Positive Youth Development

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  • -Robin does housekeeping
  • -Jen introduces NCFY -Ravenna what she does if you call (manual) PYD resources -
  • International Youth Foundation (IYF) and Forum for Youth Investment
  • Support 1. Family support —Family life provides high levels of love and support.2. Positive family communication —Young person and her or his parent(s) communicate positively, and young person is willing to seek parent(s) advice and counsel.3. Other adult relationships —Young person receives support from three or more nonparent adults.4. Caring neighborhood —Young person experiences caring neighbors.5. Caring school climate —School provides a caring, encouraging environment.6. Parent involvement in schooling —Parent(s) are actively involved in helping young person succeed in school. Empowerment 7. Community values youth —Young person perceives that adults in the community value youth.8. Youth as resources —Young people are given useful roles in the community.9. Service to others —Young person serves in the community one hour or more per week.10. Safety —Young person feels safe at home, school, and in the neighborhood. Boundaries and Expectations 11. Family boundaries —Family has clear rules and consequences, and monitors the young person's whereabouts.12. School boundaries —School provides clear rules and consequences.13. Neighborhood boundaries —Neighbors take responsibility for monitoring young people's behavior.14. Adult role models —Parent(s) and other adults model positive, responsible behavior.15. Positive peer influence —Young person's best friends model responsible behavior.16. High expectations —Both parent(s) and teachers encourage the young person to do well. Constructive Use of Time 17. Creative activities —Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.18. Youth programs —Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.19. Religious community —Young person spends one or more hours per week in activities in religious institution.20. Time at home —Young person is out with friends "with nothing special to do," two or fewer nights.
  • Support 1. Family support —Family life provides high levels of love and support.2. Positive family communication —Young person and her or his parent(s) communicate positively, and young person is willing to seek parent(s) advice and counsel.3. Other adult relationships —Young person receives support from three or more nonparent adults.4. Caring neighborhood —Young person experiences caring neighbors.5. Caring school climate —School provides a caring, encouraging environment.6. Parent involvement in schooling —Parent(s) are actively involved in helping young person succeed in school. Empowerment 7. Community values youth —Young person perceives that adults in the community value youth.8. Youth as resources —Young people are given useful roles in the community.9. Service to others —Young person serves in the community one hour or more per week.10. Safety —Young person feels safe at home, school, and in the neighborhood. Boundaries and Expectations 11. Family boundaries —Family has clear rules and consequences, and monitors the young person's whereabouts.12. School boundaries —School provides clear rules and consequences.13. Neighborhood boundaries —Neighbors take responsibility for monitoring young people's behavior.14. Adult role models —Parent(s) and other adults model positive, responsible behavior.15. Positive peer influence —Young person's best friends model responsible behavior.16. High expectations —Both parent(s) and teachers encourage the young person to do well. Constructive Use of Time 17. Creative activities —Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.18. Youth programs —Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.19. Religious community —Young person spends one or more hours per week in activities in religious institution.20. Time at home —Young person is out with friends "with nothing special to do," two or fewer nights.
  • Support 1. Family support —Family life provides high levels of love and support.2. Positive family communication —Young person and her or his parent(s) communicate positively, and young person is willing to seek parent(s) advice and counsel.3. Other adult relationships —Young person receives support from three or more nonparent adults.4. Caring neighborhood —Young person experiences caring neighbors.5. Caring school climate —School provides a caring, encouraging environment.6. Parent involvement in schooling —Parent(s) are actively involved in helping young person succeed in school. Empowerment 7. Community values youth —Young person perceives that adults in the community value youth.8. Youth as resources —Young people are given useful roles in the community.9. Service to others —Young person serves in the community one hour or more per week.10. Safety —Young person feels safe at home, school, and in the neighborhood. Boundaries and Expectations 11. Family boundaries —Family has clear rules and consequences, and monitors the young person's whereabouts.12. School boundaries —School provides clear rules and consequences.13. Neighborhood boundaries —Neighbors take responsibility for monitoring young people's behavior.14. Adult role models —Parent(s) and other adults model positive, responsible behavior.15. Positive peer influence —Young person's best friends model responsible behavior.16. High expectations —Both parent(s) and teachers encourage the young person to do well. Constructive Use of Time 17. Creative activities —Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.18. Youth programs —Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.19. Religious community —Young person spends one or more hours per week in activities in religious institution.20. Time at home —Young person is out with friends "with nothing special to do," two or fewer nights.
  • Shelter care (get a scenario) Brief Intervention (adrian) Aftercare Street Outreach
  • Add some bullet points of example
  • Ravenna starts
  • 1. 2. attitude, language, behaviors
  • Organizational’s not the right word…
  • Support 1. Family support —Family life provides high levels of love and support.2. Positive family communication —Young person and her or his parent(s) communicate positively, and young person is willing to seek parent(s) advice and counsel.3. Other adult relationships —Young person receives support from three or more nonparent adults.4. Caring neighborhood —Young person experiences caring neighbors.5. Caring school climate —School provides a caring, encouraging environment.6. Parent involvement in schooling —Parent(s) are actively involved in helping young person succeed in school. Empowerment 7. Community values youth —Young person perceives that adults in the community value youth.8. Youth as resources —Young people are given useful roles in the community.9. Service to others —Young person serves in the community one hour or more per week.10. Safety —Young person feels safe at home, school, and in the neighborhood. Boundaries and Expectations 11. Family boundaries —Family has clear rules and consequences, and monitors the young person's whereabouts.12. School boundaries —School provides clear rules and consequences.13. Neighborhood boundaries —Neighbors take responsibility for monitoring young people's behavior.14. Adult role models —Parent(s) and other adults model positive, responsible behavior.15. Positive peer influence —Young person's best friends model responsible behavior.16. High expectations —Both parent(s) and teachers encourage the young person to do well. Constructive Use of Time 17. Creative activities —Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.18. Youth programs —Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.19. Religious community —Young person spends one or more hours per week in activities in religious institution.20. Time at home —Young person is out with friends "with nothing special to do," two or fewer nights.
  • Ask audience how they’d help
  • Support 1. Family support —Family life provides high levels of love and support.2. Positive family communication —Young person and her or his parent(s) communicate positively, and young person is willing to seek parent(s) advice and counsel.3. Other adult relationships —Young person receives support from three or more nonparent adults.4. Caring neighborhood —Young person experiences caring neighbors.5. Caring school climate —School provides a caring, encouraging environment.6. Parent involvement in schooling —Parent(s) are actively involved in helping young person succeed in school. Empowerment 7. Community values youth —Young person perceives that adults in the community value youth.8. Youth as resources —Young people are given useful roles in the community.9. Service to others —Young person serves in the community one hour or more per week.10. Safety —Young person feels safe at home, school, and in the neighborhood. Boundaries and Expectations 11. Family boundaries —Family has clear rules and consequences, and monitors the young person's whereabouts.12. School boundaries —School provides clear rules and consequences.13. Neighborhood boundaries —Neighbors take responsibility for monitoring young people's behavior.14. Adult role models —Parent(s) and other adults model positive, responsible behavior.15. Positive peer influence —Young person's best friends model responsible behavior.16. High expectations —Both parent(s) and teachers encourage the young person to do well. Constructive Use of Time 17. Creative activities —Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.18. Youth programs —Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.19. Religious community —Young person spends one or more hours per week in activities in religious institution.20. Time at home —Young person is out with friends "with nothing special to do," two or fewer nights.
  • -talk to daisy
  • -talk to daisy
  • Positive Youth Development

    1. 2. Who We Are <ul><li>Jennifer Rich </li></ul><ul><li>Director </li></ul><ul><li>National Clearinghouse on Families & Youth </li></ul><ul><li>Ravenna Motil-McGuire </li></ul><ul><li>Public Information Specialist </li></ul><ul><li>National Clearinghouse on Families & Youth </li></ul>
    2. 3. PYD Resources Positive Youth Development: An Introduction Putting Positive Youth Development into Practice: A Resource Guide
    3. 4. PYD Resources Free two-part online training http://ncfy-learn.jbsinternational.com/
    4. 5. History of Youth Work <ul><li>Before 1950 – </li></ul><ul><li>Adolescence? What’s that? </li></ul>
    5. 6. History of Youth Work <ul><li>1950s and 60s – </li></ul><ul><li>Trouble brews </li></ul>
    6. 7. History of Youth Work <ul><li>1970s and 80s – </li></ul><ul><li>Targeting behaviors </li></ul>
    7. 8. History of Youth Work <ul><li>1980s – </li></ul><ul><li>Positive Youth Development </li></ul><ul><li>begins to germinate </li></ul>
    8. 9. History of Youth Work <ul><li> </li></ul><ul><li>“ </li></ul>Problem free is not fully prepared!
    9. 10. What is PYD? <ul><li>PYD strives to identify and promote the conditions under which teens thrive. </li></ul>
    10. 11. PYD Frameworks <ul><li>1. Richard Lerner, Tufts/4-H (http://ase.tufts.edu/iaryd) </li></ul><ul><li>2. Search Institute </li></ul><ul><ul><ul><li>(www.search-institute.org) </li></ul></ul></ul>
    11. 12. The Five Cs (plus one) <ul><ul><li>Richard Lerner, Tufts University </li></ul></ul><ul><ul><li>Competence </li></ul></ul><ul><ul><li>Connection </li></ul></ul><ul><ul><li>Character </li></ul></ul><ul><ul><li>Confidence </li></ul></ul><ul><ul><li>Caring/Compassion </li></ul></ul><ul><ul><li>Contribution </li></ul></ul>Journal of Adolescent Health March 2010 http://www.jahonline.org/issues/contents?issue_key=S1054-139X%2810%29X0003-9
    12. 13. Search Institute <ul><li>40 Developmental Assets </li></ul><ul><li>Internal </li></ul>Commitment to Learning : motivated to learn, cares about school, reads for pleasure Positive Values : honesty, integrity, responsibility, caring Special Competencies : decision-making, social skills, conflict resolution Positive Identity : self-esteem, sense of purpose, positive about future.
    13. 14. Search Institute <ul><li>40 Developmental Assets </li></ul><ul><li>External </li></ul>Support : families, schools, neighborhoods, caring adults Empowerment : safety, service, youth as resources Boundaries and Expectations : rules and consequences, role models, high expectations Constructive Use of Time : arts, sports, religion, time at home
    14. 15. Common Threads <ul><li>Courtesy of the National Research Council </li></ul><ul><li>Physical and psychological safety </li></ul><ul><li>Emotional and moral support </li></ul><ul><li>Supportive adult relationships </li></ul><ul><li>Positive peer relationships </li></ul><ul><li>Belonging and sense of being valued </li></ul><ul><li>Positive social values </li></ul><ul><li>Growing opportunities for leadership </li></ul><ul><li>Skill building and mastery </li></ul><ul><li>Ability to master environment </li></ul><ul><li>Contribution to community </li></ul><ul><li>Links between family, school, broader community resources </li></ul>
    15. 16. Putting PYD into Practice
    16. 17. Practical PYD <ul><li>PYD is: </li></ul><ul><li>Embracing a young person’s differences </li></ul><ul><li>Supporting young people in making their own decisions </li></ul><ul><li>Providing opportunities to express feelings and needs </li></ul><ul><li>Working with youth to identify boundaries </li></ul><ul><li>PYD is not: </li></ul><ul><li>Making judgments based on </li></ul><ul><li>appearance or circumstances </li></ul><ul><li>Telling them what to do </li></ul><ul><li>Avoiding a youth’s concerns </li></ul><ul><li>or challenges </li></ul><ul><li>Letting a young person do </li></ul><ul><li>whatever they want </li></ul>
    17. 18. Why Use It? <ul><ul><li>PYD benefits your youth </li></ul></ul><ul><ul><li>Improves self-esteem </li></ul></ul><ul><ul><li>Cultivates responsibility </li></ul></ul><ul><ul><li>Builds trust </li></ul></ul>
    18. 19. Why Use It? <ul><ul><li>It benefits your staff </li></ul></ul><ul><ul><li>Strengthens relationships with youth </li></ul></ul><ul><ul><li>Improves ability to serve youth </li></ul></ul><ul><ul><li>Provides structure </li></ul></ul>
    19. 20. Why Use It? <ul><ul><li>It benefits your whole organization </li></ul></ul><ul><ul><li>Creates positive work environment </li></ul></ul><ul><ul><li>Makes youth your best marketers </li></ul></ul><ul><ul><li>Informs the board of directors/stakeholders </li></ul></ul>
    20. 21. Creating a PYD Environment <ul><li>After participating in this brilliant webinar, you decide that you want your facility to be a model for PYD. You head down to the lobby to see what a young person entering your program would see. </li></ul>
    21. 22. Common Threads <ul><li>Physical and psychological safety </li></ul><ul><li>Emotional and moral support </li></ul><ul><li>Supportive adult relationships </li></ul><ul><li>Positive peer relationships </li></ul><ul><li>Belonging and sense of being valued </li></ul><ul><li>Positive social values </li></ul><ul><li>Growing opportunities for leadership </li></ul><ul><li>Skill building and mastery </li></ul><ul><li>Ability to master environment </li></ul><ul><li>Contribution to community </li></ul><ul><li>Links between family, school, broader community resources </li></ul>
    22. 23. PYD in Practice <ul><li>Safe (and inconspicuous) entrance </li></ul><ul><li>Youth-friendly hours </li></ul><ul><li>Youth greeters or guides </li></ul><ul><li>Youth-designed decorations </li></ul><ul><li>Places to lounge, cool things to do </li></ul>
    23. 24. Providing PYD Care <ul><li>You’re called to pick up a teenage girl from the local McDonalds. She has been crying and has bruising on her wrists. You notice she is wearing a Paramore t-shirt and has a swim team patch from a local high school on her backpack. You bring her back to the shelter. </li></ul>
    24. 25. Common Threads <ul><li>Physical and psychological safety </li></ul><ul><li>Emotional and moral support </li></ul><ul><li>Supportive adult relationships </li></ul><ul><li>Positive peer relationships </li></ul><ul><li>Belonging and sense of being valued </li></ul><ul><li>Positive social values </li></ul><ul><li>Growing opportunities for leadership </li></ul><ul><li>Skill building and mastery </li></ul><ul><li>Ability to master environment </li></ul><ul><li>Contribution to community </li></ul><ul><li>Links between family, school, broader community resources </li></ul>
    25. 26. PYD in Practice <ul><li>Make connections </li></ul><ul><li>Listen with all 5 senses </li></ul><ul><li>Address youth’s physical needs </li></ul><ul><li>Be inclusive </li></ul><ul><li>Recognize positive character traits </li></ul><ul><li>Use “teachable moments” to build competency </li></ul>
    26. 27. Let’s recap <ul><ul><li>Much of what you are doing is already PYD </li></ul></ul><ul><ul><li>Simple steps count </li></ul></ul><ul><ul><li>Even the smallest results can encourage staff and young people to keep going </li></ul></ul>
    27. 28. Let’s recap <ul><ul><li>Questions?? </li></ul></ul><ul><ul><li>Comments?? </li></ul></ul>
    28. 29. Contact Us <ul><li>Jennifer Rich </li></ul><ul><li>[email_address] </li></ul><ul><li>(305) 981-1498 </li></ul><ul><li>Ravenna Motil-McGuire </li></ul><ul><li>[email_address] </li></ul><ul><li>(240) 645-4926 </li></ul>

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