1. TUPE and Youth Development : Creating California’s Next Generation of Tobacco-Free Advocates
Greg Wolfe
Consultant, Safe and Healthy Kids Program Office, CDE
Angela Amarillas
Program Manager, California Healthy Kids Resource Center
May 5, 2011

2. PURPOSE
To provide information and resources about using youth development strategies that involve students as leaders and advocates with active roles in preventing tobacco-use.

3. DEFINING YOUTH DEVELOPMENT
“An approach that helps youth build strong relationships with others, learn new skills, and give back to the community.”
“A strength-based approach focused on meeting the developmental needs of the whole child rather than repairing deficits.” 3

4. YOUTH DEVELOPMENT RESEARCH
Connectedness
Developmental assets
Resilience and protective factors
Resnick, et al. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health.
Benson, et al. (1998). Beyond the “village” rhetoric: Creating healthy communities for children and adolescents.
Werner, E. & Smith, R. (1989). Vulnerable but invincible: A longitudinal study of resilient children and youth. 4

5. CONNECTEDNESS
“School connectedness means that students have a sense of belonging at school and perceive that teachers are fair and care about them.”
Getting Results, Update 1, pp 5

6. CONNECTEDNESS
School connectedness is highly correlated with school attendance and grades.
School connectedness is the only school-related factor that consistently protects students from engaging in unhealthy behaviors.

7. RESILIENCE
“Resilience is everyone’s capacity for healthy development and successful learning in spite of challenges.”
Bonnie Bernard 7

8. Youth Development Process: Resilience in Action
Environmental
Inputs
DEVELOPMENTAL
SUPPORTS &
OPPORTUNITIES
Caring Relationships
High Expectations
Opportunities for
Meaningful Participation in
Families
Schools
Communities
Developed by Bonnie Benard
Youth Inputs
THAT MEET
DEVELOPMENTAL
NEEDS
Safety
Love & Belonging
Respect
Power
Challenge
Mastery
Meaning
Youth
Outputs
PROMOTING
POSITIVE
DEVELOPMENTAL
OUTCOMES
Social
Emotional
Cognitive
Moral-Spiritual
Societal Impacts
POSITIVE
PREVENTION
&
EDUCATION
OUTCOMES
Reduction of
Risk-taking Behaviors
Academic Achievement
Wellbeing &
Mental Health
Educators’ Beliefs in Students’ Resilience 8

9. Protective Factors = Critical Developmental Supports & Opportunities
“Being there”
Loving support
Showing interest in
Getting to know
Compassion
Listening
Patience
Basic trust
Emotional safety
CARING RELATIONSHIPS
Respect
Challenge & support
Firm guidance
Strengths-focused
Growth Mindset
Belief in the
student’s academic
competence
HIGH EXPECTATIONS
Physical safety
Inclusion
Voice & choice
Youth-initiated & driven
Experiential skill development
Contribution
Peer support
Responsibility
MEANINGFUL
PARTICIPATION
Use hand out re low cost steps to implement 9

10. CARING RELATIONSHIPS
At my school, there is a teacher or some other adult…
Who really cares about me.
Who notices when I’m not there.
Who listens to me when I have something to say.
weighted CHKS data 700,000 students 10

11. HIGH EXPECTATIONS
At my school, there is a teacher or some other adult…
Who tells me when I do a good job.
Who always wants me to do my best.
Who believes that I will be a success.
weighted CHKS data 700,000 students 11

12. MEANINGFUL PARTICIPATION
At school, …
I do interesting activities.
I help decide things like class activities or rules
I do things that make a difference.
weighted CHKS data 700,000 students 12

13. SCHOOL CONNECTEDNESS
How strongly do you agree or disagree with the following statements about your school?
Feel close to people at this school.
I am happy to be at this school.
I feel like I am part of this school.
The teachers at this school treat students fairly.
I feel safe in my school.
weighted CHKS data 700,000 students 13

14. Tier 2 TUPE Competitive Grants
Funds LEAs to implement Research-Validated programs, youth development strategies, interventions, and cessation that reduce student tobacco use

15. TUPE funded Youth Development
Stop Tobacco Access to Kids Enforcement (STAKE) Act
Anti-tobacco advocacy
Anti-tobacco media production
Tobacco Peer educators
Service-learning projects
TUPE grantees are encouraged to adopt a mission to develop California’s next generation of anti-tobacco advocates or tobacco-free California advocates. All Tier 2 grantees must implement one or more of the youth development strategies listed in the RFA. These strategies would require that:
Teenagers assist law enforcement with enforcing compliance with the state law that prohibits selling tobacco to minors.
Young people mobilize to change the tobacco-use culture in California through advocacy.
Youth analyze tobacco-advertizing and create anti-tobacco media messages.
Tobacco Peer educators deliver tobacco prevention information in a relevant and authoritative manner to other youth.
Students to take part in Service-learning projects with a Tobacco-Use Prevention Education related purpose.

16. Mission
TUPE grantees are asked to adopt a mission to develop California’s next generation of tobacco-free California advocates.

17. High Quality Youth Development
Is based on published research identifying best practices for youth development.
Includes youth as leaders with active roles and meaningful participation in tobacco prevention.

18. Tobacco Control Leaders
Target youth from the priority populations for participation in youth development
Promote youth development activities that result in culturally responsive outcomes that meet the needs of priority populations
The scoring rubric rewards applications that involve youth from priority populations. The Master Plan of the Tobacco Education and Research Oversight Committee for California identifies priority populations as African Americans, American Indian and Alaska Natives, some Asian Americans and Pacific Islanders, Hispanic/Latino Americans, lesbian, gay, bisexual, and transgender (LGBT) populations, and those with low socioeconomic status. A copy of the Master Plan, Toward a Tobacco-free California 2009–2011, can be found online at:

19. STAKE Act Stop Tobacco Access to Kids Enforcement Act
Since 1999 The American Lung Association has been the grant holder of STAKE Act
ALA recruits youth 15 – 16 years old from all 58 Counties in CA
Applicants should build collaborations with law enforcement, the American Lung Association, and other health agencies to involve youth directly in local efforts to enforce the STAKE Act. This generally involves youth going undercover to help adult authorities verify that merchants are not selling tobacco products to minors.
STAKE Act application - Involve other youth in peer education, service learning, or advocacy that incorporates STAKE Act outcomes and experiences

20. STAKE Act Introduce the STAKE Act program at your school or district
Contact the ALA to provide the resources needed to get students involved in STAKE Act enforcement
STAKE Act participation training is available by request. ALA presentations can be arranged

21. Jim Blagg, Project Director
Contact
Jim Blagg, Project Director
S.T.A.K.E. Act
American Lung Association

22. California Youth Advocacy Network
The CYAN supports youth engaged in advocating for a tobacco-free California.
CYAN provides young people with the tangible tools to take action and mobilize a powerful statewide movement. 
Applicants are encouraged to provide supports and opportunities that empower youth to create positive change in local communities and throughout the state. Encourage youth to be active in addressing issues related to youth access to tobacco, negative effects of pro-tobacco messaging in films, reducing youth exposure to secondhand smoke, and raising awareness about tobacco industry manipulation, and take the lead promoting local tobacco control ordinances.

23. CYAN work with Youth to Promote youth and adult partnerships
Support youth involvement with local & statewide advocacy campaigns
Develop leadership and advocacy skills among California’s teens

24. CYAN Services Trainings – Local, regional and statewide
Support for Days of Action
Youth Quest (An annual legislative education day when youth meet with their state representatives)
Statewide networking

25. Tobacco and Hollywood Campaign
CYAN coordinates the California Smoke-Free Movies Partnership.
CYAN provides resources, training, and technical assistance to organizations advocating for tobacco-free youth-rated films.

26. CYAN Contact Julia Shrader-Lauinger
(916) ext.28

27. Tobacco Peer Education
Tips for Creating a Quality Tobacco Peer Education Program
Ira Sachnoff, Consultant , Peer Resource Training
Students are supported to promote tobacco use prevention among their peers. Rather than solely relying on adult teachers, peer educators can deliver prevention information in a more relevant and authoritative manner to other youth. Peer education can be provided at school, or by cross-age peers to feeder schools. Students recruited to be peer educators should be trained in relevant health information, communication skills, and fun interactive classroom activities related to tobacco prevention. Many programs also involve peer educators in conducting and leading anti-tobacco school wide activities such as the Great American Smokeout, Kick Butts Day, and other events.

28. Peer Educators
1) Recruitment and Selection 2) Quality Training 3) Student Ownership 4) Make it FUN 5) Have them work in teams 6) Practice, Practice and then Practice
Make sure to include in the Training: 1) Short Term Consequences 2) Fun ways of teaching Facts 3) Interactive Activities 4) Manipulation and Advertising 5) All about the Chemicals 6) How to answer the question: What’s worse Marijuana or Tobacco (it will come up) 7) Facilitation/Teaching Skills 8) Where students can get quit services

29. What is Service-Learning?
An instructional method where students learn the content by engaging in activities that provide service to the community.
The service provides a context for learning.

30. TUPE Service Learning
Youth survey school and community for tobacco use and take action on findings.
Youth counted cigarette butts at a local park and campaigned to post signs to make the park smoke free.
Applicants are encouraged to implement service-learning projects directly related to tobacco prevention. For example, students could conduct a Visible Litter Study to determine if tobacco related products are the most prevalent source of litter on local roads. Litter studies almost always result in identifying tobacco-related litter as the most prevalent type of public litter. Students could use this kind of information as part of their own anti-tobacco advocacy efforts.

31. TUPE Service Learning
Youth host tobacco awareness forum for parents and community.
Youth work with lower grade students to do the same activities as above.

32. Anti-Tobacco Media
Students create original Public Serive Announcements (video or animated)
Collaborative filmmaking process
Highly motivating and engaging tobacco messaging
Youth talking to youth
Today’s youth use digital and social media as their preferred mode of communication. Applicants are encouraged to include a digital/media arts component to increase youth motivation and engagement. For example, after students study the effects of tobacco use, invite them to use media-arts tools (e.g., animation, video) to create original short films and public-service announcements (PSA) to be viewed by local, statewide, and global audiences. Research has shown that youth commitment to producing high-quality anti-tobacco media is dramatically increased when they have a real purpose and audience. Students should share their PSAs and films through real-world venues in their community and online sites such as Facebook or YouTube.

33. Media Literacy
Provide youth with the skills to critically analyze tobacco-advertising
Help students create their own anti-tobacco media messages.
Media literacy should provide youth with the skills and competence to critically analyze and evaluate tobacco-advertising and help students create their own anti-tobacco media messages. Consult the Youth and Adult Partnerships: Together Against Tobacco (DVD) that follows a team of adults and youth as they work together to develop an anti-tobacco advertising campaign. Along the way, they experience the key factors of successful partnerships: trust, affirmation, empathy, and support. The DVD is available for
loan from the California Healthy Kids Resource Center. See the California Healthy Kids Resource Center Web page at:

34. CONTACT US Angela Amarillas 510-670-4587
Greg Wolfe