple perspectives, leading to the ability for many to grasp bigger societal issues and become interested in justice or politics as they clarify their own values and morals. Emotional Development Social Development • Youth continue to form their own identity • Friendships with peers remain important, but and may experiment with different styles, older teens rely less on their peer group for sexuality, friendships and occupations. their sense of identity as they begin to define Minority youth, in particular, may explore themselves on their own. several different patterns of identity • One-to-one relationships are becoming formation, possibly by identifying closely increasingly important, as friendships are with their own racial or ethnic group. based more on real intimacy rather than • As older teens develop a sense of personal simply on common interests and activities. identity, self-esteem continues to develop. Cross-gender friendships become more • Older teens continue to worry about their common. bodies and physical appearance. • Peer pressure levels off and there is an • All experiences are intense and emotional. increased ability to view parents as individuals • Some will experience sadness, with their own perspectives. hopelessness or depression, which can • Teens need a balance between time spent lead to (or be caused by) poor grades at with peers and with parents or other adults. school, further experimentation with sexual • The senior year of high school is particularly behaviors and illicit substances, thoughts of stressful for teens and his/her relationships suicide and other problems. with parents or other adults. Acknowledgments: Boys & Girls Clubs of America gratefully acknowledges Michael Carerra, Director, Children's Aid Society, Adolescent Pregnancy Prevention Program; Robert Diamond, Senior Social Work Supervisor, Children's Aid Society, Adolescent Pregnancy Prevention Program; and Cathy Motamed, Implementation Manager, Children's Aid Society, Adolescent Pregnancy Prevention Program, for carefully reviewing the content of this publication. Facilitator’s Guide: Page 76 of 77 © Boys & Girls Clubs of America
  • 77. F Youth Development – Serving Teens Effectively G Appendix B Boys & Girls Clubs of America National Programs for Serving Teens • Keystone Clubs • Torch Clubs • CareerLaunch • Money Matters: Make It Count! • Youth of the Year • CLUBService • Passport to Manhood • SMART Girls • Youth for Unity • Goals for Graduation • Project Learn • Stay Smart • ImageMakers: National Photography Contest • Fine Arts Exhibit • Digital Arts Festival • Club Tech • Skill Tech • NetSmartz/I-360 • Reviving Baseball in the Inner Cities (RBI) • Triple Play: Mind, Body, Soul • Gang Prevention, Intervention and Targeted Re-Integration Facilitator’s Guide: Page 77 of 77 © Boys & Girls Clubs of America