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He aro mātanga kaupapa
- 1. HE ARO MĀTANGA KAUPAPA The focus topics for Specialist Practice
- 2. SPORT AND POSITIVEYOUTH DEVELOPMENT Ponder this statement: ‘Sport can either be an enabler of positive youth development or a disabler of positive youth development. It is true that, through sport, young people can achieve optimal physical development; but this doesn’t mean that sport, in itself, is a positive enabler, it takes something more for this to happen’ (per.comm Fiona Beals, July 2017) What is this strange person talking about? Do you agree/disagree – why – continuum? Discuss, discuss, discuss
- 3. SPORT AND POSITIVEYOUTH DEVELOPMENT According to Lerner (2002) PositiveYouth Development involves two key concepts: Plasticity (the ability to adapt and change over one’s life) Context (all development occurs in social, cultural and physical contexts) In order to be effective sports programmes need to think about how they create contexts for positive youth development to occur, and through this context, resources to ensure that young people have the opportunity to learn skills that will enable plasticity
- 4. SPORT AND POSITIVEYOUTH DEVELOPMENT When both context and plasticity (perhaps not worded that way) have been purposively planned for, sport can: Build self-esteem Help youth to learn how to control emotions Enable youth to learn to set goals, and achieve them Create a space to learn social skills Cross over into other areas – education, family, community, physical health Arden’s story Specific research into developmental assets have shown that sport enables the development of positive identity, empowerment and support (Holt & Neely, 2011)
- 5. THE IMPORTANCE OF CONTEXT Family Sport Community Think: Cultural Capital (Bourdieu) Think: Mesosystems (Bronfenbrenner) Think: Examples Think: Pros/Cons
- 6. SPORT AND POSITIVEYOUTH DEVELOPMENT Family Sport Community Think: Cultural Capital (Bourdieu) Think: Mesosystems (Bronfenbrenner) Think: Examples Think: Pros/Cons
- 7. SPORT AND POSITIVEYOUTH DEVELOPMENT Family SportCommunity Think: Cultural Capital (Bourdieu) Think: Mesosystems (Bronfenbrenner) Think: Examples Think: Pros/Cons
- 8. SPORT AND POSITIVEYOUTH DEVELOPMENT Can sport make a difference in the lives of young people when the balance is right? https://www.youtube.com/watch?v=pwBXs2B2ZbI https://www.youtube.com/watch?v=y-UewgQMuBc Reflections Think DevelopmentalAssets Think 5+1 Cs ThinkCircle of Courage ThinkWhareTapaWha Think – how she is so successful but still a teen
- 9. RESILIENCE AND POSITIVEYOUTH DEVELOPMENT Brainstorm What is resilience? What does it look like? How do you know that someone has resilience?
- 10. RESILIENCE AND POSITIVEYOUTH DEVELOPMENT Research into resilience came as a response to the focus on risk, prevention programmes and youth development Resilience technically is a person’s ability to adapt and bring about positive outcomes in their life despite experiencing vulnerability and risk IE, the ability to bounce back The presence of protective factors Internal External Resilience is multi-dimensional: biopsychosocial (and spiritual) Resilience can be cultivated
- 11. RESILIENCE AND POSITIVEYOUTH DEVELOPMENT Resilience is cultivated through Bonding – initial relationships of significance Competence – cognitive, emotional, self, behaviourial & social Optimism – the space of the spiritual Environment – home, school, community Culture Humour – deeper reflection
- 12. RESILIENCE AND POSITIVEYOUTH DEVELOPMENT Conditionality Resilience as a forerunner Resilience as a follower Sufficient Constituent Asset building Inclusiveness Concomitant Solution-focused Necessary Determinant Courage Problem Avoidance Indicator Adaptation Competence Probabilistic Contributor Developmental systems Derivative Self-regulation Spurious Collateral due to effect Citizenship Collateral due to cause Control
- 13. RESILIENCE AND POSITIVEYOUTH DEVELOPMENT Conditionality Resilience as a forerunner Resilience as a follower Sufficient Constituent Asset building Inclusiveness Concomitant Solution-focused Necessary Determinant Courage Problem Avoidance Indicator Adaptation Competence Probabilistic Contributor Developmental systems Derivative Self-regulation Spurious Collateral due to effect Citizenship Collateral due to cause Control
- 14. RESILIENCE – HOW IT HELPS PositiveYouth Development can contribute to the development of resilience by: Enabling conditions for the learning of coping strategies when confronted with stress This builds competence and leads to character-development However, stress is not always bad and not all adversity is the same Lessons from education programmes Aim to be holistic in building character and identity One condition for resilience is the presence of relationships ABL provides ideal conditions for resilience through Challenge by Choice and pushing beyond the comfort zone Thing ‘whole-school’ ie broader groups (school + community + family not school/community/family)
- 15. RESILIENCE – INTHE LIFE OF A CELEBRITY What were the adverse events faced by this celebrity in her childhood? What are the protective factors in her life – internal/external? How was resilience developed through an holistic approach to development? How did Everlean Parton create a PositiveYouth Development environment for her children? How did that resilience contribute to the development of PYD attributes within Dolly as a young person and later as an adult?ThinkCircle of Courage, 5+1Cs, 40 Developmental Assets Use the video to explain how the pain of the past can still live with even if you are resilient Use the story of Dolly to explain how PYD and resilience are different concepts but can contribute to each other http://www.etv.org.nz/programme.php?id=77518
- 16. MINDFULNESS –WHAT IS IT “the self-regulation of attention so that it is maintained on immediate experience … an orientation that is characterized by curiosity, openness and acceptance” (Bishop et.al cited in Felver, Doerner, Jones, Kaye, & Merrell, 2013, p.532) Focus by choice and eliminate by choice Be open, aware and non-judgmental – accept and acknowledge your experience and reality If you have an acceptance and understanding of who you are in the moment, then you can start to regulate yourself It is not mediation and it is not a form of religion
- 17. MINDFULNESS –WHERE IS IT USED Stress Reduction Breathing Scanning Stretching CBT Stopping Scanning Acknowledging Addressing Soles of the Feet (grounding) Pausing Focusing Shifting Acceptance and CommitmentTherapy (ACT) Establishing goals Redirecting Intensive Targeted Universal
- 18. INNERKIDS An example of mindfulness that can align with PYD concepts of 5+1 Cs and circle of courage Is about: Attention (focus through stillness), Balance (seeing and reframing) and Compassion (caring and connecting) http://www.innerkids.com/
- 19. YOURTURN:THE LINEAGE PROJECT Go to: http://www.lineageproject.org/ and do a general search forThe Lineage Project (nb – facebook includes one on one interviews with youth Find out as much as possible about their programs: What do they do? What are the effects of the programs? How can these programs demonstrate concepts of PositiveYouth Development: Think 40 Developmental Assets Circle of Courage 5 + 1 Cs
- 20. YOURTURN: PAUSE, BREATHE, SMILE Go to: https://mindfulnesseducation.nz/what-is-pause-breathe-smile/ Find out as much as possible about their programs: What do they do? What are the effects of the programs? How can these programs demonstrate concepts of PositiveYouth Development: Think 40 Developmental Assets Circle of Courage 5 + 1 Cs
- 21. FINDING SOME ROOMTO BREATHE Watch the movie, Room to Breathe What worked/didn’t work? What level was it on – intensive/targeted/universal? What needs to happen to make it work better – using your understanding of 40 Developmental Assets Circle of Courage 5 + 1 Cs
- 22. CBT AND POSITIVEYOUTH DEVELOPMENT Cognitive BehavourialTherapy Identified as one evidence-based approach to youth development Especially for: Autism-spectrum issues Depression Anxiety Attention (ADHD) Behavour Trauma reaction Substance abuse
- 23. CBT AND POSITIVEYOUTH DEVELOPMENT Thoughts Behaviours Emotions Psychosocial response Result – good/bad
- 25. CBT AND POSITIVEYOUTH DEVELOPMENT https://www.youtube.com/watch?v=qG2SwE_6uVM Learning – we adapt to our environments from our experiences Associative learning – linking things together as you develop, grow and learn Palov andWatson Unconditioned stimulus = natural response Unconditioned stimulus + Neutral stimulus = natural response Neutral stimulus becomes conditioned stimulus = natural response Skinner Operant conditioning – reward and punishment Shaping through positive and negative reinforcement The extinction problem Shaping through intermittent reinforcement
- 26. YOURTURN How can our thoughts and emotions be attached to classical and/or operant conditioning?
- 27. THE CONNECTION BETWEENTHOUGHTS AND BEHAVIOURS Experiences give us expectations of treatment Expectations can result in our behaviours to situations in which we have either had classical conditioning or operant conditioning in the past Those behaviours can result in our expected outcome from others or even from the situation
- 28. SIMPLY SEEN HERE … Potential ActionResult Belief Situation Bad grade Self Bad student World Stupid class Future I’m a failure Beck’s Cognitive Triad
- 29. CBT & POSITIVEYOUTH DEVELOPMENT CBT is often used to address ‘expectations’ (beliefs) and change these It empowers the young person to identify ‘triggers’ (the conditioned stimulus) which trigger the expectation of failure, the need for violence, anxiety etc It enables the young person to perform a reality check on the trigger Pause, breathe and re-think It encourages the young person to then choice another reaction or form of behavior It can be used on behaviours that harm oneself or behaviours that harm others It can enable us to empower youth to identify assets and work with assets
- 31. Situation Bad grade Self Bad student World Stupid class Future I’m a failure Beck’s Cognitive Triad Antecedents • Bad grade Beliefs • Bad student Consequences • Less effort Disputing Thoughts • Difficult test • Lots failed Effective thought • Hard test • I can do better Ellis – ABCDE Model
- 32. YOURTURN Look at http://www.therapistaid.com/therapy-worksheets/cbt/adolescents Find out as much as possible regarding their worksheets: What do they do? What are the effects of the programs? How can these programs demonstrate concepts of PositiveYouth Development: Think 40 Developmental Assets Circle of Courage 5 + 1 Cs
- 33. YOURTURN Look at https://www.sparx.org.nz/ Find out as much as possible regarding this website: What do they do? What are the effects of the programs? How can these programs demonstrate concepts of PositiveYouth Development: Think 40 Developmental Assets Circle of Courage 5 + 1 Cs
- 34. YOURTURN Look at http://www.brave-online.com/ Find out as much as possible regarding this website: What do they do? What are the effects of the programs? How can these programs demonstrate concepts of PositiveYouth Development: Think 40 Developmental Assets Circle of Courage 5 + 1 Cs
- 35. CBT WITHTHE BALD GUY https://www.youtube.com/watch?v=u3k7lykTWTk https://www.youtube.com/watch?v=u3k7lykTWTk How do you see CBT in action in these two clips
Editor's Notes
- Sufficient Resilience is a key part of positive youth development – ie PYD can be defined through resilience Constituent The idea that all young have assets that can be built to enhance resilience The idea that creating social environments that allow a young person to below will naturally build resilience Concomitant Resilience will result if the youth encounters and overcomes developmental tasks and problems – resilience arises from the solutions found Necessary Resilience here can predict positive youth development, not define it; they are two separate concepts that can be brought together Determinant Courage is built through settings that are based on the circle of courage and as such resilience can be established Resilience is best developed in environments that remove problems which stop learning and growth Indicator Adapting to developmental tasks and problems can develop skills of competence, which in turn, develop resilience Probabilistic Resilience can contribute to positive youth development Contributor Resilience can only occur if a setting aligns the strengths of the youth and the assets of the community; if this happens then resilience is constituent if it doesn’t then there is no guarantee that resilience will be built Derivative If a young person develops confidence to engage in proactive actions (ie self-regulates) then resilience may be developed; but one has to realise that the choices open for these young people are limited; hence there is a real need to develop confidence in small steps Spurious Collateral Resilience will only develop in the context of positive youth development if the effect is positive So if a youth is actively able to engage in their community (effective youth participation) and this is supported by the community then resilience may develop Cause Resilience and PYD do not have a relationship If a young person is able to maintain some control over the situation/event and control the resources available they will develop coping skills this would appear to address both resilience and positive youth development, but the relationship between the two isn’t really there
- Both are seen as differing concepts This is good – they are both conceptually different Youth development can then be analysed through its own indicators such as 5+1Cs but at the same time resilience is not seen as dependent on the development of the 5+1Cs Understands the multi-dimensional aspect to youth development This also acknowledges that problems must be present for resilience to be developed – ie it is no use seeing asset building and inclusiveness as building resilience when they may not if a problem is not present Also acknowledges the problem with the Circle of Courage which is a PYD tool that sees itself as primarily building resilience