copyright © 2002 [forum for youth investment/impact strategies, inc.. all rights reserved. the...

Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved.

The Forum for Youth Investment

Impact Strategies, Inc.

Washington, D.C.

Copyright © 2002 [Forum for Youth Investment]. All rights reserved.

Bringing Principles into Policies:

Taking the Youth Development Movement to the Statehouse


The Paradigm The Paradigm Shift:Shift:

Establishing New Establishing New Principles Principles

Phase I:


Broaden the goals: beyond prevention

Broaden the outcomes: beyond academics

Broaden the inputs: beyond services

Broaden the strategies: beyond programs

Broaden the settings: beyond schools

Broaden youth roles: beyond recipients

Broaden accountability: beyond lists & promises

Promoting Youth Development: A Quick Summary of Ideas


Addressing Youth Problems is Critical …

Positive Development

Primary Prevention

High Risk

Treatment

But, Problem Free is Not Fully Prepared.

Broaden the Goals: Beyond Prevention


Preparation

Participation

Power Sharing

… Even Beyond Preparation

But Young People Need to Be Fully Engaged

Better preparation is critical...

Primary Prevention

High Risk

Treatment


The Policy Shift: Assessing the Adequacy of Supports and Opportunities

Phase II:


Adding up the big picture. •How do the pieces connect?•What does the activity add up to? •How much of the developmental space is covered?

Shifting the balance. •Are allocations of resources within the developmental space intentional?

Increasing resources.•How much of the developmental space can be covered?

Youth Development Policy

Attending to the Developmental Imperative: Three Tasks


Making mandates out of What we know about children and youth

• Young people need and deserve supports and opportunities throughout their waking hours.

• Young people deserve early and sustained investments throughout at least the first two decades of life.

• Young people need investments and involvement to help them achieve a broad range of positive

outcomes from academic to physical to civic. (This requires a steady focus on protection, prevention, preparation, and participation within each area).


Putting Shape to What We Know: Defining Developmental Space

From their earliest years until their twenties, children, teens and young adults awaken every morning looking for people to talk to, places to go, and things to do that will help them feel that they matter.

This is a developmental

imperative.

Times of Day

Outcome Areas

Age

This is developmental

space


Schools Fill Some, “After-School Programs” A Bit More


A Hodgepodge of Other Programs Fill the Rest of the Space for Teens and Young Adults

Diversion Prevention

Youth Developmen

t Youth Employment

Service Recreation

Enrichment


Learning school achievement, basic skills

Thriving physical, behavioral health/risks

Connecting social/emotional well-being

Working employment and career experience

Leading civic and community engagement

Lock in Commitments to Improving a Linked Set of Outcomes

++++


Promote a Youth Policy Dashboard, not Just a Report Card

Cars are ComplicatedDrivers Monitor their Progress by:

Odometer

Speedometer

Fuel Gauge

Octane

Distance Traveled

Rate of Speed

Quantity of Fuel

Quality of Fuel

Quantity of Services, Supports and Opportunities

Quality of Services, Supports and Opportunities

Rates of Growth (indicators)

Age of Young Person

Children are More ComplicatedCommunities Should Monitor Policies by:

++

+


Define Outcomes Across the Age Span

SAMPLSAMPLEE

Develo

pm

en

tal A

reas

Early Childhood (0-5)

Elementary Age (6-10)

Middle School (11-14)

High School (15-19)

Young Adults (20-24)

Learning(Basic and

Applied Academics)

All Young Children Ready to Learn

All Children Developing Basic

Skills and Competencies

All Youth Are Succeeding in

School

All Young People Are Fully

Prepared for Higher

Education or Work

All Young Adults Enter Workforce or

Higher Ed With Marketable Skills

Thriving(Physical Health)

All Young Children Fully Immunized

All Children Meet Physical Standards for Developmental

Age

All Youth Develop Proper Nutrition,

Hygiene, and Exercise Routines

All Youth Are Engaged in

Physical Activity and Avoid Risk-Compromising

Behaviors

All Young Adults Have Good Health and Health Habits

Connecting(Social/

Emotional Well-Being)

All Young Children Have Appropriate Attachment to a Significant Adult

All Children Have Positive Self

Awareness, and an Ability to Express

Themselves

All Youth Engage in Socially Acceptable Behavior and Have

a Healthy Self-Concept

All Young People Have a

Sense of Independence

as Well as Positive

Relationships With Those

Around Them

All Young Adults Foster Personal and

Social Growth in the People In Their

Lives

Working(Vocational

Career Experience)

All Young Children Have Awareness that

Adults Work

All Children Have Positive Attitudes

Towards The Employment of Adults

in Their Lives

All Youth Are Aware of Possible Career

Paths that Give Them Hope and

Purpose

All Young People Make a

Successful Transition to

Adulthood

All Young Adults Are Employed With a Living Wage And

Benefits

Leading(Civic and

Community Engagement)

All Young Children Feel Supported By a Community Around

Them

All Children Accept Rules and Social

Boundaries

All Youth Demonstrate Attitudes and

Behaviors of Civic Responsibility

All Young People Are Involved in

Programs to Give Back

All Young Adults Are Making a

Difference in Their Community


Define the Full Range of Indicators For Each Age Group: (Shown for 15-19 Year-Olds)

SAMPLESAMPLE

DEVE LOPMENTAL

AREAS

GEARS

Protecting/ Punishing

Preventing Promoting Participating

Learning(Basic and Applied

Academics)

% of Students Who Are Not Enrolled in School

% of Students Who Skipped Or “Cut” Classes or School Days in the Last Three Weeks

% of Students Achieving at Grade Level

% of Students Actively Involved in Service Learning Programs


Rates of Youth Deaths % of Youth Who are Overweight or Obese, Have STDs, Use Tobacco or Illicit Substances, or Binge Drink.

% of Youth Reporting Regular Exercise, Healthy Diet, and Reproductive Health

% of Youth Who are Active in Programs to Promote Physical Health Among their Peers

Connecting(Social/ Emotional

Well-Being)

Suicide Rates % of Youth Who are Reported to be Sad, Unhappy or Depressed

% of Youth Reporting “Adults in My Community Care About People My Age,” and “Students in my School Treat Each Other With Respect”

% of Youth Serving as Peer Tutors and Counselors

Working(Vocational and

Service)

Number of Youth in Hazardous and Illegal Working Conditions

Unemployment Rate Among 16-19 Year Olds

% of Youth With Workplace Skills

% of Youth Engaged in Workplace Activities

Leading(Civic and


Number of Violent Juvenile Arrests Per 100,000 Juvenile Population

% of Youth Who Report Physical Fighting

% of Youth Who Participate in One or More Community Organizations

% of 18-24 Year Olds Voting


Check the Fuel Tanks: Monitor Inputs across Systems

DEVELOPMENTAL

AREAS

SYSTEMS

Child Welfare

Education Health and Human

Services

Employment Juvenile Justice

Community Based

Organizations

Learning(Basic and

Applied Academics)

Promotion


Protection

Prevention

Connecting(Social/

Emotional Well-Being)

Protection

Prevention Promotion

Working(Vocational and Service)

Promotion

Leading(Civic and


Protection/ Punishment

Participation


Mix the Fuel: Analyze Mix of Inputs from Each System.(Education System Shown, High School Ages Shown)

SAMPLESAMPLEDEVELOPMENTAL

AREAS

GEARS

Protecting/

Punishing

Preventing Promoting Participating

Learning(Basic and

Applied Academics)

Ending Social Promotion

Remedial Education Academic Courses

Active Learning


Reporting Suspected Abuse

Sexual Education School Clinic

Physical Education Team Captains

Connecting(Social/ Emotional Well-Being)

Reported Suspected Neglect

Counseling Student Clubs Peer Tutors

Working(Vocational and Service)

Workers Rights Class

Remedial Education Vocational EducationCareer Awareness

Community InternshipsSchool-To-Career

Leading(Civic and


Expulsion Policies for Dangerous Youth

Conflict Management Training

Civics Education Student Council Service Learning


Harmful Minimal Optimal

Physical and Psychological Safety

Physical and health dangers, fear, feeling of insecurity, sexual and physical harassment, verbal abuse.

Safe and health-promoting facilities; practice that increases safe peer group interaction and decreases unsafe or confrontational peer interactions.

Appropriate Structure Chaotic, disorganized, laissez-faire, rigid, overcontrolled, autocratic. Limit setting, clear and consistent rules and expectations, firm-enough control, continuity and predictability, clear boundaries, and age-appropriate monitoring.

Supportive Relationships Cold, distant, overcontrolling, ambiguous support, untrustworthy, focused on winning, inattentive, unresponsive, rejecting

Warmth, closeness, connectedness, good communications, caring, support, guidance, secure attachment, responsiveness

Opportunities to Belong Exclusion, marginalization, intergroup conflict Opportunities for meaningful inclusion, regardless of one’s gender, ethnicity, sexual orientation, or disabilities; social inclusion, social engagement and integration; opportunities for socio-cultural identity formation; support for cultural and bicultural competence.

Positive Social Norms Normless, anomie, laissez-faire practices, antisocial and amoral norms, norms that encourage violence, reckless behavior consumerism, poor health practices; conformity

Rules of behavior, expectations, injunctions, ways of doing things, values and morals, obligations for service

Support for Efficacy and Mattering

Unchallenging, overcontrolling, disempowering, disabling. Practices that undermine includes motivation and desire to learn, such a excessive focus on current relative performance level rather than improvement

Youth-based, empowerment practices that support autonomy, making a real difference in one’s community, and being taken seriously. Practice that is enabling, responsibility granting, meaningful challenges. Practice that focus on improvement rather than on relative current levels

Opportunities for Skill Building

Practice that promotes bad physical habits and habits of mind; practice that undermines school and learning.

Opportunities to learn physical, intellectual, psychological, emotional, and social skills; exposure to intentional learning experiences; opportunities to learn cultural.

Integration of Family, School, and Community Efforts

Discordance, lack of communication, conflict Concordance, coordination, and synergy among family, school, and community

Check the Octane: Do the Places Where Young People Spend their Time Really Support Their Growth? Quality Counts


What National Organizations Are Doing Family and Youth Services Bureau: State Youth Development

Collaboration ProjectsStarted 1998 with 9 states, in 2000 4 states added, so now 13Up to five years$120,000 per state per year

National Governors Association: Youth Policy NetworkStarted Spring of 2000, 2 year initiative

National Crime Prevention Council: Embedding Prevention In State Policy and Practice Initiative

Started 20016 states, 5 years$100,000 per year per state


States Involved in NGA, FYSB, NCPC

Arizona (NCPC, FYSB) California (NCPC) Colorado (FYSB, NGA) Connecticut (NCPC, FYSB) Illinois (FYSB, NGA) Indiana (FYSB) Iowa (NCPC, FYSB, NGA) Kentucky (NCPC, FYSB,

NGA)

Louisiana (FYSB, NGA) Maryland (FYSB) Massachusetts (FYSB,

NGA) Nebraska (FYSB) New York (FYSB, NGA) Oklahoma (NGA) Oregon (NCPC, FYSB) Wisconsin (NGA) Wyoming (NGA)


What States Are Doing (Nine Critical Tasks)1) Vision: Framing the Issue2) Building Cross-Cutting Coordinating Bodies3) Providing Proof: Evidence, Data, Outcomes and Indicators4) Youth and Community Involvement5) Marketing, Messages and Communication 6) Capacity Building: Supporting People, Programs and

Places7) Developing Model Policies and Initiatives8) Making the Case to Influential Funders to Increase

Resources9) Technology

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