The David P. Weikart Center for Youth Program Quality, Bringing together over fifty years of experience and the latest research,

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4 David P. Weikart Center for Youth Program Quality Acknowledgments ( & " #!! " " & " f! g g ) * ( h i j k l m " " " n o p g ' " i j j q f! g r n " s * "! " n o p g "! & * ' ( *! f! g t u u # & n - ' ) * + -!. " &! & " " " & ) * / ' (! * " # & & "! n - ' ) * v " " w ) x * & - y * w p ) " $ p " z ( ( p * p " ) " $ p " n / z f / & f + " f + " g / w & ' ( ) * + " " " * * { *!! { # ) w!! "! " ) * / f! g o " {! "!, '

5 table of contents Introduction 1 History and a New Approach 2 The Method 5 Overview 6 Programs and Activities 8 Principles and Policies 9 Extensions 15 Across Age Groups 20 In Your Program 25 Giving Youth a Voice and Preparing Them for Next Time 28 Resources 35 Active-Participatory Approach 44 The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment

6 management History and a New Approach Programs that serve youth have traditionally viewed Poor houses, orphanages, and other charity-based organizations came into existence to manage a of uplifting the population through education, but they still subscribed to the child depravity model - that kids were basically bad and a big part of the job of school was to control them, usually through Kindergarten, which introduced the importance of play for young children, and the Moral Education movement which promoted the idea that kids could be taught to behave it s hard to see it now, but this was a big step forward! It can slow everything down and sometimes it can used to challenge our old ideas, and help us develop as people, it becomes an opportunity for growth and a great way to support many different program is a challenge, too! It happens by creating a youthcentered program environment that offers great By the mid-20th century, other areas of study began to consider how people work together and get and psychology contributed ideas about the nature of human relationships that were adopted by both educators and child welfare workers to dramatically a much more valuable role in the study of human development, as a way to help people grow!

7 overview positive environment that emphasizes highly engaging content and provides a youth-centered approach to means that youth are given a voice, or the opportunity to contribute their thoughts and feelings to the these present opportunities for students to practice articulating the reasons for their choices and listening to The Method of focus: the overall program and activities; the

8 Programs that are organized around youth needs are To create a program environment that supports youth needs, staff can: Create an environment that is both physically and Create opportunities for participation in meaningful Empower youth by creating opportunities for that staff members are on the same page when it as productive interactions through the use of a The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 7

9 Emotional Response way toward heading off a lot of potential When emotions like anger are triggered, there may be a period of time, before an individual reacts, feelings are acknowledged and expressed, feelings If an emotional response is allowed to escalate and the individual reaches a reaction stage, often be blinded by emotions and their thinking cannot In this case, youth may be in such a heightened emotional state that they are unable to consider any you must have a way to separate the youth from the situation, not for punishment, but to help them This is an opportunity to protect everyone from bad decisions made in an over-emotional state Hopefully there will be a place that is private and safe to give youth an opportunity to restore emotional balance so they will be able to rejoin the group as soon as possible and begin the reframing there is an opportunity to engage the individual

10 damaging your relationship and deepening it. That -William James attitudes and beliefs that allows us to develop tolerance and a deeper understanding of the world experiences by exposing youth to different cultures; engaging youth in discussions of laws that affect youth; notions of justice, healthy habits, priorities opportunity to develop necessary skills, like an appropriate emotional response to disagreement, faced with challenging ideas, the better able they are are expected to articulate their reactions through conversation, the stronger their communication skills their feelings and beliefs in an environment that is safe and encourages thoughtful exploration, the experiences can sometimes be less apparent than those that present obvious threats to the how to listen to others, share our values, get our Try some of these activities to promote Productive Discussing current events Having a debate Talking about the best ways to accomplish an ways to start college; best ways to make money in high school) Best: classes; music; movies; sports; travel destinations Hardest: jobs; classes Most challenging experiences Each of these topics creates an environment for students to practice voicing their opinions and defending and articulating their choices essential The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 19

11 Giving Youth a Voice and Preparing Them for Next Time Which cell or cells do you want your response to be in No, it does not help youth learn for next Yes, it helps youth learn what to do next

12 Using the Guidebook activities to create a mini-workshop on Reframing The Method (pages 5-14) minutes Discuss with staff the three focus areas of the facilitate a rotation brainstorming activity with some of the following questions: What do you think are some of the challenges of What are some positive experiences you have had What are some negative experiences you have had Debrief staff responses with some of the following questions: Was anyone surprised by the answers their Do people seem to have similar experiences and How do we make sense of there being both minutes them to think about how their program activities might better meet the interests of youth and how to to share ideas that have worked as well as ideas that (pages 16-17) minutes what types of responses are appropriate for a variety when and how will you support youth in solving respectful and model positive communication skills the more these are practiced, the more naturally they Emotional Response (page 18) minutes time staff act out the scenario, allow the emotions scenario a second time (or have different staff act out a different scenario) and have other staff freeze the scene when they would like to intervene, in order to the staff act out a third scenario and have other staff demonstrate when and how they would intervene minutes suggested activities and return to the next meeting Giving Youth a Voice (pages 28) minutes Reproduce the matrix on page 28 on chart paper or a they have had with youth, considering seemingly innocuous interactions as well as more targeted story and place it on the matrix in the appropriate

13 Across Age Groups (page 20) minutes Write a different focus area (Program and Activities, Principles and Policies, and Steps) at the top of large sheets and brainstorm ways to introduce reframing After all the ideas are posted, have staff do a gallery The Research (pages 36-43) minutes Have staff read the Research Review before coming underline two sentences in the text that stand out begin by reading the statement that they underlined, to the left then shares their thoughts on the quote thoughts on that same quote, and so on until it gets once all of the small groups have completed the The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 33

14 discourse, strengthen individuals commitment to their ideas and challenge people to think more deeply and to examine closely held beliefs (Bodine with people, ideas, and experiences--challenges us and provides a critical ingredient in our personal heart of every major theory of developmental change! involving one or more youth can affect the physical It is ever present in the lives of many young people, and can be a near-constant concern A challenge with research in this area is that resolution has been marked by an avalanche of Historically, at least through the early 20th century respect to young people could have been summed viewed as disruption and disruption was not only unwelcome but was considered an affront against God ( the rod of correction was an ordinance Corporal punishment and public humiliation were of children began to promote approaches that religion and certain immigrant populations (Sweeney, explored approaches that were more in line with nuanced consideration of participants concerns and a greater respect for the ideas and feelings of management have since been shown to be ineffective zero-tolerance policies (born of the fear that followed injured) and still prevalent in many US schools, are a Although there are many approaches to modern

15 The Structure and Clear Limits Method is a natural companion to method, learn how structure contributes to youths sense of security and how clear expectations The Building Community method has lots of ideas for how to use structured activities Cooperative Learning can provide youth a variety of opportunities to interact with others, particularly learn about each other, but also about themselves Building opportunities for Youth Voice into your program can help to empower youth to feel a sense of ownership and belongingness with you can teach youth to be intentional and to consider their actions, two strategies that can } ~ Ž Ÿ Ÿ œ Ÿ ž ž Ÿ ž œ Ÿ œ œ Ÿ ž Š ˆ ƒ ˆ ƒ ~ œ œ Ÿ ž ª Ÿ œ ž ª œ š «ž Œ Š Š ~ ˆ ƒ ƒ ˆ ~ Ž œ œ ª œ œ ª œ Ÿ œ Œ ƒ ˆ ~ Ž š œ ž Ÿ ž œ œ œ œ Ÿ œ ž Ÿ Ÿ œ } ~ ~ ƒ ƒ ~ ˆ Š ˆ ~ Œ Œ ƒ ~ ˆ ƒ ~ Ž Ž ƒ } To learn more about the history of the Active Participatory Approach, visit

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