Transcript Slide 1

Office of Juvenile Justice and Delinquency Prevention
State Advisory Group (SAG) Training
Youth Involvement in State Advisory Groups
Sponsored by the
U.S. Department of Justice
Office of Juvenile Justice and Delinquency Prevention (OJJDP)
Administered Through the SAG Training Grant Under
Cooperative Agreement #2010–JF–FX–K002
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Module 1
EMBRACING THE ROLE OF
YOUTH INVOLVEMENT
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Learning Objective
Participants will gain a better appreciation how the
overall work of the SAG is enhanced by youth member
involvement and youth contributions at multiple levels.
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Module Overview
•The Juvenile Justice and Delinquency Prevention
Act
•Defining youth involvement
•Recognizing the value of youth involvement
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Where Do You Stand?
Individual Reflection Exercise
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Youth Involvement
Adult
Youth
SAG
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The Juvenile Justice and Delinquency
Prevention Act
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“Letter of the Law”
• General youth voice
• One-fifth of a SAG’s members must be under the age of 24
when appointed.
• System-involved youth voice
• Three members must currently be or in the past were under
the jurisdiction of the juvenile justice system.
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“Spirit of the Law”
• Youth engagement
• It is basic democracy
• Provide representation at a table where decisions are
made about one’s population and demographic.
• “Nothing for us without us.”
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In Their Own Words:
“Youth engagement means that those youth members in a very real sense feel
valued by the other members of the SAG. There must be a conscious effort to
include them in the discussion and processes addressed by the SAG. If youth
members have never been involved in ‘the system,’ they need to be made
familiar with the juvenile justice process in their state and with the acronyms
and language related to that system. If a youth member has been involved in
‘the system,’ adult members need to be open-minded, valuing the
perspectives put forth by that member. It is vital that adult members don’t put
forth an attitude of superiority but rather an attitude of mentorship and the
appreciation of learning something from those youth members.”
—Tom McBride, Nebraska SAG member
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The Reality…
•Considered and treated as full members
•Youth assist in grant review
•Difficulty retaining youth
members
•Limited practical contributions
•Viewed as experts who provide guidance by youth
and feedback.
•It’s vital and provides insight about
relationships with the community and
services
•Celebrated for their service
•Represented on the SAG Executive
Committee and encouraged to attend national
conferences
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Youth Involvement
Leadership
Involvement
Inclusion
Voice
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Defining Youth Involvement
Three Interrelated Components:
1. Positive Youth Development
2. Youth voice
3. Youth engagement
Also important…it takes youth and ADULTS!!!!!!
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Positive Youth Development
• Youth-Adult partnership
– Distinguishes PYD from Youth Work
• Individual development
– “...ongoing growth process in which all youth are engaged in
attempting to
• (1) meet their basic personal and social needs to be … valued, be
useful… and
• (2) build skills and competencies that allow them to function and
contribute in their daily lives” (Karen Pittman, 1993).
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Envisioning Youth Engagement
Group Activity
The Same or Different?
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Positive Youth Development
Character
Confidence
Connection
Positive
Adulthood
Caring
Competence
Contribution
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Positive Youth Development (cont’d)
Interactive Group Exercise
Checking in on our 6 C’s.
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Youth Voice
Interactive Group Exercise
What Language Do You Speak?
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Youth Voice (cont’d)
The confidence to have a voice is not innate.
Providing youth with a voice requires
• Innovation
• Patience
• Individualized opportunities
Understanding, mentorship and clarifying questions are essential.
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Envisioning Youth Engagement
Resource Break!
Roger Hart’s Ladder of Young People’s Participation
Guide to Youth Friendly Practices
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Addressing Barriers
Small Group Activity: Preconceived Notions
• Split into groups (Youth and Non-Youth Members).
• Brainstorm benefits and challenges of working with the other
group.
• Discuss.
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In Their Own Words:
“The benefit of youth membership on the SAG is two-fold. First of all
throw all the federal requirements out the window. The need for youth
involvement in their own system of justice is just the right thing to do. The
benefit of youth engaged with their SAG to the adult members can be
looking at issues and processes from a new perspective, remaining
grounded (and remembering) for whom it is exactly that we are trying to
improve the system for. A youth member can also be the ears and eyes
of a different generation. The value to the youth member is the
opportunity to learn how to work in collaboration with others and how to
be a voice in a process that is most often dominated by adults; it can give
them experiences and tools they can take into their future endeavors.
The experience also looks very nice on résumés for them and can create
a clearer understanding of positive involvement in their community.”
– SAG member
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Values Statement
Large Group Activity
Creating a SAG Value Statement
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Value Statement Examples
• Insert NJ & NC values statement
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Module 2:
EFFECTIVE RECRUITMENT OF
YOUTH MEMBERS
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Learning Objective
Participants will gain an understanding of the
importance of effective recruitment of youth members
for involvement in the SAG, as well as several
strategies designed to assist in such recruitment.
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Module Overview
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Identification
Marketing
Outreach
Screening process
Ensuring appointment
Orientation
First impressions
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JJDPA Requirements
• General youth voice
– One fifth of SAG must
be under 24 when
appointed.
• System-involved voice
– Three SAG members
must be or have been
under juvenile justice
system jurisdiction.
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Identifying Potential Youth
Large Group Activity
Where do we look for youth members?
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The answer is right in front of you!
Utilize your resources:
Broaden your horizons:
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Public agencies
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Private nonprofit
organizations
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Youth volunteers
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Employed youth
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System-involved youth
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Youth leadership conferences
Juvenile justice conferences
Youth services
Foster care agencies
Detention facilities
YMCA
Boys and Girls Club
Youth leadership classes
Teen/Youth Court
College campuses
Fellowships/Internships
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Age Specific
High School
• County school districts
– Leadership
– Government
– Teen/Youth Court
Higher Education
• College campuses
– Juvenile Justice/Criminal Justice
– Political science
– Social services
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Identifying Youth
Small Group Activity
Profile of an Engaged Youth Member
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Market Your SAG!
• STEP ONE: DEVELOP A MARKETING PLAN
• Consider the SAG as a marketing team
– Knowledgeable
– Aware
– Prepared
• Ensure all members understand their role in implementing the
plan.
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Marketing to Youth
Large Group Activity
What type of marketing does our SAG do?
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Marketing Plan Components
• Executive summary
• Measurable goals,
objectives and desired
impact
• Target audiences
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Messages
Strategies
Timeline
Evaluation
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Marketing Plan
Small Group Activity
Creating a Mini Marketing Plan
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Market Your SAG!
• STEP TWO: DEVELOP AN ACTION PLAN
• Create, design, construct, deliver
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Flyers/handouts/brochures
Business cards
SAG website
Listservs
E-letters
Social media
• Identify roles in outreach
– Create a youth outreach work group
– Consider a youth voice based marketing plan
– Delegate the Youth Subcommittee to engage prospective members
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Involving Ourselves in Outreach
Individual Reflection Exercise
What can I do to help recruit youth members?
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Identifying and Screening Youth Members
• Remember your Effective Youth Member characteristics.
• Establish methods for selecting members with these
characteristics
– Application for membership (See Example)
– Experiential SAG opportunities (Hawaii)
• Allow participation in subcommittees prior to SAG membership
• Allow them to attend SAG members prior to appointment
– Individual or youth panel interviews
• Utilize during site visits and grant reports
– Remember system-involved youth
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Ensuring the Appointment
• Develop cohesive strategy consisting of:
– Professionalism
– Conveying of importance
• SAG
• Youth voice on SAG
– Diligence
– Plan for presentation of potential members to appropriate
personnel
– Compliance
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If an appointment is rejected…
•Share your value statement, marketing plan, and screening
process.
•Be persistent, make additional efforts to explain the need.
•Schedule a meeting to discuss reasons why the particular youth
was not appointed and address concerns.
• Utilize resources.
•Communicate with OJJDP, other SAG’s and local supports.
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Orientation
Things to Include:
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Expectation of SAG involvement
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Roles and responsibilities
Attendance
Commitment level
Flexibility for youth
Compensation (Stipends/Transportation) for SAG involvement
Support system for youth
– Mentoring
– Individual orientation opportunities
– Youth Subcommittee
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Orientation and Integration
Strategies:
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Experiential orientation opportunities
Development of a new member packet
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National CJJ Youth Committee “Youth Manual” (http://www.juvjustice.org)
Common Forms
Local Acronyms
SAG Policies
Meeting Dates
Individual new member training
Youth panel member training
One-one-one mentoring
Youth subcommittee presentation at each meeting
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Addressing Challenges and Barriers
Large Group Activity
What barriers/challenges will we face in the orientation of
youth members?
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Module 3:
ENGAGING AND RETAINING YOUTH
MEMBERS
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Learning Objectives
Participants will gain a deeper understanding of the
value of youth member participation, learn new
strategies to keep youth engaged and involved on the
SAG, and develop solutions to barriers that may inhibit
youth retention.
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Module Overview
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Overcoming challenges in reappointment
Proactive approaches
Addressing retention and turnover
Establishing retention strategies
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Positive Youth Development (PYD)
• “The basic premise of PYD is that even the most
disadvantaged young person can develop positively
when connected to the right mix of opportunities,
supports, positive roles, and relationships.” – Butts,
Bazemore, and Meroe (2010).
• How can SAGs use the PYD model to engage youth?
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Positive Youth Development
Character
Confidence
Connection
Positive
Adulthood
Caring
Competence
Contribution
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Components of Youth Engagement
• Youth–Adult
partnerships
• Follow-through
• Respect
• Infusion of youth
• Authenticity
• Mutuality
• Enthusiasm
• Communication
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Discussion: Barriers to Youth Involvement
• What are current barriers to engagement?
• What roadblocks for under-utilized members exist?
• Logistical challenges
• Philosophical challenges
• How does your SAG support healthy transitions?
• Moving within state
• Transitioning from SAG’s (recruitment and training of replacement)
• “…the youth and young adults in these age ranges are inherently
transient, moving from high school to college or college to
employment. Hard to get through these transitions.” —Interviewed
SAG Member
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Positioning Your SAG-Part 1
How can we shift roadblocks to building blocks?
“We have had some wonderful, committed youth members,
but jobs, education, children, etc. make it difficult for
them to stay consistent.” — SAG Member
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Develop Effective Engagement Strategies
Utilizing Positive Youth Development
• Emerging research suggests that community service “may have a
positive impact on the health and well-being of youth, including crime
and other risky behaviors” (Butts, Bazemore and Meroe, 2010).
• What does PYD look like in a SAG environment?
– Example: Mentoring system
– Outcome: Divide decreases
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Positioning Our SAG-Part Two
What steps can be taken to create a climate that
cultivates youth leadership?
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Module 4
YOUTH LEADERSHIP
DEVELOPMENT
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Learning Objective
Participants will gain an understanding of the
importance of effective leadership development of
youth members for retention and growth within the
SAG, as well as understanding of program models
designed to assist in such continuous leadership
development.
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Module Overview
• Understand leadership
• Appreciate the importance of effective youth leadership
• Incorporate leadership development in your SAG
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Perspectives on Leadership
• If your actions inspire others to dream more, learn more, do
more, and become more, you are a leader.
– John Quincy Adams
• Leadership is the active ability to inspire by one’s own example
– to ardently motivate others to achieve with integrity and
accountability their greatest potential, for both personal and
professional progress.
– Christine Lin, Yale School of Management
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Perspectives on Leadership
• Leadership equals influence.
– John Maxwell
• Leaders impact our daily lives and futures. In good times and
bad, there is always a need for strong leadership. The success
of a business or an industry is determined by the leaders it
chooses or inherits.
– Kevin Mane USA Today
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Defining Leadership
Small Group Activity
What does leadership mean to you?
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Leadership Defined
A leader IS
- Character
- Presence
- Intelligence
A leader DOES
- Develops
- Inspires
- Achieves
Leadership: the action of someone bringing everything they are,
believe, and know to provide purpose, direction and motivation
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Recognizing Leaders
Small Group Activity
What are the qualities of a leader?
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Qualities of a Leader
Range
Differences
Style
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Remembering Leadership Opportunities
Reflection Exercise
What was your first leadership opportunity?
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Why is Youth Leadership important?
• Creating partnerships
“In order for youth to be prepared to work in partnership with adults, they need
to develop and/or enhance their leadership skills.”
- The National Resource Center for Youth Development
• Effective outcomes
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Time management
Team work
Goal setting
Conversation starters
Meeting facilitation
Effective presentations
• Mutually beneficial to:
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Youth members
Professional members
State Advisory Groups
Youth served by SAG’s
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How Does Leadership Development Occur?
The Manager and the Sage
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How to Develop Your Youth and SAG
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Leadership Development Model
• Individual readiness
(educate)
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Trainings
Conferences
Seminars
Workshops
• Developmental experiences
(get members INVOLVED)
– Build Relationship
– Strategically identify strengths
• Reflection and time (support
members in their efforts)
– Committee work
– Policy-making (white papers,
annual report, etc.)
– Reviewing grants
– Obtaining the input of system
involved youth
– Establishing a youth
subcommittee
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Ideal First Opportunity: SAG Committee Work
• Committees provide leadership roles with support
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DMC
Budget
Youth
3-Year Plan
Policy and programs
Innovations
Juvenile justice reform
Example:
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A SAG member in a school for business or finance working closely with the
agency accountant in managing the SAG budget, increasing his/her
knowledge and network of contacts.
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Build Experience: Grant Review
• Grant oversight
– Site/monitoring visits
– Review of grant and related paperwork
– Youth teams to review grantee presentations
• Grant review
– Provide training for youth
– Have them review grant applications
– Consider a youth grant review team
• Match strengths of the youth member with the process
– Current and former system-involved youth can reflect on first-hand
knowledge
– Review grants for youth development techniques
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Cultivating a Voice: Policy-Making
• Involve youth in policy-making decisions and revisions.
– Example: Allow youth to help create a travel policy or a communication
policy for their SAG
• Provide opportunities to advocate.
– Address his/her state house or senate judiciary committee by advocating
for SAG recommendations.
– Write a white paper or the annual SAG report to the Governor (a JJDP Act
requirement)
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Get Involved Nationally
• Coalition for Juvenile Justice (CJJ) has numerous committees:
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Government Relations
Ethnic and Cultural Diversity
Youth Committee
National Youth Chair on the Executive Board
Council of SAGs
• Federal Advisory Committee for Juvenile Justice.
– OJJDP requires 20% youth membership to the Committee
• Become a youth trainer and consultant.
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Solutions to Common Barriers to Leadership
• Mentoring – match with peers (youth and adult SAG members)
– Solve for: Lack of Knowledge/Fear of Failure
• Provide preparation and feedback for all opportunities
– Solve for: Aversion to risk taking
• Maximize time-limited membership by promoting full
engagement
– Solve for: Time (availability and management)
• Be creative
– Solve for: Lack of resources and innovation
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Take Action
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Putting Your Plan Into Action
• Develop action plans for 3 component areas
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List 3-5 activities
Identify resources
Develop timelines
Assign responsibility
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Resource Break – Recommended Readings
•21 Qualities of a Leader - John Maxwell
•From Good to Great - Jim Collins
•Outliers -Malcolm Gladwell
•True North - Bill George
•Curtail Conversations – Kerry Patterson
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Thank You!
"If you have an apple and I have an apple and we
exchange these apples, then you and I will still each have
one apple. But if you have an idea and I have an idea and
we exchange these ideas, then each of us will have two
ideas."
- George Bernard Shaw
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