Y.E.S.

Say Y.E.S. To : Strategies

College of Agricultural Sciences · Cooperative Extension Say Y.E.S. To Youth: Youth Engagement Strategies

by: Julie A. Scheve Daniel F. Perkins Claudia C. Mincemoyer Department of Agricultural and Extension Education Janet A. Welsh Prevention Research Center for the Promotion of Human Development The Pennsylvania State University Say Y.E.S. To Youth: Youth Engagement Strategies

TABLE OF CONTENTS

How to use the resource packet ...... ………………………………………...... 1 What is known about youth engagement ...... ………………………………………..... 2 Section 1: Is your team ready to involve young people? ...... 4 Activity: Youth engagement case study ...…………………………………...... 5 Section 2: Find youth who “fit” your team .....…..……………………...... … 7 Example: Youth member application ...…………...………………………...... 9 Example: Community team and youth member position description ...……...... 11 Example: Letter of commitment ...…………..……………………………...... 12 Activity: Youth member job description and want ad ....……………………...... 13 Section 3: Support and maintain youth on your team .....……………………………... 15 Example: Teambuilding activities ...………………………………………...... 17 Activity: Web of support for youth members ...……………………………...... 19 Section 4: Strengthen your team’s efforts to involve youth through evaluation .....… 20 Example: Survey instrument ..……………………………………………...... 22 Activity: Youth engagement checklist with spider web evaluation ...……...... 23 Activity: Create team eco-maps ...…………………………………………...... 27 Appendix A: Section handouts .....……………………………………………………...... 29 Appendix B: Additional resources ....………………………………………………...... 37 Appendix C: The research literature that is the basis for the resource packet .……… 40 Appendix D: References ………………………………....…………...... …………… 45

Say Y.E.S. To Youth: Youth Engagement Strategies

Within communities across the researchers refer to the inclusion of adults and young people have country a growing movement young people on decision-making about each other. The breakdown exists to include young people, boards or community collaborative of can occur through generally teenagers, on decision- teams with different terms: youth positive interactions encountered making boards and community engagement, , as adults and young people work collaborative teams. This move to youth voice, youth , together as a team to achieve include the voices and energy of youth action, youth infusion, and goals. Successful youth engage- young people has been shown in youth governance. All of these terms ment emerges from a mutually the literature to improve organi- share an underlying principal; young beneficial relationship between zational services, provide young people as competent citizens capable adults and young people. Adults people with opportunities to of making decisions and deserving a share power with young people. learn new skills (e.g., teamwork, voice in the decisions that affect their In this type of relationship, adults responsibility, and problem-solving), lives and their communities. The term not only coach young people and increase young people’s youth engagement will be used through projects but also learn sense of belonging within their throughout this literature review and from young people while working communities. At the forefront of resource packet to refer to young with them (Jones & Perkins, 2005). this movement stand several people participating on decision- youth-service organizations that making boards or community How To Use The have created board member and collaborative teams. Henceforth, the Resource Packet advisory council positions for term community team will be used young people (e.g., Girl Scouts of instead of decision-making boards or This youth engagement resource America and National 4-H Trust). community collaborative teams. packet includes sections to: (1) The establishment of such However, it should be understood assess the team’s readiness to decision-making roles transitions that the term community team may involve young people; (2) select young people from recipients of include a board, advisory young people for team member programs to participants in the board, coalition, organizational positions; (3) support and main- development, planning, and executive board, or program planning tain youth engagement over time; evaluation of programs. committee. and (4) evaluate youth engage- The movement to engage young Working with young people on ment efforts on the team. The people continues to gain community teams requires a paradigm sections of the resource packet are momentum as city councils, shift from viewing young people as sequential, that is, they build off of school boards, and other non- future citizens to viewing young each other. Each section contains: profit organizations make room people as today’s citizens; with the (a) an overall objective(s); (b) for young people’s voices when capacity to effect change when given recommended steps to meet the making operational decisions adequate supports and opportunities. objective(s); and (c) a team activity (e.g., Michigan Community Working with young people on with discussion questions. Foundation’s Youth Advisory community teams also requires a Committees). In the literature, breakdown of stereotypes that both

1 It is recommend that team community teams (see Appendix B for a · Young people helped clarify leaders read through the list of organizations, websites, and other and focus the organizations' resource packet in its entirety resources about youth engagement). The mission; before presenting the material to materials for this resource packet are · Organizations became more team members. After under- derived from current research and attuned to the needs of young standing the breadth of the practitioner knowledge base on youth people within the community resource packet team leaders engagement (see Appendix C for a and improved their programs may present the material to team literature review and Appendix D for a list and services; members and gradually review of references). · The inclusion of young people each section. The resource packet helped organizations demon- includes section handouts (see What Is Known About strate to funding entities their Appendix A) that can be used to Youth Engagement commitment to youth initiate a discussion with team development. members about youth engage- Involving young people in decisions ment. Teams may work through According to numerous research that affect their lives and their the resource packet over the studies, adults can foster youth communities may provide them with course of several weeks or engagement by establishing (a) opportunities to: months. adult support; (b) a youth-friendly · Build a sense of belonging and environment; (c) opportunities for First, spend time reviewing the connection to their communities youth members to complete action steps in each section as a (Cargo et al., 2003; Checkoway, et al., meaningful tasks; and (d) oppor- team to determine in what ways 2003); tunities for youth members to the adults are willing to modify learn and use new skills. the team culture to fully engage · Create civic awareness and action Throughout the resource packet, young people as team members. (Flanagan & Van Horn, 2003); icons are placed next to the Then, if your team decides to · Experience a sense of mastery and appropriate step to identify which initiate youth engagement self-efficacy (Eccles & Gootman, of the four team characteristics it efforts, revisit each section and 2002; Perkins, Borden, Keith, Hoppe- helps to address. A brief review of take time to complete the section Rooney, & Villarruel, 2003). each team characteristic and its activities and discussion Adults and organizations may benefit matching icon is summarized questions. The activities and from involving young people in below. The complete literature discussion questions in section operational decisions as well. Zeldin review is provided in Appendix C. one and two are meant to be and colleagues (2000) interviewed completed before youth join the young people and adults affiliated Adult Support team. The activity and discussion with non-profit organizations that questions in section three are employed youth engagement policies. Supportive adults: meant to be completed one to They found that as a result of genuine · Display respect and equality two months following the youth engagement efforts: selection of youth members. when working with youth · Adults witnessed the capabilities The activities and discussion (Camino, 200a; Jones, 2004); and competencies of young questions in section four are · Clearly state expectations, people directly and as a result meant to be completed every six responsibilities, and the time perceived their inclusion in months following the selection of commitment required for organizational decisions as youth members. youth to be engaged (Fiscus, essential; Finally, this resource packet 2003; Jones, 2004); · Adults felt more energized and provides information on · Encourage youth to fully committed to their organizations additional practical resources participate during meetings by because of their relationship with that might assist youth develop- seeking out their opinions or young people; ment practitioners who already suggestions (Mueller, Wunrow, engage young people on & Einspruch, 2000).

2 Youth- Opportunities to Opportunities to friendly Complete Meaningful Learn and Use New Environment Tasks Skills

To create a welcoming, inclusive Meaningful tasks are created when When involved in meaningful environment adults may: adults: tasks for sustained periods of time, · Remove barriers such as · Give youth increasing youth: transportation to and from amounts of developmentally- · Build cognitive and social meetings, meeting times and appropriate responsibilities competencies (Eccles & locations, and by-laws that and provide assistance when Gootman, 2002); restrict voting privileges appropriate (Mueller, et al., · Foster the development of (Young & Sazama, 1994); 2000); initiative or intrinsic · Provide clear and ongoing · Create a community team where motivation, which often times communication (Mueller, et al., all members are held accountable is absent in school settings 2000); to their commitments, including (Larson, 2000); · Invite youth to speak first youth (Mueller, et al., 2000); · Learn and use technical skills at team meetings to avoid · Engage youth in a reflection that can spark an interest in feelings of intimidation process to analyze what went well future education and career (Fiscus, 2003); and what could be improved upon pathways (Ferrari, 2003). · Listen to and act on some of in the future (Huebner, 1998); Youth engagement on community youth’s suggestions. When · Create tasks that have benefits that teams may promote healthy youth their opinions are valued by extend beyond the individual and development and sustainable the group, youth are more link him/her to the surrounding communities. Thus, successful likely to stay committed and community (Pancer, Rose-Krasnor, & youth engagement efforts are involved (Fiscus, 2003). Hoiselle, 2002). fostered by (a) supportive adults that respect youth; (b) a youth- friendly environment in which youth feel welcomed; (c) opportunities to complete meaningful tasks which advance group goals, and (d) opportunities to learn and use new skills which build competencies.

3 SECTION 1 Is your team ready to involve young people?

Objectives: (1) To identify existing youth and adults involved with the Roles for Adults organizational barriers that may effort. Discuss the following steps to prevent young people from partici- assess your team's readiness to involve · Select an adult mentor for each pating on the team as youth members. young people on the team with team young person. Adult mentors (2) To create an action plan that members. Which are appropriate provide support and help youth outlines the necessary steps towards actions items for your team to take? members throughout their removing organizational barriers. involvement with the team. The first step to engaging young Team Structure · Other adult members may people on any community team is · Be clear as to why young people coach youth by providing to assess the team’s readiness to are being asked to join the team by guidance on specific tasks. include them on the team. creating a purpose statement. However, the majority of coach- Assessing readiness provides the Answer the question, “Why are ing should come from the members with an opportunity to youth needed on this team?” mentor to be consistent. discuss the benefits and · Amend by-laws to acknowledge challenges of integrating young young people as full members of Team Budget people onto the team. Through the team with equal voting this discussion, team members privileges as adults. · Commit funds in the budget may begin to understand more · Schedule meeting times in the to cover such expenses as fully that some changes may be after-school hours or work with trainings, transportation, necessary before recruiting young school personnel to excuse youth supplies, and conference people. Part of the discussion members from class to attend registration fees for all should be focused on the identi- meetings. members. fication of current barriers that may prevent young people from · Hold meetings on or close to the · Reimburse youth members for participating or being fully school grounds so that youth the cost of gas or bus/taxi fares engaged. Moreover, the discussion members can easily attend the to get to meetings. should lead to specific action steps meeting. This also allows youth · If youth members cannot cover the team must implement in order members to miss the least amount costs associated with being a to involve and engage young of time if they are excused from member of the team up-front, people on the team. school. consider providing funds to Through this process, the team cover the cost in advance. will learn whether or not the New Positions majority of members support the · Establish at least two youth Section 1 idea of youth engagement. With- member positions. Young people Team Activity out buy-in from team members, feel more comfortable when they · Complete the youth efforts to infuse young people into have a peer present and it enables engagement case study the team may prove to be a a broader range of opinions to be activity and discuss activity disappointing experience for the represented. questions (p. 5-6).

4 Section 1 Youth Engagement Team Activity Youth Engagement Case Study Case Study The Carson Community Health Center review the upcoming board Purpose has provided basic medical services to meeting agenda. On the agenda (1) To discuss the team features residents living in an urban area for 25 he saw that the meeting starts off within the case study that years. Services provided include family with a typical icebreaker and a go- enable or hinder youth medicine, women’s health, pediatrics, around question which everyone engagement efforts. prenatal care, STD/HIV education and takes turn answering. Next, is a (2) To identify team features counseling, nutrition education, and discussion of the services provided unique to your team that general education. The Center receives by the Center in the past month. may enable or hinder youth guidance from an advisory board on Amy, another youth member, has engagement efforts. strategic planning, operations, been working with the office Time marketing, and educational programs. manager, Marshall, to create The advisory board is made up of 15 these brief reports. Then, the Approximately 45 minutes (5 adults and four youth members. The educational specialists provide minutes to introduce and explain the advisory board decided to engage program updates. Steve sees that activity; 20 minutes to read the case young people two years ago at the following the specialists’ update, study and answer questions in small recommendation of the doctors. The he is to talk about his task of groups; 20 minutes to discuss the doctors’ reasoning for advocating creating promotional material for a answers in the large group). youth engagement on the advisory new health education workshop. Supplies board was that over half of the Finally, the board members have Case study handout Center’s patients were under 19. 20 minutes to meet in their sub- Flip chart and paper committee groups to discuss Markers Scenario A issues. Steve serves as a co-chair for the marketing committee with Directions The inclusion of young people on the an adult, Megan. Steve remembers board required the adult board mem- 1. Split the large group into that Carmen, another youth bers to adapt how the board teams of 3-5 people. Each member, wants to suggest to the functioned. For example, the monthly team should appoint a board development committee meeting times were changed from recorder and a person to that training be offered on special Monday mornings to late afternoon present to the large group. event planning. She serves as so that young people could attend. In 2. Distribute the case study the co-chair of the fundraising addition, the advisory board agreed to handout to each person in committee and they intend to plan provide youth members with monthly the teams. a silent auction but are struggling bus passes to get to the Center for with planning details. The board 3. Each person reads through meetings. Youth members can also meeting will end with a five the case study and the 2 stop by the Center between meetings minute reflection exercise to recap different scenarios. to work on tasks and use the office which members will complete 4. Teams discuss the different equipment when necessary. A work what tasks before the next scenarios and activity station was set up for youth members meeting. Steve returns the agenda questions. The recorder at the Center. to Rita with changes. Rita writes down their team's While working at the Center on a flyer asks Steve if he wants to go down responses to activity announcing an upcoming health the street to get a cup of coffee questions. education workshop for new mothers, and discuss his changes. 5. Teams get back together to Steve, a youth member, was asked by discuss their responses. The the advisory board president, Rita, to facilitator writes down responses on flip chart paper.

5 Scenario B chairpersons gave updates on their Activity Questions Youth members are invited to work and spent 15 minutes figuring attend monthly advisory board out when sub-committee members 1. In what ways do youth meetings which are held at the would have time to meet next week to members in each scenario Center on Monday morning from discuss new issues. Steve served on the participate on the advisory 8:00-9:30. Youth members more marketing sub-committee, but nobody board? asked when he was available to attend often attend the meetings during 2. How do you think youth a sub-committee meeting. the summer and less often during members in each scenario feel the school year. When young The board meeting was really boring. about their involvement on people miss a meeting they are The only good things about the the board? Why? to receive a copy of the meeting meeting, Steve thought, were the 3. How do you think adults in minutes through email. However, snacks and seeing the other three each scenario feel about Steve, a youth member, has not youth members again. He thought young people on the board? received an email from the board they seemed nice. Why? in the past two months. He doesn’t attend board meetings 4. What are the characteristics/ during the school months. In practices unique to your team addition to missing class, it is a that may enable and/or hinder 20 minute bus ride and a 5 youth participation on the minute walk to school from the team? Center. Steve called another 5. What steps will your team youth member, Lisa, to see if she implement to change team had received any emails from the characteristics that hinder Center lately, but she had not. youth participation? Steve remembers the last meeting 6. Who is responsible for he attended in August. He sat implementing the steps? What through most of the board time frame is appropriate for meeting listening to updates each step? from the office manager on an overview of services provided in the past month and doctors discussing new concerns regarding the Center’s services. Then, he listened to the educational specialists give program updates. They asked for ideas on how to promote a new educational workshop for new mothers. Steve wanted to suggest writing a news story to go in the hospital personnel newsletter. He thought if hospital staff knew about the workshop they could tell patients about it. But Steve felt uncomfortable offering a suggestion. There were many adults at the meeting that he didn’t know and he felt shy. Finally, the sub-committee

6 SECTION 2 Find youth who “fit” your team.

Objectives: (1) To establish and age would be a mistake. Take time to team programs and functions promote clearly defined roles for recruit youth who possess skills that to others, serve as a committee youth members. (2) To select young match your team’s needs to greatly co-chair, and assist with fund- people with qualities that meet the impact the future success of your team. raisers. Remember that the unique needs of your team. Discuss with the team the following tasks should be appropriate Youth members will transition steps to recruit youth members. Which for the age of the youth such into their new roles smoothly are appropriate action items for your that youth ages 12-14 will when their roles have been team to take? need much more support for clearly defined and explained to completing tasks than youth them from the beginning. Before Skills Needed by ages 15-18. recruiting young people, adults Young People may want to first review the · Consider the skills needed by Recruitment Process roles and responsibilities of adult youth members to complete · Solicit recommendations from team members and examine tasks. Keep in mind that for school personnel (e.g., teachers, team by-laws. Then, adjustments young people this is a learning counselors, coaches, and staff) can be made for youth member experience. Adults play the local youth-service positions. For example, will role of guide and coach as organizations (e.g., 4-H, young people serve on the team young people acquire new Y.M.C.A., and Boys & Girls for the same amount of time as skills and talents. Club), and church groups. In adults? Will young people have · The most important skills to look some cases the team may the same voting privileges on the for when selecting young people already have a relationship team as adults? Will young may be commitment, motivation, with one or more of these people serve as a chair or co- and a passion for the team’s entities. In other cases this chair of a subcommittee as do mission. may be the beginning step to adults? Reaching a decision on forming a new relationship these issues will provide a with these organizations. starting point from which to Responsibilities create a youth member job of Youth Members · Instead of limiting recruitment description. · Identify tasks for youth members to well known youth leaders, to complete. These tasks should club officers, and honor roll Just like adults, young people represent the variety of students, seek out young have vastly d