midterm Flashcards
4 P’s of CYD:
Process (natural): natural process of growing
Principles/Philosophy: asset based views
Practices/Programs: engagement with environments
Partnerships/Community: blurred lines
6 C’s of CYD
provide a foundation for a long term view for how to help youth develop an orientation toward thriving:
Competence: positive view of one’s actions in specific areas, including social, academic, cognitive, health, and vocational
Confidence: sense of self worth and mastery, sense of self efficacy (belief in one’s capacity to succeed)
Connection: refers to positive bonds with people and institutions including family, school, peers, community
Character: indication of an individual’s respect for societal and cultural rules
Caring/Compassion: an indication of a person’s sense of sympathy and empathy for others
Contribution: refers to being involved as an active participant in decision making in services, organizations, and community
Deficit vs strength based
Deficit based models assume that the main goal of youth work is to help young people be problem free… preventive model/preventing problems
Strength based: maximizing a young person’s strengths/assets, better supports youth development, encourages students to thrive! engaging in something rather than avoiding doing something else
thriving
engagement of one’s unique talents, interests, aspirations… assumes that youth are self aware of their uniqueness and the opportunities to personally manifest them. Thriving happens when young people work with purpose to fulfill their full potential.
Thriving is the goal of Out of School programs, emerges from strength based models.
resilience, protective vs risk factors in development
Resilience factors increase young people’s ability to function positively end even perhaps thrive in the face of adversity.
The probability of negative outcomes varies as a result of the presence of protective factors and processes. Protective factors buffer, modify, or ameliorate an individual’s reaction to an adverse situation that in ordinary circumstances would lead to maladaptive outcomes… promote resilience… 3 types of protective processes: dispositional attributes of the individual: sociability, internal locus of control, intelligence, communication skills, etc.
Affectional ties with the family that provide support in times of stress.
External support systems: provide belief system, reward competencies
Risk factors: individual or environmental hazards that increase an individual’s vulnerability to negative developmental behaviors, events, or outcomes such as alc/drug use, early unprotected sexual activity, delinquency and violence, school failure .. examples: poverty, violent neighborhoods, parental style, extreme shyness, etc.
meanings of community
.
ecological theory of development (Bronfenbrenner)
suggests that people and their environments are interconnected, there is reciprocity and interaction among systems within which we live.. an individual is nested in a complex web of interconnected systems where each system and each component within a system is related to, and influences, the other. ET asserts that if a change occurs within the community , not only will the change impact that system, but also will directly or indirectly influence individuals.
individual-> microsystem-> mesosystem-> exosystem-> macrosystem-> chronosystem
“Blurring the lines”: partnerships connecting schools with larger communities, OST
community engagement, field trips,…
enriches student learning during school day, create additional opportunities for learning (esp for those who falling behind), build alignments and connections with the other places where students learn, to fulfill commitment to academic achievement
Developmental Assets (Search Institute)
20 External (4 groups):
-support from family, neighborhood, school, other adults
-actions to empower youth
-establishment of boundaries and expectations
-provision of opportunities for the constructive use of time
20 internal assets:
-making a commitment to learning
-developing positive values
-developing social competencies
-creating a positive identity
There are 40 assets total, there are relationships between how many developmental assets a person has between 1-40 and their problem or positive behaviors and attitudes. i.e. only 8% of people with 0-10 assets succeed in school.
Civic engagement
.
Intercultural competence development
awareness of bias, knowledge/understanding of world view and daily lived experience, foster cultural responsiveness
Adolescent brain development: general motivations, risk-taking, social, emotional processes
ESSENCE:
Emotional Spark (stronger, more intense emotions), Social Engagement (social connections very important/meaningful, desire to fit in/belong), Novelty (nEeD for dopamine release, intense reward), Creative Exploration (new thinking/reasoning, approaching problems with out-of-box strategies, question status quo)
There is profound change in neural development in the brain during adolescence that affects processes such as motivation, social-emotional learning, creativity, development of strong and enduring interests, and aspects of cognition such as executive intelligence ..
the slower maturing cognitive control network paired with the earlier maturing socioemotional network creates an imbalance between the two systems: linked to impulsivity and risk-taking
history of youth programs/organizations in the United States
Relatively recent idea that it is a unique and developmentally important time.
Pre-1850s, miniature adults naturally inclined toward aggression, other vices.
Earliest programs=keep ‘em busy to keep ‘em out of trouble! (apprenticeships, almshouses)
Transformative period (mid 1800s-1900): Darwinian focus on environmental influences
Locke’s perspective of innate goodness
Froebel’s kindergarten
1904 G. Stanley Hall publishes “Adolescence”:
“storm and stress”=emerging adulthood
Early 1900s: Institutions strive to “nurture”
Study of juvenile delinquency
Opportunity theory (1960)=at-risk youth turn to delinquency out of frustration for lack of opportunity (especially economic)
Punishing less effective than prevention
Targeted prevention models of late 1900s
Early 21st century:
Positive, strengths-based approaches
Community-wide collaboration
Some conflict in values:
Prevention vs. positive development
Funding impact
Community support
Features of youth programs
1- physical and psychological safety
2- structure appropriate to program and context
3- supportive relationships among participants and leaders
4- a shared sense of belonging that appreciates individual differences and diversity
5- social norms that are a foundation for actions reflecting accepted values and morals
6- support for efficacy and mattering, focus on improvement rather than absolute performance, and escalating responsibilities commensurate with growth in ability to lead.
7- opportunity for skill building: physical, intellectual, psychological, emotional, and social skills
8- integration of family, school, community efforts
youth voice and governance/professional learning community, safe environment, supportive environment, interaction, engagement
equity and access in youth programming
equity: providing what is needed to who needs it, rather than providing equal access
Access issues:
cost, transportation, ease of location, time availability/commitment, parent/caregiver views on OST, awareness of programming options, youth perceptions, language barriers, cultural relevance, identity and belonging.
