Week 2 Assignment Empowerment: Celebrating Youth A student has approached you with a concern or problem that they have identified in his or her community or school. In order to prevent falling into the trap of solving the problem for the student, you decide to work with the student by providing empowering resources that outline how he or she can start to solve the problem themselves. Using the required resources, school or community guidelines for students, and at least two cited, scholarly sources, create an inspirational and practical how-to brochure or handout that you could provide about how to start a community initiative. Your brochure is written for students; however, make sure at least two references, in addition to the textbook, are cited in APA format. The brochure must include a minimum of three parts provided in a tri-fold format. The brochure or handout must include a combination of text, graphics, and a listing of community resources available to the age group identified with the problem or concern. This document will be resubmitted as part of your Final Project. Instructor Guidance Week 2 In week two of our class, you should take a few moments and look at the weekly learning outcomes. If you put those together you find that there really are just two things that come through. First, we want to understand those things that exist for programs that are for youth. As part of that, we will analyze community resources and structures for high-quality programs along with barriers to success. Second, we want to understand how youth, teachers, and school administrators can work with the community to build strong programs. The concept of developmental assets will come into play this week as well. With schools, teachers, students, and parents working together, we will find ways to overcome barriers. In the first discussion for the week, we’re talking about barriers to success. Some barriers are obvious because there may be a physical barrier in the way. Other barriers are less obvious because they are the attitudes that some people have about the programs and offering services to the youth in the community. But some barriers are almost imperceptible. In this discussion you are asked to identify barriers in your school or community that would prevent you from incorporating the ideas you found in this week’s readings and video. Please be sure to include solutions that you develop for overcoming the barriers. In the second discussion we want to focus on working with youth in the community. One of the problems or barriers to successful programs is that often, we adults want to do things for the youth. What we need to think about is how we work with them, not for them. In this discussion you are asked to identify a group or individuals that exemplify the themes from the readings and videos of the week. Be sure you have reviewed all of the resources for this week. In the written assignment for this week, we are asked to use what we’ve lear ...

1. Week 2 Assignment Empowerment: Celebrating Youth
A student has approached you with a concern or problem that
they have identified in his or her community or school. In order
to prevent falling into the trap of solving the problem for the
student, you decide to work with the student by providing
empowering resources that outline how he or she can start to
solve the problem themselves. Using the required resources,
school or community guidelines for students, and at least two
cited, scholarly sources, create an inspirational and practical
how-to brochure or handout that you could provide about how to
start a community initiative.
Your brochure is written for students; however, make sure at
least two references, in addition to the textbook, are cited in
APA format. The brochure must include a minimum of three
parts provided in a tri-fold format. The brochure or handout
must include a combination of text, graphics, and a listing of
community resources available to the age group identified with
the problem or concern. This document will be resubmitted as
part of your Final Project.
Instructor Guidance
Week 2
In week two of our class, you should take a few moments and
look at the weekly learning outcomes. If you put those together
you find that there really are just two things that come through.
First, we want to understand those things that exist for programs
that are for youth. As part of that, we will analyze community
resources and structures for high-quality programs along with
barriers to success. Second, we want to understand how youth,
teachers, and school administrators can work with the
community to build strong programs. The concept of
developmental assets will come into play this week as well.
With schools, teachers, students, and parents working together,

2. we will find ways to overcome barriers.
In the first discussion for the week, we’re talking about barriers
to success. Some barriers are obvious because there may be a
physical barrier in the way. Other barriers are less obvious
because they are the attitudes that some people have about the
programs and offering services to the youth in the community.
But some barriers are almost imperceptible. In this discussion
you are asked to identify barriers in your school or community
that would prevent you from incorporating the ideas you found
in this week’s readings and video. Please be sure to include
solutions that you develop for overcoming the barriers.
In the second discussion we want to focus on working with
youth in the community. One of the problems or barriers to
successful programs is that often, we adults want to do things
for the youth. What we need to think about is how we work with
them, not for them. In this discussion you are asked to identify
a group or individuals that exemplify the themes from the
readings and videos of the week. Be sure you have reviewed all
of the resources for this week.
In the written assignment for this week, we are asked to use
what we’ve learned from the two discussion forums by
considering this scenario. A student has approached you with a
problem in his community or school. You decide to work with
the student by providing resources that will empower him to
start to solve the problem. It’s not that you’re going to be
hands-off; rather, you know that providing assets and resources
will allow the problem to be addressed successfully by the
youth who see the problem first-hand. Please be sure to
incorporate resources from this week’s reading and other
resources that you find to create an inspirational yet practical
brochure or a handout that is creative and provides the start to
get this community initiative going. For one additional

3. resource, I encourage you to consider Ted Talks. Ted Talks are
a powerful series of videos, and I have included this one
specific to empowering youth in communities: How to Empower
Youth and Grow Community | Sean Smith |
[email protected] (Links to an external site.).
It’s another great week for learning!
Reference
Smith, S. (2015, April 18). How to Empower Youth and Grow
Community | Sean Smith | [email protected] (Links to an
external site.)[Video file]. Retrieved from
https://www.youtube.com/watch?v=wn33cRGiGWM
Required Resources
1. Read from your text, Assets in action: A handbook for
making communities better places to grow up.
· Chapter 3 – Engage Adults
· Chapter 4 – Mobilize Young
2. Read from your text, Quick-start guide to building assets in
your prevention program:
· Pages 12-15
· Pages 16-20
3. #140edu. (2011). #140edu, 8/2/11; Parents Panel: Parents of
SLA (Links to an external site.) [Video file]. Retrieved from
http://www.youtube.com/watch?v=qX-RCBV58RA
· This video is about engaging parents at the Science and
Leadership Academy in Philadelphia, PA.
4. Ferriter, B. (2010). Parents are from mars, teachers are from
venus (Links to an external site.). The Tempered Radical.
Retrieved from
http://teacherleaders.typepad.com/the_tempered_radical/2010/0
4/parents-are-from-mars-teachers-are-from-venus.html
· This blog is about building relationships with parents.
5. Furger, R.. (2002). Making connections between home and
school: Parents become active participants (Links to an external

4. site.)Edutopia. Retrieved from http://www.edutopia.org/making-
connections-between-home-school
· This article is about engaging adults and parents in the
schools.
6. Sheninger, E. (2011). Positive impact (Links to an external
site.). A Principal’s Reflections. Retrieved from
http://esheninger.blogspot.com/2011/08/positive-impact.html
· This blog is about engaging adults using social media.
7. Stumpenhorst, J. (2011). Parents in the classroom part
one (Links to an external site.). Stump the Teacher. Retrieved
from http://www.stumpteacher.com/2011/09/parents-in-
classroom-part-one_29.html
· This blog is about engaging adults in the classroom.
8. Stumpenhorst, J. (2011). Parents in the classroom 2 (Links to
an external site.). Stump the Teacher. Retrieved
from http://www.stumpteacher.com/2011/09/parents-in-
classroom-2.html
· This blog is about engaging adults in the classroom
Recommended Resources
1. Ferriter, B. (2011). Introducing microlending to
students (Links to an external site.). The Tempered Radical.
Retrieved from
http://teacherleaders.typepad.com/the_tempered_radical/2011/0
8/introducing-microlending-to-students.html
· This blog is about merging social responsibility into content
and supporting and empowering youth in initiating social
change.
2. GeekWire. (2011). TED for Kids: 25 Incredible Speakers on
Tap this Weekend (Links to an external site.). Retrieved from
http://www.geekwire.com/2011/ted-teens-25-amazing-speakers-
tap-weekend
· This article is about empowered youth.
3. Griffin-Weisner, J. (2001). Step by step: A young person's
guide to community change (Links to an external site.).
Retrieved from
http://helpingboysbecomehealthymen.wikispaces.com/file/view/

5. Step-by-
StepAYoungPersonsGuideto%2BCommunityChange.pdf/264264
263/Step-by-
StepAYoungPersonsGuideto%2BCommunityChange.pdf
4. Salem Middle School Kiva Club. (2010). Poverty’s Real:
Rocker (Links to an external site.) [Video file]. Retrieved from
http://animoto.com/play/aRiBBDU7s1m0iH4IB1lqpA
· This video shows the work of the Salem Middle School Kiva
Club on fighting global poverty.
5. Search Institute (Links to an external site.). Retrieved from
http://www.search-institute.org/
· The Search Institutes website with includes additional
resources.
6. Search Institute. (2011).Lemonade Day at Big Tent
Conference Hosted by Search Institute (Links to an external
site.) [Video file]. Retrieved from
http://www.youtube.com/watch?v=NZEmbPrZooU&feature=you
tu.be
· This video is about empowering youth for social change.
Week 2 Discussion 2 Working with youth
Using the required and recommended resources from this week
and last, as well as ‘found’ resources, identify at least one
specific example of groups or individuals in your community,
state, or at the national level that exemplify the following
themes and include a brief description of why you feel this
example meets the concept. Add a link for any ‘found’
resources.
1. Works “with” young people rather than conducting activities
“for” them.
2. Creates an atmosphere that sparks young people’s
aspirations.

6. 3. Digs deep and incorporates key elements of authentic youth
involvement by making sure that:
· Youth are valued and heard
· Youth shape the action agenda
· Youth build assets for and with each other
Why is it important for programs and or organizations to work
“with” young people rather than “for” them?
Instructor Guidance
Week 2
In week two of our class, you should take a few moments and
look at the weekly learning outcomes. If you put those together
you find that there really are just two things that come through.
First, we want to understand those things that exist for programs
that are for youth. As part of that, we will analyze community
resources and structures for high-quality programs along with
barriers to success. Second, we want to understand how youth,
teachers, and school administrators can work with the
community to build strong programs. The concept of
developmental assets will come into play this week as well.
With schools, teachers, students, and parents working together,
we will find ways to overcome barriers.
In the first discussion for the week, we’re talking about barriers
to success. Some barriers are obvious because there may be a
physical barrier in the way. Other barriers are less obvious
because they are the attitudes that some people have about the
programs and offering services to the youth in the community.
But some barriers are almost imperceptible. In this discussion
you are asked to identify barriers in your school or community
that would prevent you from incorporating the ideas you found
in this week’s readings and video. Please be sure to include
solutions that you develop for overcoming the barriers.
In the second discussion we want to focus on working with

7. youth in the community. One of the problems or barriers to
successful programs is that often, we adults want to do things
for the youth. What we need to think about is how we work with
them, not for them. In this discussion you are asked to identify
a group or individuals that exemplify the themes from the
readings and videos of the week. Be sure you have reviewed all
of the resources for this week.
In the written assignment for this week, we are asked to use
what we’ve learned from the two discussion forums by
considering this scenario. A student has approached you with a
problem in his community or school. You decide to work with
the student by providing resources that will empower him to
start to solve the problem. It’s not that you’re going to be
hands-off; rather, you know that providing assets and resources
will allow the problem to be addressed successfully by the
youth who see the problem first-hand. Please be sure to
incorporate resources from this week’s reading and other
resources that you find to create an inspirational yet practical
brochure or a handout that is creative and provides the start to
get this community initiative going. For one additional
resource, I encourage you to consider Ted Talks. Ted Talks are
a powerful series of videos, and I have included this one
specific to empowering youth in communities: How to Empower
Youth and Grow Community | Sean Smith |
[email protected] (Links to an external site.).
It’s another great week for learning!
Reference
Smith, S. (2015, April 18). How to Empower Youth and Grow
Community | Sean Smith | [email protected] (Links to an
external site.)[Video file]. Retrieved from
https://www.youtube.com/watch?v=wn33cRGiGWM
Required Resources

8. 1. Read from your text, Assets in action: A handbook for
making communities better places to grow up.
· Chapter 3 – Engage Adults
· Chapter 4 – Mobilize Young
2. Read from your text, Quick-start guide to building assets in
your prevention program:
· Pages 12-15
· Pages 16-20
3. #140edu. (2011). #140edu, 8/2/11; Parents Panel: Parents of
SLA (Links to an external site.) [Video file]. Retrieved from
http://www.youtube.com/watch?v=qX-RCBV58RA
· This video is about engaging parents at the Science and
Leadership Academy in Philadelphia, PA.
4. Ferriter, B. (2010). Parents are from mars, teachers are from
venus (Links to an external site.). The Tempered Radical.
Retrieved from
http://teacherleaders.typepad.com/the_tempered_radical/2010/0
4/parents-are-from-mars-teachers-are-from-venus.html
· This blog is about building relationships with parents.
5. Furger, R.. (2002). Making connections between home and
school: Parents become active participants (Links to an external
site.)Edutopia. Retrieved from http://www.edutopia.org/making-
connections-between-home-school
· This article is about engaging adults and parents in the
schools.
6. Sheninger, E. (2011). Positive impact (Links to an external
site.). A Principal’s Reflections. Retrieved from
http://esheninger.blogspot.com/2011/08/positive-impact.html
· This blog is about engaging adults using social media.
7. Stumpenhorst, J. (2011). Parents in the classroom part
one (Links to an external site.). Stump the Teacher. Retrieved
from http://www.stumpteacher.com/2011/09/parents-in-
classroom-part-one_29.html
· This blog is about engaging adults in the classroom.
8. Stumpenhorst, J. (2011). Parents in the classroom 2 (Links to
an external site.). Stump the Teacher. Retrieved

9. from http://www.stumpteacher.com/2011/09/parents-in-
classroom-2.html
· This blog is about engaging adults in the classroom
Recommended Resources
1. Ferriter, B. (2011). Introducing microlending to
students (Links to an external site.). The Tempered Radical.
Retrieved from
http://teacherleaders.typepad.com/the_tempered_radical/2011/0
8/introducing-microlending-to-students.html
· This blog is about merging social responsibility into content
and supporting and empowering youth in initiating social
change.
2. GeekWire. (2011). TED for Kids: 25 Incredible Speakers on
Tap this Weekend (Links to an external site.). Retrieved from
http://www.geekwire.com/2011/ted-teens-25-amazing-speakers-
tap-weekend
· This article is about empowered youth.
3. Griffin-Weisner, J. (2001). Step by step: A young person's
guide to community change (Links to an external site.).
Retrieved from
http://helpingboysbecomehealthymen.wikispaces.com/file/view/
Step-by-
StepAYoungPersonsGuideto%2BCommunityChange.pdf/264264
263/Step-by-
StepAYoungPersonsGuideto%2BCommunityChange.pdf
4. Salem Middle School Kiva Club. (2010). Poverty’s Real:
Rocker (Links to an external site.) [Video file]. Retrieved from
http://animoto.com/play/aRiBBDU7s1m0iH4IB1lqpA
· This video shows the work of the Salem Middle School Kiva
Club on fighting global poverty.
5. Search Institute (Links to an external site.). Retrieved from
http://www.search-institute.org/
· The Search Institutes website with includes additional
resources.
6. Search Institute. (2011).Lemonade Day at Big Tent
Conference Hosted by Search Institute (Links to an external

10. site.) [Video file]. Retrieved from
http://www.youtube.com/watch?v=NZEmbPrZooU&feature=you
tu.be
· This video is about empowering youth for social change.