UN Youth Strategy
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Youth Engagement and Empowerment Report
Youth Engagement and Empowerment In Jordan, Morocco and Tunisia Agenda Youth Engagement and Empowerment In Jordan, Morocco and Tunisia November 2018 version TABLE OF CONTENTS │ 3 Table of contents Introduction ........................................................................................................................................... 5 Notes .................................................................................................................................................... 6 Chapter 1. Towards national integrated youth strategies ................................................................. 7 Jordan ................................................................................................................................................... 7 Morocco ............................................................................................................................................... 9 Tunisia ............................................................................................................................................... 10 Good practices from OECD countries ............................................................................................... 11 Chapter 2. Strengthening the formal body responsible for co-ordinating youth policy and inter-ministerial co-ordination ........................................................................................................... 13 Jordan ................................................................................................................................................ -
Youth Declaration of Rights Vermont Youth Have the Right To
YOUTH DECLARATION OF RIGHTS VERMONT YOUTH HAVE THE RIGHT TO: EDUCATION MENTAL HEALTH Access free classes on Basic Life Skills (signing a lease, Have access to affordable mental health care budgeting, taxes, resumes, etc.) A personal break to handle their mental situation Equal opportunities and experiences in arts education Choose their own identity, whether that be sexual before, during, and after school orientation, religious identification, and/or gender A post-secondary education no matter their financial identification situation Have people in society who support their mental well-being A student-directed, safe space for afterschool support and community engagement free of charge NATURAL ENVIRONMENT Time outdoors during the school (or work) day A healthy environment that provides the basic necessities to all life Know about the environment, and what is being done to it EQUALITY & JUSTICE Have a say about what happens to the environment Explore their identities in a safe environment Safe recreation in the outdoors and in their communities Education on gun safety and to live in a gun-aware PHYSICAL HEALTH community that is educated and aware of proper gun usage Hygienic products, clothing, and utilities suitable for all Have their voices heard in legal decisions that affect climates and environments everyone Have access to outdoor recreational and natural spaces Be protected in all of their life circumstances, be able to (e.g., parks, fields, courts, lakes, pitches, trails, paths, etc.) have their own privacy in their environments, -
Developing and Validating a Scale to Measure Youth Voice Jessica Bartak University of Nebraska - Lincoln, [email protected]
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Theses, Dissertations, & Student Scholarship: Agricultural Leadership, Education & Agricultural Leadership, Education & Communication Department Communication Department 12-2018 Developing and Validating a Scale to Measure Youth Voice Jessica Bartak University of Nebraska - Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/aglecdiss Part of the Leadership Studies Commons Bartak, Jessica, "Developing and Validating a Scale to Measure Youth Voice" (2018). Theses, Dissertations, & Student Scholarship: Agricultural Leadership, Education & Communication Department. 108. http://digitalcommons.unl.edu/aglecdiss/108 This Article is brought to you for free and open access by the Agricultural Leadership, Education & Communication Department at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Theses, Dissertations, & Student Scholarship: Agricultural Leadership, Education & Communication Department by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. DEVELOPING AND VALIDATING A SCALE TO MEASURE YOUTH VOICE By Jessica E. Bartak A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Science Major: Leadership Education Under the Supervision of Professor L.J. McElravy Lincoln, Nebraska December, 2018 DEVELOPING AND VALIDATING A SCALE TO MEASURE YOUTH VOICE Jessica E. Bartak, M.S. University of Nebraska, 2018 Advisor: L.J. McElravy The purpose of this study is to develop and validate a scale to measure the level of engagement of youth in their community or organization using the construct of youth voice. Youth voice consists of three levels: being heard, collaborating with adults, and building leadership capacity. -
National Youth Rights Association Jason Kende
Board of Directors PO Box 5882 Christopher Coes -- Washington DC 20016 Scott Davidson http://www.youthrights.org [email protected] Laura Finstad Rich Jahn National Youth Rights Association Jason Kende Alex Koroknay-Palicz Johnathan McClure To: Federal Elections Commission Re: Rules regarding political contributions by minors Kathleen Miller Brad White In light of the December 10 Supreme Court's use of no uncertain terms in to strike down the Bi-Partisan Campaign Reform Act's provision that Board of Advisors individuals 17 and under were banned from political giving, the National Youth Rights Association urges a liberal interpretation of the rules Adam Fletcher when implementing the Court's ruling. To accommodate the decision Founder, Freechild.org in McConnell vs. FEC we believe the greatest deference must be paid David Hanson, Ph. D. to youth wanting to donate money to political campaigns and parties. Professor. State University ofNew York at Potsdam Specifically we recommend the following: 1. Minors 14-17 should be treated no differently from adults in the Bennett Haselton area of political donations. President. Peacefire 2. Minors between 7 and 14 should have an initial presumption of Grace Llewellyn capacity that is rebuttable. Author. "Teenage Liberation Handbook" 3. Minors 7 and under should have a rebuttable presumption of incapacity. Mike Males, Ph.D. 4. Minors should be able to donate from bank accounts where they Author. "Framing Youth" have full access to the funds, even if parents or guardians must Roderic Park, Ph. D. co-sign to open the account. Former chancellor. University ofColorado - If a hearing is scheduled, NYRA is interested in testifying. -
Leveraging Youth Advocacy May 5, 2021
School Mental Health Virtual Learning Series January 2021-August 2021 Youth MOVE National: Leveraging Youth Advocacy May 5, 2021 Technology Support • Slides will be posted on the NCSMH website (www.schoolmentalhealth.org) and emailed after the presentation to all registrants • Please type questions for the panelists into the Q&A box. • Use chat box for sharing resources, comments, and responding to speaker Web Mobile App Tiffany Beason Larraine Bernstein Taneisha Carter Elizabeth Connors NCSMH Faculty Coordinator Senior RA NCSMH Faculty Dana Cunningham Sharon Hoover Nancy Lever Jill PGSMHI Director NCSMH Co-Director NCSMH Co-Director Bohnenkamp NCSMH Faculty Oscar Morgan Michael Thompson Dave Brown MHTTC Project Director MHTTC Sr. TA Specialist Senior Associate School-based Training Behavioral Health Equities Perrin Robinson Britt Patterson Kris Scardamalia Communications Director NCSMH Faculty NCSMH Faculty Central East Geographical Area of Focus HHS REGION 3 Delaware District of Columbia Maryland Pennsylvania Virginia West Virginia What Does Central East MHTTC Do? Actions • Accelerate the adoption and implementation of evidence‐based and promising treatment and recovery-oriented practices and services • Strengthen the awareness, knowledge, and skills of the behavioral and mental health and prevention workforce, and other stakeholders, that address the needs of people with behavioral health disorders • Foster regional and national alliances among culturally diverse practitioners, researchers, policy makers, funders, and the recovery community • Ensure the availability and delivery of publicly available, free of charge, training and technical assistance to the behavioral and mental health field National Center for School Mental Health MISSION: Strengthen policies and programs in school mental health to improve learning and promote success for America's youth • Focus on advancing school mental health policy, research, practice, and training • Shared family-schools-community mental health agenda Directors: Drs. -
The Drinking Age
Vermont Legislative Research Shop Lowering the Drinking Age The minimum legal drinking age fluctuated throughout the second half of the 20th century, yielding mixed results. After prohibition was repealed in 1933, almost every state set the minimum legal drinking age (MLDA) at 21 years.1 In 1970 Congress lowered the voting age to 18, which began a movement to lower the drinking age, as well. During the Vietnam era, many people were outraged that 18 year‐olds were fighting overseas yet could not have a drink. In the period between 1970 and 1975, 29 states lowered their MLDA to 18, 19 or 20. A study by Alexander Wagenaar revealed that in states that had lowered their minimum age there was a 15 to 20% increase in teen automobile accidents.2 This information influenced 16 states to raise their MLDA to 21 between 1976 and 1983. Pressure from groups such as Mothers Against Drunk Driving (MADD) led to the signing of the Uniform Drinking Age Act by President Ronald Reagan on July 17, 1984.3 This act mandated a significant decrease in federal transportation funding for states that did not raise their MLDA to 21. Worldwide, the United States has the highest MLDA, with others ranging from birth to age 20.4 The majority of countries have a MLDA of 18. In most of these countries, however, the family teaches responsible drinking from a very young age. Since 1960, over one hundred studies have been conducted to analyze the effects of raising the MLDA. This research was examined by Alexander Wagenaar to determine the trends that appeared in the conclusions.5 Some of these studies provided evidence supporting a MLDA of 21, while most others found no conclusive results. -
Resources for Youth Engagement
Resources for Youth Engagement What is Youth Engagement? There are many definitions of engagement – here are a few of our favorites: • “We define student voice as student participation and decision-making in the structures and practices that shape their educational experiences.” – Definition of student voice from Boston’s Rennie Center for Educational Research and Policy • “Engagement is a multi-faceted construct that encompasses students' sense of belonging and connectedness to their school, teachers and peers; their sense of agency, self-efficacy and orientation to achieve within their classrooms and in their broader extra-curricular endeavours; their involvement, effort, levels of concentration and interest in subjects and learning in general; and the extent to which learning is enjoyed for its own sake, or seen as something that must be endured to receive a reward or avoid sanction…” – Definition of student engagement from New Zealand authors Gibbs and Poskitt • “Youth engagement is the result when young people are involved in responsible, challenging actions to create positive social change. This means involving youth in planning and in making decisions that affect themselves and others. Youth engagement happens in youth-adult partnerships that are structured so that both groups contribute, teach, and learn from each other.” - Definition of youth engagement from the ACT for Youth Center for Community Action at Cornell University Resources for Youth Engagement Federal Governmental Documents • Child welfare - https://content.govdelivery.com/accounts/USACFCBCS/bulletins/26cf2dd • Juvenile justice - http://www.juvjustice.org/our-work/youth-engagement • Behavioral health - https://www.samhsa.gov/brss-tacs/recovery-support-tools/youth-young- adults • Teen or young parents - https://youth.gov/youth-topics/expectant-parenting-young-families • Youth in need of K12 prevention programs - https://youth.gov/youth-topics/TAG/game- plan/approaches Dec. -
Youth Voice As a Strategy for Systems Change
Youth Voice as a Strategy for Systems Change: An Evaluation of the Zellerbach Family Foundation Youth Voice Initiative December 2011 ACKNOWLEDGEMENTS We would like to express our sincere gratitude for the guidance and support of Ellen Walker, former program executive of the Zellerbach Family Foundation. In addition, this report would not have been possible without the extensive contributions of numerous individuals at the youth voice organizations funded by Zellerbach, as well as other key stakeholders, including: Rachel Antrobus, Transitional Age Youth (TAYSF) Diane Boyer, Senior Policy Analyst, County Welfare Directors Association of California Allison Cohen, Transitional Age Youth (TAYSF) Reed Connell, Alameda County Foster Youth Alliance Phil Crandall, Humboldt County Department of Health and Human Services Nicole Demedenko, Youth in Mind Monica Flores, Center for Young Women’s Development Jamie Lee Evans, Y.O.U.T.H. Training Project Hannah Haley, Alameda County Foster Youth Alliance Sophia Herman, Y.O.U.T.H. Training Project Patricia Johnson, California Council on Youth Relations/New America Media Jude Koski, California Youth Connection Barbara LaHaie, Humboldt County Department of Health and Human Services Susan Manzi, Youth in Mind Jennifer Rodriguez, Youth Law Center Venus Rodriguez, Center for Young Women’s Development Gregory Rose, Children and Family Services Division, California Department of Social Services Marlene Sanchez, Center for Young Women’s Development Feven Seyoum, California Youth Connection William Siffermann, San Francisco Juvenile Probation Department Joseph Tietz, California Youth Connection Rochelle Trochtenberg, Humboldt County Transition Age Collaboration Emily Villas, California Youth Connection Mailee Wang, Project WHAT! Jeannie Yoon, Y.O.U.T.H. Training Project Korwin Consulting, an evaluation and planning firm, advances social justice solutions by identifying community strengths, building organizational capacity, and evaluating impact. -
Student Voice: How Young People Can Shape the Future of Education
WINTER 2019 Student Voice: How Young People Can Shape the Future of Education Student Voice: How Young People Can Shape the Future of Education Overview “It’s all about the students.” How often do we hear this sentiment—or something THE PROJECT similar—in conversations on educational policy and practice? Education leaders The Condition of Education in the take action every day to support and guide students. Dedicated teachers Commonwealth project is one way review and revise their approaches to instruction, while school leaders institute the Rennie Center fulfills its mission of producing non-partisan, high-quality, new strategies to enhance learning inside and outside the school building. independent research that promotes Communities rally around innovative institutions to augment and sustain success. improvement in public education for all Without question, these efforts aim to accomplish a noble goal: helping students Massachusetts children. achieve better outcomes in school and in life. Yet one voice that’s usually missing in discussions about how best to support PROJECT COMPONENTS student outcomes is the one that arguably matters the most: students Data Dashboard: This interactive tool themselves.1 Within the education system, decision-making structures provides an in-depth look at 25 school and practices often do not recognize or encourage students as legitimate performance indicators. Users can delve stakeholders.2 In educational debates dominated by questions of learning inputs deeper by looking at different student groups and monitor progress over time. This (standards, curricula, funding) and outcomes (assessments, college and career data is collected from the Massachusetts success), we often neglect to listen to the students who are most impacted by Department of Early Education and proposed or actual reforms. -
Toolkit for Adolescent and Youth Engagement
Table of Contents ACKNOWLEDGEMENTS ...................................................................................................................................................... 3 KEY TERMS ......................................................................................................................................................................... 4 INTRODUCTION .................................................................................................................................................................. 6 WHO IS THIS TOOLKIT FOR? WHEN TO USE THIS TOOLKIT? .......................................................................................................... 7 PART ONE: RATIONALE ...................................................................................................................................................... 8 1. MAKING A CASE FOR INVESTING IN ADOLESCENTS ................................................................................................................ 8 ADOLESCENCE: A PERIOD WORTHY OF INVESTMENT .................................................................................................................... 8 LIFE COURSE APPROACH (ECD-FIRST DECADE-SECOND DECADE LINKAGES) ...................................................................................... 8 A FUNDAMENTAL RIGHT OF ALL ADOLESCENTS ........................................................................................................................... 8 A DEMOGRAPHIC WINDOW OF OPPORTUNITY ........................................................................................................................... -
Social Computing-Driven Activism in Youth Empowerment Organizations: Challenges and Opportunities Farnaz Irannejad Bisafar1, Lina Itzel Martinez2, Andrea G
Social Computing-Driven Activism in Youth Empowerment Organizations: Challenges and Opportunities Farnaz Irannejad Bisafar1, Lina Itzel Martinez2, Andrea G. Parker1,2 1College of Computer and Information Science 2Bouvé College of Health Sciences Northeastern University 360 Huntington Ave. Boston, MA 02115 Boston, United States [email protected], [email protected], [email protected] ABSTRACT significantly higher rates of health problems (e.g., diabetes) Throughout the world, organizations empower youth to than more affluent communities [17,29,44]. Previous work participate in civic engagement to impact social change, has examined how youth-led activism can be effective in and adult-youth collaborations are instrumental to the addressing these challenges and affecting social change success of such initiatives. However, little is known about [9,47]. In fact, throughout the world, many organizations how technology supports this activism work, despite the have created youth-led programs with the goals of solving fact that tools such as Social Networking Applications community problems and empowering youth to educate (SNAs) are increasingly being leveraged in such contexts. their peers about issues of concern [33]. These We report results from a qualitative study of SNA use organizations provide youth with resources needed to run within a youth empowerment organization. Using the social action initiatives (e.g., support for collective analytical lens of object-oriented publics, our findings organizing). As adult staff work together with youth, they reveal opportunities and challenges that youth and staff face create an environment that nurtures youth’s confidence that when they use SNAs. We describe the illegibility of youth they can take on social problems. -
Community Supervision of Underage Drinkers
U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention October 2012 Melodee Hanes, Acting Administrator Underage Drinking Community Supervision Underage drinking is a widespread offense that can have serious physical, of Underage Drinkers neurological, and legal consequences. Problematically, it has become quite commonplace. The Office of Juvenile Justice and Delinquency Prevention (OJJDP) works to eliminate underage Highlights consumption of alcohol and provide In this bulletin, the authors provide a theoretical overview upon which to base guidance for communities developing prevention and treatment programs. policies, procedures, and practices that will help professionals—and their cor responding agencies—effectively supervise underage drinkers in the community. OJJDP created the underage drinking They also discuss the legal issues that professionals may encounter when working bulletin series to educate practitioners with these youth. and policymakers about the problems youth face when they abuse alcohol and Some of the authors’ recommendations include the following: to provide evidence-based guidelines. The series presents findings from a study • An effective community supervision program should emphasize four on preventing underage drinking in the Air Force as well as a literature review of goals: community protection, youth accountability, competency develop the effects and consequences of underage ment, and individual assessment. drinking, best practices for community supervision of underage drinkers and • Conditions of community supervision must be clearly stated to the youth, legal issues surrounding underage drink- must be constitutional and fair, and must help rehabilitate the youth. ing, and practice guidelines for working with underage drinkers. • Community corrections and diversion professionals must acknowledge The series highlights the dangers of un- the diverse cultural backgrounds of youth and tailor interventions and derage drinking.