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Youth Staff Training Program i Module 9: Social and Cultural

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Youth Staff Training Program ii Module 9: Social and Cultural

Module 9: Social and Cultural

Skill Building Journal

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Youth Staff Training Program

Youth Staff Training Program iii Module 9: Social and Cultural

Acknowledgments The Youth Staff Training Program is a series of self-study training modules that form the core of the Navy Foundation Training Program for Program Assistants working with youth in sixth – twelfth grades. The competency-based training modules equip Program Assistants with the skills and knowledge necessary to be successful working with youth and include real-life situations faced by middle school and teen youth every day. To promote training consistency across Child and Youth Programs (CYP), the module format and selected activities and content are patterned after similar series of training modules developed by Teaching Strategies Inc. used by military School-Age Care (SAC), Child Development Center (CDC), and Child Development Homes (CDH) Programs. We thank Teaching Strategies, Inc. for laying the groundwork and developing a self-study training format that supports Navy staff working across child and youth program areas. We also thank the Council for Professional Recognition whose “Functional Areas” form the basis of the “core competencies” for youth staff. Many people contributed to the concept, writing, and overall development of this training program. First, we would like to thank M.-A. Lucas, Director of Army Child and Youth Services, who recognized the impact staff have on the lives of military middle-school and teen youth and identified the need for quality training in the youth program. Special thanks to Mary Ellen Pratt, Chief of Army Child Development Programs / CYS Training Programs, Army Youth Modules Project Manager, for her guidance and direction throughout the development of the modules. We also want to recognize Roxanne Spillet, President Boys and Girls Clubs of America (BGCA) and Sarah Berry-Rabun, BGCA Youth Modules Project Manager, for their collaborative support on this project. In addition, we are appreciative of the encouragement and assistance provided by Kevin Montgomery, Chief of Army Youth Programs, for the development of The Youth Staff Training Program. Project content primary authors / editors: Karen Shannon, BGCA Consultant Chris Corrado, BGCA Director of Training & Professional Development

Donna M. McGrath, Army Youth Sports & Fitness Program Manager (Project Lead) Deb Marple, Army 4-H Coordinator, 4-H/Army Youth Development Project

In addition, the following served as primary authors for specific modules: Derry G. Koralek, DGK Associates (Safe) and, from the USDA/ Army Youth Development Project - Marcia McFarland (Professionalism), Dr. Jacqueline Scott (Social and Cultural; Guidance; Families, Communities and Schools) and Dr. Angela Huebner (Guidance). Content on Character Counts! and the Six Pillars of CharacterSM

1 was provided throughout the modules by Mary Jo Williams, Character Education Specialist, 4-H/Army Youth Development Project. Other contributing authors include: from Army CYS Headquarters – Nancy Campbell, Linda Harwanko, Maria Lopez Henderson, Kevin Montgomery and Mary Ellen Pratt, and from the USDA/Army Youth Development Project – Courtney Gaskins and Marianne Reynolds. We would also like to thank Army CYS Headquarters staff Virginia Brown, Nora Clouse, Bea Curl and Ingrid Osewalt for reviewing and providing feedback on the modules. This training program will allow staff to expand their knowledge about middle school and teen youth and their interests, challenges and overall development. Through the completion of the modules, staff will also have the opportunity to build skills in programming, communicating with youth and helping youth to grow and develop into productive citizens and leaders in their communities. Copyright 2006 AMWRF. All rights reserved. Photocopying or reproduction strictly prohibited except within the Department of Defense. 1 CHARACTER COUNTS! and the Six Pillars of CharacterSM are service marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics, www.charactercounts.org.

Youth Staff Training Program iv Module 9: Social and Cultural

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Skill Building Journal

Youth Staff Training Program v Module 9: Social and Cultural

SECTION 9.1

Social and Cultural

The chart below has been designed to help you track what you have completed in the module. As you complete each assessment or worksheet, check the appropriate box to indicate you have finished that portion of the module. When you have completed all sections, let your trainer know you are ready to schedule your knowledge and competency assessment.

Section

Activity Completed

Discussed Activity with

Trainer Overview – Example 1

Overview – Example 2

Overview – Example 3

Self-Reflection

Pre-Training Assessment

Activity A: The Five Areas of Social Competence

Activity B: Providing an Environment that Supports Social Skill Development

Activity C: Peer Pressure and Healthy Relationships

Activity D: Helping Youth to Understand and Respect the Uniqueness of Others

Summarizing Your Progress

Schedule Knowledge and Competency Assessment

Module Checklist

Youth Staff Training Program vi Module 9: Social and Cultural


Youth Staff Training Program vii Module 9: Social and Cultural

Skill Building Journal SECTION 9.1

Social and Cultural

Table of Contents

Welcome to Module 9: Social and Cultural Skill Building Journal. This journal contains the pre-training assessment and worksheets referenced in your Content Guide. The outline below provides a list of the worksheets you will be completing as you work through this module. Also note that there are some answer sheets that will help you as you move through the module. You will begin this module in the Content Guide and return to this journal as directed.

Section Assessments and Worksheets Page

9.1 Introduction Take a Closer Look – Example 1 1 Example 2 2 Example 3 3 Self-Reflection 4

9.2 Pre-Training Assessment 6 9.3 Learning Activities Learning Activity A 9

Learning Activity B 12 Learning Activity C 21 Learning Activity D 24 Summarizing Your Progress 31

9.4 Answer Sheets Take a Closer Look – Examples 1, 2, and 3 32 Activity A 35 Activity B 36

Youth Staff Training Program viii Module 9: Social and Cultural


Take a Closer Look

Youth Staff Training Program 1 Module 9: Social and Cultural

SECTION 9.1

Social and Cultural

Example 1 – Providing an environment and experiences that help youth increase and practice appropriate social skills.

Answer the following questions about Example 1 from the Content Guide.

Compare your answers to those on the Answer Sheet provided in section 9.4 of this journal.

Share and get feedback on your responses from your trainer. 1. Hosting a lock-in is one way to help young people learn and practice social skills. What kinds of

activities did youth suggest they do to organize the event and help their guests feel part of the group? 2. Why did Mr. Kent ask the youth to share their ideas?

Return to the Content Guide and continue with Example 2 in Take a Closer Look.

What’s next?

Take a Closer Look


SECTION 9.1

Social and Cultural

Example 2 – Helping youth to understand and respect the unique cultures, heritage and characteristics of others.



Share and get feedback on your responses from your trainer. 1. What did Ms. Tina say to get the group to think about being more inclusive? 2. What did Brandon and Ms. Tina say to encourage everyone to share his or her ideas?

What’s next? Return to the Content Guide and continue with Example 3 in Take a Closer Look.

Take a Closer Look


SECTION 9.1

Social and Cultural

Example 3 – Encouraging youth to develop and maintain healthy relationships with their peers.



Share and get feedback on your responses from your trainer. 1. What did Mr. Matt do to help Patti and Diane maintain a good friendship with Olivia? 2. What did Mr. Matt say to help Patti and Diane find a solution? 3. List ways that Patti was being disrespectful to Olivia.

What’s next? Return to the Content Guide and continue with Self-Reflection in Section 9.1.

Self-Reflection


SECTION 9.1

Social and Cultural

Your Own Social Development

Think about when you were a teen.

Reflect on and answer the questions that follow in this section.

Share and discuss your responses with your trainer.

Think about a friend who had a positive influence on you. What kinds of positive things did you learn from this friend? Think about a friend who had a negative influence on you. What kinds of negative behaviors did you become involved in? What kind of crowd did you belong to? How do peer groups influence decisions youth make about their appearance?

Self-Reflection


SECTION 9.1

Social and Cultural

How do peer groups influence decisions youth make about their health? How do peer groups affect youth socially? Why are groups important to youth?

What’s next? Return to the Content Guide and read about the Pre-Training Assessment in Section 9.2.



SECTION 9.2

Social and Cultural

Read the Pre-Training Assessment that follows and record whether you do these things regularly,

sometimes or not enough by checking the appropriate box.

Review your answers.

List three to five skills you would like to improve or topics you would like to learn more about. When you finish this module, you can list examples of your new or improved knowledge and skills.


I Do This Regularly Sometimes Not Enough Provide an environment and experiences that help youth increase and practice appropriate social skills. 1. Model appropriate manners with staff and youth. 2. Model positive, respectful ways of interacting with people of all

ages – assuring that name calling, labeling or stigmatizing do not occur.

3. Provide opportunities in the program for youth to belong to

groups. 4. Provide opportunities for youth to develop strategies for taking

turns, sharing, compromising and solving problems as a group. 5. Encourage youth to act as role models and mentors for

younger youth. 6. Offer opportunities for youth to be involved in the community. Help youth to understand and respect the unique cultures, heritage and characteristics of others. 7. Provide music, posters, books, videos and magazines that

present or reflect different ethnic backgrounds, diverse roles for men and women, and people with disabilities.

8. Provide opportunities for youth to explore and discuss their

cultures and heritages with each other. 9. Provide opportunities for youth to interact with others from

different backgrounds.



SECTION 9.2

Social and Cultural

I Do This Regularly Sometimes Not Enough 10. Treat all youth with equal respect and consideration regardless

of their family’s rank or background. 11. Avoid the use of derogatory ethnic group slang. Encourage youth to develop and maintain healthy relationships with their peers. 12. Observe and listen to learn how individual youth relate to each

other in the program. 13. Teach youth resistance skills to avoid negative peer pressure. 14. Accept youth’s need to create their own identities as they use

slang and create a “culture” separate from adults. 15. Help youth to understand their feelings and communicate their

values concerning peer relationships. 16. Help youth to recognize that they are ultimately in charge of

the behaviors and choices they make about their social interactions.

17. Encourage youth to utilize conflict resolution skills.



SECTION 9.2

Social and Cultural

Review your responses. List three to five skills you would like to improve or topics you would like to learn more about. When you finish this module, you can list examples of your new or improved knowledge and skills. 1. 2. 3. 4. 5.

What’s next? Congratulations, you are ready to begin the learning activity section for this module. Return to the Content Guide and continue with Learning Activity A in Section 9.3.

Learning Activity A The Five Areas of Social Competence


SECTION 9.3

Social and Cultural

Identifying Social Competency Program Activities

Examine the ways in which your current programming efforts provide youth opportunities to learn and practice the social competencies identified by the Search Institute.1

Complete the worksheet by listing program activities that support the social competence listed

and the specific reason why or how the activity supports the competence.

Share and discuss your responses with your trainer. Social Competence Program Activity Why or how the activity supports the competency

Planning and Decision-Making

Example: Allow youth to plan their own dance.

By allowing youth to plan their own music, secure a D.J., and prepare an income and expense budget, they learn how their decisions and plans affect the outcome of an event. This also gives youth a sense of accomplishment.

Interpersonal Competence

1 Five Areas of Social Competencies, The Search Institute’s 40 Developmental Assets™, The Search Institute, Minniapolis, MN.



SECTION 9.3

Social and Cultural

Social Competence Program Activity Why or how the activity supports the competency

Cultural Competence

Resistance Skills



SECTION 9.3

Social and Cultural

Social Competence Program Activity Why or how the activity supports the competency

Conflict Resolution Skills

What’s next? Return to the Content Guide and continue with Activity B in Section 9.3.

Learning Activity B Providing an Environment That Supports Social Skill Development


SECTION 9.3

Social and Cultural

Promoting Positive Social Development2

The charts on the following pages, covering the age groups 11–12 years, 13–15 years and 16–

18 years, provide you with the opportunity to reflect on typical adolescent interests and to consider what you can do to encourage social development among adolescents.

For each age group, the left column on the chart lists statements illustrating some typical

interests of young people. The right column asks you to reflect on the interest statement in the left column and then list one or two things a Program Assistant could do to encourage social development.


Understanding and Responding to the 11-12 Year Old Youth What 11-12 year old youth are like How Program Assistants can use this information to

promote positive social development Example: They are maturing at differing rates.

Ensure a wide-range of developmentally appropriate activities are provided.

They feel loyalty to groups and, clubs, enjoy code language and passwords and may prefer to be with members of their own sex.

They are quite active with boundless energy.

2 Adapted from Module 9: Social, The School Age Staff Training Program, developed for Department of the Army by Teaching Strategies Inc., 1994.



SECTION 9.3

Social and Cultural

What 11-12 year old youth are like How Program Assistants can use this information to

promote positive social development They vary greatly in academic abilities, interests and reasoning skills.

They admire and imitate older youth.

They prefer working in groups in cooperative activities.

They find comparisons with the success of others to be difficult and erode self-confidence.



SECTION 9.3

Social and Cultural


promote positive social development They have interests in collections and hobbies.

They judge ideas in absolutes – right or wrong, fabulous or disgusting – without much middle ground.

They view “right” behavior as “obeying” rules set by those in power and follow rules out of respect for authority.



SECTION 9.3

Social and Cultural


promote positive social development Example: They have moved from fantasy to realistic focus on life goals.

Be a positive and caring adult in the lives of the youth with whom you work. Be available and willing to initiate conversations about their lives. Be willing to admit mistakes.

They tend to reject ready-made solutions from adults in favor of their own.

They experience rapid changes in physical appearance. They are concerned about development and emerging sexuality.

They are ready for in-depth long term experiences.



SECTION 9.3

Social and Cultural


promote positive social development They challenge assumptions and question family values, abandoning view of parents as all-powerful.

They are able to think abstractly and hypothetically. They can think about thinking.

They look more to peers than parents and seek peer recognition.

They exhibit a wide range of sexual maturity and growth patterns.



SECTION 9.3

Social and Cultural


promote positive social development They are interested in activities involving the opposite sex. They are learning to deal with the opposite sex.

They strive for independence yet want and need parent’s/adult’s help.



SECTION 9.3

Social and Cultural


promote positive social development Example: They develop their own set of values and beliefs.

Listen to youth as they offer ideas for activities and/or new ways of doing things. Be willing to try things their way.

They find a place in a valued group.

They will lose patience with meaningless activity.

They are concerned about body image.

They search for intimacy.



SECTION 9.3

Social and Cultural

What 16-18 year old youth are like How Program Assistants can use this information to promote positive social development

They are gaining autonomy and beginning to accept and enjoy uniqueness.

They can see themselves from others’ viewpoints.

They search for career possibilities.



SECTION 9.3

Social and Cultural

What 16-18 year old youth are like How Program Assistants can use this information to promote positive social development

They want adult leadership roles. They renegotiate relationships with adults.

They can initiate and carry out their own tasks without supervision.

What’s next? Return to the Content Guide and continue with Activity C in Section 9.3.

Learning Activity C Peer Pressure and Healthy Relationships


SECTION 9.3

Social and Cultural

Identifying and Observing Informal Discussions Groups

Be on the lookout for opportunities for informal discussions or “teachable moments.” You are specifically looking for opportunities to talk with youth about their decisions and the consequences of their decisions.

Identify some different opportunities for informal discussion and observe the actions of the youth.

Listen to how they express themselves. What are some of their ideas and questions? Is the conversation focused on an aspect of the “youth culture” or are they discussing something else (such as a school or community event, sports, current events, or family issues)?

After observing several informal discussions, choose one to participate in. Use the

communication skills discussed in the communication module. Record your observations, how communication was encouraged and the results. An example is provided below.


Example After watching a video from the Youth Center’s collection, some young people sat around talking. They were comparing the sequel they had seen with the original movie and were discussing the special effects and some of the stunts. Observation: Greg (14) was sure he could do most of the stunts while Mary (13), Nancy (13) and Aliese (14) were adamant that he couldn’t and was “stupid” for thinking that he could. I decided to participate in the conversation since some of the terms (“stupid”) were not acceptable. How communication was encouraged: I asked some questions about the movie (what they liked, didn’t like, and how it compared to the original). We spent some time talking about these aspects as well as the performances. I then turned the conversation towards the issue of stunts, and we were all surprised to find out that Greg’s interest originated in his strong gymnastics performances. The other young people did not know that his belief in his ability to do stunts was based on his many awards in gymnastics. I asked Greg to explain what he does at the gym as well as what he hopes to do in the future. Results: The other young people were very interested since they have only seen gymnastics on TV. After some discussion, we decided to watch Greg practice, and we hope to make it to one of his competitions. How did this “teachable moment” encourage healthy peer relationships? Youth learned more about each other and discussed interests they had in common.



SECTION 9.3

Social and Cultural

Describe your example: Describe your observations: Describe how communication was encouraged:



SECTION 9.3

Social and Cultural

Describe the results of the “teachable moment:” How did the “teachable moment” encourage healthy peer relationships?

What’s next? Return to the Content Guide and continue with Activity D in Section 9.3.

Learning Activity D Helping Youth to Understand and Respect the Uniqueness of Others


SECTION 9.3

Social and Cultural

A Heritage and Cultural Assessment

Complete a “heritage and cultural assessment” of the Youth Center using the worksheet on the

following page. Walk around the Center and look at the pictures, posters, books, videos and music groups on display. What cultural groups are represented? You might find that many different groups on display. However, there may be only one or two groups featured. Discuss your findings with staff and propose ideas for changes.

Consider asking a youth leadership group to help you with this project. Facilitate a discussion of

group findings.

Share and discuss your experience with your trainer.



SECTION 9.3

Social and Cultural

Heritage and Cultural Worksheet

Heritage and cultural materials in the Center

What examples were found? What could be added?

Ethnic diversity



SECTION 9.3

Social and Cultural

Heritage and Cultural Worksheet

Heritage and cultural materials in the Center


Gender role diversity



SECTION 9.3

Social and Cultural

Heritage and Cultural Worksheet Heritage and cultural materials in the Center


Disabilities



SECTION 9.3

Social and Cultural

Cultural Awareness Activity Plan

Identify an activity that would enhance cultural awareness in the Youth Center.

Complete the worksheet that follows, listing materials you’d need, who would be responsible,

the timeline and what the activity outcome was. You might also want to involve a small group of youth to help you plan the activity.

Evaluate your planning process based on the activity outcome. Use your installation After Action

Reporting process.




SECTION 9.3

Social and Cultural

Cultural Awareness Activity Plan

Title: Date: Description: Materials needed: Who’s responsible?



SECTION 9.3

Social and Cultural

Cultural Awareness Activity Plan, continued

Title: Date: Timeline: Activity Outcome:

What’s next? Return to the Content Guide and continue with Summarizing Your Progress in Section 9.3.

Summarizing Your Progress


SECTION 2.1

Healthy

Review your responses to the Pre-Training Assessment in Section 9.2 in this journal.

Summarize in the space below what you learned and list the skills you developed or improved.


New Information New and Improved Skills

What’s next? Congratulations, you have completed Module 9. Let your trainer know you are ready to schedule your knowledge and competency assessments.


SECTION 9.4 Answer Sheet Take a Closer Look

Social and Cultural

Example 1 Providing an environment and experiences that help youth increase and practice appropriate social skills. 1. Hosting a lock-in is one way to help youth learn and practice social skills. What kind of activities did

youth suggest they do to organize the event and help their guests feel part of the group?

a. Send out invitations. b. Discuss planning ideas with youth from outside their group. c. Talk with other youth they have just met (via the get-to-know-you games).

2. Why did Mr. Kent ask the youth to share their ideas?

a. To give them an opportunity to solve a problem together. b. To give them an opportunity to practice appropriate communication and social skills.

Example 2 Helping youth to understand and respect the unique culture, heritage and characteristics of others. 1. What did Ms. Tina say to get the group to think about being more inclusive?

a. She pointed out that the group represented many diverse opinions. b. She challenged the group to figure out how to meet everyone’s needs.

2. What did Brandon and Ms. Tina say to encourage everyone to share their views?

a. All the members were told at the beginning of the meeting that they would have a chance to discuss their ideas.

b. All the members were given a chance to speak without interruption. c. When the group started to get too chaotic, Ms. Tina stepped in and got them back on track.

Example 3 Encouraging youth to develop and maintain healthy relationships with their peers. 1. What did Mr. Matt do to help Patti and Diane maintain a good friendship with Olivia?

a. He encourages Pattie and Diane to think about what it means to be a friend. b. He has them discuss, is a part-time friendship really a friendship. c. Just because someone doesn’t have the same amount of money, how does that impact

friendship?



Social and Cultural

2. What did Mr. Matt say to help Patti and Diane find a solution?

a. He asked them to think about how they could be friends when they are not in school. b. He offered suggestions of where there are things to do that don’t cost a lot of money.



Social and Cultural



SECTION 9.4 Answer Sheet Learning Activity A

Social and Cultural

Social Competence Program Activity Why or how the activity supports the competency Planning and Decision-Making

Example: Allow members to plan their own dance.

By allowing youth to plan their own music, secure a D.J., and prepare an income and expense budget, they learn how their decisions and plans affect the outcome of an event. This also gives youth a sense of accomplishment.

Interpersonal Competence

Example: Have icebreakers before dances.

Icebreakers provide a structured way for youth to meet new youth (potentially making new friends).

Cultural Competence Example: Set up a conversation with a group of youth about where they have lived and what they have experienced.

This will help youth learn more about the similarities and differences in their cultural experiences and help them to appreciate others’ experiences with U.S. or world cultures.

Resistance Skills Example: Use “teachable moments” when you see youth trying to use negative influences on each other.

Having conversations with youth (i.e. when one tries to tell another to do their homework later so they can play sports) will help them realize that they can resist peer pressure and make right choices in their lives.

Conflict Resolution Example: Allow youth to resolve their own differences when they have a disagreement over a game.

By allowing youth to resolve their differences, with your guidance, they learn that they have the ability to resolve conflicts with others and there can be a win-win outcome.


SECTION 9.4 Answer Sheet Learning Activity B

Social and Cultural

Understanding and Responding to the 11-12 Year Old Youth

What 11-12 year old youth are like

How Program Assistants can use this information to promote positive social development

Example: They are maturing at differing rates.

Ensure a wide-range of developmentally appropriate activities are provided.

They feel loyalty to groups and clubs, enjoy code language and passwords and may prefer to be with members of their own sex.

Provide opportunities for youth to create clubs that require passwords or special languages/words.

They are quite active with boundless energy.

Schedule age-appropriate physical activities, especially after school.

They vary greatly in academic abilities, interests and reasoning skills.

Provide opportunities for youth to mentor one another, e.g., in the Youth Technology Lab. Ensure qualified Homework Center staff is available to assist with study skills and homework.

They admire and imitate older youth.

Arrange for older youth to mentor younger youth. Allow youth to assist as junior leaders in SAS.

They prefer working in groups in cooperative activities.

Organize a time for youth to plan an event that affects their lives or program.

They find comparisons with the success of others to be difficult and erode self-confidence.

Organize a self-esteem discussion group.

They have interests in collections and hobbies.

Include trading, collecting and sharing their hobbies as part of your regular programming.

They judge ideas in absolutes – right or wrong, fabulous or disgusting – without much middle ground.

Provide training in diversity and tolerance.

They view “right” behavior as “obeying” rules set by those in power and follow rules out of respect for authority.

Discuss rules with youth. Have them develop Youth Center rules and design means of monitoring, enforcement and consequences for breaking the rules. Invite someone from EEO, CPO or government relations in to discuss why we have rules in society, groups, clubs, etc.



Social and Cultural

Understanding and Responding to the 13-15 Year Old Youth What 13-15 year old youth are like How Program Assistants can use this information

to promote positive social development Example: They have moved from fantasy to realistic focus on life goals.

Be a positive and caring adult in the lives of the youth with whom you work. Be available and willing to initiate conversations about their lives. Be willing to admit mistakes.

They tend to reject ready-made solutions from adults in favor of their own.

Give youth the boundaries of projects or activities, but let them figure out how to do the rest. Be available to offer guidance and support, but let the youth take the lead in determining how things should go.

They experience rapid changes in physical appearance. They are concerned about development and emerging sexuality.

Arrange for the Public Health Nurse or other health professional to be available to talk with youth about their concerns and discuss their emerging values.

They are ready for in-depth long term experiences.

Schedule long term projects within the program, e.g., photo or art contests, making a video, putting on a play, or having the youth organize a kinderfest.

They challenge assumptions and question family values, abandoning view of parents as all powerful.

Provide opportunities to talk about and question their values. Encourage youth to begin to think about why they believe the things they do.

They are able to think abstractly and hypothetically. They can think about thinking.

Include activities in the schedule which challenge youths’ thinking, such as reading or journalism clubs or publishing a newsletter.

They look more to peers than parents and seek peer recognition.

Give youth opportunities to talk about their ideas within their peer groups; allow them to work jointly on projects and to solve problems as they arise. Give them opportunities to showcase their abilities.

They exhibit a wide range of sexual maturity and growth patterns.

Arrange for the Public Health Nurse or other health professional to be available to talk with youth about their concerns and discuss their emerging values. Keep their differing growth patterns in mind as you plan developmentally appropriate activities.

They are interested in activities involving the opposite sex. They are learning to deal with the opposite sex.

Provide opportunities for them to be with the opposite sex in healthy ways – planning groups, dances, community service projects, etc. Ensure that such interactions are well-supervised.



Social and Cultural

They strive for independence yet want and need parent’s/adult’s help.

Provide a safe and healthy environment where youth can interact. Encourage youth to continue to talk with their parents about issues of importance to them. Organize parent-youth chat nights at the Youth Center so that groups of youth, their friends and their parents can get to know each other.



Social and Cultural

Understanding and Responding to the 16-18 Year Old Youth What 16-18 year old youth are like How Program Assistants can use this information

to promote positive social development Example: They develop their own set of values and beliefs.

Listen to youth as they offer ideas for activities and/or new ways of doing things. Be willing to try things their way.

They find a place in a valued group.

Allow youth to participate in programmed activities with their friends rather than assigning groups.

They will lose patience with meaningless activity.

Provide opportunities for youth to plan and/or carry out Youth Program activities.

They are concerned about body image.

Provide a safe and healthy environment where youth can interact comfortably. Organize opportunities for them to share personal concerns with the Public Health Nurse or other health professional.

They search for intimacy.

Invite the Public Health Nurse or other health professional to talk with youth about the differences between intimacy and sex, and to facilitate examining their values.

They are gaining autonomy and beginning to accept and enjoy uniqueness.

Be available to talk with youth about their values. Avoid stereotyping youth based on who their friends are or how they look.

They can see themselves from others’ viewpoints.

Encourage youth to reflect on how they are perceived by others. What impact does this have on their relationships.

They search for career possibilities.

Provide opportunities for youth to become involved in long-term or recurring projects. Encourage them to think about and plan for their future careers.

They want adult leadership roles. They renegotiate relationships with adults.

Encourage youth to become involved in activities with younger age groups. For example, they could become tutors, mentors, coaches or helpers in the School-Age Program.

They can initiate and carry out their own tasks without supervision.

Give youth opportunities to take on more responsibility within the program. Provide structure and parameters, but let them begin making important decisions.

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