tupe and youth development : creating california’s next generation of tobacco-free advocates greg...

TUPE and Youth Development : Creating California’s Next Generation of Tobacco-Free Advocates

Greg WolfeConsultant, Safe and Healthy Kids Program Office, CDE

Angela Amarillas Program Manager, California Healthy Kids Resource Center May 5, 2011

PURPOSE

To provide information and resources about using youth development strategies that involve students as leaders and advocates with active roles in preventing tobacco-use.

DEFINING YOUTH DEVELOPMENT

“An approach that helps youth build strong relationships with others, learn new skills, and give back to the community.”

“A strength-based approach focused on meeting the developmental needs of the whole child rather than repairing deficits.”

YOUTH DEVELOPMENT RESEARCH

•Connectedness

•Developmental assets

•Resilience and protective factors

CONNECTEDNESS

“School connectedness means that students have a sense of belonging at school and perceive that teachers are fair and care about them.”

Getting Results, Update 1, pp. 35-36.

CONNECTEDNESS

•School connectedness is highly correlated with school attendance and grades.

•School connectedness is the only school-related factor that consistently protects students from engaging in unhealthy behaviors.

RESILIENCE

“Resilience is everyone’s capacity for healthy development and successful learning in spite of challenges.”

Bonnie Bernard

EnvironmentalInputs

DEVELOPMENTALSUPPORTS & OPPORTUNITIES

Caring RelationshipsHigh ExpectationsOpportunities for

Meaningful Participation

inFamiliesSchoolsCommunities

Societal Impacts

POSITIVE PREVENTION&EDUCATION OUTCOMES

Reduction of Risk-taking BehaviorsAcademic AchievementWellbeing & Mental Health

Youth Outputs

PROMOTINGPOSITIVEDEVELOPMENTALOUTCOMES

SocialEmotionalCognitiveMoral-Spiritual

Youth Inputs

THAT MEETDEVELOPMENTALNEEDS

SafetyLove & BelongingRespectPowerChallengeMasteryMeaning

Educators’ Beliefs in Students’ Resilience

Developed by Bonnie Benard

Youth Development Process: Resilience in Action

Protective Factors = CriticalDevelopmental Supports & Opportunities

“Being there”Loving support

Showing interest inGetting to know

CompassionListeningPatience

Basic trustEmotional safety

CARING RELATIONSHIPS

Physical safetyInclusion

Voice & choiceYouth-initiated & driven

Experiential skill developmentContributionPeer support

Responsibility

MEANINGFULPARTICIPATION

RespectChallenge & support

Firm guidanceStrengths-focused

Growth MindsetBelief in the

student’s academic competence

HIGH EXPECTATIONS

CARING RELATIONSHIPS

2004-2006 weighted CHKS data 700,000 students

At my school, there is a teacher or some other adult…–Who really cares about me.–Who notices when I’m not there.–Who listens to me when I have something to say.

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

7th grade 9th grade 11th grade

White

Black

Hispanic

HIGH EXPECTATIONSAt my school, there is a teacher or some other adult…

–Who tells me when I do a good job.–Who always wants me to do my best.–Who believes that I will be a success.

2004-2006 weighted CHKS data 700,000 students

0%

10%

20%

30%

40%

50%

60%

7th grade 9th grade 11th grade

White

Black

Hispanic

MEANINGFUL PARTICIPATIONAt school, …

–I do interesting activities.–I help decide things like class activities or rules–I do things that make a difference.

2004-2006 weighted CHKS data 700,000 students

0%2%4%6%8%

10%12%14%16%18%20%

7th grade 9th grade 11th grade

White

Black

Hispanic

SCHOOL CONNECTEDNESSHow strongly do you agree or disagree with the following statements about your school?

–Feel close to people at this school.–I am happy to be at this school.–I feel like I am part of this school.–The teachers at this school treat students fairly.–I feel safe in my school.

2004-2006 weighted CHKS data 700,000 students

05

1015

20253035404550

7th grade 9th grade 11th grade

White

Black

Hispanic

Tier 2 TUPE Competitive Grants

Funds LEAs to implement Research-Validated programs, youth development strategies, interventions, and cessation that reduce student tobacco use

TUPE funded Youth Development

– Stop Tobacco Access to Kids Enforcement (STAKE) Act

– Anti-tobacco advocacy– Anti-tobacco media production– Tobacco Peer educators– Service-learning projects

Mission

TUPE grantees are asked to adopt a mission to develop California’s next generation of tobacco-free California advocates.

High Quality Youth Development

• Is based on published research identifying best practices for youth development.

• Includes youth as leaders with active roles and meaningful participation in tobacco prevention.

Tobacco Control Leaders

• Target youth from the priority populations for participation in youth development

• Promote youth development activities that result in culturally responsive outcomes that meet the needs of priority populations

STAKE Act

• Stop Tobacco Access to Kids Enforcement Act

• Since 1999 The American Lung Association has been the grant holder of STAKE Act

• ALA recruits youth 15 – 16 years old from all 58 Counties in CA

STAKE Act

• Introduce the STAKE Act program at your school or district

• Contact the ALA to provide the resources needed to get students involved in STAKE Act enforcement

• STAKE Act participation training is available by request. ALA presentations can be arranged

Contact

Jim Blagg, Project DirectorS.T.A.K.E. Act

American Lung Associationstakeact@pacbell.net

www.stakeact.com877-782-5343

California Youth Advocacy Network

• The CYAN supports youth engaged in advocating for a tobacco-free California.

• CYAN provides young people with the tangible tools to take action and mobilize a powerful statewide movement.

CYAN work with Youth to

– Promote youth and adult partnerships– Support youth involvement with local &

statewide advocacy campaigns– Develop leadership and advocacy skills

among California’s teens

CYAN Services

– Trainings – Local, regional and statewide– Support for Days of Action– Youth Quest (An annual legislative education

day when youth meet with their state representatives)

– Statewide networking

Tobacco and Hollywood Campaign

• CYAN coordinates the California Smoke-Free Movies Partnership.

• CYAN provides resources, training, and technical assistance to organizations advocating for tobacco-free youth-rated films.

CYANContact

Julia Shrader-Lauinger

(916) 339-3424 ext.28julia@cyanonline.org

Tobacco Peer EducationTips for Creating a Quality Tobacco Peer Education

Program

Ira Sachnoff, Consultant , Peer Resource Training

peersira@aol.com, 415-282-5298

Peer Educators

• 1) Recruitment and Selection 2) Quality Training 3) Student Ownership 4) Make it FUN 5) Have them work in teams 6) Practice, Practice and then Practice

What is Service-Learning?

An instructional method where students learn the content by engaging in activities that provide service to the community.

The service provides a context for learning.

TUPE Service Learning

• Youth survey school and community for tobacco use and take action on findings.

• Youth counted cigarette butts at a local park and campaigned to post signs to make the park smoke free.

TUPE Service Learning

• Youth host tobacco awareness forum for parents and community.

• Youth work with lower grade students to do the same activities as above.

Anti-Tobacco Media

• Students create original Public Serive Announcements (video or animated)

• Collaborative filmmaking process• Highly motivating and engaging tobacco

messaging• Youth talking to youth

Media Literacy

• Provide youth with the skills to critically analyze tobacco-advertising

• Help students create their own anti-tobacco media messages.

CONTACT US

Greg Wolfe

916-319-0193

gwolfe@cde.ca.gov

Angela Amarillas

510-670-4587

amarillas@californiahealthykids.org