Elements of Effective Community-Based Youth Programs

Youth Development FOCUS A MONOGRAPH OF THE 4-H CENTER FOR YOUTH DEVELOPMENT UNIVERSITY OF CALIFORNIA, DAVIS Elements of Effective Community-Based Youth Programs Written by ELLA R. MADSEN Edited by ANNA SHERLOCK Introduction in the life of an individual or a society that necessitates re-evaluation of modes of action As youth development professionals, as and thought" (Reber, 1985, p. 166). parents, and as friends and neighbors in a community we are acutely aware of the To identify a situation as a crisis we must suffering and loss of human potential that first ask ourselves what is normal: What do accompany young peoples' decisions to we regard as the normal course of events for engage in problem behaviors (e.g., drugs youth within the context of American and alcohol, delinquency, unsafe sex and society? Ideally, the response to this failure in school). When we consider this question is, "With caring families, good loss on a national level the concern we feel schools and supportive institutions they for the individuals caught up in high risk grow up reasonably well educated, behavior must become a concern for the committed to family and friends and society as a whole. Whether the youth of prepared for the workplace and. . . to today participate in high risk behavior or become contributing members of society" not, they will be affected by living in a (Carnegie Council on Adolescent society where so many other youth have Development, 1995, p. 9). For growing minimized their chances to become healthy numbers of youth and the communities in productive adults. It is not surprising that as which they live the normal course of events the percentage of today's youth identified as has been seriously "interrupted." During the "at risk" grows to shocking proportions, we latter half of this century adolescents find often hear this generation referred to as the themselves growing to adulthood in "lost generation" or as a generation in crisis. environments with fewer social supports and A crisis is generally defined as "any sudden far less guidance than past generations interruption in the normal course of events (Carnegie Council, 1995). Problems of Winter 1996, Volume 1 Number 1 school failure, drugs, teen pregnancy, • Express constructive curiosity and delinquency, suicide and poor mental health exploratory behavior derail up to 50% of American adolescents • Find ways of being useful to others from achieving their potential as healthy and • Believe in a promising future with real productive adults. opportunities In response to this growing crisis, intense In addition to fulfilling these basic needs, efforts have been made to understand the the Carnegie Council (1995) also points out needs of youth in our changing and that in today's technologically advancing increasingly complex society, and how those society youth should also have the needs can be met through community-based opportunity to: programs. The purposes of this monograph are to: (1) briefly review the identified • Master social skills, including ability to needs of youth in relationship to youth manage conflict peacefully development programs, (2) discuss the • Cultivate the inquiring and problem- components effective youth programs have solving habits of mind for lifelong in common, and (3) suggest some learning organizing themes for youth development • Acquire the technical and analytic programs. capabilities to participate in a world- class economy • Become ethical persons Identified Needs of Youth • Learn the requirements of responsible citizenship The interrelated problems of changing • Respect diversity in our pluralistic family structure and child poverty have left society many young people without the positive social support networks to promote their Youth development is an ongoing process. education, health and social development. The services, opportunities and supports In spite of these and other changes in our (Zeldin, Tarlov & Darmstadler, 1995) that society, all adolescents still have the same will help fulfill young peoples' needs cannot basic human needs as past generations be embodied in any one agency or program. (Hamburg, 1990); needs that must be met if Young people grow up in environments, not they are to reach their potential as healthy, programs, but programs can be an important productive adults. As identified by the and vital part of their environment (Pittman, Carnegie Council on Adolescent 1993). Development (1995), all youth must: • Find a valued place in a constructive Components of Effective Youth group Programming • Learn how to form close, durable human relationships Researchers and practitioners in the field of • Feel a sense of worth as a person youth development have endeavored to • Achieve a reliable basis for making identify those factors which account for the informed choices ineffectiveness of many programs and to • Know how to use the support systems shed more light on the characteristics of available to them successful programs. Programs that have 2 been successful in meeting the basic needs agencies. Schools have become the of youth and helping them develop the institution with the greatest potential for competencies to become healthy, productive reaching the greatest number of children and members of society have certain elements in youth in a community (Carnegie Council, common. Certain components are directly 1995; Dryfoos, 1990). For most children the related to the structure and management of school site is the most accessible place in the the organization while other components community. A synergistic relationship relate more directly to the program design develops between the school and other and content. (Whether viewed from an agencies and programs when the school site organizational perspective or a serves as the focal point for the services, programmatic perspective, key components opportunities and supports that may be of all successful programs is the quality of offered. Dryfoos (1990) suggests that "a personnel and the quality of personal healthy, safe school climate and effective interactions that take place between staff and school organization contribute[s] to program participants.) prevention of negative behavior...beyond the education field to the other prevention fields Organizational Characteristics as well" (p. 230). In some cases the program or service may be integrated into Community wide multiagency collaborative the school curriculum or services. approaches. Addressing the problems that Involvement of the principal as a program confront youth through the coordinated facilitator, advisory board member or in a efforts of a variety of programs and services variety of other capacities can provide the increases the chances of success for several vital link between the school and the reasons. First, it allows for the development collaborative efforts of other agencies. of a consistent, comprehensive and integrated approach to addressing high risk Location of programs outside of schools. behavior (Hamburg, 1992). Institutions and Having programs that are not identified with services throughout the community, such as school sites is important for two reasons. schools, media, church groups, youth First, in some instances the types of services groups, community health and social and opportunities offered are more agencies, and police and courts can support appropriately located away from a school and reinforce each other's efforts. This campus. For example, for dropouts and coordination and integration of effort can other young people "turned off" by the effect savings in dollars and duplication of academic system, program options not effort on the part of agencies and frustration affiliated with schools can be of vital and fragmentation on the part of those importance (Carnegie Council on served. Second, it mobilizes the members of Adolescent Development, 1992; Lerner, the community through participation in 1995). Second, youth should feel the social advisory councils and other volunteer efforts support net is in place in all sectors of the (e.g., planning, community information, community. It is important that youth have grants, etc.) Finally, it allows problems to a variety of program options available be addressed at various levels and from within their community (Blyth and Leffert, various perspectives (Lerner, 1995). 1995; Saito and Roehlkepartain, 1995). No one agency can offer programs of interest to Locus in schools and administration of all youth, recruit staff that appeal to all programs within the school by outside youth, or have programs that meet all the 3 needs of youth. Coordination and is the development of an organizational collaboration among programs and agencies, framework which incorporates and regardless of delivery site, remains empowers community members to sustain important if the needs of all youth are to be themselves (Lerner, 1995). Meaningful met. involvement of community members and resources in designing, funding, and Arrangements for training. To be implementing the program increases the implemented effectively, many programs possibility of continuing service once startup require training and ongoing supervision funding and support have expired. (Dryfoos, 1990; Lerner, 1995). One of the primary problems of seriously underfunded programs is a lack of qualified personnel Programmatic Characteristics due to lack of previous experience in the field of youth development or training in the Intensive individualized attention. specific program. Personnel should be Regardless of the size or type of program, trained in the specific program, understand attention to a child's specific needs from a the principles of human development and caring responsible adult is one of the most the cultural characteristics pertinent to the important factors of a successful program. children, youth and families participating in Program staff in a variety of roles might the program. Training in social and cultural fulfill this need. Activity and project competence is especially important if leaders, counselors, teachers, tutors, social personnel and participants do not share a workers or other professionals as well as common cultural, racial, socioeconomic or nonprofessionals such as program volunteers ethnic background. Sincere interest, care and mentors are potential attachment figures and concern is what attracts professionals as in a young person's social network (Dryfoos, well as volunteers to youth development 1990). From the perspective of programs. Appropriate training and ongoing developmental contextualism diversity of inservice and support is what makes them staff regarding race, ethnicity, culture, age effective in working with youth. Programs and developmental level is very important in that offer quality training send an important providing the attachment figures and role message about the value of their staff and models that will meet the needs of youth the work that they do. (Lerner, 1995; S.W. Morris & Company, 1992). Sustainability. Lerner (1995) emphasizes Strong focus on development and that "to be successful in continuing a enrichment. Programs that narrowly focus program over time, personnel must have, or on ameliorative measures for high-risk be trained to possess, the ability to develop a youth rather than addressing the need that all feasible plan to become self-sustaining in youth have for development and enrichment financial support, in facilities and materials, experiences have minimal overall long-term in leadership, and in continuing to address impact (Carnegie Council, 1995; Dryfoos, identified needs—successful organizations 1990; Lerner, 1995). All youth need have staff specifically devoting their time opportunities to develop a sense of and energy to finances, management, competence through learning new skills, to strategic planning and fund raising" (p. 74). develop confidence as they experience Another key element to program longevity success in setting and achieving goals, to be 4 exposed to values and ideas that can give power and status inequities in society. meaning and direction to their lives and to Successful programs seem to take both develop caring relationships with adults and perspectives into account. Programs should peers (Lerner, 1995). endeavor to create a context that matches the characteristics of the participants as well as Early identification and intervention. encourage positive responses to new Programs that serve families and children of situations. preschool and primary grade level have the opportunity to focus on the antecedents to Children and youth also interact with their problem behaviors. Programs such as the environmental context on varying levels of Perry Preschool program, have shown both intimacy. Program characteristics that help short-and long-term benefits (Schweinhart, achieve a "goodness of fit" for the children Barnes, & Weikart, 1993). In programs and youth served take into account (a) the serving older children and youth where the individual characteristics and needs of the focus is on the individual and their participants, (b) the involvement of distinctive needs it may also be possible to important aspects of a young person's become aware of high risk behaviors while immediate environment (i.e., family, peers, they are still in the experimental stage and school, and workplace), and © the ethnic initiate appropriate intervention. A close and cultural characteristics of their larger supportive relationship can empower the community. young person to persevere in making choices that lead to long-term changes in At the individual contextual level behavioral outcomes (Lerner, 1995). children/youth need well designed activities which are developmentally appropriate to Contextual "Goodness of Fit." As stated the age group and the individuals served. earlier, children grow up in environments Many of the guidelines for developmentally not programs. Yet programs can be an appropriate practice in programs serving important and vital part of the context of children from infancy through age 8, as development. Research by Lerner and outlined by the National Association for the Lerner (1989) suggests that when a child's Education of Young Children (Bredekamp, individual characteristics match well with 1993), could be equally applicable to other the demands of a particular setting they age groups as well. For example: receive supportive or positive feedback and adaptive outcomes usually result. Lightfoot, (A) Curriculum should provide for physical, and Long and Garduque (Powell, 1990) emotional, social and cognitive suggest that a certain amount of development through an integrated discontinuity between the family setting and approach. childcare settings can be beneficial in (B) Learning takes place through active helping children develop the skills necessary exploration and interaction with to adjust to diverse situations. Lightfoot adults, other children/youth, and distinguishes between creative conflict- — materials. differences that are an inevitable part of a (C) Learning activities and materials should complex society and which "help children be concrete, real and relevant to the become more malleable and responsive to a lives of the children/youth. changing world" (p. 36) and negative (D) Programs should provide for a wider dissonance—differences which reinforce range of developmental interests and 5  abilities than the specific age range adolescents, home visits which provide of the group would suggest. Leaders parent education and support, as well as should be prepared to increase the parent employment as classroom or program complexity and challenge of an aides, have proven to be successful activity as participants develop involvement strategies (Dryfoos, 1990). understanding and skill. (E) Programs should allow for individual The utilization of peers as teachers, tutors choice. and mentors is a program strategy that must (F) Experiences should be multicultural and be used carefully. Some research (cited in nonsexist. Hurley, 1994) suggests that peer counseling on the elementary and secondary schools An understanding of the developmental level "has no or even negative effects on needs and abilities of children and youth by delinquency and associated risk factors" (p. all staff and volunteers who work within a 25). However, using older peers to tutor or program should be required. mentor younger participants, especially in the areas of academics and health behaviors, In a broader context, integration of other has been shown to have a positive impact on important elements of a young person's the older and the younger youth (Carnegie environment, namely, family, peer group, Council, 1995; Dryfoos, 1990; Price, Cioci, school, and workplace can facilitate Penner & Trautlein, 1990). Training and program relevance and reinforcement of continuous supervision by responsible, program goals (Dryfoos, 1990; Lerner, knowledgeable adults are especially 1995). Young children benefit directly and important components of programs indirectly from parental involvement in incorporating the peer mentor/instructor programs. Enhanced competence on the model (Carnegie Council, 1995). The youth part of the child can be the end result of the who serve as peer mentors seem to derive increased consistency and security which the most benefit from this experience due in develops through program-parent part to the training, supervision, and interaction. Parents also experience positive individual attention they receive (Dryfoos, development, i.e., better parenting skills, 1990). increased feelings of self-worth, attitudes of hope and self-respect, competence in dealing Opportunities to develop competencies and with institutions, and informed consumers of have work experiences that prepare youth to services, when they work closely with their enter the world of work are most beneficial children's programs (Powell, 1990). Parental in building self-esteem and feelings of support of older youth involvement in accomplishment (Task Force on Education activities and programs may take on a more of Young Adolescents, 1989). In a study of "behind the scenes" quality, such as serving youth development programs in Minneapolis on advisory committees or fundraising, than conducted by the Search Institute (Saito & with younger children. Parents are more Roehlkepartain, 1995) "Get a job for likely to become involved if their role is money" ranked first among the activity well defined and they feel they are making a interests of participants. "In a society based meaningful contribution to the program. on the work ethic, work helps to define each Parents can become valuable resources to one of us. To the extent that we do programs as volunteers, program advocates, something [which is] useful to the society, and fund raisers. With parents of high risk we gain a feeling of belonging and 6 contributing that sustains us" (Howe quoted Finally, programs that can contribute to in Schine, 1989, p. 1). In many programs success in school, whether directly or this need may be addressed directly through indirectly, are targeting one of youth's most opportunities for volunteer community urgent needs. School failure has been service, combining life planning curricula identified by Dryfoos (1990) as the leading with school remediation and summer job marker of at-risk youth. The importance placement or paying older youth for and value of integrating services and tutoring and other services related to the programs into the school curricula and function of a program (Dryfoos, 1990). making the school the focal point for Teaching job application skills such as programs targeting youth and families have filling out applications, appropriate dress, already been discussed. and interviewing techniques is another way that older youth can be supported in From a larger sociocultural context the entering the world of work. Program content, strategy, and leadership of the influence may also be less direct, e.g., program should be appropriate to the through high expectations of personal culture of the community. When culturally responsibility, honesty, and doing one's best appropriate knowledge and skills are (Davis, 1995). incorporated into a program it encourages confidence and trust among program Exposure to a variety of people in a variety personnel and participants (Lerner, 1995). of occupations can have a direct and indirect influence on a young person's perceptions of the possibilities that exist in the world of Organizing Themes for Youth work. Young people may be limited in their Development Programs occupational aspirations by (1) their lack of knowledge of occupational possibilities and Program success lies in meeting the (2) their perceptions of themselves in identified basic needs of youth and the relationship to particular fields of endeavor. unique needs of each individual youth as Research is being done to determine if well as fulfilling program goals. So far we having a role model, who is matched for have reviewed the basic needs of youth and gender and race or ethnicity, has a positive discussed those elements common to youth impact on academic and occupational development programs that are successful in aspirations among minority youth. meeting those needs. In order to incorporate Interestingly, the preliminary results indicate or strengthen these elements within a youth that such a role model is important to ethnic program, the Center for Youth Development minorities but so are other factors such as and Policy Research (Zeldin et al., 1995) feelings of belonging and good social suggests that youth development relations (Zirkel, 1995). Work related organizations consider their programs in experiences help youth to discover a place terms of the services, opportunities and for themselves in the world and to develop supports that are offered. a vision of a personal future, one of the vital goals identified in A matter of time: Risk and Services are resources, knowledge, or goods opportunity in the nonschool hours provided for young people. At the (Carnegie Council, 1992). community level, a broad spectrum of services from food and shelter to information, instruction and counseling 7 should be offered by various public and different mediums and in different private agencies and organizations. At the settings, and to engage in both organizational level, it is important to define learning and play. which services can best be offered through your particular program. Services must be • Group Membership: The chance to readily available and accessible. Lack of be an integral group member (e.g., knowledge about programs and family, school, youth organization), transportation problems to program by fully taking on the responsibility locations can minimize the impact of the of membership. services offered. Services must also be of high quality. The National Academy of • Contribution and Service: The Sciences (Zeldin et al., 1995) asserts that chance to have positive influences on low quality services, particularly in the areas others through active participation in of academic and vocational education may formal or informal community- and do more harm than good. Young people are family-based activities. also quickly "turned-off" by programs they perceive as disorganized, unreliable and • Part-Time Paid Employment: The uninformed. Last but not least, program chance to earn income and to be a services need to be affordable to the target part of the work force, when such population (Dryfoos, 1990; Lerner, 1995; work is done within a safe and Saito & Roehlkepartain, 1995). reasonably comfortable setting. Opportunities encompass those chances for Supports consist of the interpersonal "young people to learn how to act on relationships that allow a young person to the world around them—the chance take full advantage of existing services and to explore, express, earn, belong and opportunities. Such relationships should be influence...test out ideas and affirming and respectful, ongoing, and behaviors and to experiment with offered by a variety of people within a different roles" (Zeldin et al., 1995, young person's social network. Important p. 11). Learning through characteristics of program staff and participation in activities that the personnel who can provide optimal support young person perceives as have been discussed earlier. These challenging and relevant to their interpersonal relationships may provide lives can take place in all types of emotional, motivational and strategic settings. Opportunities which are support. Emotional support involves giving especially important in meeting the and receiving love, friendship, and identified needs of youth are: affirmation. Motivational support is offered through high expectations. This includes the • Exploration, Practice, and opportunities, encouragement and rewards Reflection: The chance to actively necessary to meet high expectations. learn and build skills, and to Standards and boundaries are also critically test, explore and discuss motivational when the messages are clear ideas and choices. regarding the rules, norms, and discipline related to them. Youth are especially • Expression and Creativity: The motivated by standards and boundaries they chance to express oneself through helped create or feel they have the 8 opportunity to discuss and modify as As Zeldin et al. (1995) point out the quality appropriate. Strategic support encompasses of services offered in a program may well be planning, options assessment, and access to determined by the availability of quality resources. Such support involves receiving opportunities and supports built into the assistance in assessing one's options and program. Opportunities may represent the relationships characterized by coaching, actualization of the program services in the feedback and discussion. Strategic help also lives of the participants. When one can includes assistance in gaining access to identify specific ways that a program offers current and future resources through youth opportunities to explore and practice involvement and connections to people and new skills, critically reflect on and evaluate information. new ideas, be creative and express oneself, have a sense of belonging and responsibility Integration and Application towards the group, and feel they are making a contribution through service and/or In regard to currently existing programs one employment, then the needs of youth are might use these themes of services, potentially being met. To make sure that opportunities, and supports as a way of potential is fully realized it is important that comparing what a program offers with the a "goodness of fit" exists between these needs of youth and the identified opportunities and the targeted participants. components of successful programs. For That is, the opportunities are at a example, in the area of services one might developmentally appropriate level and they pose the questions: What are the services reinforce or complement other important that a particular program offers to children, aspects in a participants’ life (i.e., family youth and families? Do they meet a and peer relations, school and work). particular need in the community as a whole and in the lives of the participants in The theme of supports encompasses what particular? Are the programs services many experts in the field of youth coordinated with services offered by other development have identified as the most organizations or agencies in order to avoid crucial element of any successful program. unnecessary replication yet provide a The quality of the personnel, whether comprehensive community program? Are professional or volunteer, and the staff trained and competent to offer these interpersonal relationships they form with services? Is the organization developing the youth are at the very heart of successful their resources in such a way that they will programming. Intense individualized be able to continue offering such services? attention from a knowledgeable caring adult Are services offered in ways that are with whom youth can relate is the primary appropriate to the ethnic and cultural source of emotional and motivational characteristics of the targeted participants? support within a program. Are they readily available, easily accessible, affordable and of high quality? Such Considering a youth program from the questions encourage reflection and perspective of services, opportunities and comparison of the services a program offers supports encourages an integration of with the identified needs of youth and the thought regarding the needs of youth, the components which mark successful identified elements of effective youth programming. programming and the design and organization of current and future youth 9 programs. The process of identifying and with kids at high risk. Session classifying the various elements of a youth presented at the annual Partners in program as to their function and relating People conference workshop. them with the needs of youth and the Berkeley, CA. elements of effective youth programs may reveal areas of strength and weakness in the Dryfoos, J.G. (1990). Adolescents at risk: program. This may be viewed as a first Prevalence and prevention. 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