Making It Work A Guide to Successful Y outh -Adult P a r tn er sh ip s
Produced through a joint partnership between the Texas Network of Youth Services and the Prevention and Early Intervention/ Community Youth Develop- ment Division of the Texas 2002 Department of Protective and Regulatory Services. Ab o u t T h i s G u i d e …
As many of us know from personal and professional experience, forming beneficial partnerships is often a challenge — even when all of the goals between the partners are well matched. This guide is designed to help you analyze your ideas about partnerships, specifically partnerships between young people and adults.
The concept of partnering WITH youth most likely represents a fundamental shift in our relationships with young people. No longer are they the clients we work “at” — they become full and active partici- pants in the planning, delivery and evaluation of services. They are full partners that bring fresh per- spectives, energy and talents to the table.
This guide will highlight the many ways that youth and adults can become partners, the levels of part- nerships, and what it takes to form and sustain these partnerships.
Table of Contents
The Fundamentals of Youth-Adult Partnerships 2
Forming Youth-Adult Partnerships 4
Barriers to Youth-Adult Partnerships 6
Sustaining Youth-Adult Partnerships 7
Partnership Tool Kit 11
Resources 19
Bibliography 20 The Fundamentals of Youth-A dult P ar tner shi p s
A true partnership exists when each person has the op- to make decisions with young people, it means adults portunity to make suggestions and decisions, and when are letting go of their traditional roles, listening rather everyone’s contribution is recognized and valued. A than telling, and working with, rather than for youth. Giv- youth-adult partnership exists when adults see young ing young people the authority to make decisions and a people as full partners on issues facing youth and the platform to share their opinions is a way to show re- programs and policies that affect youth. spect.
Unfortunately, we live in a society that does not give All parties involved must be adequately prepared before young people many opportunities to make their own de- entering into youth-adult partnerships. This often means cisions. The idea that children should be seen and not that youth and adults must let go of their stereotypes heard is still common for many adults. Add to this the about one another. Furthermore, youth-serving organi- media’s representation of young people as criminals, zations must embrace the notion that their programs are slackers, selfish and disinterested — with this much bad accountable to young people. Not getting the input of press, it’s no wonder that young people are underuti- young people about a youth program is like launching a lized! new soap product without testing it to see if it cleans! Programs cannot be fully effective without the ideas and You will discover (if you haven’t already) that when given energies of the intended audience. a proper forum, today’s young people are full of ideas and energy to make positive change in their communi- While there is little research on the benefits of youth- ties, schools and families. As the accepted “leaders” in adult partnerships, there is evidence that these relation- society, it is often up to adults to create these opportuni- ships help bolster a young person’s protective factors, ties for young people to show their talents and concern including mastery, compassion and health. Research for their society. also supports the notion that young people are more re- silient when they feel like they have an impact on their If these opportunities are merely for show, young people own lives, the environment and on others. will know it because they are looking for genuine ways to contribute. Tokenism is a level of youth involvement, but To establish reasonable expectations, adults should it holds very little purpose or meaning for those involved. consider a young partner’s assets, what they will contrib- ute to the partnership, and their willingness to mentor To be effective partners, adults must respect and have and train youth when the youth needs it. confidence in youth. If they are truly sharing the power ¤ ¢£ ¡
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In all of life’s lessons, it is crucial that we are given the op- To prepare for partnerships, organizations should strive to portunity to take risks, learn and even fail. Youth are put the following into action: rarely given opportunities to make decisions before they 1. Treat young people the same way they treat adults. turn eighteen, the age at which the vast majority of our so- This means putting all preconceived notions of young ciety believes young people are capable of making their people to the side and allowing them the opportunity to own choices. If adults expect young people to suddenly shine. There are countless stories of young people ris- blossom into responsible and confident young adults, they ing up to lead successful campaigns for the environ- must take the initiative to prepare them – that is, adults ment, animal rights, and against drinking and driving. must step back in order for young people to step up! 2. Make a long-term commitment to involve youth. A young person’s experience with your organization may There are three conditions that should be met before em- have long-lasting effects. If the organization’s intent is barking on a youth adult partnership: to involve young people because it’s just a good idea, • Adults need to be willing to share their power and re- they will feel alienated and not taken seriously. Re- sponsibility with young people cruiting new youth becomes difficult when past part- • Young people need to be willing to take on responsibil- ners have spoken poorly about their experience. ity 3. Involve youth from the beginning. If a new program is • Both need skills to successfully work together under consideration, youth should be invited to help design and critique it before it is launched. This also To reach this point, organizations should consider the fol- provides an opportunity for youth to define roles of on- lowing to determine how to involve young people: going participation related to the program. • Do we want to obtain input from as many young people 4. Involve a diverse group of young people, not just the as possible? stars. Traditional youth leaders are obvious, but a less • How much ownership do we want young people to obvious young person may have a passion for your have? cause, a better perspective of the issue, and a huge • Do we want a one-way or two-way information flow? willingness to participate. • Do we need in-depth or more superficial exploration of 5. Develop a clear vision that embraces youth-adult part- youth issues? nerships. Determine the level of current support of • Do we have the resources to designate specific people partnerships and work to increase it. to support and guide young participants? 6. Involve parents and caregivers to make it easier for • How can we achieve the best outcomes for our organi- youth to participate. If other adults are invested, the zation and our youth participants? commitment level of the young person increases. ¤ ¢£ ¡ 7. Have a staff person dedicated to working with the Ladder of Youth Participation partners – to recruit, train and support them. 8. Provide youth with meaningful ways to participate. Maximum Youth Involvement/ They will not be content to complete meaningless Youth As Partners projects. Assign youth to committees and assign Actions are initiated and directed by youth tasks that make their participation meaningful. Oth- erwise, you lose their trust and patience. Youth are Youth initiate, but share decisions with Adults
busy with other commitments; do not waste their Youth and Adults initiate and direct actions time. Adults initiate, but share decisions with Youth 9. Recruit at least two young people to work in partner- ship with adults. Youth are naturally intimidated by Youth are consulted and informed
adults -- having a peer nearby can help boost Youth are informed and assigned tasks their confidence. Also, remember it is unrea- Youth are tokens; may be asked for ideas sonable to expect one youth to represent all other youth. Youth are used as decorations for the program 10. If possible, provide youth with a space of their own. Youth are used to communicate adults’ messages 11. Check attitudes constantly. Most partnerships with youth fail because of bad adult attitudes rather than a Minimum Youth Involvement/ lack of aptitude. If there is adult resistance, young Youth As Objects people will know this and their determination will fade. Remain willing to work at and grow the rela- Once a clear idea of the type of partnership is formed, the tionship. organization should begin to select and recruit youth part- ners (if they don’t seek out the organization first!). Young A good way to test your group’s position on youth participa- people should be recruited not simply for their age, but for tion is the inventory of adult attitudes, developed by Bill the contributions they can make as individuals. Every per- Lofquist and located in the Toolkit section. Lofquist’s son, at all ages, has opinions and expertise to offer to oth- “Spectrum of Attitudes” theory defines three levels of atti- ers. If this value is held from the outset, the young person’s tudes toward youth: experience will be most meaningful. • Youth As Objects; • Youth As Recipients; and The attributes sought should reflect the needs of the organi- • Youth As Partners. zation and fill the gaps in the existing leadership. It is helpful if the organization provides a profile of the type of person These levels can help determine the appropriate amount of needed for their project or board. This will clearly identify the youth involvement and identify the adults who are willing to skills needed, the purpose of the position and the goals that work with and see young people as significant partners. the participants will plan to achieve. ¤ ¢£ ¡ Barriers to Youth-A d ul t P artn ership s
One of the most prominent barriers to successful youth- Barriers that can be addressed and remedied include: adult partnerships is the attitudes that both young people Schedule of Meetings Ð it may be necessary to sched- and adults hold about one another. Fortunately, the proc- ule meetings in the evenings or on weekends to ac- ess of working together is a great way to overcome these commodate young peoples' class schedules and other attitudinal barriers. commitments. Compromise is the key to working this out, as schedules are hectic for everyone.
The Innovation Center for Community and Youth Develop- Transportation Ð meetings should be held at accessi- ment offers an interesting list provided by young people ble locations whenever possible and if transportation and adults. When asked, ªWhat is the greatest challenge for youth cannot be arranged otherwise. Ideally, the a young person/adult brings in their ability to effectively organization will also provide reimbursement for these work with adults/youth?,º the responses included: expenses for youth.
Food Ð carefully choose meals that are affordable for Adult list about Youth Youth list about Adults young people, or plan to pay for their meals. Youth Information overload Selfish should not be excluded from a group dinner because they cannot afford it. Black and white thinking Won't admit they are wrong Patience for planning; time in Power; do it by themselves, no youth Equipment and Support Ð young volunteers, staff, general needed peer educators should have the same equipment as Economics Want opinions but shun ideas their adult counterparts. Failure to do this conveys to Lack of experience Think that age creates power the youth that they are not as important as adults to your organization. Peer pressure and priorities Expectations Procedures and Policies Ð appropriate policies should Conflicting adult expectations Can't handle youth growing up be in place to guide certain aspects of youth-adult part- Being heard and accepted Rules are rules nerships, keeping in mind young peoples' need for in- Dropping the ball Don't remember how they were dependence. This includes such things as how over- Follow through Stress on winning too much night travel will be arranged, consent forms required for Youth as partners Too involved with adults, not kids participation, and address the legal liability of the or- Strong desire for independence Won't apologize ganization.
Training Ð as staff often require cultural competency Many barriers are logistical and organizational in nature. training, they may also need to gain insight into ways to These barriers prove that good intentions are not enough effectively work with young people as partners. Every to create genuine partnerships. What is a barrier to a staff person should make efforts to make each and young person, is not necessarily a barrier to an adult, and every young person feel valued. vice versa. ¥ ¡ ¤ ¢£ Sustaining Youth-A d ul t P ar tne r ship s
It is a challenge to sustain effective, genuinely collabora- well as in specific areas of expertise. Similarly, effec- tive youth-adult partnerships. Successful partnerships tive partnerships don't set adults up for failure by throw- have some important elements in common. Effective part- ing them into situations for which they are not pre- nerships: pared. Adults may need training in communication, col- laborative work, interviewing, or working with youth. • Establish clear goals for the partnership. The youth and • Are aware that different styles of communication do not the adults must understand what their roles and re- imply disrespect, disinterest, or different goals and ex- sponsibilities will be in achieving the goals. pectations. Youth and adults say that the best way to • Share the power to make decisions. If youth have no resolve conflicts that arise out of different communica- power to make decisions, their participation is not one tion styles is to ask questions when one does not un- of partnership. derstand what is being said or why it is being said. • Get the highest levels of the organization to fully com- Keeping the common goal in mind can also help re- mit to youth's participation in the organization's work. solve conflicts arising out of different communication • Ensure that each adult and young person enters the styles. partnership with a clear understanding of everyone's • Value youth's participation and what they bring. Effec- roles and responsibilities. Not all adults will want to tive partnerships hold high expectations for participat- work with youth and not all youth will want to work with ing youth and are not afraid of holding youth account- adults in a partnership capacity. able for their responsibilities. • Are selective. Young people vary widely in their devel- • Value adults' participation and what they bring. Adults opment and in their readiness and willingness to as- frequently offer the partnership knowledge, experience, sume responsibility. Being clear about the goals of the and access to resources. Effective partnerships guard partnership and the roles that youth will play will help in against discounting potential adult allies, assuming that identifying young people who are committed, reliable, all adults hold negative stereotypes about youth, or be- and effective. At the same time, effective partnerships lieving that adults will have nothing of value to contrib- are selective about adult participants. The adults must ute to a program intended for youth. believe that young people are assets and be willing • Include room for growth – next steps. Where can youth and able to advocate on behalf of youth when stereo- and adults go next? For example, peer education pro- typing or negative assumptions about teens arise. grams are often great vehicles for empowering young • Provide capacity building and training. Effective part- people and helping them develop important skills. How- nerships don't set young people up for failure by throw- ever, these programs seldom include opportunities for ing them into situations for which they are not pre- advancement or for peer educators to assume more re- pared. Youth may need training in communication, sponsibility over time. Effective programs ensure that leadership, assertiveness skills, interviewing, etc., as youth and the adults who work with youth have oppor- ¤ ¢£ ¡
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¦ ¦ ¦ l a ¦ . . . . o t o h e A m p p 1 3 2 4 O t s t y L Partnership Toolkit
50 THINGS ADULTS CAN DO WITH YOUTH! Adapted from Search Institute's ª50 Things Adults Can Do for Youthº by The Innovation Center for Community and Youth Development. www.theinnovationcenter.org
1. Have a real conversation with a young person. Ask a young person what they 25. Talk with others about the importance of having a community vision for com- want to do and how you can help make that happen. munity youth development. 2. Support community organizations that involve young people in meaningful 26. Serve on an advisory council for a youth-led effort. roles. 27. Only go to meetings where youth are invited or you can bring young people. 3. Start a branch resource library of videos and printed materials on youth in- 28. Be a friend to a young person. volvement in your community. 29. Advocate for youth-led experiences in the schools so students can learn 4. Financially and personally support community organizations that train young through hands-on experience. people and adults to work together. 30. Make your home a comfortable, safe, and affirming place where young peo- 5. Develop a mutual mentorship program between adults and young people. ple can ªhang out.º 6. Co-create or support along with young people a community center or place 31. Help young people create a newsletter for your community on youth and for young people and adults to gather and do constructive things together. other community issues. 7. Listen to young people express their concerns and perspectives about com- 32. Help young people create a listing of all opportunities for youth involvement in munity issues and help them take action. your community. Post it in your local library and schools. Have realtors give it 8. Be an advocate for youth by making sure they're at the table when you are to new families in town. discussing them. 33. Advocate, along with students, for strong, comprehensive sexuality and drug 9. Help with positive activities for youth such as sports teams, hobby clubs, mu- education curricula in your schools. sic, drama, scouts, etc. 34. Take advantage of young people who are learned in the Internet. Learn to- 10. Make the concerns of young people visible in your community by helping gether by surfing the Web. young people get in the door. 35. Sponsor a support group for youth who face particular difficulties such as par- 11. Write a letter to the editor about youth issues with a young person. ents' divorce, violence, etc. 12. Respect young people as you would a peer. 36. Raise funds for a youth-led organization. 13. Work with young people to plan a community service project. 37. Actively support youth-led organizations in your community. 14. Take an active role in schools by listening to students who have first-hand 38. Join (or form) with young people a community task force to address youth knowledge and finding out how to best help them. issues and coordinate responses. 15. Invite young people over to dinner. 39. Provide opportunities for young people to have meaningful roles at home, at 16. Involve interested young people as consultants, interns, apprentices, and school, at work, and in the community. staff. 40. Cancel a meeting or engagement so you can spend time with a young person 17. Be consistent and clear about your expectations of youth and adults in your in your family or neighborhood. home. 41. Confide in a young person. Ask their advice on issues that you are struggling 18. Team up with youth and youth-led groups to have a town meeting on a vision with. for youth in your community. 42. Be an advocate for youth/adult partnerships in your workplace. 19. Identify and network with youth in your community who are concerned about 43. Start a parent support group to share ideas, concerns, and ways to listen bet- young people and/or other community issues. ter to children. 20. Connect with other adult allies. 44. Value young people's work and pay them for their work. Don't assume that 21. Provide transportation to young people who would not otherwise be able to just because someone is young they are a volunteer. Hire youth. participate in community activities. 45. Include youth on committees in your schools, faith-based environments, and 22. Team up with young people to support candidates for local, state, and na- community. tional office who make listening to and working with young people a priority! 46. Attend events in the area where young people are actively engaged. 23. Help arrange for a radio station to sponsor a call-in show led by youth that 47. Write a short note of support to adult allies. allows them to talk about their concerns. 48. Treat youth as individuals; don't make one youth represent all young people. 24. Help arrange for concerned youth to have an audience with the mayor and 49. Avoid interrupting young people. the city council to highlight their concerns and recommendations. 50. DO involve youth from the beginning with program events all the way to the end with evaluation of events. ¤ ¤ ¢£ ¡ THE DECLARATION: CREATING PARTNERSHIPS BETWEEN YOUTH AND ADULTS
I accept the invitation to generate partnerships between youth and adults that involve young people in decision making. I believe young people should have a voice in our community. I am committed to creating partnerships because I believe that young people are resources for today, rather than in some distant future. I believe that partnerships between young people and adults provide benefits for both, as each learns from the other. I assert that our families, schools and communities will be happier and healthier when we are all working together.
I subscribe to these guiding principles for youth empowerment:
Chances to Grow I believe we must provide an array of opportunities for young people and adults to grow to- gether as human beings by forming partnerships in the areas of decision making, leadership, advocacy and community service.
Valuing Diversity All individuals are entitled to be treated with dignity and respect. I am committed to processes that reflect the equality of all people and that allow us to move beyond stereotypes to see what we have in common and what we can do together.
Partnerships I am committed to building partnerships among young people and adults, and I recognize that where adults are in power, they have a special responsibility to involve youth, and both need to be open to the experience of being equal partners.
To build partnerships, adults and young people have rights and responsibilities. I will work to assure that the youth and adults involved: • Have access to the information, training, and experience needed to be full partners in deci- sion making. • Realize that each of us has a unique perspective and cannot speak for an entire group. • Share ideas in ways that are true to our beliefs while communicating in ways that are un- derstandable and respectful of others. • Do what we say we will do as members of the partnership.
My signature shows that I believe in these principles, rights, and responsibilities and signifies my commitment to support youth-adult partnerships.
Name Date
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¤¥ Source: “Younger Voices Stronger Choices” by Loring Leifer and Michael McLarney
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T S I L K C E H C T N E M S S E S S A L A N O I T A Z I N A G R O
4) Identify Organizational Barriers Yes No, next steps? N/A Have you created policies or amended bylaws stating that young people will be a permanent part of governing your organization, advising on curriculum, or developing pro- grams? Has your organization taken the time to address the budget and staff considerations of involving young people? Are young people's terms of office and voting rights similar or equal to those of adults? Is there a replacement system if young people's terms end early (e.g. due to relocation or other life changes)? Do young people have access to the resources needed to participate in your group's work, and are expenses paid for in advance as opposed to reimbursed? Is there some leeway for young people's participation in school activities? (Work meetings are often acceptable reasons for adults to miss meetings. Is a big basketball game given the same consideration?) Have you developed a conflict of interest policy if young people are advising in a program they are involved in?
5 A) Overcome Attitudinal Barriers – ADULTS Yes No, next steps? N/A Are young people involved in all issues, not just those af- fecting youth? Does the group understand that youth members do not represent the voice of all young people? Do you continually ask young people how you can assist them better, and do you take their recommendations seri- ously? Have you considered your own negative assumptions and stereotypes about young people, in order to learn about sharing real authority with young people? Have you considered adjusting your professional ªadultº language to ideas that young people can best understand?
5 B) Overcome Attitudinal Barriers – YOUNG PEOPLE Yes No, next steps? N/A Have you recognized your own value in having your voice heard? Do you take leadership roles whenever possible (e.g. ask- ing to be on committees)? Do you share your thoughts even when you are not com- fortable?
¡ Do you push for policies that promote young people's ¢£ power (e.g. youth on committees, etc.)?
¤¥ 6) Address Legal Issues Yes No, next steps? N/A Are board members aware of their obligations, including the duty of care – and duty of loyalty? Have you researched the specific laws concerning youth governance in your state, and contract laws relating to your governing body? 7) Recruit Young People Yes No, next steps? N/A
When recruiting members, do you recruit in ways that will at- tract a diverse group of young people? Do you use your recruitment process to educate your con- stituency about the project they are involved in, as well as the importance of involving young people in communities? Have you thought out your recruitment criteria?
If an all-adult group, do you select at least two young people to participate so they do not feel alone or isolated? 8) Create a Strong Orientation Process Yes No, next steps? N/A Is an adult of authority available to explain commitments to concerned parents? Is an orientation system in place?
Do you have a letter of agreement or contract that describes the responsibilities of the program and the role you are ask- ing the young person to take in the organization? 9) Train Young People for their Roles Yes No, next steps? N/A
Is there a system for youth members to train new youth members? Is there training for young people on presenting to groups (noting that all-adult groups can be specifically difficult)? Is there skill-training for young people on topics such as teambuilding, presentation skills, facilitating meetings, and reading budgets? 10) Conduct Intergenerational Training Yes No, next steps? N/A Is there training for adults on understanding young people and being strong allies? Are you innovative in your trainings? Are they experiential and fun?
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¢£ Is there room for everyone to listen to each other and laugh ¤¥ at meetings? 11) Make Meetings Work Yes No, next steps? N/A Do you start meetings with warm-up exercises or fre- quently split into small groups? Is there time for all members to speak at meetings? Do you use appreciations during meetings?
12) Develop a Mentoring Plan Yes No, next steps? N/A
Is a mentor or ªbuddyº system in place? Is there staff to support youth members (e.g. preparation, transportation for meetings, etc.)? Is there regular contact between youth members and adult leaders (e.g. Executive Directors, Board Chairs, principals, CEOs, etc.)? Do mentors make certain that new members attend meet- ings, have the support they need, and become well- oriented to the organization they have joined? 13) Build Youth/Adult Relationships Yes No, next steps? N/A Does everyone understand that strong relationships are key to successful programs and social change move- ments? Is there informal time for young people and adults to build close relationships with each other? Do you keep your commitment to young people consistent, not letting them be overshadowed by ªmore importantº meetings and commitments? Do you make sure young people are given the opportunity to speak on every issue, not just program issues? If young people seem not to have an opinion, do you re- spond and give them the information they need? Is equal weight given to their opinions?
Does the organization involve parents from the start? Does the organization let the young person know it will be speaking with their parents but not breaking confidentiality? 14) Create Support Networks Yes No, next steps? N/A Do young people keep in touch with their peers about their leadership roles and their program?
¡ Is there specific time for young people to network with
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¤¥ other youth leaders doing similar work? Is there time set aside for adults to network with other adults doing similar work? Inventory of Adult Attitudes and Behavior Toward Young People Instructions: Select the level that best describes your own belief or approach regarding each and statement and place the number in the blank.
1 2 3 4 5 6 7 8 9 Never Seldom Sometimes Often Always
1. As an adult leader, I engage young people in program decisions when I think this engagement will be a growth experience for them.
2. It is most appropriate for adults to determine what the programs for youth will be.
3. Young people have a vantage point that is valuable for evaluating the successes and failures of specific programs.
4. In our organizational decision making, adults should make the decisions.
5. I believe that allowing young people to participate in organizational roles can open valuable learning opportunities for them.
6. As an adult leader, I engage young people in making program decisions at the earliest point.
7. Asking young people to review adult-determined program plans will communicate to the young people that the adults respect them.
8. Adults are in the best position to evaluate the successes and failures of specific programs.
9. Youth participation can enhance and enrich the various management roles within our organization.
10. Fewer mistakes are made in carrying out a program for youth if adults perform the leadership roles themselves.
11. I believe that experiences of young people give them a valuable perspective that can become useful in efforts to plan, operate and evalu- ate the way the organization functions. 12. Asking the opinions of young people will help them sharpen their thinking and observational skills.
13. Allowing young people to assume some leadership roles can help them develop skills for the future.
14. In our organizational decision making, adults and young people should make the decisions together.
15. I believe that allowing young people to participate in organizational decision making would mislead them into thinking they can influence matters beyond their control. ¤¥ ¢£ ¡ Inventory Scoring Instructions: the adult controls the young person to serve whatever interests the Transfer the numbers given to each statement in the style that adult may have. This may include such behavior as child abuse and contains the box for that statement. For example, if you put a four the use of young people for pornographic purposes, both of which are by the first statement, then put a four in the box under the Style 2 criminal behavior. column. In statement two, the number would go in Style 1. Less extreme, but within this same part of the spectrum, is the attitude Total the numbers at the bottom of each column. The one with the that adults know what is best for young people and see young people highest score is the one that best characterizes your attitude to- as the objects of their good intentions. This is not an uncommon atti- ward youth. tude, and it is often seen in adults who work professionally and as vol- unteers with young people. Within this attitude there is little room for a Statement Style 1 Style 2 Style 3 consideration of what young people think about the design of the pro- gram or opportunity. As the adult sees it, the responsibility of the 1 young person is to take advantage of the program or opportunity de- 2 signed by the adult.
3 STYLE 2 - YOUNG PEOPLE VIEWED AS RECIPIENTS: The empha- sis within this part of the spectrum is on young people as the recipients 4 of the benefits of the program or opportunity. This may include youth 5 participation in the design of the opportunity, but the primary emphasis of this attitude of the controlling adult(s) is on how the young person 6 will benefit from participation and not on what the young person has to 7 offer to the design process. The adult is still well in control of the con- ditions under which the young person participates, but allows youth 8 participation because of the value of the experience to the young per- son. This attitude is also based upon the notion that adults know what 9 is best for young people, and may lead one cautiously to begin to open 10 the door to youth participation on the adult's terms. This relationship cannot reasonably be described as an adult/youth partnership, though 11 there is some opportunity for the building of a sense of youth owner- ship in the outcome of the decisions made. This attitude demonstrates 12 a concern for preparing young people for the future as responsible de- 13 cision makers.
14 STYLE 3 - YOUNG PEOPLE VIEWED AS RESOURCES: This atti- tude is based upon respect for the contribution young people can 15 make to the planning, operation and evaluation of a youth-focused or- Total: ganization (or family or community) in the present. It acknowledges that any leadership and decision making roles involved can be shared Here is how Bill Lofquist defines the three styles: by adults and young people. This may mean that both young people and adults need to learn the skills and attitudes necessary for shared STYLE 1 - YOUNG PEOPLE VIEWED AS OBJECTS: Within decision making, and it may require some change in policy and admin- this part of the attitudinal spectrum the most extreme posture istrative practice within the organization, or perhaps a reformulation of sees young people as the ªpropertyº of the adult and serves as a the organization's mission, if there is to be a shift toward this attitude ¤¥ justification for abusive treatment of various kinds. As a result, from one of those described above. ¢£ ¡ Resources
• The Innovation Center for Community and Youth Develop- for civic engagement and community problem solving. Visit ment provides a variety of training and resources. Contact them online at http://www.lisn.org or call 202.483.4494 301.961.2837 or http://www.theinnovationcenter.org, or • The National Youth Agency of the United Kingdom offers a [email protected] great deal of information on successful programs in the UK. • Center for 4-H Youth Development part of the University of Go to http://www.nya.org.uk. Minnesota's Extension Office: http://www.fourh.umn.edu/ • National Youth Development Information Center has a • Youth on Board provides training and resources to help plethora of resources available on its website: http://www. revolutionize the role of young people in society. Visit http:// nydic.org/nydic/. 1.877.NYDIC.4.U www.youthonboard.org or call 617.623.9900. • Public Private Ventures offers information on ways commu- • Youth Involvement in Prevention Programming, a title in Ad- nities can work with youth and information about youth de- vocates for Youth's series, Issues at a Glance, is available velopment in general. http://www.ppv.org or call free in English, French, and Spanish at http://www. 215.557.4400 advocatesforyouth.org or call 202.347.5700. • Project AIM is a youth-driven assets approach that pro- • The Activism 2000 Project, is a non-partisan organization, vides pre-existing youth organizations with a foundation for encouraging young people to speak up and pursue lasting success. Learn more at http://www.project-aim.org or call solutions to problems they care deeply about. Visit http:// 1.877.353.1333 www.youthactivism.com or call 1.800.KID.POWER. • What Kids Can Do is a site dedicated to telling the stories of • The Center for Youth Development and Policy Research, a young people who are working with adults and their commu- program of the Academy for Educational Development, is nities on issues of most concern to them. Visit http://www. dedicated to contributing to better futures for all youth. whatkidscando.org or call 401.247.7665 Learn more at http://cyd.aed.org/ • Youth Action Net connects youth activists to one another • Community Partnerships with Youth is a national and tells their stories. Http://www.youthactionnet.org training and resource development organization dedicated • Youth Today-Youth Tomorrow has links to many topics re- to promoting active citizenship through youth and adult part- lated to youth leadership and youth development. Find nerships. http://www.cpyinc.org/ them at http://www.ytyt.org • Community Connections for Competent Youth is a program • The Maze website of Australia's Office of Employment and of the University of Wyoming's Cooperative Extension Ser- Youth has great resources for youth and adults working to- vice. Learn more at http://www.uwyo.edu/ces/FAMILY/ gether. See it all at http://www.maze.sa.gov.au/ CYFAR/Cyfar.htm • National Youth Rights Association provides an online forum • The Forum for Youth Investment helps organizations that for rights activists. See more at http://nyra.ecg.net invest in youth invest in change. Headed by oft-quoted • Partnership for Children is Kansas City's effort to engage youth development researcher, Karen Pittman, the Forum youth in working for change. http://www.pfc.org offers insightful articles and research papers. http://www. • Youth Ventures is a mass movement of young people who forumforyouthinvestment.org or 301.270.6250 are changing the world by creating ventures that enrich their • LISTEN, Inc. is committed to developing leadership and to communities. http://www.youthventure.org or 703.527.4126 strengthening the social capital of urban youth ages 14-29 ¤¥ ¢£ ¡ Bibliography
Advocates For Youth's Teen Council with Assistance from the Leifer, Loring and Michael McLarney. Younger Voices Young Women's Project, Washington, DC. ªTips for Work- Stronger Choices—Promise Project’s Guide to Forming ing with Youthº and ªTips for Working with Adults,º Transi- Youth/Adult Partnerships. Kansas City, KS: Quality tions, Vol. 14, No. 1, October 2001. World Wide Web Ð Books, 1997. http://www.transitionsforyouth.org. Lofquist, Bill. ªThe Spectrum of Attitudes: Building a Theory of At The Table. Handout: Organizational Assessment Checklist. Youth Development,º New Designs for Youth Develop- World Wide Web Ð http://www.atthetable.org/handout.asp? ment, 5(3), 3-6, Fall, 1989. ID=11 National 4-H Council. Creating Youth/Adult Partnerships: the Government of South Australia, Office of Employment and Training Curricula for Youth, Adults, and Youth/Adult Youth. Youth Participation Handbook: A Guide for Organi- Teams. Chevy Chase, MD: The Council, 1997. sations Seeking to Involve Young People on Boards and National Resource Center for Youth Services. ªWhat are the Committees. Department of Education, Training and Em- Practical Ways We Can Create and Sustain Youth/Adult ployment, Adelaide. 2000. Partnerships?º NRC Conference Handout, July, 1995. Haid, Phillip, Marques, E. C., and J. Brown. Refocusing the Norman, Jane. ªBuilding Effective Youth-Adult Partnerships,º Lens: Assessing the Challenge of Youth Involvement in Transitions, Vol. 14, No. 1, October 2001. http://www. Public Policy— Executive Summary. June 1, 1999. transitionsforyouth.org. Innovation Center for Community and Youth Development. Tolman, Joel. What Do Adults Think about Young People? ªLadder of Young People's Participation.º Chevy Chase, Takoma Park, MD: The Forum for Youth Investment, In- MD. ternational Youth Foundation. June, 2001. Innovation Center for Community and Youth Development. ª50 University of Wyoming. Chinook Family Life Newsletter. Lara- Things Adults Can Do With Youth.º Chevy Chase, MD. mie, WY: Cooperative Extension Service. March, 1999. Klindera, Kent, Menderweld, J., and J. Norman. ªBarriers to Building Effective Youth-Adult Partnerships,º Transitions, Vol. 14, No. 1, October 2001. http://www. transitionsforyouth.org.
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