Working with Youth As Stakeholders in Mental Health System Transformation: an Institutional Ethnography of a Service Organization in ACCESS Open Minds
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
North Carolina State Youth Council Handbook
NORTH CAROLINA STATE YOUTH COUNCIL Organizing and Advising State Youth Councils Handbook MAY 2021 Winston Salem Youth Council TABLE OF CONTENTS 1. Introduction...........................................................................................2 a. NC Council for Women & Youth Involvement.........................2 b. History of NC Youth Councils.....................................................3 c. Overview of NC State Youth Council Program.......................4 2. Organizing a Youth Council...............................................................6 a. Why Start a Youth Council...........................................................6 b. Structure of a Youth Council.......................................................7 c. How to Get Started........................................................................9 3. Advising a Youth Council...................................................................11 a. Role of a Youth Council Advisor...............................................11 b. Leadership Conferences.............................................................11 c. Guidelines for Hosting a Leadership Conference...............12 d. Event Protocol........................................................................21 4. North Carolina State Youth Council Program.................25 a. State Youth Council Bylaws.............................................25 b. Chartered Youth Councils.....................................................32 c. Un-Chartered Youth Councils.................................................34 -
Adolescent Empowerment and Engagement for Health
KNOWLEDGE SUMMARY: 2020 WOMEN’S, CHILDREN’S AND ADOLESCENTS’ HEALTH 37 ADOLESCENT EMPOWERMENT AND ENGAGEMENT FOR HEALTH AND WELL-BEING: strengthening capacities, opportunities and rights Photo: Flickr Creative Commons Brown License/UN Women/Ryan Flickr Photo: The world’s 1.2 billion adolescents (aged 10–19 years) have a fundamental right to engage meaningfully in all matters that affect their lives (Box 1) (1, 2). This includes the right to engage in decision-making as equal and valuable partners, while being supported in their roles as adolescent leaders and advocates (3). When adolescents participate in decision-making, the resulting policies and programmes are more likely to respond to their diverse needs (4). Such engagement requires the empowerment of adolescents, by increasing their capacities, skills, autonomy and decision- making power, and by advancing their rights (5–7). Box 1. Definition of meaningful adolescent engagement (1) Meaningful adolescent engagement is defined as an inclusive, intentional and mutually respectful partnership between adolescents and adults, whereby power is shared, respective contributions are valued, and young people’s ideas, perspectives, skills and strengths are integrated into the design and delivery of programmes, strategies, policies and funding mechanisms that affect their lives, communities and countries, and the wider world. Hosted by the World Health Organization What do we know about engaging adolescents Box 2. Engaging adolescents to to improve health and well-being? improve HIV service delivery In recent years there has been an important shift away from Zvandiri is a multicomponent service viewing adolescents solely as passive beneficiaries of services, delivery programme for children and and towards considering them as powerful agents of change. -
Youth Engagement and Empowerment Report
Youth Engagement and Empowerment In Jordan, Morocco and Tunisia Agenda Youth Engagement and Empowerment In Jordan, Morocco and Tunisia November 2018 version TABLE OF CONTENTS │ 3 Table of contents Introduction ........................................................................................................................................... 5 Notes .................................................................................................................................................... 6 Chapter 1. Towards national integrated youth strategies ................................................................. 7 Jordan ................................................................................................................................................... 7 Morocco ............................................................................................................................................... 9 Tunisia ............................................................................................................................................... 10 Good practices from OECD countries ............................................................................................... 11 Chapter 2. Strengthening the formal body responsible for co-ordinating youth policy and inter-ministerial co-ordination ........................................................................................................... 13 Jordan ................................................................................................................................................ -
Harvesting Summary EU Youth Conference 02 – 05 October 2020 Imprint
Harvesting Summary EU Youth Conference 02 – 05 October 2020 Imprint Imprint This brochure is made available free of charge and is not intended for sale. Published by: German Federal Youth Council (Deutscher Bundesjugendring) Mühlendamm 3 DE-10178 Berlin www.dbjr.de [email protected] Edited by: German Federal Youth Council (Deutscher Bundesjugendring) Designed by: Friends – Menschen, Marken, Medien | www.friends.ag Credits: Visuals: Anja Riese | anjariese.com, 2020 (pages 4, 9, 10, 13, 16, 17, 18, 20, 23, 26, 31, 34, 35, 36, 40, 42, 44, 50, 82–88) picture credits: Aaron Remus, DBJR: title graphic, pages 4 // Sharon Maple, DBJR: page 6 // Michael Scholl, DBJR: pages 12, 19, 21, 24, 30, 37, 39, graphic on the back // Jens Ahner, BMFSFJ: pages 7, 14, 41,43 Element of Youth Goals logo: Mireille van Bremen Using an adaption of the Youth Goals logo for the visual identity of the EU Youth Conference in Germany has been exceptionally permitted by its originator. Please note that when using the European Youth Goals logo and icons you must follow the guidelines described in detail in the Youth Goals Design Manual (http://www.youthconf.at/wp-content/uploads/2018/08/BJV_Youth-Goals_ DesignManual.pdf). Berlin, December 2020 Funded by: EU Youth Conference – Harvesting Summary 1 Content Content Preamble 3 Context and Conference Format 6 EU Youth Dialogue 7 Outcomes of the EU Youth Conference 8 Programme and Methodological Process of the Conference 10 Harvest of the Conference 14 Day 1 14 Day 2 19 World Café 21 Workshops and Open Sessions 23 Day 3 24 Method: -
Šolsko Polje, XXXI, 2020, 3-4: Convention on the Rights of the Child
Convention on the Rights of the Child and Adultism: How to Deconstruct a Myth? Jelena Vranješević, Faculty of Philosophy, University of Belgrade he image of the child in the Convention on the Rights of the Child (CRC) (1989) is represented by three “Ps”: protection, provision and Tparticipation (Lansdown, 2005). According to the CRC, states are obliged to protect children from all forms of discrimination and physical or mental violence: injury or abuse, neglect or negligent treatment, mal- treatment or exploitation; economic exploitation or any work that may in- terfere with their education or is harmful to their health or physical, men- tal, spiritual, moral or social development; illicit use of narcotic drugs and psychotropic substances; all forms of exploitation that are harmful to any aspect of their welfare such as the abduction, sale of or traffic of children and all forms of sexual exploitation and abuse. At the same time, having in mind their vulnerability, the obligation of a state (adults) is to provide/ ensure children’s survival and development: adequate family accommo- dation, health and social protection, adequate standard of living, com- pulsory and free primary education and options for secondary schooling; provision of appropriate and equal opportunities for cultural, artistic, rec- reational and leisure activity; the right to a name, family identity and citi- zenship, as well as legal and other assistance for defence purposes. Protection and provision narratives are in harmony with the domi- nant image of the child as sensitive and vulnerable, in need of being pro- tected from various sources of endangerment; also, the child who should be provided with all things necessary for survival and development. -
A Handbook on Child Participation in Parliament a H a Ndbook on C H Ndbook Ild P a Rti C I Pa Tion in P a Rli a Ment
18 - 18 2011 o. N in Parliament in HANDBOOK FOR PARLIAMENTARIANS ARLIAMENTARY UNION INTER-P UNION INTERPARLEMENTAIRE A Handbook on Child Participation Participation Child on A Handbook UNICEF A HAndbook on CHild PArtiCipation in PArliAment IPU A HAndbook on CHild PArtiCipation in PArliAment A Handbook on Child Participation in Parliament Foreword his handbook, a collaborative effort of the Inter-Parliamentary Union and TUNICEF(United Nations Children’s Fund), addresses some of the key ways in which parliamentarians can guarantee that children’s voices, concerns and interests find expression in and enjoy meaningful attention from parliaments. Children are entitled to be involved in the wide range of issues that affect them, and as they grow and develop their opportunities for participation should expand from private to public spaces, from local to global influence. However, while some children are beginning to actively exercise their rights and become agents of change, the voices of many of the world’s young citizens remain unheard, their interests forgotten or ignored. As the principal representatives of their constituents, including children, parliamentarians are uniquely placed to give the views of children – especially those who are the most deprived and most vulnerable – a platform in their work. By inviting children to testify in committees, consulting children in their communities or bringing children’s perspectives to bear on the budget process, parliamentarians can ensure that children’s opinions have an impact on the direction of policies, the implementation of laws and the design of budgets. Listening to children and allowing them to contribute to decision-making processes can lead to better decisions. -
Convention on the Rights of the Child for Young Children
UNITED CRC NATIONS Convention on the Distr. Rights of the Child GENERAL CRC/C/GC/7/Rev.1 20 September 2006 Original: ENGLISH COMMITTEE ON THE RIGHTS OF THE CHILD Fortieth Session Geneva, 12-30 September 2005 GENERAL COMMENT No. 7 (2005) Implementing child rights in early childhood I. INTRODUCTION 1. This general comment arises out of the Committee’s experiences of reviewing States parties’ reports. In many cases, very little information has been offered about early childhood, with comments limited mainly to child mortality, birth registration and health care. The Committee felt the need for a discussion on the broader implications of the Convention on the Rights of the Child for young children. Accordingly, in 2004, the Committee devoted its day of general discussion to the theme “Implementing child rights in early childhood”. This resulted in a set of recommendations (see CRC/C/143, sect. VII) as well as the decision to prepare a general comment on this important topic. Through this general comment, the Committee wishes to encourage recognition that young children are holders of all rights enshrined in the Convention and that early childhood is a critical period for the realization of these rights. The Committee’s working definition of “early childhood” is all young children: at birth and throughout infancy; during the preschool years; as well as during the transition to school (see paragraph 4 below). II. OBJECTIVES OF THE GENERAL COMMENT 2. The objectives of the general comment are: (a) To strengthen understanding of the human rights -
Developing and Validating a Scale to Measure Youth Voice Jessica Bartak University of Nebraska - Lincoln, [email protected]
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Theses, Dissertations, & Student Scholarship: Agricultural Leadership, Education & Agricultural Leadership, Education & Communication Department Communication Department 12-2018 Developing and Validating a Scale to Measure Youth Voice Jessica Bartak University of Nebraska - Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/aglecdiss Part of the Leadership Studies Commons Bartak, Jessica, "Developing and Validating a Scale to Measure Youth Voice" (2018). Theses, Dissertations, & Student Scholarship: Agricultural Leadership, Education & Communication Department. 108. http://digitalcommons.unl.edu/aglecdiss/108 This Article is brought to you for free and open access by the Agricultural Leadership, Education & Communication Department at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Theses, Dissertations, & Student Scholarship: Agricultural Leadership, Education & Communication Department by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. DEVELOPING AND VALIDATING A SCALE TO MEASURE YOUTH VOICE By Jessica E. Bartak A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Science Major: Leadership Education Under the Supervision of Professor L.J. McElravy Lincoln, Nebraska December, 2018 DEVELOPING AND VALIDATING A SCALE TO MEASURE YOUTH VOICE Jessica E. Bartak, M.S. University of Nebraska, 2018 Advisor: L.J. McElravy The purpose of this study is to develop and validate a scale to measure the level of engagement of youth in their community or organization using the construct of youth voice. Youth voice consists of three levels: being heard, collaborating with adults, and building leadership capacity. -
World Program of Action for Youth (Wpay)
WORLD PROGRAM OF ACTION FOR YOUTH (WPAY) “Full and Effective Participation of youth in the life of society and in decision-making” ITALY TABLE OF CONTENTS Introduction 3 Action 1 5 Action 2 6 Action 3 7 Action 4 8 Action 5 9 Action 6 10 Conclusion 11 Sources 12 2 INTRODUCTION The revision of WPAY poses new questions and challenges for the analysis of the Italian situation during the period 1995-2005. The most interesting area to be evaluated is the one concerning national youth policies, youth empowerment and participation. This report aims at highlighting the national situation during this period, and above all, wants to discuss the measures implemented and what is still needed. The WPAY provides different areas to be discussed within its framework, including youth employment, globalization and intergenerational dialogue. For what concerns area 10 (Full and Effective Participation of Youth in the life of Society and in Decision-making), it presents six different points governments agreed to work on back in 1995. These are as follows: • Action 1 Governments agreed to “Improving access to information in order to enable young people to make better use of their opportunities to participate in decision-making” • Action 2 Governments agreed to “Developing and/or strengthening opportunities for young people to learn their rights and responsibilities” • Action 3 Governments agreed to “Encouraging and promoting youth associations through financial, educational and technical support and promotion of their activities” • Action 4 Governments agreed -
Download Issue
YOUTH &POLICY No. 116 MAY 2017 Youth & Policy: The final issue? Towards a new format Editorial Group Paula Connaughton, Ruth Gilchrist, Tracey Hodgson, Tony Jeffs, Mark Smith, Jean Spence, Naomi Thompson, Tania de St Croix, Aniela Wenham, Tom Wylie. Associate Editors Priscilla Alderson, Institute of Education, London Sally Baker, The Open University Simon Bradford, Brunel University Judith Bessant, RMIT University, Australia Lesley Buckland, YMCA George Williams College Bob Coles, University of York John Holmes, Newman College, Birmingham Sue Mansfield, University of Dundee Gill Millar, South West Regional Youth Work Adviser Susan Morgan, University of Ulster Jon Ord, University College of St Mark and St John Jenny Pearce, University of Bedfordshire John Pitts, University of Bedfordshire Keith Popple, London South Bank University John Rose, Consultant Kalbir Shukra, Goldsmiths University Tony Taylor, IDYW Joyce Walker, University of Minnesota, USA Anna Whalen, Freelance Consultant Published by Youth & Policy, ‘Burnbrae’, Black Lane, Blaydon Burn, Blaydon on Tyne NE21 6DX. www.youthandpolicy.org Copyright: Youth & Policy The views expressed in the journal remain those of the authors and not necessarily those of the Editorial Group. Whilst every effort is made to check factual information, the Editorial Group is not responsible for errors in the material published in the journal. ii Youth & Policy No. 116 May 2017 About Youth & Policy Youth & Policy Journal was founded in 1982 to offer a critical space for the discussion of youth policy and youth work theory and practice. The editorial group have subsequently expanded activities to include the organisation of related conferences, research and book publication. Regular activities include the bi- annual ‘History of Community and Youth Work’ and the ‘Thinking Seriously’ conferences. -
Resources for Youth Engagement
Resources for Youth Engagement What is Youth Engagement? There are many definitions of engagement – here are a few of our favorites: • “We define student voice as student participation and decision-making in the structures and practices that shape their educational experiences.” – Definition of student voice from Boston’s Rennie Center for Educational Research and Policy • “Engagement is a multi-faceted construct that encompasses students' sense of belonging and connectedness to their school, teachers and peers; their sense of agency, self-efficacy and orientation to achieve within their classrooms and in their broader extra-curricular endeavours; their involvement, effort, levels of concentration and interest in subjects and learning in general; and the extent to which learning is enjoyed for its own sake, or seen as something that must be endured to receive a reward or avoid sanction…” – Definition of student engagement from New Zealand authors Gibbs and Poskitt • “Youth engagement is the result when young people are involved in responsible, challenging actions to create positive social change. This means involving youth in planning and in making decisions that affect themselves and others. Youth engagement happens in youth-adult partnerships that are structured so that both groups contribute, teach, and learn from each other.” - Definition of youth engagement from the ACT for Youth Center for Community Action at Cornell University Resources for Youth Engagement Federal Governmental Documents • Child welfare - https://content.govdelivery.com/accounts/USACFCBCS/bulletins/26cf2dd • Juvenile justice - http://www.juvjustice.org/our-work/youth-engagement • Behavioral health - https://www.samhsa.gov/brss-tacs/recovery-support-tools/youth-young- adults • Teen or young parents - https://youth.gov/youth-topics/expectant-parenting-young-families • Youth in need of K12 prevention programs - https://youth.gov/youth-topics/TAG/game- plan/approaches Dec. -
Youth Voice As a Strategy for Systems Change
Youth Voice as a Strategy for Systems Change: An Evaluation of the Zellerbach Family Foundation Youth Voice Initiative December 2011 ACKNOWLEDGEMENTS We would like to express our sincere gratitude for the guidance and support of Ellen Walker, former program executive of the Zellerbach Family Foundation. In addition, this report would not have been possible without the extensive contributions of numerous individuals at the youth voice organizations funded by Zellerbach, as well as other key stakeholders, including: Rachel Antrobus, Transitional Age Youth (TAYSF) Diane Boyer, Senior Policy Analyst, County Welfare Directors Association of California Allison Cohen, Transitional Age Youth (TAYSF) Reed Connell, Alameda County Foster Youth Alliance Phil Crandall, Humboldt County Department of Health and Human Services Nicole Demedenko, Youth in Mind Monica Flores, Center for Young Women’s Development Jamie Lee Evans, Y.O.U.T.H. Training Project Hannah Haley, Alameda County Foster Youth Alliance Sophia Herman, Y.O.U.T.H. Training Project Patricia Johnson, California Council on Youth Relations/New America Media Jude Koski, California Youth Connection Barbara LaHaie, Humboldt County Department of Health and Human Services Susan Manzi, Youth in Mind Jennifer Rodriguez, Youth Law Center Venus Rodriguez, Center for Young Women’s Development Gregory Rose, Children and Family Services Division, California Department of Social Services Marlene Sanchez, Center for Young Women’s Development Feven Seyoum, California Youth Connection William Siffermann, San Francisco Juvenile Probation Department Joseph Tietz, California Youth Connection Rochelle Trochtenberg, Humboldt County Transition Age Collaboration Emily Villas, California Youth Connection Mailee Wang, Project WHAT! Jeannie Yoon, Y.O.U.T.H. Training Project Korwin Consulting, an evaluation and planning firm, advances social justice solutions by identifying community strengths, building organizational capacity, and evaluating impact.