Moving Beyond Adultism: CtigCreating EfftiEffective YYthouth-Adult Partnerships
Mia Humphreys, MSW, Capacity Building Assistance Coordinator Miguel Martinez, MSW, MPH, Program Manager Jennifer Torres, MSWc, MSW Intern
May 16, 2014 SYPP Center
Center for Strengthening Youth Prevention Paradigms (SYPP Center) is a capacity building assistance provider at Children’s Hosppgital Los Angeles.
SYPP Center provides trainings and tech ni cal assi st ance to agencies, communities, coalitions and systems of care to address the soci al determinants of health that create inequities among youth.
2 SYPP Center Advisory Board . Oliver Blumer, DC, Chai r - . VtVenton Jones, MS, Transgender Education Network Communications & Education of Texas Manager – National Black Gay . EtErnesto DDigominguez, Educa tion Men’ s Advocacy Coalition Coordinator – Planned . Cristina Jade Peña, Master in Parenthood Columbia Public Policy Candidate, Willamette Ambassador – Elizabeth Glaser . Daniel Gould, LCSW, Social Pediatric AIDS Foundation Worker – UC Davis Health . Valerie Spencer – Transcend System Empowerment Institute . Ayana Elliott, DNP, APRN, FNP-C, . Bendu C. Walker, MPH, National Nurse Practitioner/Health Coordinator – Connect to Consultant – The Elliott Group Protect©, The John Hopkins . Gary W. Harper, PhD, MPH, University Professor - School of Public Health, University of Michigan
3 Learning Objectives By the end of this presentation, participants will be able to: . Identify two examples of Adultism affecting youth; . List two levels from the Youth Adult-Partnership Spectrum; . Name three adult ally skills for use with youth; and . Select one structural change to strengthen youth-adult partnerships in agency or coalition.
4 Social Determinants of Health
• The conditions and circumstances into which people are born, grow, live, work, socialize, and form relationships and • The systems that are in place to deal with health and wellness. 5/19/2014 6 Why Are We Here?
5/19/2014 7 Agree/Disagree/Not Sure
. For this activity, facilitators will read a statement. . Listen to statement and reflect on whether you agree, disagree or are not sure what you think about the statement. . After you decide what you think about the statement, move to the sign that best reflects your answer. . The facilitators will let you know when it’s time to move back to the center of the room for the next statement. . Remember that your answer is just for this moment. It can change. . This is a silent activity.
5/19/2014 8 Exploring Adultism
5/19/2014 9 Adultism
The belief system which views adults as the rightful holders of power in society and its institutions.
This system controls how youth are treated in all parts of society, as well as in interpersonal relationships between adults and youth, and between youth. Adultism Flows Down Societal
Agency Interpersonal– Adult & Youth ItInterpersonal – Youth & Youth
5/19/2014 11 Adultism in Action! . Society . Laws & policies are made by adults with little to no youth input. . Example . A c ity counc il is heari ng report s from communit y memb ers that “unusual” numbers of youth are hanging out in public during school hours. The city council discusses the matter and directs the city police to work with the school police department to step up patrols around all schools, ticket youth they find under 18 out of school, and arrest youth with more than 2 truancy tickets. . How is this adu ltist?
5/19/2014 12 Adultism in Action! . Agency . Organizations and programs serving youth are run by adults with little to no youth input. . Example . An a fter sc hoo l program dec ides to appl y for a gran t tha t w ill fund more academic support. The program gets the grant and learns that to meet the grant’s requirements, it will have to significantly increase the time students spend in academic focused sessions. The program’s leaders decide to cut the number of extracurricular clubs, and limit the time students can spend in the remaining clubs. Homework support and academic tutoring will now make up 75% of the program’s time. . How is this adultist?
5/19/2014 13 Adultism in Action! . Interpersonal: Adult and Youth . Many adults make assumptions about youth based on stereotypes. . Example . A 21 year old multi raci al transgend er woman is at an agency for an HIV test. She took a 45 minute bus ride to get to this agency. The client tests negative for HIV, so she asks the tester about PrEP and how it can help her. The tester tells the client that PrEP wouldn’t be a good fit for her because it takes a lot of responsibility to take it correctly, and the client would probably be overwhelmed since it might be too complicated to remember to take the medication every day. . How is this adultist?
5/19/2014 14 Adultism in Action! . Interpersonal: Youth and Youth . Youth often internalize the stereotypes about themselves and other youth, limiting their ability to combat Adultism. . EampleExample . At a youth drop-in group, a 22 year old cisgender African American gay man has been asked by staff to lead a discussion fffor his peers. This youth has never led a discussion before but is usually very outspoken in group discussions. When the group begins, the other youth talk over him and don’t focus on the discussion until the adult staff step in. The youth tries to lead the discussion, but keeps getting interrupted and finally gives up. . How is this adultist?
5/19/2014 15 What Are Youth-- Adult Partnerships?
5/19/2014 16 Youth‐Adult Partnerships
n. The equitable working relationship in which adults partner with young people to address the issues, policies, programs, and organizations affecting youth.
1/18/2014 | 17 Youth‐Adult Partnerships Effective partnerships:
. Always acknowledge the fundamental societal power imbalance between youth and adults . Authillhentically share ddiiecision-making authority between youth and adults . Value the complimentary contribution of each participant
1/18/2014 | 18 Youth‐Adult Partnerships Effective partnerships (continued):
. Offer mutual benefits to youth, adults, agencies and communiti es . Are guided by ongoing reflection and evaluation . Require institutional commitment and change
1/18/2014 | 19 Benefits of Youth-- Adult Partnerships for Youth Youth . Problem-solving skills . Leadership . Self-Reflection . Empathy . Flexibility . Communication skills . Planning skills . Collaboration . Autonomy . Career skills
5/19/2014 20 Benefits of Youth-- Adult Partnerships for Adults & Agencies/Coalitions Adult s Agenc ies/C oaliti ons . Tangible sense of . More effective actions passing along expertise . Deeper stttgirategic thithikignking . Mentoring skills . Youth buy in and loyalty . Self-Reflection . Deeper impact on youth . Empathy . Pool of creative & . Flexibility energetic talent . Communication skills . Additional opportunities . Planning skills to reach mission
5/19/2014 21 The Youth‐Adult Partnership Spectrum Adapted from Hart’s Ladder of Youth Participation & Movement Strategy Center’s Spectrum of Youth Leadership
Youth Led
Youth Run
Youth Driven
Youth Involvement Youth Participation Youth Clients
5/19/2014 22 The Youth‐Adult Partnership Spectrum Adapted from Hart’s Ladder of Youth Participation & Movement Strategy Center’s Spectrum of Youth Leadership
YOUTH CLIENTS
• No participation or input from youth into any level of decision-making
• Youth are ppyassive consumers of services by adults
• Youth seen and treated as having no valuable skills, experiences, or ideas to improve programs or organization
Youth Youth Led Youth Run Youth Driven Youth Involve Youth Partici ment Clients pation
5/19/2014 23 The Youth‐Adult Partnership Spectrum Adapted from Hart’s Ladder of Youth Participation & Movement Strategy Center’s Spectrum of Youth Leadership
YOUTH PARTICIPATION
• Participation or input from youth is occasionally solicited by adults
•What yyppouth participation exists is tokenizing , such as meeting funders for organization
• Youth seen and treated as having input only for limited & informal program decisions, such as meal choices at meetings, or destinations for social trips Youth Youth Led Youth Run Youth Driven Youth Involve Youth Partici ment Clients pation
5/19/2014 24 The Youth‐Adult Partnership Spectrum Adapted from Hart’s Ladder of Youth Participation & Movement Strategy Center’s Spectrum of Youth Leadership
YOUTH INVOLVEMENT
• Youth provide regular input into program decisions
• Ways for youth to give feedback are formalized and transparent – such as surveys, focus groups, or advisory boards
• Youth seen and treated as having valuable skills, experiences, or ideas that can guide programs
• Youth have no role in organization wide decisions Youth Youth Led Youth Run Youth Driven Youth Involve Youth Partici ment Clients pation
5/19/2014 25 The Youth‐Adult Partnership Spectrum Adapted from Hart’s Ladder of Youth Participation & Movement Strategy Center’s Spectrum of Youth Leadership YOUTH INVOLVEMENT Example – Risk Reduction Program at Children’s Hospital LA . Program within Division of Adolescent & Young Adult Medicine, within Children’s Hospital LA . Focused on comprehensive services for youth living with HIV & prevention services for at-risk youth . Prevention groups co-led by youth . Youth Community Advisory Board for whole program, made up of current youth clients to help decide program operations, material design, and research protocols . Currently training all adult staff on Youth-Adult Partnerships . Institutional level Youth-Adult Partnerships limited by hospital policies & culture
5/19/2014 26 The Youth‐Adult Partnership Spectrum Adapted from Hart’s Ladder of Youth Participation & Movement Strategy Center’s Spectrum of Youth Leadership
YOUTH DRIVEN
• Youth have substantial & meaningful roles in leadership positions for programs and across the organization
• The organization’s board of directors includes a number of seats only for youth
• Youth are intentionally mentored & trained in necessary skills for expanded positions through leadership programs or internships
•The developpyment of youth leadership is seen as p art of the org anization’s core work and its impact on youth developmental needs is understood & valued Youth Youth Led Youth Run Youth Driven Youth Involv Youth Partici emen Client pation t s
5/19/2014 27 The Youth‐Adult Partnership Spectrum Adapted from Hart’s Ladder of Youth Participation & Movement Strategy Center’s Spectrum of Youth Leadership YOUTH DRIVEN Example – Fabulous Independent Educated Radicals for Community Empowerment (FIERCE) . Community organizing group focused on LGBTQ youth of color in New York City . Focused on addressing root causes of issues affecting LGBTQ youth of color . All programs co-led by paid staff & youth members . Board of Directors has many youth members, as well as adults that were former members of the organization as youth
5/19/2014 28 The Youth‐Adult Partnership Spectrum Adapted from Hart’s Ladder of Youth Participation & Movement Strategy Center’s Spectrum of Youth Leadership
YOUTH RUN
•You th fill a maj orit y of st aff positi ons & manag e the operati ons of the organization
•The organization’s board of directors includes a number of seats only for youth
•Organization creates explicit path for youth to become paid staff
•Youth are intentionally mentored & trained in necessary skills for expanded positions , often through paid work
•Clear pathways exist for youth as they age out of programs, either into alumni groups or in some cases, as paid staff Youth Youth Led Youth Run Youth Driven Youth Involve Youth Partici ment Clients pation
5/19/2014 29 The Youth‐Adult Partnership Spectrum Adapted from Hart’s Ladder of Youth Participation & Movement Strategy Center’s Spectrum of Youth Leadership YOUTH RUN Example – Youth Justice Coalition . Community organizing group focused on youth connected to juvenile justice syygstem in Los Angeles . Focused on addressing root causes of issues pushing youth of color into juvenile justice system, like lack of investment in youth services, criminalization, excessive school suspensions & expulsions, etc. . Board of Directors must be of at least 61% youth . Coordinating Committee made up of youth members & adult allies supervise staff & manage day-to-day work
5/19/2014 30 The Youth‐Adult Partnership Spectrum Adapted from Hart’s Ladder of Youth Participation & Movement Strategy Center’s Spectrum of Youth Leadership
YOUTH LED
• Youth are in all major leadership roles, including Executive Director or CEO
• The organization’s board of directors is made up of a majority or exclusively youth members
• Adult allies support org anization throug h an advisory board
• Youth are intentionally mentored & trained in necessary skills for expanded positions, often through paid work
• Clear pathways exist for youth as they age out of programs, either into Youth alumni groups or in some cases, as paid staff Youth Led Youth Run Youth Driven Youth Involve Youth Particip ment Clients ation
5/19/2014 31 The Youth‐Adult Partnership Spectrum Adapted from Hart’s Ladder of Youth Participation & Movement Strategy Center’s Spectrum of Youth Leadership YOUTH LED Example – Young Women’s Empowerment Project . Community organizing group & service provider focused on harm reduction services & organizing with young girls & women in the sex trade & street economies . Programs & services run from needle exchange, to safer sex education, to fighting criminalization of sex work, to mental health services for members . Board of Directors is made up of all youth . Adults are appointed to Adult Advisory Board to help with key skills identified by youth – accounting, rep roductive health info, fundraising
5/19/2014 32 BREAK
5/19/2014 33 Adult Ally Skills Adult Ally n. An adult who has committed themselves to using their societal privileges and power to advocate with youth, in order for youth to have greater power and responsibility over their own lives in all contexts.
An adult ally continuously works to understand the best ways to support youth self-efficacy, and maintains appropriate boundaries.
1/18/2014 | 35 Being an Adult Ally WITH YOURSELF WITH OTHERS Be self-reflective and humble Address power dynamics Be transparent Maintain high expectations Build trust and rapport
Recognize youth as Educate other adults knowledgeable participants Build organizational capacity
Acknowledge the full context of Treat youth as unique individuals youth’s lives Invest in leadership development
Create space for youth to process Set and maintain boundaries internalized Adultism
Increase accessibility
1/18/2014 | 36 Youth Advocate n. A young person (between the ages of 12 and 24) who challenges Adultism by empowering themselves and other youth, while also taking actions for the rights of young people.
Youth Advocates are supported by adult allies in challenging Adultism.
1/18/2014 | 37 Adult staff at a youth drop in center have been having conversations with each other about ways they can include youth in helping to manage the programs at the center. Adult Ally The staff decides to create a youth advisory board that would meet monthly to help give feedback on programs, and eventually co-lead them at the center. Case Study
The staff creates the youth advisory board and things start well. In the first three months, the appointed youth members are excited 1 to participate and contribute many ideas. The youth are taking on new responsibilities, such as organizing a social event and community fundraiser for the center in the next three months. Which two Adult Ally However, in the fourth month participation begins dropping, plans are falling through, and the youth members seem disengaged. skills should the staff When the staff see this, several staff express their belief that this is just how youth are and that they’re naturally flakey. Some staff use in thi s si tuati on? members even suggest getting rid of the youth advisory board altogether. Hootosetow will those two Without a clear plan or talking to the youth members, the staff decide to turn the board into a social events committee and just skills help? have the youth plan parties at the center. At this point, the few remaining youth member of the board all quit. Some even stop comiging to the cen ter a ltgthltogether.
5/19/2014 38 Laurie and Maggie are the lead staff of young women’s mental health program that runs wellness groups at local high schools. The groups have operated mostly as places for the participants to address ch all enges in thei r lives and build resili ency skill s. Adult Ally However, at one high school, the participants want to begin doing things focused on the rest of the school, such as organizing Case Study mental health awareness days, or social marketing campaigns to reduce mental health stigma. 2 Laurie and Maggie are excited about the ideas, but are unsure if the youth participants are up to the task of organizing and running all these efforts. They’re also worried that the heightened focus on Which Adult Ally skills mental health issues might cause the participants of the wellness groups to face harassment. could have Laurie & In order to avoid these situations, Laurie and Maggie decide to Maggie used to avoid organize the outreach efforts themselves and work with the school’s principal. this situation?
The youth who came up with these ideas feel frustrated but do not know how to bring up their feelings towards Laurie and Maggie since they see the two staff members as always having their best How would those two interest at heart. The youth go along with the adult-directed efforts, but no longer suggest new ideas or try to take ownership skills have help? over the process.
5/19/2014 39 A local LGBTQ community center has decided to create three seats on its organization-wide Board of Directors for youth who participate in its programs. Adult Ally The organization decides to have staff select the three youth and create a training to prepare the youth be full members of the Board. The adult Board members, however, receive no training on Case Study relating and supporting youth. During the first meeting the youth attend, the Chair of the Board 3 makes sure to call on the youth members periodically to see if they have anything to share. The youth always respond that they’re fine and have nothi ng to say. Which two Adult Ally The adult members use jargon heavy vocabulary during the skills can the Board of meeting and the Board does not discuss ways that the youth and adult Board members can have successful partnerships. Directors use to After the meeting, the Chair and Executive Director discuss the address the situation? meeting and both agree that it went well having the youth members join the Board. However, before the next meeting, one of the youth members resigns from the Board, citing personal How will those two reasons. skills help? At the next meeting, the two remaining members again don’t say anything, and when asked how they like being on the Board, they keep repeating that they’re learning a lot and enjoy it.
5/19/2014 40 Structural Changes to Increase YouthYouth--AdultAdult Partnerships
5/19/2014 41 Defining Structural Change
n. A new or modified practice, program, or policy that can be sustained over time and strengthens youth-adult partnerships. The Youth‐Adult Partnership Spectrum Adapted from Hart’s Ladder of Youth Participation & Movement Strategy Center’s Spectrum of Youth Leadership Structural Changes
Youth Led
Youth Run
Youth Driven
Youth Involvement Youth Participation Youth Clients
5/19/2014 43 Brainstorming Goals
1. Get into small groups of 4-5 people. 2. Select a spokesperson who will present for your group. 3. Each person should share where on the Youth-Adult Partnership Spectrum their agency/coalition is. 4. Each person should share where on the Youth-Adult Partnership Spectrum their agency/coalition should move towards. 5. As a group, brainstorm some structural changes that would strengthen youth-adult partnerships in your agency/coalition.
5/19/2014 44 Moving up the Spectrum
5/19/2014 45 Moving up the Spectrum
5/19/2014 46 Youth‐Adult Partnerships‐ Impact
“There were a bunch of things I learned at the training! I now feel that I can strive for more youth invo lvemen t w here I was too tim id to as k or app ly it be fore.
I've learned that my ideas and values are worth just as much as the adults around me, and that I shouldn't be shyypgyp when expressing my views and opinions.
I can't wait to help make positive impacts on any situation where youth and adults work together.” COMPASS Youth Member, West Palm Beach, FL
1/18/2014 | 47 Q & A
5/19/2014 48 Evaluations
5/19/2014 49 Thank you! Mia Humphreys, MSW Capacity Building Assistance Coordinator (323) 361-3117 [email protected]
Miguel Martinez, MSW, MPH Program Manager (323) 361-3908 [email protected]
Jennifer Torres, MSWc MSW Intern (323) 361-3273 [email protected] www.chla .org/sypp