Wheaton, IL YOUTH LEADERSHIP ACADEMY 1 (1995) This Youth Leadership Academy was carried out in the fall of 1995 at Marion Park in northern Illinois. Public housing authority personnel at the development contacted Extension staff for possible teen camp staff training options. Since it was the first year for the summer camp, leadership development was the subject matter preferred and chosen. Teen camp staff then received weekly leadership training on Monday mornings in the Youth Leadership Academy. They then immediately practiced and applied the information while facilitating the daily afternoon summer camp for younger children. The original pilot group was ethnically diverse, from low income backgrounds, and ranged in age from fourteen to twenty-one. Sequenced leadership topics included: 1) Values awareness 2) Communication and reflective listening 3) Problem solving and decision making 4) Understanding the behavior of children 5) Encouraging responsible behavior 6) Conflict resolution 7) Stress management 8) Understanding parents 9) Program planning in the community The group then decided each Youth Leadership Academy graduate was responsible for designing and carrying out their own project in the fall. Exciting and challenging efforts emerged as they chose projects based on their personal interests and perceived needs of certain segments of the residential community. Projects included basketball and cartooning for younger boys, cooking and nutrition for five-year-old girls, starting an intercultural study group for middle school students, and volunteering to serve on the board of directors for Marion Park. Extension staff met with the graduates weekly over the next year to support them in their volunteer efforts. ______________________________________________________ Deerfield, WI YOUTH LEADERSHIP ACADEMY 2 (1997) This Youth Leadership Academy was carried out in the spring of 1997 at the Deerfield Alternative School in Wisconsin. Joining Forces for Families personnel contacted Extension staff for possible alternative school program options. Leadership development was the subject matter requested. The original Youth Leadership Academy model was adapted for the new rural alternative school. Five foundation topics were included from the original program. Four specialty topics were also chosen by the alternative school students to complete the training series. Sequenced leadership topics included: 1) Values awareness 2) Communication and reflective listening 3) Problem solving and decision making 4) Self-concept and self-confidence 5) Responsible behavior 6) Relationships 7) Conflict resolution 8) Stress and depression 9) Program planning in the community The group identified a community beautification project to complete the application phase of the program model. They worked together to complete the project. Behavior change noted by the classroom teachers included an increased willingness to discuss sensitive topics, an increased appreciation for different viewpoints, a more realistic view of their school community, and improved communication among students and with adults. Wausau and Waukesha, WI YOUTH LEADERSHIP ACADEMIES 3 & 4 (1999 & 2000) YOUTH LEADERSHIP ACADEMY These Youth Leadership Academies were held at two different locations in Wisconsin and were two-day retreats for participants in the State Independent Living Program. State Department of Health and Social Services contacted Extension staff concerning leadership development training for foster teenagers in their program. The original program model was modified to fit their time constraints and acceptable delivery options at a cost of $500 per day. Foster teens attended the retreats with their foster parents and came as pairs or teams of teens and foster chaperones. They lived in single-family homes, group homes, and residential cottages. Both groups were ethnically diverse and ranged in age from fourteen to twenty-one. Sequenced leadership topics included: 1) Understanding ourselves 2) Communicating 3) Getting along with others 4) Learning to learn 5) Making decisions through problem solving 6) Managing 7) Working with groups 8) Program planning in the community Each foster pair or team developed a project idea by the end of the retreat they agreed to complete over the next year. Projects ranged from negotiating and honoring curfew arrangements with a foster parent to resolving conflict within a cottage to advocating for a new group home. Extension staff served as consultants on the projects following the retreats. Telephone conversations with foster parents and the coordinator of the State Independent Living Program revealed much behavior change from participation in the retreats and on the follow-up projects. For example, one single male teen parent chose a different child care provider for his young son based on time management discussions he had during the retreat. ______________________________________________________________________________________________________ ____________ Mt. Vernon, IL YOUTH LEADERSHIP ACADEMY 5 (2003) This Youth Leadership Academy took place in southern Illinois during the spring and summer of 2003. The Jefferson County Chamber of Commerce Director contacted Extension staff concerning the development of a companion program for their existing Adult Leadership Academy. In cooperation with the Chamber’s Board of Directors, then, an adult planning committee comprised of guidance counselors, alternative school teachers, housing authority staff, and community volunteers came together and identified emerging youth leaders as the preferred audience for the effort. Teens from all of the high schools and from the alternative school in the county then received weekly leadership training on Tuesday afternoons in the Youth Leadership Academy. The original group was ethnically diverse, from low and moderate income backgrounds, and ranged in age from fourteen to eighteen. Sequenced leadership topics included: 1) Understanding ourselves 2) Communicating and teamwork 3) Helping friends and responsible behavior 4) Dealing with stress and depression 5) Getting along with others 6) Understanding parents 7) Realizing the importance of appearance and attitude 8) Program planning in the community The group then developed two project ideas. One project was planned for children aged six to ten. The day camp format was to include crafts, fun activities, etc. but was cancelled due to low registration. A second project was to pair teens with seniors who were isolated and lacking support in their lives. The teens were to serve as mentors for their seniors and help with chores, errands, friendly conversation, transportation, etc. Due to busy summer schedules and the widespread geographic location of participants, that project was not completed either. The graduates also wanted to eventually teach the Academy to others. Telephone conversations with graduates revealed they learned valuable lessons about program planning through the experience such as timing, marketing, cooperating with community agencies, and responsibility. ______________________________________________________________________________________________________ ____________ YOUTH LEADERSHIP ACADEMY PLANNING MEETING AGENDA September 24, 2002 Introductions “Why is leadership development important in today’s young people?” Model explanation Two site comparisons “Values Awareness” activity Decision points . Age group . Selection criteria . Who to include . Expectations of Extension and participating sites Next steps . Planning meeting with youth steering committee: _______________________________________ . Other steps? Facilitators: Jamie Wheeler, Unit Educator, Jefferson Unit Steve Wagoner Extension Educator, Edwardsville Center University of Illinois Extension provides equal opportunities in programs and employment. The 4-H Name and Emblem are Protected under 18 U.S.C. 707 University of Illinois ~ U.S. Department of Agriculture ~ Local Extension Councils Cooperating YOUTH LEADERSHIP ACADEMY Planning Meeting Agenda November 19, 2002 Introductions and Steering Committee members present: . Akeela – teens need things to do (Sr) . Ryan – alternative school is for junior high/high school age students/those working on GED’s . Brian – is dependable (Soph) . Mandy – was asked by a teacher (Soph) Comments on current issues: . Teens go to jail . Alternative school is trouble . Teens ruin their own options . Fights happen when teens gather . Police don’t think much of teens/know many of them . Teens have low self-esteem/make cruel and wrong assumptions . People need to see teens out helping the community . Not enough opportunities for teens . Mt. Vernon is a retirement community . Mt. Vernon is boring (only bowling, skating, and the mall where fights break out) Decision points: . Should pull teens from other high schools in the county (with different views and ideas on how to make changes) . Should not rotate locations . Should encourage car pooling (involve juniors and seniors) . Involve Captain Lamar! Chosen topics: . Conflict resolution . Stress and depression . Encouraging responsible/positive behavior—giving recognition for it . Importance of appearance and attitude . Understanding parents Recruitment suggestions: . Send memo to schools emphasizing all teens aren’t bad! . Call attention to positive teens! . Stress the program will be FUN! . Steering Committee members will recruit their peers! Traits to look for in participants: . Personality . Able and willing to voice opinions . Dependable . On time for class . Attend school on a regular basis . Need a variety of students! Next Steering Committee meeting: . December 17 . 4:00-5:00 p.m. . Mt. Vernon High School or K-3 Primary Center . Finalize topics, starting time, schedule, recruitment strategies, location, etc. _______________________________________________________________________________________ SESSION SCHEDULE Session 1: January 21 Understanding Ourselves (Jamie Wheeler and Steve Wagoner, University of Illinois Extension) Session 2: January 28 Communicating and Teamwork (Jay Brooks, Rend Lake Community College) Session 3: February 4 Helping Friends and Responsible Behavior (Cheryl Settle, Mt. Vernon High School) Session 4: February 11 Dealing with Stress and Depression (Tim Monken, Catholic Social Services) Session 5: February 18 Getting Along with Others (Debbie Simmons, University of Illinois Extension) Session 6: February 25 Understanding Parents (Kathy Churnesky, University of Illinois Extension) Session 7: March 4 Realizing the Importance of Appearance and Attitude (Darlene Miller, University of Illinois Extension) Session 8: March 11 Program Planning in the Community (Jamie Wheeler and Steve Wagoner, University of Illinois Extension) Portfolio Contents: Pre-program and post-program questionnaires Session evaluations New learnings Related pictures and drawings Things to tell parents Things to share with the community Project impact Involve media! YOUTH LEADERSHIP ACADEMY OF JEFFERSON COUNTY Session Evaluation Summary SESSION TITLE NEW THINGS I LEARNED ARE… Understanding Ourselves . Even the smallest amount of people can have different opinions and values. . You got to stand up for what you believe. . I learned how to work in a group that couldn’t talk but still accomplish pretty difficult tasks. . When a team works together, they’re all on the same page, and a lot can get done in a short amount of time given. . I lack in instant creativity and that may not make me a good leader, but I can be a good follower and activate the group actions smoothly. . I learned to be responsible to my friends—not for them (I already knew that pretty much—let’s just say it was re-introduced to me). . There are ways in listening to people and not be critical or harmful to that person—especially when that person is suffering from mental illness. . Today, I didn’t actually learn new info, but was reinformed on simple ways to get rid of stress such as time management and organization. Actually (I just remembered right now) I did learn new stuff. He taught us that mental imagination can improve ourselves more than physical practice. That is, in some cases. That was interesting. Communicating and Teamwork Helping Friends and Responsible Behavior Dealing with Stress and Depression Getting Along with Others . I learned that I was a blue-green. That is, an emotional (blue) intellect (green) type of person. Learning this has answered some confusion I had for myself, and it was interesting. Understanding Parents . This session, I can say, was the best session I had in YLA. I learned tons and had great fun. Realizing the Importance of Appearance and Attitude Program Planning in the Community . I never thought employers cared what I wore to a job interview—after all, I didn’t even work there yet. . Planning a program is more detailed than I thought it was. . I learned the importance of careful marketing. . Summer is not the best time for a program. SOMETHING I WANT TO SOMETHING I WOULD SHARE WITH MY PARENT(S) IS… SHARE WITH SOMEONE FROM MY COMMUNITY IS… . The type of people I’ve met in these sessions. . I am having a great time learning from the Academy. . (no answer) . The activities that we did. . Experiences I had at these sessions. . The effects your friends can have on you as far as being there for them. . The same thing I wrote in this section before. . What the Academy is about. . Be helpful, and search for opportunities to do service. . (no answer) . The information the speaker gave to us about his line of work. . Be friendly to them, and be a good follower as we work as a group. . Ways friends can talk to one another without being hurtful. . If there is someone needed to be listened to in the community, I think I can help them! .They are not something I can share (since my grandma, whom I live with, is already a master of her own surrounding stress), but I can refer to the materials I received so I can help myself in needed situations. . I may want to talk about this with my parents when I meet them in summer when I go and visit Japan. I think I gained most of my “color” from my father. I’m interested to find out what their colors are. . I was able to have a great conversation with my grandmother using this skill. I have found out that I used to talk out more than listen. By concentrating on listening, it was great to experience a good conversation. . Maybe I should have thought more about wearing an ear ring! . As we do community services after all these sessions are over (which I am looking SO forward to), I think I can use this ability of managing stress to make our activities better. . We tried hard to hold our day camp. . Even though we didn’t do the senior project, it’s still a great idea! . What would it take for you to support our project—or even help us with it? . I learned that since blue-green is my color, I wish to surround myself with friends with the same color, to gain more understanding of myself and to make myself a better person. . (no answer) . Employers want us to succeed. . If an employer is having a bad day, it may not be my fault. _______________Shaping an Action Plan FOCUS (A clear, brief statement): Help senior citizens in everyday life with things they can’t do for themselves. DESCRIPTION OF THE CURRENT SITUATION TO BE ADDRESSED (Condition A): Many seniors are lonely in nursing homes. Others need help with jobs they can’t do themselves such as grocery shopping, yard work, heavy lifting jobs, transportation, etc. Many are bored! DESCRIPTION OF DESIRED OUTCOMES (Condition B): Seniors are happy, their jobs are completed, they are aware of resources and where they can go for additional help, and they have developed interests. INDICATORS: Smiles are evident! WHERE TO LOOK FOR SENIORS: Coffee houses Apartment complexes such as Rose Lane (*) Nursing homes (*) Neighbors Word-of-mouth Public health department (*) Hospitals (*) Building on 34th Street—by Buford School Newspaper classifieds ACTION STEPS TO BE TAKEN: Develop flyer asking for help (Jessie) Take flyers to Good Sam Hospital (Bryan) and Rose Lane (Jessie and Josh) Contact public health department (Kyle) Place plea for help in school announcements (Bryan for Mt. Vernon, Jessie and Josh for Waltonville, and Kyle for Woodlawn) Contact friends for help Pair 2 teens with 1 senior Determine projects seniors need done Develop a contract for seniors ENGAGING KEY ALLIES: A. Those you know you can count on for support—other teens who want to help, Good Sam Hospital B. Those whose support you would like to have but do not know if they will help—Cross Roads Hospital C. Those who may block your way—moody old people, those family members not very trusting TIME LINE—Plot the starting and ending dates of your action plan and the key dates for the accomplishment of specific tasks in between. Immediately—begin gathering names of teens who want to help and seniors from Sunshine Center and coffee houses Over next few weeks—distribute flyers, place plea on school announcements and in school newspapers, and run ads in newspaper classifieds May 16—names due May 17—continue plans at park shelter by snow cone place at noon June 16 or 17—hold first project? Project Ideas: Develop hang out so teens can stay out of trouble Work with needy kids Help senior citizens Recognize “employees for a day” Hold fund raising dance clinic and donate proceeds Hold day care clinic Donate money for bowling pins Raise money for worthy organizations Clean up trashy areas Seniors: Little Kids: Bryan Jessie Josh Kyle Akeelia Sam Sarah Ruli LEADERSHIP ACADEMY Alternate Adult Evaluation PLEASE CHOOSE A RATING FOR EACH OF THE FOLLOWING ITEMS, AND CIRCLE THE CORRESPONDING NUMBER IN THE RIGHT COLUMN: 4 = I understand and always use. 3 = I understand and sometimes use. 2 = I understand but have not used. 1 = I don’t understand. Statement 1. I understand people’s values when helping them to solve problems. 2. I use an open listening style. 3. I use reflective listening in helping people solve problems. 4. I use a 4-step problem solving process: a.) Identify the problem. b.) Brainstorm for solutions. c.) Make a plan of action. d.) Evaluate the process. 5. I know positive ways to help children behave. 6. I know how to recognize the signs of abuse and neglect. 7. I know different parenting strategies to help teens set limits. 8. I recognize problems that need a professional helper and know where to go to get that help. 9. I understand methods to use in setting goals to strengthen my community. 10. I am aware of the different skills possessed by a community natural leader and a professional helper when working with people in my community. Please list how you handle problems in your family or community: Please list personal skills you have that might be helpful to the group: Please list the services available in your community: Please list the ways you will be most helpful as a community natural leader: In your community, do you feel people can work together? If yes, how? If no, why not? Your Rating 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 4 4 4 4 4 4 3 3 3 3 3 3 2 2 2 2 2 2 1 1 1 1 1 1