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Midterm Bundle Positive Youth Development

by: Kaylene Abernathy

Midterm Bundle Positive Youth Development HDFS 44037

Marketplace > Kent State University > Human Development > HDFS 44037 > Midterm Bundle Positive Youth Development
Kaylene Abernathy
GPA 3.0
Positive Youth Development
Dr. Rhonda Richardson

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About this Document

Adult Mentoring Notes & Community Youth Development
Positive Youth Development
Dr. Rhonda Richardson
Study Guide
50 ?




Popular in Positive Youth Development

Popular in Human Development

This 9 page Study Guide was uploaded by Kaylene Abernathy on Sunday October 25, 2015. The Study Guide belongs to HDFS 44037 at Kent State University taught by Dr. Rhonda Richardson in Summer 2015. Since its upload, it has received 40 views. For similar materials see Positive Youth Development in Human Development at Kent State University.


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Date Created: 10/25/15
Community Youth Development Community Youth Development Empowerment Assets 0 Community Values Youth 0 Youth as Resources 0 Service to Others 0 Safety Community Values Youth Adult Attitudes Towards Youth 0 Youth as Objects 0 adults in control no intention of youth involvement 0 Youth as Recipients 0 adults in control allows youth involvement 0 Youth as Resources 0 youthadult partnership allows shared control 3 Routes for Youth Participation 0 Projects Tasks and Services 0 Input and Consultation 0 Shared Leadership These correspond to adult attitudes toward youth The Importance of quotSPIN 0 Adults need to have positive perceptions of youth and vice versa Service Learning O A deliberate process through which people of all ages including teens develop speci c skills knowledge and behaviors while making meaningful contributions to their communities and developing civic awareness The process includes three core components 3 components of servicelearning 0 Establishing Learning Objectives 0 Performing Meaningful Work 0 Engaging in Structured Re ection Which of these are ServiceLearning Establish Learning Objectives 0 Selfassessment how do you spend your time What are your talents or skills What issues to you care about What motivates you to take acUon 0 What do you ideally want to do 0 What do you hope to learn 0 What do you want your experience to be like Performing Meaningful Work 0 Possible arenas for service 0 Environmental issues 0 Social issues 0 Health safety and community issues 0 Community activism issues Engage in Structured Re ection Did the youth re ect on the service learning Examples 0 000 000000 How did the project go Did you use your skills and talents as you thought you would What new skills did you learn What did you learn from the personorganization leading the project What was the service experience like What did you learn about the service area or related issue What are you learning about yourself Is this experience what you hoped for Why or why not What have you given to the project What did you get from it Did you have the impact you anticipated Bene ts of ServiceLearning for AtRisk Youth 0000000 Emphasizes a quotpossibility focusedquot view students show atrisk behaviors vs students are atrisk teens A turnaround experience Close the achievement gap enhance school success Increase school engagement Build prosocial behaviors Enhance selfesteem Develop leadership skills Reduce risk behaviors cigarette use early pregnancy Safety for Youth Key Areas of Safety 0 Safe neighborhoods Safe schools Safe roads Safe health 0000 Safe differences 0 Safe staff What areas of safety were lacking for Wes Moore Three Youth Empowerment Organizations 0 Junior Achievement 0 Rotary Interact and RYLA 0 King Kennedy Centers Adult mentoring What is a mentor I FRIEND I ROLE MODEL I CONFIDANT I NURTURER OF POSSIBILITIES De nition of youth mentoring A trusting relationship between a young person and an older more experienced nonparental gure who provides guidance support and encouragement to the mentee Approaches to youth mentoring 0 Natural mentors Community based mentoring programs 0 Integration of mentoring within other youth services Big Brothers Big sisters Maximizing positive effects I Relationship Intensity 0 frequency and consistency of contact I Relationship Duration 0 lt 1 year fewest bene ts 0 36 months declines in selfworth and scholastic competence o 1 or more years is necessary for optimal bene ts I Relationship Quality 0 mentor acceptance and attunement o ability to adapt to mentee s need 0 youthcentered structure and goals Recommended mentoring program practices 1 RECRUITMENT 2 SCREENING 3 TRAINING 4 MATCHING 5 MONITORING AND SUPPORT 6 CLOSURE RECRUITMENT OF MENTORS l Describe mentoring program aims and expected outcomes to potential mentors and also to potential mentees l Include bene ts but also potential challenges I Explain time commitmentexpectations Screening prospective mentors l Reference check I Background check I Commitment of one year with minimum one hour per week faceto face meeting I Disposition assessment interview Mentor training I Rules and policies I Responsibilities I Appropriate roles I Relationship development maintenance and closure Available mentor support and resources Potential ethical issues that may arise Safety liability and boundaries Where mentee and mentor cancannot meet How often meetings should occur Spending time alone with mentee Exchanging phone numbersemail addresses Friending on social media Physical displays of affection eg hugs Contact with mentee s family Mentee overnight visits Transportation issues Mentee reports serious physical or emotional health issues Growth cycle of a mentoring match 1 Beginning the relationship 2 Building trust 3 Testing the relationship 4 Increasing independence MATCHING Interests Proximity Availability Age Gender Race Ethnicity Personality Expressed preferences Monitoring and support Regular contact with mentor and mentee Support advice resources Structured activities for mentors and mentees Free and low cost activities Year s worth of mentoring activities Taking activities to the next level Search Institute resources CLOSURE Affirm contributions of mentor and mentee Allow opportunity to assess experience Allow opportunity to process feelings Include procedures to manage both anticipated and unanticipated closures Terminating a mentoring relationship Avoid the blame game Offer to continue to be in your mentee s life in come capacity Talk about what you found most important and satisfying about the relationship Talk about how you feel about the change Write down all the things you did together Let you mentee know how much she means to you If your program allows continue some contact via letters email Tell your mentee in person Make sure mentee s family knows


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