resilience youth development

Slide1: 

Promoting Resilience & Youth Development: Where Do We Stand In California? Bonnie Benard, MSW WestEd, Oakland

Paradigms for Prevention & Education: 

Paradigms for Prevention & Education Risk WestEd Unit of Change Individual Focus Deficits Goal Problem prevention Attitude toward youth Youth-as-Problem/Recipients Attitude toward diversity Eurocentric Attitude toward learning Mechanistic Strategies emphasize Program and content Locus of control External Philosophy Control Whose needs are met? Adults’

“Let’s Fix These Broken Kids”: 

“Let’s Fix These Broken Kids”

Paradigms for Prevention & Education: 

Paradigms for Prevention & Education Risk WestEd Unit of Change Individual Focus Deficits Goal Problem prevention Attitude toward youth Youth-as-Problem/Recipients Attitude toward diversity Eurocentric Attitude toward learning Mechanistic Strategies emphasize Program and content Locus of control External Philosophy Control Whose needs are met? Adults’

Slide5: 

“Let’s Get The Prisons Ready For ‘Those’ Kids”

Paradigms for Prevention & Education: 

Paradigms for Prevention & Education Risk WestEd Unit of Change Individual Focus Deficits Goal Problem prevention Attitude toward youth Youth-as-Problem/Recipients Attitude toward diversity Eurocentric Attitude toward learning Mechanistic Strategies emphasize Program and content Locus of control External Philosophy Control Whose needs are met? Adults’

Slide7: 

Our Schools As Prisons

Paradigms for Prevention & Education: 

Paradigms for Prevention & Education Risk WestEd Unit of Change Individual Focus Deficits Goal Problem prevention Attitude toward youth Youth-as-Problem/Recipients Attitude toward diversity Eurocentric Attitude toward learning Mechanistic Strategies emphasize Program and content Locus of control External Philosophy Control Whose needs are met? Adults’

Paradigms for Prevention & Education: 

Paradigms for Prevention & Education Risk Resilience WestEd Unit of Change Individual Environment Focus Deficits Assets and Strengths Goal Problem prevention Healthy development Attitude toward youth Youth-as-Problem/Recipients Youth-as-Resources/Partners Attitude toward diversity Eurocentric Multicultural Attitude toward learning Mechanistic Constructivist Strategies emphasize Program and content People and Place Locus of control External Internal Philosophy Control Connectedness Whose needs are met? Adults’ Young peoples’

Slide10: 

Developmental Supports & Opportunities Opportunities for Participation & Contribution Caring Relationships High Expectation Messages

Slide11: 

Developmental Needs of Youth Resilience: Innate Wisdom Guiding Development

Slide12: 

Who am I? What do I love? How shall I live?  What is my gift to the family of the earth? Adapted from Wayne Muller’s, How, Then, Shall We Live? Adolescents’ Search for Meaning

Paradigms for Prevention & Education: 

Paradigms for Prevention & Education Risk Resilience WestEd Unit of Change Individual Environment Focus Deficits Assets and Strengths Goal Problem prevention Healthy development Attitude toward youth Youth-as-Problem/Recipients Youth-as-Resources/Partners Attitude toward diversity Eurocentric Multicultural Attitude toward learning Mechanistic Constructivist Strategies emphasize Program and content People and Place Locus of control External Internal Philosophy Control Connectedness Whose needs are met? Adults’ Young peoples’

Slide14: 

Youth Development Process: Resiliency in Action Internal Assets Improved Health, Social & Academic Outcomes Positive Developmental Outcomes Youth Needs Safety Love Belonging Respect Mastery Challenge Power Meaning Resilience Traits Social competence Problem Solving Autonomy and sense of self Sense of purpose and future © Human Development Program, WestEd R E S I L I E N C E External Assets Protective Factors Caring Relationships High Expectations Opportunities to participate and contribute Supports & Opportunities A D U L T

School: 

School % of Students Scoring High In Each External Asset

Home: 

Home % of Students Scoring High in Each External Asset

Community: 

Community % of Students Scoring High in Each External Asset

Weaving A Fabric Of Resilience For All Of Our Children And Youth: 

Weaving A Fabric Of Resilience For All Of Our Children And Youth Caring Relationships Meaningful Participation High Expectations Community School Home Peers RESILENT Youth

Risk by Resilience in California: Relationship Between Binge Drinking & External Assets: 

Risk by Resilience in California: Relationship Between Binge Drinking & External Assets % of Students Who Binge Drink % of Students Who Binge Drink % of Students Who Binge Drink % of Students Who Binge Drink External Assets External Assets External Assets External Assets

Risk by Resilience in California: Relationship Cigarette Use & External Assets: 

Risk by Resilience in California: Relationship Cigarette Use & External Assets % of Students Who Used Cigarettes % of Students Who Used Cigarettes % of Students Who Used Cigarettes % of Students Who Used Cigarettes External Assets External Assets External Assets External Assets

Slide21: 

Risk by Resilience in California: Relationship Between Bringing Weapons To School & External Assets % of Students Who Have Brought Weapons To School In The Past 30 Days External Assets External Assets External Assets External Assets % of Students Who Have Brought Weapons To School In The Past 30 Days % of Students Who Have Brought Weapons To School In The Past 30 Days % of Students Who Have Brought Weapons To School In The Past 30 Days

Total External Assets by API Quintile (Preliminary Findings): 

Total External Assets by API Quintile (Preliminary Findings) Source: Preliminary calculations based on the California Department of Education’s Healthy Kids Survey (1998/99) and API database (2000).

Protecting Adolescents from Harm: Findings from the National Longitudinal Study on Adolescent Health: 

Protecting Adolescents from Harm: Findings from the National Longitudinal Study on Adolescent Health Parent/family connectedness and perceived school connectedness were protective against every health risk behavior measure Perceived student prejudice at school was associated with emotional distress and suicidality among both younger and older students Parental expectations for school achievement were associated with lower level of health risk behaviors

Slide24: 

(Reprinted with permission from EMT Group, Inc. for CA Department of Alcohol and Drug Programs) Findings from CSAP’s National Cross Site Evaluation

Slide25: 

“Never doubt that a small group of thoughtful, committed, [young & imaginative!] citizens can change the world; indeed, it is the only thing that ever has.” Adaptation of Margaret Mead