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Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
Summer academy 2011.youth development 101
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Summer academy 2011.youth development 101

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  • 1. Youth Development 101 <ul><li>Philip Horn </li></ul><ul><li>Learning and Development Project Leader </li></ul><ul><li>BSSW, LSW (Ohio) </li></ul>
  • 2. goals [participants will be able to..] <ul><li>Identify key developmental characteristics of the age group they serve </li></ul><ul><li>To articulate the similarities and differences between youth across the development spectrum </li></ul><ul><li>To articulate how to adjust strategies and activities for different aged students </li></ul>
  • 3. <ul><li>Take 5 minutes to review characteristics and match to the appropriate developmental stage </li></ul>warm up!
  • 4. basics
  • 5. what is youth development? <ul><ul><ul><li>The universal and predictable sequences of growth that all young people go through on the way to adulthood </li></ul></ul></ul>
  • 6. influences on development
  • 7. why is it important?
  • 8. developmental stages
  • 9. developmental stages
  • 10. characteristics of development
  • 11. ages 8-11{middle childhood Very active Basic fine motor skills, will continue to develop Rapidly growing Beginning to notice peers, seek acceptance Comfortable around same sex Start showing concern for others Begins to understand rules/rituals Always wants to be right Need to feel competent Demonstrates limited problem-solving ability Vocabulary rapidly increases physical social early childhood {6-8} emotional intellectual
  • 12. ages 8-11{middle childhood Very active A lot of energy Rapidly growing Group membership is important Comfortable around same sex Lack social awareness skills Begin to question authority Justice and equality very important Need to feel competent Interests change rapidly Limited decision making ability Concrete thinking physical social middle childhood {9-11} emotional intellectual
  • 13. ages 12-14 {early adolesce Rapid physical changes Experiencing at different rates Interest in opposite sex Depend on adult guidance but seeking independence Self conscious Compare themselves to peers Frequent mood swings More realistic goal setting Can handle longer and more in-depth learning experiences physical social early adolescence {12-14} emotional intellectual
  • 14. ages 15-18 {middle adoles Smaller range in size and maturity amongst peers Sexual maturity Social status is important Respect from peers and adults also important Want adult leadership roles Looking for independence from adults and approval from peers Desire approval from both groups Restricting areas of interest Abstract thinking and problem solving Developing personal values physical social middle adolescence {15-18} emotional intellectual
  • 15. break- five minutes!
  • 16. small group activity
  • 17. <ul><ul><ul><li>High school </li></ul></ul></ul><ul><ul><ul><li>Middle school </li></ul></ul></ul><ul><ul><ul><li>Elementary school </li></ul></ul></ul>organize into small groups
  • 18. scenario <ul><li>Your team is planning to begin a morning greeting activity in two weeks. Your team is leading a brainstorm on the potential activities and how to introduce them to students. </li></ul>
  • 19. <ul><li>Based on what you’ve learned about the age group you work with, you need to: </li></ul><ul><ul><li>Determine appropriate and engaging Morning Greeting activities </li></ul></ul><ul><ul><li>Develop a plan for introducing these activities to students and the school community </li></ul></ul>task
  • 20. scenario <ul><li>You are brainstorming effective ways to recruit students to join your new afterschool program. </li></ul>
  • 21. <ul><li>Based on what you’ve learned about the age group you work with, you need to: </li></ul><ul><ul><li>Determine strategies to garner student interest and excitement to join and participate in the afterschool program </li></ul></ul>task
  • 22. group share back <ul><ul><ul><li>High school </li></ul></ul></ul><ul><ul><ul><li>Middle school </li></ul></ul></ul><ul><ul><ul><li>Elementary school </li></ul></ul></ul>
  • 23. <ul><li>Take 5 minutes to reflection on the following questions: </li></ul><ul><li>What am I going to take away from this session? </li></ul><ul><li>How can the information I’ve learned in this session positively impact my service in my community? </li></ul>reflection
  • 24. <ul><li>Austin, D. 2006. “Building on a Foundation of Strengths.” Educational Horizons, 84(3). </li></ul><ul><li>Erikson (1968). “Identity, Youth, and Crisis. New York: Norton and Company. </li></ul><ul><li>Peter L. Bensen, Judy Galbraith and Pamela Espeland. “What Kids Need to Succeed” (Minneapolis, MN: Search Institute, 1995). </li></ul><ul><li>Tomek, J; Williams, M; “Ages and Stages of 4-H Youth Development.” Columbia: MU Extension, University of Missouri-Columbia Press, 1999. </li></ul>references

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