1. 1 POSITIVE YOUTH DEVELOPMENT From Paper to Practice 

2. 2 Getting the 4-1-1 — Let’s Start! Introductions

3. 3 Getting the 4-1-1 — Let’s Meet! Ice Breaker

4. 4 Our Purpose For The Day At the end of the workshop, you will:  Better identify with youth and their needs  Understand Positive Youth Development (PYD) as a process  Reflect on the principles of PYD  Review ideas for putting PYD into practice  Recognize your role in PYD

5. 5 Agenda  Introduction  Youth – 5 Ws  PYD – process and principles  PYD – practices  Building capacity  Your role

6. 6 Workshop Presented By HERE IS YOUR CHANCE TO PUT IN WHO IS PRESENTING THIS EVENT, WHY YOU ARE, AND WHY PYD IS IMPORTANT TO YOUR ORGANZIATION.

7. 7 PYD Was Created By: Parks and Recreation Ontario Boys and Girls Clubs of Canada – Central Region Ontario Public Health Association With support from Play Works, founder of the Youth Friendly Community Recognition Program

8. 8 Youth Friendly Communities A Youth Friendly Community is able to provide clear evidence that a minimum of 10 of the 16 YFC criteria are being met throughout the community. ONE CRITERION is: The community supports Positive Youth Development.

9. 9 The 5 W’s Who What Where When Why

10. 10 Who Needs PYD? 13 to 19 years…. and in the adapted and integrated community up to age 25

11. 11 Word Collage Activity  Where were you?  What were you doing?  Who were you with?  What did you need to be happy?  What was important to you?

12. 12 What do Youth Need?  Mastery and achievement  Physical activity  Self-definition  Creative expression  Positive interactions with peers/adults  Meaningful participation  Structure and clear limits

13. 13 When do Youth Need PYD?

14. 14 When? A Summary Youth are… sensation-seeking, less than optimal in planning and judgment, more in risk-taking and impulsiveness, less inclined to consider the consequences. Youth need PYD opportunities when they are in active stages of development and when their needs can be met in safe spaces and places.

15. 15 Where do They Need It? Out-of-school Time Quality Youth Programs

16. 16 Activity Time A Day in the Life of a 9th Grader!

17. 17 Long-term Commitment Young people need to be nurtured:  24 hours a day  For the first 20 years of their lives  In accordance with their developmental needs  Through a variety of supportive relationships, opportunities and programs Source: Positive Youth Development Resource Manual ACT for Youth – Upstate Center of Excellence

18. 18 The Real Picture — Take One One of the riskiest times for many adolescents — in terms of being victimized or running afoul of the law — is between the hours of 3 and 7 p.m., between the end of the school day and when parents return home from work. Source: Chettleburgh, Michael, (2007) Young Thugs: Inside the Dangerous World of Canadian Gangs

19. 19 The Real Picture — Take Two 1 in 5 youth (ages 8-18) are not interested in the type of programming being offered at these times. Source: Positive Youth Development Resource Manual ACT for Youth – Upstate Center of Excellence

20. 20 The Real Picture — Take Three 7 out of 10 youth say they have difficulty finding after-school opportunities in their communities. Source: Positive Youth Development Resource Manual ACT for Youth – Upstate Center of Excellence

21. 21 The Real Picture — Take Four Low-income parents and parents of racial and ethnic minorities are less satisfied with after-school programs than white or wealthier parents. Source: Positive Youth Development Resource Manual ACT for Youth – Upstate Center of Excellence

22. 22 Agencies, individuals and organizations must work together to create more Youth Friendly Communities. Where? – The Bigger Picture

23. 23 Why PYD?

24. 24 Competence  Civic and social engagement  Cultural engagement  Physical health  Emotional health  Intellectual achievement  Employability

25. 25 Confidence  Having a sense of mastery and a sense of future  Having a sense of self-efficacy

26. 26 Character  Having a sense of responsibility and autonomy  Having a sense of spirituality and self- awareness  Having an awareness of one’s own personality or individuality

27. 27 Connection  Membership and belonging  Having a sense of safety and structure

28. 28 Contribution  To self  To family  To community  To civil society

29. 29 How? Through PYD! Which is essentially a combination of:  Process  Principles  Practice

30. 30 Positive Youth Development is the process of preparing young people to participate in the opportunities of adolescence and adulthood through a coordinated and progressive series of activities and experiences that help them become socially, morally, emotionally, physically and cognitively competent. PYD – A Definition Adapted from the National Youth Development Centre Definitions of Youth Development as approved by the Executive of the National Collaborative for Youth Members — 1998

31. 31 Extra, Extra! Read All About It… Youth in the Headlines Activity Time

32. 32 What Does PYD Look Like? Safety and basic needs Preparedness Connectedness Engagement Positive Youth Development

33. What is the PYD Approach? Traditional Youth Services  Focus on problems  Reactive  Targeted youth  Youth as recipients  Programs  Professional providers Positive Youth Development  Focus on positive outcomes  Pro-active  All youth  Youth as active participants  Community response  Community members 33

34. 34 The Process  5 Cs – the outcomes  Developmental needs of youth  Developmental assets

35. 35 The Principles  Embedded on needs and assets with 5 Cs as outcomes  Long-term commitment  Community-based approach  Youth voice And… the principle of resiliency…..

36. 36 What is Resiliency? “...it is about bouncing back from problems and stuff with more power and more smarts.” “Sean” (15-year-old high school student) From Resiliency In Schools: Making It Happen for Students and Educators by Nan Henderson and Mike Milstein

37. 37 And Resiliency… “...can be defined as the capacity to spring back, rebound, successfully adapt in the face of adversity, and develop social and academic competence despite exposure to severe stress... or simply the stress of today’s world.” From Resiliency In Schools: Making It Happen for Students and Educators by Nan Henderson and Mike Milstein

38. 38 Activity Thinking About Resiliency Part One Part Two

39. 39 Fostering Resiliency in Youth is Essentially... Communicating the Resiliency Attitude: What is RIGHT with YOU is more powerful than what is WRONG with YOU.

40. 40 The Practice(s)  Setting the stage for PYD  The youth-adult relationship  Healthy eating and youth  The IYD tool  Your role

41. 41 Setting the Stage It’s safe for all….. Addressing the differences

42. 42 Signs  Language bias  Stereotyping  Exclusion  Misinformation

43. 43 Interventions  Program activities and instruction  Organizational practices and policies  Involving community and family

44. 44 PROJECT PIPELINE

45. 45 Ladder of Youth Participation  Youth-initiated, shared decisions with adults  Youth-initiated and directed  Adult-initiated, shared decisions with youth  Consulted and informed  Assigned but informed  Tokenism  Decoration  Manipulation Degrees of Participation Non-Participation Adapted from Hart, R. 1992

46. 46 Champions ‘Practise’ the Practice Champions are adults who advocate and support young people. They assist young people, support them when they struggle, and let them know that change is possible. Brenda Whitehead, Keeping Pace, 2010

47. 47 Creating a Healthy Eating Environment With Youth The objectives for this component of training are to:  Learn why healthy foods are good  Assess the nutrition environment  Identify a healthy youth/food fit  Engage youth in healthy eating  Model healthy messages  Connect with additional resources

48. 48 The Importance of Healthy Snacks Understanding eating behaviours  What do youth eat?  Are these healthy choices?  Why should youth be eating healthfully?

49. 49 Assessing Your Nutrition Environment  Beverage vending machines  Snack vending machines  Snacks  Facilities  Food donations Recommendations

50. 50 Engaging Youth in Healthy Eating Planning for engagement  One-time events  Transient/drop-in programs  Regular/ongoing programs

51. 51 Feed Them and They Will Come! Make the Healthy Choice the Easy Choice

52. 52 Intentional Youth Development (IYD)  Created by the Provincial Consortium on Youth in Recreation  In development from 2004–2007  Intentionally builds PYD into programs  Workshops held across Ontario  IYD Tool going online for Ministry of Health Promotion and Sport funded After-School Programs – 2010/11  Broader access – Fall 2011

53. 53 Cultural Environment Assessment Lens (CEAL) Assesses the degree to which an agency is ready to embrace IYD  Heart — motivation and attitudes  Body — internal funding, facilities, space and leadership  Environment — external funding and partnerships

54. 54 Sample CEAL

55. 55 Key Elements Tool (KET) Reflects the key elements of quality recreation from a program perspective  Policies and procedures  Program observations  Inquiries – participant feedback

56. 56 Sample KET

57. 57 Organizational Assessment Tool (OAT) Reflects the key elements of quality recreation from an organizational perspective 9 Organizational Characteristics  Facility  Staffing  Funding  Program  Marketing  Partnerships  Development  Administration  Event risk Management

58. 58 Sample OAT

59. 59 A Quick Debrief Using the Tools  CEAL  KET  OAT Did you find this tool useful? Did you learn something new?

60. 60 Building Capacity Creating a circle of support for and with youth

61. 61 A Youth’s Community

62. 62 Your Role What does it look like?

63. 63 WOW – What Now?

64. 64 Your PYD Team  SPRYNT Email Network  www.youthinrecreation.orgwww.youthinrecreation.org  Youth Friendly Communities  www.playworkspartnership.cawww.playworkspartnership.ca  Look to Your Left and Right  Participant List

65. 65 How Did We Do? Objectives for the day were to:  Better identify with youth and their needs  Understand Positive Youth Development (PYD) as a process  Reflect on the principles of PYD  Review ideas for putting PYD into practice  Recognize your role in PYD

66. 66 Evaluation Time Closing Comments Thanks for Coming!