Loading...
5.7. SR 05-06-1996BUILDING HEALTHY COMMUNITIES Report and Recommendations THE COMMUNITY YOUTH TASK FORCE April 1996 BUILDING HEALTHY COMMUNITIES Summary The Community Youth Task Force is comprised of leaders from all community sectors dedicated to the goal of creating a healthy community for youth development. The Task Force's service area includes all communities within the School District 728 boundaries. For the past three years, the Youth Task Force has collected information from organizations, groups, and individuals (both youth and adult) regarding the status of the community for healthy youth development. The foundation for our research has been the nationwide work of the Search Institute of Minneapolis, whose focus is on building assets in youth that contribute to success. We have concentrated on the sixteen external assets: factors that exist in a young person's environment which contribute to his or her positive development. These assets are: Family Support; Parent(s) as Social Resource; Parent Communication; Other Adult Resources; Other Adult Communication; Parent Involvement in Schooling; Positive School Climate; Parental Standards; Parental Discipline; Parental Monitoring; '~me at Home; Positive Peer Influence; Involved in Music; Involved in School Extra-curricular Activities; Involved in Community Organizations or Activities; and Involved in Faith Community. While our communities exhibit many strengths in terms of people, programs and resources that contribute to building assets, the Community Youth Task Force has identified five key areas of concern that currently inhibit our progress. We strongly recommend that all sectors of our communities work together to overcome obstacles to positive youth development. TRANSPORTATION MAKING OPPORTUNITIES ACCESSIBLE TO YOUTH IN ALL PARTS OF THE COMMUNITY NON-SPORT ACTIVITIES ENHANCING RECREATIONAL/EDUCATIONAL OPTIONS FOR YOUTH IN ADDITION TO OUR SUCCESSFUL SPORTS PROGRAMS · ~ ADULT MENTORS FOSTERING POSITIVE RELATIONSHIPS BETWEEN YOUTH AND CARING ADULTS ;=. SPACE CREATING SAFE PLACES FOR YOUTH TO GATHER FOR FUN AND LEARNING PARTNERSHIPS SETTING ASIDE PARTISANSHIP FOR THE SAKE OF "PUTTING KIDS FIRST" Percentages of youth in our area who report having each asset in their lives, and ideas for action are presented in the detailed report which follows. Key recommendations are noted by a As we discuss building assets, it is important to keep these three principles in mind: Everyone has a role to play in building assets. Not just parents, schools, community organizations, congregations or governments, though they all certainly play important roles. Everyone can get involved in asset-building. Senior citizens and children, single adults and couples, policy makers and citizens, neigh- bors and employers, wealthy families and Iow income-families, liberals and conservatives~ids need us all. And, we all can share a common, hopeful commitment to kids and the future.* Asset-building is more about people than programs Relationships are the key. Quality relationships can form with or without a program---a neighbor playing basketball with the kids, a grandmother keeping an eye on the bus stop to make sure that children are safe on their way to school. Programs may be vehicles for connecting youth to adults, but the critical issue is the care and support that grow through relationships. Money may help sometimes, but the commitment and involvement of caring people make the most difference.* All kids need asset-building. Often youth programming focuses on just the "best" kids or the "worst" kids-- the high achievers or the young people at risk. True, these groups may need special attention in some areas. But asset-building can help afl kids.* *From What Kids Need to Succeed: Proven, Practical Ways to Raise Good Kids Peter L. Benson, Ph.D., Judy Galbraith, M.A., Pamela Espeland Free Spirit Publishing, Inc., Minneapolis, 1995. WINDOWS OF OPPORTUNITY: Building Assets in Youth -~ASSET 1: Kids feel loved and in their families. Family Support supported 79% have this asset in their lives Ideas for building this asset: · AT HOME Families can celebrate the strength of this asset in our community. Parents can become educated in ways to show their love and support for their kids. Parent education classes, parenting magazines, church groups, extended family members, and community workshops/seminars are possible sources of information. Parents can learn how to stay close to their kids while recognizing that they need to give them the space they need to grow. · AT SCHOOL Schools can help educate parents on how to show love and support for their kids. Teachers can regularly communicate kids' accomplishments (academic, social, attitudinal, etc) to parents. · IN THE COMMUNITY Churches, service clubs, community organizations and others can sponsor and/or publicize parenting education events, family crisis hotlines, and family anti-violence efforts. ASSET 2: Parents as Social Resources Kids turn to their parents for advice and support. Parents are approachable and available when kids have something serious to talk about. 63% have this asset in their lives (The asset has 2 dimensions: Parents need to be available and approachable. Dogmatic and/or autocratic styles are less effective. How parents interact with their kids is almost more important than what is actually said. Kids may turn to parents in ways so indirect that the parents don't realize what the kids are looking for.) Ideas for building this asset: · AT HOME The concept of parents as social resources can be raised to the consciousness of parents. ECFE provides one way of accomplishing this. (ECFE currently reaches 51% of potential clients, which means that many other families could be benefiting.) Parents can make a point to let kids know that they value their opinions; ask them every day how things are going; and really listen to what they say. Parents need to give their kids space when they need it while letting them know that they are available when needed. · A? SCHOOL School personnel can serve as a model of approachable and available ~.~titudes. Schools can also be a channel through which parents learn about education and support opportunities. · IN THE COMMUNITY Child and youth development information can be provided to families through alternative venues, e.g. report card inserts, church bulletins, handouts at medical clinics, etc.. It would be helpful to include information on the growth challenges at various stages of life and positive ways for parents to guide their children through these stages. 2 '~ ASSET 3: Parent Communication Kids have frequent, in-depth conversations with their parents on a variety of topics. Parents take the time to talk seriously with their children. 43% have this asset in their lives (This type of communication is adult-initiated, and many parents do not know how to be leaders in this area. The content of the conversations is less important than the process of talking seriously together.) Ideas for building this asset: · AT HOME Parents can regularly initiate conversations with their kids using questions, not challenges. They can be sure to respect kids' opinions, never labeling their statements as stupid, silly, childish or wrong. Parents can spend individual time alone with each of their children. Take a day to shop or drive in the country. Open the opportunity to talk about anything that may come up. · AT SCHOOL Teachers can help children learn how to express their feelings in conversations and discussions. Schools can offer opportunities for kids to learn to discuss a variety of topics with others. · IN THE COMMUNITY Churches and community organizations can sponsor discussion groups for parents and teens. An educational component can be provided to help families learn to express opinions and feelings in a non-judgmental and non-threatening way. ASSET 4: Other Adult Resources Kids have other adults besides their parents they can turn to for advice and support. 49% have this asset in their lives (This type of communication is generally youth-initiated, and many adults do not know how to be available and/or how to respond.) Ideas for building this asset: · AT HOME Parents can give their kids opportunities to spend time with positive adults. These adults might be extended family members, coaches, neighbors, youth ministers, etc. · AT SCHOOL School officials can require that all adults who interact with kids create asset-building plans (ways in which they will work to build assets in the youth with whom they work). School officials can require that all coaches employed by the district qualify for certification through a program which focuses on positive youth development. · IN THE COMMUNITY Since our mobile society has created distance among extended family members, teachers, counselors, coaches, pastors, youth ministers, and adult friends and neighbors can be informed and/or trained and motivated to provide this support. All coaches, professional or volunteer, who interact with kids can be required to qualify for certification through a program which focuses on positive youth development. '~ASSET 5: Other Adult Communication Kids have frequent, in-depth conversations with adults who are not their parents. 28% have this asset in their lives (This type of communicat/on is adult-initiated. Adults need training, time and interest to do it well. Kids must be treated as equals in the discussion. They must be trusted, valued and listened to. Adults must not be judgmental, dismissive or condescend/ng.) Ideas for building this asset: · AT HOME Parents can include their kids in conversations they have with other adults when it is appropriate. Parents can encourage their kids to discuss ideas, opinions etc. with other adults such as coaches, music and dance teachers, scout leaders, etc. · AT SCHOOL Teachers can be encouraged to ask questions at parent/student conferences which focus on the ehuman experience such as: (of the student) "What made you feel good this trimester? What made you the happiest? What did you enjoy the most? What did you struggle with?" (of the parents) "What do you feel best about? How can we work together to support your child?" Administrators can help teachers, counselors and support staff be that "other adult" resource in kids' lives by finding ways to increase informal contact time, such as during lunch period. All educators and staff persons can be supported in understanding this asset and knowing how important it is to "let kids talk". · IN THE COMMUNITY Adults who are already working to build this asset can be recognized by bringing to public attention what is working---programs, people, interactions, with coaches, teachers, neighbors, relatives, supervisors and co-workers, formal mentoring, counselors, parents of kids' friends, and friends of kids' parents. Business persons can be encouraged to eat lunch at school with the students. (Bus/Education Partnership model) Business persons can be involved in direct contact experiences with students, such as practice interviewing, school presentations about their careers, Applied Academic projects, etc. Local newspapers can profile successful adults with stories focusing on who influenced them as they were growing up. (Negative as well as positive influences as in Chicken Soup for the Soul) ASSET 6: Parent Involvement in School Parents are involved in helping young people succeed in school. 36-46% have this asset in their lives (Parent involvement drops off after their children leave elementary school. Parents are often intimidated by the secondary school environment, finding that their role at the secondary level is nebulous. One key element seems to be that parents need access to collaboration at critical points.) Ideas for building this asset: · AT HOME Parents can meet with each of their kids' teachers at least once a year, and make attending school events a priority in their lives. Parents can look for opportunities to learn together with their kids; learning is not limited to formal school activity. Parents can help their children learn time management and organizational skills to use in approaching school work. These skills are directly related to success in school and work. · AT SCHOOL Schools can begin by recognizing that which is already in place and working: There is a parent liaison position in each school building funded through grant money. Many schools have parent resource centers with books, etc. on parenting issues. All schools have PTOs or other formal parent organizations. A school district parent information packet is available. The school calendar contains information to help parents get involved in their student's education. The Family Involvement Committee Brochure is a good source of parent involvement information. The Parent Liaisons can be linked together for mutual support, and there can be ways to link parents directly with the Liaisons. Teachers can be supported through education, training and other means (for example, telephones in every classroom) in collaborating and communicating with parents. Each school building can create and support a "Parent Response Team" to help parents find solutions to their concerns. The school administration can recognize that some parents feel intimidated by the school environment and/or the authority of the "system" and work to make parent-school contacts non-threatening and collabora- tive. Administrators can help parents find their way through the bureaucracy which may intimidate them, and work to educate and support parents in ways to make positive change in the system. 4 Teachers and administrators can recognize that parents and youth worry about recriminations if they lodge a complaint. Educators can adopt the attitude that people can get "better service" as a result of a reasonable complaint. · IN THE COMMUNITY Service organizations and churches can provide child care and transportation to families who would not be able to attend school events without such support. All members of the community can recognize the importance of learning in a child's life and support a positive learning climate. ~--~ASSET 7: Positive School Climate School provides a caring, encouraging and safe environment for kids. 46% have this asset in their lives Ideas for building this asset: · AT HOME Parents can encourage their kids to bring any school concerns to them (physical threats, verbal abuse, play- ground bullies, sexual harassment, etc), and parents can report concerns immediately to school officials. Parents can volunteer to help in school. The more time spent there, the more parents will know about the environment. · AT SCHOOL School personnel can create an atmosphere where everyone feels valued and important. Schools can use student committees to create and implement policies as much as possible. Aduits who work within the school system can set and live up to the standards they would like youth to emulate. They can demonstrate high standards by treating their coworkers and students with respect. When discussing controversial issues in the classroom, teachers can create as much balance as possible, being careful not to strongly advocate for a particular position. Programs which help develop skills in decision making and non-violent ways to deal with conflict can be supported through stable and continuing funding. (Such programs include DARE and Peer Mediation.) · IN THE COMMUNITY Business groups and individuals can work to increase school/business interactions and cooperation such as career fairs, business tours, volunteer tutors. The Business/Education Partnership Committee can be supported and expanded. Service clubs can be directly involved in schools as event sponsors and positive role models. ~-~ASSET 8: Parental Standards Parents have standards for appropriate conduct. They clearly express their standards to their kids. 76% have this asset in their lives Ideas for building this asset: · AT HOME Parents can set clear standards for behavior and to realize that young people do hear what parents say. Parents can be consistent in setting standards--consistent over time and across situations. Parents can talk with their children about standards and explain the reasons for th3m. Parents can set and live up to the standards that they would like their kids to emulate. They can Cdemonstrate high standards by treating all family members with respect. (Home should be a safe and nurturing place for kids, a refuge free of violence and abuse where kids learn how to give and receive love.) · AT SCHOOL Recognize what is in place and working: the Quality School effort at Lincoln Elementary. The Glasser model which uses non-coercive discipline and helps students learn the reasons for behavior and why they and others choose to behave as they do. This management style relies on open and ongoing communication between adults and young people. Standards are set and agreed upon by all the players in a spirit of cooperative authority. Schools can examine ways in which they are directly or indirectly communicating standards to youth. 5 · IN THE COMMUNITY All segments of the community can recognize current efforts toward building a set of community values and/or norms on the part of the 2001 Committee, Inc. Local service organizations can promote positive community values through public information programs in the local media, at local sporting and community events, in schools etc. ASSET 9: Parental Discipline Parents set rules for kids with fair and reasonable consequences. They enforce the consequences when rules are broken. 73% of youth have this asset in their lives Ideas for building this asset: · AT HOME Parents can discuss rules and consequences, and come to agreement. Children can be treated with respect and taken seriously in discussing rules and consequences. · AT SCHOOL Schools can maintain and enforce clearly established rules and consequences; with fair and consistent discipline. When a student has a behavior problem, parents can be informed early on, and included in discussions regarding discipline. · IN THE COMMUNITY Business and civic groups can work together to determine youth trouble spots in the community and begin an effort to provide positive alternatives for youth activities. Churches can help educate parents on ways to set and enforce appropriate standards. ASSET 10: Parental Monitoring Parents monitor their kids' whereabouts. When kids go out, parents check on where they are going, who they will be with, what they will be doing, and how long they will be gone. 42% of youth have this asset in their lives Ideas for buildinq this asset: · AT HOME Parents can set an example for their kids by letting them know where they are going and when they will be back. Use a family calendar to note appointments, meetings and events, etc. Parents can make sure that parties and events their kids attend are properly supervised, and they can provide adequate support and supervision when parties are held in their home. · AT SCHOOL Schools can continue to carefully monitor students' attendance and behavior, and communicate student progress to parents. Schools can continue to provide adequate supervision at school as well as on school-sponsored events. · IN THE COMMUNITY All adults can take it upon themselves to give reinforcement for responsible youth behaviors, and to investigate incidents where kids seem to be in inappropriate places. ASSET 11: Time at Home Kids spend time at home at least four nights a week. Parents limit the number of nights children can spend out of the home for fun or recreation. 31% of youth have this asset in their lives Ideas for building this asset: · AT HOME Parents can make sure that they are at home and involved positively with their kids. Parents can be careful to avoid over programming their children and encourage time at home with family. Parents can monitor the time children spend away from home while recognizing that youth spend increasing amounts of time away from home as they get older. They key is a balance of time at home and time spent away from home. When children are at home, parents can be careful to avoid unrealistic expectations of them. For example, some kids are expected to get themselves out of bed and off to school alone, take care of themselves (and younger siblings) after school alone before they are old enough to assume these responsibilities. · AT SCHOOL Schools can take care to respect the needs of students for balance in their lives between time at home and time spent in school activities. · IN THE COMMUNITY Community organizations and government agencies can take note that some families are isolated, and time at home for youth in these families is not always positive. Isolated families are not involved in or participating in their community, and may be caught up in abuse or violence. There is a need for a healthy balance of time at home and involvement in the greater community. Human service agencies can offer assistance to youth from isolated families, perhaps providing them with an adult mentor. '~'ASSET 12: Positive Peer Influence Children's best friends model responsible behavior. They are a good influence. 64% of youth have this asset in their lives Ideas for building this asset: · AT HOME Parents and older siblings of youth can encourage positive friendships. Kids' friends can be made welcome in the home and included in some family activities. · AT SCHOOL School officials can encourage and promote positive student initiatives such as Peer Helpers, SADD, TARGET MN, etc. · IN THE COMMUNITY Media, service groups, youth organizations, and church groups, etc. can focus attention on and promote the positive things kids are doing, such as academic achievement, citizenship activities, sports and employment accomplishments, and volunteer contributions. The judicial system can continue and expand such creative sentencing as requiring a public apology from adults who are convicted of supplying alcohol and/or drugs to kids. Local business organizations and other community leaders can join together in a coalition which would spearhead an initiative to define youth success in a more comprehensive way than is done currently. This coalition could lend financial support to an ongoing campaign in the local press to recognize local youth who achieve success according to the comprehensive definition. Such a public campaign would celebrate positive youth development thereby enlarging the field of role models and peer influences on youth and children. Local churches, businesses, service organ,zations and civic groups can support positive activities for youth and families which have a track record of success, such as the New Years Eve Party, the Fifth Quarter parties, the Halloween party, Proud to be a Parent, etc. ~---~ASSET 13: Involved in Music Kids are involved in band, orchestra or choir, or they take music lessons. They practice one or more hours a week. 25% of youth have this asset Ideas for building this asset: · AT HOME Parents can share their music experiences with their kids; they may even begin to play an instrument again. Parents can encourage their children to play musical instruments, and provide opportunities for them to do so. Families can expose their children to a variety of music early and consistently. · AT SCHOOL The school district can expand options in all grades, K-12, for students to participate in a greater variety of music opportunities. Schools can help encourage music participation by educating parents on the importance of music in healthy youth development. 7 Schools can provide opportunities for youth to play more popular instruments as well as the traditional instruments. Community Education can sponsor programs using retired musicians to teach music to youth. ECFE can provide information and encouragement for families to involve children in musical activities early on. · IN THE COMMUNITY Service organizations can sponsor free community concerts. Churches can create youth choirs and youth bands or encourage youth to sing in the adult choir. Service organizations, community ed, arts organizations, and/or civic groups can sponsor events which bring information regarding local music resources to families. Such events could include round table discussions, informal receptions or events which coincide with other activities at local schools. Community bands and choirs could plan and conduct shared activities with youth musicians. ASSET 14: Involved in School Extracurricular Activities Kids are involved in school clubs, sports or organizations. They participate in these activities one or more nights a week. 41% of youth have this asset in their lives Ideas for building this asset: ·AT HOME Parents can talk with their kids about their interests and talents, and encourage them to participate in school activities. Parents can support clubs, sports, organizations at school by volunteering as leader or coach when possible. Parents can consider operating a car pool to support kids in their area of interest. ·AT SCHOOL Schools can continue and expand diverse opportunities for kids. Options for arts, drama, spe(~ch, creative expression etc. are limited and can be expanded. Schools can link up with local government agencies, civic groups, service clubs, etc. to provide service learning opportunities for school credit. · IN THE COMMUNITY Service clubs can consider raising funds to support extracurricular activities. Citizens can volunteer as leaders, teachers or coaches of various activities in their areas of interest and expertise. Scholarships can be available for young people who need money to cover fees and equipment. ASSET 15: Involved in Community Organizations or Activities Kids are involved in organizations or clubs outside of school. They participate in these non-school activities one or more hours a week. 13% of youth ha~ this asset in their lives Ideas for building this asset: · AT HOME Parents can encourage kids to participate in clubs or organizations that interest them. Support them with information about options, transportation so they can participate, and even leadership in clubs such as scouts, 4H, etc. Parents can encourage their kids to stay with a group or organization when their interest begins to wane. Try a six month commitment in order to get truly involved. · AT SCHOOL Schools can make information available to link kids with community organizations and activities. The information could be in a computer data base, on printed materials, and/or brought to students by speakers from the community. ·IN THE COMMUNITY Local service organizations can sponsor "junior" organizations through which kids could experience service to their communities as well as mentorship from the parent organizations. Local governments and citizens can support recreation programs with tax dollars and volunteer time. Community members can support the local Random Acts of Kindness movement. Community leaders and citizens can support the development of youth-serving community initiatives such as Girls and Boys Clubs. Church youth groups can support service projects such as Habitat for Humanity, The Crop Walk, Caring and Sharing Hands, etc '~ ASSET 16: Involved in a Faith Community Kids regularly attend religious programs or services--at least once a month. 39% of youth have this asset in their lives Ideas for building this asset: · AT HOME Parents can make their faith a part of their daily life at home in ways which are appropriate for their family. Parents can actively participate in worship experiences. They should not drop the kids off at church services or classes and pick them up later. · AT SCHOOL The school district can continue to respect traditional religious holidays and worship calendars. · IN THE COMMUNITY Churches can look for models to the churches which have high youth involvement in order to encourage youth participation. The ministerial association can make a commitment to working toward increased youth involvement in all congregations. Joining together can increase the likelihood of success as well as giving the community an example of collaboration among diverse faith communities. A TOWN MEETING May 22, 1996 Otsego Elementary School Dinner begins at 5:30 / Program begins at 6:45 Do you want to be a part of an initiative that takes a positive approach to building a healthy community? Are you interested in hearing how you and all community members can be a part of this initiative? Then join the Community Partners for an introduction to the concept of asset building for our youth and our community. Learn about asset building, what other communities are doing with it and what we can do here in our own communities. Presenting: Karen Atkinson, Coordinator of St. Louis Park - Children First as keynote and representatives from Northwest Anoka County, Montrose and Paynesville, as well as our own youth task force representative. You will be informed, enlightened, and challenged. Dinner and child care (for children ages 3-5) will be provided. Organized activities for children K-6 will also be provided at the site following the meal. Pre-register with fee at: Community Ed, 1230 NW School St. Elk River (241-3522) Fee $5.00 per individual with a max of $12.00 per family. Elk River Chamber Sherburne Co. Pub Hlth Elk River Ministerium Citizen's League Elk River Rotary Rivers of Hope Elk River Star News Community. Partners Community Recreation District 728ECFE District 728Community Ed District 728 Public Schools 2001 Committee Comm. Youth Task Force Sherburne Co. 4-H City of Otsego Sherburne Co. Extension ER Area High Student Council City of Rogers Rogers Chamber Sherburne Co. Sheriff Elk River Police City of Elk River City of Zimmerman Total Number Attending Children Name(s) "Healthy Communities" Family Registration May 22, 1996 #904-1 $5/person or $12/family Adult Name(s) Age Age Phone Number Day Eve