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