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U.S. Department of Justice Office of Justice Programs National Institute ofJustice

i ! National Institute of Justice c I

Solving Youth Violence: Partnerships That Work

Natimuil Conference Proceedings

~ Washington, D.C. --:::t- August 15-17, 1994 \() • The National Institute of Justice is pleased to make available this record of the proceedings of the 1994 national conference "Solving Youth Violence: Partnerships That Work." This conference, held in Washington, D.C., culminated a lengthy and coordinated effort among a number of Federal agencies.

Over a period of several months, seven Federal agencies met to study and discuss the national problem of violence, especially youth violence, and to determine how best to assist states and communities in dealing with this volatile subject. One result of these discussions was a national conference to focus attention on the Inany programs being tried across the nation that held some promise of success.

In disseminating this report, NIJ intends to share the tenor of the problems and issues raised and discussed at this conference, and to solicit your COr.Jlnents. We hope you will find this report of the proceedings useful and that you will share your thoughts with us.

Jeremy Travis Director National Institute of Justice Solving Youth Violence: Partnerships That Work

National Conference Proceedings

Washington, D.C. i\ugust15-17,1994

Conference Sponsored by

U.S. Department of Justice U.S. Department of Health and Human Services U.S. Department of Education U.S. Department of Labor U.S. Department of Housing and Urban Development U.S. Department of the Treasury Office of National Drug Control Policy U.S. Department of Justice Office of Justice Programs

National Institute of Justice Jeremy Travis Director

John Thomas Project Monitor

U.S. Department of Justice 154134 National Institute of JUstice

This document has been reproduced . person or organization originating it POin~:a~tly as received from the this document are those of the au· a view or Op'niOns stated in the official position or policies of thet~~~o~~1'~~ti~~~ ~~5~~~~~~Y represent Permission to reproduce this,. & . granted by J matenal has been Public Ibma j n/Oll?/lYIT,T u. s. Departm:mt of ,TusH ce to the NatIOnal Criminal Justice Reference Service (NCJRS). Further reproduction outside of the NCJRS st· . . of the ____ owner. ys em reqUires permission

This project was supported under contract number OJP-C-008 awarded to the Institute for Law and Justice by the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice. Opinions or points of view expressed in this docu­ ment are those of the authors and do not necessarily reflect the official position of the U.S. Department of Justice.

NCJ 154134

The National Institute of Justice is a component of the Office of Justice Programs. which also includes the Bureau of Justice Assistance, Bureau of Justice Statistics, Office of Juvenile Justice and Delinquency Prevention. and the Office for Victims of Crime. Table of Contents

Keynote Speakers and Opening Plenary Session, Monday, August 15, 1994 1

Madeleine Kunin, Deputy Secretary, U.S. Department of Education, Washington, D.C...... 1

Peter Edelman, Counselor to the Secretary, U.S. Department of Health and Human Services, 'Washington, D.C ...... 1

Laurie Robinson, Assistant Attorney General, Office of Justice Programs, U.S. Department of Justice, Washington, D.C...... 1

Janet Reno, Attorney General, U.S. Department of Justice, Washington, D.C. . .. 2

Ralph Green, Corrales, New Mexico ...... 2

J. David Hawkins, Director, Developmental Research and Programs, Inc., Seattle, Washington ...... 3

Concurrent Workshops: The Individual and the Community ...... 5

Developing Responsibility ...... 5 Youth Development Programs I ...... 8 Youth Development Programs II ...... 10 Mentoring ...... 12 Youth Involvement and Participation ...... 15 Community Service ...... 18 Community Health and Community Mental Health Approaches ...... 20

Concurrent Workshops: Home and Family ...... 22

Domestic Violence ...... 22 Child Abuse and Neglect ...... 25 Family Support and Preservation ...... 27 Out-of-Home Youth...... 29 Sexual Assault ...... 31 Teen Pregnancy Prevention Programs ...... 33 Media Literacy and Advocacy ...... 35

Keynote Speakers and Mternoon Plenary Session ...... 37

Hillary Rodham Clinton, First Lady of the United States ...... 37

1 Deborah Prothrow-Stith, Assistant Dean, Harvard School of Public Health, Boston, Massachusetts ...... 40

Plenary Panel: Comprehensive Community Planning Strategies for Solving Youth Violence ...... , 42

Keynote Speakers, Tuesday, August 16, 1994 ...... 45

Kelly Zimmerman, National Youth of the Year, National Boys and Girls Clubs of America, Orrville, Ohio ...... 45

Ernesto Cortes, Jr., Director, Texas Industrial Areas Foundation Austin, Texas ...... 45

Concurrent Workshops: Schools and Communities...... 48

Safety and Security ...... 48 Education and Skills Development ...... 51 Home/School/Community Partnerships ...... 54 Improved School Climate ...... , 56 Information Sharing Issues in School-Based Coordinated Programs ...... 60 Alternative Development Programs for Adjudicated Youth ...... 62 Substance Abuse Prevention ...... 64

Concurrent Workshops: Community and Neighborhood ...... 67

Community Policing...... 67 Increasing Employment ...... 70 Community Development ...... 73 Juvenile Justice Programs...... 76 Weed and Seed ...... 79 Reducing Gun Violence in the Community and the Home ...... 81 Hate Violence ...... 84

Keynote Address and Town Hall Meeting ...... , ...... 86

Albert Gore, Jr., Vice President of the United States (Transcript of Presentation) ...... 86

Bill Clinton, President of the United States (Address via Video) ...... 87

Town Hall Meeting ...... 88

11 First Panel ...... 88 Second Panel ...... 90 Third Panel ...... 93

Plenary Address: Report on Comprehensive Community Planning Sessions, Wednesday, August 16, 1994 ...... 95

John A. Calhoun, Executive Director, National Crime Prevention Council, Washington, D.C...... 95

Plenary Panel: Youth Reporting from Caucus Meetings ...... 96

Plenary Panel: Addressing Concentrated Poverty and Crime ...... 101

Closing Speaker...... 103

Carl Upchurch, President, National Council for Urban Peace and Justice, Newark, Ohio ...... 103

APPENDIX A, Speakers

APPENDIX B, Conference Planning Committee

APPENDIX C, Executive Summary: Community Planning Sessions

iii ------

Solving Youth ViDlence • 1

Keynote Speakers and Opening Plenary Session, Monday, August 15, 1994

Madeleine Kunin, Deputy Secretary, teen years should be able to see a clear U.S. Department of Education, pathway to the future-to a job or to Washington, D.C. college. If they don't see opportunities, they will choose alternatives, such as Governor Kunin noted that partnership gangs or drugs. It is important for children is the key word in this conference title to have safe and stimulating places to go to since seven Federal agencies have come to after school. Schools should consider using the conference to work together to help the their facilities as community centers. children of America. Those involved in The second critical element is full solving youth violence can succeed only by community involvement. There is not working together. enough money in the Crime Bill, in the Governor Kunin described the Federal Government, or in all government purposes of the conference as (1) to solve the problem of youth violence. showcasing what works, so different Mr. Edelman believes the solution requires parties can learn from each other, and (2) the involvement of business, labor, collaborating. Solutions to problems will charities-such as the United Way-and come from all of the participants, not just other parties. from Washington. She implored attendees The third critical point is youth to generously share their spark of success responsibility. Children themselves must with others. seize opportunities, take leadership and She then urged the passage of the responsibility, and say, "Enough! The pending Crime Bill. She said the country violence must stop!" cannot reach its educational goals unless children learn that it is worthwhile to grow Laurie Robinson, Assistant Attorney up and to work. General, Office of Justice Programs, She concluded that this conference, U.S. Department of Justice, where five cabinet secretaries, the Vice Washington, D.C. President, and the First Lady would speak; has the tools, the will, and the talent to Success in preventing youth violence address these critical issues. requires the cooperation of Federal and State agencies, local government, Peter Edelman, Counselor to the businesses, and communities, Ms. Secretary, U.S. Department of Robinson said. The Office of Justice Health and Human Services, Programs (OJP) is working to help local Washington, D.C. communities get the necessary money for programs that help kids stay out of Mr. Edelman said that he and the other trouble. representatives of the Federal Government OJP is also working on Project are looking forward to learning from PACT-Pulling America's Communities attendees during the conference and that he Together. OJP has also created the hoped the violence that is gripping the Partnerships Against Violence Network Nation's communities and literally killing (PAVNET) to help PACT and others link its children could be stopped. up with Federal information resources. According to IVIr. Edelman, three PAVNET's resource guide describes critical elements emerged. The first is clear pathways. Children entering their LI __ Solving Youth Violence • 2 programs to prevent violence that have program and another year doing something been developed by organizations across else. America. The third ingredient is start:ng early. Ms. Robinson reminded participants of Children must be given a good foundation Attorney General Janet Reno's admonition to grow from age zero to three, she said. that Washington does not have all the Elementary and teen programs are already answers. The Federal Government needs too late to being. community residents, law enforcement Together, she said, we can begin to officials, social service agencies, and make a difference. It is not enough to end others to work toward solutions. with a dialogue between Head Start programs and the elementary schools; we Janet Reno, Attorney General, have to give teachers the support necessary U.S. Department of Justice, to do the job. Communities need to have Washington, D.C. positive after-school programs for youths who have no parent at home to supervise Attorney General Reno noted that them. In high crime areas, youths who are something exciting is happening across struggling for identity must have access to America today and that we conference jobs that enable development of skills to participants are on the forefront of that earn a living wage. Unless we start effort. People are coming together in their investing in children now, she emphasized, communities to make a difference in the we will not be able to build our way out of lives of the children. This is government the problem with prisons. by the people. Political rhetoric has clouded the issue, The Attorney General also stated that but the American people know better. We we must take this spirit and make it a can fight crime, she said, with a balanced reality for all America. We must listen to plan of punishment, policing, and people. We must talk to young people who prevention. Let the political wrangling stop have told her, "I'd have avoided trouble if so children can have a better future. there had been something to do and somewhere to go-someo~e to talk to me, Ralph Green, Corrales, respect me, and give me discipline. " New Mexico The Attorney General noted several ingredients for success. First is [Note: Ralph Green, 17, was shot in the partnership. Lawyers, doctors, community back while walking to see his grandmother groups, and others can come together to in the Bedford-Stuyvesant area of help the youth, rather than try to help Brooklyn, N. Y. Now he is a prizewinner in them in isolation. the Special Olympics.] The second ingredient is focusing efforts on a narrow group and providing a holistic Mr. Green noted that youth violence approach to changing the lives of these has changed the world dramatically. Ten­ youngsters. She described a woman who and ll-year-old kids carry guns now. We has volunteered at her church school and have to control it, he said, before it affects sticks with the kids over the long term. the next generation. When someone shoots Such individuals recognize that real change somebody, he shoots that person's family is not going to happen overnight. These and friends, too. people are the heroes and heroines of this We may not be able to stop youth Nation, and their approach has greater violence, he added, but we can decrease it. impact than spending one year with one This year, several of Mr. Green's friends were killed by other youths. The young Solving Youth Violence • 3 men who shot Mr. Green and his friend violence are availability of drugs; were sentenced to 7 years; so after about 2 availability of guns; laws and nonns years, he will become eligible for parole. favoring drug use, guns, and crime; media "Do you think that's enough," he asked, portrayal of violence; transitions and "for someone who almost killed two mobility; low neighborhood attachment people?" and community disorganization; and Why do youths do this? They think they extreme economic deprivation. can get away with murder. It would be When we increase attachment to better to steer youths' desire for violence neighborhoods, said Dr. Hawkins, crime in legal directions: Let them become goes down. Knowing what their kids are boxers or join the military. doing and with whom they are doing it The sort of violence that happened to makes a difference to parents. Mr. Green can happen to anyone. "But Excessive and inconsistent punishment look at me," he invited, "I am living proof of children increases their risk of that you can do anything if you just keep substance abuse. Teachen; can contribute your head up." to violence by failing to reach out and engage all students. The earlier children J. David Hawkins, Director, start risky behaviors, such as drug use or Developmental Research and fighting, the greater the likelihood that Programs, Inc., they will do it over time. It is important at Seattle, Washington the very least to delay such behaviors. Forty-five percent of African-American Prevention of violence and substance children are reared in poverty, compared abuse must begin with the family, noted to 15 percent of European-American Dr. Hawkins. He said he has committed children. Poverty is a risk factor. himself to all of America's children, Dr. Hawkins also noted that there are regardless of race and culture. several protective factors. Individual As a fonner probation officer, he met characteristics, such as a resilient people for whom stealing was rewarding temperament, great intelligence, and a but school a place of alienation. A judge good attitude, can make a difference. once said that running a juvenile court is Bonding insulates kids against other risk like nmning an ambulance service at the factors-even in high-risk areas. People bottom of a cliff. "You can patch the kids shine when someone takes an interest in up," he said, "but people keep coming them. Healthy beliefs and clear standards, over the cliff." They must be stopped when held by adults with whom kids are before they go over the cliff. That is why bonding, are also protective factors for the Dr. Hawkins has switched his focus to kids. Those beliefs and standards include, prevention. for example, the beliefs that children It is important that violence prevention, should finish school and should not drink like medicine, do no hann. A successful alcohol. strategy must do more good than hann. We have had a change in nonns that Youth violence is like a medical has reduced high school marijuana Ul)e, he problem in another way, too. Since many pointed out, but we have not had a change factors cause cardiovascular disease, many of nonns regarding violence. The people now avoid those factors. Similarly, community, including the media, must he said, we must identify the factors disapprove of violence and restrain itself associated with youth violence, reduce from violence. them, and create barriers against them. Among the factors that influence youth ------<------

Solving Youth Violence • 4

This is a war against drugs and violence. This is a war for bonding children with adults who hold healthy beliefs. Bonding to a group requires three necessary conditions: opportunities for active involvement, such as responsibilities at school, at home, and in the community; the skills to be successful; and a consistent system of recognition or reinforcement for skillful work, celebrating kids' successes, not just punishing their failures. Dr. Hawkins stated that the key prevention principles are: addressing known risk factors; enhancing protective factors; addressing risk factors at appropriate developmental stages; intervening before behavior stabilizes, including interventions with those at high risk-even targeting high-risk individuals and community areas; addressing multiple risks with multiple strategies; and reaching the diverse races, cultures, and classes in the community. "Our job," he said, "is to reinvent communities as protective enclaves for children. I challenge a1l of you to lead that work." Solvino Youth Violence . 5

Concurrent Workshops: The ~ndividual and the Community Developing Responsibility

Moderator: The Reverend Alicia D. Byrd, Project behavioral systems. First, children need Director, Leadership Development and 17wological good beliefs and good attitudes. They Education Programs, Congress of National Black need to believe in something beyond the Churches, Washington, D. C. self, something that is dedicated to other Panelists: William Damon, Professor and DirectOl; people. Second, children need good CClltcr for the Study for Human Development, habits, for example, the habits of acting BroHl/l University, Providence, Rhode Islalld kindly and resolving conflict quickly and nonviolently. Lod Clm1w, Director, Home-Based Services, Home How do adults encourage this Stmt, Sail Diego, Califomia development? They must build Fran V. DOlle/ail, Project Director, Youth Outreach, relationships through a "process of American Fdellds Se/vice Committee, Mid-Atlalltic respectful engagement." The guiding Region, Baltimore, Mmylalld adults set limits and encourage three important character dispositions: The Reverend Dr. Alicia Byrd truthfulness; diligence, or the ability to introduced the panelists, noting that Dr. \Jilork past frustration; and a sense of Damon would focus on strategies for humility, a sense of one's place in the promoting moral development in community. children; Ms. Clarke would discuss an \Vhile adults must do things that innovative, in-home approach to working children think are authentic, constructive with families; and Ms. Donelan would attitudes or bridges must also lead discuss middle-school support groups for somewhere beyond what children like or children affected by homicide, AIDS, dislike. Youth need to see a consensus in and other tragedies. the community, such as agreement on Dr. William Damon said his emphasis truthfulness and good habits. is on aspirations, hope, and positive Youth are in trouble in all settings, engagement. Emotional dispositions, for not just in the inner city. Politics and example, dispositions toward empathy education do not mix when it comes to and sympathy, are present in everyone at encouraging constructive youth birth. These dispositions are part of each development. Church, family, schools, person's "emotional legacy." Children peers, and others need to come together. seek regularity; they are looking for Too much time is spent on professional rules. Children also want to construct a infighting, and too little time is spent positive self-identity; they want to helping youths develop core values. contribute to society and avoid being Youths need to hear the same basic stigmatized. All children seek rewards messages in all settings. and avoid punishment. All of these Lori Clarke discussed Mano a Mano, things dispose people to pro-social one of five federal demonstration behavior. projects in San Diego that are funded by Violence today is alarming, but the Department of Health and Human people should not feel too defeated. Services, Family and Youth Services Many things can be done by following Bureau. The program goals are to some key principles required to empower children, families, and encourage positive development. communities and to build resiliency, Young people need to develop two especially in the face of drugs and different types of cognitive and violence. Solving Youth Violence . 6

As noted by Herschel Swinger, the mid-Atlantic region. One program is referring to the effects of the Los a nonviolence course she has conducted Angeles riots on children, there is no over Baltimore County teachers over the "post" in "post-traumat~c shock" past 14 years. She said children are no syndrome. The continuing effects have longer safe in schools but noted that been psychological, physical, and there are many violence-reduction and spiritual. prejudice-reduction approaches being The Mano a Mano program site is implemented around the country. Barrio Logan in San Diego, where there The Help Increase the Peace (HIP) are 45 known gangs involving 5,400 effort in Syracuse is a 3-day, in-school members, most of whom are between conflict-resolution program focusing the ages of 14 and 26. There, Perkins strongly on taking responsibility. But Elementary School is served by two youths must also be given opportunities social service agencies: Home Start, to take responsibility. which administers Mano a Mano; and In West Virginia, the College Scouts the San Diego Youth and Community program trains volunteers to motivate Service Neighborhood Outreach families to send their children to college. Program. Volunteers also help families fill out The Mano a Mano program focuses college application forms and submit on early-childhood development, not on them on time. Another program is problem behaviors. It starts with all Fighting Fair for Families, which is kindergarten children at Perkins and designed to address domestic violence provides "multi-systemic" services. Staff issues. The underlying philosophy of look at family situations and peer groups these programs is to empower adults by to identify community systems that may drawing on what they already know. be resources for the family. The "Everyone is an agent for social provision of in-home services is key to change," Ms. Donelan said. making other community services more Another AFSC program is Rising accessible. These services range from Stars, a Baltimore city theater project helping with transpoitation problems to that has been operating for the past 6 dealing with violence issues. Staff help years. Fifteen teenagers write and parents apply and internalize what they perform their own material. All group hear in parenting classes. members have to keep up their grades, Ms. Clarke said it is important to and all 15 of this year's members are provide concrete resources, such as going on to college. Recently, the group emergency food, clothing, and shelter. opened in a Gladys Knight concert. The program's strength-based approach The AFSC also conducts grief sessions begins with an assessment of family for middle school students. Often, resources. She added to Dr. Damon's families do not talk about grief issues. description, saying that Home Start and For example, one boy's mother was Mana a Mano want to build a consensus dying of AIDS but no one told him. As of values. The program conducts part of the program approach, youths community meetings and children's create memory books containing workshops in the schools. Trust, drawings and poems about their loved however, is first built one-on-one during ones who have died, often by violence. the in-home encounters. Reverend Dr. Byrd said the Council of Fran Donelan discussed several National Black Churches brings together programs sponsored by the American clergy and lay leaders. Through its Friends Service Committee (AFSe) in fellowship program, ministers work part- --~-"------~------

Solving Youth Violence . 7

time for various agencies. For example, working for the Centers for Disease Control gives clergy and lay leaders a closer look at health issues and a chance to assess how churches can address these issues. Other projects relate to the following: building self-esteem; resolving conflicts; producing The Enlightened Male's Manual, based on the concept of rites of passages; and a national anti­ drug campaign. Reverend Dr. By:rd helieves that churches can provide forums for listening to youth, and she noted that the CNBC's national conference this year is entitled "Creating Hope and Healing in the Midst of a Violent Society."

I l~ ______Solving Youth Violence . 8

Youth Development Programs I

Moderator: Menta Irby, Program Officer, Academy supported so they can go back to their for Educational Development, Center for Youth families and the community. Many of the Development and Policy Research, Washington, Hetrick-Martin staff become role models D.C. to these youths. Panelists: Ruben Chavez, Deputy Director, Over the years, the Institute has Outreach Services, Youth Development, Inc., changed its policy from one of protection Albuquerque, New Medco to one of involvement. Youth clients are involved in peer orientation at intake, Colberson Atole, Peer Advocate, Youth paid internships, and given membership Development; Inc., Albuquerque, New Mexico in the youth council. Additionally, the Frances Kunreuther, Executive DirectOl; Hetnck­ Institute has two youth board members. Mmtill Institute, New York, New YOlk Ruben Chrvez of Youth Development, Inc. (YDI), in Howard PhengsomphoJle, Project Director, City of Albuquerque, described its anti-gang Providence, Rhode Island violence program. The lO-week program is directed at youths who are court­ Frances Kunreuther spoke of the ordered into the program. The youths Hetrick-Martin Institute, a national come from any gang throughout the city. education and social service agency in However, YDI attempts to balance the New York that serves lesbian, gay, and gang affiliations so that no gang is bisexual youth. Since 1983, Hetrick­ dominant. Martin has been a leader in the field of A key element of the YDI program is HIV and AIDS education and meaningful parent involvement. At least prevention among adolescents. six sessions involve both the youth and The Institute provides a variety of parents. Early in the program, the youths services, such as after-school programs, are all brought together to help them counseling, alternative schooling, understand the rules, encouraging strong working with homeless youth, and ritual bonds. guidance and technical assistance to The organization stresses respect for teachers and social workers. each other's cultures, spiritual Adolescents who are "coming out" institutions, and traditions. A portion of are very susceptible to violence because the program involves performance by they are not seen as "normal." They are each youth or group of some form of attacked within the family, the school community service, such as feeding the system, and in the community. The homeless and giving assistance to the youths may believe they need to return handicapped. The key to success is violence in kind. common sense, bonding, caring, an array Unfortunately, too many of these of alternative program services, and a adolescents cannot cope with their committed staff. difficult circumstances and attempt or Mr. Chavez introduced Mr. Atole, a commit suicide. These adolescents are gang member who has been through the also targets of gay bashers, pimps, and program. Mr. Atole indicated that the other criminals. YDI program makes individuals feel Institute programs are based on the important and allows gang members to belief that everyone needs family and talk as equals. Young people are not community. The youths in the Institute's "talked down to." Program staff listen residential programs need to be Solving Youth Violence . 9 and do not judge. Most justice practitioners do not know how to handle gang members. The prevalent "lock them up" philosophy does not solve the problem. Howard Phengsomphone described the Southeast Asian Youth and Family Development Project, which is a gang prevention and violence reduction program in Providence. The city has had a substantial influx of immigrants from Southeast Asia (Cambodian and Laotian). There is a major difficulty in assimilating these new arrivals into the prevalent culture and democratic institutions. The city joined forces with the Southeast Asian community and formed an integrated structure of councils and projects directed at early identification of Asian youths who are gang memhers or at risk of becoming gang members. The key to the program is working with the youth and their parents, the youth's first role models. Other local agencies and organizations serving these populations are brought into the relationship in the next phase. Working only with the youth would not have lasting impact. The Southeast Asian Youth and Family Development Project is involved in both prevention and intervention activities. Mr. Phengsomphone finds it important to sit down with other agencies and institutions delivering services to the at-risk population in the community to jointly design a program that covers necessary areas. This collaboration can be used to address the problems of selected project clients. Solving Youth Violence . 10

Youth Development Programs II

Moderator: Michele Cahill, DirectOlj Youth exams for youth, job assistance, and a Development Institute, and Vice President, Fund for youth tribunal whereby the center's the City of New York, New York young people themselves can discipline offending youngsters. Panelists: Ozelious J. Clement, Executive Director, Jackie Robinson Center for Physical Culture, Mr. Clement said several studies have Brooklyn, New York cited the Jackie Robinson Center as very good, and he offered to share the Tvrone Brown, Assistant to the Director, MarcllinR center's methods with others. Sand, Jackie Robinson Center for Physical Culture, Tyrone Brown noted that his marching Brooklyn, New York band travels around the country Luis Garden Acosta, Chief Executive Officer, El representing the Jackie Robinson Puente, Brooklyn, New York Center. Student involvement reduces violence overall, he said, benefiting not Carla SanRelj Executive Director, LA's BEST, just the students involved, but the entire Office of the Mayor, Los Angeles, Califomia community. Regarding the youth tribunal, he Michele Cahill heads New York observed that adult counselors yell at City's Beacon Program, which is a misbehaving youth to no avail, but when network of after-school safe havens. a kid is up before the youth tribunal, he Youth development activities do not really listens. Mr. Brown stressed that work, she observed, unless they engage the 6,000 kids in the Brooklyn center are children, interest them, give them an learning peer mediation, conflict opportunity to contribute something, and resolution, and how to avoid trouble. have long-term continuity. Luis Garden Acosta recalled that, in Ozelious Clement said the Jackie 1901 , the south side of Williamsburg, a Robinson Center operates at a section of Brooklyn, was a killing field. disadvantage. The center is thought of as That year, in that small area, 48 young a program, hut it has been designed to people were killed, mostly because of operate as an institution that would gang activity. Mr. Acosta, who was then affect other institutions for young people. in charge of the local hospital's The center's mission, he stated, is to emergency room, saw the bodies come in strengthen the institutions of school, and felt helpless to stop the now. The family, and community. That, he said, is experience galvanized him. a comprehensive strategy that can work. Mr. Acosta wondered what could be The trend toward putting more and done about the violence. He described more resources into punishment is a neighborhood meetings that included negative approach that will never fully anyone who wanted to end youth solve the problem of violence. violence. Everyone thought in terms of Objections to the preventive route may categories with which they were familiar. arise from the idea that prevention has Some people blamed the schools; some been rather vague in the past. With an blamed early sex; and some blamed institution like the Jackie Robinson robbery of old people, purse-snatching, Center to represent prevention, chain-grabbing, or the lack of places for legislators may feel more comfortable young people to hang out. Mr. Acosta supporting the preventive approach to said he agreed with everyone. The ending violence. problem is all those things. He said that Among the key features of the Jackie Robinson Center are medical care and Solving Youth Violence . 11

to segregate body, mind, spirit, and includes homework and nutrition community is impossible. segments among its activities. The people at those meetings decided Ms. Sanger said the organization not to wait for government to help out. contracts an independent evaluation of They checked among themselves for the program. It is expensive, she resources and found plenty: graphic said-about $50,OOO-but appeals to designers, sports organizers, and people donors. A recent evaluation showed that with other helpful specialties. The group more than 75 percent of the children in built what Mr. Acosta called a bridge of the program like school more now than support and empowerment named El they did before entering the program. Puente, Spanish for "the bridge." One reason, she speculated, is that the About four years ago, the area served children come to school better prepared hy El Puente lost 23 young people to and there is less fighting on the way to measles. Calling that sort of loss insane, and from schoo1. Mr. Acosta said the young people in the In closing, Ms. Sanger issued a call community decided to go door to door, for development of more after-school asking whether people wanted to be programs. immunized. The young people themselves influenced many of their peers to be immunized. Health hazards, Mr. Acosta noted, are now being handled through a new family heaJth clinic in the area. Carla Sanger described LA's BEST, an anti-violence program in Los Angeles that is funded primarily by community redevelopment money. In 1988, she said, the mayor created a legal mechanism for using redevelopment money for the local school system and then arranged the general fund for LA's BEST. That program is a 501(c)3 independent nonprofit, which happens to be housed in the mayor's office. LA's BEST is an after-school program whose staff members are trained by the best people it can find. The staff tries to find the most teachable moments with children. Ms. Sanger said the organization works hard to teach the teachers that what they do is less important than the effect it has on the kids. If those kids are not interested in the program, they will simply not show up. The program recently sponsored a talent show in each schoo1. Each act had to decry violence. In keeping with its after-school setting, LA's BEST also L Solving Youth Violence . 12

Mentoring

Moderator: Marc Freedmall, Director of Special Michael Johnson told the audience that Projects, Public/Private Ventures, Berkeley, his project, Raising Ambition Instills Self­ Califomia Esteem (RAISE), is a pUblic-private partnership begun in June 1988, when the Panelists: Michael JohnsoJl, Project CoordiJlator, Project RAISE, Baltimore, Maryland City of Baltimore was looking for an imaginative way to decrease the dropout James Lewis, Kids Crow Program, Project RAISE, rate and improve the life chances of inner­ Baltimore, Maryland city public school students. RAISE began with seven sets of sixth Clifton Simmons, Urban Resources Initiative, graders, who were followed until they Project RAISE, Baltimore, Mmyland completed high school. A second stage of Leon Franklin, Youth Development Specialist, 771e the program (RAISE II) began in the fall Ewing Mation Kauffman FOllndation, Project of 1990, with three groups of second Choice, Kansas City, Missouri graders, one group of fifth graders, and two groups of sixth graders. The RAISE II Over the past decade, a new movement children are assigned mentors and to provide volunteer mentors to young participate in program activities for 7 people, particularly those living in years. Each child completing high school poverty, has emerged in cities across the is guaranteed funding for college or United States. Marc Freedman questioned technical training. the audience. Why is mentoring so Mr. Johnson emphasized that the popular? What will it do for communities? program provides sustained caring Can it deliver? connections of three types: a school-based Mr. Freedman spent five years advocate, a sponsoring organization, and studying mentoring. He found that a large one-on-one mentors. Mr. Johnson serves number of programs have been started as a school-based advocate and is part since the 1980s by organizations such as counselor, part friend, and part role model the Rainbow Coalition, Xerox, IBM, to 63 students. He monitors attendance, Procter and Gamble, and private grades, and behavior; builds trust with the foundations. The Clinton administration students and their families; and acts as has also included new initiatives on liaison to the mentors. mentoring. Mentors represent caring connections The failure of society to support young for the students. Individual mentors are people may be the reason for such an asked to commit to I year. They are interest in mentoring. Today, one-half of expected to meet face-to-face with their children are growing up in single parent studeh ,; at least every other week and to homes. Since 1970, the average American periodically attend training workshops. has been working more hours and has less Currently 44 mentors are assigned to 63 time to help young people make the students. Forty-one of these mentors have transition to adulthood. In the schools, been with the program for 6 years. staff members are overwhelmed with too Mr. Johnson trains the volunteer many students. People no longer know mentors in 2-hour workshops that cover their own neighbors. communication skills, parenting skills, and In the past, social scientists focused on cross-cultural differences. Mentors and the failure of individual youths. More students complete surveys to determine recently, they are looking at the other side: areas of interest and expectations. why individuals succeed. Meetings are held with families to see how ------

Solving Youth Violence . 13

they would feel about a mentor coming Project RAISE also helps students find into the family circle. There is usually ways to ghv back to the community. For some apprehension, but ·Mr. Johnson said example, participants in the project taught that he urges them to give it a try because young children Chinese in short sessions. adjustments can always be made later. Working with the Yale University Forestry The founder and lead supporter of Program during the summer, young people RAISE has been the Abell Foundation, had the opportunity to learn environmental providing over $4.5 million since 1988. science. The mentoring programs stress The Fund for Edllcational Excellence academic, social, and cultural education. operated RAISE until the Baltimore Clifton Simmons has had a mentor for Mentoring Institute was created in January six years. He admitted that during that of 1990 to administer the RAISE I and time, he has had ups and downs. With the RAISE II projects as well as the help of his mentor and Mr. Johnson, he Mentoring Resource Center. The resource believes he has grown up with a positive center is a clearinghouse of information outlook and hope for the future. about mentoring models and provider of Mr. Simmons told the audience that he technical assistance and training. Other wrote and implemented a business plan sponsoring organizations are varied in and is currently running his own vending composition and mission, ranging from business. He had dropped out of high church groups to businesses and colleges. school, but he is taking a course to get a In addition to providing funding, these GED. He plans to attend college to major organizations recruit mentors from their in architecture. When he entered RAISE, ranks and sponsor various other activities. he completed a survey and expressed an These organizations commit to support the interest in art. He was paired with a program for 7 years. mentor who owns an art gallery. Mr. Mr. Johnson said the program works. Simmons said his mentor has given him Students need a person they can depend on opportunities that he would never have had and trust. Mentors provide an alternative before. caring relationship that a young person An audience member asked whether the may not be able to find anywhere else. cross-cultural match was difficult, because Mr. Johnson indicated that a Mr. Simmons is African-American and breakdown in communication often gets his mentor is white. Mr. Simmons him involved in the schools. Sometimes, reflected that when he was first assigned a for example, students do not understand white mentor, he had Ci. lot of negative how to solve problems. He has helped thoughts, but it did not take him long to students and administrators improve see that color does not matter when it relationships through communication comes to mentoring ability. without anger. He has also helped youths James Lewis told the audience that he deal with authority without hostility. Many attends a Baltimore city public high school times these young people need role playing and is studying electronic engineering. His and other training to figure out how to mentor, who has helped him academically express needs. to attain a B + average, takes him on Mr. Johnson has worked with parents business trips, helps him understand what and students to understand the Baltimore is needed to prepare for college, and tutors school system. For example, what specialty education is available? This opens the door to educational opportunities. Solving Youth Violence . 14

him in math. His goal is to be an particularly difficult in cross-cultural aerospace engineer. situations, often due to communication Mr. Lewis met his mentor when he was problems. The strongest relationships are entering sixth grade. Despite a cross­ usually created between those with the cultural match, Mr. Lewis felt that his same ethnic background. mentor was someone wi1'J accepted him Mr. Freedman advised those involved in and was always there to help. mentoring programs to realize that youths As part of the RAISE program, Mr. may need more than one mentor. As Lewis reported that he served as a junior young people grow and change, each stage counselor in a "Kids Grow" summer of development may require different camp. He led a group of 10 youths in the mentoring skills and abilities. The most exploration of forestry, environmental, and effective programs offer a variety of natural concerns. They found a polluted support. stream and contacted the United States Environmental Protection Agency to initiate action. Leon Franklin explained that in 1989, Project Choice was founded as a dropout prevention program by The Ewing Marion Kauffman Foundation in Kansas City. The program was initiated in Westport High School. To be part of the program, students agreed to remain drug free, avoid pregnancy, and enter the program in their freshman year of high school. College funding is the reward for those who succeed. Mr. Franklin works with students during their high school years. He was first seen as simply another authority figure, but after hours of walking the halls, attending extracurricular activities, and making himself available to get to know the students, a dialogue was opened. Mr. Franklin admitted that it takes persistence to work with students. He had to get to know their families and neighbors. He is now in a position to see the positive impact of mentoring youths. Project Choice places two staff persons in a school. These staff members also serve the families of the youth. A post-secondary staff takes over for the college students. There is an 800 number to help communication. Mr. Freedman said that during his research, he interviewed 300 mentors and students. He found that making the right match is very difficult. A good match is Solving Youth Violence . 15

Youth Involvement and Participation

Moderator: Ann RosewatCl; Deputy Assistant organization with more than 400 Secretary, Policy and Extemal Affairs, members, ages 13 through 19. In many Administration for Children and Families, U.S. communities, members are mostly boys. Department of Health and Human Se/vices, Through STAR, youths can be placed in Washington, D.C. paid internships in good companies. The Panelists: Jenna K. Thomas. President, Serious companies are paid by STAR, so the Teens Acting Responsibly (STAR), Hardeeville, youth work without expense to the South Carolina company and receive professional experience. Augusto Roddquez, President, Board of Young There are several chapters in the Adult Police Commissioners, New Haven Depmtment of Police Se/vices, New Haven, States of South Carolina, Georgia, Connccticut Virginia, Connecticut, and North Carolina. STAR has addressed such Aficlzelle Edwards, Vice President, Board of Young issues as teenage pregnancy, AIDS Adult Police Commissioners, New Haven awareness, drug abuse prevention, Depmtment of Police Services, New Haven, violence prevention, high school Connecticut dropouts, college preparation, career David Reliford, Youthlinc Liste/lCI; NYC YOllthlinc, awareness, environmental justice, Depmtmellt of Youth Services, Brook~vn, New York multiculturalism, African-American history and culture, and mentoring for Ann Rosewater stated that it is younger children. impossible to talk effectively to youth Ms. Thomas maintained that STAR about violence prevention and members prefer to work with youth. consequences of violence without Indeed, it is STAR policy. She has found hearing from them. Furthermore, it thaf1(dults are not accustomed to cannot be done without creating working with youths as authority figures, opportunities for youths to teach adults so adults may ultimately want to control lessons about young persons' lives and to too much. STAR prepares youths for contribute to the plans made for them. leadership based on the premise that Ms. Rosewater introduced the presenters youths must be given responsibility if on the panel as youths who have been they are to become responsible. instrumental in designing and operating Augusto Rodriquez attends high organizations that give themselves and school in New Haven, Connecticut, other youth opportunities for leading which, he pointed 0,.~t, is the seventh constructive lives. poorest city in the country. Mr. Jenna Thomas described Serious Rodriquez described several of the Teens Acting Responsibly (STAR) as an serious violent altercations he has organization for youth operated by witnessed, including a homicide, and the youth. Whereas many youth impact of these experiences on his organizations are operated by adults, outlook. He told how his brother, STAR is operated solely by young mistreated by a police officer, finally people, with only advisory functions for reached the point of intolerance and adults. Unlike other youth programs, went to the police department to request STAR's goal is to prepare youths for a meeting with the chief to talk about his long-term success, not for a specific skill. concerns. He was not only granted the STAR began as a group formed for a request, but was also asked to join the few girls and evolved into an Board of Young Adult Police Solving Youth Violence . 16

Commissioners (BY APC), an She cites as an example the board's organization chartered in May 1991. standing committee on residential drug The BY APC consists of 22 members, treatment for adolescents, which was six of whom are elected from each of the formed in 1991. The purpose of the city's six high schools and 16 of whom committee is to try to help provide are appointed by the mayor. The Board education, prevention, and treatment for members represent a full cross-section of drug abuse among youths in New Haven. New Haven's population. The Board The committee conducted a study and does not have formal policymaking discovered that only 110 residential power, but sets its own agenda and gives treatment beds for adolescents are advice directly to the chief of police. The available in the entire state of Board is now actively interviewing the 60 Connecticut, only 20 of which are community policing recruits who will be available for non-insured persons. The joining the department next year. The study also found that the cost of jailing Board also plans fund raising events, someone for 1 year, approximately ~uch as a Holiday Jam for youths that $42,000, is far more expensive than raised more than $SOO for an AIDS putting someone in residential treatment, hospice last year. Mr. Rodriquez is which costs about $24,000. convinced that the young adult The committee resolved to advocate commissioners' involvement in the more treatment beds for adolescents, process "helps us bridge the gap and they were able to obtain 2,000 between police and youth." signatures of students on a petition in Mr. Rodriquez had praise for Chief support of increased availability of Nicholas Pastore and referred to him as treatment beds. The petition was a friend of youth. "Together," he said, presented to the Connecticut General "we are improving life in New Haven for Assembly's appropriations committee. In everyone. We are ready to spread the the annual budget, however, no beds solution and are available." were added, but 10 beds for youths were Michelle Edwards also lives in New eliminated. After an appeal to the co­ Haven, Connecticut, where she attends chairperson of the assembly's high school, is a National Honor Society appropriations committee, the 10 beds member, is captain of the volleyball were reinstated. team, and holds a part-time job. Ms. The BY APC board is committed to Edwards has witnessed or has knowledge the position that residential drug of many acts of violence by students that treatment is the best transition from a have disrupted and destroyed social and negative environment involving drug educational opportunities at school. abuse and crime to a positive one that is Students, teachers, and other school staff drug and crime free. The board recently have been attacked, and many teachers hired two consultants from lock their doors out of fear. Massachusetts to assist with needs Ms. Edwards was elected to the assessment, strategic planning, BY APC by students at her high school. documentation, and fund raising. The She was at first critical of the board and consultants were funded in response to a thought it was only symbolic, not active. proposal submitted to the Center for Now that she is a member, she Substance Abuse Prevention in recognizes its accomplishments and sees September 1993. The consultants will the board as a viable place for youth to assist the board in improving its standing participate in decisionmaking. with the community, national linkages, ------

Solving Youth Violence . 17

fund raising, and community and police relations. David Reliford is a listener with the NYC Youthline, a 24-hour, toll-free national phone service staffed by youth for youth. He pointed out that Y outhline is a phone service that gives youths an opportunity to talk if they need someone to listen to them. The line is anonymous and confidential, unless a caller indicates that a homicide or suicide may occur or has occurred. Youthline coun~;~jors make referrals to a wide range of services including family planning, job listings, and health care. Youthline uses a geographically based computer system and maintains a database of more than 9,O()() youth programs and services. The staff of Youthline are paid youth listeners who receive 90 hours of training in a variety of areas, including gay and lesbian issues; counseling in cases of child abuse, rape, or death and hereavement; and school safety and listening skills. The youth staff are supervised hy professionally trained adults. An effective system has been established for situations in which youth listeners are unsure of how to handle a call. The youths have three flags to choose from to get an adult supervisor's attention: a yellow flag indicating need for information, a green flag indicating the caller is abused or a runaway, and a red flag indicating the call involves a homicide or suicide. Mr. Reliford said that most of the calls are about relationships. Y outhline is based in New York, but will soon be started in San Francisco also. It is so successful that the Federal Government is considering establishing it nationwide. Mr. Reliford predicted that one day it would be international, hecause youths everywhere have the same problems. Solving Youth Violence • 1B

Community Service

Moderator: Shirley Sagawa, Executive Vice high school diploma or obtain aGED Presidellt and Managing Director, The Corporation during the service period. Jor National and Community Service, Washington, D.C. As an AmeriCorp program, DSC has an impact on three areas. First, it affects Panelists: Rick Collins, Depu(v Director, Delta communities "through direct and Service Corps, Little Rock, Arkansas demonstrable services." Second, the impact "on communities [is made] by Michael Cmlul, Vice President oj Operations, strengthening and affecting lasting and Public Allies, Washington, D. C. constructive changes." This is done with David Medina, 1993-1994 Public Al(y, Public Allies, the Golden Triangle concept of bringing Washingtoll, D. C. other institutions and organizations together to cooperate on common goals. Ira Harkavv, Director, Center for Community Third, the program affects participants Partnerships, University oj Philadelphia, "by developing leadership skills, fostering Pelln.~}'lvania active, productive citizenship, and enhancing educational opportunities." Shirley Sagawa explained that The Mr. Collins identified four national Corporation for National and priorities that DSC incorporates into its Community Service (AmeriCorp) gives program. . communities a resource other than The education component emphaslzes money or manddxes-people to solve school readiness programs, such as Head problems. The motto of AmeriCorp is Start, which foster early childhood "getting things done," and its first priority development, as well as school success is to make a real difference in the programs, such as after-school tutoring. community. Ms. Sagawa reported that The public safety element stresses programs under AmeriCorp have crime prevention and crime control demonstrated an impact on crime strategies, such as numbering houses to pre\~ention. improve the response time by criminal The Delta Service Corps (DSC) was justice services. one of the original national Human selvices focuses on both health demonstration models selected in 1991 and home care, such as community­ by the Commission on National and based health care and neighborhood Community Service. DSC serves 132 rebuilding. counties at over 200 independent service The environmental component opportunity sites in Arkansas, Louisiana, emphasizes both neighborhood and and Mississippi. Rick Collins stated that natural conservation, restoration, and DSC's purpose is to promote an ethic of maintenance programs. civic responsibility and to provide a structure in which citizens can serve Mr. Collins reported that full-time their communities. DSC participants receive $7,662 for 9 months of service, health care, and The DSC recruits members for full­ and part-time service. Applicants must $4,725 in educational benefits. Part-time he 17 years of age at the start of participants receive $4,050 for 900. hours training, must be citizens of the United of service that may be completed ill up States or have a permanent residence to a 2-year period, liability coverage visa, and must have a while on site, and $2,363 in educational benefits. L Solving Youth Violence • 19

Public Allies began as a grass roots Mr. Canul stated that violence among project only 2 years ago, but it is now a youth is a type of a social disease. It has "direct and demonstrable service." identifiable symptoms, it can spread and Michael Canul stated that participants overcome communities, and yet, it is of Public Allies, who are between the treatable as well. He emphasized that ages of lR and 30, serve an professionals must be willing to "get apprenticeship during a lO-month term. [their] hands dirty" and become involved They work 4 to 5 days a week in a in service opportunities to prevent nonprofit entity or government agency violence. providing a direct service, such as Dr. Ira Harkavy introduced the tutoring or managing programs. concept of university-assisted schools Puhlic Allies promotes social that are compr~hensive centers designed responsihility with service projects that to involve the community in education, have a lasting effect and explore the service, and neighborhood improvement participants' potential for advancement activities. The West Philadelphia and leadership. Public Allies invests in Improvement Corps (WEPle) is an training for each of its members. example of such a program that links the Two years ago, David Medina "was Univershy of Pennsylvania with the doing what every youth does-trying to Philadelphia community. make a living." He was on his own at age This strategy uses university resources 16 and had to support himself. Last year, and involves students, families, and he noticed that the people with whom he communities. The puhlic school cluster associated would eventually get him into (elementary, middle, and senior high trouhle. He said he was "given the light" schools) has been shown to represent the when a dissatisfied drug dealer in Boston most appropriate comhination of told him that a change in his life would institutions from which t.o huild effective take him to hetter places. That change youth violence prevention and was Puhlic Allies. intervention programs. Mr. Medina stated that Puhlic Allies WEPle offered a summer institute gave him insight on how youth can make where 60 youths studied nutrition with a difference. "No matter what work you medical students and undergraduates. do -lawyer, cook, custodian; you have The college students taught nutrition to to give something hack," he said. He the middle school students, who used stated that he wants to help people, this knowledge to inform the rest of the regardless of race or sex, even if it is community through flyers and "just a little something.... " newspapers. Youths also worked in As a youth counselor, Mr. Medina hospitals. As a result, the university developed self-esteem and leadership became a wellspring of learning for the skills in his clients. One youth he was entire community. counseling is now in jail for murder. He Dr. Harkavy emphasizeJ th}lt rathe!" expressed remorse that this youth's once than expecting government to solve hright future is now gone. He is community prohlems, the community determined not to let that happen again. must combine the talents and resources Mr. Medina stressed the importance of faculty, students, staff, and institutions of telling people they are cared for. to become catalysts with the government Even those who are underprivileged for community improvement. Community must give hack to those who are less service is at the heart of effective fortunate. change. Solving Youth Violence . 20

Community Health and Community Mental Health Approaches

Moderator: Dialle Dohe/ty, DirectOl; Children's a disciplinary p~ocess and is presented to Safety Network, National Celller for Edllcation ill the youths as a club, part of the physical Matemal alld Child Health, Arlington, Virgillia education curriculum. It has been very Panelists: Michelle S. Hassell, CoordillatOf; PACT well received by the students. They use Trainillg, Wright State Uiliversi(y, Dayton, Ohio team names and colors and have competitions and role-playing situations. William H. Wiist, Administration Manage/; Dr. Hassell showed part of a video Houston Department of Health and Human depicting African-American youths in Serviccs, HOllston, Texas different anger-producing situations. The Janice Hutchinson, Acting Admillistrator, Child alld PACT training system uses a three­ YOllth Scrvices Administration, Department of pronged approach, how to "give it," how Hllman Sc/viccs, Washillgton, D.C. to "take it," and how to "work it out." The videos are designed to be culturally Diane Doherty said the Children's specific and to help develop particular Safety Network (CSN) was affiliated with anger management skills in young people. Georgetown University and the Matemal An evaluation was conducted from 1989 to and Child Health Board. CSN fosters the 1993 involving 130 students who received development and inclusion of injury and intervention and a control group of 111 violence prevention strategies into matemal students. Juvenile court records were and child health services, programs, and checked on both groups during the follow organizations. CSN seeks to reduce the up. Only eight percent of those who mortality and morbidity associated with received the training appeared in the unintentional injuries and violence among juvenile court records, compared to 21 children and young1dults. percent of the control group. CSN holds regular meetings on Dr. William Wiist represented the developing strategies against youth Houston Violence Prevention Program, violence. A recent campaign from the begun in 1992. It is a 5-year, cooperative Carter Center in Atlanta had the theme, community-based violence prevention "Not Even One." This campaign was program backed by participating focused against gun violence. Ms. organizations, including The Tejano Center Doherty said that 85 percent of youth for Community Concems, Texas Southem homicides are gun-related. Contra Costa University, Houston University, the local County in Califomia has passed a health department, and the local school resolution calling for public-private district. Funding is provided by a prevention projects aimed at securing safe cooperative agreement with the National homes, communities, and schools. Center for Injury Prevention and the Dr. Michele Hassell directs the Centers for Disease Control. Geographic Positive Adolescent Choices Training areas were selected based on ethnic mix (PACT, project. This is a culturally (80 percent Mrican-American and sensitive training program developed Hispanic), quantity of discipline problems specifically for African-American youths recorded, and economic factors. The to reduce their disproportionate risk of Tejano Center provides materials in becoming victims or perpetrators of Spanish as well as English. The goal of the violence. project is to reduce mortality and Seventh and eighth grade students are morbidity due to violence among African­ referred by teachers to attend 26 hours of American and Hispanic adolescents in sessions. The PACT program is not part of large cities with high homicide rates. Solving Youth Violence . 21

The intervention consists of (l) an Many of the prostitutes are very young, educational program to prepare sixth grade and they. sometimes engage in this trade peer leaders in violence prevention and to for the sake of addicted parents. The team train high school youths to serve as offers coffee, chocolate, condoms, and mentors, (2) organizing community leaders free shelter to those they are able to to develop local violence prevention approach. In the 10 months the program strategies, and (3) training block leaders to has existed, staff have couilseled 400 serve as neighborhood violence prevention young women and men. The team advocates. coordinates with shelters, private homes, Youths who have been identified by and women's organizations. Although their peers as influential are enrolled in the there has been community resistance to program and given training in leadership, HIPS due to the mistaken idea that it interpersonal communication, conflict supports prostitution, the program has resolution, and educational subjects. They succeeded in safely getting young people also receive other social guidance or off the street and out of that lifestyle. advice through the mentorship, such as movie monitoring. These youths participate 2 to 3 hours per week year­ round, and are involved in many recreational activities such as camping. Parent participation has been somewhat weak. Other components of the Houston program also establish neighborhood violence prevention advocates to conduct meetings, locate resources, and lobby. Dr. Janice Hutchinson began her discussion by pointing out that the District of Columbia has three times the national rate of teen violent death and truancy from school. She said children are often abused early in life and exposed to violence about which the parents may be unaware. Dr. Hutchinson spoke about the D.C. Youth Trauma Services Team that works at scenes of violent street incidents, offering counseling to youths who are involved in or who witness these events. The trauma team operates from 6:00 p.m. to 2:00 a.m. Thursday to Saturday each week. They also offer training to police officers and provide links to other community services. The prostitute intervention program, Helping Individual Prostitutes Survive (HIPS), is sponsored by the University of the District of Columbia and offers counseling and support to prostitutes in Washington, D.C.

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Concurrent Workshops: Home and Family Domestic Violence

Moderator: Anne Menard, DirectOl; National also reported that domestic violence is the Resource Center on Domestic Violence, Hanisblll'R, leading cause of injuries to women-more Penllsylvania than car accidents, muggings, and rape Panelists; Marlies Sudel7llann, DirectO/; London combined. Fami(y Court Clinic, Londoll, Ontario, Canada Dr. Sudelmann asserted that the biggest predictor of whether a man will David S. Lee, Teen Program Education abuse his partner is whether the man has CoordillatOl; Battered Women's Alternatives, witnessed violence in his own family. Concord, California Seventy-five percent of men who abuse Nallcy V. Neylon, Executive Director, Ohio have, as children, observed violence Domestic Violence NetwOlk, Cleveland, Ohio between their parents. A London Family Court Clinic study found that boys from Anne Menard defined domestic violent homes have higher rates of violence as the use of violence, threats, or violence in general. coercive tactics against a partner. Most Children who witness domestic violence domestic violence involves a man have adjustment problems comparable to committing acts of violence against a those of children who are abused. Serious woman. It is reported that 2 to 4 million behavioral and emotional problems are 17 women are abused by their male partners times higher for boys and 10 times higher every year and that 1,400 to 2,000 of these for girls who have observed domestic women are murdered. Research on the violence in comparison to those who have extent of violence in dating relationships not. It has been predicted that 150,000 to has only just begun. In addition, 3 million 250,000 school-aged children have been children are at risk of witnessing domestic exposed to domestic violence. This violence each year. This has a serious translates into two to five children per impact on the children. classroom. Dr. Marlies Sudermann stated that Dr. Sudermann stated that only long­ "we live in a world where youth are tenll prevention tactics can be effective bombarded with violence in the media. " against violence. One such tactic is "A She reported that the rates of violence on School-Based Anti-Violence Program" TV are high, with five acts of violence per (ASAP) sponsored by the London Family prime time hour and 20 to 25 acts of Court Clinic. ASAP's goal is to increase violence per Saturday morning cartoon violence awareness, confront and challenge hour. She illustrated her point with slides attitudes, and develop action plans at the of Teenage Mutant Ninja Turtle cartoons, individual and school level. This program a Freddy Krueger television series, video stresses staff development and training, games and CD covers that depict a woman community involvement, student programs, being raped, and a T-shirt that shows a and infomlation sessions for parents. man holding a gun to a woman's head. The London Family Court Clinic's Dr. Sudermann stated that wife assault evaluation of this school-based program is a major oiminal and social problem. In shows measurable effects. Before the November 1993 statistics, Canada found program was implemented, 19.6 percent of that 50 percent of women over the age of males thought it was penllissible to rape a 18 in Canada reported an assault incident. girl if she led him on, 17.5 percent In addition, severe, repeated violence thought it was penllissible if she sexually occurs in lout of 14 marriages. It was excited him, and 8. 1 percent thought it Solving Youth Violence . 23 was pennissible if she had dated him for development programs. These programs some time. After the program, the stress peer advocacy, conflict management, percents dropped to 15.6, 15, and 5.9 and training of youths to become percent respectively. The study also spokespeople in the community. showed, however, a slight increase in the Mr. Lee trains in San Francisco's Men number of males who thought it was Overcoming Violence and organizes men pennissible to rape a female if he spent to speak out against domestic violence. He money on her or if he was drunk. stated that supportive men can help to stop David Lee stated that the Battered violence against women by becoming allies Women's Alternatives (BWA) program and organizing with women against those provides services, such as a 24-hour men who assault women. hotline, shelters, crisis counseling, a Nancy Neylon is the Executive Director transitional housing program, job training, of Templum House, which offers both a legal program, and treatment programs, prevention and intervention programs for for those affected by domestic violence. youths who have witnessed or experienced Although services are necessary, domestic violence. Research has shown prevention strategies should be that witnessing family violence can have emphasized. For instance, the Teen an adverse effect on the behavioral and Program promotes violence prevention emotional development of children.She workshops, sponsors youth leadership stressed that children as young as two development programs, and provides years can clearly verbalize violence they resources to other organizations. have seen in their family. Mr. Lee maintained that the Teen Ms. Neylon identified four problems in Program assumes that everybody is born a current intervention strategies. First, there loving, intelligent, and capable human is a lack of coordination among services. being. However, as children grow up, they Second, compartmentalism of service are exposed to pervasive images of delivery exists so that programs work with violence that encourage the socialization of only one problem and do not draw a violence as a nonn. In addition, he noted connection to other affected areas. Third, that domestic violence must be seen in children are not empowered. Pedophobia, connection with sexism, racism, which does not endow children with rights homophobia, and devaluation of others. or voices, is prevalent in our society. Alliances such as the Teen Program Finally, current service delivery need to be fornled to help children resist approaches do not acknowledge that oppressive situations. In addition, Mr. Lee children will usually continue their noted that prevention must begin at home. relationship with an abuser. The services, If children are exposed to violence in the therefore, do not provide adequate safety home, they are more likely to accept and programs. repeat the violence. In designing an effective intervention Although adults play a critical role in program, it is important to frame a goal marketing CDs, television shows, and that defines what will be changed. Support clothing that may encourage violent acts, and resources in the community need to be teens are the ones who are blamed and identified and analyzed. How broad an devalued. Mr. Lee stated that adults must effort the program will encompass should give up some of their power and help to be decided. Community leaders who might create a change in society in order to hear be willing to get involved for the long and respect the voice of youth. The Teen tenn should be approached. Finally, it is Program encourages youths to prevent important to get feedback from the violence through youth leadership community to assess the program's impact. Solving Youth Violence . 24

Groups, such as the local and federal juvenile justice systems} court-appointed guardians, and battered women's organizations, may help with evaluation. An effective program needs a philosophy of empowemlent to encourage people to make their own decisions. Domestic violence programs must also be connected to other problem-solving efforts in the community, especially against violence in general. A high level of coordination between agencies helps to facilitate change. So!t'ing Youth Violence . 25

Child Abuse and Neglect

Moderator: Cathy Spatz Widol1l, ProJessol; suffer from lack of funds, turf wars, lack Ciiminal Justice and Psycllolof?,Y, State University oj of mutual respect, personality clashes, New York at Albany, Albany, New York. and time constraints. Even when funding Panelists: Susan J. Wells, DirectOl; Research on is available, teams often have difficulty Children alld the Law, American Bar Association, writing proposals because of these Chapel Hill, NO/til Carolina problems. Teams can be strengthened and maintained by commitment to a Deanne Tilton DurJee, United States Advisof)1 mutual goal and joint training. Board Oil Child Abuse and Neglect, El Monte, Deanne Durfee noted that a 1974 act CaliJol7lia of Congress created the National Center Pat Stanislaski, Executive Director, National Center for Child Abuse and Neglect, and a 1988 Jor Assault Prevention, Sewell, New Jersey amendment created an advisory board for the Center. Ms. Durfee serves on Susan Wells noted that 23 percent of tl]at advisory board, which comprises 15 reports on abuse and neglect to child members who serve 4-year terms. In protective services (CPS) are made by 1990, the board declared child abuse and educators and 16 percent are made by neglect a national emergency and issued law enforcement. States differ regarding a report with 31 recommendations. who should receive child abuse reports. However, good data on child abuse and Thirty States specify CPS, and 19 States neglect is still lacking. require CPS to notify law enforcement in There was no national agenda for certain types of cases. But responses to child abuse and neglect through the these reports soon involve many 1950's. In the 1960's, research by Halfer agencies. and Kemp called attention to the The role of law enforcement is battered child syndrome, and a 1962 relatively clear in child homicide and paper dealt with inconsistencies between sexual assault cases, but there are child injuries and parental explanations debates about professional roles and for them. By 1974, there were child responsibilities in other situations. abuse reporting laws in all states. Also in CPS/police response teams offer several the 1970's, family-child sexual abuse was advantages: they help team members "discovered." The problem was found to understand each others' perspectives, the cross class lines, and programs were police can prevent the perpetrator from developed to address it. leaving the scene, the police can protect In the 1980's, child sexual abuse the CPS worker, and the law can be a began to receive attention, and society motivator for treatment. realized that interventions by public The past 20 years have seen a shift in health workers, friends and family, the CPS role from a family-oriented mental health professionals, law agency to a "law enforcement enforcement, and others were necessary. investigative arm" and back again. Law The 1990's have included a focus on enforcement agencies often say they do child abuse fatalities and how to prevent not get called enough. them. In 1978, the Los Angeles County There are several different types of Child Abuse Fatality Review Team teams: diagnostic and treatment, found that these fatalities usually investigative, and review. Teams often occurred in the third or fourth child of a parent who started having children as a teenager. I"" ~----~--I

Solving Youth Violence . 26

Finally, Ms. Durfee pointed to the In response to a question about what power of the media to increase public to do when children are ahused by the awareness. Television dramas, such as criminal justice and service systems, Dr. the last Marcus Welby episode, Cathy Widom said not all children are Someth.ing About Amelia, Scared Silent, treated the same. People need to and Oprah Winfrey's discussion of her document differential treatment and own childhood abuse, generated a increase people's awareness of this issue. tremendous number of calls to service Dr. Widom talks about equality of agencies. Now a backlash exists involving response at community policing adults who claim to have been wrongly conferences. She also referred to her accu,5ed. recent research on child abuse and Pat Stanislaski noted that power, or neglect, sponsored by the National lack of power, is "at the very root of all Institute of Justice (NU). Using a violence." Empowerment is at the heart prospective cohorts design, she studied a of necessary solutions. The Child Abuse substantial number of cases, separating Protection (CAP) project began in 1978 abused and neglected groups and after a second grade girl was raped in comparing them with a matched control Columbus, Ohio. Program founders were group. Results are summarized in an NIl concerned about the avoidance and Research in Brief, The Cycle of Violence. victim-blaming they saw. They asked organizations working with adult victims of sexual assault to suggest how their work could be applied to children. CAP programs now operate in 32 States and eight countries. CAP workshops for children give them solid information about how assaults happen, try to lessen their isolation, and work to empower them. Children are told they have the power to make decisions (for example, about what they do with their bodies) and that they have a fundamental right to be safe. The children are invited to speak after the workshop. About 5 percent report major abuse they have never hefore told anyone. Children's workshops are adapted for preschool through high school, including special education classes. CAP also holds workshops for parents and teachers. Ahout 70 percent of all public schools in New Jersey have had CAP workshops. New Jersey has seen a 16 percent decline in child sexual abuse over the past 3 years. Solving Youth Violence . 27

Family Support and Preservation

Moderator: Lay/a P. Su/eiman, Associate Director their environment. The goal should be to of Programs, Family Resource Coalition, Chica[?o, help them understand responsible power. Illinois When a person feels he or she has no Panelists: Mada Elena OlTego, Consultant, power or control, hope is lost. In this Preselvation and Support SelVices, Commission on society, power is gained through wealth, Social SelVices of the District of Columbia knowledge, or influence. Most people do not have particular wealth or knowledge, Susan Kelly, DirectOl; Division of Family but they may have influence. Families Preselvation SelVices, Michigan Department of need to understand power and teach their Social Selvices, Lansing, Michi[?an children about it. Mustafa Abdul-Salaam, Executive Director, New History has clearly documented the Haven Family Alliance, New Haven, COllnecticut power of violence in civilization. As a tool of power, violence is witnessed every day Layla Suleiman opened the workshop in communities, politics, and corporations. by reminding everyone that a consistent To improve the situation, people must principle of social service is that all understand how to create their own power families should have access to resources base. that meet their needs and desires. In Mr. Abdul-Salaam stressed that there today's environment, where many families are only positive outcomes when have trouble staying together, the communities, families, and individuals traditional approaches to human service learn to understand and use power. delivery are challenged. Communities that control resources have The family support concept seeks to the healthiest environments. People in such make services to families more accessible, communities vote, organize, and get action helpful, and empowering. It has emerged on their concerns. Communities that as a realistic response to the increasingly organize also institutionalize leadership-a complex array of services and types of critical component for future success. support that all families need in order to Resources must be invested in raise healthy, productive children. underdeveloped communities in order to Ms. Suleiman specifically suggested decrease violence. By emphasizing human that successful family support and and economic development, focusing on preservation programs and services should families, and empowering parents, a high consider: (l) the ecological framework or standard of moral behavior for young men cultural and social system where the and women can be developed. Community family exists; (2) the developmental members can be motivated to gain perspective of the family as it adapts, knowledge and infonnation. changes, and grows as a unit and as Maria Elena Orrego pointed out that individuals; and (3) the issue of State planning for family support and empowennent as it relates to individuals preservation is an opportunity for local and families detennining their service communities to build collaborative and needs. integrated services. Planning funds are ~Iustafa Abdul-Salaam contended that offered by the Federal Government with violence is rooted in the fact that families the requirement that consumers, such as have not been strengthened. Families are parents and families, be involved in the the core of communities and country. They process. The Federal mandate calls for need infonnation and resources to control working in collaboration to minimize conflict. This is an opportunity to harness Solving Youth Violence • 28 more resources to stop the wave of Removing children from problem violence and destruction. homes is not the answer. The first removal Ms. Orrego said that, as a consultant to usually leads to multiple placements, an the District of Columbia, she sees the average of five. Last year, $11.9 billion planning process following a different was spent in the United States to remove route. The District knows where the children from their homes. Children often problems are and what their dimensions do not understand why they are removed are. New thinking looks at the many assets and are emotionally damaged by the and strengths in the community and experience. detennines how best to build upon those. In addition, Michigan authorities have She urged professionals in the field to found that placing children into restrictive use the word "participant" rather than environments (State facilities) almost "client," because it will help to build guarantees a more restrictive future respect. Relationships with participants placement. should be built on trust, equality, and Ms. Kelly showed a video about a respect. young man who fonnerly stole cars. He Ms. Orrego concluded by stating that was placed in a State facility and given pregnancy provides a window of technical training as an auto mechanic. He opportunity to support families. During also was assigned a mentor. The fact that this period, an important dialogue about he was able to change his life proved that parenting takes place. Parents should be solutions can be found. coached and supported during the prenatal stage. Infonnation and support should continue through the early childhood stages and into adolescence. Parents of adolescents often lack support systems during that critical period. Infonnation and resources can encourage them to be the best parents they can be. Susan Kelly directs the Division of Family Preservation Services for the Michigan Department of Social Services. In that capacity, she has also directed the planning process for family support services. Funds can only be used for new or enhanced programs. Ms. Kelly observed that violence is often tolerated and condoned. It is not just a "youth" problem. For example, at least 50 percent of men who batter a female partner also assault one or more minor children in the family. She advocated developing a partnership with families and communities. She stressed that the problems belong to all, collectively. Solving Youth Violence . 29

Out-of-Home Youth

Moderator: Ne.xus Nichols, Director, Public Policy, free medical assistance, referrals to National Network of Runaway and Youth Selvices, emergency housing for up to three days Washington, D.C. (for youths of 17 years and under), a Panelists: Eliza F. Greenberg, Adolescent family life center for young mothers, Substance Abuse Counselor, Blidge Over Troubled career counseling, and education (GED) Waters, Inc., Boston, Massachusetts components. The Bridge program has many points of entry, and youths can Jeffrey A. Fetzko, Executive DirectOl; Somerset benefit from whatever applies best to Home for Temporari~v Displaced Children, their situation. Btidgewatel; New Jersey The residential component of Bridge Mardia Blyther, Peer CounselOl; Sasha Bmce (Single Parent House and Transitional Youth work, WashingtoJl, D.C. Living Program) houses homeless youths, young adults, and single parents in Nexus Nichols of the National Bridge Houses. It provides affordable, Network of Runaway anci Youth Services supportive housing, weekly group began the session by describing a young counseling, individual counseling, woman she had helped who was trying to independent living skills education, stress get health care. The woman had fled a and time management skills, support for violent and abusive home, come to a completing a high school education, strange city (Washington, D.C.), and housekeeping, and work experience. The ended up sleeping on a park bench near Bridge Transitional Apartments provide the White House in February. Despite clients who have been through one of health problems, this young woman told the Bridge Houses with an additional Ms. Nichols she wanted, above all else, year of less formal supervision in their for the violence to stop. own apartments. Eliza Greenberg has served as a Of the street youth participating in counselor at Bridge Over Troubled the Bridge program, 80 percent came Waters, Inc., (Bridge) in Boston for 6 from families not intact, 60 percent years. Bridge was founded in July 1970 experienced either one or both parents to serve runaways, homeless youth, and having addiction problems, 25 percent other youth on the streets. Since then, indicated there were mental health Bridge has evolved into a comprehensive problems at home, and 65 percent multi-service agency, serving an average disclosed they had been abused. of 4,000 youths each year. Bridge Ms. Greenberg pointed out that it is intervenes in the lives of runaways, necessary to stabilize the young person homeless youth, and other youth in high­ before it is possible to find sources of risk situations to offer alternatives to psychological problems. She described an street life, substance abuse, and ,;.xample of one young man who had dependency. been homeless, unemployed, and gang­ Ms. Greenberg pointed out that when involved since the age of 11. He had asked how they see themselves in the been shot three times, had used alcohol future, street youths most often respond and marijuana daily since the age of 16, with "pregnant" (if females) or "in jailor and had several warrants out for his dead" (if males). She said the youths do arrest. Mter the youth was brought to not see any options available to them. the residential program and began to Bridge operates a street outreach van, have a trusting relationship with his --I

Solving Youth Violence . 30

counselor, the co~mselor discovered he out of having young people themselves had been raped repeatedly from the age directing components of the outreach of (, to 11. Although street youths often program. come across as tough, this posture may Mr. Fetzko commented that the be protective. The violence is a response facilities themselves must command to an inability to see any positive respect. He said his group keeps the al ternati ves. Somers~t facility in good repair and Jeffrey Fetzko described his I6-bed paints it almost twice a year. The youth shelter and lO-bed transitional program value their place more when it looks in New Jersey. The New Jersey statute worthy. that makes running away a status offense The youth need an opportunity to has been a classic example of punishing succeed at things and to feel they have the victim. Mr. Fetzko said his program some control. Additionally, Mr. Fetzko has branched into new areas as they trains his staff in boundary were needed, such as family group referral-access to other services counseling, educational services, and provided by neighboring organizations. substance abuse education and He has also found that mentoring is very prevention. helpful for the youth, particularly in the Youths can stay in the transitional two or three years after they !;ave the living program for ahout 1 year to gain transitional living program. experience heing self-sufficient. They are also assisted to seek jobs, get driver's licenses, and apply to school. All the youths are given individual and group counseling in response to the high incidence of family violence and depression encountered in these cases. Mr. Fetzko has found that, as youth experience some success in economic and educational efforts, their mental discouragement is turned around. Mardia Blyther is a peer educator at Sasha Bruce Youthwork. The program has a 24-hour emergency shelter for runaway youths and maintains contacts with other transitional living programs. Ms. Blyther said that each youth's individual needs have to be targeted, and often this is difficult using traditional methods. Her program relies on youth­ to-youth outreach and counseling. When the youth is working with another young person who treats him or her as an equal and a nonthreatening friend, better results may be reached. The young people need to have their opinions respected and not to be subjected to intimidation. Innovative ideas can come L ------

Solving Youth Violence . 31

Sexual Assault

Moderator: Lynn Hecht Schafran, Director, Numerous agencies and officials-14 National Judicial Education Program to Promote schools, the district attorney's office, Equality for Women and Men in the Courts, National Olganization for Women, New York, hospitals, police departments, probation New York officers, and others-collaborate in the program, and training activities are Panelists: William D. Pithers, Director, Vermont spread throughout the year. Center for the Prevention and Treatment of SeJ.1wl The program seeks to decrease Abuse, vVaterbw:v, Vel71lOllt gender stereotyping, improve conflict VUIlRie Foshee, Assistant Professor, Public Health management skills, increase acceptance NllI:yill~, University of Nmth Carolina at Chapel of norms favoring nonviolence, and Hill. Chapel Hill, North Carolina foster an ability to get help. In a program evaluation procedure Lynn Schafran asked attendees that includes students who drop out of whether two statements were true or school, students are tested before false. The first statement was, "If a man training, one month after training, and spends a lot of money on a woman, he one year after training. The 1,200 has the right to force sex on her." The students in middle and high schools who second statement was, "If a woman receive the training and a control group wears a tight skirt and walks alone at of 1,200 students who do not receive the night, she is asking for it." Ms. Schafran training are tested. reported that in one survey of high Dr. William Pithers used several school students, some boys and also figures to sketch the economic costs of some girls said the statements were true. child sexual abuse. In Vermont, he said, Vangie Foshee described the Safe the cost of investigating and prosecuting Dates program, a partnership between a case of child sexual abuse is $60,000. the University of North Carolina at Nationally, in 1990, a total of 85,647 sex Chapel Hill, the Centers for Disease offenders were incarcerated at a cost of Control, and the Johnston County $2 billion. The emotional and social community. The program targets eighth costs, however, are impossible to and ninth grade students in Johnston estimate. Dr. Pit hers stated that 40 to 80 County. percent of sexual abusers of children The program's primary goal is to were themselves abused as children. reduce the percentage of adolescents Society must heal those who have been who have ever been a victim of dating abused and prevent future abuse, he violence by 35 percent and to reduce said. Prevention requires intervening as psychological abuse by 35 percent as early as possible into the lives of well. Ms. Foshee stated that some studies abusers. have shown that 30 to 40 percent of high Dr. Pithers described the program in schonl students have experienced abusive which he is involved, "Partnership for an sexual situations. Abuse-Free Vermont: Transforming The program targets students who Vermont into the First Abuse-Free have never been abused and encourages State." One element is the STEP those who have been abused to get out program, which has a family-based focus. of abusive relationships. Students watch Including the family of an abuser in the a "Safe Dating" play in required health treatment, he said, greatly increases the classes and study a "Safe Dating" chance that the abuser will finish curriculum. treatment. Another motivation, he --I r

Solving Youth Violence • 32

added, is making offenders pay part of the cost of their treatment. Recidivism runs high among sex offenders. The three dimensions of relapse prevention, as described by Dr. Pithers, are internal self~management, external supervision (even more important than self-management), and structmal integration of assessment and treatment. Dr. Pithers said that among those who entered the treatment program, the recidivism rate for rapists was 19 percent and for pedophiles 7 percent over a period of ahout 8 years. Ms. Schafran concluded the session with comments about her organization's activities. The National Organization for Women published a survey about sexual harassment in Seventeen magazine and received more than 4,000 responses. Many girls are afraid to go to school, she said, hecause they cannot bear the touching and groping that occurs. Some, she stated, drop out of school. Ms. Schafran mentioned t.he Glen Ridge, New Jersey, case in which a group of high school athletes raped a retarded girl. The offenders received short sentences in a youth camp. However, Ms. Schafran stated, because sex offenders recidivate at a higher rate than any other class of criminals, it is ineffective merely to jail them without treatment. She called for such cases to he taken more seriously.

l Solving Youth Violence . 33

Teen Pregnancy Prevention Programs

Moderator: Barbara W. Sugland, Research from the city for teens and pre-teens. The Associate, Child Trends, Inc., Washington, D.C. "Elders' Circle of Wisdom" provides an opportunity for those over the age of 55 to Panelists: Malion Howard, Director, Center for Adolescent Reproductive Healtlz, EmOfY University, share their experiences with the youth. Atlanta, Georgia MEC serves youths ages 6 to 18, of whom two-thirds are African-American, The Reverend Ms. Carolyn Holloway, Multi-Ethnic one-fourth are Asian, and a few are Cell tel; New York, New York Hispanic. Most are from single-parent households, and many are latchkey Douglas Kirby, Director of Research, ETR Associates, Santa Cntz, Califomia children. The center has programs for elementary school children and pre-teens. Dr. Barbara Sugland statecl that the The center's philosophy is that problems ancl concerns that arise from prevention efforts must begin at an early teenage pregnancy are well documented. age. In working with youth, Ms. The greatest impact of teenage Holloway realized that, while many young pregnancy is the loss of opportunity for people are involved in difficult and serious education, employment, and other life situations, youth just want to be youth. experiences. They do not want to grow up too fast, but The Reverend Carolyn Holloway too often they have no choice. The center operates a program for youth ancl holds "rap" sessions that address these families in New York City's Chinatown. issues and give youths an opportunity to It provides comprehensive support for talk about their concerns and know that teens and elders. The goals of the someone is listening and caring. Ms. program are: Holloway has also found that "education provides the best deterrent to the • To be in partnership and cooperation statistics." The program instills in the with the home, school, and multi-ethnic youths respect for their bodies so that they community; can have a different outlook from which to • To increase the level of self-esteem, make decisions that involve their bodies. especially among young people who are A unique component of the program is underachievers; its elder care segment. Through this, • To secure for young people a greater youths can see the impact their babies may awareness of themselves and others; have on the elders of the community, who • To provide intergenerational counseling all too often are the ones to care for the and skills building; and children of teenage mothers. • To provide nontraditional female and Dr. Douglas Kirby has conducted male mentoring. research on the effectiveness of pregnancy prevention programs and has found that The Multi-Ethnic Center (MEC) was school-based programs are the most established in 1986 in response to high effective. He pointed out that pregnancy school failure rates and other problems in prevention efforts should focus on schools, New York's Lower East Side. The after­ since all youth are enrolled in school at school program provides individual some point before they engage in sex. tutoring, homework help, and an Dr. Kirby provided a brief history of educationally oriented arts program. The pregnancy prevention strategies. The first center has expanded to include a "Youth generation of programs focused on Alive" segment that sponsors retreat~ away providing infonnation and dispelling myths Solving Youth Violence • 34 about sex. While these programs increased Through the media, youth get very diverse youths' knowledge, they had no proven and conflicting messages about sexual impact on behavior. Behavioral research behavior and its consequences. They often suggests knowledge is not highly do not have the infonnation to sort these correlated to behavior. conflicts out. Those providing pregnancy The second generation of programs prevention education must correct focused on imparting values and on misinfonnation and provide new teaching decision-making and infonnation. communication skills. These t/pes of She also noted that those who are programs still showed no statistically sexually involved receive much attention significant impact on behavior. and have many support elements The third generation of programs grew available-contraceptives, sexually out of opposition to the first and second transmitted disease (STD) education and generation types. These suggested treatment, prenatal care, and childcare. abstinence and were religion-based. Yet, for those who do not engage in sex, Researchers do not yet know what impact there is no reinforcement that tells them, these programs have had on behavior. "good job." It became apparent to Dr. The fourth generation of programs is Howard that "we need to institutionalize theoretically based. Evaluation of these support for youth who are delaying programs shows that some have had an engaging in sex." impact on behavior. Practitioners in the Youth who are sexually active need to field of pregnancy prevention believe this focus on minimizing sexual involvement. confinns that educational programs can The consequences of having multiple make a difference. partners and unprotected sex are not just Dr. Kirby presented study findings related to reproduction, but to life and from three programs with proven success. death. AIDS, STDs, and infertility can These programs had several characteristics result. in common: The focus of the teen pregnancy prevention program that Dr. Howard • They focused narrowly on reducing . operates is delaying the start of sexual sexual risk-takimg behavior. behavior through empowering older teens • They were based on social learning to work as role models. This peer-based theories. program, operating in Atlanta public • They provided basic information and schools, hired 60 teenagers (30 male and activities to personalize information. 30 female) who undergo 20 hours of • They included activities that address the training and attend 2-hour in-service social and media influences on sexual training sessions each month. behavior. Teenagers, according to Dr. Howard, • They reinforced clear and appropriate have not developed the same psychosocial values and norms. skills as adults and cannot be approached • They provided modeling of in the same manner. Teenagers live in a communication skills. media age where there is much confusion • They provided training for program about sex and the reasons for engaging in implementers. it. Those who do not engage in sex, as As director of a family planning well as those at risk for becoming pregnant, need support. clinic, Dr. Marion Howard has made several observations about approaches to pregnancy prevention among youth. Solving Youth Violence . 36

Media Literacy and Advocacy

Moderator: Margi Trapani, Director, Child Health processes, schools, libraries, and and Development Media Prof!lal1l, New York, New churches. York The Center for Media Literacy produces a monthly magazine, Media & Panelists: Elizabeth Thoman, Executive Director, Center for Media Literacy, Los Angeles, Califomia Values, and prepares curricula for media literacy. There are currently 10 different Ivan 1. Jllzang, President, Motivational Educational media literacy workshop kits. Enteltainl1lent Productions, Philadelphia, Another program directed at youth Pennsylvania is "Beyond Blame: Countering Violence in the Media." This uses four video­ Palll A. Temel, Production Direct01; Street Level Video, Chicago, Illinois based curricula for elementary students, middle school or junior high school Arthur L. Kanegis, President, Future WAVE, Santa students, adult or teen community Fe, New Mexico groups, and parents and caregivers of young children. Margi Trapani referred to the effort Arthur Kanegis is associated with of finding positive alternatives to replace such pictures as War without Winners, media influences that favor violence. She and The Day After. He works with one of gave the scriptural quote, "Seek not to Hollywood's top producers, Robert contest with evil, lest ye be taken by the Watts, to produce films and spirit of contention-rather, concern entertainment products with new kinds yourself with goodness." of nonviolent heroes and heroines. This Elizabeth Thoman, representing the is a response to President Clinton'S call Center for Media Literacy, the largest tG the entertainment industry to help developer of media literacy educational give children nonviolent ways to resolve resources, has undertaken several their own frustration. Mr. Kanegis assessment studies of the media. The founded Future WAVE, Inc. (Working Center's mission is to inform citizens for Alternatives to Violence in about what they are viewing. An Entertainment) to answer this call. informed citizenry sees beyond what is Future W AVE is developing an shown on the screen. They know how the educational I'esource center to offer programs got there. Media literacy Hollywood's creative teams practical attempts to get people to look past the alternatives to violence that they can circle of blame. Responsibility is not on incorporate into their productions. the advertisers who sponsor violence or Mr. Kanegis provided an overview the persons who produce violent films to of his new program for empowering please the sponsors. The consumers young people with the tools for violence­ themselves, who watch violent films and free creative conflict engagement. It is purchase the sponsors' products, drive built around The Legend of the the industry. The media do not really Bullyprooj Shields, a rap and roll opera cause violence; mass media are an that uses multicultural music. The legend integral part of society, and society buys describes a series of 10 shields made by violence. Shona Bear, a Muskogee (Creek) Ms. Thoman stated that all of the medicine woman, that carry the spirits of current five generations, children to the bear, unicorn, lynx, lion, yak, senior citizens, need to be educated. porpoise, raven, otter, owl, and fox, Citizens must use all the educational Solving Youth Violence • 36 creating the acronym BULLYPROOF. The dominant culture's style of The opera has been effectively used in communication is not effective, and schools, particularly when presented by parental injunctions such as "Just say those students who most need assistance, no!" and "Stay in schooll" coming from such as truants and disruptive youths. mainstream society are not believable. The musical stage play, while fun and If people want to better understand the cross-cultural in influence, requires the inner-city culture based on youth-to­ students to learn their lines and play youth and adult-to-youth contact, they roles. Children's books, music videos, need to listen, a part of communicating. and public service announcements are Outdated messages and the wrong also built around the program's violence messengers have been used. As senders, prevention themes. youths can channel the message to Paul Teruel, production director for obtain peer acceptance. This strategy Street Level Video, uses the video includes preventing violence. production process to get youth involved The Atlantic Project has attempted in using the media to present to involve the general media in getting neighborhood and street issues and messages across. No one can make possible solutions. The students invent changes in the media by simply the story line, act in the scenarios, and requesting them. The media belong to edit the film. They have produced over the people, but it takes empowered 50 such videos, which are available to people to have an impact on what is schools, recreation centers, civic groups, shown. Some in the entertainment and other interested organizations. community support efforts to reduce the Ivan Juzang, founder and president violence and present more positive of Motivational Educational conflict resolution alternatives. Entertainment Productions (MEE), is a nationally recognized leader in communicating with urban youth. Recently the company was recognized as one of the most effective agencies to link with the present "Hip-Hop" generation. The company based its production effort around the results of research completed on urban youth living in at-risk environments. The company has produced two video documentaries on these results. Qualitative research has found a number of faulty assumptions that contribute to the lack of communication with inner-city youth, including the idea that there is a homogeneous "street culture" and that inner-city youths make decisions in their mid-teens about drug use or other self-destructive actions. Decisions are actually made much earlier. ------

Solving Youth Violence • 37

Keynote Speakers and Afternoon Plenary Session

Hillary Rodham Clinton and with very few introductory words First lady of the United States said, "Never, never, never give up." (Transcript of Presentation) That is the way I feel about every single young person in our country today. If we had a disease in our country Every young man or woman has a God­ that was killing 65 people a day, this given potential that we at our peril give country would be mobilized. We would up on. It is incumbent on us, as not rest until we had figured out how to representatives of the adult community stamp out that epidemic-particularly of this society, to commit ourselves to when it meant the deaths of seven young you young people. If you don't give up people a day. We know now that there is on yourself, we will not give up on you. an epidemic of violence. Yet, some It is a lot harder, in many ways, among us either refuse to accept the growing up today than it was when many ravages of that epidemic or have other of us in this room were coming up. I bet agendas than the saving of lives and the most of us remember the occasional reforming of people's futures. black eye, hurtful word, pushing, and Conferences like this, including people shoving. I just thank God that, given the from around this country, speak loudly strong emotions that accompany growing and clearly to elected representatives, up no matter where you are, we did not telling them, "Enough is enough, and have guns. The most we could do with America wants action now." one another was yell, scream, and shove. I especially want to thank all the Think of what it is like today. The cities that sent teams to this conference. young people in this room and millions We know we have to form partnerships of others like them are immersed in a among all different kinds of people in culture of violence-a culture that, in so every community and at the local, State, many ways, glorifies violence. We see it and Federal levels, in order to combat every day on television, we see it in our the ravages of violence. movies, but worst of all we see it every I also particularly want to thank the single day in the streets and young people who are here. I love their neighborhoods where children are trying enthusiasm and the sound of young to grow up, where too many, in effect, voices speaking out on what they care are raising themselves. In too many ahout. Your heing here and heing willing neighborhoods, gunfire is a daily ritual of to commit yourselves to finding solutions life. An Uzi is a badge of honor, instead is very significant. I am grateful to you of the mark of cowardice, which it truly for accepting this responsibility. This is. A bullet wound is an emblem of conference, as those of you who are adulthood. participants know, is about possibilities From hospital to hospital in the last and ahout success. And it is about never, year and a half, I have gone into never giving up. emergency rooms. Over and over, I saw I often give commencement the epidemic of violence raging in many speeches. lve heard many, as I am sure of our communities: 13- and 14-year-olds all of you in this room have. But the with bullet wounds. They are brought in, favorite I have ever heard about is the not with one bullet, but with multiple one Winston Churchill gave at his prep bullets from an assault weapon. The school, when he strode to the podium techniques of medicine cannot even keep Solving Youth Violence . 38 up with the carnage that is daily brought confront not only academic challenges, to the doors of the emergency rooms. but challenges to their physical safety. You go to any emergency room in any There is, as you know, no simple medium-sized city, let alone a large city answer to this epidemic of youth in our country, and you talk to the violence. That is why we have brought doctors and nurses there, as I have. If federal agencies together to fulfill the you do not believe violence is an President's pledge to begin, at least, to epidemic, you will become quickly address this problem. We need a convinced as they tell you stories of comprehensive strategy that emphasizes struggling to save 13- and 14-year-old responsibility and opportunity and lives. Sometimes they are saving those community. We need health reform, lives only to send those kids back out on welfare reform, job training programs, the street, where they are likely to be and life-long learning programs. The returned to that emergency room in a voices of young people today can testify relatively short period of time. to the importance of recreational We see this violence every day as we facilities, educational programs, family pick up our newspapers. In Washington support services, and other preventive today, another 13-year-old was gunned measures that nurture hope and down on a street corner. His killer was possibilities for our young people. Those also 13 years old. In Washington last who voted against the Crime Bill last summer, gunshots were fired at a public week don't seem to care that our swimming pool packed with children children cannot feel safe at school. A trying to escape the 90-degree heat. A recent survey showed that 15 percent of few months ago, a 4-year-old girl was school children believe there are gangs fatally shot in the head when groups of in their school. Almost one in 10 youngsters opened fire on an elementary students in high school reported that in school playground. And during the last the previous month there had been at week, a 1-year-old was grazed by a bullet least one serious physical fight. Time from a gun fight. What does it say about after time Congress caved in to the a society that has graduated from the pressure of special interests instead of taunts, thrown punches, and raised fists making this legislation law. The Crime we all remember from schoolyard fights Bill is not perfect-no piece of of the past, to 13-year-olds being gunned legislation is. I bet every one of us would down on street corners, 4-year-olds being have written it slightly differently, would killed on playgrounds, and 1-year-olds have added or taken out according to being grazed by bullets? what we thought was best. But it is a Children are not only the victims of critical, important, and necessary start. It violence but, all too frequently, the is, for the first time, a piece of perpetrators. In the 1980's, more than legislation that lays down the twin 11,000 people died as a result of principles of fighting crime: punishment homicides committed by teenagers. and prevention. Gunfire and drive-by shootings have Let us focus on some of the pieces become so commonplace that many of this Crime Bill that are so important, people don't even notice it or talk about like YES, the Youth Employment Skills it any more. In matter-of-fact ways, Program. It is important to give young children tell you that they are not sure people in high unemployment areas the they will live to finish high school. They skills they need to be able to find jobs. ------~~------~--

Solving Youth Violence . 39

Another good program is the The Violence Against Women Act is Community Schools Program that will also an important part of the current give grants to community groups to keep Crime Bill. Women should not be schools open after hours, on weekends, victimized, whether in the home or on and during the summer, so that kids can the street, and we need to give our law have safe places where they can engage enforcement officials a tool to protect in learning and recreation, where there women. When you merge all of this can be adult mentors and coaches. If prevention with the other law schools can be used as safe havens for enforcement elements, it adds up to a youngsters, children will be safer. When well-balanced, reasonable approach that it takes both parents in a home working, mixes prevention and punishment. or when it takes a single parent working Those of you participating in this to sustain the household, that person conference know first-hand what it will should not have to live in fear of what take in your own home towns to combat happens to their children on the street violence. The Crime Bill is a critical between the time school is over and the step, but it is not a panacea. It is not time they get home for dinner. going to bring families together; it is not The Gang Resistance Education and going to get adults to give children all Training Program, called GREAT, is the supervision, love, discipline, and already a proven success. We often fight attention they need; it is not going to a losing battle to convince young people instill a sense of faith and responsibility not to join gangs. Why? Because the in the souls of young people who have gang provides a haven. Not safe! But a been damaged and alienated. It will, haven. It provides a "family." It provides however, begin to put into place people, a network of people who say they will institutions, and programs to help young look out for each other and fills a people and their families get to those vacuum in the lives of thousands and outcomes. It can give people a chance to thousands of youngsters. A positive feel they are part of something bigger alternative, a program like GREAT, than themselves. It can lay the line very where young people can be safe and clearly that you have to know the grow together is much better. Children difference between right and wrong, and can learn to resist the false, in many we are going to hold you responsible for ways dangerous, seductive pleasures the your choices and the consequences of gang proposes in the short run, which those choices. lead to death and misery for so many The whole issue of youth violence children. indicates something much more Consider also programs supporting profound. It indicates that literally police partnerships for children, millions of Americans have walked away programs where police officers take time from their responsibilities. That is what to work with young people. These we are ultimately trying to reverse. The programs, together with community individual is responsible for his or her policing, provide a bulwark against actions. Society is also responsible for problems on the street. We have the individuals. It is not an either/or opportunity to transform our police situation. officers not only into instruments of Let's just stop for a minute and ask punishment but also instruments of ourselves, "Haven't we wasted enough prevention. lives? Haven't we lost enough young Solving Youth Violence . 40 men and women to prisons? Haven't we in our lives. Nor is it about who's got the turned our back too many times on the "best" or who's got the "most." It is about God-given potential of every one of our a national movement to change the fabric young people?" I don't care what race of this country. We have a problem that no they are; I don't care where they live. other industrialized country has. Whether Every single young person in this country we are from Arkansas, Detroit, or has a spark about them that we have for anywhere else in the country, we have to too long allowed to be extinguished by stop teaching children to admire violence. the level of violence, hatred, and You know why children admire violence? divisiveness that still stalks this country. Because they are raised in a society that We can do much better than that. admires violence. Violence is part of the Look at the faces of the young people feeling of who we are. around you today. We know we can do We must stop teaching children to hetter. But not unless we are willing to admire violence. We have to change that stand up and be counted. We are going feeling of "who we are," the fabric of this to begin to save a generation of young society. Adults have as much of a problem people from this epidemic of violence. on this issue as the children do. Adults make guns, make violent films, even Deborah Prothrow-Stith, Assistant produce and distribute violent rap songs. Dean, Harvard School of Public Did you read the recent article in Health, Boston, Massachusetts People magazine about the L.A. Coroner's office? They are selling toe tags. You can I am honored to be here because I buy toe tags with the names of dead people know many of you here" and I know on them. You can buy T-shirts with what we have accomplished together. images of the taped outlines of bodies, as This conference has a special excitement seen in police investigation areas. We have about it, in part because it has so many "Rambo" hearts and "Tenninator" heads. young people participating. The We watch children who are in trouble multidisciplinary aspect of it and the visit and do nothing. When they need primary by the First Lady make it special. prevention and secondary intervention, we It's tiring to go to conferences. You do nothing. But as soon as they have work hard and see the same faces over and committed a violent crime, we get over. When we go home, we lose that aggressive and spend a lot of money. spirit that helps us to try to do things The mayor of Milwaukee told me differently. This is an important time for about the conviction of a 17-year-old who us. Still, when we get home, it's hard to had committed murder. The mayor was do things any differently. understandably satisfied that this young This conference is important because man had been convicted, because it was a we are the national movement to prevent horrible murder. The l7-year-old was violence. During my internship, I sentenced to 73 years incarceration, pondered the words of a spiritual, "1 ain't without opportunity for parole. Later, I no way tired-I come too far." We believe thought about that conversation again, that we can live lives without violence. We because the mayor had also spoken about might get tired, but we must inspire the city's summer jobs program. He said ourselves and each other to keep on and the city government had not been able to prevent violence. get the Federal money they wanted. It This conference is not about my dawned on me that we are willing to spend program, your program, or somebody's $35,000 a year on the same kid to whom videotape, it is about preventing violence we won't give a $2,000 summer job. It Solving Youth Violence . 41

does not make sense on either the individual or public policy level. In the process of teaching one of our violence prevention courses, I received a call from one of our counselors. She had a young man who had been in the summer program who was depressed. He had avoided and prevented fights, ~ut his friends didn't think that was a good idea. They didn't like him as well. Not only that, his parents didn't think preventing fights was necessarily a good idea. Although he tried to prevent violence, he was in a world that did not appreciate that effJrt. Our culture doesn't believe in or like nonviolence. It doesn't make the news. If we really want things to change, we will have to live without violence and believe in nonviolence. Forgiveness, empathy, compassion, compromise, and mediation are not very popular. Those are the things the "wimps" do. They are not celebrated. Half of the homicides in the United States are not drive-by or drug-related shootings. They are friends, families, and neighbors who get into an argument. If you and I are going to get along, we have to forgive each other, listen, and compromise with each other. Reginald Denny, the man who had been beaten in Los Angeles, was on the Phil Donahue show together with one of those accused of beating him, a couple of jurors, and family members. As the discussion went on, Reginald talked about forgiveness, and the audience became quite hostile. One woman said, "Why didn't you let the jury do what they should have done and send that man to jail?" It was scary to see how unpopular forgiveness is. People don't understand the concept. Reginald Denny said, "It's in my religion to forgive." Then the woman responded, "Well, what kind of religion do you have?" All the world religions I know have something about forgiveness in them.

I L Solving Youth Violence . 42

Plenary Panel: Comprehensive Community Planning Strategies for Solving Youth Violence

Moderator: John A. Calhoun, Executive DirectOl~ To get a prevention program going, National Clime Prevention Council, Washington, Ms. Sanford said, it is necessary to D.C. involve conservatives (who usually prefer Panelists: Thomas J. Monaghan, U.S. Attomey, punishment to prevention). The media District of Nebraska, Omaha, Nebraska are accustomed to hearing about prevention from child advocacy groups Stefanie Sanford, Chief, Juvenile Crime Intelvention and others of a similar bent. But when a Division, Office of the Attomey General, Austill, police chief or business CEO speaks out Texas on behalf of violence prevention, the Robelt L. Mallett, City Administrator, District of media pay more attention. Columbia A successful anti-violence campaign also needs a "media heavy-hitter," Debra S. Lindsey-Opel, R'cecutive Assistant to the someone who can get reporters and Mayor, Corpus Christi, Te.xas cameras to attend the big meetings. In addition, such a campaign needs John Calhoun began the session by articulate, savvy people on its board. Star offering a description of the human face power also helps. Ms. Sanford said a of violence. He quoted an 8-year-old boy radio talk-show star in San Antonio from Hartford, Connecticut, as saying, "I joined the project and succeeded in like school, but I have to worry about getting other people to attend meetings. getting home alive." TCAP faced major problems such as Crime claims two victims, Mr. apathy (it is hard for voters to act when Calhoun said: the person hurt and the they see only incremental, not major, community that suffers fear. Crime successes), inertia (the job is so big prevention strategies should operate on people cannot start), and people's belief three levels: individual response, that violence is something for community involvement, and national government to solve. public policy. He said the first two Any positive media coverage of panelists, Stefanie Sanford and Robert TCAP's activities helped to keep those Mallett, would speak on the process of involved enthusiastic about the effort. combating violence, while the second TCAP also published a biweekly two speakers, Thomas Monaghan and newsletter to keep cities up-to-date with Debra Lindsey-Opel, would speak on the what the other cities in the program content of their strategies. were doing. The newsletter fostered Ms. Sanford spoke about the Texas competition among the cities. Cities Action Plan (TCAP) , a multi-city A recurring criticism of the project, attempt to prevent violence. In Texas, Ms. Sanford said, was that all of the major increases in prison spending had steps TCAP was taking had been done struggled to keep up with an increase in before. TeAP was different, however, serious crime. In fact, prison capacity because it made action steps (not rose from 25,000 in 1982 to a projected "should". statements.. but actual lists of 150,000 in 1996, when current building is activities for the group to do). It finished. involved the citizens, made plans public, and followed an organized process. Solving Youth Violence • 43

When violence-prevention proposals are Mr. Mallett said the main goal is to stop made public, many good people will step the terrible crimes-the people getting forward and ask, "When can I start?" killed-in Washington. Mr. Mallett described Washington, Mr. Monaghan, representing PACT D.C.'s experience as a part of Project of Nebraska, discussed why Nebraska is PACT (Pulling America's Communities participating in the PACT program. Together). Violence in Washington, he People from Los Angeles and elsewhere said, is headline news across the nation. had found a market for crack cocaine in However, crime in Washington is the cities of Nebraska. Once they came substantially down. For example, to the State, violent crime escalated, homicide has dropped 15 percent over especially for youthful offenders. the last year. Law enforcement worked hard to Washington was invited by the catch the shooters, he said, but more had federal government to participate in to be done. Prevention was needed. The P ACT, to identify programs that were Nebraska PACT program decided fighting violence, and to aid those against using a steering committee. Many programs. Therefore, the city smart people in the State were already government sought neighborhood, working on preventing violence, Mr. community, and religious leaders. Monaghan said. PACT decided to The work of PACT is done by include them all. Youth, social workers, grassroots stakeholders in the judges, law enforcement officers, and communities. The efforts include a broad others were brought together to share range of people, Mr. Mallett said: ideas for a written plan. lawyers, doctors, homosexuals, Asians, P ACT works to strengthen and African-Americans. Violence neighborhoods, expand youth touches them all, he said, and they can participation in community life, and all help solve the problems. teach dispute resolution. PACT leaders Several obstacles arose. One is also knew that they must work to cynicism. People would ask, "How many strengthen families and give them the task forces must we form before we get chance to solve their own problems. serious?" Another is hopelessness. Mr. PACT leaders knew they must address MaHett said the level of hopelessness in people's values. Since PACT was Washington is overwhelming. There is organized by the governor's office and more hopelessness there, he said, than the U.S. attorney, the program leaders anywhere he had ever lived. He had to exclude any particular religion described citizens' pronounced from the values they stressed. They detachment from the city government. In simply tried to encourage people to care Washington, he said, people are much about each other, not to cheat on taxes, more attached to the Federal and to behave in other ways that showed Government and have little faith in the civic virtue. city government. The reason PACT and other Tbne is another obstacle. He had to violence-prevention efforts must convince people not just to join PACT continue, Mr. Monaghan said, pointing but to stick with it for a long time. out his daughters in the audience, is so Momentum, too, was a challenge. that children like his daughters, and their So far, PACT has gathered statistics children in turn, can live in safety. on violent crime, helped the juvenile When TCAP was started in Corpus justice system work better, and helped Christi, Ms. Lindsey-Opel said, Texas city agencies to work better together. was spending great sums of money on

IL- ______Sollling Youth Violence . 44

prisons and law enforcement officers. without seeing each other and where However, by the end of the TCAP court-ordered parental visits that must process, she noted, the State had become be supervised can be held. much more prevention-oriented. The TCAP committee she headed included car dealers, community advocates, and anyone else who wanted to join. The group held town hall meetings to gather the ideas of the people. The TCAP program in Corpus Christi had four key elements. First was a top-notch support team of Federal, State, and local government officials. Second was a good organizational structure consisting of a four-person steering committee, a 26-person coalition, and many committees on specific topics. Third was the fact that participants truly embraced the process. Finally, the mayor and the police chief also fully supported TCAP. TCAP leadership tasked the committees with bringing back specific crime prevention recommendations. The recommendations were not necessarily the very best, Ms. Lindsey-Opel said, but they were good and realistic; and there was a deadline to meet. The TCAP plan represented Corpus Christi residents' vision for their city. Several activities resulted from TCAP's work. Now, after certain legal actions that involve or affect children (such as divorce), the local court orders the parents to participate in educational programs. Ms. Lindsey-Opel said 99 percent of the parents have rated the program favorably. A Weed and Seed program has been started that has increased community policing, and a large police athletic league has begun. The city of Corpus Christi is also developing security action plans for middle schools. The city has developed a supervised parental visitation center where combative, separated parents can transfer kids Solving Youth Violence - 45

Keynote Speakers, Tuesday, August 16, 1994

Kelly Zimmerman National Youth of or organizations like the Club, they may the Year: National Boys and Girls seek refuge in gangs. Clubs of America, Ms. Zimmerman emphasized the Orrville, Ohio importance of communicating to youths that they matter. This can be done by Ms. Zimmerman revealed that she motivating youths to become community originally questioned why she was asked oriented. She commended her local to speak on violence, because she did United Way for demonstrating concern not live in an area that suffered from for the youth by giving full voting power gun- or gang-related violence. She to her as youth member of the United realized, however, that the family V/ay Board of Trustees. violence she had experienced was not Ms. Zimmerman quoted Emerson's unique and that its prevention measures statement, "Nothing great was ever were similar to other forms of violence. achieved without enthusiasm. When you Ms. Zimmerman acknowledged do something, do it with all your might. that she is a survivor of the physical and Put your own soul in it. Stamp it with emotional abuse caused by her father's your own personality." She applauded alcoholism. She stated that her earliest those kids who were so enthusiastic memory of her father was of him beating about the issue; of violence prevention her mother. She had witnessed her that they took a week out of their father rape her mother and threaten her summer vacation to become involved in grandmother with a gun. Her younger the conference. She also commended sister's only recollection of her father those adults who put their time, energy, was of him throwing a pan of hot water and sanity into this conference. They on her. believe in the future of the youth. Like many victims of violence, she credited her perseverance to becoming Ernesto Cortes, Jr., Director, involved in activities away from the Texas Industrial Areas Foundation, home. She stated that the Boys and Austin, Texas Girls Club gave her the stability and direction she needed to resist drugs and As an organizer for the Industrial alcohol. Areas Foundation with the Alinsky The Boys and Girls Club staff is Institute, Mr. Cortes stated that to do made up of people from all walks of life something about crime and violence, the devoted to serving their community'S single most strategic, preventive program children. She described each of the staff is a healthy, viable community. This members as a necessary link in building strategy is rooted in the reorganization a bond in the community. She praised and redevelopment of families. the leaders' dedication to making the In the past 20 to 25 years, there has Club a positive place to be. That been an economic war on families, which commitment encouraged her own has made it difficult for families to continued participation. sustain themselves. The base of the Similar organizations have effective economy has moved from manufacturing facilitators that can create a sense of and distri-bution of goods to a service­ belonging. If young people do not get oriented, globalized market. This has that sense of belonging from the home produced incredible pressures on the ability of families to sustain themselves. ~------

Solving Youth Violence - 46

Mr. Cortes noted that there has toward the development of these been a 30 percent decline in real income institutions that the Industrial Areas since 1973 for white males who have Foundation is focused. graduated from high school. In order for Mr. Cortes asserted that the family income of 1989 to compare to throughout this development, the that of 1973 in terms of real purchasing concept of the "Iron Rule" must be strength, the family income has to be present. The Iron Rule is, "Never do for augmented by at least one other adult anyone what he or she can do for working person. Consequently, the themselves." It stands in contrast to family has been transformed from an what he called "The Guardian" or institution whose primary purpose was "Grand Inquisitor" mode of leadership, nurturing, developing relationships, the rule of the expert or meritocracy, developing identity, raising children, and which encourages learned helplessness building communities, to an institution and passivity. that is an economic unit, whose primary Mr. Cortes illustrated the Iron purpose is the business of making or Rule with the story of Moses. Moses moving economic resources. learned that he alone could not be Because of these pressures on responsible for the livelihood of the families, Mr. Cortes emphasized that it Hebrews he had led to freedom. is more important to develop "the Instead, he realized he had to bring capacities of families and communities to together leaders that he could train and organize, to be viable entities able to guide to organize others, in turn, to articulate their interests and to make support themselves. He learned that by them significant in the public agenda." organizing around the interests of others, His job, he said, is to teach families the barriers of mistrust and fear between about politics in the sense that Aristotle people are broken down. They begin to meant it, debate and discussion on three develop an understanding of the Iron big issues: family, property, and Rule. education. Once leaders among the people Mr. Cortes defined politics "in the can be identified, leaders who Aristotelian sense of public debate, in understand their interests and can be the sense of developing a public taught to converse about those interests, discourse, developing a public persona." then race, ethnicity, and geography can He argued that a healthy community is be transcended. People can break down one where people can debate, discuss, barriers of mistrust and begin to act confront, and compromise about their collaboratively. When they begin to act interests. People's fears, anxieties, and collaboratively and see one another prejudices must be translated into backing each other on different issues, legitimate interests. Tension between they develop reciprocity, a capacity for the capacity to be just and concerned action. about others and the inclination to be If communities are to be truly selfish and self-centered make5 viable and successful, their members compromise difficult. This tension, this must be taught how to operate with dimension of human nature, demands power. Mr. Cortes reminded the the aid of institutions such as families, audience that "power tends to corrupt; communities, schools, congregations, and and absolute power corrupts absolutely." churches to "rebuild some sort of social He stated that the power that corrupts is fabric that will enable us to develop our inaccessible power-power of the Grand full potential as human beings." It is Inquisitor. In organizing communities, ----.------

Solving Youth Violence - 47

citizens must be taught relational power, which instead involves calculated vulnerability. The dominant culture teaches people to be customers, consumers, and taxpayers-passive clients. Instead, people must learn how to exercise citizenship, which involves "not just being acted upon, not just being passive ... [but] embracing our birthright, our heritage, our burden." A birthright is an identity. For Americans, this includes the Bill of Rights, the Constitution, the American Revolution, and the civil rights movements. It also includes slavery, racism, and sexism. This ambiguous legacy is the obligation or burden of American citizens. Mr. Cortes said the dominant culture denies the reality of these burdens. The culture shows lack of concern for others and represses anger, which takes energy. The energy consumed in that manner could be turned to building relationships, organizing, becoming political, and understanding the common birthright. In order to do anything about violence, about the breakdown in society, people must begin to reweave some kind of social fabric, to reconnect intermediate institutions, and to develop concern over the responsibilities of citizens in this community. Everyone knows the old African proverb, "It takes a whole village to raise a child." Somehow, citizens must recreate the infrastructure of that particular "village" -the families and communities that together can build broad-based institutions. 1'------,I Solving Youth Violence - 48 Concurrent Workshops: Schools and Communities Safety and Security

Moderator: William Modzeleski, Staff DirectOl; them to the street where they DIUf{ Planllinf{ and Outreach Staff, u.s. continue to terrorize others, they Depattment of Education, Washillf{ton, D.C. should be given something Panelists: Ronald D. Stephens, Executive Director, productive to do. National School Safety Centel; Westlake Villaf{(', School administrators are just Califomia learning what students already know about their schools: certain areas in the John Firman, Director of Research, Intemational school are unsafe; students, teachers, and Association of Chiefs of Police, Alexandria, school staff are being attacked more Vit'/{inia frequently; and there is a lack of Pamela L. Riley, Director, NOIth Carolina Center coordination among stakeholders. for the Prevention of School Violence, Raleif{h What promotes crime on North Carolilla campuses? Dark hallways, inadequate supervision, lack of response to victims, Jefji'ey A. Miller, Principal, Campbell Drive Middle and fewer after-school activities are all School, Homestead, Florida things that weaken school safety. William Modzeleski described new Five national trends are already legislation affecting school security. The making real changes in school security: Federal Safe Schools Act, as part of the Department of Education (DOE)'s 1. Crime tracking and record keeping. Goals 2000 program, has made $20 2. Targeting children who need special million in discretionary funds available attention or special behavioral plans, to local boards of education. The Drug not just troublemakers. Free Schools Act has been amended to 3. Training to prepare teachers to deal include efforts at reducing or eliminating with violence. school violence. DOE's action plan 4. Interagency cooperation. includes building public awareness about 5. Safe school planning. violence prevention in schools, facilitating local partnerships, developing New York City has been keeping statewide policy and uniform data records for 21 years on schools, crime, collection, and providing interagency and violence. The highest rate of attack training and technical assistance on best on teachers in a school setting occurred practices. in the 1993-1994 school year. Dr. Ronald Stephens said that Administrators need to know where students who were interviewed by the the problems are and who is involved in National School Safety Center in order to develop effective strategies. California about violence prevention The youngsters who credte most of the recommended: problems have often had a long history of disruption. Better information sharing 1. Enforcement of existing rules on on juveniles who have committed crimes campus. Only a small percentage of is a major national concern. Although the students cause the disruptions. colleges and universities have mandated 2. Regular locker checks for weapons crime reporting, there is nothing similar and contraband. for kindergarten through 12th grade. 3. Special programs for kids who The California State legislature has "mess up." Rather than expelling recently passed a law requiring that Solving Youth Violence - 49 teachers be informed of students who schools to provide after-school activities have a background of criminal for children 10 years of age and older. misbehavior. In Texas, law enforcement Mr. Firman suggested schools need now has to notify the school within 24 to have a safe school plan (strategic hours if a juvenile has been detained. plan) with contributions from students, More than 1,000 teachers per month teachers, school administrators, police, in this country are assaulted and injured social services, probation, and public and seriously enough to require medical mental health practitioners. The plan attention. A report by teachers from must concentrate on prevention-school Omaha, Nebraska, raised questions site assessment, education in values, and about when teachers can use reasonable conflict resolution. It must have a force to protect themselves from response plan for managing crises and students they fear. Many districts have spell out post-intervention activities. no policies dealing with use of force, Mr. Firman said that the emerging school crime and violence, and transfer theme is the use of a team approach to of students with records of violent develop a systemic solution. He has had offenses. experiences with principals who did not Some innovative programs were' know the law concerning weapons. In briefly described. Interagency those examples, the relationship between cooperation is necessary to meet the law enforcement and the school was very needs of children. John Firman poor. School administrators have been described an Illinois program that trained to keep out of the limelight and brought together police, school safety the press. This creates resistance to officials, and administrators to build working with law enforcement. teams to work on school safety issues. Relationships need to be rebuilt, with Five different groups become involved new partnerships added. The Illinois when a youngster performs a delinquent Police Training Academy in Springfield act: law enforcement, social services, made its campus available for school schools, probation, and mental health. safety and security facilitator training. A The University of Virginia is multidisciplinary faculty brought teams developing course curricula around from different jurisdictions to stay at the multidisciplinary conflict resolution state police academy. Lack of teams. In Florida, an important segment continuity, lack of funding, and political of a new education program involves infighting are still problems. getting the community to realize their The public should be informed about role in establishing a drug-free what really works, and evaluators must environment and protecting students' assess the effectiveness of new strategies. health, safety, and civil rights. The Teambuilding in the community can schools have opened doors to other improve school safety, and community agencies to bring in resources for policing can expand law enforcement's students, families, and the community as role in this area. Research on school a whole. safety and school violence should guide Jeffrey Miller said his district the tactics selected. Evaluation is a instituted evening sports events and critical need. better lighting to counter graffiti and Dr. Riley described North Carolina's gang conflict. Youth organizations, such statewide safe schools program, funded as Youth Crime Watch, have also been in 1993 by a discretionary grant from the effective in Dade County. The Safe U.S. Department of Justice. Even in Schools Bill in Florida opened public rural areas, more violence has occurred Solving Youth Violence - 50

in schools. Students have been getting into trouble at an earlier age. The study recommended enacting anti-weapon laws and swift and consistent handling of violent student behavior. Most students are law abiding and will exert pressure on other students who are disruptive. The business community helped get the statewide program started. The program includes negotiation, peer mediation, school resource officers, school-based crime stoppers programs, and student incentive awards. Solving Youth Violence - 51

Education and Skills Development

Moderator: Rebecca Atnafou, Assistant Director, number of violent incidents in schools Education Development Center, Newton, today. Massachusetts It is critical to consider the research Panelists: Dennis D. EmblY, President, on resilient youth-children who succeed Heartsprinl?S, Inc., Tucson, Arizona in spite of various adverse circumstances. Nancy P. Gannon, DiJ·ectOl; Education Division, Violence is not a disease, but rather, an Cent~r to Prevent Handgun Violence, Washington, adaptive response to a predatory society. D.C. There are three areas in which the difficulties of troubled youth are very Bebs B. Chorak, Deputy DirectOl; Juvenile Justice Programs, National Institute for Citizen Education well documented. PeaceBuilders is a in the Law (NICEL), Washington, D.C. cognitive-social-imitative competence model. First, in the cognitive and Lawrence Dieringel; Executive Director, Educators behavioral area, these youths are hostile for Social Responsibility, Cambridge, Massachusetts and they misread neutral cues. Second, in the social area, they disrupt the Dr. Dennis Embry discussed classroom from 11 to 14 times per hour. PeaceBuilders, which is a model for The third area is imitative: Troubled youth violence prevention. The youths are less likely than others to PeaceBuilders approach is now being imitate socially competent models. studied by the Centers for Disease To reduce violence by 40 to 50 Control and Prevention and is described percent, resilient environments must be in a paper Dr. Embry prepared for the created to encourage cognitive­ conference, "Reducing Youth Violent behavioral, social, and imitative Crime By 50% With Proven Research­ competencies. PeaceBuilders delineates Based Interventions Through A specific, discrete actions, scripts, and Community-Wide, Partnership tools designed to enable "the whole Approach." village to raise the child." The approach In his presentation, Dr. Embry noted creates a common language that that more than $200 million in federal emphasizes praise and righting wrongs. funds has been spent on violence For example, children are asked to prevention research, but "there is too become peace monitors rather than peer much talk and not enough walk." The mediators. In addition, PeaceBuilders research on substance abuse, post deviates from the traditional approach of traumatic stress disorder, depression, and Urgeting exclusively "high risk" children anti-social behavior are all tightly and families, in part because this tends connected in terms of the "pathways to to result in the loss of social status. failure" they identify. Society as a whole must stop reinforcing According to Dr. Embry, 30 years of inappropriate behavior. research shows that juvenile crime can Nancy Gannon, who was formerly a be predicted by fifth grade with 80 special education teacher and counselor percent accuracy based on three simple in Boston, noted that the Center to measures: teacher ratings of social skills Prevent Handgun Violence promotes and aggression, a child's rate of referrals Straight Talk About Risks (STAR), to the principal for fighting, and which includes curricula for pre­ observed aggressive behavior on the kindergarten through 12th grade. playground. There are a shocking Solving Youth Violence - 52

There are 200 million firearms in develop a commitment to the circulat~on in the United States. Adults community, find a place in the also need to be reached with anti­ community, love themselves and others, violence messages. and accept and respect differences Students as young as third and fourth among people." grade are making decisions to possess She then had the audience role-play weapons such as guns and knives. They a child custody scenario in groups of must learn to recognize the risks three, with one member playing the part involved not only by receiving of the juvenile court judge, one the child, information, but also by achieving a and one the lawyer for social services. cognitive and affective acceptance of the Audience members concluded that information. Even this is not enough; youths who participate in such an they must also develop personal risk exercise might increase their reduction strategies. understanding of the legal system and With younger students, the Center learn some lessons about empathy. Ms. emphasizes "safe and smart decisions." Chorak noted that law-related education This involves the development of critical is now moving in the direction of thinking, decision-making and self­ "resiliency building." perception skills. Fear, anger, and Lawrence Dieringer said that depression are the main reasons why Educators for Social Responsibility helps children report carrying guns. schools develop pro-social learning Children must learn to develop a environments, and that it develops repertoire of positive alternatives. These curriculum materials on conflict include positive communication skills, resolution and other topics. social problem-solving skills, leadership The Resolving Conflicts Creatively skills, and affirmations. A sample lesson Program (RCCP) began in 1985 in New plan from STAR called "Someone You York City with the involvement of three Know" asks students to (1) identify principals. One of these was Patrick feelings, (2) practice problem-solving Daly, who was shot and killed last year skills, and (3) get peer feedback about at the Redhook housing project. Three­ whether or not their risk reduction quarters of the RCCP schools are in strategies would work. Students are New York City, and the rest are located given a scenario to consider. Fer throughout the country. example, a friend who has problems RCCP has curricula for grades shows you a gun he bought for $50. The kindergarten through 12. Administrators friend says, "Now people will know and educators at RCCP schools receive a who's boss." After students propose 25-hour introductory course, which is what they would do in such a situation, followed by 8 to 10 RCCP staff site visits they are given affirmations to recognize to provide classroom and other ongoing their good work on the problem. support. RCCP includes regular Bebs Chorak began her presentation classroom instruction, peer mediation on the NICEL law-related education programs, administrator training, and program by asking the audience what parent training. Its main focus is to they wanted of children and youth. work with the adults in the school. Responses included, "be decisionmakers, Mr. Dieringer mentioned Gardiner'S become self-reliant, develop work on multiple types of intelligence, interpersonal skills, accept responsibility, noting that schools usually recognize only two of at least seven possible types. Solving Youth Violence - 53

Yet the development of interpersonal Builders also has a component for intelligence, or the ability to understand parents about decreasing televiilion one's own and others' feelings, is very viewing. Ms. Atnafou said the violence much a part of the conflict resolution prevention curriculum by Deborah curriculum. Among the key concepts Prothrow-Stith also addresses this, and involved are understanding peace and that the ERIC Clearinghouse lists other conflict, communication, anger and other resources. feelings, cooperation, problem solving, In response to a question about how negotiating, mediating, affirmation, to assess the potential effectiveness of appreciating diversity, countering bias, various programs, Dr. Embry suggested and envisioning a positive future. asking the following: How well does the A goal of the RCCP approach is to program fit the scientific literature? change the whole culture of a school. How easy is it to implement? What is This must go hand-in-hand with efforts the program's capacity for generalization to change individual behavior. Two across the community over time? How evaluations of the program have been developmentally appropriate is it? How conducted by Metis Association, Inc., in can it be used to create scripts for many New York City. In a survey of teachers, people? Do children have a passive or 87 percent said they thought the an active role in it? Can it be program was having a positive impact on introduced in the workplace so that their students. Mr. Dieringer said two parents can be more easily reached? important lessons learned over the past 9 years were to (1) think long term and ask for a minimum commitment from the school of 3 to 4 years, and (2) remember that the principal must model the behavior being advocated. A discussion followed in response to questions about the role of the media, media literacy, and the possible use of drama in the approaches just discussed. Dr. Embry noted having seen positive responses to children doing plays about parenting skills. Mr. Dieringer mentioned that children created commercials in connection with Hatebusters in New York City and Peace Increasers in California. Ms. Gannon said the STAR program has activities for youths and parents together to encourage critical viewing skills, and that the National Parent Teachers Association has a packet of material on critical viewing. Ms. Chorak said the NICEL curriculum has lessons related to this. Dr. Embry noted that Peace Solving Youth Violence - 54

Home/School/Community Partnerships

Moderator: Richard MlI1phy, Director, National New Beginnings focuses on all Campaign for Youth Development, and Fonner families, not just high-risk families. The Commissioner, New York City Department of Youth strategy aims to treat families as whole Services, Fund for the City of New York, New York, New YOlk units. Moreover, it helps families change the way San Diego County services are Panelists: Connie Robelts, Director, New delivered. Beginnings, Department of Social Service, Sail Ms. Roberts said New Beginnings is Diego COllnty, Califomia currently measuring outcomes to see if this approach makes a difference. Ray Anthony Torres, Special Agellt, Bureau of Alcohol, Tobacco alld Fireanns, GREA T Program, Ray Anthony Torres described Washington, D.C. GREAT (Gang Resistance Education And Training), a federally funded Len Bennan, Program Officer, Public Welfare program modeled after DARE (Drug FOllndation, Washington, D.C. Abuse Resistance Education). Mr. Torres said he was a product of the ShaWl! Dove, Co-DirectOl; COllntee Cullen Beacon Community Center, New York, New York inner city in New York. What kept him from trouble was seeing a kid die of a Richard Murphy opened the session drug overdose and having a great role by observing that although the home and model, an uncle who was a police the community have changed officer. dramatically over the years, schools have After working the streets for ATF, not, even in their use of an agrarian Mr. Torres was thrust into the classroom calendar. to teach the GREAT program. He Connie Roberts stated that San reported being stunned at how lost many Diego is a diverse area with a population of the kids seemed. Many of the of 2.5 million, where 20 to 25 languages students in seventh grade were already are used by schoolchildren, and many hard-core gang members. However, he immigrants are new. New Beginnings, a said, the lO-week program had a positive collaborative effort to help children and effect on them. families by improving service delivery, When he was teaching, Mr. Torres began in 1988, when San Diego was said, school attendance went up. One suffering from increasing rates of teen reason was that graduation from the pregnancy, poverty, and rape. program involved a trip to a water park, New Beginnings is not a program or which he said was important to inner-city a project, Ms. Roberts said, but more a kids. To keep students' interest up, strategy or approach to bringing instructors are taught to be energetic, to communities and families together with walk around the classrooms often and to social service agencies. New Beginnings state their objectives and the lessons currently works with 35 schools in the over and over. Mr. Torres lamented county. The strategy does not require that some students' parents do very little new money, but instead uses existing for their children. He sometimes had to money differently. Also, New travel to students' homes to get parents Beginnings is not a single model for all to sign release forms so the kids could of the communities it serves; rather, it go to the water park. lets community residents help arrange The program uses police officers the way it works. It has no lead agency. because they have the authority of experience. They know about gang Solving Youth Violence - 55

violence and gang laws. There is also a The building in which the Beacon version of the program for third and Center is housed has a nurse and clinic, fourth grade students. GREAT is active game rooms, meeting rooms (for adult in 44 States. A study is currently and other meetings such as Narcotics underway to test the effectiveness of the Anonymous), and space for a General program. Educational Development (GED) Len Berman described a national program. New York City now has 37 funding collaboration for violence Beacons. prevention work. It is based on a 1993 Mr. Dove said it is significant that the meeting in New York City of 200 Beacons brought some parents into the foundation representatives. This schools for the first time under non-crisis public/private venture will put together, conditions. Now many parents spend in 1995, a pool of funding that time at the centers. communities can use to plan and Violence prevention requires youth implement violence prevention measures. development, Mr. Dove said. Beacons The collaboration's goal is to have give youth a chance to be members of $15 million of available funding. The the community itself. group has invited 450 community foundations to participate. Each of approximately 12 selected communities can ohtain up to $75,000 from the national collaborative, to be matched with $25,000 from local sources. Each community will decide what it wants to do and how to proceed. Shawn Dove described New York City's Beacons as a movement of school­ based community centers. The city contracts with community-based organizations to run the Beacons, btlt some city employees also work there He said it is important to quit tal ~ing about youth violence, youth pregnane y, and other youth problems, and instea0 to start focusing on a youth development model. With the development of the Beacon community centers, he said, when 11 :00 p.m. rolls around, kids are found at the community center, not on street corners. When his Beacon center opened its doors, the staff created a teen council and let its members develop programs and activities. The youths chose to line the nearest street with trees and to I replace a cigarette billboard with one

II that advertises the United Negro College Fund.

IL ______~------~- ---

Solving Youth Violence - 56

Improved School Climate

Moderator: Ruby Takan ish i, Executive DirectOl; run, men make others run." Elementary Came[?ie Council on Adolescent Development, school children were recruited by the Washin[?toll, D.C. gangs and introduced to guns. Mr. Frias Panelists: Gus Frias, Criminal Justice Specialist, told the audience that some of his Office of Education, Los Angeles County, elementary school friends were Califol7lia murdered, as was his best friend in high school. Julian Klugman, Westem Regional Director, School administrators usually do not Community Relations Service, U.S. Depmtment of know what is really happening, he said. Justice, San Francisco, Califomia Children across the country must cope Joseph H. Wehby, Research Assistant Professor, with these situations. They must learn FAST Track Program, Vanderbilt University, how to ask for help, and adults must be Nashville, Tennessee there to help them. Expectations in the education field are high. To confront Ellen McCulloch-Lovell, Executive Director, the challenges in schools requires self­ President's Committee on the Arts and the knowledge and an understanding of Hllmanities, Washington, D. C. communities. Ruby Takanishi introduced the panel To meet these challenges, educators members and said the speakers would go should address the needs of students in beyond school boundaries to discuss the an interdisciplinary manner. Mr. Frias impact of communities and families on provided structure for this argument with school climate. an overhead of Maslow's Hierarchy of Needs. He emphasized that the Carnegie Corporation of New York, a fundamental needs must be addressed philanthropic foundation, was created by first. Most programs overlook these Andrew Carnegie in 1911. Dr. needs. Educators should remember Takanishi directs the Carnegie Council Maslow's hierarchy and try to seek a on Adolescent Development, established balance in their programs. If students in June 1986 to place the challenges of are taught to balance their own personal the adolescent years higher on the needs, they will not look to gangs to nation's agenda. The council builds on substitute for families. the work of many organizations and Identifying the dynamics of a child's individuals to stimulate sustained public environment is critical to program attention to the risks and opportunities development. There are six of the adolescent years and generates environmental factors affecting children: public and private support for measures family, media, guns, community peer that facilitate the critical transition into pressure, drugs, and schools. With these adulthood. factors in mind, the Gang Risk Gus Frias explained that he has a Intervention Pilot Program (GRIPP) was personal understanding of the complexity created by the California legislature in and difficulty of improving school 1988. climate. He grew up in a gang-infested, With money from the State Asset East Los Angeles neighborhood where Forfeiture Distribution Fund, GRIPP children had to run to and from school was designed to help reduce or reverse to avoid the gangs that surrounded the the rising tide of gang violence in Los schools. The" elders" of these Chicano Angeles County. Mr. Frias discussed the gangs told the students that "men do not findings of a 3-year evaluation of 18 Solving Youth Violence - 57 model violence prevention and According to Mr. Klugman, the crisis intervention projects that were part of in the 1990's in his region is ethnic gang GRIPP. GRIPP sought to close the members killing each other. He widening gap between schools and the emphasized that the problem is big, and surrounding neighborhoods. it is fueled by high unemployment and Mr. Frias explained that after a great the recession in Southern California. deal of hard work, GRIPP brought Mr. Klugman outlined the agency's together an informal "partnership" problem-solving approach when dealing between schools and their respective with multi-racial situations. The first communities. Various model programs step is admitting there is a problem. for different age groups were started. Second, the problem must be stated or After a year, they found that half of the defined in a constructive way. Third, the programs were not effective. people involved in the problem should To be successful, Mr. Frias be included in problem solving. Fourth, recommended that programs for gang behavior has to be changed first; attitude prevention and intervention in public changes will follow. Money is often schools be guided by a school advisory spent trying to change attitudes without committee. The core team of committee connecting to a system of behavior. members should have a shared vision Finally, the CSR approach calls for and should include representatives from development of a work plan with clear, the school's administration, teachers, short-term action steps. parents, senior custodial staff, and law In the last 3 years, CRS has come enforcement. away from the mediation table and into In conclusion, Mr. Frias commented the community. Staff are trying to pro­ that independent program evaluations actively mediate racial disputes. Mr. must reflect new programs' strengths and Klugman briefly described two recent weaknesses. Poor experimental programs. In the Student Problem programs have no place in the schools. Identification and Resolution Program, Julian Klugman has been the Western CRS uses its problem-solving approach Regional Director of the Community to address conflict in multi-racial schools Relations Service (CRS) for the U.S. and districts. It is a 2-day process in Department of Justice for 23 years. which students develop Over its 30-year history, CR~ has sought recommendations and a work plan to to prevent or resolve community improve racial harmony. A principal's conflicts and tensions arising from student advisory council is also actions, policies, and practices perceived established as an ongoing mechanism to to be discriminatory on the basis of race, work directly with school administrators color, or national origin. CRS provides and faculty to address racial and ethnic services, i1lcluding conciliation, issues in both a preventive and reactive mediation, and technical assistance, to manner. people and their communities to help In the second program, CRS staff are them resolve conflicts that tear the fabric preparing to go into a public housing of an increasingly diverse society. project in East Los Angeles. Using their In the beginning, CRS focused on problem-solving techniques, they plan to fights and school segregation. Today, train police officers and youth and form there are many different groups with a committee to work on all identified major cultural differences, and schools problems. If this pilot project is are desegregated. successful, Mr. Klugman expects to use it in the wider Los Angeles area. Solving Youth Violence - 58

Dr. Joseph Wehby stated that early to acquaint them with the teacher. The intervention is the key to preventing 22-session training programs were held violence. While the development of 011 weekends. problem behaviors begins early in life, Each family in the program was even prenatally, 90 percent of the money assigned a family coordinator. The available for solutions is spent after coordinator would call or visit to update violence has occurred. Only 10 percent the parents on their child's progress. is spent on prevention. He contends The coordinators were problem solvers that more spending should be directed to who tailored the program to the needs of prevention. each family. After an extensive literature review, Tutoring on reading was provided to Dr. Wehby concluded that school-based the students three times a week. prevention programs have limited Generally, the sessions occurred twice success. He suggested that the programs during the school week and once on fail when they focus on short-term Saturday, during the family session. intervention and look at limited Peer pairing, the final component, hehavior. Long-term, comprehensive involved "friendship" groups of children. intervention is needed to give children The children would get together on the hest chance to succeed. Saturdays when the parents were in Dr. Wehby explained that the FAST training. They were taught social skills, (Families and Schools Together) Track such as how to initiate play and what to program was developed with long-term, do when rejected. comprehensive intervention in mind. Ellen McCulloch-Lovell explained that Funded hy the National Institute of the President's Committee on the Arts Mental Health, the program was and the Humanities is looking at ways implemented in Nashville, Seattle, that arts and humanities programs reach Durham, and rural Pennsylvania. youth and prevent violence. Researchers used the following factors Over the last 25 years, these kinds of to select program participants: (1) the programs have offered creative outlets school the student attended, (2) the for otherwise destructive behavior. Ms. kindergarten teachers' ratings of the McCulloch-Lovell pointed out that the child's hehavior and school readiness, Dance Theater of Harlem grew out of and (3) results of interviews with parents the unrest in that community following of disruptive children. Using these Dr. Martin Luther King's assassination. criteria, 960 children were selected for Programs in the arts tend to involve the program. many community organizations, increase Dr. Wehby reported that intervention parental involvement with youth, foster is particularly needed at two points: students' enthusiasm and self-respect, school entry and during the transition to help students develop self-discipline, and middle school. Researchers are still provide contact with caring adults. In trying to identify the most successful fact, the College Entrance Board finds interventions for various ethnic groups. that students with hands-on participation Preventive intervention components of in the arts score higher than other the FAST Track program include parent students on verbal and math tests. training, family case management, Ms. McCulloch-Lovell noted that arts tutoring, and peer pairing. The are not included in the current Crime emphasis on parent training is intended Bill, but the Goals 2000 program of the to get parents more involved in the U.S. Department of Education does academic progress of their children and include art programs in schools and Solving Youth Violence - 53

communities. Measurable results like the College Entrance Board's findings support requests for arts programs. Ms. McCulloch-Lovell highlighted two examples. The Manchester Craftsman Guild in North Pittsburgh sponsors an after-school program in ceramics and photography. This program keeps at-risk students off the streets and motivates them to achieve. In Fort Myers, Florida, 2,000 students were involved in art­ related programs. Researchers found that the violence rate in the targeted schools dropped 20 percent compared to surrounding areas. Ms. McCulloch­ Lovell concluded by observing that arts and music are universal interests. Dr. Takanishi summarized the discussion by saying it is unfortunate that politicians are unwilling to support such programs in connection with crime prevention. The Carnegie Council argues that all adolescents have basic needs for evolving into healthy members of society. Young people need respect, identity, and power. Adults must continue to support and fight for programs that direct children away from violence and toward success. I I

Solving Youth Violence - 60 I Information Sharing Issues in School~Based Coordinated Programs

Moderator: William Delk, Principal, Northside where discipline has been applied Middle School, Noifolk, Virginia inconsistently. Information is kept with strict Panelists: 101111 C. Allllisi, Database Manager, Management Infonnation Systems, Norfolk regard for confidentiality. Monthly Public Schools, Norfolk, Virginia reports go to the school principal, the school SMART team, and the district Thomas 1. COllnelly, DirectOl; Special COllllseling SMART team. The principal and the Programs, Wappinger Central School District; school team can develop action plans Wappinger Falls, New York to address problem areas appearing in Michael A. Aquino, Investigator, Anaheim Police the data. At the district level, the local Department, Anaheim, Califumia police may attend when law violations are involved. William Delk quoted Robert Long, By collecting information founder of the School Management systematically, Mr. Alluisi said, school and Resources Teams (SMART) officials could see that two-thirds of all program, who said that problems in the discipline violations and all law schools must be claimed by the school violations were attributable to the district that has those problems. same 9 percent of the students. SMART is funded in 20 pilot sites Thomas Connelly has spent 29 around the Nation by the National years in the administration of public Institute of Justice and the U.S. schools in New York state. He Department of Education. In addition described himself as practical, always to being an excellent resource, the looking for methods that work. The SMART program frees the principal SMART program has worked well for from being the primary disciplinary him. He said the easily usable figure in the school system. The information of the SMART system SMART team, instead, reviews gives principals and their staff material problems and finds strategies to solve for problem solving and analysis. the problems. The SMART team in Mr. John Alluisi gave a brief overview Connelly's area includes community of SMART, describing it as a reality­ members, youth representatives, and a based methodology for studying and psychologically trained management resolving delinquency and discipline team. Their actions are determined by problems. All referrals for these consensus. Connections to the juvenile problems are collected in a central courts and police have been developed database for the school. Development to the point that officials from those of an Incident Profiling System (IPS) organizations will occasionally consult involves classifying and profiling a full the SMART team members before range of misbehaviors, separating making decisions on individual students discipline violations from law from their district. Two other sample violations, and providing computerized programs they have initiated are "Off records of incidents occurring in Your Rocker," which enlists retired schools. This process identifies areas persons to work with the youth, and "PINS," Parents In Need of Support, which helps families adjust to difficult Solving Youth Violence - 61

changes. The SMART data helped Mr. Dell<. added that the SMART drive the changes, get the funding, and information allows the school assess the impact of these new administrators to look at patterns and approaches. find better strategies to get problem­ Investigator Michael Aquino works creating students on a better track. in the gang unit of the Anaheim Police Department. He conducts training in the schools on gang recognition and gang prevention, and he deals with situations involving estahlished gang members in the schools. After having investigated numerous drive-by shootings, Investigator Aquino contacted the school district to work out a joint tactic for reaching youngsters to counter the influence of gangs. His experience shows that parents are usually not well informed ahout what their children are doing-even the parents of "good" kids. The SMART program has given him material for the training he conducts in schools. He has a full-time partner in the school district \\ ho coordinates with him on gang prevention efforts. The students have particular respect for his firsthand experience with the violence and suffering produced hy gangs. Investigator Aquino also conducts staff development instruction for the community and schools, parent awareness training, and training to counter drug involvement. He sits on the district level disciplinary and attendance hoards as well. He emphasized that the arrest of a student does not mean that the student is going to he "thrown away." Sometimes, arrest is actually the best way to intervene in the young person's gang involvement. He said he has often received thanks from the youth themselves for arresting them and altering their course. Solving Youth Violence - 62

Alternative Development Programs for Adjudicated Youth

Moderator: James C. HOIvell, DirectO/; Research human growth and development, and Pror;ram Development, Office of Juvenile health an(~ physical fitness, and career Justice and Delinquency Prevelltioll. U.S. development. Classes are designed to Depmtment of Justice, Washill{;ton, D.C. educate, motivate, and build self­ Panelists: La Wanda Ravoira, State Director, esteem. The teacher to student ratio Practical alld Cultllral Education (PA CE) Center in all classes is 1 to 10. Individual, for Girls. inc., Jacksonville, Florida group, and family counseling is provided to assist the student and Yilzltak Bakal, Executive DirectOl; North family in finding solutions to their Americall FamiZv illstitute, iIlC., Danvers, Massachusetts individual problems. Staff are available 24 hours a day to assist the O.B. Standel; Chief Operatinr; 0fficel; Associated students and their families in times of Marille institlltes, inc., Tampa, FlO/ida cnSIS. PACE emphasizes community Dr. James Howell introduced the involvement. P ACE developed presenters, who operate a range of partnerships with juvenile judges who alternative programs for adjudicated gave girls the option of participating in youth. PACE or being institutionalized. Dr. LaWanda Ravoira described Referrals have also been made to the Practical and Cultural Education PACE from the school board, health (PACE) center as a multiservice and human services agencies, the program founded out of the juvenile justice system, and parents. recognition that, because there was a Participants must volunteer in at least lack of gender-specific alternative two projects while enrolled in the programs for girls, girls were program. P ACE also established the incarcerated more often for lesser National Girls Caucus, which has 500 offenses than boys. PACE began in members who advocate programs for 19H5 as a small volunteer-run program girls nationally. in a church and now has seven Dr. Bakal said that there is a false chapters throughout Florida. The underlying assumption upon which program has had a 75 percent success many programs for youth are rate and has served more than 1,500 based-that every youth involved in the girls ages 12 to IH. juvenile justice system wants to change. PACE is an educational alternative While practitioners are inclined to to institutions or incarceration. PACE think that all youth would like to receives State, Federal, school board, participate in a productive program, and private funding. It is a fully some youths in the community do not accredited high school that is attended want to change their lives. Dr. Bakal's voluntarily, at no cost to the youth. work at Camp Roulston, run by the Students are required to pursue' North American Family Institute completion of a high school diploma. (NAFI), seeks to stimulate these The PACE high school program unmotivated youths. includes remedial, high school credit, Camp Roulston is a boot camp GED, and college preparation classes. based on the concept that youths can The gender sensitive Life Management be helped only if they want to be Curriculum comprises independent helped. Youths need motivation to living skills, art and drama, parenting, become involved in the process of Solving Youth Violence - 63 l change. The camp has a 3-month earn money for their work and move program that includes peer and group into a nicer bunkhouse. Phase III of processes in three stages. The first the program involves community stage places heavy emphasis on the placement. military aspect of the program, where A 3-year followup study indicates an extensive daily work routine and that the program has had a 65 percent strict code of discipline are established. success rate, with only 35 percent In the second phase, the military recidivism. Mr. Stander said that the component is de-emphasized, and there key to success in his and any program is greater focus on recognition of is to instill hope in the youth. No accomplishments. The third phase person can value life if he or she has emphasizes teamwork and developing a no hope for the future. peer culture. Dr. Bakal recognized that the shift from a highly regimented residential program to community life is difficult. Typically, 3 to 4 out of 10 youths recidivate. Aftercare is an essential element to success in any program for youth. NAFI offers aftercare services seven days per week to youths who finish the camp program. It is also developing a community component to network resources and services. O.B. Stander operates camp programs through the Associated Marine Institutes (AMI). There are 40 programs in 8 States. Each program is a separate organization with a separate board of directors. The organization's first international program is located on the Cayman Islands. AMI's camp programs are not boot camps, but they are work-oriented and focus on establishing a strong work ethic. The ratio of residents to staff is three to one, and there are no locks or bars at the facilities. The prugram begins with an orientation. Campers are driven to the vicinity of the camp and must hike into the pre camp orientation center. Later, the new residents hike on to the full camp. In Phase I, campers sleep in a bunkhouse and work all day either on chores, academics, or community service. Campers move on to Phase II when their academic and performance goals are met. At that point, they can Solving Youth Violence - 64

Substance Abuse Prevention

Moderator: Paul J. Goldstein, Associate Professor, System-related violenclt! is connected University oj Illinois at Chicaf{o, Glicaf{o, Illinois to the business of selling drugs and is typically more lethal in nature. Violence Panelists: All/w T. Galle.v, Project CoordinatOl; COI1lIl11lllitv. Dnu;. Prevention Project, Mankato, may occur as a result of a drug user's Minnesota inability to pay a dealer or as punishment of a dealer for cheating a Phillip L. Hobbs, Principal, Eastmoor Hif{h School, customer. Columbus, Ohio As project coordinator of the Community Drug Prevention Project, David L. Rosenbloom, Project DirectOl; Join TOf{ethel; Boston, Alassacllllsetts Anne Ganey works with 40 different communities on drug prevention. Deborah Galvin, Public Health Alla(vst, U.S. Public Fourteen of these communities have Health Service, Cellter for Substance Abuse formed community prevention groups, Prevention, Rockville, Mwylalld and their strategies have been evaluated for effectiveness in dealing with youth Dr. Paul Goldstein began the session drug use prevention. with a discussion on how substance Ms. Ganey described youth abuse and violence are related. He empowerment strategy as an ongoing, described three relationships. upward spiral. Youth need to be Psychopharmacological violence is involved in the definition of problems. usually induced by alcohol and The groups start by providing the youths commonly results in domestic violence with knowledge and skills. This leads to incidents. It can be caused when an opportunities that build confidence. individual ingests drugs, undergoes a Confidence encourages feelings of mood alteration, and acts out violently. success, leading to more opportunitie&. The likelihood and extent of violence is The more opportunities, the more dependent upon the drug, the dosage, empowered the youths become. the individual, and aggravating Ms. Ganey identified eight specific circumstances. strategies that the community prevention Psychopharmacological violence can groups successfully incorporated into be precipitated against an individual by their programs. The first strategy was a that person's own actions. For instance, community forum in which the youth the loud drunk at a bar may inflame planned, recorded, facilitated, and others in the bar to start a fight and helped to identify and solve problems. cause his or her own victimization. This forum gave the youth an Psychopharmacological violence may opportunity to express opinions and also be purposive on the part of the develop skills. Youth also developed substance abuser. Gang members family events as part of the planning. A sometimes take a certain drug to reduce town hall meeting was suggested as a their level of anxiety about committing a way to help the community come violent act. Finally, psychopharmaco­ together. Other strategies included . logical violence can also be associated media advocacy, conferences, leadershIp with the absence of a drug. This is training, a multicultural leadership typically known as withdrawal syndrome. institute, peer mediation, and counseling. Economic compulsive violence occurs Phillip Hobbs has worked with the when drug users feel compelled to Drug-Free Schools Program for 7 years. commit crime in order to sustain their In 1990, he became principal of drug use habit.

z Solving Youth Violence - 65

Eastmoor High School, which was Finally, schools should promote regarded as the most violent high school community involvement. Schools need in Columbus, Ohio. He described the to reach out to community agencies ard school as "out of control," with 68 businesses and utilize the resources they expulsions and 147 fights. Working have to offer. Partnerships between the under the guidance of the Drug-Free schools and these groups can provide Schools Program, Mr. Hobbs developed positive role models to the students, as strict discipline and positive student well as leadership training, tutoring, and rewards programs at Eastmoor High. In incentives. The Adopt-A-School 1994, Eastmoor High School was the partnership, last year alone, provided recipient of the U.S. Department of more than 90 tutors for students. The Education's National Drug-Free School staff also has a student intervention Award. The school had only 6 program and many hours of staff expulsions and 28 fights. development in the areas of violence and Though the school won a national drug prevention. award, Mr. Hobbs emphasized that it Dr. David Rosenbloom is the project still has guns, drugs, and violence director of Join Together in Boston, problems. Because these problems will which is a resource for communities always be here, strategies must be developing strategies against alcohol and constantly revised, and young people drug abuse. Since late 1991, Join must be involved. There are six Together has provided assistance to correlates under the Drug-Free Schools community anti-drug coalitions in more Program that Mr. Hobbs identified as than 40 States; published two national essential for an effective drug prevention surveys of community anti-drug activity program. and other publications to help coalitions First, assess the program. Information be more effective; established a national on what effect the program is having on Fellows Program; created a national drugs and violence needs to be collected computer network; and convened three and analyzed annually. If the data public policy panels to look at barriers reveals that the program is not having communities face in their efforts. Join the desired impact, the program must be Together is funded by a grant from the revised. Rules and policies must support Robert Wood Johnson Foundation to drug prevention and violence reduction. the Boston University School of Public Mr. Hobbs stated that youths want rules Health. that are fair, yet firm. An opportunity Dr. Rosenbloom stated that for counseling should be offered to a communities will be more effective in youth involved with drugs or violence. their efforts if they have coalitions that However, if the youth refuses to attend link prevention, law enforcement, and assessment sessions, disciplinary policies long-term recovery. To date, he has should be firmly enforced. Special codes identified 2,500 coalitions with successful of conduct for athletes and other popular programs. There are six questions that groups should also be designed. Join Together asks when assessing the Programs that emphasize leadership strengths and weaknesses of local training and peer mediation should be coalitions. developed. Staff training in violence and What harms are you trying to reduce drug prevention should be offered. or prevent in your community? Groups Parent involvement should be should be as specific as possible in encouraged. answering this question. Solving Youth Violence - 66

Who else in town can we get to help personal development, alternatives, us achieve our goals? Members of the standards and norms, and community hminess community should be mobilization. Through coalition­ approached for support. building, communities can mobilize to How can you get key community focus on school and work. Wellness groups to work with you? Dr. programs are examples of community Rosenbloom pointed out that it takes partnerships helping personal time and persistence to build development. Finally, family support partnerships. programs involve community What do you do to encourage and mobilization for the family. sustain leadership efforts? This is an Ms. Galvin reported that national important issue to address, as more than evaluations of CSAP's community 20 percent of community coalitions partnerships have been completed. The change leadership within 5 years or less. most common obstacles to a successful Does your coalition have a formal program include an unclear definition or strategy arid program known to the purpose, turf battles, lack of time community? Activities of the program management, and personal conflicts. must relate to and work toward the The most successful programs are well­ program's goal of prevention. organized and have high levels of staff How will you know if your plan is commitment. The studies also noted working? What mechanism do you have that disagreements on strategy within a in place to adjust it? A strategy must be program are healthy, but all must agree developed to assess the plan's success. on the partnership's function. In order Deborah Galvin works with the for a partnership to succeed, it needs Center for Substance Abuse Prevention participatory decisionmaking and (CSAP). Youths are exposed to risk cooperation. Specific criteria for factors related to school, personal or membership and parental involvement family issues, and negative peer also encourage success. associations. Inability to deal with these Finally, Ms. Galvin identified several factors may lead to drug use, school strategies that have been successful at truancy, teen pregnancy, suicide, and various programs. These include violent crime. developing viable employment Ms. Galvin reported that alcohol and opportunities, involving gangs in other drugs are associated with 62 partnerships with the community, and percent of assaults, 52 percent of rapes, violence training using PREVLINE. 49 percent of murders, 68 percent of PREVLINE is an electronic manslaughters, 50 percent of traffic communications system that allows fatalities, 38 percent of child abuse citizens to share prevention ideas with incidents, 50 percent of spousal abuse others around the globe. It offers incidents, 20 to 35 percent of suicides, information concerning alcohol, tobacco, and 69 percent of drownings. and prevention of other drug problem~. CSAP has developed a comprehensive model of primary prevention that focuses on the person, family, peers, school or work, and the community. Methods of intervention include education and information, Solving Youth Violence - 67

Concurrent Workshops: Community and Neighborhood Community Policing

Moderator: David W. HuVeslip, Program Munaj{el; them before a community policing Natiollal institute of Justice, V.S. Depunmellt of program is initiated. Justice, Washillj{toll, D.C. Political infighting. It is sometimes Panelists: Bil(v J. Sifuelltes, Senior Officer, Austill difficult to bring political foes together Police Departmellt, AUStill, Texas to work effectively on a common goal. Before inviting key community and Charles H. Ramsey, Deputy Chief, Patrol Division, police members to be a part ~f ~ . ChicClj{o Police Departm('/lt, Chicago, Illinois community policing program, It IS fIrst necessary to look at potential personality Richard H. Girj{ellti, Director of Criminal Justice and Commissionel; New York Division of Criminal conflicts that may hinder development. Justice Services, Albany, New York Youth involvement. Officer Sifuentes advocated the involvement of young Gmv W. Cordnel; ProfessOl; Depattmen( of Police people with the community policing Stu~iies, Eastem Kentllcky Vniversi(v, Richmond, effort. In addition, community policing Ken tll cky should include projects directed toward the youth, such as strategic interventions Dr. David Hayeslip introduced the for high risk youth, officers in the panelists, who discussed community schools, and gang programs. policing strategies, emphasizing successes Police officer rotation. Because police as well as problems in implementation. officers rotate frequently in their Officer Billy Sifuentes stated that assignments, training must be constantly there is denial by the community in provided for new officers assigned to Austin, Texas, regarding the level of community policing tasks. violence and gang problems in the city. Deputy Chief Charles Ramsey is Community policing brings the reality of project administrator for the Chicago crime to the forefront by encouraging Alternative Policing Strategy (CAPS). dialogue between the citizens and police. Officially begun in 1993, CAPS was Chief Elizabeth M. Watson initiated implemented as a prototype in five o~ community policing three years ago as a Chicago's 25 police districts. These fIve means of enhancing the life of Austin's diverse districts were swdied to citizens and improving the city's standard determine which strategies were essential of living. to the success of community policing Officer Sifuentes identified four programs. He described three of these problem areas to consider when strategies. implementing community policing. Building partnerships. Deputy Chief Police opposition. There are many Ramsey stated that CAPS differs from police them who refuse to subscribe to most community policing strategies the concept of community policing. because there is already a strong Many resent being forced into what they relationship between police, community, regard as a social worker's role and feel and city government. In establishing and that community policing strips them of maintaining a relationship with the their badge ancl power. Officer community, police must recognize that Sifuentes stressed that community the role of the community may vary policing has always been around, just depending on the problem. In under different names. To overcome prioritizing problems, police should police officer resistance, departments consider what is important to the must develop a training program for Solving Youth Violence - 68 community. concept. This entails developing role In Chicago, Mayor Richard M. Daley responsibilities for specific ranks. has made CAPS a top priority for all city Lieutenants need to understand exactly agencies. City agencies receive training what they must do and how they are on '::APS goals and operations so that important to the success of community each agency understands its individual policing. The police, community, and role in the community policing effort. city government must be instructed in At the same time, police have become problem-solving. Though some crime more aware of agencies that are better problems are chronic and will never be equipped than the police to service completely solved, the police and citizens' special needs. Recognizing that community members, working together, conditions such as street light defects or can have an impact. vacated buildings may contribute to Time management should be a part criminal activity, special procedures have of the curriculum. For the past 30 years, been set up to facilitate the city's the 911 telephone emergency number response to calls for service. Deputy has managed the Chicago Police Chief Ramsey reported that 85 percent Department's time. Now, the officers of all calls for service under CAPS were themselves need to learn to prioritize taken care of promptly. In addition, a responsibilities to meet the goals of the strong relationship between city strategic plan. government and police is important Community policing will not solve all when resources are scarce. Police crime problems. It is an ongoing departments need to take advantage of struggle that demands an adjustment in the technology and assistance offered philosophy as the community changes. from city government. Then, Police departments need to be able to collectively, services can be provided adapt to these changes and be pro-active without straining any department's in their efforts. resources. Richard Girgenti said that his Developing a strategic plan. Deputy perspective on community policing is Chief Ramsey stated that there are no from the state level. He focuses on pre-packaged community policing strategies that deal with youth violence. strategies. Instead, each strategy must He identified a seven-point strategy that be customized to meet the needs of a uses the school system: particular community. In 1993, Superintendent Rodriguez published 1. Making the school the focal point of Together We Can, which established the violence reduction with programs Chicago Police Department's vision of such as a youth security plan for the community policing. Chicago combined summer, safe corridors, and what was believed to be the best neighborhood task forces. elements of traditional policing, 2. Refocusing patrol resources and community policing, and problem­ practices. The record of each oriented policing. As resistance to new arrested youth should be checked. ide-'-ls often stems from lack of The number of officers assigned to understanding, department heads must youth should also be increased. communicate the meaning and 3. Refocusing the investigative patrol's importance of their plan to their duties to include youth crime employees and citizens. incidents. Training. Police departments need to 4. Revising police department policies operationalize the community policing for schools. Solving Youth Violence - 69

5. Revising and expanding training. over rules. 6. Creating a juvenile information Other strategic changes differ from database. the traditional model of policing, such as 7. Developing a partnership with focusing on geographic issues rather than parents, the board of education, time of day or type of crime, and principals of the schools. the media, preventing crime rather than catching a and housing and transit police. criminal. Programmatic changes could include Mr. Girgenti mentioned developing re-oriented operations emphasizing foot a youth center, youth courts, parent patrols, mini-stations, and citizen contact. programs, mentoring, and curfews as Problem solving rather than case solving, possible strategies to consider for dealing getting the community engaged in its with youth violence. He emphasized own protection, and identifying problems truancies as critical. There is a are primary concerns. relationship between truancy and the With community policing, police increase in juvenile crime. officers may spend less time driving Mr. Girgenti asserted that there around and more time walking the beat. must be coordination among various Police products and services may include police task forces. Data systems must be changes in the level of police visibility, developed on police contacts so that a referrals to service agencies, the number complete picture of youth activity can be of tickets or calls handled, and actual determined and responses can be arrests. Perceptions of equity, legality, coordinated. Consistent rules should be accountability, and integrity may differ developed. Strategies must work with from traditional models of policing. parents, schools, and the media. All New goals under community policing strategies should be evaluated for may include preventing crime and effectivenells. Finally, officers should be disorder, increasing trust and confidence trained on adolescent psychology, in the community, and protecting citizen interaction with youths, and youth issues. liberty. Dr. Gary Cordner conducts research Dr. Cordner stressed that no for NIJ on the effectiveness of conclusive evidence proves community community policing. Based on empirical policing affects any of these issues. studies of 59 cities, he has developed a Positive change in the community could scheme to help understand the complex be only the result of assigning more dimensions and effects of community police to one area or the product of a policing. few hand-picked police officers who Dr. Cordner said there are would have done a good job regardless philosophical dimensions to community of the principal philosophy. policing that stress underlying ideas and In general, however, community beliefs. These include a broad-based policing promotes better police and foundation, community input, and community relations. Attitudes and neighborhood variation. levels of job satisfaction have improved Changes may be necessary in an among police officers involved in organization to permit implementation. community policing. Finally, Dr. These might include personnel upgrading Cordner stated that community policing and diversification; decentralizing and does reduce the community's fear of "despecializing" the organization to crime and disorder. allow a flattened hierarchy; and a management style that stresses values Solving Youth Violence - 70

Increasing Employment

ll;foderator: Marion )if!: Pines, Senior Fellow, nonprofit businesses and government Illstitute Jor Policy Studies, Johlls Hopkins agencies, and was open to all Univcl:~ity, Baltimore, Maryland participants who met the selection Panelists: Robel1 J. IV/v, Senior Vice Presitielll, criteria. Mal/power Del1lonstrati~n Research COI]JOtailOn Many lessons were learned from that (MDRC), Entitlement ProW'am, New York, program. \Vhen jobs were mad~ ."'nt' York available, youths came forward m droves-they are not lazy. Even though David Lalz, Labor Economist, U.S. Depm1mcnt oj most of the jobs were entry level, the Labor, Waslzinxton, D.C youth and the employers were happy. Dellnis Lieberman, Labor Economist, Although there was initial concern that u.s. Depm1mcllt oj LabOl; Waslzinxtoll, D. C there would not be enough jobs, over 11,000 jobs were created and subsidized William Sprillf?, Boston Compact, Boston, by the Federal Government. Also, 20 Alas.I'lIc/zllsetts percent of the students were retain~d in their jobs after high school graduatIOn. Marion Pines's program, Maryland's The gap between white and African­ Tomorrow, initially served approximately American unemployment rates was 3,000 students in 75 secondary schools, eliminated. One year after high school but has grown to serve over 5,000 graduation, participants were more likely students in the second year, 6,650 than non-participants to be employed. students in 78 schools in the third year, Unfortunately, the guarantee of a and approximately 8,000 students in 80 job was not enough to keep students in schools each year since. The program school. Also, funding was only available now operates with a State grant that has for employment, not educational grown to $8.5 million. In the 1993 to experience. The program emphasis was 1994 school year, a middle school on creating jobs, not monitoring the component was added in several educational records of participants. jurisdictions, with an additional $1.4 Mr. Ivry highlighted a few of the million. In addition to the State General ways the Youth Employment Skills Assemblv's support, the Maryland's (YES) program is similar to its Tomorrc;w high school program is able predecessor, the JTPA. It allows to leverage funding from the Job participants to apply what is learned in Training Partnership Act (JTPA), as well the classroom to the workplace, it as local educational and private provides an orientation to the wor~ resources. Ms. Pines reminded everyone culture, and it facilitates access to Jobs that the United States is one of the few with rollover potential. Improving on economically developed countries the Youth Incentive Entitlement without school-to-work transition Program, skill building is emphasized, programs. rather than job development and Robert Ivry told the audience that placement. YES provides ongoing 17 years ago he worked with the Youth support after job placement, such as Incentive Entitlement Program. That counseling to assist with transition to the Federal program guaranteed jobs for workplace, troubleshooting worksite student participants. The program was problems with supervisors, and active in 17 communities across the encouraging further schooling and country, included jobs in private, Sulving Youth Violence - 71 upgrade training in combination with Dennis Lieberman presented work. information on the School to Work Finally, Mr. Ivry said that the Opportunities Act. Sponsored by the program would look at other aspects of U.S. Departments of Labor and the youth's life, not just the four hours Education, this initiative maintains that a on the job. That is the key to sustaining good high school education leading to a a positive program. good job and a college education will William Spring quickly reviewed the result in a productive and satisfying life. history of youth employment programs School to Work Opportunities will and the general job market in the integrate work-based and school-based country. He suggested that gradual learning. School-based learning is progress has been made, but warned classroom instruction based on high that, because labor market data are academic and occupational skill varied and complex, economists are standards. Work-based learning is work often wrong in their analyses. experience, structured training, and Mr. Spring described the Boston mentoring at job sites. Courses will be Compact as a commitment on the part developed to integrate classroom and on­ of the Boston business community to the-job instruction, match students with employ at-risk youth from the Boston participating ~mployers, train job-site school system. Employers assume joint mentors, and build and maintain bridges responsihility with the school and mayor between school and work. to make this program work. Employers According to Mr. Lieberman, a are given no subsidy and are asked to national school-to-work network may be interview participating students before developed in the future, with a program hiring from a different source. Career in each state. To start that process, specialists work with the students to help competitive grants are being offered to them make better connections with states to develop and implement such employers. programs. Grants will also be awarded Results of this program have been for local school-to-work programs. impressive. The employment rate for States and localities may customize these black youth in the Boston area much programs. exceed the national rates. Ms. Pines interjected that the Without systematic, city-wide, program described by Mr. Lieberman is structural changes, employment not a vocational education program. programs will not succeed. Job service "Building a system" and making the coordinators and counselors are needed, connection between classroom and and the educational system is difficult to workplace learning will take years. It is penetrate and change. critical that employers feel they are co­ In conclusion, Mr. Spring stressed owners and partners in this endeavor. vision and long-term thinking. Most David Lah gave the audience more youths can perform entry-level jobs. background on the Youth Employment Assistance for youth must combine work and Skills (YES) program that is and learning in a community-wide, lahor proposed in the Crime Bill. The idea market-wide system. He urged the behind the program is that communities audience to forget the illusion of matter, not just individuals. The statistical significance and think instead program idea is designed to serve a of the next sensible step toward building larger part of the population. a meaningful and cooperative employment system. ------

Solving Youth Violence - 72

According to the program plan, communities with populations between 12,000 and 75,000 would be eligible to compete for grant funding. Their proposals should target areas with high crime rates and poverty levels of 3D percent or higher. Mr. Lah said the goal of the program would be to increase the employment rate in the target areas by 75 to 80 percent. Men and women between the ages of 16 and 25 would be eligible. The program aims to place people in positions that lead to a career, not short-term jobs. Ms. Pines concluded the workshop by pointing out that the key to a successful employment program is to pull the community together behind the program. Leadership, vision, resources, and power must be present. Since no strategy can stand alone, a system must be woven that makes sense to all contributors. Solving Youth Violence - 73

Community Development

Moderator: Malvin R. Cohen, DirectOf; C'llildren, trying to stress youth employment that is Youth, and Families Initiative, ChicaRo Community closely linked to the world of work. Tn/st, G'IlicaRo, Illinois Young people in communities like Panelists: SlleJyll Cashin, Director, National Anthony's need to be socialized Economic Council, The White House, WashinRton, relatively early to the world of work. D.C. They need education that is contextually relevant and access to the formal Karen Dates, Network Operations Specialist, networks that lead to jobs. Mayor's Office of Employment SelVices, Ms. Cashin said that discrimination Baltimore, Maryland statistics on black males are depressing. Benson Robelts, Vice President, Local Initiatives Neither white nor African-American Suppott Corporation (LIS C), Was/ZinRloll, D.C. employers want to employ young black males from disadvantaged circumstances. Marvin Cohen said that any effort The market is failing these youths. directed at youth violence must have Two new programs are particularly total community involvement. Even the relevant. The Youth Employment Skills best programs of support will work for (YES) demonstration program provides only short periods of time unless a subsidized jobs for youths ages 16 to 25 number of things are happening. in 20 neighborhoods. These jobs are Housing development or economic time-limited and emphasize networks development may seem far afield from and connections to subsequent job the issue of youth violence, but it is opportunities. Programs that show almost certain that if communities are in substantial linkages to continued private disarray, housing is dilapidated, and sector employment opportunities will be parents have no job prospects, preferred for these grants. neighborhoods will not solve youth The National Community Economic violence problems. Partnership is also relevant to crime SheryIJ Cashin described federal prevention and youth violence. community development programs that Community development corporations help estahlish linkages hetween youth (CDCs) have been around for about 20 development, employment, and years. They provide outreach, economic opportunity. In reference to community stauility, and linkages to the murder of 13-year-old Anthony employment opportunities. Stokes, she commented that his father The third program directed toward was on work-release and his mother was addressing crime and youth violence is in jail. The only strong parental figure the Empowerment Zones program. This in Anthony's life was the coach at his brings partners together to develop youth cluh. Anthony was an aspiring comprehensive strategies. All kinds of athlete and lived with his 77-year-olc.1 interventions are needed in impoverished grandmother. areas around the country. Federal How is community development to funding is already going into these areas, solve problems like this? The but the assistance is not coordinated. interagency task force on which she For example, HUD is working with labor serves looks at employment unions to develop apprenticeships in the opportunities for disadvantaged youth. building trades. Empowerment Zones In the new budget year, her agency is are designed to help a commUi:tity bring Solving Youth Violence - 74 these pieces of assistance together to amazing transformation has taken place form a comprehensive strategy. over the last 15 years, almost entirdy Mr. Roberts briefly described the attributable to the initiative of unprecedented partnership that supports community residents. Local Initiatives Support Corporation Karen Dates discussed the need for (LISC). HUD and 10 major aggressive networking between youth corporations and foundations have service providers. The Youth Providers pouled over $87 million to invest in 23 Network operates through the mayor's cities to accelerate neighborhood office in Baltimore. Youth service renewal. LISC supports CDC's in these practitioners come together for seminars, cities to establish or strengthen local technical assistance, and professional partnerships that will address critical development. About 600 national, community needs. regional, and local professional For kids in low income, inner-city organizations participate in the neighborhoods, life is different from Baltimore area Network. other neighborhoods. There are fewer For a successful effort, the youths positive cues about life for the youths in themselves also need to be involved in disadvantaged neighborhoods. It is the initiatives. The Youth Leadership easier to get in trouble when there are Forum, a part of the network, develops no youth programs in the neighborhood. conferences, newsletters, and other It is harder to study in crowded public activities for youth. Another of the housing units. Outside public and network's activities was to send out private organizations cannot do the job requests for proposals to local alone. Communities need to take organizations to find out what they could responsibility for the future and assert contribute to improve opportunities for behavioral values. In a healthy high school dropouts. GED training, neighborhood, people look out for each remedial skills development, job other. In a neighborhood in disarray, placement, and other support services the people are afraid to do this. came from this. Mr. Roberts pointed out that LISC Mr. Cohen discussed the $30 million involves both public and private given to family initiatives in the Chicago institutions, emphasizing community Community Trust. For its 70th ownership, problem identification, and anniversary, the Trust commissioned a cooperative solutions. Perception of study to look into the condition of what is possible for a neighborhood is children's services in the Chicago critical. metropolitan area. The study found that In many inner-city areas now, the there were virtually no children's popular perception is that no services. Systems were utterly improvement is possible. The public fragmented, subject to complex sector will not invest, and the private bureaucratic lines of communication, sector does not believe anyone can be impossible funding regulations, and held accountable. To turn this around, interagency competition or turf struggles. tangible progress must be observed­ Only remedial measures for children's housing must be built, and banks must problems, such as criminal justice be brought back to neighborhoods. The systems, welfare programs, and substance community needs to see that it has abuse issues, were addressed. accomplished things for itself. In Today's communities are different communities like the South Bronx, an from those of the 1950's when youth Solving Youth \'iolence - 75

service systems were initiated. Now, the overwhelming majority of families have either two working parents or a single working parent in the home. In that context, the ability of communities to lend support to families is seriously eroded. The Trust is trying to change the dominant mode of support in Chicago from one that only addresses children's distress to a system that encourages their capacities at all ages. This means attention to recreational opportunities, character development, team work, and day care that is developmental, not custodial, for the early years. Mr. Cohen pointed out that existing community development systems often rely on state and federal funding. However, leaders need to restore the capacity of community-based nonprofit organizations to provide the needed services. Government cannot ameliorate the problems of violence without integrated services. Making the linkages hetween agencies and programs is part of the rehuilding effort for communities. The authority to configure the services must he located at the community level, although financial support may come from the State or Federal level. Only if people in the community have that degree of control will the new programs he culturally sensitive and workahle. Solving Youth Violence - 76

Juvenile Justice Programs

Moderator: John J. Wilsoll, Acting Director. Office develop a broad spectrum of graduated of Juvenile Justice and DelillqLlCllcy Prevention, sanctions, and to control the small U.S. Department of Justice, Washington, D.C. segment of youths who must be Panelists: Gordoll Bazemore, Associate Professol; controlled to protect public safety. This School of Public Adl1llllistratioll, Florida Atlantic panel focused on youths who were University, Fort Lauderdale, Florida already involved with the juvenile justice system. Rich Gable, Director of Technical Assistallce, Rich Gable remarked that Natiollal Cellter for Juvellile Justice, PittSburgh, programming for juveniles is more Pellnsylvania sophisticated today, with a considerable DOlllla Martin Hampariall. Juvenile Justice body of research and experience on Consultallt, Columbus, Ohio which to draw. In 1992, OJJDP commissioned the development of a Patricia Balasco-Barr, Administrator, Youth What Works DirectOlY, which now exists Selvices Administratioll, District of Columbia, in drafe form. One caveat is that the Washillgton, D.C. National Center for Juvenile Justice did not independently evaluate the programs . John 'Wilson noted that, historically, contained in the directory. a dIchotomy has existed between The project began with a literature prevention and punishment. He said the review to determine the essential comprehensive strategy recently components of any juvenile program puhlished hy the Office of Juvenile (e.g., clear goals and objectives, needs Justice and Delinquency Prevention assessment and community involvement. (OJJDP) is an attempt to "marry" Juvenile justice practitioners, including prevention and enforcement strategies. probation administrators and staff and Mr. Wilson then asked the audience judges, were then surveyed and asked to to estimate the percentage of serious and recommend programs for inclusion in violent crime that is committed by the directory. One thousand programs youths under the age of 18. Audience were nominated. These were sent responses ranged from 16 to 80 percent. surveys, and between 600 and 700 He said the actual figure today is closer responded. The final draft directory to 12.5 percent. According to the FBI's contains 425 programs. Program 1992 Uniform Crime Report, youths inform?tion includes average length of under 18 accounted for 16 percent of stay, staff size, daily rate, and other total arrests. Mr. Wilson also said there information, including primary mode of has been a 24 percent increase in child intervention. Types of intervention victimization in recent years. include academic instruction, behavior Solutions to these problems must management, substance abuse prevention involve empowering community-based and treatment, and vocational or other organizations, schools, and teachers. training. They must promote the known protective Mr. Gable then discussed key factors that keep youth from involvement elements of successful efforts to assist ~n crime, drugs, and delinquency. It is youth. First, youth need legitimate Important, as the Attorney General opportunities to experience success. consistently emphasizes, to gear efforts They are motivated by a natural desire to ages zero to three. It is also to succeed, and it is especially important important to work with older youth, to Solving Youth Violence - 77

to develop youth-initiated activities. A work, active learning, community service, second critical component is and other experiences. accountability. Third, programs must Patricia Balasco-Barr began by recognize the importance of strong saying that juvenile justice agencies need families and good parenting and support to "find the vision." Mter 15 years in parents' desire for their children to child welfare services, she calls juvenile succeed. Fourth, the society as a whole justice system children "our children," as must convey an intolerance for losing opposed to the term "the thugs," used our youths. Their development is by some of her predecessors. essential for a strong economy. Fifth, Ms. Balasco-Barr emphasized that most children can be helped by relatively youth risk and needs assessments need inexpensive activities and alternatives. to drive program development. There Finally, the most appropriate are too many programs that no one uses, interventions are at the neighborhood and too many needed services for which level, not at the State or even the no program exists. If administrators community level. Neighborhood cannot persuade others of this approach residents need to develop new through philosophical argument, they alternatives. They cannot continue to should remember that money works. import services from downtown agencies. They can redirect existing budgets. One example of this is the Community All of the systems-schools, courts, Intensive Supervision Program in and service contractors-must accept Pittsburgh, which provides back the children who have special nonresidential, after-school, and evening needs. Their criminal behavior is a care. An participants live within six symptom of family and childhood blocks of the program site. problems, a sign that there has been a Dr. Gordon Bazemore discussed old family breakdown for a long time. and new paradigms of justice. In the Helping these youths also involves old, retributive model, neither the victim preventive intervention with their nor the offender is ever asked to be part younger siblings. of the solution. The new, restorative It is well known that after youths have model attempts to take a balanced been returned to their communities and approach by equally addressing three families, the positive changes they concepts: (1) competency development, experienced at the residential facility (2) community protection, and (3) must compete with negative community accountability. Further, the balanced norms. There is very little research approach recognizes three clients: the about the result~ of asking parents, victim, the youthful offender, and the "How can we help you and your child? community. How can we help you bring your child The balanced approach involves home?" As Attorney General Reno developing performance objectives. says, tbe government cannot rear With regard to accountability, for children. example, objectives would center on how Ms. Balasco-Barr noted that "some the offender's actions can restore the people make a whole lot of money by victim's and community's losses. not solving juvenile problems." The competency development Resistance comes from those who are approach involves a more tangible way vested in institutions such as residential of measuring success. Offender facilities and foster care. Thus it is competencies may be enhanced through important to educate all professional I L Solving Youth Violence - 78

peers as well as the community. enough to go to adult prisons. Compliance must be monitored and In most prisons, she said, there is no evaluations conducted. It is important to age grading. Thus the youngest assess staff use of resources, the way prisoners are likely to be subjected to staff are treating children, and service violence by older prisoners or staff. contractors' performance. Recidivism rates are higher among Ms. Balasco-Barr also recommended juveniles tried as adults than among that administrators include restitution or those tried as juveniles for the same community service requirements in the offenses. contracts. The message must be "What can be done?" Ms. conveyed that children still have a right Hamparian asked. She said gun control to services. Adjudicated youths also bills must be passed, especially ones that should be able to receive quality welfare would control automatic weapons. services simply by walking in and being Members of Congress should be asked in need. tough questions about the Crime Bill. Donna Hamparian noted that For example, "What should we do with a juveniles tried as adults are not counted; 13-year-old in an adult prison?" The the last attempt to do this used 1978 OJJDP violent offender initiative, which data. Today's statistics on juvenile was shown to be effective 10 years ago, offenders, therefore, are estimates. needs to he revisited. Jurisdictions However, finding solutions to today's should also consider the new Reclaim problems is not the same as redefining Ohio initiative. This initiative promotes juvenile offenders. more community-based options for The juvenile justice system, said Ms. violent offenders, with a goal of reducing Hamparian, is not supposed to he a commitments to state institutions. If punishment, yet ahout 20 percent of counties reduce the number of juveniles juvenile offenders are processed through referred to the State, they receive State the adult system. New York, where funding for community alternatives. youths ages 16 and 17 are treated as adults, has the most punitive system in the country. Thirteen-year-olds there are tried for murder in adult court, as are the 14- and 15-year-olds who commit the most violent offenses. There is an appeals process, but it can take longer than a year. Meanwhile, youths during this waiting period are doing "dead time" in juvenile facilities. Ms. Hamparian said most states have a judicial waiver provision (only two do not). Two to four percent of formally handled cases get to criminal court through these judicial waiver processes. Further, "new and inventive ways of punishing" juveniles are being promoted now, for example, "two strikes" provisions keeping youth in juvenile facilities until they are old Solving Youth Violence - 79

Weed and Seed

Moderator: Terrence S. Donahue, Acting Director, particularly helpful for getting Executive Office for Weed and Seed, Office of cooperation from local and State human Justice Programs, u.s. Depal1mellt of Justice, service and health agencies. With Washington, D.C. Federal program support behind them, Panelists: Beverly Watts Davis, Executive DirectO/; the community organizers could, for Sail Antonio Fighting Back, San Antonio, Texas example, overcome bureaucratic resistance to collocating support service Theresa G. Lipo, Manager, Resource Developmellt, offices in a particular neighborhood. Chicago Housing Authority, Chicago, Illinois Even before the gun and drug Elizabeth N. Johnson, Director, Depal1ment of dealers are removed from a Recreation, City of Trentoll, New Jersey neighborhood, residents and stakeholders have to plan for the end of the program, Richard C. Weatherbee, Law Enforcement its institutionalization with the partners, CoordinatO/; u.S. Attol7ley's Office, Denvel; and resources that can sustain an Colorado ongoing effort. Theresa Lipo works for the Chicago Terrence Donahue explained that the Housing Authority. Using support Weed and Seed concept aimed to take provided by the Weed and Seed project, back neighborhoods from criminal the public housing authority was able to influence and, using existing resources, improve local and state agency support, to introduce sustaining "seed" elements transportation, and services in the Ida B. in order to keep the neighborhood a Wells neighborhood, a selected Weed favorable place to live, work, and raise a and Seed site. Ida B. Wells has an family. unemployment rate of 93 percent and, in The Bureau of Justice Assistance 1991, experienced 697 Part I crimes. awarded funds to 21 pilot demonstration After a 4-month undercover narcotics sites. There are 10 small jurisdiction investigation, the police made 732 arrests sites, two multi-jurisdiction sites, and 12 in a I-week period. Within 4 days, 600 expansion sites. Six of the sites will housing authority staff participated in participate in ~ national performance establishing new security systems and review. Seven of the sites will also be identification cards for residents. test sites for joint ventures with the Afterward, community policing officers newly formed Corporation for opened a substation in the Community Service. neighborhood. Substation activities Beverly Watts Davis emphasized that include planned recreation and Drug organizing prior to the arrival of Federal Abuse Resistance Education (DARE). funding gave a big advantage to the There is also a popular Community effort in San Antonio. The law Justice Service Center for ex-offenders. enforcement part of the alliance is This combines adult probation functions critical, since removal of criminal with State funded education, job training, influences from a neighborhood can not and drug abuse prevention and be done without it. Law enforceHl·ent, treatment referrals-Treatment however, cannot build up the community Alternatives to Street Crime (TASC). afterward. Neighborhoods had to realize Residents often visit the center for they "owned" both the problems and the tutoring or referrals of some kind. The I workable solutions. Having Federal center offers core advocacy and I support as a Weed and Seed site was L Solving Youth Violence - 80 assistance to victims of crime, patrol teams of participants have been chosen. officer training, grandparent-to-youth A small local baseball stadium has been programs, and midnight basketball. One built and has already provided a positive of the most difficult projects has been fOCllS for the neighborhood. the rehabilitation of the highrises in Richard Weatherbee is the law order to attract mixed income families. enforcement coordinator with the U.S. Joint social or sporting events with Attorney's Office in Denver, Colorado. nearby working class neighborhoods have He described the impact of Weed and hegun to relieve the isolation of the Seed as gaining effectiveness through the puhlic housing families. simultaneous focus of various community Elizabeth Johnson descrihed efforts resources at a problem. A brief way to in Trenton, New Jersey, to get describe the effect is that it reduces collaboration among community, police, anonymity. When the police are less recreation, juvenile justice, and local anonymous, their services are made government. The steering committee, more human. When re~idents know formed through the Weed and Seed each other, there is less opportunity for initiative, first focused on law crime in their neighborhood. When enforcement collahorations. The city criminals or local creators of disruption prosecutor and the U.S. Attorney worked cannot be anonymous, their activities will together to remove violent offenders. be hindered. Two new mini-stations were established, Weed and Seed narrows the distance hringing the total number of mini­ between Federal programs and the stations in Trenton to four. taxpayers in a community. Improved Mter effects were seen from the access to programs that reduce risks and increased law enforcement, the encourage protective factors can develop. committee began community Mr. Donahue encouraged community development activities. Family support organizers to prepare for and seek and effective school functioning were information about the Weed and Seed critical. The steering committee initiative now, before any Federal provided a help component for mothers expansion is authorized. In that way, and State funding for new housing starts. they will be prepared to make best use Community volunteers made significant of any help available. Private efforts. Nonprofit organizations provide foundations, charities such as United part-time training in conflict resolution Way, and Department of Defense and similar techniques. Through the organizations such as local army bases Department of Housing and Urban can also contribute to community Development, additional funding for revitalization. resident services has been secured. Ms. Johnson stressed the value of the active support of the mayor and attorney general. Trenton has applied to be recognized as an enterprise zone. If recognized, the new programs will receive additional resources. Trenton will participate in the National Service Program. The theme of their efforts will be "community capacity building." Four Solving Youth Violence - 81

Reducing Gun Violence in the Community and the Home

Moderator: N. John Wilder, Deputy Mayor, and send him or her back out to the (;riminal Justice and Dntr; Control Policy, same situation that caused the illness. Philadelphia, Penl/sylvania This applies as well to patients treated Panelists: Arthur Kellermann, Director, Center for for injuries resulting from gun violence. Injlll)' Control, EmOlY University School of Public The District of Columbia, Dr. Health, Atlanta, Ueorr;ia Kellermann noted, has a homicide rate seven times higher than that of any other Anne E. Pany, Director, Institute for c:JlOosinr; western democracy. The rate for NOllviolellce, Chicar;o, Illinois homicides among blacks is 37 times Willie G. Lipscomb, Jr., District COlllt Judr;e, 36th higher than any western democracy, and District Co lilt, Detroit, Michigan for whites it is three times higher. For every gun-related death, there are five Andrew L. Vita, Deputy Assistant Director for Law serious injuries, and this does not include Enforcement Pm17ams, U.S. Bureau of Alcohol, those that do not require hospitalization. Tobacco and Fireanns, Washin{?ton, D. C. Dr. Kellermann stated that guns and David W. CllInminr;s, Group Supelvisor, Uptown violence are inextricably linked. If the Taskforce, U.S. Bureau of Alcohol, Tobacco and guns are taken away, the violence will Firean71s, New York, New York drastically change. Violence in the absence of guns means less potential for John Wilder stated that the serious or fatal injury. Two factors seriousness of America's problem with contributed to the proliferation of guns gun violence is evident in the increasing and violence in recent history-the attempts to form partnerships against escalation in 1985 of the availability of guns and violence. The problem of gun cocaine and the manufacture of semi­ violence is reflected in the numbers of automatic weapons. He also pointed out young men, especially African­ that not all guns are alike. Handguns Americans, being killed and kill the most people-more than rifles, incarcerated. He emphasized that all shotguns, and other firearms combined. segments of the community must come Dr. Kellermann noted that there are together to solve the violence. more than 200 million guns in the One such effort involves the School United States, and it is not possible to of Public Health and the School of get them all. The focus must shift from Medicine at Emory University, which the supply of guns to gun transactions, have recognized the importance of injury especially the flow of weapons through as a national and international problem the hands of youth. The strategy for by establishing the Emory Center for doing this must indude several elements: Injury Control. The primary goal of the center is to reduce the toll of morbidity, 1. Demanding reduction. mortality, and costs of injury through an 2. Impacting on the illegal market integrated program of research, service, (straw purchases, secondary and education. transactions, and thefts). Dr. Arthur Kellermann declared that 3. Preventing weapons use. the medical community has a major stake in preventive approaches. For any The first step, he noted, is collection illness, the medical community knows of information that would show who has that it is not sufficient to treat a patient guns; how, when, and where they were Solving Youth Violence - 82 obtained: and any other useful data. killing at one end and watching violence This information can be used to inform on television at the other. policy, develop strategies, try different To make a contribution to preventing ideas in different cities, and see what violence, Ms. Parry suggested that works through Federal, State, and local people refer to the Take Ten Guidehook, joint efforts. a book she developed that offers Anne Parry introduced the Rainbow numerous activity ideas for teaching House Institute for Choosing nonviolence. t~onviolence, which offers training to Andrew Vita stated that, in an age of educators, social service providers, and increasing violent crime and decreasing other adults in the approach popularly resources, "we must make innovative use called "Choosing Nonviolence." of resources, forge innovative Through hundreds of presentations on partnerships, and take advantage of community, interpersonal, and domestic emerging technologies." As the agency violence, Rainbow House staff became that regulates the firearms industry, the convinced that adults need to better Bureau of Alcohol, Tobacco and understand violence and identify Firearms (ATF) established an initiative nonviolent alternatives before they can called Stop the Armed Violence teach children to do the same. Epidemic (SAVE). SA VE can be She asked, "How is it that we have applied to any type of community and is turned into a society that produces boys tailored to the needs of that community. who become men who are violent One component of the initiative is a towards women, and girls who become study that examines the scope of the women who think they deserve abuse?" violence problem in a particular Violence is America's "learned national community. It pulls together all possible behavior" and must be unlearned in federal and community resources to order for anything to change. High reduce violence through understanding school is too late to address violence and interrupting the "firearms violence p' evention because by then violence has dynamics" in that community. already been learned. Elementary Mr. Vita explained that, in order for school is better, but violence prevention gun-related violence to occur, four at a younger age is bF':tter still. Head elements must exist simultaneously: Start is the place to begin. perpetrator, victim, firearm, and motive. In order for children to learn If anyone of these can be eliminated, nonviolence, "adults must create safe there will not be firearm violence at that places-violence-free zones." When particular time. SAVE works to help people are in safe places, they can make communities better address eliminating choices that are nonviolent. Ms. Parry these elements. contended that America's violent ATF also works with state and local behavior can be changed just like law enforcement and school boards to smoking was changed-through trace firearms recovered from juvenile legislation and by redefining" cool" crimes committed in a school or in a behavior. She also noted that everyone school zone. ATF has a national 24- fits somewhere on the continuum of hour, toll-free hotline to which people violence. People must examine can report any information on firearms. themselves to see where they fit and As a final note, Mr. Vita cautioned take stands to change their own against the use of gun buy-back behavior. The continuum includes programs because they give criminals an Solving Youth Violence - 83

opportunity to dispose of weapons Judge Lipscomb noted that there without accountability. These weapons were 2,500 handgun cases in his own are evidence that cannot later be linked district court annually. All of these cases to an owner or user. were processed without any intervention. David Cummings described a In his referral program, people who are program begun in 1990 involving a joint adjudicated for gun-related offenses effort among the New York Housing voluntarily attend. More than 2,300 Authority Police Department, the people have already been referred and Department of Housing and Urban 1,340 participated. Participants meet Development (HUD), and the ATF. weekly with ministers, social workers, The program, called Project Uptown, doctors, and lawyers. Anyone can addresses drug trafficking and violence attend. The program, which is unfunded in public housing and primarily focuses and staffed by volunteers, is like a school on confiscation of guns. Project Uptown session. Presentations are followed by involves 12 ATF special agents, 20 discussions. There is emphasis on housing police, and two HUD special historical figures, especially African and agents. Since stopping the program African-American, and on helping began, there has been a 40 percent participants develop a sense of history. decrease in gun- and drug-related The goal of the program is to build self­ violence in public housing, as well as awareness and understanding. decreases in other criminal activity. Project Uptown has also been established in Baltimore, Maryland, and will soon start in New Orleans, Louisiana, and Chicago, Illinois. Judge Willie Lipscomb showed slides of gunshot wounds as an example of what he presents to men who participate in a voluntary referral program in his district court. If all programs worked, he stated, the problem of gun violence would still exist, because there is no commitment by American society to change it. Because men are disproportionately affected by this issue, men must make a particular commitment to change. Their lives are important. Since stopping gun violence is not on "America's agenda," he stated, "men must put it on their own agenda." To illustrate his point, he compared the problem to the situation of breast cancer. Breast cancer is not perceived as an issue for men, so women have taken it on and advocate for themselves. Men must take the same approach with gun violence. Solving Youth Violence - 84

Hate Violence

Moderator: judith M. FUner, Program DirectOfj crimes have a greater potential for National Institute for Dispute Resolution, creating riots than other crimes do, the Washirlgton, D. C. police support hate-crime reporting. Panelists: Michael Liebel7llan, Associate Director Some youths are members of neo­ alld Washington COllnsel, Anti-Defamation Lear;zle, Nazi skinhead groups, and wherever Washington, D,C. those groups arise, Mr. Lieberman said, hate violence follows. However, he Clzelyl Schwartz, Director, Youth SefVices, Gay, added, the vast majority of hate crimes Lesbian, alld BiseJ...1wl Community SefVices Center are perpetrated by persons not of Colorado, Denvelj Colorado associated with any group. Therefore, Ronald Wakabayashi, Executive Director, Los broad-based training against prejudice is Anf:eles Coullty Commission on Human Relations, appropriate. Most hate crimes are Los AIlf:eles, Califol7lia committed by one's neighbors, their children, or one's co-workers. Jamie Battaglia, Administrative Assistant and High school civics classes should Intern, Healthy Boston Coalition for (Jay, Lesbian. Bise\1lal. and Transgender Youth, Boston, teach students the fundamental M assac/zusetts principles of America, which celebrate diversity. Society cannot outlaw anti­ Judith Filner said hate violence is Semitism or disapproval of not a pleasant topic and is therefore the homosexuality, but it can affect the forgotten violence. The panel, she said, people who turn to hate crimes. was about approaches to combating Cheryl Schwartz observed that if hate bigotry and prejudice among youth. She crimes in general are the forgotten said the government does not pay much violence, hate crimes against gay, attention to higotry, prejudice, or hate lesbian, bisexual, and transgender people violence. are especially forgotten. She read the Michael Lieberman observed that FBI definition of "hate crime," which while the Anti-Defamation League calls it any crime against a person or (ADL) has its roots in the Jewish property that is motivated in whole or in community, it quickly added the goal of part by bias against race, religion, or ending discrimination of all types. Any sexual orientation. comprehensive violence prevention Homophobia, Ms. Schwartz said, is strategy must include awareness of and the root cause of hate crimes against training on prejudice and bigotry. gays, lesbians, and bisexuals. Such Penalties for crimes can be enhanced violence often goes unchecked in schools hased on the motivation of the because many school administrators are perpetrator. Similarly, other laws afraid of homosexuals, have impose more severe penalties depending institutionalized homophobia. and are on the identity of the victim (for afraid to discipline gay-bashers. Most examp7;.,\ police officers and children). local school districts provide gays, ADl. research shows that in 1993 lesbians, and bisexuals with no special almost ~,900 acts of violence or protection against bias. vandalism were committed against Ms. Schwartz said that in instances of Jewish victims or targets, the second­ violence against gay, lesbian, and highest annual total in ADL's research. bisexual people, other gays, lesbians, or Mr. Lieberman noted that because hate bisexuals are sometimes the perpetrators. Solving Youth Violence - 85

They often hecome gay-hashers, she said, Jamie Battaglia, who is homosexual, in order to disprove their homosexuality. related the story of her difficult high Some join skinhead groups. She added school years. As a senior, she began the that even if they have publicly process of announcing her homosexuality announced their sexual orientation, some publicly, or "coming out." She went to gays, lesbians, and bisexuals still gay­ the school's headmaster, said she was hash. gay, and asked that he institute Criticism of homosexuality education about homosexuality for the contributes to low self-esteem, student body. He said that as she was depression, truancy, self-destructive one of only two homosexuals in the behavior, and even suicide. Ms. school, he did not want to start a Schwartz gave results of a study her program until there was a problem. center conducted that showed that 93 As Ms. Battaglia told her friends percent of kids in the program are about her sexual orientation, the word sexually active, 21 percent say they have got around the school that she was never used protection (condoms) during homosexual. On several occasions she sex, and many of the rest use the devices was called names, and once she got into only intermittently. The study was based a fight with another student. She missed on a survey of 30 youths at the center. 80 out of 180 days of school, and her Ms. Schwartz's organization collects grades dropped to failing level. The and reports hate crime statistics. It also school counselor said she did not know educates the youth on how to look for how to deal with Ms. Battaglia. The and recognize hate crimes. student responded, "Why can't you just Mr. Wakabayashi said that hate accept me for what I am?" Three weeks crimes also victimize the community. before graduation, she quit school. She For example, a vandalism attack against later obtained her OED. Ms. Battaglia an ethnic community center affected the said her family was very supportive center physically and raised fear among throughout her troubles. the people who used the center and among people at other nearby ethnic community centers. He noted that the ethnic, local press often spots hate crime trends before the mainstream press. Los Angeles County experiences many types of conflict that can lead to hate violence. Mr. Wakabayashi noted that about 40 Korean store operators are shot there annually, and there is also conflict between black and Latino gangs for the drug trade. Immigrant or ethnic groups that are relatively new to the United States are unlikely to have organized groups to represent their interests in bias-oriented conflicts. The ADL is sophisticated, he observed. In contrast, the Koreans had no such organization during the recent riots in Los Angeles. Solving Youth Violence - 86

Keynote Address and Town Hall Meeting

Albert Gore, Jr., Vice President of the important. Young people must also United States know that violent behavior will bring swift and certain consequences. The key (Transcript oj Presentation) is to strengthen the bonds between young people and the institutions we About 25 years ago, Life magazine value most: church, family, school, and published a picture of every soldier who community. had been killed during 1 week in These institutions are interrelated in Vietnam. The feature shocked and a community and are central to the moved many people. The tragedy was Clinton plan for community measured in 242 names and faces-lost empowerment. Communities, like their lives, not body counts. problems, are complex, and solutions to Last week, Newsweek tried something problems must take account of the fact similar. However, in this article that each community has many related discussing the number of Americans aspects. The community empowerment murdered in a week, it could not show approach attempts to address these every victim in that 1 week because aspects through community policing, there were 500 of them. Think again world class schools, and attracting small about Vietnam. We lost 55,000 business. The federal government will American lives in that war. It took 15 reward innovative communities with years to lose those 55,000 people. grants, tax credits, and other helpful Almost that many are murdered right iJrograms. here at home every 2 years. I ask representatives on the Hill to The epidemic of violent crime in vote for the Crime Bill when it comes up America shocks all of us, but even more again. It is ovenvhelmingly a no­ shocking is that the victims and nonsense package of police, punishment, perpetrators keep getting younger and and prevention. The country wants a younger. Nearly 1 million 12- to 19- ban on assault weapons, wants offenders year-olds are raped, robbed, or assaulted to know that violent behavior will result every year. Last year, 2,200 murder in swift punishment, and wants to keep victims were under age lR. There has guns out of the hands of minors. The been an 85 percent increase in the country wants enhanced punishment and number of teens arrested for murder something done to prevent crime, to between 1987 and 1991. Why? Among keep kids away from entering a life of the significant aspects of the problem are crime. Community schools, work drugs, guns, poverty, and racial opportunity, and anti-gang programs will inequality. help. Anyone who thinks we can find our The votes against the Crime Bill, way out of this tragedy simply by which was only slightly different than incarcerating more people for more time that which had already passed the House does not understand either the problems of Representatives (and actually or the solutions. Young people need contained less prevention funding), were stable communities and families in order truly political games. I can't understand to develop a sense of right and wrong, why anyone would be against taking the desire to work, and the assault weapons out of the hands of understanding that families are children. ----.------

Solving Youth Violence - 87

We have to give our children to say yes to-in billions and billions of something to hold on to-something that dollars' worth of prevention programs. will not land them in jail or the hospital. Community leadership is the key. We Government alone can't keep our youths must begin by rebuilding our on track. We must all look out for each communities in fellowship. As a father, other. We can succeed and we are a citizen, and your President, I thank succeeding, whether working to reduce you. I pledge the full commitment of my violence in Baltimore, mentoring in administration in this effort. Berkeley, or getting national service off the ground here in Washington. The fact that we can't reach every child is no reason not to reach the ones we can. You who are working in the communities must keep on working. You are changing people's lives. The poet Milton wrote, "Childhood shows the man as morning shows the day." When we give our children love, attention, and support, we will produce a caring, responsible adult, capable of working with the next generation. This administration will work with you to realize your vision. Let us reclaim our streets, pass this Crime Bill, and fight back.

Bill Clinton President of the United States

(Address via Video)

The hallmark of American democracy is people working together in partnership to make life better for others. Nowhere is that spirit more evident than at this conference. All violence is deplorable, but when it is directed at the most vulnerable members of society-our children-we must act decisively. Our children are being killed. We must stop this violence before it destroys an even larger part of our nation's future. I applaud the leadership shown by youths here today. We need to build on your efforts and coordinate them with national efforts. With its funding for prevention, the Crime Bill will give youths in search of direction something Solvino Youth Violence - 00

Town Hall Meeting

[Note:' The T()w~ Hall Meeting was arranged into three panels with different contlibuting paneltsts. The first panel was moderated by Vice President Gore and Ms. McMillon; tlU! second and third were moderated by Deputy Secretwy Kunin and Ms. lvfcMillon. J .

First Panel Five young people were killed on a single weekend. Together with the city Moderators: Albclt Gore, Jr., Vice President of the government, HUD identified $29 million United .)'tates to put into law enforcement and DOIis McMilloll, Televisioll Joumalist, Washingtoll, prevention activities. HUD has also put D.C. extensive effort into recreational activities in which adults provide Pallelists: Donna Shalala, Secretaty, U.S. guidance to young people. Mr. Cisneros Depattmellt of Health and Human Selvices, was stunned that members of Congress Washingtoll, D.C. objected to federal funding of midnight Helll)' Cisneros, Secretary, U.S. Depattment of basketball. This program gives those Housill/? alld Urban Development, Washill/?toll, kids something healthy to do. D.C. Dr. Lee Brown said his office's overriding goal is to reduce the demand Lee P. Browll, Director, Offi::e of Natiollal Dnt/? for drugs. There is a direct relationship Control Policy, Was/Zillf?lon, D.C. between drug use and crime and Richard Riley, Secreta!}, U.S. Deparlment of violence. He observed that the Crime Education, Washblf?lOIl, D.C. Bill allocates funds for drug courts and drug treatment. Dr. Brown has Vice President Albert Gore asked the personally seen the community policing panelists what they were currently doing strategy work in numerous towns and to help communities prevent youth cities in America. Mr. Gore added that violence. Secretary Donna Shalala said if a drug addict asks for help, it is not the Department of Health and Human extravagant for the government to make Services is providing money for such help possible. communities to put together their own Secretary Richard Riley said that, strategies and helping to organize people where good learning and partnerships into programs like the Beacon schools in within the community take place, one New York. What makes such programs finds very little violence. Peer mediation work, she said, is listening to young and conflict resolution programs have people. They have a better sense of been increased in the new budget. what will work for themselves and their Mternoon and evening programs at friends. schools are tremendously helpful and Secretary Henry Cisneros said the need to be increased, he added. Department of Housing and Urban Youth representatives at the Development (HUD) is putting a conference then posed questions to the considerable amount of monev and panel and moderators. A youth from effort into safety in public ho~sing and Little Rock, Arkansas, said that sports activities. In the Robert Taylor members of the youth caucus at the housing units in Chicago, 300 shooting conference would like to see a national incidents occurred in one week in April. youth council formed that would work Solving Youth Violence - 89

with the Federal departments alld the same young woman, when asked whether administration. This youth council she was afraid to go to school, replied, would like to meet with Mr. Gore to give "I'm not afraid to go to school, but a him their insights on solutions to youth white kid might be." Another young violence. Mr. Gore responded that he woman observed that when she walks thought a meeting would be a great idea. down the street where her grandmother The people closest to a problem, he said, lives, she often hears gunshots. A young almost always have insights that you man from Indiana mentioned that the cannot get anywhere else. attitude, "It doesn't concern me, so why Another youth said that one of the should I worry?" contributes to the major causes of youth violence is a lack problem. His inter-school student of self-knowledge. He asked when the council sponsored a "Stop the Violence" Federal Government would create a rally. curriculum that promotes multicultural education? Mr. Riley answered that the Goals 2000 Act recognizes the country's diversity and encourages the teaching of foreign languages and multicultural arts. A youth from Seattle asked what the panel members would promise to do regarding decreased community-level funding of youth violence prevention programs. Mr. Gore said the country needs both punishment and prevention, as provided in the Crime Bill before Congress. The prevention approach would be coordinated at the local level. Another youth asked what the country could expect from the Federal Government to strengthen the family'S system of love and support. Mr. Gore said the government wants to help families who are trying to stay together. He mentioned the increase in the earned income credit and said the administration's plan for welfare reform would reverse the incentive for fathers to leave their families. Doris McMillon then asked the gathered youths how many of them had seen shootings, knew people who were shot, or knew kids who carry guns to school. Many hands went up after each part of the question. A young man from Denver asked that more effort be made to seek out help from youth. One young woman said a friend of hers was shot in the head in front of the school. The L_ Solving Youth Violence - 90

Second Panel

Moderators: Madeleine Kunin, Deputy Secretmy, start to reach the young people but the U.S. Depmtment of Educatioll, Washington, D.C. parents' attitude is unchanged, it will not D(nis McMillon, Television Joumalist, Washington, work." The programs have to reach the D.C whole community. The entire family can come to the school-based community Panelists: Beverly Watts Davis, Execlltive DirectOl; center. He said that if children are not Sail Antonio Fig';ting Back oj United Way, San organized at the community center, they Antonio, Texas will be organized in the street. The Lielltenant Jose Garcia, DirectOl; Santa Ana Weed center works holistically by bringing and Seed Project, Santa Ana Police Departmcnt, families together in activities. Santa Ana, Califomia Dr. Eva Feindler said adolescence is a time of tremendous energy and Shawn Dove, Co-Dirccto/; Counlee Cullen creativity. These youths as peer leaders Community Center, New York, New York can be very effective in stopping the escalation of violence and promoting Eva Feindlel; Chief Consultant, Institute for Melltal Health Initiatives, Washington, D. C (via satellite hope in the whole community. ji'cJlll the Anwican PJ:vchological Association, Los Lieutenant Garcia added that efforts Angeles. CalifomiaJ to reduce youth violence require money. The unknown resource is the private Bill Cu,.,.v. Head Football Coaclz, University of sector. Businesses are beginning to Kentllcl~'. Lexington. Kentucky (via satellite / realize that, in the long run, it will benefit them to invest in the community. Deputy Secretary Madeleine Kunin He called for partnerships be1'\'een introduced the new panel of community communities, the private sector, and leaders and asked them, "What works?" government. Beverly Watts Davis said her group Deputy Secretary Kunin asked Ms. allowed young people to come up with Davis how partnerships were developed their own programs, such as midnight in her area. Ms. Davis said they had basketball and Dive-in Movies (films been very successful with puhlic-private shown around a swimming pool). Kids partrrerships. Often with Federal have even started their own T-shirt funding, there are restrictions that companies. prevent comprehensive coverage of Regarding community involvement, different needs. For example, it may be Lieutenant Jose Garcia said apathy is necessary, in order to hold a meeting, to like a disease. Once it starts to arrange for child care and food. Federal permeate a community, the c0mmunity funds cannot be used for these purposes, hegins to die. It is important not to gIVe but private funds give greater flexibility, up, he said. People should keep fighting allowing for holistic services. She for what thev believe. recommended using the military and Shawn Dove said his group, too, let charities such as the United Way. the young people develop their own programs. He described the community People will support what they have helped to create. center's teen lounge and workshops, Mr. Dove advised building alliances among other features. He said, "You among all groups that are stakeholders need to reach the parents, too. If you in the outcome of violence prevention Solving Youth Violence - 91

efforts. The advisory board for a youth He added tha~ his players serve as council can have representatives from all mentors for children who have trouble interested groups, such as politicians, learning to read. One can learn by clergy, and husiness leaders. teaching, he said. His team members Dr. Feindler called on the learn to develop empathy by helping educational system to use affective younger people. Even someone who is training to teach kids about their surly, or perhaps not a good student, emotions and ahout alternatives to may he very responsive to a fifth grader violence. who doesn't read well. That tutor will An audience member said his come back to his university classes with company made films and school a new sense of commitment. programs to counter violence. He asked Deputy Secretary Kunin asked the ahout other ways entertainment and the conference participants about the arts could he used to promote problem of giving up "turf." Ms. Davis nonviolence. Ms. Davis said her group pointed out that it was necessary to stop helps children make their own doing to or for people and to begin to do commercials against violence. with people. Most of the larger funding Another audience memher asked foundations require shared decision­ ahout helping children who are making. Residents must be involved in themselves raising children. Dr. Feindler the power decisions-who gets what, who said parenting education should be a gets hired, etc. A master's degree is not part of every high school curriculum. needed to implement a safe haven. Teenagers, whether they are habysitting Mr. Curry said his organization or caring for their own infants, need to worked with the police departments in have instruction in parenting. New York Lexington, K.entucky, to form schools are offering courses on how to partnerships for efforts against violence. he a parent. Lieutenant Garcia As memhers of an athletic organization, ohserved that sometimes girls raising they often participate in activities to children are no longer in school, so it foster intercultural understanding. may he hard to reach them. Ms. Davis A member of the audience said she suggested having a core of trained teen was concerned about the Crime Bill's mothers educate other teen mothers, in provision for 100,000 new police officers. order to reach those new mothers who She said she did not want 100,000 police are not attending school. She officers "swooping down" on the inner recommended teaching parenting skills cities. She felt the police often could at the hospital, right after delivery of a not tell the good guys from the bad guys. baby. She further questioned the value of Bill Curry called his football team a spending $40 million for midnight microcosm of society. Team members basketball. She asked what redemptive have experienced some of the same quality it could be said to teach. tragedies of violence as in other parts of Lieutenant Garcia said that the the country. His team has young people philosophy of community-style policing of all races and from all parts of the would help address her concerns about country. He noted that team members the police. Since 1975, his town of Santa I attend cultural diversity workshops and Ana has worked with this kind of law that coaches must learn to listen to enforcement. The style of policing is a young people, something which does not key to its success. The officers do not I come easy for authority figures. alienate the people they serve. With L -_.. _._------

Solving Youth Violence - 92

community policing tactics, he said, the police would not "swoop down." The panelists left, and Ms. McMillon addressed the gathered youth contingent and distant satellite participants. She asked about gangs and whether midnight hasketball would keep them out of gangs. Some youths said that gangs give them a feeling of self-esteem. Another youth claimed that gang members sought a sense of helonging and love, which they were unahle to receive in their homes. Some of the youth said midnight hasketball would help keep tbem out of gangs. The youth expressed great interest in being consulted for solutions. Solving Youth Violence - 93

Third Panel

Moderators: Madeleine Kunin, Deputy Secretary, Thomas Monaghan said law U.S. Depmtment of Education, Washington, D.C. enforcement agencies do a good job of solving crimes in his state, Nebraska, but Doris McMilloll, Television Joul7lalist, Washilzaton ac. ~ , they have found it is not enough to catch the criminals. It has not been possible Pauelists: Ruben Chavez, Depu(v Director for to solve problems by incarceration. Outreach Services, Youth Development, Inc., Therefore, it is necessary to get involved Albuquerque, New Mexico with kids when they are young. He described how the PACT Kelly.T. Zimmerman, 1993-1994 National Youth of the Yem; Boys and Girls Clubs of America, program (Pulling America's Onville, Ohio Communities Together) solicits ideas from the entire community to design Robert Larson, President and General Manager what needs to take place. Citizens want Detroit PBS Station WTVS Ivia satellite] C J safe streets, stronger communities and families, and stronger statements about 17lOmas J. Mona[?han, U.S. Attol7ley for the District of Nebraska, Omaha, Nebraska values. . Kelly Zimmerman said the Boys and Jeffrey A. Miller, Principal, Campbell Dlive Middle GlrlS Clubs have activities that target a School, Homestead, Flolida ",:ide r.ange of interests. The clubs try to glve klds a constructive place to go from DOllna Hea(v, Guidance SupelvisOl; Peabody, age 6 to age 18. Massachusetts, Public Schools Ivia satellite] Jeffrey Miller described how, after Robert Larson said Detroit has some hesitation, his school district developed an organization called City for installed new lights and now hosts Youth that has redefined the role of midnight basketball games until 3:00 Detroit puhlic media in the community. a.m. The program has worked well. The organization puts together talk The graffiti has stopped, and the sessions, teleconferences, videos, and participants have been very orderly. campaigns on youth health and other They know if things do not go well the topics. Over 400 organizations and every lights will go off. They police ' one of the Detroit media mount themselves. He said he was surprised at campaigns to address community needs. the success of these games. Youth !Ie said it is possible to engage the Crime Watch and other programs that mterest of media in serving the youth. empower youth have also worked well in Deputy Secretary Madeleine Kunin Dade County. He recommends these asked panelists how to hring gang highly. members back into the mainstream. Mr. Larson described the Ruben Chavez replied that to make an Commission to Prevent Crime, Drugs, impact on young people in gangs, it is and Violence, a national campaign necessary to approach them as funded by the Corporation for Public individuals. He said, "We don't get Broadcasting. The Commission includes people out of gangs." His group tries, many radio and television companies as well as public sector members. He said ~nstead, to redirect the negative energy mto doing positive things. the group invites everyone to join in its partnership. Solving Youth Violence - 94

Deputy Secretary Kunin asked Y outhline keeps computerized panelists for their final advice. Mr. information on services for youth and Chavez said leaders need to help people agencies that help youth. Crisis learn to care. He asked leaders to unite assistance is also given. A young woman around the issue of youth violence and then described the Jackie Robinson to overcome ethnic differences, because Center, an after-school program that prejudice affects all groups. operates out of the public schools in Donna Healy said it is important to central Brooklyn. The Center sponsors teach kids tools for handling African dance, a marching hand, karate, conflict-self-control, cooperation, and tutoring, and other special interest prohlem-solving-from a very early age. programs. Leadership is greatly Otherwise, they cannot he expected to encouraged, and young people run parts make good decisions when they get of the program independently. The older. speaker herself co-directs the marching Mr. Monaghan called for anti­ band. A youth from Birmingham, violence education for children as soon Alabama, spoke ahout "Project A­ as they are born-even before they are Team." Youths from all over that city horn, through teaching families how to formed a council to advise city rear children. The environment must he government and provide forums for supportive all the way through the youth, jobs for the city, and the like. child's development. By the time youths A caller from station KQED in San are 15 or 16, little can be done. Francisco noted the importance of Ms. Zimmerman said that programs including self-esteem training in youth work best from the inside out. The programs. Mr. Miller said his school programs that are developed and run by district had benefited from the new Safe the residents of a housing project, for Schools Bill in Florida, which opens example, work better than those imposed schools for after-school activities for hy outsiders trying to correct problems. children 10 years of age and up. They Several members of the youth found they needed to present prevention contingent stood up to describe the activities to younger and younger youth programs in which they are children. An audience member who was involved. One described a program a physician for disabled children asked called the Young Adult Police that the disabled not be forgotten in the Commissioners of New Haven, design of new job programs and Connecticut that promotes midnight opportunities for youth. hasketball and raises money for hospices. Deputy Secretary Kunin concluded Another described Serious Teens Acting the town hall meeting by saying, Responsibly (STAR), a program formed "Working together as partners, we can and directed by teenagers. They arrange make our cities and schools safer for our leadership training (ability to be children and give them hope." assertive in public), mentoring, and other training to help with independent living. In one of their efforts, teenagers hand with 3-year-olds to teach them a range of life skills. Another young man descrihed the New York City Youthline, operated for and by youths ages 16 to 24. The Solving Youth Violence - 95

Plenary Address: Report on Comprehensive Community Planning Sessions VVednesday, August 16, 1994

John A. Calhoun, Executive Director, less crime, more cohesion, and more National Crime Prevention Council, canng. Washington, D.C. On the second day of the conference, group participants began to realize that Mr. Calhoun thanked facilitators and many other communities acro~\s the agency staff for the many hours they country shared their concerns .and have spent assisting the community planning had similar problems. groups. He also thanked the community Methods of involving the community representatives for their enthusiasm and were extensive. Of particular interest dedication. The efforts of these hard were the suggestions to (1) involve the working groups produced a rich array of media as a partner, (2) get youth to ideas. A completed report on workshop participate, and (3) have fun and food. ideas and suggestions will be forwarded Planning groups wanted to meet with to all conference attendees. respective mayors, develop methods for Mr. Calhoun noted that during the sharing information, and create long­ two and one-half day conference, each range plans. city developed its own youth violence Mr. Calhoun commented that the reduction program. He highlighted some community planning groups went beyond of their suggestions. the symptoms and problems. They First, the groups suggested that the focul)ed on developing a comprehensive federal government reduce some of the violence reduction plan involving the strings attached to projects and give entire community. Community building communities more flexibility. They also was seen as a real part of the solution. want more programs that are run by These groups and the communities youths. Parenting issues such as family they represent are looking for Federal support and leave policies were also leadership as they think of ways to noted as areas of interest. develop their communities after reducing In the area of resources, Mr. crime and violence. Mr. Calhoun Calhoun said the groups recommended concluded that participants learned many the possibility of using the armed things during this conference and would services. Special taxes in the form of a bring home new hope. tax form checkoff were advocated as another way to fund violence prevention programs. Mr. Calhoun pointed out that planners had developed a comprehensive list of who should be involved in the planning process. The work groups recommended that communities look at the positive aspects of their own neighborhoods and try to determine why certain schools and neighborhoods have ----_._------

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Plenary Panel: Youth Reporting from Caucus Meetings

Moderator: Lori Stokes, News Anchor, The youth felt they had not had a chance WJLA News, Washington, D.C. to contribute to this. Lori Stokes asked the youths as a Panelists: Madeleine Kunin, Deputy group whether they lived with fear on a Secretary, U.S. Department of Education, daily basis. One student answered yes, Washington, D.C. but he did not come to the conference to focus on that. Several others agreed. Peter Edelman, Counselor to the Secretwy, Ms. Stokes then asked what a U. S. Department of Health and Human National Youth Council could do and Selvices, Washington, D.C. how it should be organized. A youth representative from Little Shay Bildzik, Administrator, Office of Rock, Arkansas, said all programs at the Juvenile Justice and Delinquency national level should have a youth focus Prevention, U.S. Department of Justice, in order to represent youth interests and Washington, D.C. needs. He said yesterday's teleconference made "pretty pictures for The session began with a question: TV"; but if the adults \·vant to use the Was the conference designed to focus on youth, they need to give the youth a the pending Crime Bill or on violence in voice, Adults need to realize that youth the streets? Young people at the do have viable solutions. Kids on the conference wanted programs to keep street have empowered gangs, but they youth from going to jail. can just as well empower themselves Deputy Secretary Madeleine Kunin now for positive change. remarked that conference planning Deputy Secretary Kunin said the began long before the Crime Bill came youth caucus was given one and one-half up for consideration. Although there is hours this morning in a spirit of money in the Crime Bill for some of the partnership. The President has programs, it is only one tool for change, expressed his support for the concept of not the purpose of this conference. a National Youth Council. A student from Fresno, California, The youth members then presented said he felt adults were not listening. the 15 points upon which the youth Although 44 percent of the youths caucus agreed: supervised by the California Youth Authority are Chicano, Chicanos are not Youth Caucus Recommendations represented at the conference. Violence cannot be equated with race. A group 1. Create a National Multicultural of the youth attendees stayed up until Youth Forum, with youth task forces 5:00 a.m. talking about what the youth within Federal agencies to advise here should be doing. They felt they government and give youth a voice. should be running the conference 2. Create a national YouthLine to themselves. inform young people about youth­ The Vice President had been asked serving organizations in their for a meeting to discuss forming a communities. National Youth Council. Many youths 3. Create safeguards for local funding. felt frustrated and angry because their 4. Develop youth and adult mentoring. voices were not being heard. The 5. Provide meaningful internships for conference needed to focus on successful juvenile offenders in community­ models that are working in communities. based organizations. Solving Youth Violence - 97

6. Support meaningful jobs and job­ youth may need people to whom they training programs. can more easily relate. Ms. Stokes 7. Establish youth courts where young noted that doctors and other people can be judged by a jury of professionals could have been in the their peers. same difficult situations when they were H. Create a national conference for children. youth. addressing the issues which One young man expressed anger affect the lives of young people. about such questions as, "Are you going 9. Establish leadership summits at the to make it? Aren't you afraid you're community level. going to be killed?" People have to 10. Ensure that government considers think positively, he said. Ms. Stokes diversity issues (region, ethnicity, asked what reporters should do instead sexual orientation) when making of focusing on the negative. He decisions on youth violence. responded that they should do stories on 11. Ensure more careful monitoring of people who are not afraid. children's protective services. Another youth pointed out that there 12. Link services with advocacy. was less coverage and consideration of 13. Ensure that recreational programs events like political bombings than of have specific models. street crime, yet that was violence, too. 14. Create a national media and A young woman from Atlanta said entertainment body that will make there was very little coverage of youth­ press releases or at least direct serving organizations, and when they organizations toward promoting were covered, the focus was usually on positive press information. how much money was needed to keep 15. Enlist the aid of higher institutions of them open. learning on a more frequent basis. A youth from Miami said there should be more television programs and One of seven members of a youth ne"'spapers that are "by kids, for kids." court in Brooklyn spoke to the audience. Another youth pointed out that The kids in that court decide appropriate television ~overage of violent incidents is punishments for their peers. not always truthful. Kids would like to Shay Bilchik commented that a hear the truth from other kids. Some youth court can be a viahle effort if youth have no morals and see jail as training is provided. It can he helpful to simply a chance to watch cable TV, lift the juvenile court. He then asked for weights, and eat regularly. It costs more information about mentoring. $35,000 a year to keep someone in A young man from the Dallas area prison. That money could go for better said he was part of a mentoring project. programs. Otherwise, younger kids will He commented that the youths who are follow their violent or law-breaking shooting others have no morals, no love brothers and sisters. for anybody, no belief in God. He said If the youth here put their energy he wanted to see religion back in the and intelligence into a National Youth home and school. If teenage fathers Council, he said, they could make a knew about God, they would not leave difference. Each kid knows of at least their children, he said. five programs that work in the Another youth said he operates a community. Money should be put into karate school and is often asked to be a those programs. School teacher mentor. Many programs use doctors, involvement is also needed. Many lawyers, and other professionals, but teachers today do not care or inforce Solving Youth Violence - 98 discipline. A young man from crime prevention. She asked what role Birmingham emphasized that morals and higher education should play in violence values should he taught. One part of the prevention. country is not more important than any A youth caucus member wanted, other, he added. instead, to elaborate on certain facts. If A young woman pointed out that it costs $40,000 a year to keep someone youth also need oppl)rtunities to talk. in prison, why could the Crime Bill Mr. Rodriquez from New Haven money not be put into prevention? commented that there were far fewer Mr. Bilchik said a balance with law camera operators here to cover the enforcement was needed. His office youth session than were present for the hears from youth who cannot get to good Vice President, First Lady, and other programs like safe havens because the officials. streets are not safe. People also want An adult in the audience commented police who are more involved with the that politicians do not accept that the community. youth are the future of the country. A young woman from Kansas City Politicians think, "If you don't vote or complained, "We don't want the police pay taxes, you don't count." The we have now." She said the police were conference room in this Wednesday slow to respond, and she did not believe session was empty, compared to the day more police were needed. Instead, there hefore. A youth asked, "Is our message should be a forum where adults talk to not important?" kids one-on-one, without television A suggestion was made that everyone cameras. write their congressional representatives Another youth wondered what and say they want a National Youth people thought more prisons were going Council. As a group, the youth could to accomplish? He himself had been make a change. incarcerated and claimed prisons do not A student from New Mexico, rehabilitate people. referring to the Crime Bill, asked why Peter Edelman noted that violence the President did not worry more about problems will not be ended through any the hungry people in front of the White one measure. Many solutions are House or about gang-governed included in the youth caucus's 15 points. neighborhoods, rather than fighting other These deal with strong families, countries' battles. He said all the Crime neighborhoods, schools, jobs, and safety Bill money should be put into on the streets. With regard to the timing prevention. The United States, he of the conference, he noted that the remarked, is not really a free country. planners did not expect Congress to still Other youths remarked that more be in session in August. But the Crime schools, not more prisons, should be Bill is also important, because it is a built. There used to be two parents in means to get help to local jurisdictions. the home to instill moral values, and There is always resistance to change. there used to be discipline in the The country has been developing these schools. Now, kids have no respect. problems a long time, and a long Deputy Secretary Kunin told the struggle will be needed to resolve them. youth caucus members their enthusiasm The Crime Bill is not just about more was good, but they needed to know the police; it is also about a different role facts. One-third of the Crime Bill for police. Although prisons are money is for prevention. The President, necessary, simply building prisons will the First Lady, and the others here do not be enough. care. Good schools may be the best ~ DIving Youth Violence - 99

A youth representative from Santa A young woman descrihed mock Cruz, California, said she did not agree elections held at school and said youths with the "three strikes" provision, should he ahle to vote and have their hecause many people make mistakes votes count. Another audience memher when they are young. She also said offered Little Rock, Arkansas, as the site community leaders are already for the First National Youth Summit. controlling the community. The people Mr. Bilchik said his department do not need more police there; they would he in touch with participants after cannot relate to the police who are the conferenc:e. Adults need to make a already there. She also said there has commitment to show love for children. heen little recognition of community Deputy Secretary Kunin said there activism at the conference. Instead, the had not heen enough pUhlicity about the focus has heen on gang fights. prevention components of the Crime Additionally, there should he more Bill. The Bill contains $7 hillion for Mexicans teaching Spanish and more comprehensive prevention programs. opportunities to increase awareness of Responding to a question about why African-American cultures. there was so much disagreement on the A student from the University of crime legislation, Mr. Edelman said 225 Ohio addressed the earlier question people voted against the Crime Bill ahout higher education. He said there hecause they thought it was "too soft." are a lot of drugs on campus, hut not It banned assault weapons and tried to much violence. He noted that he was do too much with regard to prevention. attending on a scholarship. Youths who He added that the $7 billion prevention live in slums may never see what allocation does not restrict local colleges are like. Scholars, not just jurisdictions from using it as they wish. athletes, need to go hack and For example, many programs are now communicate with their communities. focusing on prenatal care. In the San Joaquin valley, the Dr. Dennis Embry, who was in the community could not get a community audience, asked the youth caucus how college, hut they were given sLx prisons. many of them thought it was possible to Seventy-eight percent of those predict who in elementary school will be incarcerated in California are people of in trouble later. He said many studies color. School curricula are structured show that this can be predicted hy the around Anglo-American perspectives. fifth grade. He also noted there were Insufficient consideration is given to the many small actions people could take to Aztec nation and other cultures. The help turn this around. For example, Chicano movement of the 1960's was teachers could send home "praise similar to the African-American civil notes." He also encouraged the youth to rights movement of that period. Both volunteer as youth reporters for cultures have tribal elements in their television stations back home. history. Ms. Stokes noted that the youth An adult from the audience caucus would soon be meeting again, emphasized that there should he a and she encouraged adults to talk to commitment from each department them afterward. sponsoring the conference to have a Another young woman objected to National Youth Council. One youth identifying troubled youth hy the fifth reminded everyone to write grade. This, she said, was the basis for congressional representatives. tracking systems and negative labeling. She also said she was angry ahout the Solving Youth Violence - 100 lack of training and rehabilitation in youths appear confrontational, others prisons. In contrast to the present tune them out. Adults and youths conference, she added, Attorney General should not be fragmented. He invited Reno, at a hearing for the Crime Bill, let caucus members to talk about framing the youths speak first. The Attorney such a commission after their meetin£,. General knew if she spoke first, all of Deputy Secretary Kunin remarked the reporters would leave afterward. that no one-neither federal agency Sht! complained that the youths were not people, nor practitioners, nor youth-can given time to show their transparencies accomplish much alone. She said she and do other things they had hoped to hoped all participants would leave do. The youth caucus now would need stronger than when they came. to meet again, with no adults present. Another youth thanked conference planners for bringing the youth together and said, if he sounded hostile, it was just that he felt emotional about the issues. Three months from now, the youth caucus members want to meet in Little Rock, Arkansas. Three months after that, plans had been made to work with influential people in Washington, D.C. The youth asked for names and numbers of people in Washington, D.C., with whom the youth caucus group could work. An adult in the audience from Birmingham, Alabama, said he wanted to help the youth caucus with media issues. His approach in Birmingham was to look at the television station with the lowest ratings and promise 15,000 new viewers (youth) if they would work with youth, report their views, and feature stories of interest to them. The same approach was taken with newspapers. Now the larger stations and newspapers also want these stories. He said to consider what happened with the National Football League. "Fox came in and made a better deal. You have to do the same." Another adult in the audience proposed establishing an "Interim National Commission to Prevent Crime, Drugs, and Violence," half of which would be youth leaders and half adult practitioners. He noted that adults and the youth caucus have not yet had a chance to share information. When Solving Youth Violence - 101

Plenary Panel: Addressing Concentrated Poverty and Crime

iUoderator: CieoJ"f?e Cio/stel; Senior Research successful programs often drive Associate, The Urball Illstitute, Washington, D.C. successbl people-good role Panelists: David Rusk, formcr Mayor of models-out ()f the community. Albuquerque, New Mexico, author of Cities Without Mr. Rusk told of an Albuquerque Suburbs, Washington, D. C. study showing that the test scores of a child in public housing rise as the Alexander Polikoff, Executive Director, Busilless percentage of public-housing children in and Professional People for thc Public interest his school declines. He cited that figure (BPI), Chicago. IlIillois as proof that integration works. Vinccnt Lallc, Chaimzan, Chicago Public Housillg Alexander Polikoff suggested small Allthority, Chicago, Illinois schools as an answer to the problem of urban poverty and violence. Obviously, The panel focused on two points: he said, school violence is a major first, what can be done to address problem. Teachers are threatened and concentrated poverty and the youth scared. During the first eight months of violence it spawns, and second, what the 1993 school year in Chicago, for resources can be marshaled in this effort. example, there were, on school property, David Rusk shared some of the three arrests for murder and 144 arrests principal findings of his research. Forty for aggravated battery out of a total of percent of America's center cities are 6,000 arrests on school property. programmed to collapse, he said. For 40 He calls the concept of small schools years, all urban growth has been of the a simple but profound idea. Big, low-density, suburban style. The elastic anonymous schools cannot be made to cities, which enlarged their boundaries work, he said. It is impossible for such through annexation or city-county schools to avoid large-institution rules, mergers, have done well. The inelastic formal procedures, and logistical hurdles. cities, however, have become the Children cannot get to know other poorhouses of their metropolitan areas. students, and teachers cannot know all The solution requires bringing cities' the children or parents. Mr. Polikoff boundaries out to encompass the real suggests breaking high schools with 1,000 cities, that is, the metropolitan areas. students into, for example, four schools Mr. Rusk blames the urban problem of 250 students each. on society's desire to segregate itself by In east Harlem, a 1,000-student race and economic class. Since the civil school was divided into several smaller rights era, there has been some schools sharing the same building. The integration of the black and white result was an improvement in student middle classes, but there has also been performance. Other reports show that increasing isolation of the black poor, smaller schools have less violence who are now separated from black because kids are better known to staff middle-class role models. and well supervised by the teachers. lob training and other similar Mr. Polikoff said his proposal is not programs are as ineffective as assistance easy to implement, but it is possible and to a man running up a down escalator, effective. Small schools also provide a I Mr. Rusk said. Such a person might safe haven for students. I manage to get up, though many others Vincent Lane said that if the problem will not. The one who does, however, of urban poverty and violence is to be will jump off and leave. Therefore, solved, things must be done differently.

I ~ Solving Youth Violence - 102

He accused officials of the U. S. Mr. Polikoff observed that in the Department of Housing and Urban 1930's, when society was coming apart Development of scaring local public because there were no jobs, the housing authorities away from trying government started the Civilian anything new, such as letting residents Conservation Corps to give people jobs. manage their own projects. Poverty, he The government should do the same said, is a major industry in the United type of thing now, he said. He suggested States. putting the army, which ran the CCC The Chicago Public Housing camps, in charge of any new program Authority, of which he is chairman, has along those lines. 4,500 employees. He would like to Dr. Golster asked the panel how reduce that number to 200. Mr. Lane people in more prosperous said he could, if neighborhoods would neighborhoods could be convinced to replace high-density, high-rise public accept being part of the solution. Mr. housing buildings with low-density, low­ Rusk said it is not necessary to convince rise, mixed-income properties. Most them. It is only necessary to convince a communities reject public housing not majority of legislators or a panel of because of racism or elitism but because judges to change the rules. On a they fear the effect it will have on their referendum, residents of prosperous largest asset, their homes. neighborhoods would never vote to move Mr. Lane called on neighborhoods to large numbers of poor people into their step up to the plate and say, "This neighborhoods. Mr. Lane accused problem won't go away unless we do elected officials of lacking backbone. something about it." He said he wants He said that if they voted for something to get government off the backs of the like moving poor people into prosperous people. Forty or fifty years ago, he said, neighborhoods, they would have to neighborhoods took care of the answer to their constituents. unfortunate-through churches, Boy Scouts, Girl Scouts, and other institutions. He said society must reintegrate the poor into middle-class neighborhoods. Dr. George Golster then asked the panelists a few questions. First he asked whether society should build more prisons. Mr. Rusk answered that criminals get out of prison eventually and tend to recidivate. It is more cost­ effective to spend the money on public housing. Mr. Lane made a plea for more prevention instead of more prisons. He expressed approval for the Midnight Basketball program, saying that no fights take place at the games, and that to participate, players must obtain their GED's and get job training and counseling.

I Solving Youth Violence - 103

Closing Speaker

Carl Upchurch, President, National Ohio. He had been born into a Council for Urban Peace and Justice, pathological situation, he said, and had Newark, Ohio been labeled as a sociopath. "Just as Cesar Chavez' voice was stifled," he said, On the eve of the 25th anniversary of "the conference planners relegated the last the March on Washington, Mr. smidgeon of time to me." He repeated, Upchurch wrote a newspaper column "Let these young people speak." about the "do-nothing civil rights A conference for the young people, he organizations of today." The anniversary stated, should not be politicized. "Let us was "all show," he said, buttons and pray," he said, "that we find it in our hearts banners. Young Hispanic and African­ to do right by them in the future. " American voices were left unacknowledged on a day Dr. Martin Luther King had set aside for addressing their concerns. Mr. Upchurch asked, "How did our youth become tokens?" In his view, there had been no real effort to mentor and pass the torch to this generation. Mr. Upchurch said he was attacking the bureaucratic mindset-bureaucrats concerned only about sustaining themselves. He was calling into question the dedication of such officials to the young. The years of celebrating old battles rather than confronting present issues should have come to an end. "We are killing our youth," he stated. There are no provisions in the Crime Bill concerning racial discrimination, Mr. Upchurch continued. "Witness the slaughter of African-American and Latino men in prisons and AIDS in prison. We have not invited those people to the conference," he said, "because we are not prepared to address their issues. " "Let the young people speak," he said. "Encourage them to lead." They are stmggling with inferior housing and schools, racism, and shootings. Mr. Upchurch noted that he had no high school or junior high school experience and had been "recycled" by the Bureau for Colored Children. He spent the years from 1971 through 1981 in the maximum security prison at Lewisburg, Appendix A Solving Youth Violence: Partnerships That Work Washington, DC Speakers

Mustafa Abdul-Salaam Rebecca Atnafou Executive Director Assistant Director New Haven Family Alliance CSN-Adolescent Violence Prevention 5 Science Park Resources Center New Haven, CT 06511 Education Development Center 203-786-5970 55 Chapel Street 203-786-5974 Fax Newton, MA 02158 617-969-7100 617-244-3436 Fax Luis Garden Acosta Chief Executive Officer El Puente Yitzhak Bakal 211 South Fourth Street Executive Director Brooklyn, NY 11211 North American Family Institute 718-387-0404 10 Harbor Street 718-387-6816 Fax Danvers, MA 01923 508-774-0774 508-774-8369 Fax John AlIuisi Data Base Manager Management Information Systems Patricia Balasco-Barr Norfolk Public Schools Administrator Nortolk, VA 24510 Youth Services Administration 804-441-2458 801 East Building, Room 1209 804-441-2182 Fax P.O. Box 54047 Washington, DC 20032 202-279-6100 Michael Aquino 202-279-6106 Fax Investigator Anaheim Police Department 425 South Harbor Blvd. Anaheim, CA 92805 714-254-1412 714-778-5784 Fax Jamie Battaglia Tyrone Brown Administrative Assistant Assistant to Director of the Healthy Boston Coalition for Gay, Marching Band Lesbian, Bisexual, and Jackie Robinson Center for Transgender Youth Physical Culture 14 Beacon Street, Suite 706 1424 Fulton Street Boston, MA 02108 Brooklyn, NY 11216 617-742-8555 718-773-3456 617-742-7808 Fax 718-773-3489 Fax

Gordon Bazemore Alicia Byrd Associate Professor Project Director School of Public Administration Leadership Development and Florida Atlantic University Theological Education Programs 220 SE Second Avenue Congress of National Black Churches Ft. Lauderdale, FL 33301 1225 Eye Street NW., Suite 750 305-760-5663 Washington, DC 20005 305-760-5673 Fax 202-371-1091 202-371-0908 Fax

Len Berman Program Office Michele Cahill Public Welfare Foundation Vice President Washington, DC Fund for the City of New York 202-965-1800 121 Sixth Avenue, Sixth Floor New York, NY 10013 212-925-6675 212-925-5675 Fax Mardia Blyther Peer Counselor Sasha Bruce Y outhwork 741 Eighth Street SE. John Calhoun Washington, DC 20003 Executive Director 202-675-9340 National Crime Prevention Council 202-675-9358 Fax 1700 K Street NW. Washington, DC 20006 202-466-6272 202-296-1356 Fax Michael Canul Lori Clarke Vice President/Operations Director Public Allies Home-Based Services 1511 K Street NYv., Room 330 Home Start Washington, DC 20005 5005 Texas Street, Suite 203 202-638-3300 San Diego, CA 92108 202-638-3477 Fax 619-692-0727 619-692-0785 Fax

Sheryll Cashin Director National Economic Council Ozelious Clement The White House Executive Director Room 233, OEOB Jackie Robinson Center For Washington, DC 20500 Physical Culture 202-456-2800 1424 Fulton Street 202-456-2223 Fax Brooklyn, NY 11216 718 -773-3456 718-773-3489 Fax Ruben Chavez Deputy Director Outreach Services Marvin Cohen Youth Development, Inc. Director 1710 Centro Familiar SW. Children, Youth, and Families Initiative Albuquerque, NM 87105 Chicago Community Trust 505-873-1604 222 North LaSalle Street, Suite 1400 505-877-3533 Fax Chicago, IL 60601 312-372-3356 312-580-7411 Fax Bebs Chorak Deputy Director Juvenile Justice Programs Rick Collins National Institute for Citizen Deputy Director Education and the Law Delta Service Corps 711 G Street SE. 7th and Main Streets Washington, DC 20003 P.O. Box 1437, Slot 1300 202-546-6644 Little Rock, AR 72203 202-546-6649 Fax 501-682-7540 501-682-6752 Fax Thomas Connelly Karen Dates Director Network Operations Specialist Special Counseling Programs Youth Providers Network Wappingers Central School District Mayor's Office of Employment 15 Myers Corners Road Services Hollowbrook, #3 Youth Services Division Wappingers Falls, NY 12590 101 W. 24th Street 914-297-7260 Baltimore, MD 21218 914-298-8068 Fax 410-396-6722 410-396-6454 Fax

Gary Cordner Professor Beverly Watts Davis Department of Police Studies Executive Director Eastern Kentucky University San Antonio Fighting Back Richmond, KY 40475 850 Drexel 606-622-2344 San Antonio, TX 78210 606-622-6264 Fax 210-536-6592 210-532-1256 Fax

Ernesto Cortes) Jr. Director William Delk Texas Industrial Areas Foundation Principal 1106 Clayton Lane, Suite 120W Northside Middle School Austin, TX 78723 8720 Grandby Street 512-459-6551 Norfolk, VA 23503 512-459-6558 Fax 804-441-1825 804-441-1794 Fax

David Cummings Group Supervisor Uptown Task Force Larry Dieringer Bureau of Alcohol, Tobacco and Executive Director Firearms Educators for Social Responsibility U.S. Department of the Treasury 23 Garden Street 90 Church Street, Room 1016 Cambridge, MA 02138 New York, NY 10007 617-492-1764 212-264-4658 617-864-5164 Fax 212-264-3689 Fax Diane Doherty Deanne Tilton Durfee Director Chair Children's Safety Network United States Advisory Board on National Center for Education in Child Abuse and Neglect Maternal 4024 Durfee Avenue and Child Health EI Monte, CA 91732 2000 15th Street N., Suite 701 818-575-4362 Arlington, VA 22201 818-443-3053 Fax 703-524-7802 703-524-9335 Fax Peter Edelman Counselor to the Secretary Terrence Donahue U.S. Department of Health and Acting Director Human Services Executive Office for Weed and Seed 200 Independence Avenue SV';. Office of Justice Programs Washington, DC 20531 U.S. Department of Justice 202-690-8157 633 Indiana Avenue 202-690-7595 Fax Washington, DC 20531 202-307-5966 202-514-1770 Fax Michelle Edwards Vice President Board of Young Adult Police Fran Donelan Commissioners Project Director of Youth Outreach Depa.rtment of Police Services American Friends Service Committee New Haven Police Department Mid-Atlantic Region One Union Avenue 4806 York Road New Haven, CT 06519 Baltimore, MD 21212 203-772-7294 Fax 410-323-7200 410-323-7292 Fax Dennis Embry President Shawn Dove Heartsprings, Inc. Co- Director P.O. Box 12158 Countee Cullen Community Center Tucson, AZ 85732 242 W. 144th Street 602-299-6770 New York, NY 10030 602-299-6822 Fax 212-234-4500 212-234-4694 Fax Jeffrey Fetzko Leon Franklin Executive Director Youth Development Specialist Somerset Horne for Temporarily Project Choice Displaced Children Kauffman Foundation 49 Brahma Avenue 4900 Oak P.O. Box 6871 Kansas City, MO 64112 Bridgewater, NJ 08807 816-932-1000 908-526-6605 816-932-1100 Fax 908-526-4433 Fax

Marc Freedman Judith Filner Director Program Director Special Projects National Institute for Dispute Public/Private Ventures Resolution 2742 Martin Luther King Way 1726 M Street NW., Suite 500 Berkeley, CA 94703 Washington, DC 20036 510-704-8832 202-466-4764 510-704-9822 Fax 202-466-4769 Fax

Gus Frias John Firman Criminal Justice Specialist Director of Research Office of Education International Association of Chiefs of Los Angeles County Police 9300 Imperial Highway, Room 281 515 N. Washington Street Downey, CA 90242 Alexandria, VA 22314 310-922-6391 703-836-6767 310-922-6781 Fax 703-836-4543 Fax

Rich Gable Vangie Foshee Director Assistant Professor Applied Research Curricula Public Health Nursing National Center for University of North Carolina at Juvenile Justice Chapel Hill 701 Forbes Avenue Chapel Hill, NC 27599 Pittsburgh, PA 15212 919-966-6616 412-227-6950 919-966-7141 Fax 412-227-6955 Fax

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Deborah Galvin Paul Goldstein Public Health Analyst Associate Professor Division of Demonstrations for School of Public Health High-Risk Populations University of Illinois at Chicago Center for Substance Abuse 2121 W. Taylor Street Prevention Chicago, IL 60612 5600 Fisher's Lane 312-996-6083 Rockwell 2 312-996-0064 Fax Rockville, MD 20857 301-443-9110 301-443-8965 Fax Albert Gore Vice President of the United States 1600 Pennsylvania Avenue NW. Anne Ganey Washington, DC 20500 Project Coordinator 202-456-2326 Community Drug Prevention Project Region Nine Development Commission P.O. Box 3367 William Gorham Mankato, MN 56001 President 507-387-5643 Urban Institute 507-387-71OS Fax 2100 M Street NW. Washington, DC 20037 202-857-8700 Nancy Gannon 202-223-1335 Fax Director Education Division Center to Prevent Handgun Violence Ralph Green 1225 Eye Street NW., Suite 1100 Youth Washington, DC 20005 P.O. Box 1702 202-289-5769 Corrales, NM 87048 202-408-1851 Fax 505-242-1907 505-242-3003 Fax

Richard Girgenti Direct01jCommissioner Eliza Greenberg Division of Criminal Justice Counselor Services Adolescent Substance Abuse State of New York Bridge Over Troubled Water, Inc. Executive Park Tower, Stuyvesant Plaza 47 West Street Albany, NY 12203 Boston, MA 02111 518-457-8462 617-423-9575 518-457-1186 Fax 617-482-5459 Fax Donna Martin Hamparian Carolyn Holloway Juvenile Justice Consultant Reverend 2031 Concord Road Multi-Ethnic Center Columbus,OH 43212 3 Henry Street 614-488-6284 New York, NY 10038 614-487-1963 Fax 212-233-0423 212-406-8071 Fax

Ira Harkavy Director Marion Howard Center for Community Partnerships Director University of Pennsylvania Center for Adolescent Reproductive 133 South 36th Street, Suite 519 Health Philadelphia, PA 19104 Emclry University 215-898-5351 Grady Memorial Hospital 215-573-2799 Fax 4001 Briarcliff Road Atlanta, GA 30345 404-616-3513 Michelle Hassell 404-223-3071 Fax Coordinator of PACT Training Wright State University 9 N. Edwin C. Moses J ames Howell Dayton, OH 45407 Director 513-873-4300 Research and Program Development 513-873-4323 Fax Office of Juvenile Justice and Delinquency Prevention U.S. Department of Justice J. David Hawkins 633 Indiana Avenue Director Washington, DC 20531 Developmental Research and 202-307-0586 Programs, Inc. 202-514-6382 Fax 130 Nickerson, Suite 107 Seattle, W A 98107 206-685-1997 Janice Hutchinson Acting Administrator Child and Youth Services Phillip Hobbs Administration Pdncipal Commission on Mental Health Eastmoor High School Services 417 S. Weyant Avenue 2700 Martin Luther King Avenue, SE Columbus,OH 43213 L Building 614-365-6158 Washington, DC 20032 614-365-6960 Fax 202-373-7225 202-373-6581 Fax Merita Irby Derek Jones Prograr.n ()jficer Listener Academy for Educational Department of Youth Services Development New York City Youthline 1825 Connecticut Avenue 44 Court Street Washington, DC 20009 Brooklyn, NY 11201 202-884-8273 718-403-5269 202-884-8404 Fax 718-522-7529 Fax

Robert Ivry Ivan Juzang Senior Vice President Founder and President Manpower Demonstration Motivational Educational Research Corp. Entertainment Productions 3 Park Avenue 4601 Market Street New York, NY 10016 1st Floor 212-532-3200 Philadelphia, PA 19139 212-684-0832 Fax 215-748-2595 215-748-3223 Fax

Elizabeth Johnson Director Arthur Kanegis Department of Recreation, Natural President Resources and Culture Future WAVE City Hall 105 Camino Teresa 319 E. State Street Santa Fe, NM 87505 1st Floor Annex 505-982-8882 Trenton, NJ 08608 505-982-6460 Fax 609-989-3169 609-989-4290 Fax Arthur Kellermann Director Michael Johnson Center for Injury Control Project Coordinator Emory University School Raising Ambition Instills of Public Health Self Esteem 1462 Clifton Road NE. 605 North Eutaw Street Atlanta, GA 30322 Baltimore, MD 21201 404-727 -9977 410-558-0785 404-727-7261 Fax 410-752-5016 Fax Susan Kelly David Lee Director Coordinator Division of Family Teen Program Education Preservation Services Battered 'Women's Alternatives Michigan Department of P.O. Box 6406 Social Services Concord, CA 94524 235 S. Grand Avenue 415-821-8209 Lansing, MI 48909 415-282-2563 Fax 517-373-3465 517-373-2799 Fax Liane Levetan Chief Executive Officer Douglas Kirby DeKalb County Government Director of Research 1300 Commerce Drive ETR Associates Decatur, GA 30030 P.O. Box 1830 Santa Cruz, CA 95061 408-438-4081 James Lewis 408-438-4284 Fax Counselor Aide Environmental Program Raising Ambition Instills Julian Klugman Self Esteem Western Regional Director 605 North Eutaw Street Community Relations Service Baltimore, MD 21201 U.S. Department of Justice 410-580-0785 211 Main Street, Suite 1040 410-752-5016 Fax San Francisco, CA 94105 415-744-6565 415-744-6590 Fax Dennis Lieberman Labor Economist U.S. Department of Labor Frances Kunreuther 200 Constitution Avenue NW. Executive Director Washington, DC 20210 Hetrick-Martin Institute 202-219-5782 2 Astor Place New York, NY 10003 212-674-2400 Michael Lieberman 212-674-8650 Fax Washington Counsel Anti-Defamation League Vincent Lane 1100 Connecticut Avenue NW. Chairman Room 1020 Chicago Housing Authority Washington, DC 20036 22 W. Madison, Suite 400 F 202-452-8319 Chicago, IL 60602 202-296-2371 Fax 312-791-8401 312-791-4601 Fax Debra Lindsey-Opel David Medina Executive Assistant 1993-1994 Public Ally Office of the Mayor Public Allies P.O. Box 9277 1511 K Street NW. Corpus Christi, TX 78469 Room 330 512-880-3102 Washington, DC 20005 512-880-3103 Fax 202-638-3300 202-638-3477 Fax

Theresa Lipo Manager Anne Menard Resource Development Director Chicago Housing Authority National Resource Center on 22 West Madison Domestic Violence Chicago, IL 60602 6400 Flank Drive, Suite 1300 312-791-8513 Harrisburg, P A 17112 312-372-0251 Fax 717-545-6400 717-545-9456 Fax

Willie Lipscomb District Court Judge Jeffrey Miller 36th District Court Principal 421 Madison Avenue, Suite 3069 Campbell Drive Middle School Detroit, MI 48226 900 NE. 23rd Avenue 313-965-8730 Homestead, FL 33033 313-965-3951 Fax 305-248-7911 305-248-3518 Fax

Robert Mallett City Administrator William Modzeleski District of Columbia Staff Director 441 Fourth Street NW., Suite 1120 Drug Planning and Outreach Washington, DC 20001 Staff 202-727-6053 U.S. Department of Education 202-727-5445 Fax 400 Maryland Avenue SW. Portals, Room 4011B Washington, DC 20202 Ellen McCulloch-Lovell 202-260-2945 Executive Director 202-260-7617 Fax President's Committee on the Arts and the Humanities 1100 Pennsylvania Avenue NW. Suite 526 Washington, DC 20506 ,. 202-682-5409 202-682-5668 Fax Thomas Monaghan Nexus Nichols United States Attomey Director District of Nebraska Public Policy U.S. Department of Justice The National NetJork of Downtown Station Runaway and Youth Services P.O. Box 1228 1319 F Street NW., Suite 401 Omaha, NE 68101 Washington, DC 20004 402-221-4774 202-783-7949 402-221-4757 Fax 202-783-7955 Fax

Richard Murphy Ronald Noble Fonner Commissioner Undersecretary for Enforcement New York City Department U.S. Department of the Treasury of Youth Services 1500 Pennsylvania Avenue NW. Fund for the City of New York Washington, DC 20220 121 Avenue of the Americas 202-622-5040 New York, NY 10013 202-622-0240 Fax 212-925-6675 212-925-5675 Fax Maria Elena Orrego Consultant David Nee Family Preservation and Support Executive Director Services William Caspar Graustein Commission on Social Services Memorial Fund of the District of Columbia 84 Trumbull Street 611 Buckingham Drive New Haven, CT 06511 Silver Spring, MD 20901 203-498-6036 301-727-5971 Fax 203-498-4035 Fax

Anne Parry Nancy Neylon iJirector Executive Director Institute for Choosing Non-Violence Ohio Domestic Violence Network P.O. Box 29019 P.O. Box 5466 Chicago, IL 60629 Cleveland, OH 44101 312-521-5501 216-651-8484 312-521-4866 Fax 216-631-4848 Fax

Howard Phengsomphone Project Director City of Providence 591 Charles Street Providence, RI 02904 401-943-4360 401-946-3260 Fax Marion Pines Deborah Prothrow-Stith SCl1,ior Fellow Assistant Dean Institute for Policy Studies Office of Government and Community The Johns Hopkins University Programs 3400 N. Charles Street Harvard School of Public Health Wyman Building 677 Huntington Avenue Baltimore, MD 21218 Boston, MA 02115 410-516-7169 617-432-0S14 410-516-8233 Fax 617-432-0068 Fax

"Villiam Pithers Charles Ramsey Director Deputy Chief/Project Manager Vermont Center for Prevention Chicago Alternative Policing and Treatment of Sexual Abuse Strategy 92 S. Main Street Chicago Police Department Waterbury, VT 05676 1121 S. State Street 802-241-2561 Chicago, IL 60605 802-241-2564 Fax 312-747-6673 312-747-7903 Fax

Karen Johnson Pittman Senior Vice President LaWanda Ravoira Academy for Educational Development State Director Center for Youth Development and Pace Center for Girls, Inc. Policy Research 100 Laura Street 1875 Connecticut Avenue NW. 10th Floor Washington, DC 20009 Jacksonville, FL 32202 202-884-S000 904-358-0555 202-884-S404 Fax 904-358-0660 Fax

Alexander Polikoff David Reliford Executive Director Youthline Listener Business and Professional People New York City Youthline for the Public Interest Department of Youth Services 17 E. Monroe Street, Suite 212 44 Court Street Chicago, IL 60603 Brooklyn, NY 11201 312-641-5454 718-403-5269 312-641-5570 Fax 718-522-7529 Fax

------Pamela Riley David Rosenbloom Director Project Director North Carolina Center for the Join Together Prevention of School Violence 441 Steuart Street, 6th Floor 3824 Barrett Drive, Suite 303 Boston, MA 02116 Raleigh, NC 27609 617-437-1500 919-571-4954 617-437-9394 Fax 919-571-4957 Fax

David Rusk Benson Roberts Author/Consultant Vice President Former Mayor of Albuquerque Local Initiatives Support 4100 Cathedral Avenue NW., 610 Corporation Washington, DC 20016 1825 K Street NW. 202-364-2455 Washington, DC 20006 202-364-6936 Fax 202-296-4580 202-805-8931 Fax Shirley Sagawa Executive Vice President Connie Roberts The Corporation for National and Director Community Service New Beginnings 1100 Vermont Avenue NW. Department of Social Service Washington, DC 20525 San Dif,go County 202-606-5000 1255 Imperial Avenue 202-606-4906 Fax Room 843 San Diego, CA 92101 619-338-2945 Stefanie Sanford 619-338-2876 Fax Chief Juvenile Crime Intervention Division Hillary Rodham Clinton Office of the Attorney General First Lady of the United States P.O. Box 12548 1600 Pennsylvania Avenue NW. Austin, TX 78711 Washington, DC 20500 512-463-4024 202-456-6266 512-475-4421 Fax

Augusto Rodriquez President Board of Young Adult Police Commissioners Department of Police Services New Haven Police Department 1 Union Avenue New Haven, CT 06519 203-772-7294 Fax Carla Sanger Billy Sifuentes Executive Director Senior Officer LA's BEST Austin Police Department Office of the Mayor 715 East Eighth Street 200 N. Spring Street Austin, TX 78701 Room M20 512-385-7710 Los Angeles, CA 90012 512-385-7736 Fax 213-237-0937 213-485-1286 Fax Clifton Simmons Urban Resources Initiative Lynn Hecht Schafran Project RAISE Director 605 North Eutaw Street National Judicial Education Program Baltimore, MD 21201 99 Hudson Street 410-558-0785 Suite 1201 New York, NY 10013 212-925-6635 O.B. Stander 212-226-l314 Fax Chief Operating Officer Associated Marine Institutes 5915 Benjamin Center Drive Cheryl Schwartz Tampa, FL 33634 Director 813-887-3300 Youth Services 813-889-8092 Fax Gay, Lesbian, and Bi-Sexual Community Services Center P.O. Drawer 18-E Pat Stanislaski Denver, CO 80218 Executive Director 303-831-6268 National Center for Assault 303-839-l361 Fax Prevention 606 Delsea Drive Sewell, NJ 08080 Carlos Scott 800-258-3189 Youth Speaker 908-369-8145 Fax Urban Resources Initiatives Raising Ambition Instills Self Esteem Ronald Stephens 605 North Eutaw Street Executive Director Baltimore, MD 21201 National School Safety Center 410-558-0785 4165 Thousand Oaks Boulevard, 410-752-5016 Fax Suite 290 Westlake Village, CA 91362 805-373-9977 805-373-9277 Fax Marlies Sudermann Elizabeth Thoman Director Executive Director London Family Court Clinic Center for Media Literacy 254 Pall Mall Street, Suite 200 1962 S. Shenandoah Street London, Ontario N6A 5P6, Canada Los Angeles, CA 90034 519-679-7250 310-559-2944 519-675-7772 Fax 310-559-9396 Fax

Barbara Sugland Cassandra Thomas Research Associate Director Child Trends, Inc. Crisis Program 4301 Connecticut Avenue NW. Houston Area Women's Center Suite 100 3101 Richmond, Suite 150 Washington, DC 20008 Houston, TX 77098 202-362-5580 713-528-6798 202-362-5533 Fax 713-535-6363 Fax

LayJa Suleiman Jenna Thomas Associate Director President Family Resource Coalition Serious Teens Acting Responsibly 200 South Michigan Avenue P.O. Box 1321 Chicago, IL 60604 Hardeeville, SC 29927 312-341-0900 803-784-6628 312-341-9361 Fax 803-222-1067 Fax

Ruby Takanishi Ray Anthony Torres Executive Director Special Agent Carnegie Council on Adolescent Bureau of Alcohol, Tobacco, and Development Firearms 2400 N Street NW., 6th Floor 650 Massachusetts Avenue Washington, DC 20037 Washington, DC 20001 202-429-7979 202-682-4220 202-775-0134 Fax 202-682-4228 Fax

Paul Teruel Margi Trapani Production Director Director Street Level Video Child Heath and 2314 W. Schubert Development Media Program Chicago, IL 60647 10 E. 23rd Street, Room 710 312-862-5331 New York, NY 10010 312-292-7372 Fax 212-388-9080 212-979-2207 Fax Carl Upchurch Susan Wells President Director of Research National Council for Urban Center on Children and the Law Peace and Justice American Bar Association 220 N. Tenth Street 740 E. Franklin Street Newark,OH 43055 Chapel Hill, NC 27514 614-354-7559 919-942-4189 614-587-3398 Fax 919-967-9243 Fax

Ron Wakabayashi Kelly Zimmerman Executive Director National Youth of the Year Los Angeles County Commission 322 Washington Blvd. on Human Relations Orrville, OH 44667 320 W. Temple 216-648-1560 Suite 1184 Los Angeles, CA 90012 213-974-7601 Cathy Spatz Widom 213-687-4251 Fax Professor Criminal Justice and Psychology University of New York at Albany Richard Weatherbee 135 Western Avenue Law Enforcement Coordinator Albany, NY 12222 District of Colorado 518-442-5226 U.S. Attorney's Office 518-442-5603 Fax 1961 Stout Suite 1100 Denver, CO 80294 William Wiist 303-844-2450 Administration Manager 303-844-6725 Fax Houston Department of Health and Human Services 8000 N. Stadium Drive Joseph Wehby Houston, TX 77054 Research Assistant Professor 713-794-9085 Peabody College 713-798-0849 Fax Vanderbilt University P.O. Box 512 Nashville, TN 37203 N. John Wilder 615-322-8289 Deputy Mayor 615-343-1570 Fax Criminal Justice and Drug Czar City of Philadelphia 1650 Arch Street Suite 1720 Philadelphia, PA 19103 215-686-3939 215-686-8693 Fax

~~------John Wilson Legal Counsel Office of Juvenile Justice and Delinquency Prevention U.S. Department of Justice 633 Indiana Avenue NW. Washington, DC 20531 202-307-5911 202-514-6382 Fax Solving Youth Violence: Appendix B Partnerships That Work Washington, DC Conference Planning Committee

Cecilia Calvo Hal Holtzman Federal Liaison Social Science Analyst Corporation for National Service US. Department of Housing and Urban Office of Federal Partnerships and Development Special Projects 451 7th Street, SW 1201 New York Avenue, NW Washington, DC 20410 Room 8403-D 202-708-2031 x229 Washington, DC 20525 202-708-5536 Fax

Maria Candamil-Dominguez Arthur Houghton Coordinator Senior Policy Analyst Youth Gang Drug Prevention Program Executive Office of the President US. Department of Health and Human Office of National Drug Control Policy Services Room 8118 330 C Street, SW Washington, DC 20500 Room 2428 202-395-6751 Washington, DC 20201 202-395-6744 Fa.x 202-205-8054 202-205-8221 Fax Herb Jones Director Angela Duran Project Outreach Assistant to the Counselor US. Department of the Treasury US. Department of Health and Human 1500 Pennsylvania Avenue, NW Services Washington, DC 20001 200 Independence Avenue, SW 202-622-1473 Room 629H 202-662-1465 Fax Washington, DC 20201 202-690-6056 202-690-6167 Fax Rachel Klugman William Modzeleski Policy Analyst Staff Director Centers for Disease Control Drug Planning and Outreach Staff National Center for Injury Prevention US. Department of Education and Control 400 Maryland Avenue, SW 4770 Buford Highway, NE Portals, Room 4011B Mailstop K -61 Washington, DC 20202 Atlanta, GA 30341 202-260-1856 404-488-4810 202-260-7617 Fax

David Lah Michelle Padilla Chief ofDemonstration Unit US. Department of Education US. Department of Labor 400 Maryland Avenue, SW 200 Constitution Avenue, NW Portals Building Room N5631 Washington, DC 20202 Washington, DC 20210 202-260-2048 202-219-5782 202-260-0302 Fax 202-219-5455 Fax

John Thomas Helen Lardner Program Manager US. Department of the Treasury National Institute of Justice 1500 Pennsylvania Avenue, NW U.S. Department of Justice Washington, DC 20001 633 Indiana Avenue, NW 202-622-1453 Washington, DC 20531 202-622-1465 Fax 202-514-6206 202-307-6394 Fax

Winnie Mitchell Policy Advisor Suzanne Ulmer Office of the Surgeon General Policy Analyst US. Department of Health and Human Drug Planning and Outreach Staff Services US. Department of Education 200 Independence Avenue, SW 400 Maryland Avenue, SW Room 736E Room 1073 Washington, DC 20201 Washington, DC 20202 202-690-6467 202-260-1854 202-690-6498 Fax 202-260-7617 Fax Chriss Wetherington Special Assistant National Institute of Justice u.s. Department of Justice 633 Indiana Avenue, NW Washington, DC 20531 202-514-4787 202-307-6394 Fax ------~~

Executive Summary Appendix C Community Planning Sessions

Conference on Solving Youth Violence: Partnerships That Work August 15-17, 1994 • Washington, DC

This report is a summary of the planning efforts made by more than two dozen teams from cities allover the nation during a three-day conference. Though no pretense was made that comprehensive plans could emerge from these groups, there was every hope that many of the groups would lay the groundwork at the conference to begin such planning in earnest as they returned home. As the notes from city teams suggest, that goal was substantially met.

Participants were able to work together in two one-hour sessions. (They voluntarily extended these to 11/2 to 3 hours. They were asked to focus on two areas: what they had learned at the conference and how they could apply it at home. The groups worked with facilitators and within outlines that suggested specific areas during each of the two meetings. On August 15, participants were asked to identify ideas that they wanted to explore further, resources that might be available in their communities, and people who should be involved. On August 16, they were asked to recall events at the conference that had energized or excited them, to look at strategies for involving the whole community, and to commit to some specific steps "back home. "

It is readily apparent that cities came from different levels of experience and expertise. Some groups' members had not even met until the first meetings of their city groups. Other groups were far advanced in planning and moving toward implementation of their plans. Still others were focused on one or two key issues among the many that relate to youth violence, and centered their planning around that.

Among the strongest impressions that these groups all leave, though, is that they are extraordinarily concerned, deeply commited, and willing to work long and hard to solve the difficult problem of youth violence. Their commitment emerges in everything from (voluntary) two-hour meetings after a full day's agenda to explicit meeting dates, conference calls, and other pledges of actions.

Every effort h'as been made to portray the groups' outcomes accurately within the limits of space and human error. The National Crime Prevention Council thanks both staff and Federal agency personnel who not only designed the sessions but provided extraordinary and tactful leadership in helping communities represented at this national gathering to take back a sense of purpose, direction, and commitment that will be reflected around the nation in coming months. Any misstatements are not the groups' or the facilitators' responsibility. Solving Youth Violence Community Planning Sessions August 15-17, 1994 Metro Atlanta

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (13 participants) August 16 (13 participants) Some ideas to explore further: Involving the community: • risk-focused prevention (Communities II Public forums lIissue groups • working That Care) • DC Project meeting mental groups (functionally oriented) II health needs of victims and witnesses of community presentations • media violent crime • youth hotline .. family presentations preservation programs II youth job training, summer and year-round (realistic threshold The next steps: to qualify) II youth development as a key • Staffing considerations, establishment of focus, not lumped under prevention staff component • Communities that Care Model: People who should be involved: implement planning and scheduling II youth-serving agencies, e.g., Boys & .. Finalize process and definition of Girls Club, PTA) .. neighborhood planning for strategic plan development organizations and leaders • civic (target to complete = 2/28/95) associations (Optimists, etc.) .. public transportation agencies • media (advocacy, PSAs, revise methods (good news) .. law enforcement -- beyond general police departments to include transit, university, etc., plus professional organizations) • cultural community • organized labor Sol ving Youth Violence Community Planning Sessions August 15-17, 1994 Baltimore

Notes from discussion on Monday, Noles from discussion on Tuesday, August 15 August 16 Some ideas to explore further: Some exciting ideas: II emphasize media resources (examples of • Young people's focus and seriousness III positive programs include CAP-NJ program information about new and different on outreach 4"aining, RAISE-Baltimore initiatives • new federal attitude toward mentors, alternative media services cooperation, flexibility II idea of having offender give to and rebuild community People who should be involved: rather than removing offender Cl!ld leaving • youth* II health department* • city community unchanged .. to know that schools* • juvenile services* II police* II suggestions being made at conference are Community Builders Partnership • housing already under way in Baltimore authority II MD Association of Resources for Youth and Families II Youth Service Involving the community: Providers Network" recreation and parks II Return to group not represented here and II Office of Employer Developrnent* II relate ideas from conference. get Mayor's State's Attorney's Office* • Department of office into proactive leadership role II Social Services II Judiciary • Clergy and invite and involve community organizations churches* II Universities* II Office of in planning sessions II use university Children and Youth* II Family Preservation studies to get past media-generated Initiative II Youth Council II Private opinions, to actually help define the Industry Council II Chamber of Commerce problem • Project Brave • Bar Association II Mayor's Criminal Justice Office • The next steps: Governor's Office. elected officials 13 .. Report to Mayor's office (written report, foundations II Project Raise II mentoring • meeting, mayor's office takes proactive Domestic Violence Coordinating Committee role) 11 parole and probation .. medical II Return to our own organizations to defme institutions II parents* II teachers • Greater our role, capability, and resources Baltimore Committee* II Human Services 11 Come back together and form a single Division* II Advocates* plan; include community groups

* = essential Solving Youth Violence Community Planning Sessions August 15-17, 1994 BirminghamlPrince George's County

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (8 participants) August 16(9 participants) Some ideas to explore further: Involving the community: II keep program simple initially II involve III Group looked at obstacles: the media II best ideas were from Debbie - timing (vis a vis election) Opel-Lindsey, Corpus Christi - time to work on program - resource allocation for manpower, People who should be involved: funds, equipment II Prince George's County - public safety, - politics police II county executive's office II county - communication council II social services II board of - documentation education II Prince George's Regional and brainstormed variety of ways to resolve Association of Student Governments II obstacles (results not recorded) private schools and administration II County Executive's Youth Advisory Council II The next steps: Interfaith Action Committee II PTA II parks Birmingham and recreation • health departmeat II III Arrange meeting with members present Private Industry Council II Chamber of at this conference within next two weeks Commerce II Voluntary Action Center II II One of members who works with Substance Abuse Advisory Council III media Mayor's office will identify community II Civic Federation III National Conference task forces, organizations, etc. of Christians and Jews II youth service II Share information at another meeting of providers conference attendees; group members II Birmingham - Mayor's office II juvenile contact appropriate organizations to share court II public schools II United Way information agencies II chief of police II superintendent II Establish long-term and short-term goals of public schools II director of youth services II Jefferson County Health Princf George's Department II social service workers II II Members present at this meeting will Mayor's Youth Advisory Council (A-Team) submit written report with II local foundation directors II media II job recommendations to county executive, training officials II neighborhood council, public safety team, public schools, associations III community clergy. JCCEO youth groups (e.g., family services, affiliates III parks and recreation II youth schools, county) and committee on program and service providers children, youth, and families by 9/30/94. • Identify existing violence prevention programs -- who is doing what, what resources are being used? II Arrange meeting with persons who received the report • Prioritize and try to combine goals 1:1 Make assignments II Establish goals CI Devise a plan Solving Youth Violence Community Planning Sessions August 15-17, 1994 Boston

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (24 participants) August 16

Resources: The next steps: (this list will be developed Tuesday in more • Convene meeting in Boston to follow up; detail) Alyce Lee of Mayor's staff will take lead; • Boston community centers • Boston meeting will address how to proceed in schools II multiple coalitions • Healthy planning, how to get youth involved, how Boston initiative • parent and teacher to interact with state, gaps in group and services" "Programs That Work" (public who should be added to this effort of Boston Schools) • colleges • Each person will bring one young person to the next meeting; group discussed People who should he involved: adapting agenda to allow youth to work • every neighborhood represented III youth together as well II parents • teachers • schools • DA' s • Send information, materials to Lesson office II police • state agencies II federal One Foundation (J.I1d thereby to Dept of officials /I residential youth programs Public Health • Strongly urge state and federal Recommendations: cooperation, engagement • need clearinghouse of services II need to • Create methods to gather information, encourage support for youth initiatives, make it accessible at all levels listen to youth • need coordination focus • II Recommend violence prevention be key need to fill voids in families, communities focus of Mayor's Think Tank II need to create and adopt policies • thrust • Bring more people to the table, e.g., via is to build viable communities town meeting, peace pizza discussion with mayor • Further develop clearinghouse ideas 111 Think about how to involve churches, youth in efforts ranging from rebuilding communities to positive activities to law enforcement ---~------

Solving Youth Violence Community Planning Sessions August 15-17, 1994 Chelsea, New Haven, Rhode Island

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (no participants) August 16

•• R ••• II.II11 ...... One Chelsea resident came to this sessior., No one attended this session the individual joined the Boston group ••• 11 •••••• ••••••• 11 •• Solving Youth Violence Community Planning Sessions August 15-17, 1994 Chicago

Notes from discussion on Monday~ Notes from discussion on Tuesday, August 15 (23 participants) August 16 (13 participants) Some ideas to expwre further: Involving the community: II focus on root causes • involving youth in II Identify key players • city agencies the discussions II need for a policy on youth (mayor's office group, parks and II adult roles -- where do they fit? II recreation, education, city colleges) .state collaborative model II economic issues agencies ( employment, public aid, mental health, corrections, children and family People who should be involved: services, etc.) II expand task force to II cities II federal government II schools II include others; identify leaders and engage state government 11 grassroots organizations in dialog II make it clear that all city II youth, especially those isolated II parents agencies need to sit at the table II congressional persons who voted against health and crime bills The next steps: II Mayor's office will coordinate the group Needs: and be point of contact II a common vision and common set of II Existing violence task force will identify goals II bring constituencies together to people who need to be at the table and develop a plan II don't need everyone at bring them together the table, only those who want to work II Program currently being developed with kids II determine if youth recipients of between HHS and city is currently working efforts are ready with community groups II Get commitments from city leaders to work on a plan Solving Youth Violence Community Planning Sessions August 15-17, 1994 Cleveland

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (11 participants) August 16 (11 participants) People who should be involved: Some exciting ideas: .. JTP A - youth and training OIT's • • Level of commitment from White House Schools - public and private, city/county, leadership II hearing Dr. Stith's PTA, Head Start • community colleges and presentation (captured feeling) II emphasis universities GED and A.B.E. programs • on family II involving and information neighborhood centers III medical centers - sharing from community folks • hospitals • professional associations - legal opportunity to reflect • motivating (Public/private, Arab-American business keynoters organization, Cleveland Roundtable) II local foundations - Gund, Cleveland Foundation, Involving the community: United Black Fund, United Way II II Present problem in mutual language II Religions - Interchurch Council • Media- identify key people • create "focus group" newspaper, radio, tv, cable • Other groups (ad hoc) II identify planning process II - Summit on Education, Task Force on establish steering committee for youth Violence • Youth groups - Gang Summit, violence Citywide Student Council, SADD, Dept. of Recreation, Teen Father program, Rites of The next steps: Passage program, Mayor's Youth Violence II Report back to home offices Advisory Council, Lt. Governor's Council, • Meet with foundations to determine grant Student/Youth Summit (past participants), submission status; develop agenda for DC schools, community center reps group meeting • Reconvene DC group to discuss next steps Solving Youth Violence Community Planning Sessions August 15-17, 1994 Dallas

Notes from discussion on Monday, Notes from discussUon on Tuesday, August 15 (# participants unknown) August 16 (10 participants) (Dallas decided to plan a campaign that Some exciting ideas: would reach the 0-3 age group): II Beacon schools II focus on 0-3 years

II Recognize that 90% of violent crimes are Involving the community: committed by 10% of youth; 90% of these II Need to add/contact police chief, youth youth are sociopathic and may not be division chief, juvenile court judge, Sister reachable by traditional programs Christine Stephens, DFW hospital council, parks and rec (multi-purpose community II Launch program enlisting those who can centers for grassroots input and volunteers), recognize early signs of problems, provide library, housing authority, spiritual true prevention: child protective services; community center II report to community better assessment of first-time young and other organizations regarding what offenders; develop developmental screens to happened at conference II talk to Safer ID problems; clarify roles that police, Dallas juvenile subgroup re: conference and others can take to intervene; help daycare future steps, how to combine (not providers, schools ID and assist youngest duplicate) activity II include youth children; eGucate community on how, what representatives to this conference in youth to report; provide mentors for parents crime council and Safer Dallas II focus on a demonstration community small enough II develop pre-birth outreach to parents -- that a person could feel he/ she has a role conduct early childhood interventions based on known risk factors (e.g., low birth The next steps: weight, addicted babies, economically II Contact Dallas-Fort Worth hospital disadvantaged); immediate at-birth council to discuss options for implementing affirmation of parent-child bonds; home neonatal initiative on reinforcing positive visitors, parent coaching parent-neWborn bonding II Next meeting of group scheduled for II help with training in conflict resolution, 8/26, 2-3:30 p.m., at Coalition for a Safer problem-solving for young children; Dallas office educate child care workers; emphasize II Design a world-class vision of Dallas for family care youth and families; three-year plan to be completed by January 1995 Solving Youth Violence Community Planning Sessions August 15-17, 1994 Delaware

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 ( 6 participants) August 16

Some ideas to explore further: Some exciting ideas: II more program initiatives developed and - Emphasis on youth involvement, run by youth II development and empowerment, especially in planning, management of citywide/countywide programming II reinforcement of roles of programs now run in isolation II anger family, church, school II consensus on management II youth leadership majority of issues II suggestion for national development II expansion/enhancement of youth council II collaboration of 7 federal violence prevention against self, others II agencies -- model for local efforts. number more focus on solution, action; less on of organizations that can help II federal discussing problems II expanded vision commitment, leadership. stress on beyond modifying current program models empowerment

People who should be involved: Involving the community: II youth (wide range) II youth workers II II Talk to people about lessons from clergy/churches II schools II policy makers conference • participate in neighborhood II public health II criminal justice planning council III use media to inform, professionals II community centers II Boys involve II pull existing efforts together via & Girls Clubs II civic/service groups - comprehensive planning II youth to youth small businesses II media II police II mentoring and tutoring II bring youth into governor's office • board of education Ii planning process (all types of youth) - teens with training in needs assessment and clarify what comprehensive planning problem identification processes are already in place -start, join community service efforts in schools People who are essential: -involve those on front lines in formulating II youth supported by parents, church, solutions and being resources schools, and police II common vision is essential The next steps: iii Individuals formulated their own "three Resources that could be used: steps," then collaborated on those below - DuPont and other big businesses III B look at "comprehensive" planni.ng efforts Businesses that operate- out of state • already under way and make sure they are federal and state grants.- foundations II communicating wealthy people II volunteers III National - develop with community input a vision Guard and Reserve II those, with income statement that all agree on about youth from violence (e.g. hospitals) II special tax violence prevention or reduction II collection points at businesses III door to II improve access to information on door solicitations II youth fund development federal, private funding sources team - re-evaluate function of CSAP community partnership re what's been learned here, e.g., empowering youth - inventory what's going on in the state through public funding sources Solving Youth Violence Community Planning Sessions August 15-17, 1994 IvIetro Denver

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 August 16 People who should be involved: Some exciting ideas: II Grassroots groups and individuals -­ II Finally talking about successes II don't solicit input during process and validate need to take giant steps to claim success II recommendations; participation by national focus on this issue II opportunities to individuals important because organized work with/learn from people from other parts groups do not necessarily represent all; of country II high quality of plenary speakers active outreach to people and groups who • quality and thoughtfulness of youth do not come to the table; need to build trust questions and ideas II realization that we are before some groups will participate; need to doing many of the right things II camaraderie address language barriers that developed with other participants and area team II Youths -- need greater involvement of youths; PACT should involve existing, very active metro-wide youth group Involving the community: II Identify formal and informal coalitions II II Schools -- need superintendent, administrators, principals, teachers, identify groups that should be involved and get on their agendas to talk about what PACT parents, and students; go to scheduled is doing and solicit involvement II meetings of existing g:oups/organization~ make better use of volunteers, including and ask them to address issues; engage recruiting volunteer coordinators II make groups around issues related to values or greater use of government employees by reS0urces; ask superintendent to take building volunteerism into their jobs responsibility for addressing issues II People who can take a plan or The next steps: recommendation and implement it • Share information; use it to set priorities, • Courts and probation allocate resources III increase communication • • Notes: PACT should facilitate sharing of outreach related to PACT (inform public and easier access to information and about participation opportunities, what PACT programs; PACT and Denver should decide is doing/why, hold town meetings, establish whether to use Communities that Care regular communication mechanism/schedule, model; participating jurisdictions, agencies expand core group so there are enough should indicate commitment by dedicating people to attend others' meetings to share staff resources PACT news, coordinate) III work to secure needed staff support II re-establish extended hours for recreation programs II get youth involved in running their own programs III document what has been done already by PACT III get schools involved (planning and control are site-based) lIestablish (review) structure for PACT without creating new bureaucracy III find way to get and keep people involved in process -make sure what we do is recognized as part of PACT ·work with media to educate on PACT Solving Youth Violence Community Planning Sessions August 15-17, 1994 DetroitlMinneapolis

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (7 participants, 0 from August 16 (5 participants, 4 from Minneapolis) Detroit) Some ideas to explore further: Some exciting ideas: • reducing strings on funding II redirecting II Hearing about different programs from funds to support, inform, and train families other areas II networking II fact that groups II developing mechanisms to assist are involving youth and dealing with youth grassroots groups in meeting bureaucratic at a younger age II hope and inspiration requirements II MEE Report on reaching that things will get better II G.R.E.A.T. hip/hop generation program II commitment from national leadership People who should be involved: II Grassroots people to whom others listen Involving the community: (e.g. minister, scout leader) • Concerned II network and assess existing resources II adults III School principal, teachers, staff, form partnerships, share "what I can do" II churches II Youth leaders (including silent look to use funds (e.g.,\Veed&Seed) to majority) II Local politicians II Fraternities create citywide organization to fIrst and sororities II Business people .. Social express, then implement political will 11 and human service organizations II Colleges establish a central "acceptable" theme, and universities II Fathers, adult males II e.g., save kids II use real youth, not just Local media II Major entertainment media "good kids" • make existing programs do II Law enforcement, including off-duty their jobs II bring services to community sites II make programs relevant to youth, Essential to developing an effective plan: not service providers II Political will II Collaboration instead of competition among organizations • The next steps: Focusing of resources on goals II Multi- III Involve kids in planning funded projects (to meet Federal strings) II Establish school sites for after-school • Identifying key stakeholder/champion II Propose community/schooVcity alliance II Propose to youth a youth development Final thoughts for the day: movement • Problem is growing while we sit here II III Establish cultural/gender awareness Must build on existing community resources III Use collective efforts of conference • Look at community assets, not just attendees problems II Defme actions you can take II Advocate for pUblic/private partnerships without funding II Develop an information • Using TA from Midwest Regional Center highway for nation • Talk is not going to for Drug-Free Schools, convene citywide work • Race may have influenced decisions strategic retreat -- whites don It have same feeling of crisis • Get involved in family services as African Americans • Propose Crary/St. Mary's as model for city after-school programming involving health and nutrition, education, recreation, youth, family values, and economics Sol ving Youth Violence Community Planning Sessions August 15-17, 1994 District of Columbia

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 August 16 Some ideas to explore further: Some exciting ideas: • Review of evaluation results -- what • Learning that local concerns, problems, works .practical approaches to overcoming aren't unique II excellent opportunity for obstacles (in T -CAP) II no central networking II opportunity to vent community hub, lack of coordinated frustrations in constructive way II dissemination II where are partnerships in reaffirmation from youth that they have DC? -- big business, access to corporate answers • opportunity to identify link America II youth involvement and between victim issues and crime prevention contribution to process • mentoring II II opportunity to get information, community involvement in enforcing publications truancy laws Involving the community: People who should be involved: II Have clear and defined model for • Citywide people and organizations II planning • communicate model to churches • schools II survivors of homicide stakeholders " address issues touching victims • local violence prevention hearts and minds of community II make programs II children, youth and families II planning process more accessible to the stakeholders • youth cultural specialists II! community. ask the community what ward-specific groups II local media, services they need to facilitate their columnists II sports figures participation II educate peOple for the importance of issues II mobilize the Note: Group also discussed elements of community to get elected officials involved planning process. The next steps: II Call city council to advise of legislation that protects victims in other jurisdictions II place names of all attendees on organization mailing list to network B go back and check where my agency is on planning issues, change focus of how often we contact coalition members II let Federal sponsors know more youth involvement locally is needed • will review all conference literature • will call people from conference to get program information II let sponsor know of need for technical assistance to help get information on successful programs. Sol ving Youth Violence Community Planning Sessions August 15-17, 1994 Durham

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (# participants not noted) August 16 (5 participants) Some ideas to explore further: Involving the community: II plan must be comprehensive, involving • Plan for better dissemination and policy makers and people at risk II situation inclusion of community data in existing is deteriorating and greater flexibility, plans • better coordinate existing plans • creativity are needed • intervention needed enlist grassroots participation as a critical at 0-3 years (parent education essential) • element in anti-violence planning ongoing education for parents (parent commitment, provide leave from job, The next steps: transportation, so they can participate) • II New committee of service deliverers foundational work -- rebuild families, • Need period of reflection before neighborhoods III crime's collective effects providing report on conference to Durham on individuals and communities • Board of Commissioners disincentives to teen pregnancy II raise • Strive for more comprehensive strategic level of expectations for youth • plan with a current, relevant needs importance of first meeting people's basic assessment that has critical information needs from grassroots groups; plan will be part of FY 95 Raleigh budget People who should be involved: • Need effective service matrix model • should be one plan for community -- • Local initiatives and planning must must be comprehensive (government, reflect national nature of movement schools, churches, business, citizens) in • Establish mechanism for sharing policy making better mix population • confidential client information resources are there -- need to be • Seek greater leverage of resources reallocated, redistributed • everyone • Coordinate city and county planning participating in policymaking should check better agendas at the door -----_._------

Solving Youth Violence Community Planning Sessions August 15-17, 1994 Gary

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (9 participants) August 16 (14 participants) Some ideas to explore further: Some exciting ideas: II media II youth council II community II nonpassage of crime bill II nothing II over­ volunteers (AmeriCorps) II public health and abundance of funds available for any program youth concerns vs. law enforcement II get that is not being utilized II recognition by community more involved II community federal government that there is a problem policing II parent counseling II establish with youth violence II opportunity to network morals II linkage between community and with youth having same concerns II proposals social service agencies (interagency) II Big from youth to form youth council II models Brothers/Sisters II PACT program II youth that are working in other communities II trauma response team II clergy/church based town hall meeting II opportunity to talk about

vs. city board II year-round recreation and crime and health bills II Gary I S city educational enrichment II students in college development only city aware of CDC courses but separate curriculum II more empowerment program funding for existing recreation facilities II more funding for youth activities II safe Involving the community: havens for youth in p.m. II Inform community about all available funds II focus on communication II do community People who should be involved: surveys on needs II involve schools and II mayor* II youth organization congregations II bring in peer mediation, representatives II university II police conflict resolution III establish block clubs II department* II health department* II public stage community nights and rallies II give housing* II job development* II school low income communities the power and system* II National Medical Association II resources to change themselves II conduct welfare departrnent* II county inner city team building workshop II to prosecutor/judicial system* II media rep reinvolve those who once lived there II get (editor) II labor unions II civic and social TA from DOJ on forming a coalition organizations (NAACP*, Urban League) II legislators II youth role models II positive The next steps: role models II parents* II churches* II II Debrief in three ways: coalition meeting, businesses* meeting with mayor, meet with heads of local organizations * = essential participants. II Hold strategy meeting to develop and implement plan Note - also need: • seed money II clear goals II Contact federal, state, and local and objectives II communications governments to request TA and hold them network/clearinghouse III T A accountable

Resources: II federal agencies (conference sponsors) II Chamber of Commerce II state banks II industries (e.g., steel) Solving Youth Violence Community Planning Sessions August 15-17, 1994 Kentucky

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (no participants) August 16 •••••••••• •••••••••• One participant came to this session; the No participants attended this session individual departed when no others 11 •• 1111.1111111. appeared ••• II.IIII!!! •• >4' •

Sol ving Youth Violence Community Planning Sessions August 15-17, 1994 Little Rock

Notes from discussion on Monday, Notes Crom discussion on Tuesday, August 15 (8 participants) August 16 (5 participants) Some ideas to explore further: Some exciting ideas: .. more coordination with state agencies II III PAVnet resource manuals II information involvement in Family Preservation Act II about programs at federal level and from dealing with root causes of violence • around country II concentrate more on local family violence must be addressed when resources than on new federal grants II discussing youth violence II Children ages conference confirms city's approach is on 0-3 and their parents must be focused on II target • importance of evaluating what you funding sources must be explored are doing '!!I ~mportance of seeing youth as a resource, not a liability or problem People who should be involved: -getting youth involved from the II prosecutor's office II police department II beginning, not as an afterthought citywide government • churches II neighborhood associations II greater input The next steps: and perspective from youth II state IIAnalyze youth violence task force activity government agencies II private providers • and develop more comprehensive plan, public schools • higher education objectives, determining how each [plaY~f] institutions II housing authority II private fits into overall plan: develop strategy to businesses II private foundations II diversity involve groups that are not or are of people (social economic, racial, etc.) • marginally involved; make sure there is media continuing evaluation process III Report to community what the violence task force has done (via, among others, news media, cable TV, monthly city newsletter/calendar • Comprehensive youth employment strategy Pi 4' PC

Solving Youth Violence Community Planning Sessions August 15-17, 1994 Los Angeles, Riverside San Diego

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 ( 8 participants) August 16 (3 participants) Some ideas to explore fUrlher: Some exciting ideas: II the idea of getting together "believers and II That youth violence is on the national crusaders" with the power to commit agenda resources Involving the community: People who should be involved: II Convene a focus group to look at II LA Unified School II LA County Schools recommendations from the Mayor's Task II Probation Department II P?Iks and Force on Children, Youth and Families due Recreation (LAPD, Sheriff s Office, LUSD in October through the lens of their impact Police, US Attorney, FBI, DEA, AFT) II on youth violence Office of the Mayor II LA County II Include Chamber of Commerce, local Administrator II Federal presence school district, county school district, (senatorially appointed by White House) to probation department, recreation and parks, serve for duration of planning and Coalition for Los Angeles, 2000 implementation II Assignment of direct Partnership, local police, sheriff's office, federal services to help with comprehensive U.S. Attorney, Federal law enforcement, violence management plan .. District housing authority, city and county human Attorney's Office II Private sector relations commissions (Chamber of Commerce) II Media II Youth Gang Services The next steps: II Each individual will report to higher-ups Obstacles to implementation: and recommend involvement in the overall II No coordination among service agencies plan. II Turf issues II Lack of inter-agency II Make telephone calls to informally feel communication II (Riverside) No umbrella out the Deputy Mayor, the City Council, organization to tie in all services projects and the County Supervisors about an on- site Federal presence from each of the 7 departments with responsibility for violence-related activity, for as much time as needed to make youth violence a non- issue. Solving Youth Violence Community Planning Sessions August 15-17, 1994 Memphis

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (7 participants) August 16 (7 participants) Some ideas to expwre further: Some exciting ideas: • how to establish family support systems II • Risk assessment tools (Hawkins) II models for dealing with youth conflict II interdepartmental collaboration II youth mentoring programs that work II bringing involvement II workshop on funding youth leaders to conference table II pulling opportunities II programs that worked II together folks in collaborative structure; challenge to shift paradigms and do bold how cooperative models work and innovative programs

Needs from group: Involving the community: • how to deal with fragmentation of Memphis group believes planning process existing youth-focused programs II IIstate of already in place is both comprehensive and the art" evaluation tools • examples of inclusive. They will continue current memoranda of understanding/agreement efforts with additional focus on enhancing community awareness, targeting those This group has aJ.ready started planning on communities that are slow coming to the youth violence, using health and public table on a consistent, committed basis safety perspectives • Recently convened planning conference that brought together The next steps: key community decision makers II Current II Convene regular planning meeting, goal is to extract verbal/written agreement infusing into the process principles and to long-term commitment II Group aims to technologies garnered from the conference, develop written plan such as youth involvement in preparation of messages to youth on violence, working Essentials of plan approach: with local news media to inform them II community assessment that describes risk about youth culture factors, strengths, resources. assessment a Generally provide feedback from the of community readiness, commitments II conference production of written elements of plan II clearly identify community social sanctions II convene public forums • develop structure for broad-based planning process, headed by Memphis/Shelby County Youth Gangs Committee

Resources: II Federal, state and local government II business community II in-kind from churches, public/private organizations II foundations II schools (slow to participate but hopeful) II emphasize value of ideas, in­ kind contributions as under-used resources Solving Youth Violence Comrnunity Planning Sessions August 15-17, 1994 Milwaukee Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (12 participants) August 16 (11 participants)

The next steps: Some ideas to explore fUrlher: This group made the following II prevention issues fail in the legislature II commitment: coalitions are strong in the city II different II We will achieve prevention defined as plans may be needed for different sized changes within the community and its communities II grassroots participation II institutions that have mea;;urable impact on youth participation youth - Convene this group to establish a work People who should be involved: group II current planning group II media II local - Convene the work group to develop an businesses II county and state organizations inclusive model to develop the mission II existing groups II persons of influence statement by January 1995 and determination - Pass appropriate resolutions by county I city IMPS Essentials for a plan: II media support • statewide support (especially legislative) II county government • funding • effective measurement/criteria III community input II commitment to go through process • willingness to face political and financial realities and alternatives II use "safe" issues to convene around

Resources: • local businesses II League of Women Voters "Solving Youth Violence Community Plann~ng Sessions August 15-17, 1994 Missouri

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (2 participants) August 16 (3 participants) Some ideas to explore further: Some exciting ideas: III build a picture of what is going on in my II Successful programs and positive area about violence II learn what they are solutions- federal agencies cooperating trying to do, what is working II funding with each other II so many programs in may not be as important as once thought III other parts of the country similar to what Safe Havens program has lots of we are doing in Kansas City (focusing on possibilities youth, addressing violence by linking multiple community resources) II People who should be involved: involvement of families .. programs that II neighborhood groups II police II schools have long-term life, help for years, not deal II youth service agencies II churches II with just single crisis II ways to find high- community leaders II government officials risk youth in pockets of the community II law enforcement II parents Involving the community: People who are essential: III Apply our knowledge of what is working Ii Head Start II older children helping III follow a culturally relevant approach II younger ones Ii volunteer groups II find families who have not been served; Neighborhood Watch III Senior citizens II develop program that does what they need youth helping others .. court-ordered II find specific ~ctivities or things that a community work by youthful offenders II group could probably do, then contact them the armed services II businesses II college about that thing rather than making general students I: judges .. sheriff II police appeal for help

The next steps: III Form community program linking all the churches to seek grant to identify families that are high risk; identify and design program to fit needs of each local group II Search out the resources, funding, and people to help get a program going II Identify spots or neighborhoods where a common problem exists and work to concentrate resources and efforts to solve it II Review programs to discard what is not working or has a low chance of working; replace with new activities II Share what has been learned in this conference with staff and colleagues II Make effort to contact some agencies and groups that we have not ,uorked with but who have been reported by others to be helpful Solving Youth Violence Community Planning Sessions August 15-17, 1994 Nebraska

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (# participants unknown) August 16

PACT implementation: No participants attended this session. The reader should be aware, however, that Phase I -- Fall/Winter 1995 Nebraska had just completed a statewide R develop matrix to identify overlapping comprehensive plan in this area; hence the action steps Ii design "bite size" working discussion about implementation on August groups • identify technical assistance teams 15. (federal, state, local) • reconvene expanded technical working groups (1WGs) • TWGs prioritize action steps for short/long term II establish marketing plan

Phase II -- Spring 1995 • Assess/modify plan • Possible new TWGs and members need to be considered, such as medical community, education community, churches, counselors, foundations, morticians, community colleges, universities, National Guard, 4-H, small businesses, city/county officials Solving Youth Violence Community Planning Sessions August 15-17, 1994 New Jersey

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (7 participants, mostly August 16 (5 participants) Newark) Some ideas to explore further: Some exciting ideas: II Teen hotline II Corpus Christi court­ II Older teens can be effective in helping ordered parent training II in-home delivery younger teens II let youth run youth of services (but concern over effectiveness, programs, giving them ownership results in funding) II mentoring, which generated success II check your products against most discussion .. start small, do what you standards set by youth II Ernesto Cortes is can, life is complex an exciting presenter

People who should be involved: Involving the community: II Newark recently put together a proposal Newark recently completed application for for an Empowerment Zone grant II This empowerment zone gr(lnt. This is the required bringing together of many groups master plan for comprehensive planning. It in social services, education, public safety, represents not just a sound foundation but housing, and economic developmc;tt II key first and second floors. organizations are the Business Administrator's Office and Newark The next steps: Fighting Back, which were able to get 40 II Ask that everyone who attended create a or 50 business, church, nonprofit and local trip report and share them with each other community groups to the table by fax or mail. .. Identify a liaison or facilitator to get attendees (of this conference) and other groups together for a meeting, first drawing up an agenda to be shared II Create a comprehensive pilot study: need to be realistic, take small steps, build in how to measure success (conference provides helpful boost to current momentum) Solving Youth Violence Community Planning Sessions August 15-17, 1994 New Orleans

Notes from discussion on Monday, Notes from discussion on Tues~ August 15 ( no participants) August 16 (2 participants) •••••••••• Involving the community: One participant came to this session; the II Lawyers could be used as a neutral party 1ndividual was to join another group (no political allegiance) • share names of •• 1111 •• 111811111 participants with others also involved in this effort; develop core group II share information about successful programs from presentations here II get organized and sort it all out

The next steps: • Give names of participants meeting here to other groups and facilitate networking; develop a core group • Share information and other ideas generated at the conference about successful programs and hook into prevention II Implement dispute resolution programs in middle schools II Call our congressman and urge him to vote for crime bill

------~ Solving Youth Violence Community Planning Sessions August 15-17, 1994 New York

Notes from discussion on Monday, Notes from discussion on Tuesday, Augus~. 15 ( 8. participants) August 16 People who should be involved: Involving the community: II Borough presidents (possibly their chiefs of II Use New York attendees at conference as staff) II Community planning boards (59) II core and advocates • be sure to have Foundations II School boards (32) II representatives from each community • Community-based groups II Churches include grassroots groups as well as businesses and foundations • bring together Observations: medical association and bar association • get • Must stand on a small neighborhood level churches involved • summit meeting leads II New York is too large to be effective with working group of key players a city-wide plan • Politics is an entrenched fact The next steps: II Reconstitute conference attendee group and put pressure on mayor and other city leaders to support crime bill and prevention Ii Use ideas from conference to direct grant award winners for state department of education -- on violence prevention and intervention II Link foundations and other groups as a single voice • Contact, involve United Way organizations • Hold summit of groups; move toward working group Solving Youth Violence Community Planning Sessions August 15-17, 1994 Oakland/Alameda County/East Bay

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (8 participants) August 16 Some ideas to explore further: Some exciting ideas: - New Haven Police Department Youth II Awareness of programs across the Commission II Jackie Robinson Center for country II networking .. the power of Physical Cultures II El Puente - Media -­ storytelling • interdepartmental work at the type of information provided creates culture federal level II youth involvement and that embraces violence II addresses long­ opportunity for youth to have own sessions term impact of violence on children II II involvement of national leadership mental health services for youth II extended hours at school sites II media involvement Involving the community: initiatives II mechanism to enhance r.I Listen to the various constituencies multicultural interaction ·create community-friendly, accessible inclusive environment for discussions People who should be involved: (outreach, child and physically challenged II county health department* II schools* II accessible, language accessible, near public youth who have been involved in criminal transport, facilitated by community leaders) justice system III elected officials (city, • build upon already-existing community county, state)* • active community persons groups, e.g. Corridor project a create a II churches and other religious community plan that has buy-in appeal for organizations* II juvenile court judge* II the community r.lremember food and fun law enforcement (including BART, police, build community· keep people informed • sheriff)* • probation II DA's office II park develop a plan to sustain community and recreation programs • community­ involvement • remember the community is based groups* II parents and guardians II the process mentoring programs II Alameda Gang Coordinating Task Force II Youth Sen'ic,:s The next steps: Bureau II YM/WCA II public housing • Ultimate Goal: Make a commitment to projects a hate crime prevention groups I be a part of the solution -- implement, battered women I s alternative II Pacific implement, implement Center for Violence Prevention II PACT - 1IInvolve youth -- continue work of youth Co/City Health II BA WAR shelters - summit

Oakland Men I s Project Ii Collaborative -Convene a larger body of service School Sites (Healthy Start) II providers; focus on communication, share Alameda/Contra Costa Police Academy II information from conference Urban Strategies II Real Alternative Project II Filipinos for Affirmative Action II Citizen Family Action network II CSAP Partnership* III Child watch *

* = Essential panicipants ------~----

Solving Youth Violence Community Planning Sessions August 15-17, 1994 Philadelphia/Richmond

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (5 411 participants) August 16 (1 participant) Some ideas to explore further: Some exciting ideas: II train community people to write grants • Youth participants are supportive about and raise funds • use schools as community installing violence prevention curriculum in centers • involve colleges and universities schools

People who should be involved: The next steps: II entertainment II police • youth II • Advocate for gun control legislation -- nonprofits II hospitals (including mental mandatory sentencing for possession of health, substance abuse) II universities II handguns businesses II judges II district attorneys IS II Enlist support of anti-drug-abuse groups parole officers II department of corrections in pushing the school administration for B job training agencies II schools. social comprehensive, long-term anti-violence service agencies II churches II! government curriculum at all levels (horiwntaIly and vertically) II • Conduct an inventory of community media II professional associations. United assets and compare it with existing Way inventory of community needs to help direct future activities and fill gaps Issues: How to get physical facilities where services can be delivered • how to institutionalize programs • how to keep bureaucracy from taking over II how to il finance II how to eliminate "client mentality, get people involved in running program II how to link/integrate violence prevention in school curricula K-12 • how to develop sustainable programs given short announcement/grant due deadlines II Federal government should require grantees to be responsible to communities - do at least a few good things -and leave a positive legacy Solving Youth Violence Community Planning Sessions August IS-17, 1994 Richmond

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (no participants) August 16

...... 1111 •• ...... One participant carne to this session; the No participants attended this session individual joined the Philadelphia group 111 •• 1111 •• 11 •• • 1111 ••••• 11. Solving Youth Violence Community Planning Sessions August 15-17, 1994 San Juan

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 ( no participants) August 16

••• 11 •••••• 1111 ...... No participants attended this session No participants attended this session ••••• 11 •••• ••••• 1111111 •• Solving Youth Violence Community Planning Sessions August 15-17, 1994 SeattlelKing County

Notes from discussionon Monday, Notes from discussion on Tuesday, August 15 August 16 Some ideas to explore further: The next steps: Beyond the usual questions (much planning .. Goal -- get guns off the street already done in Seattle; need to rejuvenate, • Objectives/actions: re-energize) • reduce gun availability (unit to handle • Reorient youth involvement from stating youth violence crimes, comparable to problem to power and decision-making • sexual assault unit) Will policy makers accept this and allow • establish youth action council youth to have input on budget decisions? • (decision-making body with representation Involve businesses to implement programs from city and county) • Involve courts and prosecutors • Set up • build diverse, multicultural coalition unit like sexual assault unit, specializing in II work with USPHS on public youth violence -- ZERO tolerance message education campaign II report back in writing to Mayor and Council Solving Youth Violence Community Planning Sessions August 15-17, 1994 South Carolina

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (13 participants) August 16 (8 participants) Some ideas to explore further: Some exciting ideas: II youth lines operated by NY City II Star II Beacon schools program II G.R.E.A.T .• program, Hardeville, SC II mentoring youth/adult conflict resolution • number of programs programs exist in Columbia on which we can build • country is finally making youth People who should he involved: violence a priority II Columbia is leading • schools • neighborhood residents • youth the nation in community empowerment II sororities and fraternities II higher strategies .. The group developed education II elected officials • youth • recommendations as a team senior citizens II recreation • law enforcement II criminal justice • medical Involving the community:

community II public health • media. Teens I I ideas need to be respected II teen business II religious organizations .. involvement needs to be required -- listen community service organizations II teachers to teens, neighborhood teen councils, go II parents II barbers and beauticians .. youth through schools, youth-planned activities, service organizations define how we define fun, results from actions, good adult leadership and Recommendations: responsibility III ongoing assessment to II Set up a youth council in schools as make sure all entities are involved alternative to being arrested/suspended; group could mediate staff/student disputes II The next steps: Give teachers training in conflict resolution, II Put together a planning team building self-esteem, cultural II Assess all youth boards sensitivity/diversity, communications II II Youth violence team will get together family preservation program -- youth and decide how to proceed advocates, family mediation Solving Youth Violence Community Planning Sessions August 15-17, 1994 South Florida

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (est. 20 participants) August 16 Some ideas to ·explore further: Some exciting ideas: (participants noted ideas new to them and II Proactive outreach to youth who are considered things in Florida that are already pushouts II need to identify likely new working well) .. city redevelopment sources of funding, e.g., enterprise zones, (capital) monies for human development .. dept. of community affairs .. Y.E.S. -- get youth governance Ii youth involvement in grant application now -system or grant-writing, other funding • flexibility to mechanism to spur interagency encourage youth participation II involving collaboration II everyone needs to media and entertainment business in understand requirements for collaboration, promoting possible activities II youth as partnership. getting corporate involvement researchers .. participation by grassroots in school-ta-work transition citizens, including parents II pUblic-private partnerships (e.g., Eckerd/Florida) II Involving the community: intermediate sanctions .. multiple II Communities that Care framework can partnerships II three strikes and you I re out provide access point for state funding II II community boards • Associated Marine involve community in evaluating programs Institute model II bootstrap program II try to involve people other than those who "always" represent the community .. People who should be involve1.~ coordinate planning initiatives • get media Types - II doers II the committed .. risk involved .. remember that categorical takers .. communicators .. non-quitters II funding limits community participation II not hostiles, naysayers, burnouts, single- fund staff that provides way for community issue aggressives III Groups - (viz new state- organizations to provide their mandated county juvenile crime council) • support/resources for planning youth-representing groups .. juvenile judges III health care providers II training centers II The next steps: funding resources II educators • politicians • Sensitize community councils to youth II users of juvenile services II public issues defender II state agency reps • law II Share information with decision makers enforcement • community-based about process and implementation organizations • media II clergy .. child II Advise l~ organizations about funding development agencies • .intervention and opportunities aftercare .. reps on gender-based needs of II Establish mechanism to discuss and share girls • industries to employ. youth II mutual funding issues cultural diversity .. higher education II II Examine community involvement in public safety coordinating council II state IS councils and diversity of various panels attorney .. recreation and parks II under- II Look at risk assessment model represented communities (e.g., Haitians) II Think outside lithe lines" in developing ALL = Essential programs; "change the schedule" II Leverage local resources Resources: Note: participants also made individual • private foundations II federal funds commitments . (crime bill) Solving Youth Violence Community Planning Sessions August 15-17, 1994 Wichita

Notes from discussion on Monday, Notes from discussion on Tuesday, August 15 (7 participants) August 16 (7 participants) ] Some ideas to explore further: • importance of individual citizen II Some exciting ideas: potential of national service 1\1 problem that II affirmation of what we are doing and citizens expect government to solve social considering IIreinforcement that other cities problems, get frustrated when it fails II also have problems II coming together of general cynicism of public toward prevention and punishment 1\1 smart government II youth also cynical prevention (effectiveness versus affectiveness) ill! involvement of youth was People who should be involved: good, but we need more III Ernesto Cortes a youth (both leaders and non-leaders) II was great • power of neighborhood parents II neighborhood groups II judiciary organizing county government II sheriff's office II schools II media II (TV, newspapers) II The next steps: churches II businesses II state (problem of II Report back to others rural-dominated legislature) II chief of II Sit down with media to educate them and police II superintendent of schools • health community as to what we are already doing department II social services 1\1 Integrate and better coordinate existing programs II Use data well to make better Problem: decisions II Increase state involvement -- II need leadership from top, front-line state-level strategic plan, state department workers to follow through; how to resolve heads listen to what grassroots say problem of front-line workers having no authority Summaries of Workshop Outcomes

The following lists capture the main thrusts of ideas, issues, concerns,and commitments reflected in the reports of more than two dozen community groups that met during the conference. They are not weighted because the groups did not weight them; they do reflect what stimulated interest and commitment, what bases were laid for planning efforts (people and resources to involve, next steps, etc.), and the energy and cross-pollination that permeated the gathering. These notes were used to brief conference attendees on the results of the community planning sessions.

* Ideas to explore

- Reduce federal strings on projects (give more flexibility) - Support for training of families - Help grassroots groups get funded - Develop more programs run by youth - Establish a new vision - Get beyond current program models and boxes - Get media involved - City redevelopment programs - Antidotes to cynicism - Coordination of state agencies - Zero to three years programs - National service and violence prevention - The link between law enforcement and public health - How to articulate the issues of values - Parenting/family support/leave policies, etc. - Safe havens - Models for dealing with youth conflict - How to involve youth - Disincentives to teen pregnancy - Teen hotlines - Programs for those who witness violence - Integration of violence prevention into K-12 school curriculum - Jobs for youth

* Resources s"':n as helpful

- Big business - Foundations - State/federal grants - Wealthy individuals - Armed Services - Special taxes - Door-to-door solicitation - Youth development teams - United Way - College students - Churches - Schools - Volunteer groups - National Service volunteers

* Those who should be involved in planning

FonnaI

- Schools (principals, teachers, boards of education) - Faith community - Youth service community - Criminal justice system (e.g., law enforcement; probation; parole; DA) - Leading political figures - Community planning boards - Foundations - Business/Chamber of Commerce - Colleges and universities - Local media - Parks and recreation - Federal representatives - Gang prevention services - Public health - Public housing - Private Industry Council (job training) - Bar Association - Domestic violence services representatives - United Way

lnfonnal

- Barber/beautician - Fathers (and. other adult males) - Entertainmen~ figures - Youth - Mentors - Morticians

Community-based

- S.O.S.A.D. (Save Our Sons and Daughters) - Teen Fathers - Rites of Passage - Associations of student governments - Youth Advisory Councils

* Things essential to building a plan

- Political will - Collaboration - Focus on goals - Multi-funded projects to meet federal requirements - Identification of key stakeholders/champions - Keep it simple - Community assessment (risk and strength factors) - Data analysis - Get beyond symptoms to causes - Clear identification of sanctions - Public forums - Seed money .. Clear goals and objectives -- short and long-term - Communication - Information clearinghouse

* Other tips

- Look at that which is positive in a community; resilience factors (why do some children make it?); why do certain schools and communities have less crime, more cohesion, more caring? - What actions can be taken without money? - Must build from the neighborhood up

* Obstacles

- Federal strings/categorical funding - Lack of coordination among service and federal agencies - Turf - No umbrella - Fear - Apathy - Evaluation questions - How to sustain leadership - How to keep citizens in\'.ovled (especially after funding is received) - Confidentiality/information sharing - Getting beyond Itboxes It and old paradigms Community Planning Group Session Notes (Some communities were grouped for a variety of reasons)

Metro Atlanta, Georgia Baltimore, Maryland Birmingham, Alabama, and Prince George's County, Maryland Boston, Massachusetts Chelsea, Massachusetts; New Haven, Connecticut; and Rhode Island Chicago, Illinois Cleveland, Ohio Dallas, Texas Delaware Metro Denver, Colorado Detroit, Michigan, and Minneapolis, Minnesota District of Columbia Durham, North Carolina Gary, Indiana Kentucky Little Rock, Arkansas Los Angeles, Riverside, and San Diego, California Memphis, Tennessee Milwaukee, Wisconsin Missouri Nebraska New Jersey New Orleans New York Oakland, Alameda County, and East Bay, California Philadelphia, Pennsylvania, and Richmond, Virginia Richmond, Virginia San Juan, Puerto Rico Seattle and King County, Washington South Carolina South Florida Wichita, Kansas

·U.S. Government Printing OffIce: 1995 - 387-167120012 For more information on the National Institute of Justice and to learn how to obtain an electronic version of this report, please contact:

National Criminal Justice Reference Service Box 6000 Rockville, MD 20849-6000 phone: 800-851-3420 phone: 301-251-5500 e-mail: [email protected] U.S. Department or Justice BULK RATE Office of Justice Programs POSTAGE & FEES PAID National Institute ofJustice DOJ/NIJ Pennit No. G--91 Washington, D.C. 20531 Official Business Penalty for Private Use $300