Reading Club Selections for August 21, 2020

We have two brief articles for discussion this week, both focusing on school reopenings and the effects on young people:

The first offers tips to parents:
Child Mind Institute: Teenagers and Reopening.

The second is a provocative opinion piece from NBC News–did the author hit or miss the mark? We’ll discuss.
School reopenings are being touted as good for students’ well-being, but that’s wrong.

Remember to register to join us — talk to you soon!

Virtual Implementation of EBPs: Clarifying a Few Points

Many of you joined us for our web meeting last week on virtual implementation of EBPs. At this point there is still a lot of uncertainty about whether and how we can reach young people to engage them in sexuality education. School re-opening may look very different in each community or city borough. It is also not certain that school staff, administrators, or teachers, are interested in working with you this school year given the complexity of re-opening schools safely. However, together we are moving ahead with planning virtual implementation so that we will have something to offer young people and teachers soon.

Asynchronous vs. Synchronous Learning

We will form work groups for three EBPs used by SRAE or CAPP and PREP: Be Proud Be Responsible, Making Proud Choices, and Making a Difference. (TOP and Project AIM developers have provided us with virtual implementation guidelines and material. We will be meeting with providers who selected TOP and Project AIM separately.)

We propose to develop one template for asynchronous learning and one for synchronous learning.

  • Asynchronous learning refers to providing curriculum via platforms such as Google Classroom or Schoology where young people will study online following teacher instructions. They can do this individually at their own pace, working and submitting responses online using the platform.
  • Synchronous learning refers to providing curriculum live online via platforms such as Zoom or Skype where young people sign in at the same time and participate in activities online.

The material we develop in the work groups will be available on the website. Once you know if and how you can access young people in schools or through community-based organizations, you can tailor these materials for your site. We will develop fidelity guidelines and will ask you to submit your online curriculum for review before you implement.

Develop online EBP material on your own?

You are welcome to work with your local project team to develop online material for any of the EBPs you usually implement. As mentioned above we will develop fidelity guidelines and ask you to submit your online curriculum for review.

Documentation in the ORS? Entry and exit surveys?

We are still working on adjusting the Online Reporting System (ORS) to the different virtual implementation processes. Similarly, we are still discussing how to administer the entry and exit surveys required for PREP contracts.

Incentives for virtual implementation?

At this time incentives are not allowed in the SRAE initiative. We will advocate for incentives for virtual implementation for SRAE contracts.

Continue current virtual efforts (non EBP-based)?

You can continue your current social media efforts to engage youth with sexual and reproductive health and healthy relationship information as well as continue Component 2 virtual programming. Again, we recognize that some of you may not be able to work with the schools to deliver EBPs virtually. Schools may set different priorities at this time.

ETR Resources

Online learning requires different techniques to keep young people engaged and motivated to learn. ETR, the purveyor of many EBPs including Making a Difference, has made available a set of resources / tip sheets to guide the translation of EBPs to virtual platforms.

Adapting Teaching Strategies for a Virtual Environment

Adapting Trauma-Informed Practices to a Virtual Environment

Alternative Video Guidance

Jutta Dotterweich smiling

~ Jutta

Sharing Pride: All it Takes is One Video

Guest writer Lumesh Kumar is Senior Health Educator for CAPP/SRAE Programs at BronxWorks.

I have been working remotely from home and unable to facilitate the CAPP program to teens in person. My team and I were tasked with creating videos related to a variety of health topics. This was a unique opportunity to step away from the evidence-based intervention and have a bit of freedom and ability to put my spin on what I was presenting.

In June, National Pride Month, I wanted to create a video that would increase young people’s knowledge on the topic of LGBTQIA+. I created two videos: the first was an overview of the acronym LGBTQIA+ and the second was a history and trivia game. I was content with my audience being adolescents but I thought “why not expand this to the adult population?”​

As the co-chair of the Health Committee at BronxWorks, I was able to secure a spot with the training department to facilitate my live webinar as a professional development webinar open to all staff. ​

In the live webinar for BronxWorks, I provided a brief overview of each letter in the acronym LGBTQIA+, including symbols and flags associated with the acronym. I discussed gender, gender identity, gender expression, and biological sex just to name a few. After that, I played a trivia game where the staff learned about LGBTQIA+ history. ​

The staff who attended the webinar enjoyed and learned a lot of new information. Staff in the training commented on how informative this webinar was and wanted it to be something that all staff members were required to complete. The training department is considering this webinar to be part of the on-boarding process for new staff!​

When creating these videos I intended to reach youth to increase their knowledge on what the LGBTQIA+ acronym means. Unknowingly I was able to reach 40+ staff at my organization with the potential of reaching all new incoming staff.  ​

Below are my two recorded videos (temporarily hosted on the ACT for Youth Vimeo account). Please feel free to share with staff, parents, and teens!​

Where’s Your Pride: A Guide to LGBTQIA+

Test Your Knowledge: LGBTQIA+ Trivia

Thank you​.

~ Lumesh Kumar

Shared Resources from the Social Media Practice Work Group – 7/2/20

Shaquia Williams: How To Instagram

Spanish Action League of Onondaga County, Inc. – La Liga

We usually do not post our social media practice work group materials–after all, they’re just for practice! But we did want to share this great information from Shaquia on getting started with Instagram.

Thank you so much, Shaquia!

Shared Resources from the Peer Educator Training Work Group – July 2020

Michele Luc and Teresa Casullo: Reflection and Resources

PET Work Group meeting – 7/1/20 (recording)

For downloadable resources, visit this Hub post (the CAPP and PREP blog).

Zoee Davidson & Katiana Partis:
Teen Peer Ed & Social Media

Planned Parenthood of Greater New York

PET Work Group meeting – 7/15/20 (recording)

Zoee and Katiana presented on how they use social media as a foundation for engaging their peer educators as well as how their peer educators use social media as a tool to educate other youth. The intended audience is educators who work with (or plan to work with) peer educators.  The presentation, which was developed on Canva, can be shared/presented on any platform where PowerPoint can be shared (e.g. Zoom) and can be viewed on any web browser by clicking on the link.

Teen Peer Ed & Social Media presentation

Thank you Zoee and Kati!

Tavia Jackson: Teen Choice Peer Leadership Program

Inwood House at Children’s Village

PET Work Group meeting – 7/29/20 (recording)
(Tavia’s presentation begins at 5:58)

In this meeting, we learned about the peer education program run by Inwood House at Children’s Village. Tavia also included tips on launching a peer ed program.

Thank you, Tavia!

Shared Resources from the Peer Educator Training Work Group – June 2020

Teresa Casullo: Teens Helping Teens

Planned Parenthood of Greater New York

In our first work group meeting, co-facilitator Teresa Casullo shared information about PPGNY’s Teens Helping Teens group in Schenectady, including their community work, retreats, and other activities, as well as an example of a virtual meeting.Teens Helping Teens – PPGNY peer educatorsDOWNLOAD

Peer Educator Training Work Group meeting – 6/3/20 (recording)
Teresa’s presentation begins at 29:53.

Kailin Kucewicz: Peer Educators Empowering People

Native American Community Services

In our June 17th meeting, Kailin Kucewicz shared detailed information about her peer education group, Peer Educators Empowering People. Her presentation included a description of the group, the PSA development process, PEEPs virtual activities and events, and nuts and bolts about how the group is run.Peer Educators Empowering People – NACSDOWNLOAD

Peer Educator Training Work Group meeting – 6/17/20 (recording)
Kailin’s presentation begins at 15:45.

Here are the links for some of the things Kailin talked about in the presentation:

PEEPs Hours Log

PEEPs 2020 Calendar

NACS Facebook Page

NACS Instagram

Thank you, Kailin and Teresa, for these inspirational examples and practical resources!

Reading Club Selection for 7/24/20

Join us Friday at 11:00 for a discussion of non-binary identity, and what it is like for non-binary youth growing up today. Our jumping off point is this article from the New York Times:

The Struggles of Rejecting the Gender Binary

If you are unable to access the article, let me know at ks548@cornell.edu.

Remember to register here. Talk to you soon!

~ Karen

Reading Club Selection for July 10, 2020

This week for the club we are going with a video: learn from children and teens about what it’s like Growing Up Trans in this PBS/Frontline documentary.

And if you want to learn more (though it’s not necessary to watch this before the meeting), take a look at this MTV Doc: Transformation.

Don’t forget to register for the meeting.

Have a great week and let’s talk on Friday!

Positive Youth Development 101 Web Series

At a time when face-to-face trainings are not feasible, please join us for a series of webinars exploring positive youth development (PYD) and its core principles and strategies. Drawing from the PYD 101 training curriculum we will introduce updated material and new resources. Although the PYD 101 training was developed with professionals new to the field of youth work in mind, it may serve as a good refresher for experienced youth work professionals.

July 7 at 10:00AM – PYD I: Foundations

In this webinar we will define positive youth development and explore key theoretical frameworks and research findings. We will also summarize the current understanding of adolescent development.

Register for PYD I here.

July 10 at 10:00AM – PYD II: Positive Youth Development Outcomes

One important principle of PYD is to focus on building positive youth outcomes instead of preventing or fixing problematic behavior. We will take a look at different outcome models. In addition, we will discuss and practice strategies for building positive outcomes through a strength-based approach.

Register for PYD II here.

July 14 at 10:00AM – PYD III: Youth Voice and Engagement

Another key principle of PYD is youth voice and engagement. We will explore ways to provide young people with meaningful roles and responsibilities. Authentic youth engagement, however, does not happen without addressing barriers such as adultism and other forms of adult resistance.

Register for PYD III here.

July 21 at 10:00AM – PYD IV: Youth Development Programming

In this final webinar we will review features of effective youth development programming, reflect on inclusive program environments, and explore youth-centered learning approaches and resources.

Register for PYD IV here.

Jutta Dotterweich

~ Jutta

Reading Club Selections for June 26, 2020

6/18/19 UPDATE – NOTE NEW DATE. This meeting will be held on June 26 rather than June 19, due to the Juneteenth holiday.

This week we turn to the topic of the effects of smart phones on young people. We have two articles. The first one makes large claims about the negative effects of smart phones, especially for mental health. The second is, in part, a critique of that view.

  1. Jean M. Twenge, The Atlantic: Have Smartphones Destroyed a Generation?
  2. Lisa Guernsey, Slate: Don’t Take Away Your Teen’s Phone

(If you have time to read just one article, make it the second one –Guernsey touches on the first article’s main points, so you’ll get the gist.)

Remember to register for the reading club meeting and join us at 11:00 on Friday!