Healthy living : University of Minnesota Extension. Extension > Youth Development > Research > Program quality > Keys to Quality Youth Development. Produced by Extension: Patricia Almquist, Barbara Brekke, Sara R. Croymans, Kari Fruechte, Mary Matlack, Betty Mc. Andrews, Patricia Morreim, Jolie Ogg- Graybill, Barbara Piehl, Joyce Walker and Tom Zurcher"Hands- on activities, appropriate adult mentors and community service .."Youth development, the process of growing up and developing one's capacities, happens no matter what we do. The challenge is to promote positive youth development and plan quality experiences with young people. It would be nice if there was a drive- through window where you could order the positive aspects of youth development when planning a program. But it takes active involvement and careful planning to fill the order. KEYS to Quality Youth Development encourages you to plan and prepare a complete menu for positive youth development. This guide is a working tool to stimulate, challenge, and encourage youth and adults as they work together to plan, conduct, and evaluate quality experiences. Whether you are a parent, teacher, volunteer, youth development professional, or teenager, this planning guide will help you work with youth.
Youth Development Program; Youth Services. Beyond the Bell Branch (BTB) Youth Development Program is a provider of comprehensive after school program services. In support of the LAUSD Superintendent’s goals. KEYS to Quality Youth Development encourages you to plan and prepare a complete menu for positive youth development. This guide is a working tool to stimulate, challenge. determine personal goals for the program/experience? Developing Program Goals and Measurable Objectives. You will need to identify the goals and objectives of the program component. Developing Program Goals and Measurable Objectives. To provide a safe, structured, and conducive environment for youth to express themselves and learn and grow. To work in conjunction with the schools, parents, churches, corporations, and the community in creating future. Youth Development Program Goals HumanHow you choose to use it will depend on the situation and the desired outcomes."This piece of work has changed the way I approach teaching."- fifth grade teacher"Positive spin on the value of youth."- Extension educator"Documented what effective adult mentors for youth had felt all along, but gave it a research base."- youth leader. Learning experiences are more powerful when tied to one or more of the keys of positive youth development. Carefully look at the time you spend with young people. Are you reinforcing these keys? Are you helping the young people build developmental assets? How can you strengthen these experiences? Use the KEYS to Quality Youth Development in the design, delivery, and evaluation of your positive youth development programs. The eight keys: Gisela Konopka (1. Karen Pittman (1. Youth and adults will benefit from experiences providing some or all of these elements. Youth Feel Physically and Emotionally Safe. Youth Experience Belonging and Ownership. Youth Develop Self- Worth. Youth Discover Self. Youth Develop Quality Relationships with Peers and Adults. Youth Discuss Conflicting Values and Form Their Own. Youth Feel the Pride and Accountability that Comes with Mastery. Youth Expand Their Capacity to Enjoy Life and Know that Success Is Possible. In this guide, the discussion of each key includes: Premise - - Meaning and importance of the element Building a Foundation - - Developmental assets that form a foundation for healthy young people Selecting Outcomes - - Examples of desired results Identifying Practices - - Sample techniques and strategies How It Works - - A real- life example we’ve encountered Things to Think About - - Common- sense tips to consider Words of Wisdom - - Thoughtful insights from youth and adults Questions for Youth - - Follow- up discussion questions"It just plain made sense." - teen volunteer. Good asset building tool for youth and adults working together." - volunteer leader"It soon became apparent to the young adults I was teaching that I cared more about them than my lesson. The result is that they are more willing to share with me." - nutrition education assistant. Keys for dids. Security: feel physically and emotionally safe, "I feel safe."Belonging: experience belonging and ownership, "I'm in."Acceptance: I like to try new things, "What I say and do counts."Independence: discover self, "I like to try new things."Relationships: develop quality relationships with peers and adults, "I care about others."Values: discuss conflicting values and formulate their own, "I believe.."Achievement: feel the pride and accountability that come with mastery,"I can do it."Recognition: expand their capacity to enjoy life and know that success is possible, "I feel special.""Keys for Kids" is adapted from the publication Training Trainers to Teach, and is used with permission from the National 4- H Council. Youth feel physically and emotionally safe. Premise. Young people will learn better and participate more fully when they feel physically and emotionally safe. This environment encourages honesty, trust, and respect among all youth and adults. Building a foundation. Boundaries and expectations Selecting outcomes Boundaries and expectations let young people know what to expect from others and what others expect from them. The Search Institute identifies important examples: Safety - Young person feels safe at home, school, and in the neighborhood. Family boundaries - Family has clear rules and consequences and monitors the young person's whereabouts. School boundaries - School provides clear rules and consequences. Neighborhood boundaries - Neighbors take responsibility for monitoring young people's behavior. Adult role models - Parent(s) and other adults model positive, responsible behavior. Positive peer influence - Young person's best friends model responsible behavior. What will be done in your program to make sure youth - are physically safe? Identifying practices. Involve youth in determining and setting expectations for participation. Provide adult and youth leaders with group facilitation training and skills. Help adults appreciate need for fair enforcement of rules. Ensure that leaders know how to handle emergencies. Encourage youth and adults to work together to determine, develop, and give leadership to the program. Develop rules and plan programs that encourage appreciation of diversity and diverse opinions. How it works. Elisha is a 1. In school and on the playground she is a target for teasing and bullying. Elisha joined a local 4- H club this year, as her parents wanted to get her involved in building personal skills and capitalize on her interests and skills with the computer. At first, Elisha was reluctant to be involved, but youth and adults welcomed her and included her in activities. She said to her mother, "I was really afraid the kids would pick on me like at school, but they don't! Everyone is my friend!"Elisha continues to be involved with the club, and offers to be on committees. She enthusiastically created computer graphics for a club display and helped put the display in a downtown business window. At a local Chamber of Commerce meeting, Elisha was recognized for her computer expertise with the project. Things to think about. In emotionally safe environments, kids express their thoughts, ideas, and personality without the fear of being ridiculed or laughed at. Youth and adults feel emotionally safe when there are no put- downs or disrespectful behavior. Consistency in programs for youth is important so they know what to expect. Activities should be planned and structured so youth feel included. Words of wisdom"Kids can walk around trouble, if there is some place to walk to and someone to walk with." Tito, Urban Sanctuaries, p. Questions for youth. Think of a time when you expressed your ideas and opinions: How did you feel about talking in the group? What was the response to your ideas and opinions? Give an example of a time when you did not feel comfortable sharing your ideas. Tell us about a time when you or someone else was held accountable for your/their behavior. What happened? How did you feel? Can you think of a time when people were not held accountable for their behavior? How did you feel? What do you think should have been done? If you could change the experience so it would be safe for everyone to express his or her ideas, what would you do? Youth experience belonging and ownership. Premise. Youth feel included and motivated. They have significant roles as participants and leaders. Building a foundation. Time use. Selecting outcomes. Time use is an important measure of youth involvement in family, school, and community. The Search Institute identifies important examples: Creative activities - Young person spends three or more hours per week in lessons or practice in music, theater, or other arts. Youth programs - Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations. Religious community - Young person spends one or more hours per week in activities in a religious institution. Time at home - Young person is out with friends "with nothing special to do," two or fewer nights per week. What will be done in you program to make sure youth- are actively involved in planning the experience/program? Identifying practices. Involve youth in the initial planning of the program. Plan for how youth will be involved. Don't just add a representative youth or two to the adult planning group. Allow plenty of time for discussion, questions, and making decisions. Encourage creativity and consideration of everyone's ideas. Confront cliques and behaviors that exclude some of the group. Use T- shirts, buttons, hats, etc. Encourage skills and create products youth can take home. Use ceremonies and traditions to stimulate group cohesion. Encourage diversity of membership without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, or sexual orientation. How it works. Things to think about. A committee of adults and teens had been working together for more than a year. Now new people were joining the group. Group members were concerned that the new people would not appreciate what had been accomplished. The new members were wondering if they would be welcomed and their ideas respected. To bring the new and past members together, an overnight retreat was scheduled. During the retreat a wall- sized history chart was built by the group. Several team- building activities were led. During the closing activity the group stood in a circle and exchanged a T- shirt and a special message with another person.
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