National Indian Child Welfare Association
Let us put our minds together and see
what kind of life we can build for our
children
- Sitting Bull
Welcome!
Youth Guided Model: What does
it mean
Melissa Clyde, MSW, Community Development Specialist, NICWA
Denver Indian Family Resource Center Youth Representatives
August 21, 2007
Circles of Care Grantee Meeting, Denver, CO
Acknowledge Our Elders Present
• Raised to respect our
Elders and the role they
have in our communities
• Must apologize to the
elders present today—
they are the true
teachers
• “Keep the fire going”
The Voice of the Youth
• You have a sacred place within your
family, community, and tribe
• You are important
• You can be successful—healthy—happy
• We want to hear your voice
E.g. Music, words, traditional outfit,
storytelling
The Voice of the Youth
• As babies you were
able to cry and be
heard
• You can ask for all
your wants and needs
in a RESPECTFUL
manner
• You fit into a circle of
relationships that is
only balanced with
your voice
The Voice of the Youth
“You cannot have a
movement until you have
included the youth.”
Youth Guided
Youth guided means that young people have the right
to be empowered, educated, and given a decision
making role in the care of their own lives as well as the
policies and procedures governing care for all youth in
the community, state, and nation.
• Youth will get empowered to create a safe place/environment
through culture and beliefs.
• Service providers should recognize that there is a continuum of
power, choice, understanding and maturity of young people. We
should build on the young people’s strengths.
• Youth guided also means that the process should be fun and
worthwhile.
Osher, Federation of Families for Children’s Mental Health and
Child, Adolescent and Family Branch, CMHS, SAMHSA
Youth-Guided
•
Youth have rights.
•
Youth are utilized as resources.
•
Youth have an equal voice and are engaged in developing and sustaining the
policies and systems that serve and support them.
•
Youth are active partners in creating their individual support plans.
•
Youth have access to information that is pertinent.
•
Youth are valued as experts in creating systems transformation Youth’s
strengths and interests are focused on and utilized.
•
Adults and youth respect and value youth culture and all forms of diversity.
•
Youth are supported in a way that is developmentally targeted to their
individual needs.
Osher, Federation of Families for Children’s Mental Health and Child, Adolescent and Family Branch, CMHS, SAMHSA
Youth MOVE Vision
“We the members of Youth MOVE envision a system of care in
which every young person that enters any youth-serving
system is successfully prepared for life. We help guide the
redevelopment of the system so that no youth falls through the
cracks. We advocate for youth to utilize their power to foster
change in their communities and in their own lives. Youth
MOVE works toward the day when all people will recognize and
accept the culture of youth, their families, and the communities
that serve them in order to be truly culturally-competent. Youth
MOVE looks forward to the day when youth are no longer
treated as numbers, problems, or caseloads, but as individuals
and humans. We will all stand as partners: youth, youth
advocates, supporters, parents, and professionals, to see our
youth become successful.”
Youth MOVE Vision
• Every young person that enters any youth
serving system is successfully prepared for life
• No youth should fall through the cracks
• Empower the youth to foster change in their
community and life
• Receive services that are culturally competent
• Youth should be treated as individuals and
humans
• Youth should grow up in communities, not
programs
Why do some youth make it and become
successful?
Resiliency:
• Care
• Support
• High expectations
• Opportunities to participate
• Develop problem solving skills
• Positive relationships with adults
• Sense of competence, safety, identity,
autonomy, purpose, respect and future
Example: Circles of Care
• Youth Track—Denver, CO August 2007
• Services are developed over a series of
planning stages
• CoC participants recognized that the youth play
a major role in the Team and want to hear their
voices, experiences, etc.
• We are including them in a leadership activity,
participate in meetings, share presentations
through stories, pictures, music, dance, etc.
Navajo Example
• Young girl going through
a Puberty Ceremony
• She asked for the ceremony on her own
• She learned about the ceremony by
talking to local elders
• Program, families, community supported
her
Daw, 2006
Relational Worldview
• Creation Story—all original
people of this part of the
world are the People
• Our Creation Story is
explained to us as children
in our native language
• It’s a voice that we must
learn how to carry forward
for future generations—your
parents and elders teach
you this is many ways
Relational Worldview
• Connection to our Land
• Relationship with our
surroundings and others
(animals, plants, land
formations)
• Our life is about
maintaining a balance—it
is a beautiful
• We are survivors—we
are still here
K’e
Each individual
has a relationship
with
another
person,
place,
the
world
(Daw, 2006)
Listening
Listen, before
talking.
Think, before,
talking.
(Daw, 2006)
Reverence
Responsibility is
for each person
to respect and to
honor self and
relationships.
(Daw, 2006)
Belonging
Premise: all persons
belong and have
purpose.
(Daw, 2006)
Spirituality
Indigenous
Understanding of
Balance
• ach'ąh sodizin:
protective
blessing
• Hozho ji:
celebratory
blessing
•
(Daw, 2006)
In Closing: Beauty Way
“May there be Beauty before me,
May there be Beauty behind me,
May there be Beauty above me,
May there be Beauty under me,
May there be Beauty all around me.”
I hope you to will find Beauty in who you are and
where you fit in this World.
Ahee’ (Thank you)
For More Information
National Indian Child Welfare Association
5100 SW Macadam Ave. Suite 300
Portland, OR 97239
503-222-4044 Ext. 129
www.nicwa.org
Melissa Clyde, MSW, Community Development
Specialist
melissa@nicwa.org