A curriculum for

youth work professionals

Positive Youth
Development
101

Jutta Dotterweich
ACT for Youth Center for Community Action
Bronfenbrenner Center for Translational Research
College of Human Ecology
Cornell University

2021 edition
Positive Youth Development 101:
A Curriculum for Youth Work Professionals

by Jutta Dotterweich
2015/2021

ACT for Youth Center for Community Action

Bronfenbrenner Center for Translational Research
Cornell University
Ithaca, New York
act4youth@cornell.edu

Manual, slides, and handouts available for download at:

www.actforyouth.net/youth_development/professionals/manual.cfm

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Table of Contents

Acknowledgements .................................................................................................................................... 6
Development Team................................................................................................................................. 6
Risk and Thriving in Adolescence Program Work Team .......................................................................... 6
Curriculum Overview .................................................................................................................................. 7
Purpose ................................................................................................................................................... 7
Intended Audience .................................................................................................................................. 7
Development Process ............................................................................................................................. 7
Curriculum Design................................................................................................................................... 7
Implementation ...................................................................................................................................... 8
Equipment/Supplies................................................................................................................................ 8
Evaluation ............................................................................................................................................... 8
Section 1: Positive Youth Development ..................................................................................................... 9
1.1 Introduction and Overview ............................................................................................................. 9
Warm-up Activity: Mingle, Mingle - Huddle, Huddle (15 min) ........................................................... 9
Introductions and Expectations; Overview of Training (20 min) ....................................................... 10
1.2 What is Positive Youth Development? .......................................................................................... 11
Activity: PYD in Action (15 min)........................................................................................................ 16
Alternative to “PYD in Action” ball activity (5-10 min) ...................................................................... 17
1.3 A Quick Overview of Adolescent Development............................................................................. 20
Activity: Timeline of Adolescent Development (30 min) .................................................................. 20
Activity: Video - Brain Development in Teenagers (5 min) ............................................................... 23
Activity: Reflect on your own multiple identities during adolescence (15 min) ............................... 24
Section 2: Positive Youth Outcomes ........................................................................................................ 29
2.1 Building Positive Youth Outcomes ................................................................................................ 29
Activity: Large Group Brainstorm (5 min) ......................................................................................... 29
Activity: Bump it Up (25 min) ........................................................................................................... 32
2.2 Services – Opportunities – Supports ............................................................................................. 33
Activity: Using the SOS Framework (15 min) .................................................................................... 34
2.3 Strengths and “Sparks” ................................................................................................................. 36
Activity: Video - What is Your Spark (5 min) ..................................................................................... 38
Activity: Spark Interview (20 min) .................................................................................................... 39

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 Activity: Brief Discussion and Brainstorm (5-10 min) ....................................................................... 39
2.4 Developmental Relationships ........................................................................................................ 40
Section 3: Youth Voice and Engagement ................................................................................................. 43
3.1 What Do We Mean by Youth Engagement? .................................................................................. 43
Activity: Partner Reflection (7 min) .................................................................................................. 43
Activity: Video - Accidental Bully (5 min) ......................................................................................... 46
3.2 The Benefits and Challenges of Youth Engagement ...................................................................... 48
Activity: Take a Stand (30 min) ......................................................................................................... 48
3.3 Adultism – Obstacle to Youth Engagement ................................................................................... 51
Activity: When You Were a Teen… (10 min)..................................................................................... 51
Activity: Adultism Scenarios (30 min)............................................................................................... 52
3.4 The “Y” in Youth-Adult Partnerships ............................................................................................. 56
Activity: Graffiti Wall (10 min).......................................................................................................... 56
Section 4: Youth Development Programming .......................................................................................... 59
4.1 Effective Youth Development Programming ................................................................................. 59
Activity: 30-30 (15 min)..................................................................................................................... 59
Activity: Agency Climate Bingo (10 min) .......................................................................................... 60
4.2 Creating an Inclusive Program Environment ................................................................................. 62
Activity: Using a Trauma-Informed Approach (30 min) .................................................................... 64
4.3 Scaffolding: A Universal Teaching Strategy ................................................................................... 65
Activity: Teach a Skill (20 min).......................................................................................................... 65
Activity: Video – Praise and Mindsets (7 min) .................................................................................. 70
4.4 Active Learning .............................................................................................................................. 71
Activity: Video - How Youth Learn (20 min) ..................................................................................... 71
Reflection Activity (20 min) ............................................................................................................... 73
Section 5: Youth Worker Competencies .................................................................................................. 75
5.1 What Does a Competent Youth Worker Look Like? ...................................................................... 75
Activity: Draw a Youth Worker (30 min) .......................................................................................... 75
Activity: Large Group Brainstorm (15 min) ....................................................................................... 77
5.2 Deconstructing Biases ................................................................................................................... 78
Activity: Video - The Universe Inside Your Minds (15 min) .............................................................. 79
Activity: What can we do to address our biases? (25 min) .............................................................. 80
5.3 Personal Boundaries: Where to Draw the Line? ............................................................................ 82

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 Activity: What Would You Do? (30 min)........................................................................................... 82
Activity: Boundaries Brainstorm (5 min) .......................................................................................... 83
5.4 Experience Matters ....................................................................................................................... 84
Activity: How Do You Handle Dilemmas? (30 min)........................................................................... 85
Activity: Wrapping It Up (10 min)..................................................................................................... 87
References ................................................................................................................................................ 89
Section 1: Positive Youth Development ............................................................................................... 89
Section 2: Positive Youth Outcomes .................................................................................................... 90
Section 3: Youth Voice and Engagement .............................................................................................. 90
Section 4: Youth Development Programming ....................................................................................... 91
Section 5: Youth Worker Competencies ............................................................................................... 92

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Acknowledgements

The Positive Youth Development 101 curriculum was developed in 2015 and updated in 2021 by Jutta
Dotterweich, Cornell University, in collaboration with the New York State (NYS) 4-H State Office, the NYS
4-H Educator Association, the Risk and Thriving in Adolescence Program Work Team, and several youth
development consultants and former trainers of the NYS Advancing Youth Development (AYD)
Partnership. This curriculum builds on the experience and curricula of the NYS AYD Partnership, which
provided professional development for youth workers from 1998 through 2011.

This curriculum development and training project is supported by the USDA National Institute of Food
and Agriculture, Smith Lever project 2012-13-272.

Development Team
Jutta Dotterweich
Director of Training and Technical Assistance
ACT for Youth Center for Community Action
Bronfenbrenner Center for Translational Research (BCTR)
Cornell University
jd81@cornell.edu

Joan Bickweat Phyllis Morena

Youth Development Consultant Consultant & AYD Lead Trainer
Rochester, NY Rockland County

Jerome Christie Karen Schantz

4-H Youth Development Issue Leader Clearinghouse Director
Cornell Cooperative Extension (CCE) Orange County ACT for Youth Center for Community Action
BCTR, Cornell University

Eduardo González Melissa Schroeder

State Diversity, Research Partnership Development, Youth and Family Development Team
and Youth Development Specialist Coordinator
Cornell University Cooperative Extension - NYC CCE Schuyler County

Risk and Thriving in Adolescence Program Work Team

Chairs: Jutta Dotterweich, BCTR and Melissa Schroeder, CCE Schuyler
Megan Tifft, CCE Tompkins Cindy Dort, CCE Saratoga County
Jacqueline Davis-Manigaulte; CCE NYC Julie Triplett, CCE Cortland County
Jessica Spence, CCE Yates Jerome Christie, CCE Orange
Rachel Williams, CCE Seneca Janis Whitlock, BCTR
Autumn Lavine, CCE Tioga Marnie Annese, Onondaga County Youth Bureau
Stephanie Graf, CCE Jefferson County JoAnn Fratarcangelo, Schuyler County DSS & YB
Nigel Gannon, NYS 4-H Ellen Lazarek, Oswego County Opportunities
June Mead, CCE Broome County Toni Ross, Oswego County Opportunities
Mary Fairley, CCE Saratoga County Sally Schwartzbach, Learning Web

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Curriculum Overview

Purpose
The Positive Youth Development 101 curriculum aims to provide an orientation to the youth
development approach for professionals new to the field of youth work. While maintaining core
concepts of positive youth development that were promoted by the NYS Advancing Youth Development
(AYD) curricula, this training includes new activities, resources, and research findings.

The goals are to:

• Increase knowledge and skills of new youth work professionals

• Establish a common language among youth work professionals
• Advance a youth development network in New York State

Intended Audience
This curriculum is designed for professionals who work directly with youth in late childhood and
adolescence in a wide range of educational, recreational, or residential programs. It is especially
appropriate for newly hired 4-H or community educators within the Cornell Cooperative Extension
network. The training or its components can also be used with supervisors, administrators, community
volunteers, and funders interested in learning about the positive youth development framework.

Development Process
The first phase of curriculum development consisted of a literature review and series of meetings to
reflect on lessons learned from past youth development training initiatives such as the AYD Partnership.
This led to a first-draft curriculum structured as a 10-hour training organized in five sections. The draft
curriculum was pilot tested in three Upstate locations and in New York City. Participants included
Cornell Cooperative Extension (CCE) 4-H educators and other CCE community educators working with
youth, as well as other community-based youth work professionals. In NYC most participants worked in
after-school programs or intervention programs for high need youth. All pilot trainings involved
professionals with no prior youth development training together with individuals who had some
experience with the youth development approach. During each pilot training, participants provided
extensive feedback on the activities and materials used in each of the five sections. Pre- and post-tests
demonstrated an increase in knowledge of youth development concepts and strategies.

New activities, research, and resources were added to the curriculum in 2021.

Curriculum Design
Based on input from the field, the curriculum was designed in distinct sections that can be delivered as
stand-alone workshops. There are five sections:

1. Positive Youth Development (PYD): Overview of the theoretical underpinnings and key
principles of PYD and a brief review of adolescent development
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 2. Positive Youth Outcomes: Definition of positive outcomes and discussion of strategies to build
these outcomes
3. Youth Voice and Engagement: Discussion of ways to give young people opportunities for
meaningful engagement and overcome the barrier of adultism
4. Youth Development Programming: Review of features of effective youth development settings
and youth-centered learning approaches
5. Youth Worker Competencies: Discussion of competency frameworks, boundaries, and ethical
dilemmas
Drawing on an experiential learning model, the curriculum uses a range of small and large group
activities to allow for active participation, discussion, and reflection, in combination with short lectures,
informative handouts, and web-based resources.

Implementation
The curriculum is structured in five distinct sections, each of which takes roughly 2 - 2½ hours to deliver.
The full curriculum requires roughly 12 hours of training time. It can be presented in two full days,
several half days, or shorter sections delivered over several weeks.

The recommended group size is 14-20 participants. The training includes many small group activities;
spacious training spaces will work best for these. Free wall space is needed for displaying newsprint and
larger pieces of paper. For room set-up, tables arranged in a banquet, classroom, or “U”shape style are
recommended.

Facilitators should have youth work experience and be very familiar with the theory and concepts of
positive youth development. Skills in teaching and group facilitation are required.

If the training is being offered in full days, a team of two facilitators is highly recommended.

Equipment/Supplies
• Laptop/projector/speakers/screen (or room with built in AV equipment)
• Internet access
• Easel/newsprint/markers/pens
• Butcher paper (paper roll)/scissors
• Masking tape
• Handouts (binders optional)
• Name tags

Evaluation
A pre- and post-test is recommended and included in the manual. In case the curriculum is being
delivered in sections over a period of time, a general participant feedback form is included that can be
offered after each section.
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Section 1: Positive Youth Development

1.1 Introduction and Overview

Objectives: Participants will be able to describe the training objectives
Participants will begin to get to know each other

Material: newsprint, marker, slide

Time: 40 min

Slide 1: Welcome

Welcome to the training “Positive Youth Development 101.” This is a training for youth workers. We
consider any professional or paraprofessional who works directly with young people a youth worker.

Our goals are to make you familiar with positive youth development as an approach or philosophy of
working with young people. We will explore its core concepts and underlying theoretical frameworks,
the research that supports it, and its practical application. Finally, we will provide you with many
resources.

We will spend much time together – about 12 hours. Let’s start with some introductions and a little
warm-up activity to start the process of getting to know each other.

Trainers introduce themselves.

Warm-up Activity: Mingle, Mingle - Huddle, Huddle (15 min)

Let’s get you started with a little game called “mingle, mingle - huddle, huddle.”

Here are the rules: We will all get up and gather in the free space over there. When I say “mingle,
mingle,” walk around and introduce yourself to people you have not met yet. Just like a cocktail party.
Introduce yourself, say where you are from, and move on to the next person.

When I say “huddle, huddle,” quickly form a group of four with the people around you. Once you all are
in groups I will give you a topic to talk about. OK? Start mingling.

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After a couple of minutes, say “huddle, huddle.” Additional (Optional) Questions for Mingle,
Once they are all in groups ask them to share Mingle, Huddle, Huddle Activity
with each other.
When you were in high school/a teen, what…
Here is your first topic: Go back in time…think
• was the most exciting thing you
about your time in high school. What were
experienced?
some of the high points you experienced in high
• were the “cool” groups?
school?
• was the cool thing to do?
• kind of risks did you take as a teenager?
• was the dress code?

Give groups 3-4 minutes to share during the huddle time.

Initiate another round of mingle, mingle. Topic for the next huddle period:

What were some of the low points you experienced during high school? And what helped you get
through them?

Ask for volunteers to share first high points, then low points, then coping strategies. Summarize:

Adolescence can be a challenging time with lots of excitement and pressures, and the need for external
support. Give me a show of hands: how many of you would like to go back to adolescence, if that were
possible?

Ask them to take their seats.

Introductions and Expectations; Overview of Training (20 min)

Follow up with a round of introductions: name, organization, and their expectations for the training.
Record expectations on flip chart.

Slide 2: Training Overview

Training Overview

1. Positive Youth Development

2. Positive Youth Outcomes
3. Youth Voice & Engagement
4. Youth Development Programming
5. Youth Worker Competencies

• Review training layout, sections, and agenda for the day.

• Review expectations (on flip chart) and how they match up with the training agenda. Entertain a
few questions.
• Review housekeeping details.
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1.2 What is Positive Youth Development?
Objective: Participants will be able to name core concepts of positive youth development

Material: 8-10 small foam balls, slides

Handout: “Research That Supports Youth Development”

Time: 20-25 min

Slide 3: Section 1

1. Positive Youth Development

When you hear the term “Positive Youth Development,” what comes to mind?

Entertain a few comments from the audience.

Slide 4: What is PYD?

What is PYD?
Child and adolescent
development?

Youth programs?

A philosophy or
approach?

Text:

The term “positive youth development” often generates several different responses. Most commonly
people hear “youth development” and think of child and adolescent development, meaning biological,
social, emotional, and cognitive development. Or they think of youth services, all the programming and
services communities provide to young people to address their needs and foster their growth. Or they
might think of a distinct approach or philosophy of interacting and working with young people, one that
informs programming and promotes adolescent development.
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We understand positive youth development as an approach or philosophy that guides communities in
the way they organize services, supports, and opportunities so that all young people can develop to
their full potential.

Slide 5: Ecological Model of Development

Ecological Model of Development

Family

Youth

Text:

Let’s take a brief look at the theoretical foundation for positive youth development. Urie
Bronfenbrenner (1979) pioneered an ecological framework of human development. Bronfenbrenner
noted that child and adolescent development occurs in interaction with a set of social systems. Young
people grow up in families, peer groups, school, work settings, neighborhoods, and within societal
structures and norms. And now with the Internet we can add a global dimension. It is through
interaction with various social groups or systems that young people develop competencies and values.

Bronfenbrenner also stated that the interaction between young people and their environment is
reciprocal. This means that development does not just happen to children and adolescents. They are
actively involved in shaping their own development. Youth are participants, not just recipients. He used
the term “agency” to denote the ability to direct or influence events. This is an important concept that
we will revisit when we talk about youth voice and engagement.

Slide 6: Maslow’s Hierarchy of Needs

Maslow’s Hierarchy of Needs

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Text:

Another important theory embedded in positive youth development is Maslow’s Hierarchy of Needs.
Abraham Maslow (1943) was concerned with the question of what individuals need in order to thrive or
do well.

Maslow showed that for healthy development to occur, human beings need to meet foundational needs
such as basic physiological needs (food, water, and shelter) and safety. If these are not met, human
beings are preoccupied with survival and not directed toward healthy development. Beyond this, human
beings thrive when they feel:

• loved and part of a larger group,

• competent and capable,
• able to understand and meet the basic requirements of their environment,
• capable of finding symmetry, order, and beauty in their environment, and
• self-actualization and transcendence.

He defined this last need, self-actualization, as the perception that one has realized their potential and
achieved a high level of personal growth and awareness. Maslow indicated that not all individuals reach
the highest level, and that healthy development can occur without this need being met.

We know from research that children and youth who don’t have their foundational needs met – and
brain research now indicates that belonging is another foundational or essential need – are preoccupied
with survival and unable to focus on learning or engage in other social interactions (Garbarino, 1995;
Scales & Leffert, 1999).

Slide 7: Social Toxicity

Social Toxicity

Social factors that poison youths’

well-being and healthy development

Text:

James Garbarino (1995) coined the phrase “social toxicity” to describe the social factors that interfere
with young people’s healthy development. Although some of these social issues have improved over the
years, they still have impact on the lives of young people.

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Most of them are well known. Read off a few, and make some key points:

• Racism: leads to a gap in academic performance (African American and Latinx children do less
well); youth of color are overrepresented in special education classes and in the justice system.
• Poverty: leads to fewer opportunities and less support; youth who grow up in poverty often face
additional problems such as violence and disrupted family relationships.
• Sexual exploitation: refers to the increasingly over-sexualized representation of young children
and youth in the media, social media, and commercial marketing.
• Health threats: Exposure to drugs and alcohol leads to early experimentation with substances,
potentially resulting in substance abuse and violent behavior.
• Lack of benevolent adult authority: Garbarino has pointed out that many young people lack
role models who promote positive social and moral values. Many celebrities, who youth may
consider role models, promote wealth and materialism.

Slide 8: Inequity and Adolescence

Outcomes for Poor, Inequity and Adolescence

Black, Latinx and
LGBTQ Youth

Lower High School &

College Gradua�on

Poor Health Outcomes

(pregnancy, STI, HIV,
substance abuse)

Higher Rates in
Deten�on Rate, Foster
Care Placement

National Academies of Sciences, Engineering, and Medicine. (2019).

The Promise of Adolescence

Text:

Social toxicity produces serious inequities for our youth. The 2019 National Academy report “The
Promise of Adolescence: Realizing Opportunity for All Youth” documents negative trends in several
outcome areas for Black and Latinx youth, LGBTQ+ youth, and young people with income below the
poverty threshold. Among these groups of young people, high school graduation and college attendance
rates are lower than those of white and middle class youth. Teen pregnancy, STI and HIV infection, and
substance abuse rates are higher. The chances of being placed in foster care or detained are also higher.

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Slide 9: Supportive Research: Prevention, Resiliency, and Youth Development

Supportive Research
Prevention Research
What predicts and prevents poor health outcomes?

Resiliency Research
What explains success despite the odds?

Youth Development Research

What predicts and promotes thriving?

Text:

There are three bodies of research that have supported the positive youth development approach and
its theoretical foundation.

• Prevention science has investigated the question: How can we predict and prevent negative
behaviors? By identifying risk factors – conditions that increase the likelihood of negative
outcomes – and protective factors, which buffer against these negative effects, prevention
science has informed many interventions and programs.
• Resiliency research has shifted to the question: Why do many young people do well despite the
negative environment in which they live – the risk factors they have to face? Much of this
research is based on longitudinal studies that have followed groups of individuals over years
from childhood to adulthood.
• Another body of research has taken a different direction and has investigated the question:
What makes young people do well or thrive? Peter Benson and his colleagues at the Search
Institute synthesized the research on adolescent development and identified 40 assets or
building blocks that young people need to thrive – to become successful, productive adults. We
refer to this as youth development research.

Refer to handout “Research that Supports Youth Development” for additional information.

Slide 10: Emerging Science of Learning and Development (SOLD)

Emerging Science of Learning and

Development (SOLD)
Brain Development

Experience
Malleability dependent Context
growth

Pamela Cantor et al. 2018

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Text:

Additional supportive research is coming from the emerging field of learning, development, and brain
science. The old debate of nature versus nurture has been decided. The brain is highly malleable and
plastic. It can wire and rewire in interaction with the environment. This makes us very adaptable. We
learn and grow through experience, through interacting with our environments. And this happens in
social context, in relationships. Development is less about genes and more about nurturing and
relationships. This new research supports the Bronfenbrenner model of human ecology that we
discussed earlier.

Activity: PYD in Action (15 min)

(See below for an alternative activity)

I would like to do a brief activity to demonstrate some of the theoretical concepts we’ve discussed. I
need a volunteer who appreciates the opportunity to go back in time and be 14 again. Ask volunteer for
their name. I need a second volunteer who will be the parent. Ask volunteer for their name.

Ask the group – quickly: What are the challenges that young people face today, in this society?

Each participant who names a challenge will be handed a light foam ball. Stop at eight. Challenges
should include drugs, violence, early sex/teen pregnancy, school dropout/failure, depression, gangs, etc.
Ask those eight participants to come forward, and line them up a yard or two from the teenager and the
parent.

To the “parent”: Here are all the challenges your teen is facing. Your charge as a parent is to protect your
child. Prepare yourself to protect [name]. When I count to three and say “go,” the challenges over there
will come your way. They will throw everything they have at you.

Make sure everybody understands the charge.

After they throw the balls, ask the volunteer “teen” how they felt about it. Did they feel safe?

Gather the balls and give them back to the eight volunteers.

Ask the youth: Who else can we call on to help? What other people and adults in the community can we
call in? (Helpers can be a neighbor, teacher, religious leader, youth program leader, coach, member of
the extended family, etc.).

Once the “youth” identifies an adult, ask if anybody in the group plays that role. Ask them to come up.
Identify and gather six or seven people.

You are all supporters and protectors of [name of teen]. Your charge is to help the parent protect
[name]. Take a minute to come up with a plan, and then you’ll face the challenges one more time.

Ask the volunteers representing challenges to line up again. On “go” they will throw their balls again.
Afterwards ask [name] how it felt this time.

Debrief activity.

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Alternative to “PYD in Action” ball activity (5-10 min)
Material: 10 pencils, strong rubber band

I would like to do a brief activity to demonstrate some of the theoretical concepts we

discussed.

Take a pencil and hold it up.

Just assume for a second that this pencil is a young person right now attending high
school (name youth). What type of pressures and challenges might this young person
face?

Encourage group to name several challenges – drugs, alcohol, violent/dangerous

neighborhood, unprotected sex, abusive boyfriend or girlfriend, emotional stress…

What might happen if this young person faces all these issues alone? Audience
response…

Snap the pencil in half. Right, they might snap and not be able to handle the stress.

Now let’s assume that the young person has supportive adults in their life. Who could
that be?

Each time the group mentions an adult (parent, family member, coach, teacher,
neighbor, religious leader, 4H leader, supervisor at work…), take a pencil and add it to
the first pencil, hold them up vertically and form a tight bunch. Put the rubber band
around them.

Hold up the bunch of pencils. Do you think that this young person will break easily given
all the supports they have?

Try to break the bunch. This is impossible to do. Try it out yourselves. Send the pencil
bunch around.

Debrief.

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Slide 11: Defining Positive Youth Development

Defining Positive Youth Development

A philosophy or approach that guides

communities in the way they organize programs,
supports and opportunities so that young people
can develop to their full potential.
• Focus on building positive outcomes
• Youth voice and engagement

• Long-term involvement/Developmentally appropriate

• Universal/Inclusive
• Community -based/Collaborative

Text:

We defined positive youth development as an approach or philosophy that guides communities in the
way they organize services, supports, and opportunities so that all young people can develop to their full
potential. There are several key, research-based principles underlying this approach:

• Focus on positive outcomes: We shift from preventing or fixing problems to creating positive
outcomes such as competencies, connections and caring relationships, positive values and
expectations, and meaningful participation. This also means that we use a strength-based
approach.
• Youth voice/engagement: We work with young people, not for them. We engage young people
as partners, create youth-adult partnerships, and listen to their expertise and perspective. This
usually requires that we as adults become aware of and control the negative assumptions and
stereotypes we might have of young people. (We call this negative posture “adultism.”)
• Long-term, developmentally appropriate involvement: As a community we seek to support
young people throughout their development – about 20 years – while adjusting to their
changing developmental needs. A 12-year-old needs different support and opportunities than a
16-year-old. We also know that young people need extended exposure to programs and
supportive adults to thrive; short-term programs and opportunities are not as effective.
• Universal/inclusive: As a community we need to provide support and opportunities to all young
people, not just to the “high risk,” targeted groups or the high achieving group. This does not
mean, however, that we cannot provide additional support to young people who face extra
challenges. In addition, research tells us that universal strategies are often very effective for high
risk or high need youth.
• Community-based/collaborative: As we discussed earlier, young people interact with a variety
of social environments. For a positive youth development approach to succeed, non-traditional
community sectors such as businesses, faith communities, or civic organizations need to be
involved. And this implies that we have to work together collaboratively.

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Slide 12: Paradigm Shift

Paradigm Shift
Traditional Youth Services Positive Youth Development

 Fixing Problems  Building on strengths

 Reactive  Pro-active
 Troubled Youth  All youth
 Youth as Recipients  Youth as Participants/Resources
 Programs  Relationships

 Professional Work  Everyone’s Work

Adapted from Search Institute. 2001.
Old Attitudes/New Attitudes. Speaking of Developmental Assets.

Text:

Positive Youth Development changes how we look at and provide youth services.

Click through each line.

• We move from fixing problems to building on strengths.

• Instead of reacting to problem behavior, we are pro-active, building positive outcomes.
• Instead of targeting troubled youth we engage all youth.
• We move from looking at youth as recipients of services to youth as resources and active
participants.
• Traditionally we have focused on programs and interventions, now we focus on relationships.
• Through this emphasis on the importance of relationships, young people become not just the
business of professionals, but of everyone in the community.
Recap: Q & A.

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1.3 A Quick Overview of Adolescent Development
Objectives: Participants will be able to describe core tasks of adolescent development
Participants will be able to identify implications for program development

Material: markers, slides, AV equipment

3 large sheets of newsprint prepared with headings “Elementary School,”
“Middle School,” and “High School”
blank white paper, pens

Handouts: “Stages of Adolescent Development”

“Section 1: Resources & References”

Time: 60 min

Before we delve into core concepts of positive youth development, let’s take a brief look at the youth
we are working with. What do we know about adolescent development? What is going on regarding
physical/sexual, cognitive, social, emotional, and moral development? Although many of you have taken
a course in child and adolescent development, a brief refresher might be helpful.

When does adolescence start and end?

Entertain some comments.

This is not an easy question, is it? Generally, adolescence is considered to begin with the onset of
puberty. The average age for girls is 10-12 (though some enter puberty as early as 8), and for boys the
age is 12-14 (some as early as 10), so we can say roughly around 10. There is less agreement about the
end of adolescence. In the past, age 19 was commonly seen as the end of adolescence; with findings in
adolescent brain development, there is some push to lengthen adolescence to age 25. For now let’s go
with the age range 10-19.

Slide 13: Adolescent Development

Adolescent Development

What is going on in adolescence?

• Physically/sexually
• Cognitively
• Socially and emotionally
• Morally
What are some major tasks and events?

Activity: Timeline of Adolescent Development (30 min)

(Three stations, prepared newsprint)

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I would like to invite you to test your understanding of adolescent development – the common
milestones, events, and tasks that young people have to develop or cope with at certain ages. Let’s
divide you into three groups. One group will investigate elementary school, one middle school, and one
high school. We included elementary school since puberty and adolescence start there for some youth.

In your group, think about the development that happens during that time – physically, socially,
emotionally, cognitively, and morally. What skills and competencies are they developing? Also, think
about the challenges they face during that time: major events or changes that might influence their
behavior and development.

Work on it collectively as a group. You can use words or symbols or pictures to record your events and
tasks.

Debrief: Have groups report out, starting with elementary school. Ask after each group report if others
have questions or want to add something. Add important tasks and events if they are missing.

Thank the groups for doing a good job.

Refer to handout “Stages of Adolescent Development” as a reference. Also highlight the additional
resource “Teen Years Explained,” a comprehensive publication by the Johns Hopkins School of Public
Health which is available for free download (listed on the “Section 1: Resources & References” handout).

Keep in mind that developmental psychologists are moving away from the use of milestones to describe
adolescent development. Young people often do not progress through milestones; their development
tends to jump up and down in these charts. However, developmental charts can still be useful as a
general guide while working with youth and when developing program activities.

Slide 14: Tasks of Adolescence

Tasks of Adolescence
Adjust to maturing Develop/apply abstract
bodies and thinking skills Develop/apply more
feelings complex perspective
taking
Renegotiate
relationship with
adults
Develop/apply new
coping skills
Take on
increasingly
mature roles and
responsibilities Identify moral
standards, values, and
Develop identity beliefs
(different
aspects) Form friendships that Understand/express more
are close and complex emotional
supportive experiences

Text: (click through the topics)

Reviewing adolescent development as we just did, we realize that adolescents face many tasks and
challenges during this time. Here is a brief summary:

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 • They need to adjust to bodies that nearly double in size and acquire sexual characteristics. This
also includes establishing a sexual identity and developing the skills for romantic relationships.
• Their cognitive skills change gradually but profoundly, allowing abstract and hypothetical
thinking.
• They acquire the ability to see things from another person’s perspective, increasing their ability
to resolve problems and conflicts in social situations and relationships.
• As they confront and handle all the changes that are occurring, adolescents acquire new abilities
to cope with risk, stress, and conflict.
• They develop a more complex, personal, and moral belief system that will guide their decisions
and behavior.
• They develop more competent and sophisticated ways to understand and handle emotions.
• The quality of their friendships changes; the focus shifts from interests and activities to feelings
and understanding.
• They explore and form a stable sense of self. Core roles that are explored are gender, sexual
orientation, and race/ethnicity.
• They take on the roles and responsibilities of adulthood with respect to work, family,
community, and citizenship.
• They negotiate a new relationship with parents and adults, balancing independence and
ongoing connection.

Slide 15: Adolescent Brain Development

Adolescent Brain Development

https://www.youtube.com/watch?v=dISmdb5zfiQ

Text:

We hear much about the adolescent brain. Advances in technology have shed light on brain functioning
and development. We now realize that adolescent brains are not fully developed. The brain centers that
are responsible for rational decision making and emotional regulation follow different developmental
timelines.

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Activity: Video - Brain Development in Teenagers (5 min)
Let’s watch a brief video that explains what we know about adolescent brains. Play video - “Brain
Development in Teenagers,” Oxford University’s Brain Diaries Exhibition, 2017. (2:16 minutes.)

https://www.youtube.com/watch?v=dISmdb5zfiQ

Debrief video.

We would like to end this section with a few important themes of adolescence that we need to
understand and pay attention to.

Slide 16: Theme: Risk Taking

Theme:
Risk Taking

Do Something
www.dosomething.org

What Kids Can Do (WKCD)

www.whatkidscando.org/specialcollections/service_learning/index.html

ACT for Youth Toolkit: Risk Taking

http://www.actforyouth.net/adolescence/toolkit/risk.cfm

Text:

As we have seen in the video, risk taking is part of normal adolescent development. It attracts a lot of
attention because of the potential harm it can cause (accidents, injuries, substance abuse, etc.). We
would like to highlight a few resources through which you can learn more about the dynamics of risk
taking and strategies to channel the need for excitement and daring activities to positive outlets.

Briefly open websites:

• DoSomething.Org (click on “Causes”) – This is a resource that helps young people explore issues
or causes and become activists. This will provide them with opportunities to take positive risks
and challenge themselves.
https://www.dosomething.org/us
• WKCD: Service Learning – This is another youth-focused, resource-rich web site. The pages on
service learning list many youth-led projects, providing additional examples of positive risk
taking for youth.
http://www.whatkidscando.org/specialcollections/service_learning/index.html
• ACT for Youth Toolkit: Risk Taking – If you are interested in learning more about what the
research says about risk taking, this link connects you to resources on adolescent risk taking.
Part of the Adolescent Development Toolkit, it includes fact sheets, videos, and presentations.
http://www.actforyouth.net/adolescence/toolkit/risk.cfm

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Slide 17: Theme: Identity Formation

Theme: Identity Formation

Self-identity is how
you
see yourself

Social identity is how

others see you.

A Process of Exploration and

Commitment
Resource: http://www.actforyouth.net/adolescence/identity.cfm

Text:

One key theme of adolescent development is identity formation. The process of figuring out who you
are and how you fit in begins in childhood but gains great importance during adolescence. We don’t
have time to go into depth here, but there are great resources on the ACT for Youth website about
identity.
http://www.actforyouth.net/adolescence/identity.cfm

Slide 18: Social Identities Activity

Multiple Social Identities

Youngest of 4 kids
3 older brothers Female

Lebanese

Guitar player

Middle class
College -bound

Text:

This is a good time to think back to your adolescence – your middle and high school years. And think
about the hats you wore, the social identities others recognized in you. We all have many dimensions
that identify us.

Thinking back about my adolescence I see…

Add your own social identities.

Activity: Reflect on your own multiple identities during adolescence (15 min)
I would like to invite you to think about your high school years and the social identities you explored.
Take a piece of blank paper and draw a large circle on it. Then mark the circle with 5 or 6 social
characteristics other people most likely identified with you.
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Take a couple of minutes to do that.

After a few minutes ask participants to form small groups of three.

Please share in your group your reflections and how you felt at the time. How did you experience this
time? Any pride, confusion, struggles, or conflicts? Take 5 minutes in your groups.

Debrief; ask a few volunteers to share their experiences with the full group.

Slide 19: Multiple Social Identities (wheel)

Multiple Social Identities

Adolescent
population is
increasingly
diverse

LGBTQ Youth
come out
earlier;
identities
continue to
evolve

National Academies of
Sciences, Engineering, and
Medicine. (2019). The Diversity Wheel as used at Johns
Promise of Adolescence Hopkins University

Text:

Identity is multidimensional, and the adolescent population is increasingly diverse. Beliefs about how
individual ethnic and racial backgrounds relate to each person’s self-definition are very personal. This is
more complex for immigrant youth, who are negotiating their home culture with the existing cultures in
a new country. Research shows that young people with cross-racial friendships do better with
differences, social and emotional competence, and wellness.

LGBTQ youth are expressing their identities earlier; they are also experimenting with new identities.

Adolescence may be a prime time to expose youth to differences; it is a time for transforming social
cognition.

Slide 20: A Sense of Self

Sense of Self

A cohesive, congruent
sense of self is linked
to:

 Self-esteem
 Goal-setting
 Emotional well-
being

How can you support young

people in their exploration of
identity?

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Text:

A sense of self is linked to self-esteem, goal setting, and emotional well-being. Let’s take a couple of
minutes and reflect on some strategies you have used to support a positive sense of self in the youth
you work with. How can you support young people in their exploration of identity? Call out some ideas.

Slide 21: Theme: The New Digital World

Theme: The New Digital World

The average 8- to 12-year -old

American spent 4 hours and
44 minutes looking at screens
each day in 2019

American teens, ages 13 to

18, used entertainment screen
media for an average of seven
hours and 22 minutes each
day in 2019

https://www.commonsensemedia.org/social-media-social-life-
infographic

Text:

Adolescents are leaders in adapting to the new digital world. Recent reports indicate that close to 90%
of adolescents have access to smart phones. Now, driven by the pandemic, it may have reached 100%.

And they are spending a lot of time online. What are the implications for adolescent development?

Slide 22: What is the Impact?

What is the Impact?

• Research ambiguous
• Youth with low social and
emotional stability more likely to
experience negative impact

• Changes in:
• Connection
• Focus
• Rest
Christine Carter, 2020

Text:

The research about the impact of screen time and online engagement on mental health is still unclear.
While research has not established that digital engagement harms mental health, some studies have
shown correlations between high levels of screen time and poorer psychological well-being. In her 2020
book “The New Adolescents,” Christine Carter discussed certain areas of concern:

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 • Connection: Comparing themselves to people online, many teens report loneliness, exclusion,
and feeling pressured.
• Focus – Many teens experience a decrease in deep learning.
• Rest - Cognitive overload leads to sleep deprivation. Adolescents need 9 hours of sleep. Many
youth simply do not get enough sleep. In turn, lack of sleep can lead to depression, anxiety, and
problems with daily functioning.

Transition:

Using a positive youth development approach, we can work with youth to create the developmental
opportunities that foster well-being. The first step is to turn our focus to positive outcomes.

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| 28
Section 2: Positive Youth Outcomes

2.1 Building Positive Youth Outcomes

Objectives: Participants will be able to name core competencies young people need to succeed
Participants will be able to outline a series of strategies to build these competencies

Material: slides, markers

6 sheets of newsprint prepared with titles: Competence, Confidence, Caring,
Connection, Contribution, Character

Handouts: “Positive Youth Outcomes – 6 Cs”

“Section 2: Resources & References”

Time: 40 minutes

Slide 23: Section 2

2. Positive Youth Outcomes

One of the core principles of PYD is a focus on building positive outcomes. Instead of preventing or fixing
problems we aim to build skills and competencies.

Karen Pittman, founder of the national youth development initiative Ready by 21, framed it this way:
“Problem free is not fully prepared.” She later added “Fully prepared is not fully engaged.” Young people
need a set of skills and competencies to successfully transition into adulthood, and they need to engage
in their communities to become active citizens.

Let’s start to explore and unpack this concept. Can we think about this in very concrete terms?

Activity: Large Group Brainstorm (5 min)

What are the competencies, attitudes, character, and values we want to see?

Write down suggestions on newsprint. If possible, try to organize by competencies, attributes, prevention
outcomes (maybe divide the newsprint into 3 sections).

Summarize comments.
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There is a lot of agreement about what young people need to learn to become productive adults and
citizens. Over the past 20 plus years, several frameworks have been developed and promoted. Although
the language is different, they all address very similar skills and qualities.

In his book “The Good Teen,” Richard Lerner describes his framework: the 6 Cs.

Slide 24: 6 Cs

Text:

The Cs emerged in the 1990s with contributions from many researchers and practitioners. Based on
research, this framework provides us with a vocabulary to describe what young people need to succeed:

• Competence – the ability to act effectively in school, social situations, and at work. This includes
academic, cognitive, social, emotional, and vocational competencies.
• Confidence – a sense of overall self-worth and efficacy.
• Connection – a sense of belonging, positive bonds with people and social institutions.
• Character – respect for society and cultural rules, an inner moral compass.
• Caring – a sense of sympathy and empathy for others, a commitment to social justice.
• Contribution – active participation and leadership, giving of oneself to bring about change in
social and civic life.
Refer to handout “Positive Youth Outcomes –6 Cs.”

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Slide 25: Embedded: SEL Core Competencies

Embedded: SEL Core Competencies

Recognize one’s emotions,
Manage emotions values, strengths, and
and behaviors limitations
to achieve
one’s goals

Make ethical,
Show constructive choices
understanding about personal and
and empathy for social behavior
others

Form positive relationships, work

in teams, deal effectively with conflict
www.casel.org

Text:

The social and emotional learning field as represented by CASEL – the Collaboration of Academic, Social
and Emotional Learning – has identified core competencies that we all need to navigate to do well in this
world. The CASEL list helps flesh out the social emotional competencies mentioned in the 6 Cs.

• Self-management – the ability to manage emotions and behaviors to achieve one’s goals
• Self-awareness – the ability to recognize one’s emotions, values, strengths, and limitations
• Responsible decision making – the ability to male ethical and constructive choices about
personal and social behavior
• Relationship skills – the ability to form relationships, work in teams, and deal effectively with
conflict
• Social awareness – the ability to show understanding and empathy for others

ACT for Youth developed a social and emotional learning toolkit that provides a wide range of resources
to build and strengthen these core competencies. Refer to “Section 2: Resources and References”
handout.

Slide 26: Other Outcome Models

Other Outcome Models

Text:

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There are several other models of positive youth outcomes that touch on the same concepts but use
different language. Some are probably very familiar to you.

Click to move from one model to the next:

• Essential Elements of 4-H Youth Development is an outcome model that builds on the Circle of
Courage: Mastery, Independence, Generosity, and Belonging.
• 40 Developmental Assets is a popular model developed by the Search Institute.
• Ready by 21, Karen Pittman’s organization, promotes a shared vision of outcomes and
indicators: “healthy and safe, connected and productive in life, school, and work.”
• Circle of Courage merges educational theory and practice with “the cultural wisdom of tribal
peoples.”

We don’t have time to review these models here, but your “Section 2: Resources & References”
handout includes resources on all of them.

Knowing what young people need to succeed is the first step. Next, we have to think about how we
build these desired outcomes. How do we support young people in developing the skills, character, and
attitudes they need? There are many different strategies and approaches we can take. You are all
working with young people, so you are already using many of those techniques.

Activity: Bump it Up (25 min)

Using the 6 Cs model, we have six newsprint sheets – one for each C. We will split you into six small
groups and each group will brainstorm approaches and activities to build young people’s capacity in this
area. You will have only a few minutes. Next we will “bump up” every group’s worksheet clockwise to
the group next to them. Each group can add strategies to the list generated by the earlier group. After a
few minutes we will bump it up one more time. Ready? Any questions?

Arrange six small groups, hand out prepared newsprint and markers. When everybody is settled, ask the
groups to start. Allow four minutes for the first, and three minutes for the next two rounds.

Debrief. Have each group present. Ask after each group presentation if there are additional ideas.
Summarize key strategies and approaches.

This activity made it clear that activities are not the only way to nurture and build positive outcomes.
Relationships, recognition, organizational supports, boundaries and expectations, and supportive
environments are all important strategies and mechanisms that help young people grow.

Transition:

Karen Pittman introduced a helpful framework to summarize these elements: Services – Opportunities –
Supports.
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2.2 Services – Opportunities – Supports
Objectives: Participants will identify services, opportunities, and supports for youth in the
community

Material: slides, pens, paper

Handout: “Services, Opportunities, Supports: The SOS Framework”

Time: 20 min

Let’s take a look at Karen Pittman’s framework of Services – Opportunities – Supports.

Thinking back to Maslow’s hierarchy of needs, this model incorporates the reality that young people
might have needs that must be addressed before they can learn and thrive. It also reflects a core
principle of youth development: Youth development is community-based. Young people grow up and
develop in interaction with various social groups and institutions within a community, not just in
programs.

Slide 27: Services – Opportunities – Supports

Services – Opportunities – Supports

• Provided to or • Conducted with
for youth youth

• Intended to • Relationships and

enhance health, resources to
safety, support emotional
performance, Supports wellbeing; structure
and other Services and guidance;
forms of access to info and
essential well resources
being and
physiological
functioning Opportunities

• Done by youth

• Meaningful opportunities to practice and expand on what youth know

and learn – either through work, service, or advanced learning

Text:

• Services: Services are the efforts done to or for youth in order to enhance health, safety,
performance, and other forms of essential well-being and physiological functioning (going back
to Maslow’s hierarchy of needs). These are the traditional services provided by public health
systems, school districts, and other providers.
• Supports: Supports include processes and strategies undertaken with young people that
facilitate access to interpersonal relationships and resources. Taken as a whole, supports
promote a positive climate within which development occurs. Pittman identified three different
categories of support: Emotional support facilitates a sense of safety, nurturing, and friendship.
Motivational support provides positive expectations, guidance, and developmentally
appropriate boundaries. Strategic support facilitates access to needed resources and
information.

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 • Opportunities: In this model, opportunities are done by young people. It is within the realm of
opportunities that youth become actors rather than recipients. Youth are provided meaningful
and real opportunities to practice and expand on what they know and learn – either through
work, service, or advanced learning. Opportunities in which youth are encouraged to exercise
meaningful decision-making roles ultimately demand and foster the greatest number of
competencies in young people.

Slide 28: SOS

Family Peers Education

Safety

Community organizations

SERVICES SUPPORTS
Businesses/ Employment

YOUTH

OPPORTUNITIES

Youth service organizations

Text:

It is not the responsibility of one agency to provide all the services, opportunities, and supports a young
person needs to grow. Using an ecological approach we understand that all social groups and
institutions a young person is connected with will participate in providing needed services, supports, and
opportunities. Going back to the paradigm shift we discussed in Section 1, we are all responsible for the
youth in our community. Youth development is everybody’s business.

Activity: Using the SOS Framework (15 min)

Divide into groups of three.

In your groups think about young people you have worked with, young people who needed extra
support — support that your agency or program could not supply. What community services and
supports have you reached out to or worked with to help a young person? Think about the web of
services available in communities. Discuss and write down the agencies you have referred to and
worked with.

After 5 minutes: Let’s think about the web of community services a bit differently. In your work you
want to provide young people with lots of different opportunities to learn, find their passions, lead, and
expand their horizons. Your agency might not be able to offer a wide range of opportunities. Think
about opportunities you wanted to create for young people and how you collaborated with other
agencies or community groups to make it happen. Discuss this in your group and write down some of
these scenarios and agencies/groups you worked with.

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After 5 more minutes: debrief. Ask for volunteers to share observations and comments. Highlight that
meeting needs is part of paving the road to positive outcomes. Emphasize that building positive
outcomes is community-based. There are many players and settings involved in developing youth.

Refer to handout: “Services, Opportunities, Supports: The SOS Framework.”

Transition:

To identify opportunities that are meaningful and engaging for youth we need to find out what the
youth we are working with care about – what motivates them. We need to find and build on their
interests and strengths.

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2.3 Strengths and “Sparks”
Objectives: Participants will be able to describe a strength-based approach
Participants will be able to use sparks/strengths to build skills

Material: video/AV equipment, slides, pens, markers, newsprint

Handouts: “Sparks Peer-to-Peer Interview”

“Strength-based Information Gathering”

Activity sheet: “Sparks Interview Questions”

Time: 60 min

We stated in the beginning that positive youth development is an approach that is strength based. It
shifts youth work from a problem focus to building positive outcomes and building on strengths. What
do we mean by “building on strengths” or “using a strength-based approach”?

Slide 29: Features of a Strength-Based Approach

Features of a Strength-Based Approach

 People are active participants in the helping

process (empowerment)
 All people have strengths, often untapped
or unrecognized
 Strengths foster motivation for growth
 Strengths are internal and environmental

Source: Saleebey, Dennis. 1992. The Strengths Perspectiv e in Social Work

Practice. Longm an: White Plains, NY

Text:

Emerging from the field of social work and supported by resiliency research, a strength-based approach
is a powerful set of ideas, assumptions, and techniques:

• People are not recipients but active participants in the helping process, which is very
empowering. Let’s remember Bronfenbrenner as well who stated that young people are agents
in their development.
• All people have strengths, but often they are not used or even recognized. As all of you have
probably experienced, if you ask young people what their strengths are, they don’t know what
to say.
• Being able to use your strengths creates motivation to grow and learn. The converse is also true:
We all know that it is not very motivating to focus on your weaknesses and work on improving
your weak spots.

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 • Finally, we know from resiliency research that we have internal strengths such as abilities and
talents, and external strengths such as relationships and opportunities to matter, to be
responsible for something.

Slide 30: Identify and Nurture Individual Strengths

Identify and Nurture Internal Strengths

Social Problem Solving Autonomy Sense of
Competence Purpose & Belief
in the Future
-Responsiveness -Ability to plan -Positive Identity -Goal direction,
-Communication -Flexibility -Internal locus of achievement
skills -Insight control motivation and
-Could recruit -Critical thinking -Mastery and self educational
support -Resourcefulness efficacy aspirations
-Empathy and -Adaptive -Special interest,
caring distancing and creativity,
-Compassion and resistance imagination
forgiveness -Self-awareness -Optimism and
-Pro-social and mindfulness hope
behavior -Humor -Faith, spirituality
and sense of
meaning
Bonnie Benard . 2004

Text:

The first step is to look for and identify young people’s internal resiliencies. Using findings from
resiliency research, Bonnie Benard created this breakdown of internal resiliencies or protective factors.
Young people may not demonstrate all these traits and skills but will exhibit some of them. This is a
great framework to keep in mind to help us identify internal resiliencies and help young recognize their
own strengths. As we just discussed, often young people do not know or recognize their own strengths.
It is our role to make them aware of the strengths they have.

Review a few examples on slide.

Slide 31: Build on Internal Strengths

Build on Internal Strengths

• You believe that young people have strengths (attitude)

• You identify personal strengths (you look beyond the

problems)
• You teach them that they have strengths (name them,
show them how they are being used, suggest how they
can use them in the future)
• You give it time – you persist

Nan Henderson
Home - Resiliency in Action | Nan Henderson,
M.S.W., Ph.D.

Text:

How do we build on the strengths we see in young people? Nan Henderson, a national expert on
resiliency, described the simple strategies you see on the slide.

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Believing that young people have strengths is especially important when working with young people
who are struggling and who may be very negative and self-defeating. They may never have heard
anybody, especially any adult, say that they have skills and strengths.

If you are working with young people in the juvenile justice system or foster care you are looking at
them with a bifocal lens. They are often described and identified by their problems, so it is important
see beyond that and look at their resiliencies and strengths.

Here is another approach to unlock internal resiliencies and strengths. The late Peter Benson from
Search Institute coined the term “sparks,” bringing concrete meaning to this concept of strengths
(2008).

Slide 32: Sparks

Sparks

"A spark is something that gives your life

meaning and purpose. It’s an interest, a
passion, or a gift.“

Dr. Peter Benson, Search Institute

http://www.search-institute.org/sparks

Video - https://www.youtube.com/watch?v=3YFw8oif_qU

Text:

Peter Benson called a special quality, skill, or interest that we are passionate about a “spark.” Sparks
originate from inside a person. When we express it, we feel alive, useful. Life has a purpose.

All young people have one or more sparks. Sparks are more than just things we like to do. They’re a
prime source of meaning, self-directed action, and purpose.

If the word “sparks” doesn’t work for the youth you are working with, you can talk to them about their
strengths, interests, passions, or purpose.

Let’s hear directly from several young people what their sparks are.

Activity: Video - What is Your Spark (5 min)

Play video - Williamsport Area School District “What is Your Spark?” (3:16 minutes).

https://www.youtube.com/watch?v=3YFw8oif_qU

Debrief.

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How do you see sparks playing a role in our efforts to build positive youth outcomes? Why is it
important for us to identify sparks?

Entertain a few comments. Yes, sparks are great motivators.

Research conducted for the Search Institute reveals that only about 50% of youth recognize and identify
sparks. (For additional information, refer to “Section 2: Resources & References” handout, which includes
a research report by the Search Institute). So there is our charge. We need to help young people identify
and develop their sparks.

Activity: Spark Interview (20 min)

Distribute “Sparks Interview Questions” activity worksheet. Have participants work in teams; ask them to
partner with somebody they don’t work with.

Hearing about other people’s sparks might help you learn about your own. Interviewing adults or peers
can be a useful exploratory strategy for young people. We will adapt this technique to give you a chance
to explore the idea of sparks, purpose, and passions. Please team up with a partner – somebody you
don’t work with – and give yourselves some space.

Partner A goes first – who is partner A? Please raise your hand. Great! You have 5 minutes to do the
interview. After that Partner B will take over.

Adult interview questions:

1. Did you know what your sparks (interests, passions) were as a teenager? What were they? What
were you excited about? How did you find your sparks?
2. How did you work on your spark? What did you do to improve it? What skills did you learn along
the way?
3. Who were your spark champions (people who supported your spark)? How did they help you?

Debrief. Ask volunteers to share what they have learned about themselves and about sparks. Refer to
handouts “Sparks Peer-to-Peer Interview” and “Strength-Based Information Gathering” and explain
there are other ways to assess strengths or sparks.

Activity: Brief Discussion and Brainstorm (5-10 min)

Once you identify young people’s strengths or sparks, how can you use this to inform your
programming? How might you use it to engage young people in skill-building activities?

Write down ideas on newsprint. Highlight additional resources on their “Section 2: Resources &
References” handout – in particular the Search Institute and Step-It-Up-2-Thrive websites.

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2.4 Developmental Relationships
Objective: Participants will identify key features of developmental relationships

Material: slides, pens, paper

Handouts: Simple Interactions Tool

Search Institute’s Developmental Relationship Framework

Time: 30 minutes

We have known for a long time that relationships are critical in youth work. Through our relationships
we engage youth and help them grow. We also know now from brain science that positive relationships
can counter adversity and stress. There has been less clarity about what positive relationships look like.
We would like to explore two research-based approaches that describe developmental relationships by
breaking them down into behaviors and characteristics. Both approaches provide us with tools to reflect
on our own relationships with young people. And we’ll discuss how we would use them in our work.

Slide 33: Developmental Relationships

Developmental Developmental relationships are the active

Relationships ingredients of effective interventions.

They are characterized by:

- attachment/connection
- reciprocity
- progressive complexity
- balance of power

Simple interactions are the building blocks;

Li & Julian, 2012 relationships emerge from accumulated
interactions.

Text:

Li and Julian see developmental relationships as the active ingredients of effective intervention. They
looked at how adults interacted with children and youth and identified several types of interactions that
are critical:

• Interactions that create connection.

• Interactions are initiated by both people, not just by the adult with the young person following.
(There is reciprocity in the relationship.)
• Interactions that challenge youth to learn skills, to grow.
• Interactions that promote inclusion. (They refer to that as balance of power.)

Simple interactions are the building blocks; relationships emerge from these interactions.

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Slide 34: Simple Interactions

Simple
Interactions
Tool

https://www.simpleint
eractions.org/

Text:

Based on their research, Li, Julian, and colleagues developed a very simple tool that can be used to
observe and/or reflect on your interactions with young people. The focus is on helping staff identify
what they are doing well and then reinforcing these positive behaviors. The tool helps to guide very
concrete, behavior-specific feedback. You have a copy of the tool in your handouts.

Go to the website, open the tool and open each scale. Use the brief animations to describe each scale.
Ask if there are any questions or observations.

Ask participants to turn to their neighbor on the right and take a few minutes to discuss how they could
use and apply this tool in their workplace.

After 5 minutes, ask for volunteers to share what they discussed.

Slide 35: Developmental Relationship Framework

Developmental Relationship Framework

Search
Institute. 2017.
Relationships
First

Text:

The Search Institute built on Li and Julian’s research and developed a broader stroke framework that
looks at 5 dimensions of a developmental relationship (ask participants to pull out the handout: Search
Institute’s Developmental Relationship Framework):

• Expressing care
• Challenging growth
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 • Providing support
• Sharing power
• Expanding possibilities
In their research they surveyed thousands of young people, finding that roughly 50% of youth report
being in one relationship that rates highly in these dimensions. They also compare parents, siblings,
teachers, youth program staff – young people experience these dimensions differently with different
groups. Research reports and a self-assessment are available on the Search website.

Ask if there are any questions or comments.

Slide 36: Building Developmental Relationships

Building Developmental Relationships

Sparks: What are your

talents and passions?

Strengths: What are your

abilities and values?
4Ss interview:
https://www.search-
institute.org/wp- Struggles: What keeps
content/uploads/2019/ you up at night?
08/4-Ss-Interview-
download.pdf
Supports: People and
places where you can
Kent Pekel’s Ted Talk:
be yourself?
https://www.ted.com/talks/k
ent_pekel_getting_relation
ships_right

Text:

Search offers a different strategy for intentionally building developmental relationships. They developed
an interview guide that programs can use when they start working with youth – for example, youth who
just came into an afterschool program. The guide incorporates what we discussed when we talked about
strengths and sparks. In a roughly 15-minute interview or conversation you ask young people:

• What are their talents and passions?

• What are their abilities and values?
• What keeps them up at night?
• What are their supports: places and people?

On the slide you see links for the guide and a TED talk explaining developmental relationships and the
4Ss interview. The links are also in your Section 2 Resources handout.

Ask if there are any questions.

Ask participants to turn to their neighbor on the left and discuss how they would use the framework,
tools in their workplace.

After 5 minutes ask for volunteers to share their discussion points.

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Section 3: Youth Voice and Engagement

3.1 What Do We Mean by Youth Engagement?

Objectives: Participants will be able to define youth engagement and types of engagement

Material: slides, AV equipment

Handout: “Meaningful Roles”

Time: 20 min

Slide 37: Section 3

3. Youth Voice & Engagement

Over the next couple of hours we would like to explore with you one of the most important principles of
positive youth development – youth engagement. When we started our youth development
conversation we briefly talked about Bronfenbrenner’s ecological model of human development.
Remember? We described development as a reciprocal process. In their interaction with various social
groups and institutions, young people are influenced and directed by them; at the same time, young
people have an impact on these social environments. Agency is an important factor in development.

Youth engagement is really all about engaging young people in meaningful ways. That means creating
opportunities for youth to make decisions, take on responsibilities, and contribute to improving
outcomes for themselves and others.

Activity: Partner Reflection (7 min)

Let’s start by giving you a chance to reflect and talk about how you have involved young people in
decision making and meaningful roles at your work (present or past). Discuss with your partner what
roles and responsibilities you have given young people. Take two or three minutes.

Debrief. Ask volunteers to share what they talked about. Summarize and highlight common themes.
Categorize examples by:

• Choice (mainly affecting young people themselves/younger youth)

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 • Voice (perspective/opinion)
• Participation (making contributions to / taking on responsibilities in carrying out projects)
• Governance (leadership, decision making at higher organizational levels)

You identified many ways young people can be actively engaged and empowered to influence projects,
programs, and organizations. There are many expressions of youth engagement, and there are different
levels of influence. And it usually happens in collaboration with adults. Typically, youth engagement
requires us to grant youth power they did not have before.

Defining youth engagement can be challenging. Within the field of youth work there are several
definitions emphasizing different aspects: youth in governance, youth voice, and youth participation.

Slide 38: Youth Engagement

Youth Engagement
… can be defined as involving youth in responsible,
challenging ac�on that meets genuine needs, with the
opportunity for planning and/or decision
-making
affec�ng others…
there is mutuality in teaching and learning (between
youth and adults) and … each group sees itself as a
resource for the other and offers what it uniquely can
provide.

National Commission on Resources for Youth, 1974

Text:

We use an older definition of youth engagement that goes back to the National Commission on
Resources for Youth in 1974.

They defined youth engagement as “…involving youth in responsible, challenging action that meets
genuine needs, with the opportunity for planning and/or decision-making affecting others…there is
mutuality in teaching and learning [between youth and adults] and … each group sees itself as a
resource for the other and offers what it uniquely can provide.”

We promote this definition because it highlights youth and adults collaborating and acting together to
effect change. This is different from simply handing over all decision making to youth – a common
misinterpretation of youth engagement. By working together and sharing their expertise and unique
perspectives, both youth and adults benefit and learn from each other.

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Slide 39: Examples of Youth Engagement

Examples of Youth Engagement

Youth in Governance
Youth Voice One Vision
(City of Rochester Mayor’s Youth Advisory Council)
https://www.cityofrochester.gov/yvov/

Forum for Youth Investment: Building Effective Youth

Councils.
http://www.readyby21.org/resources/building -effective -youth-councils

Social Activism
Akiva , T., et al. (2017). Reasons youth engage in activism
programs: Social justice or sanctuary? Journal of Applied
Developmental Psychology 53.
https://www.researchgate.net/publication/320107376_Reasons_youth_e
ngage_in_activism_programs_Social_justice_or_sanctuary

Text:

Here are some examples of youth engagement in governance and social justice efforts.

• The first one represents the youth council: Youth Voice One Vision, supported by the City of
Rochester, New York. Through this council, young people have been involved in making
decisions about youth services and issues in the City.
http://www.cityofrochester.gov/yvov

• The second link is a resource – a report by the Forum for Youth Investment on city or statewide
youth councils across the country. It provides examples, scope of work, best practices, and other
resources.
http://www.readyby21.org/resources/building-effective-youth-councils

• The third item is an article that discusses young people’s engagement in social activism and
justice.
https://www.researchgate.net/publication/320107376_Reasons_youth_engage_in_activism_pr
ograms_Social_justice_or_sanctuary

Slide 40: Youth in Media/Education

Youth in
Media/
Education

 Video PSA: The Accidental Bully

https://www.youtube.com/watch?v=97de0hsC7xI&list=UUSS0AF2Eg9Bbbq4QpmjasMw

 How Youth Learn: Ned’s GR8

http://www.whatkidscando.org/featurestories/2013/01_how_youth_learn/index.html

Text:

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Given young people’s typically easy grasp of digital technologies, we want to highlight a few examples of
how young people can be involved in meaningful ways to advocate or educate using new technology.

The first example is a video public service announcement put together by young people in NYC to
educate youth about the use of social media. The second example is a brief, narrated animation that
young people helped develop to educate adults about how teens learn. We will see that one later on.

Activity: Video - Accidental Bully (5 min)

Let’s watch the video PSA: Accidental Bully (More Than Just Sex; 2:37 min).

https://www.youtube.com/watch?v=97de0hsC7xI&list=UUSS0AF2Eg9Bbbq4QpmjasMw

Discuss using media for youth voice.

Slide 41: Meaningful Roles for Young People

Meaningful Roles for Young People

Leadership posi�ons
INCREASED INFLUENCE ON ORGANIZATION

Vo�ng members on boards Shared

Leadership
Commi�ees (hiring, grant wri�ng))

Youth Forum Advocacy Voice and

Advisory Group Consultants Consulta�on
Focus groups/Surveys Youth in media

Peer Educa�on Mentoring Youth Theater Par�cipa�on

Youth as trainers/facilitators Community Service Projects

MORE OPPORTUNITIES; MORE YOUNG PEOPLE CAN GET INVOLVED

Text:

As we have already seen, there are many ways young people can be actively involved in decision making
– taking on responsibilities that impact other people and organizations. We would like to introduce the
model of youth engagement shown here, adapted from the Youth Commission in Hampton, Virginia.

There are more opportunities for young people in the bottom level, Participation. In this category young
people learn to plan, make decisions, implement, and evaluate on an action-oriented and concrete level.
Usually projects have a clear timetable and results can be seen quickly. The overall scope of projects is
typically set by adults.

The second level, Voice and Consultation, highlights youth opinions, as youth are encouraged to express
their perspectives on an issue. Young people are the experts here and take on the role of consultants.
This role requires different skills from those used to complete tasks, projects, and service training.
Results might not be apparent right away.

The third level, Shared Leadership, requires many skills and youth motivation. It is more abstract and
less action-oriented than other roles, and results might be long-term. Fewer young people are likely to
| 46
be interested and skilled enough to move into these positions. This is also true for adults – fewer adults
have the motivation and skills to be in leadership positions. Recruiting young people to the Board of
Directors to establish youth voice in the agency might be tempting, but it is typically not successful
without extensive preparation and support efforts for youth and adults.

We use this model because it shows that there are many opportunities for young people to get involved
according to their interests and skills. The model also provides a path for growth and future
opportunities. Young people are more likely to get started with concrete, action-oriented projects that
provide them with skill-building opportunities. As they get to know the agency as well as their own
potential and interests, they can move up to different positions and responsibilities at higher levels of
impact.

Entertain questions about this model, refer to “Meaningful Roles” handout.

Transition:

In the next section we will test the model and explore how feasible and easy it is to create meaningful
youth engagement in your agency.

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3.2 The Benefits and Challenges of Youth Engagement
Objectives: Participants will understand the benefits of and resistance to establishing youth
engagement

Material: sheets of paper, pens, slides

Handout: “Youth in Decision Making”

Time: 40 min

Let’s assume you have been successfully involving young people in various projects such as a community
event, an educational program for younger children, or co-facilitating a workshop for other youth
agencies. Youth have been involved in planning, directing, and evaluating the projects.

Activity: Take a Stand (30 min)

Now you want to step it up and bring young people onto the hiring committee for youth workers. You
want them to be part of the hiring process from beginning to end: reviewing the job description,
recruitment materials, and applications, as well as interviewing and decision making. To do this right,
you need to get buy-in from the administration as well as your co-workers and supervisors. Let’s put it
to the test.

Can I have a few volunteers – maybe four – please join me here in front of the group? (Set up four
chairs. Divide volunteers into two teams of two.) We’ll have two teams.

• One team will be promoting this idea and will present the benefits of involving youth in the
hiring process.
• The other team will take a stand against it. They will identify all the challenges and
disadvantages.
• Everybody else will pretend to be administrators and supervisors that need to be convinced that
this is a good idea. We will vote on it after hearing both sides.

Assign teams. Offer sheets of paper and pens to write down talking points for their presentations. Both
teams have 5 minutes to prepare their arguments and presentation. The presentations will be 2-3
minutes.

Ask the “pro” team to do their presentation. Give the administrators a chance to ask clarification
questions. Then ask the “con” team to do their presentation. Ask if there are any clarification questions.

Ask the administrators to vote “pro” or “con.” Thank everybody.

Debrief. Ask for impressions and observations. Several questions might be interesting:

• Were there any surprises? Why?

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 • How realistic was the scenario and the outcome?
• Did it compare to your experiences?
• What do you see as the biggest challenges?
• What strategies have been successful?

Slide 42: Ladder of Youth Participation

https://w w w .unicef-irc.org/publications/pdf/childrens_participation.pdf

Text:

Often adults have trouble sharing control with young people and consciously or unconsciously
jeopardize a real partnership. Roger Hart’s ladder of youth participation may illuminate the difficulties
we have establishing equitable youth-adult partnerships. Hart introduced this ladder of youth
participation or engagement many years ago. Drawing from his international youth work, he published
this model in 1992.

The bottom three steps are non-participation. Sometimes adults ask young people to the table, but they
don’t really take them seriously. The adults want to create the image of youth engagement, but it is only
decoration or a token gesture.

The other steps are different ways of engaging youth in decision making. They reflect different degrees
of providing support and sharing control.

The ladder may be a helpful tool to gauge where your program or agency is regarding youth
engagement. It can help us avoid tokenism, decoration, and manipulation.

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Slide 43: Benefits for Youth

Benefits for Youth

• Civic Development (skills,

attitudes, awareness)

• Social/Emotional
Development (belonging,
efficacy)

• Vocational Development
(skills, social capital)

Text:

Since we know that establishing youth engagement in your program or agency might be a challenging
task, it will be helpful if you have supportive research that backs you up and provides you with some
extra ammunition to make your case. What are the benefits for young people?

Research tells us that they will gain competence in civic engagement, skills, and knowledge. They will
enhance their social and emotional skills and develop greater sense of efficacy and belonging. And they
will learn skills that promote their vocational development as well as knowledge of the community and
its social institutions.

Slide 44: Benefits for Adults, Organizations, and Communities

Benefits for Adults, Organizations, and

Communities
• Professional Development (skills, confidence)
• Social/Emotional Development (connectedness)
• Organizations reflect & respond to youth
concerns
• Organizations are more appealing to potential
funders
• Public policies/programs are more effective &
equitable
• New coalitions emerge to address issues

Text:

Review slide. Refer to Shep Zeldin’s monograph, summarized in the “Youth in Decision-Making” handout.
Stress that youth engagement is beneficial for youth organizations; it gives them authenticity and
credibility as youth service organizations.

From experience we know that efforts to establish meaningful roles in organizations often encounter
resistance and skepticism. By knowing the benefits for youth, adults, and organizations, you can make a
strong argument to co-workers and administrators for creating these roles.

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3.3 Adultism – Obstacle to Youth Engagement
Objective: Participants will be able to articulate the concept of adultism and its implications for
youth work

Material: slides, pens

Handouts: “Section 3: Resources & References”

“Worksheet: Framework for Understanding Adultism”
“Framework for Understanding Adultism”

Activity sheets: “Adultism Scenarios”

Time: 40 min

We have heard some compelling reasons for engaging young people in meaningful roles, but even with
this knowledge we will face resistance and challenges along the way. A key issue is that we as adults
have a hard time taking young people seriously, partly because we have a lot more life and professional
experience, and partly because youth culture is ever changing and increasingly foreign to us.

Activity: When You Were a Teen… (10 min)

A good way to understand this adult resistance is to remember what it feels like when you are at the
receiving end. Let’s go back in time to when you were a teenager. Think back to times in your teen life
when you experienced unfair treatment because of your age. What were some of the negative things
adults in your life said to you? And how did it make you feel – what was the impact?

Give a couple of personal examples.

Form small groups of three and share your experiences. Take a few minutes to do this.

Debrief. Ask volunteers to share experiences and emotions. Stress that self-reflection is a good strategy
for becoming aware of and beginning to address negative attitudes they might have toward youth.

Slide 45: Adultism

Obstacle: Adultism

…the behaviors and

attitudes which flow from
negative stereotypes adults
hold about youth.
John Bell, 1995

http://nuatc.org/articles/pdf/understanding_adultism.pdf

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Text:

We call this attitude “adultism”: our negative assumptions, behaviors, and attitudes towards young
people. Adultism is a powerful issue that is strongly embedded in society and manifests in different
ways.

Parents sometimes react negatively to the concept of adultism. We recognize that in highly stressed
communities, adults may need to maintain a strongly authoritative role in order to keep young people
safe. Strict rules that are explained and enforced respectfully do not fall into the category of “adultism.”

Refer to John Bell’s article “Understanding Adultism,” listed on the “Section 3: Resources & References”
handout.

Activity: Adultism Scenarios (30 min)

Slide 46: Manifestations of Adultism

Manifestations of Adultism
 Dysfunctional Rescuing
 Blaming the Victim
 Avoidance of Contact
 Denial of Distinctiveness of Youth Culture
 Denial of the Political Significance of
Adultism

Advancing Youth Development (AYD) Curriculum

Text:

To make the impact of adultism clear, we will now introduce you to a framework first developed for the
Advancing Youth Development curriculum in the early 1990s. This framework helps identify and address
subtle forms of adultism. Adultism is an important issue to discuss in depth, since when working with
young people it is essential to be authentic and non-judgmental. As we will see, sometimes we are not
aware that we are making or acting on assumptions, and we might then be interpreted as judgmental.

Use the handout “Framework for Understanding Adultism” as a guide to introduce these concepts:

• Dysfunctional rescuing: We assume that young people are not able or ready to do the task, so
we take over and do it for them.
• Blaming the victim: We assume that behavior problems are solely the responsibility of young
people themselves; we might not consider the circumstances and conditions that influence their
behavior.
• Avoidance of contact: We assume that we know their needs, but due to lack of contact and
communication we might create programs that address our needs more than the needs of
young people.
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 • Denial of distinctiveness of youth culture: We assume that there are no cultural differences,
leading to an age-blind approach.
• Denial of the political significance of adultism: We ignore the social, political, and economic
realities of young people, resulting in false expectations.

Let’s explore how these expressions of adultism can look in youth work situations. We will introduce five
different scenarios for you to work with. We will form five groups, and each group will discuss one
scenario.

Form five groups. Hand out the five different “Adultism Scenarios” activity worksheets.

In your group review your scenario and discuss it. Address these questions:

• How would young people react to this situation? How would they feel about it?
• What would be the long-term consequences if they are repeatedly treated like this?
• What could you as the adult do differently? What would be an alternative adult response?

Debrief each scenario while showing the appropriate slide.

Slides 47-51: Scenarios

Scenario 1
Two young people are planning to do a presentation about
a recently completed community service project at the
agency’s annual meeting. The day before the event the
adult program leader sees that the young people are not
that well prepared and decides to take over as the lead
presenter.

Have each group report out. Give time for clarification questions, discussion, and additional strategies.

Invite the other groups to comment. Ask the participants if they have experienced similar situations at
their workplace.

Debrief the scenarios activity: insights, observations, application to their work.

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Slide 52: Defeating Adultism

Defeating Adultism

o Self-Reflection

o Deconstruct adultism

Text:

Here are a couple of strategies that help break down adultism.

Start with self-reflection. As we did in the beginning, think back to your teen years – how you were
treated by adults and how it made you feel. Remember that!

Secondly, use the adultism worksheet (handout: “Worksheet: Framework for Understanding Adultism”)
or work with scenarios like the ones we did with your team or staff to deconstruct potential adultist
attitudes at your workplace.

Slide 53: Youth-Adult Partnership Resource

Youth-Adult Partnership Resource

Being Y-AP Savvy:

A Primer on Creating &
Sustaining Youth -Adult
Partnerships

http://actforyouth.net/resources/n/n_y
-ap-savvy.pdf

Text:

We would like to share with you a great resource: “Being Y-AP Savvy: A Primer on Creating & Sustaining
Youth-Adult Partnerships.” Developed by Shep Zeldin and his colleagues at the University of Wisconsin,
this is a step-by-step manual for investigating whether it would be feasible to create a youth-adult
partnership at your organization. The manual helps you identify benefits and challenges, and it provides
planning steps and assessment tools. It is available online.

http://actforyouth.net/resources/n/n_y-ap-savvy.pdf

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Slide 54: Youth-Adult Partnership Tools

Youth Adult Partnership Tools

Youth and Adult Leaders for

Program Excellence (YALPE)
http://actforyouth.net/resources/n/n_yalpe
-
workbook.pdf

Youth-Adult Partnership
RUBRIC
https://cerc.msu.edu/yaprubric

Text:

A good starting point may be a youth-adult partnership self-assessment. There are several assessment
tools available online.

• The YALPE includes an assessment of youth voice in an agency, along with several other tools.
The assessments are done by youth and adult teams.
• The youth-adult partnership rubric is an online assessment. Given its design as a rubric it may
provide some guidance on how to improve what’s going on in the agency. It can be done online.
Let’s take a quick look.

Open it up and show a couple of scales.

Transition:

Now we have a better understanding of meaningful roles for young people – which happen in
collaboration with adults – and we’ve discussed the underlying adult resistance to working with young
people as partners. Clearly we have to work with adults to prepare them for these partnerships. But we
need to prepare young people as well.

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3.4 The “Y” in Youth-Adult Partnerships
Objective: Participants will identify strategies to prepare young people for youth-adult
partnerships

Material: butcher block paper (roughly 3 feet by 8 feet) taped to wall, markers, slide

Time: 20 min

We’ve spent time discussing the challenges of involving adults in effective youth engagement, which
ideally takes the form of a youth-adult partnership. It has been our experience that both youth and
adults need to be prepared for youth-adult partnerships. Let’s now focus on young people. What can we
do to prepare youth for a partnership with adults, and how can young people help us get adults into the
right frame of mind?

Activity: Graffiti Wall (10 min)

This is a creative brainstorm activity. Please grab a marker and go to the paper on the wall. Using words,
symbols, or pictures, write down how you have prepared young people to work in alliance with adults.
Some of you might have used different words such as leadership training or youth-adult teamwork.

Debrief. Have a couple of volunteers read of the strategies. Highlight themes.

Slide 55: Preparing Youth Leaders

Preparing Youth (Resources)

Gardner Center, Stamford University. YELL
http://jgc.stanford.edu/our_work/yell.html

Advocates for Youth. 2009. Building Effective Youth-Adult Partnerships

https://advocatesforyouth.org/resources/fact -sheets/building -effective-youth-
adult-partnerships/

Innovation Center for Community and Youth Development, National 4 -H

Council, National Network for Youth, Youth Leadership Institute. 2003. Youth -
Adult Partnerships: A Training Manual. Youth-
AdultPartnershipsTrainingManual.pdf (wisc.edu)

Adolescent Health Initiative: Creating and Sustaining a Thriving Youth Advisory

Council https://www.umhs-adolescenthealth.org/wp -
content/uploads/2017/02/manual-for-website.pdf

Text:

There are many ways to prepare young people to work in partnership with adults. Here are a few
resources that are available online for free. Briefly review resources.

• Gardner Center, Stamford University: YELL. http://jgc.stanford.edu/our_work/yell.html

• Advocates for Youth: Building Effective Youth-Adult Partnerships.
https://advocatesforyouth.org/resources/fact-sheets/building-effective-youth-adult-
partnerships/

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• Innovation Center for Community and Youth Development: Youth-Adult Partnerships: A Training
Manual. https://fyi.extension.wisc.edu/youthadultpartnership/files/2015/03/Youth-
AdultPartnershipsTrainingManual.pdf
• Adolescent Health Initiative: Creating and Sustaining a Thriving Youth Advisory Council.
https://www.umhs-adolescenthealth.org/wp-content/uploads/2017/02/manual-for-website.pdf

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| 58
Section 4: Youth Development Programming

4.1 Effective Youth Development Programming

Objectives: Participants will be able to identify key components of effective programming
Participants will identify strategies to enhance programming

Material: sheets of newsprint, prepared index cards, markers, tape, slides, pens

Handouts: “Features of Positive Developmental Settings”

“Resources: NRC Features of Positive Developmental Settings”

Activity sheets: “Agency Climate Bingo”

Time: 40 min

Slide 56: Section 4

4. Youth Development Programming

We’ve talked about core concepts of youth development mostly in the larger community context. As
youth workers we mainly interact with young people on the program level. How do we apply these
concepts to programming? And how do we know that we are doing this well, with quality? Over the past
20 years a body of research has focused on quality youth development programming. We will take a
look at the findings, but first let’s think about what young people are looking for in youth programs.

Activity: 30-30 (15 min)

Divide participants into an even number of small groups (about four per group). Assign groups to
different corners of the room with a lot of space between them. There will be two different assignments;
groups with the same assignments should not be next to each other.

I would like to give you a challenge and a little competition. Each group has five minutes to generate and
discuss 30 ideas. Write them down on the newsprint. We have two different assignments, so half of the
groups will work on assignment one and the rest of the groups will work on assignment two. Are we
ready? I will give each group the assignment and when I say “go” you’ll get started.

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Hand each group their assignment on index card.

Assignment 1 – Why do young people join youth programs?

Assignment 2 – Why do young people join gangs?

Give them three minutes. Set up a prize for the winner (optional).

Debrief. Ask each group to bring their newsprint to the front and hang them up next to each other,
grouped by assignment. Ask them to read over the lists of reasons why young people join programs and
gangs. (Or ask two volunteers to read aloud the lists). Debrief surprises, similarities, and differences.

Summarize: Young people have similar reasons for joining programs and gangs, thus gangs represent
real competition for youth programs. Let’s take this challenge and make an extra effort to provide
exciting, quality youth programming.

Slide 57: Features of Positive Developmental Settings

Features of Positive Developmental Settings

Physical and Psychological Safety
Appropriate Structures
Supportive Relationships
Opportunities to Belong
Positive Social Norms
Support for Efficacy and Mattering
Opportunities for Skill Building
Integration of Family, School and Community Efforts

National Research Council (2002)

Text:

What does the research say about effective youth programming? In 2002, the National Research Council
published an important book: “Community Programs to Promote Youth Development.” They reviewed
well-evaluated community-based programs for young people age 10-18, programs that had been shown
to achieve positive outcomes for youth. Through the review they identified eight features of successful
youth development programs. Many of you have probably heard about them. Currently, these eight
features serve as a measuring tool or standard for effective programming. Let’s take a closer look…

Refer to “Features of Positive Developmental Settings” handout and review each feature. Q & A.

Activity: Agency Climate Bingo (10 min)

Let’s do a little test and see how your agencies and programs are doing in some of these categories. I
would like to invite you to play bingo: Agency Climate Bingo.

Distribute “Agency Climate Bingo” activity worksheets.

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Please review the bingo sheet. Take a couple of minutes. When everybody is ready, take a pen and the
paper and find people in this group who can sign off on one of these categories. Make sure to ask how
they implement this particular feature. Each person can sign off only once on your sheet. Let’s see if you
can get the first bingo – when you have five in a row, call out “Bingo!”

Optional: have a small prize available for the winner.

Debrief. Ask which categories were surprising, easy, or tough? Any observations? Implications?

Wrap up by handing out and reviewing the “NRC Features of Positive Developmental Settings:
Resources” handout.

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4.2 Creating an Inclusive Program Environment
Objectives: Participants will identify and demonstrate key components of a trauma informed
approach

Material: AV equipment, slides, thin markers, 4-5 pads of large sticky notes

Prepared in advance: 6 sheets of newsprint, each labeled with one of the 6 principles of
a trauma-informed approach

Time: 30 minutes

When we started the training we discussed the changing demographics of adolescents and the fact that
many young people experience and live with trauma and toxic stress. The NRC report on developmental
settings discusses the need for cultural sensitivity and creating a sense of belonging but does not include
trauma and toxic stress. We would like to stress the urgency of intentionally developing inclusive
program environments by integrating a trauma-informed approach.

Slide 58: Adolescents Increasingly Diverse

Adolescents
increasingly
diverse

Many youth
experience
trauma,
discrimination
and inequities

National Academies of
Sciences, Engineering, and
Medicine. (2019). The Promise
of Adolescence.
Diversity Wheel as used at Johns
Hopkins University

Text:

Just a brief reminder: the 2019 report “The Promise of Adolescence” highlights the increasing diversity
of adolescents and also notes that many young people experience or live with trauma, discrimination,
and inequities.

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Slide 59: Early Adversity has Lasting Impacts

https://www.cdc.gov/violenceprevention/aces/about.html

Text:

The Adverse Childhood Experiences (ACEs) studies has shown that child abuse and neglect and other risk
factors in early childhood can have a lasting impact on development, health, and well-being. The more
risk factors, the stronger the impact. The study also taught us it is far more common for people to
experience adverse and toxic stress during childhood than we ever thought. More recent CDC
surveillance data show that Black, Latinx, and LGBTQ youth, as well as youth with household incomes
below the poverty line, are more likely to be exposed to trauma and toxic stress.

Slide 60: Using a Trauma-Informed Approach

Using a Trauma-Informed Approach

Safety

Empowerment Trustworthiness

Guiding
•

Principles
Collaboration Choice

Consider
Culture, History,
Gender

SAMHSA 2014

Text:

Since we are more aware of young people living with trauma, programs and agencies need to adopt a
trauma-informed approach. What does this mean? SAMHSA outlines six guiding principles:

• Safety: Ensuring physical and emotional safety; checking in with young people to see if they feel
safe in your program setting.
• Trustworthiness: Being clear and transparent about the program and your position, how things
are done in the agency. Being clear about expectations and program structure.
• Choice: Allowing individuals to take part in decision-making regarding their level of
participation; giving them choices in programming.

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 • Empowerment: Ensuring that individuals have a voice during programming; building on their
strengths.
• Collaboration: Communicating respect for young people’s life experience; communicating that
they are the experts on their own lives; working together.
• Cultural, Historical, and Gender issues: Acknowledging the role culture, history, and gender can
play in trauma; actively moving past cultural stereotypes and biases; understanding the healing
value of traditional cultural connections.

Ask if there are any questions.

Activity: Using a Trauma-Informed Approach (30 min)

Let’s think about how we can bring these principles to our work with young people. I am sure that many
of you have used strategies to make programs inclusive and safe that follow some of these principles.

Divide participants into groups of 4 or 5. Give each group a pad of large sticky notes and thin markers.

In your groups, discuss strategies you have used or can think of that address each of these themes. Take
10-15 minutes to discuss your ideas. Write down the strategies – one idea or strategy per sticky note.
When I say: “time is up,” please post the sticky notes on the newsprint on the wall. There is a sheet of
newsprint for each principle.

Once the groups posted their sticky notes, ask volunteers to read off the list of strategies for each
principle. Debrief observations, comments, and takeaways.

Slide 61: Resource

Resource

http://www.actforyouth.net/youth_development/professionals/inclusive -
environments.cfm

Text:

For additional ideas, strategies, and activities to intentionally make program environments inclusive
check out this resource. We developed the training manual “Creating Inclusive Program Environments
for Youth with Different Abilities” with trauma in mind.

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4.3 Scaffolding: A Universal Teaching Strategy
Objectives: Participants will identify and demonstrate key elements of a common teaching strategy

Material: AV equipment, slides, newsprint, markers

Handouts: “Scaffolding Overview”

“Positive and Corrective Feedback”
“Five Reasons to Stop Saying Good Job”
“Section 4: Resources and References”

Time: 40 minutes

Effective programming provides opportunities for skill building. We would like to introduce you to an
instructional technique that is common in education, though less so in the youth services field.
“Scaffolding” is a teaching strategy that can be tailored to youth of any age in different settings. Many of
the embedded techniques you know already – as we will see right now.

Activity: Teach a Skill (20 min)

Ask participants to come together in an open space in the training room. Have them partner up with
another person they do not work with.

Here is your charge. You have two minutes to teach each other a skill, a skill that your partner does not
have at this point. Make it a simple skill, but it has to be new or unfamiliar to your partner. For example,
teach a dance step, or a yoga move, or a phrase in a different language. You have a couple of minutes.

Check in with each team and keep them focused on a simple skill. Monitor time and give them a warning
after two minutes to start wrapping up. Have each team briefly present the skills they learned.

Ask participants what techniques they used to teach the skills (modeling/demonstrating, rehearsing,
coaching, praise, breaking skill into smaller steps…). Write comments down on newsprint.

Have participants go back to their seats.

Scaffolding uses many of the techniques you have just demonstrated. Scaffolding evolved out of a
learning theory originally proposed by Russian psychologist Lev Vygotsky in the 1930s.

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Slide 62: Scaffolding – A Teaching Strategy

Scaffolding– A Teaching Strategy

End
Point
Vygotsky’s Zone of Proximal
Development

Starting
Point Learning Zone

Text:

The optimal place or time for learning occurs when a student can build on skills or knowledge he or she
already has to successfully advance to a new level. The student can’t do it alone, though; he or she
needs the support and guidance of a more knowledgeable person such as a teacher. This is what
Vygotsky calls “the proximal zone of development.” We might also call it the optimal learning zone.

Slides 63 & 64 (animated): Scaffolding Process

Click once to get the slide started. The scaffold will build itself; when ready (see below), click twice for the
second slide and the scaffold will be taken down gradually.

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Text:

How do you help young people experience their optimal learning zone? You do it by engaging them from
the beginning. You assess with them where they are: what do they know, what are their strengths, and
what are their goals moving forward? This will increase their motivation to engage and learn. It involves
breaking down the task into smaller steps.

(Click first “Scaffolding Process” slide.) You provide guidance and support, working side by side with
them and monitoring their progress. The guidance can take different forms, from modeling, explaining
steps, and giving feedback to encouraging a young person to teach another youth.

(Click twice to move to and launch next slide.) Just like using scaffolding when you work on houses, you
continue to build the scaffolding as needed, and take it down when the work is done and you don’t need
the scaffold any more.

Slide 65: Life Skills Example – Doing Laundry

Example: Life Skills –Doing Laundry

Objective Steps

Gather dirty Choose Choose

Do laundry Sort clothes
clothes detergent setting

Explain types of Explain Explain

clothing (temp) types cycles

Check labels

Text:

Let’s use a concrete example: doing laundry, a life skill.

First we break it down into smaller steps:

• Gather dirty clothes

• Sort clothes, explaining what each type of clothing needs: white, colored, delicate, need for
different temperatures
• Check labels in clothes
• Review use of detergent, softener, stain remover
• Review washing cycles (cold, warm, hot)
• Load clothes
• Set washing cycle according to type of clothing
• Add appropriate detergent, etc.
• Activate washer

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Besides the action steps we have several cognitive steps such as retrieving information/knowledge,
categorizing, and decision making. These are essential since they explain why certain steps have to be
done in a certain order. Breaking complex skills down into smaller steps will also help you assess where
the young person is at. They might know certain steps but not others, so the scaffolding can start where
they need assistance.

Slide 66: Key Elements of Scaffolding

Key Elements of Scaffolding

• Break down complex skills into smaller
units/steps
• Assess the young person’s skill level

• Work closely with the young person,

providing guided support
• Ensure a positive ending

Text:

Key elements of scaffolding are:

• Breaking down complex skills into smaller tasks or steps.

• Assessing the young person’s existing skill level: identifying where they are with respect to the
skill, their strengths, interests, etc.
• Working closely with the youth to provide guided support; using techniques such as modeling,
verbal rehearsing and talking through, prompting, providing feedback, etc.
• Ensure a successful ending: You want to set a goal that is challenging but also attainable to make
it a positive experience. This can be part of the initial assessment process and should be done
jointly with the young person.

Refer to handout “Scaffolding Overview.”

How would you apply this technique? Would this approach change what you are currently doing?

Debrief. Stress that they are probably using many of these techniques. This exercise might encourage
them to be more intentional about using scaffolding.

Before we move on, we would like to highlight one facilitation tip. Providing feedback is part of the
scaffolding process. The ability to provide accurate feedback is an important skill for any teacher or
facilitator.

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Slide 67: Feedback

Feedback
Feedback is specific and descriptive, not
interpretive or judgmental

Corrective Feedback Positive Feedback

Describe the behavior Describe the behavior
and offer an alternative emphasizing the child’s
action or elicit an strengths, skills, and the
alternative from the child, outcome.
asking what she or he
could have done
differently.

Text:

There is more to feedback than saying “good job” or “not that way.” Feedback needs to be concrete,
descriptive, and behavior specific. The focus is on the behavior, not the person.

Review slide. This is sometimes hard to do. We often find ourselves saying quickly and often without
thinking: “good job” or “you are so smart.” This sounds more like a judgment, and it does not provide
young people (or adults) with any information about their performance. For young people to learn and
improve their skills, concrete feedback – positive and corrective – is critical.

Two of your handouts will help you practice this. One, called “Positive and Corrective Feedback,” gives
you a few examples. The second one is called “Five Reasons to Stop Saying Good Job,” and it is a short
article that explores the negative effect of relying on statements such as “good job” or “great.”

Slide 68: What to Praise?

What to Praise?

Intelligence?
Chooses easier tasks
Gives up faster with challenging
tasks

Effort?
Chooses difficult tasks
Handles failure

Video: Carol Dweck – A Study on Praise and Mindsets

https://www.youtube.com/watch?v=NWv1VdDeoRY

Text:

Providing praise can actually be harmful. Be intentional about what you praise.

Carol Dweck, a researcher at Stanford University, has done extensive work on the question of what
motivates children to learn. Her research demonstrates that there is a huge difference between saying
“you are so smart” (praising intelligence) and “you worked hard” (praising effort). Children who were
praised for their intelligence chose easier problems and gave up faster; children who were praised for

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effort chose harder problems and showed less frustration with failure. In her book “Mindset,” Dweck
develops the concept of fixed versus growth mindsets based on this research.

Think about how you use praise with young people or your own children. How often have we said “you
are smart … you can do this”? Praise is good, but let’s be intentional about using praise effectively.

Activity: Video – Praise and Mindsets (7 min)

Show video: Carol Dweck – A Study on Praise and Mindsets (4:51)

https://www.youtube.com/watch?v=NWv1VdDeoRY

Debrief video and refer to additional resources on the “Section 4: Resources and References” handout.

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4.4 Active Learning
Objective: Participants will be able to identify strategies for engaging young people

Material: AV equipment, prepared newsprint, markers, slides, tape, pens

Handouts: “Engaging Youth: Planning Activities”

“Consensus - Action Planning”
“Engaging Youth: Reflection Activities”
“Experiential Education & the Experiential Learning Cycle”
“Reflective Group Conversation”
“Open-Ended Questions”
“Gardner’s Multiple Intelligences”
“Collaborative Learning”

Activity sheet: prepared Reflection Cubes - download from Step It Up To Thrive:

http://www.stepitup2thrive.org/downloads/lessons/gps/3_GG_ReflectionCube.pdf
Print on cardstock (one per participant) and cut out

Time: 40 min

We started this session on programming by reflecting on why young people join programs and gangs.
Let’s go back full circle and ask again: What motivates young people to participate in a program? What
type of programming engages them?

Activity: Video - How Youth Learn (20 min)

Slide 69: Active Learning

Active Learning

WKCD: How Young

People Learn

http://www.whatkidscando.org/featurestories/2013/01_how_youth_learn/

We will explore this question with Ned’s help. Developed with the young people of What Kids Can Do,
this video will give us some good ideas.

Show the video How Youth Learn: Ned’s GR8 8 (6:12 min)

http://www.whatkidscando.org/featurestories/2013/01_how_youth_learn
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Debrief; ask what they take away from the video.

As you listen to volunteers report takeaways, reinforce Ned’s points when they come up.

1. I need to feel OK (not hungry, etc., not worried or stressed)

2. It matters – real world stuff, my passions, I can pick my assignment
3. It’s active – fun, hands-on, collaborative learning
4. It stretches me – doable, but taken to a new level
5. I need a coach – access to help, time to make mistakes
6. I have to use it – use it or lose it, pop quiz works
7. Thinking back on it – I grow, reflect on it
8. I plan next steps – how to use it

Slide 70: Helpful Strategies and Tools

Helpful Strategies and Tools

Involve youth in planning activities and
programming

Hands-on learning/experiential learning

Focus on the process: reflection and critical

thinking

Use multiple intelligences

Collaborative learning

Text:

Ned used humor to highlight several core strategies. One was to build on what youth are interested in,
what matters to them. We’ve already discussed building on strengths and passions. In addition, we have
put together several handouts and resources that will help you engage youth in the program activities
you are offering.

Briefly review the “Engaging Youth: Planning Activities,” “Consensus - Action Planning,” and “Engaging
Youth: Reflection Activities,” “Experiential Education,” “Reflective Group Conversation,” “Open-ended
Questions,” “Gardner’s Multiple Intelligences,” and “Collaborative Learning” handouts.

Refer to the “Social and Emotional Toolkit” on the “Section 4: Resources and References” handout for
additional strategies and activities.

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Reflection Activity (20 min)
We’ve covered a lot of ground in this section. We talked about what the research tells us works in youth
development programming. We talked about scaffolding, feedback, and praise. Finally, we discussed
strategies for active learning that engages young people.

Let’s practice one of the strategies – reflection. And we’ll do it in an active and fun way.

Distribute the reflection cube cut-outs and pens.

Think about what you have learned in this section. Use the cube and its symbols to write down your
takeaways.

Review symbols with the help of prepared newsprint:

• Brain – Something that made you think.

• Heart – Something you took to heart.
• Backpack – Something you will take away from this.
• Foot – Some action you want to take when you leave here.
• Wildcard – Additional takeaways.

You can use words or drawing or images to do this. When you are done, fold the cube and tape it
together.

Pass tape around. When they are done, ask the group to take their cube and come to the middle or an
empty space in the room. Form a circle. Ask them to roll their cubes into the middle, then pick up a cube
from another person. Go through all categories and ask volunteers to read out a few of the comments
and reflections under each category. Debrief the reflection activity.

Facilitation note: There is a short homework assignment that participants should complete prior to
Section 5.2. See description in Section 5.2.

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| 74
Section 5: Youth Worker Competencies

5.1 What Does a Competent Youth Worker Look Like?

Objectives: Participants will be able to describe core competencies for youth workers
Participants will be able to identify strategies and local resources to develop
competencies

Material: large sheets of newsprint, markers, tape, slides, paper, pens

Handout: “Section 5: Resources & References”

Time: 45 min

Slide 71: Section 5

5. Youth Worker Competencies

There are many professional titles and education tracks for people who work with young people, such as
teachers, childcare workers, counselors, youth advocates, etc. Most of them are not called “youth
workers.” Although there have been efforts to develop career tracks and college degrees for youth
workers across the country, there is no clearly defined youth work profession with agreed-upon
educational requirements and professional standards.

The former Advancing Youth Development (AYD) Curriculum and Training Project tried to provide
professional development and the unifying language of youth development to the youth work field. We
hope to do the same with this training. We want youth workers to use a youth development approach in
their work with young people. What does it take to do that? What qualities do we want to see in a youth
worker? Let’s start out by looking at knowledge, skills, and personal attributes.

Activity: Draw a Youth Worker (30 min)

Divide participants into small groups of five. Provide each group with a large piece of newsprint and a set
of markers. Instruct them to draw an outline of a person, then fill it with symbols, drawings, and words
to illustrate the knowledge, skills, and attributes of an effective and competent youth worker.

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After 10 minutes each group will present their “youth worker.”

Debrief activity by discussing the distribution of skills, knowledge, and attributes. Summarize themes and
topics that emerged. Highlight:

A youth worker is not just somebody who has the gift to connect with young people (as in “you have it”
or “you don’t”). There are skills and knowledge areas that can be learned and improved.

Slide 72: Competencies: Content Areas

Competencies: Content Areas

• Curriculum • Guidance
- Professionalism • Professional Development
• Connecting with Families • Program Management
• Health, Safety, and Nutrition • Connecting with Communities
• Child & Adolescent Development • Environment
• Cross-cultural Competence

To be added:
Digital learning
Trauma-informed youth work

Text:

Here is one model of youth worker competencies from the National Afterschool Association. These ten
competency areas are fairly common and reflected in most other frameworks. Briefly review the list.

Click: With the exploding field of digital communication and online learning we should add digital
learning and digital literacy – these are important skills to help young people navigate the digital world.

We also need to add trauma-informed youth work since we have learned that many young people are
living with trauma and toxic stress. As we've seen, youth workers need to be aware of the impact
trauma has on young people and master ways to provide a supportive, safe, and inclusive program
environment.

Refer to the handout: “Section 5: Resources and References” for training resources.

Slide 73: Frameworks of Core Competencies

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Text:

Several frameworks for core competencies and professional standards of youth workers have been
developed. This 2009 report from the Next Generation Youth Work Coalition provides a good overview
of other core competency models. The other two resources were developed after the review. You’ll find
these links in your “Section 5: Resources and References” handout.

Activity: Large Group Brainstorm (15 min)

Looking at these lists of competencies, we all realize that ongoing development and training is needed.
Even entering a youth work position with extensive professional development and education would not
necessarily provide you with all these competencies.

Slide 74: Ongoing Professional Development

NYS Networks
Ongoing
• PASE https://pasesetter.org/
Professional
Development • NYS Network for Youth Success
https://networkforyouthsuccess.org/

• Association of NYS Youth Bureaus

https://anysyb.net/

• NYS 4-H https://nys4 -h.org/

• Where do you go?

• In-house?
• In the community?
• Online?

Text:

Let’s take a minute to think about what you can do to increase your knowledge and expertise in some of
these areas. Where can youth work professionals go to learn more?

On the slide you see a list of New York State youth networks.

Where else can you go for further professional development?

Facilitate brainstorm. Write or have a volunteer write suggestions, especially for online sources, on
newsprint.

• In-house?
• In the community?
• Online? (Example: ACT for Youth - http://actforyouth.net/youth_development/professionals/ )

Summarize: There are many local and online sources for professional development. And with continuous
changes in our fast-moving world we need to be committed to ongoing professional development and
learning.

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5.2 Deconstructing Biases
Objectives: Participants will increase their awareness of unconscious biases
Participants will identify strategies to address unconscious biases

Material: AV equipment, slides

Handout: “Section 5: Resources and References”

PRE-SESSION Homework: Complete Implicit Attitude Test (IAT)

Prior to the training day invite participants to complete one or more of
Harvard’s Implicit Attitude Tests (IAT). Explain that is surprising how
much we all absorb societal stereotypes about groups in society (groups
identified by race, age, sexual orientation, gender, weight, disability,
etc.) without being aware of them. As youth work professionals working
with an increasingly diverse youth population it is important to be
aware of our hidden biases. The test is done online and does not take
more than about 10 minutes. They can pick a category, do one test or
several tests; results are provided right after completing the test.
Explain that we will discuss hidden biases, their impact, and ways to
address them in the upcoming training. IAT:
https://implicit.harvard.edu/implicit/takeatest.html

Time: 40 min

As we have discussed throughout the training, adolescent demographics are changing. Young people are
increasingly diverse. We also know that we all have unconscious or implicit biases against people who
are not in our social group. Biases reflect societal prejudices, stereotypes, and assumptions about
groups of people. They are transmitted via culture and media. Since biases will influence our behavior
and the way we interact with others, it is important to become aware of our biases and find ways to
address them.

That’s why we invited you to do a bit of homework and test yourself by signing on to one or more of the
implicit attitude tests of Project Implicit.

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Activity: Video - The Universe Inside Your Minds (15 min)

Slide 75: Implicit Bias

Implicit Bias

https://outsmartinghumanminds.org/module/the -universe-inside/

Text:

Mahzarin Banaji, one of the developers of the Harvard Implicit Attitude Test, has insight into what is
going in our minds. Let’s take a look at this short video.

Open the link on the slide and show video “Outsmarting Human Minds” from Harvard (3:45min)
https://outsmartinghumanminds.org/module/the-universe-inside/

Debrief video. Ask for impressions and responses. Ask for volunteers to describe their test experience and
takeaways.

Slide 76: Impact of Biases

Impact of
biases?
 Microaggressions

How else can

our biases
surface?

https://www.edweek.org/ew/section/multimedia/illustra
tion-microaggressions -in-the-classroom.html

Text:

Unconscious biases will impact our work. Microaggressions are one example. Microaggressions are
negative, often hurtful comments reflecting our biases against a group of people.

Let’s take a look at a few examples in the classroom.

https://www.edweek.org/leadership/illustration-microaggressions-in-the-classroom

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Open the link, click on the image, and scroll over several of the black dots that appear on the web page.
Each dot opens a brief scenario/comment of the teacher and the underlying assumption.

Facilitate a brainstorm: How else can implicit biases interfere with our work?

Summarize points made and stress importance of being aware of your own biases.

Activity: What can we do to address our biases? (25 min)

Ask participants to get into groups of 4 or 5.

In your group, take 15 minutes to discuss what we as youth professionals can do to become aware of
our own biases and ways to address them. Think about ways to intentionally create safe and inclusive
program environments.

Ask groups to share their findings. Answers may include:

• Become aware – do the test

• Question your decisions/assumptions/first impressions
• Be mindful how you engage with young people: whom you engage with more often, how you
feel when you engage with young people
• Create a sense of belonging in program groups
• Build in empathy activities
• Assess your program environment/create inclusive environments

Slide 77: Attitude Check

Attitude
Check

https://implicit.harvard.edu/implicit/

Text:

The first step is to increase awareness of your own biases. Do the test.

Project Implicit is an ongoing research project at Harvard University. Millions of people have participated
in this project here in the US and all over the world. You can sign on to the project and check your biases

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in several dimensions – age, gender, race, sexuality, weight, disability – and new dimensions are added
periodically.

Slide 78: Outsmarting Human Mind

https://outsmartinghumanminds.org/

Text:

Mahzarin Banaji and her team at Harvard has put together this great website for additional information,
research, and strategies on countering unconscious biases. This website is well-named: Outsmarting
Human Minds.

I highly recommend spending some time exploring the resources: articles, podcasts, videos, etc.

Refer to Handout: “Section 5: Resources and References” for additional resources.

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5.3 Personal Boundaries: Where to Draw the Line?
Objectives: Participants will be able to identify personal and professional boundaries
Participants will be able to identify strategies and resources to maintain boundaries

Material: newsprint, markers, slide, cards prepared with scenarios (bulleted below)
Time: 40 minutes

Core competencies are critical and important to develop, but there are other ingredients that make for
good youth work, and they are harder to prepare for. Working with young people can be challenging. It
requires constant decision making, doesn’t it? And why is that?

Activity: What Would You Do? (30 min)

Hand out prepared cards randomly to participants. Ask each card holder to read the scenario. Ask first
the reader and then the group how they would handle the situation.

Scenarios:

• Anthony asks you for a ride home in your car.

• Alex has not been asked by anybody to go to the prom. They ask you to go with them.
• Dion invites you to his birthday celebration.
• Jordan asks you to write an excuse why she has to miss school tomorrow afternoon.
• Kayla tells you about relationship troubles with her girlfriend. She asks you what to do.
• Ben asks you for $10. He promises to give it back next week.
• Sofia asks you to be her friend on Facebook.

Optional: Ask if anybody would like to share another request young people made that was challenging to
respond to. Debrief activity.

Slide 79: Central Tension in Youth Work

Central Tension in Youth Work

Youth workers are directed by professional norms,
program and organizational objectives and
expectations

Youth workers engage with young people in an

informal, personal manner (building rapport)

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Text:

We all recognize that we have to set boundaries working with young people. But we must also realize
that there is an underlying dynamic that can make this difficult at times. On one hand we have program
and organizational goals and expectations. We also have professional norms and standards. On the
other hand we want to establish a relationship with the young person we are working with so we want
to be personable, informal, and trustworthy. We want to be something close to a friend, right? Because
of this central tension, setting and maintaining clear boundaries can be challenging.

It is important to be aware of professional boundaries and professional responsibilities. For new youth
workers, in particular, this might be an area that requires special attention and supervision.

Activity: Boundaries Brainstorm (5 min)

How can you help a new youth worker recognize professional boundaries? What helped you set clear
boundaries for yourself?

Write strategies on newsprint. Strategies should include:

• Know agency’s policies, especially around transportation and liability

• Agency’s standards on professional conduct
• Mandatory reporting
• Confidentiality rules
• Legal rights of adolescents
• Social media policies / information about social media privacy issues

Refer to resources on the “Section 5: Resources & References” handout.

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5.4 Experience Matters
Objectives: Participants will be able to describe common dilemmas in youth work
Participants will learn and practice a process on how to address dilemmas in program
situations

Material: pens, slides

Activity sheet: “Dilemma: Youth in charge, but falling behind”

Time: 40 minutes

We discussed that maintaining personal and professional boundaries can make youth work challenging.
And why are boundaries constantly pushed? Young people come into the program from many different
living situations, bringing with them always-changing experiences, stressors, and emotions. This can lead
to many dilemmas or situations that require some good decision making and strategizing.

Slide 80: Research: Dilemmas of Practice

Research: Dilemmas of Practice

The Youth Development
Experience

• 113 youth – 661 interviews

• 25 program leaders – 125
interviews
• 167 site observations

Resulting in 250 dilemmas

Reed Larson, University of Illinois

www.youthdev.illinois.edu/

Text:

Reed Larson at the University of Illinois has done interesting research on dilemmas of youth work
practice. His team interviewed young people and program leaders, and conducted many site
observations as well, to identify dilemmas and categories of dilemmas. They defined dilemmas as
challenges or situations that require deliberation on the part of program leaders. Also, there’s not one
answer – different leaders respond in different ways to dilemmas. His team identified 250 different
dilemmas. This tells us that facing dilemmas is very common. Working with young people requires
constant deliberation about situations, possible outcomes, and next steps.

Dilemmas often come about when youth voice and culture collide or do not align with program and
organizational norms, practices, and policies. For example, young people developed a video PSA that
uses street language; the agency administration does not approve of the language used. Other
dilemmas reflect a conflict between youth program activities and the cultural and real-world settings
young people come from. For example, youth might not be able to consistently attend programming
due to family demands (household duties, babysitting, etc.).

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Refer to references on “Section 5: Resources & References” handout for additional information; highlight
the Forum for Youth Investment brief: “Unpacking Youth Work” (2008).

Activity: How Do You Handle Dilemmas? (30 min)

Being aware of and recognizing dilemmas are first steps. How do we handle these dilemmas? Reed
Larson and his colleagues investigated this as well. They learned that experience matters. They found
that experienced program leaders consistently and effectively used two main strategies. For one, they
approached the issue from a very youth-centered perspective: they engaged young people in the
problem-solving process, made them part of the solution, and generally turned the incident into a
learning opportunity. Secondly, they looked at the situation as complex, balancing many different
considerations (affecting youth, workers, agencies, etc.).

We would like to give you a process that you can use, ideally in staff meetings with experienced staff, to
debrief dilemmas and learn how to handle them.

Slide 81: Process: Problem Solving Dilemmas

Process: Problem Solving Dilemmas

1. What are the concerns? Contributing factors?

2. Which are the most pressing ones? And why?

3. What are possible responses? (Brainstorm)

4. Of the possible responses which response

would you choose? And why?
5. Any larger takeaway messages?

Text:

This problem-solving process has five steps:

1. Review the situation (dilemma/conflict): Start by identifying the concerns and contributing
factors. Consider effects on youth, staff, program, and organization.
2. Identify the most pressing issues, and why they are the most important.
3. List all possible responses. Do not evaluate yet.
4. After weighing all the information you gathered, select a response. Determine why you are
choosing this response. Does this response consider outcomes for youth, staff, program, and
agency?
5. Finally, are there any takeaways that could inform changes for the program or organization?

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Ask if there are any questions.

As a final activity we would like to practice this process. We will introduce a short scenario. In small
groups, use these steps to analyze and resolve the dilemma we laid out in this case study.

Divide participants into four small groups, mixing them up. Hand out activity sheet “Dilemma: Youth in
charge, but falling behind.”

Read the dilemma aloud:

Youth in Charge, but Falling Behind

High school-aged youth in a leadership program were in charge of planning a two-day summer day camp
for fourth graders. The same young people had worked side-by-side with Mr. Miller, the advisor, in
planning the day camp in prior years, so he decided they were ready to take control over development
of the camp this year. He told them it would be “their camp” – and the youth relished the challenge. In
the first stage, they were very excited as they generated ideas.

However, once the topics to be covered with the children were chosen, many youth acted as though the
task of planning the day camp was done. Some lost interest as the work of preparation turned out to be
less fun than spinning out ideas. The group seemed unable to take things to the next step of planning
out specific activities. When some youth suggested specific ideas, conflicts emerged.

The fourth graders were registered and the dates for the day camp were approaching. Up until now, Mr.
Baker had tried to let youth work through things on their own, but he could see that there were many
details of the day camp that youth had not thought through.

Ask if there are any questions. Give them 10 minutes to process the dilemma.

Ask one group (volunteer) to share their discussion. Debrief activity, process, and its application in their
workplaces.

Slide 82: Moving Forward

Moving Forward
• Competencies are important

• Use community resources

• Set boundaries

• Experience matters

• Discuss and learn from

dilemmas

Text:

What have we learned? And how do we move forward?

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 • Professional competencies and standards are important, but there is more to youth work than
having expertise in certain areas.
• We need to expand our competencies by utilizing resources available in our communities. This
affects professional development and setting development goals with new youth workers.
• We need to reflect on our own boundaries, and we need to help new youth workers identify
boundaries. This means reviewing agency policies and state-wide regulations concerning rights
of young people.
• And we need to be aware of the complexity of program situations and provide opportunities for
staff to discuss and learn from dilemmas. This can happen within agencies (in staff meetings and
through supervision), but also within youth work networks in the community.

Activity: Wrapping It Up (10 min)

We have come to the end of the PYD 101 training. Over the past ___ (days or weeks) we have discussed
many concepts and ideas. We started with the theories and the research that fed into the Positive Youth
Development approach. We talked about Bronfenbrenner’s model of human ecology and Maslow’s
hierarchy of needs. We discussed PYD as a broad, bigger picture, community-based approach for
creating the services, opportunities, and supports that young people need to develop to their potential.
We talked about identifying young people’s strengths and sparks and nurturing developmental
relationships to help youth build all the positive outcomes – remember the 6 Cs – they need to succeed.
We moved on to youth voice and a model of meaningful youth engagement, thinking broadly about
roles and responsibilities young people can take on in a youth service organization. And we discussed
adultism, often expressing itself in very subtle ways, as a major hurdle in creating opportunities for
young people to engage in a meaningful way. Then we went on to apply youth development concepts to
programming, discussing effective features of programming and effective, youth-centered, trauma-
informed teaching and engagement strategies. Finally, we explored what it takes to be an effective
youth worker: building competencies, addressing our own biases, and setting clear boundaries to help
us handle the complex interactions young people engage us in on a daily basis.

We provided you with many resources, in hard copy and online, which we hope you will explore.
Additional resources are available on the ACT for Youth website (www.actforyouth.net).

Let’s close with a brief reflection and wrap-up activity. Please join in this free area here.

Ask participants to form a circle. Have a light ball available.

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Slide 83: Wrapping Up

Wrapping Up
• I feel…
• I learned…
• I never knew…
• I now understand…
• I wish…
• I’m glad that…
• I appreciate

Text:

We’ll pass the ball around so each of you has a chance to reflect on the training experience. The slide
gives you a few prompts to think about your takeaways.

Call one participant by name and throw the ball to them. Participate in the reflection activity.

Thank all participants for attending the training.

When they are seated again, hand out the post test and ask them to complete it.

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References

Section 1: Positive Youth Development

ACT for Youth: Adolescent Identity Development. http://www.actforyouth.net/adolescence/identity.cfm

Biglan, A., Flay, B. R., Embry, D. D., & Sandler, I. N. (2012). The critical role of nurturing environments for
promoting human well-being. American Psychologist, 67, 257-271.

Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design.
Cambridge, MA: Harvard University Press.

Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and individuality: How
children learn and develop in context. Applied Developmental Science, 23(4), 307–337.
https://doi.org/10.1080/10888691.2017.1398649

Carter, C. (2020). The New Adolescence: Raising Happy and Successful Teens in an Age of Anxiety and
Distraction. Dallas: BenBella Books.

Clary, E. G. & Rhodes, J. E. (Eds). (2006). Mobilizing Adults for Positive Youth Development. New York:
Springer Science+Business Media.

Common Sense Media. 2018. Social Media, Social Life: Teens Reveal Their Experiences [infographic].
https://www.commonsensemedia.org/social-media-social-life-infographic

Eccles, J., & Gootman, J. (Eds.). (2002). Community Programs to Promote Youth Development. National
Research Council – Institute of Medicine. Washington, DC: National Academy Press.
http://www.nap.edu/catalog.php?record_id=10022

Gambone, M. A., & Connell, J. P. (2004). The Community Action Framework for Youth Development. The
Prevention Researcher, 11, 17-20.

Garbarino, J. (1995). Raising Children in a Socially Toxic Environment. San Francisco, CA: Jossey-Bass, Inc.

Hamilton, S. F., Hamilton, M. A., & Pittman, K. (2004). Principles for youth development. In S. F.
Hamilton & M. A. Hamilton (Eds.), The Youth Development Handbook: Coming of Age in
American Communities. Thousand Oaks: Sage Publications.
http://ecommons.library.cornell.edu/bitstream/1813/21945/2/PrinciplesYD.pdf

Huitt, W. (2007). Maslow’s hierarchy of needs. Educational Psychology Interactive. Valdosta, GA:
Valdosta State University. http://www.edpsycinteractive.org/topics/conation/maslow.html

Konopka Institute for Best Practices in Adolescent Health. The Ten Tasks of Adolescence.
https://www.alabamapublichealth.gov/alphtn/assets/072011tentasks.pdf

Lerner, R. M., & Benson, P. L. (Eds.). (2003). Developmental Assets and Asset-Building Communities.
New York: Kluwer Academic/Plenum Publishers.

McNeely, C., & Blanchard, J. (2009). The Teen Years Explained: A Guide to Healthy Adolescent
Development. Johns Hopkins Bloomberg School of Public Health.
http://www.jhsph.edu/adolescenthealth/_includes/Interactive%20Guide.pdf
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National Academies of Sciences, Engineering, and Medicine. (2019). The Promise of Adolescence:
Realizing Opportunity for All Youth. Washington, DC: The National Academies Press.
https://nap.edu/catalog/25388/the-promise-of-adolescence-realizing-opportunity-for-all-youth

Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020). Drivers of human development: How
relationships and context shape learning and development1. Applied Developmental Science,
24(1), 6–36. https://doi.org/10.1080/10888691.2017.1398650

Oxford Museum of Natural History: Brain Development in Teenagers [video].

https://www.youtube.com/watch?v=dISmdb5zfiQ

Section 2: Positive Youth Outcomes

Benard, B. (2004). Resiliency: What We Have Learned. San Francisco: WestEd.

Benson, P. L. (2006). All Kids are Our Kids (2nd ed.). San Francisco: Jossey-Bass.

Benson, P. L. (2008). Sparks. San Francisco: Jossey-Bass.

Forum for Youth Investment & National Collaboration for Youth. (2012). A Shared Vision for Youth.
http://www.collab4youth.org/documents/NCYCommonOutcomes.pdf

Henderson, N. et al. (2007). Resiliency in Action: Practical Ideas for Overcoming Risks and Building
Strengths in Youth, Families, and Communities [2nd edition]. www.resiliency.com

Lerner, R. M. (2007). The Good Teen. New York: Crown.

Li, J., & Julian, M. M. (2012). Developmental relationships as the active ingredient: A unifying working
hypothesis of “what works” across intervention settings. American Journal of Orthopsychiatry,
82(2), 157–166. https://doi.org/10.1111/j.1939-0025.2012.01151.x

National 4-H Council. 4-H Essential Elements. http://www.4-h.org/resource-library/professional-

development-learning/4-h-youth-development/youth-development/essential-elements/

Search Institute. Developmental Relationships Framework.

https://searchinstitute.org/resources-hub/developmental-relationships-framework

Search Institute. (2017). Relationships First: Creating Connections that Help Young People Thrive.
https://www.search-institute.org/wp-content/uploads/2017/12/2017-Relationships-First-
final.pdf

STARR Commonwealth. Circle of Courage. https://starr.org/circle-of-courage/

Section 3: Youth Voice and Engagement

Akiva, T., Carey, R. L., Cross, A. B., Delale-O’Connor, L., & Brown, M. R. (2017). Reasons youth engage in
activism programs: Social justice or sanctuary? Journal of Applied Developmental Psychology,
53, 20–30. https://doi.org/10.1016/j.appdev.2017.08.005
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Bell, J. (1995). Understanding Adultism. Reprinted by the FreeChild Project.
https://www.nuatc.org/articles/pdf/understanding_adultism.pdf

Hart, R. A. (1992). Children’s participation: From tokenism to citizenship. Innocenti Essay no. 4. Florence,
Italy: International Child Development Centre. https://www.unicef-irc.org/publications/100-
childrens-participation-from-tokenism-to-citizenship.html

Martin, S., Pittman, K., Ferber, T., & McMahon, A. (2007). Building Effective Youth Councils. Forum for
Youth Investment. http://www.readyby21.org/resources/building-effective-youth-councils

Sullivan, T. (2011). Youth Engagement: More than a Method. University of Minnesota’s Center of Youth
Development/Research.

Zeldin, S., McDaniel, A. K., Topitzes, D., & Calvert, M. (2000). Youth in Decision making: A Study of the
Impact of Youth on Adults and Organizations. Innovation Center.
http://www.cpn.org/topics/youth/cyd/pdfs/youth_in_decision_making.pdf

Zeldin, S., Christens, B. D., & Powers, J. L. (2012). The psychology and practice of youth-adult
partnership: Bridging generations for youth development and community change. American
Journal of Community Psychology, 51, 385-397.

Section 4: Youth Development Programming

Centers for Disease Control and Prevention: Adverse Childhood Experiences (ACEs).
https://www.cdc.gov/violenceprevention/aces/index.html

Dweck, C. S. (2008). Mindset. New York: Ballantine Books.

Eccles, J., & Gootman, J. (Eds.). (2002). Community Programs to Promote Youth Development. National
Research Council – Institute of Medicine. Washington, DC: National Academy Press.
http://www.nap.edu/catalog.php?record_id=10022

Hogan, K., & Pressley, M. (1997). Scaffolding Student Learning: Instructional Approaches and Issues.
Cambridge, MA: Brookline Books.

Lipscomb, L., Swanson, J., & West, A. (2004). Scaffolding. In M. Orey (Ed.) Emerging Perspectives on
Learning, Teaching, and Technology.
http://projects.coe.uga.edu/epltt/index.php?title=Scaffolding

Mahoney, J. L., Larson, R. W. & Eccles, J. S. (Eds.). (2005). Organized Activities as Contexts of
Development: Extracurricular Activities, After School and Community Programs. Mahwah, N.J.:
Lawrence Erlbaum Associates.

National Academies of Sciences, Engineering, and Medicine. (2019). The Promise of Adolescence:
Realizing Opportunity for All Youth. Washington, DC: The National Academies Press.
https://nap.edu/catalog/25388/the-promise-of-adolescence-realizing-opportunity-for-all-youth

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Substance Abuse and Mental Health Services Administration (2014). SAMHSA’s Concept of Trauma and
Guidance for a Trauma-Informed Approach.
https://store.samhsa.gov/sites/default/files/d7/priv/sma14-4884.pdf

Section 5: Youth Worker Competencies

Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden Biases of Good People. New York: Delacorte
Press.

Fusco, D. (Ed.). (2012). Advancing Youth Work. New York: Routledge.

Larson, R., et al. The Youth Development Research Project. http://youthdev.illinois.edu/?page_id=88

Larson, R., Rickman, A., Gibbons, C., & Walker, K. (2009). Practitioner expertise: Creating quality within
the daily tumble of events in youth settings. New Directions for Youth Development, 2009, 71–
88. https://doi.org/10.1002/yd.297

Larson, R. & Walker, K. (2010). Dilemmas of practice: Challenges to program quality encountered by
youth program leaders. American Journal of Community Psychology 45, 338-349.

Malone, H. J., & Donahue, T. (Eds.). (2018). The Growing Out-of-School Time Field. Charlotte, NC:
Information Age Publishing.

Next Generation Youth Work Coalition. What is the Next Generation Youth Work Coalition?
http://www.niost.org/pdf/Coalition%20Description.pdf

Pozzoboni, K. M., & Kirshner, B. (Eds.). (2016). The Changing Landscape of Youth Work. Charlotte, NC:
Information Age Publishing.

Starr, B., Yohalem, N., & Gannett, E. (2009). Youth Work Core Competencies: A Review of Existing
Frameworks and Purposes.
http://www.niost.org/pdf/Core_Competencies_Review_October_2009.pdf

Walker, J. A., Gran, C. F., & Curiel, A. (2005). Shaping ethics: Youth workers matter. New Directions for
Youth Development, 108, 19-30.

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