Category Archives: disengagement

Washington State Department of Children, Youth and Families

In 2018, Adam was the subject matter expert and a principal consultant on a team with The Athena Group contracted with the Washington State Department of Children, Youth and Families, or DCYF. His efforts contributed to a statewide examination of resources for youth transitioning from state systems of care, including foster youth, formerly incarcerated youth, and youth involved with behavioral health care.

Supported by a team of data analysts, Adam’s specific tasks focused on gathering systemwide feedback and ideas. Advertising through regional DCYF offices, Adam planned, facilitated and analyzed findings from ten regional gatherings for youth and adults affected by state systems of care. Participants included young people, birth parents, foster parents, systems workers, community based workers, healthcare and mental health professionals and advocates. Facilitated as dynamic, interactive workshops, these gatherings produced more than 5,000 data points for DCYF officials to draw from as they informed policymakers about the issues in the field.

Additionally, Adam also crafted a 20-page summary report incorporating data analysis, process evaluation and policy recommendations. There were also multiple original data studies included that focused on the emergency care available to youth transitioning from state care, as well as additional resources they need to move from state care into successful adulthood.

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Elsewhere Online

No Seat At The Table

Standing awkwardly at the back of the room, I listened to the words coming from the four tables in the middle of the space. It was a drab, faded white hall with dull, grey carpet that smelled musty, felt greasy and looked depressed. I was 17, wearing my most optimistic white sweatshirt and clean jeans, and trying my hardest to stay attentive to what was being said.

“Why would any kid want to come to our meetings?” said Paul, a gruff World War II vet who clearly didn’t support the idea.

“I don’t think there’s a place for him here, or any other teen. This is the work of people with experience and knowledge, and when you’re in 12th grade you have none of those,” said Betty, who was one of the grandmas in the room that I liked.

That night, the church council decided there was no role for youth in their work. I’d lobbied the church and minister to allow me onboard for several months before that vote. Hearing their decision, I was crushed.

 

Adam at Pearl Church
This is me sitting courtside at the basketball court in the basement of the church.

 

For three years, I’d been actively involved throughout the life of the church. Joining the choir, coming to classes, continuing my membership in scouts, and helping whenever the minister asked led me to join the church council. My mentors in the church made so many spaces for my voice and involvement that I wanted to take it to the next level. I had helped plan classes, build events and relations between the church and community, and preached at Sunday services at the invite of the minister.

I wasn’t ever given firm reasons for why I wasn’t allowed to join the church council. Instead, I was given platitudes and misdirections like, “You’re too young to understand,” “This is adult work,” and “We don’t have space for kids in our work.”

When I wasn’t allowed to join the church council, I internalized a lot of the messages given to me, whether they were inadvertent or intentional. Those messages included:

  • Youth voice matters in certain situations, but not all the time
  • Youth voice is useful when it fits adult expectations, but not when it goes out of the boundaries
  • Adults don’t want to listen to all youth voice, just the ones they want to hear from.

Rather than try to engage me in any sense, the church council simply denied me altogether. It would be too simple to say that was disheartening to me; instead, it’s more apt to say it was crushing. I didn’t realize it then, but I stacked that experience onto many others that felt disempowering, disconnecting and unaccepting.

Within the next year, I slowly moved away from the home I’d felt at the church. My longtime skepticism about religion took hold of my imagination, granting me some critical thinking but mostly lavishing cynicism in my heart. I no longer saw the people in that place as family, but instead as overseers. Sure, I still had mentors there cared for me, and I was always respectful and cared about them. But never again did I feel the same.

A few years later I left that denomination entirely and never returned. In the 25 years since, that congregation folded and the church changed hands. I moved on too, only occasionally visiting the place that raised me. My work allows me to keep it in mind though, especially as I work with organizations to consider never allowing adult discrimination against youth to happen again.

 

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The Crisis of Disengagement—A Tip Sheet by Adam Fletcher

Personal Engagement is the sustained connection a person has to the world within themselves.

—Adam F. C. Fletcher

In places throughout our society, people are wrestling with a challenge that feels insurmountable: People just don’t care, they aren’t showing up, or they’re not doing what we need them to, what they’re supposed to do, or even what they want to do.

Causes of Disengagement

First obvious in schools, in the 1970s this was originally identified as a dropout problem. After struggling through early community action agencies, Rock the Vote type projects, and national service programs, in 1999 a sociologist named Robert Putnam put a face to the problem when he published Bowling Alone: The Collapse and Revival of American Community. 

Putnam successfully diagnosed the problem with society’s social capital, which is a metaphor for the interactive networks people keep with other people who live and work around each other. Since we’re constantly exchanging these visible and invisible gestures in conscious and unconscious ways, social capital is what allows our society to actually work.

What Disengagement Causes

Wonder why it feels like our society doesn’t actually work? According to Putnam, its because social capital isn’t being circulated like it used to be. Given the emergence of anarchistic capitalism and hyper-libertarianism, I believe we’re reaching a fever pitch and revealing the real problem, which I am calling the Crisis of Disengagement.

Psychologists talk about this as a phenomenon that needs addressed through intrinsic-extrinsic motivation theory and goal theory, and the need to investigate the gaps between people, as well as what possible ways to maintain or stimulate peoples’ motivations to exchange social capital. They believe environments can be intentionally maintained to enhances the self-concept, social efficacy, and a sense of volition as well as self-determination to circumvent the demise of social capital. And all that’s fascinating to me, and I’m going to continue studying it to learn more.

Essential Learning

Adam training youth at Eastern Washington University in 2012.

However, I think we need an accessible approach to the Crisis of Disengagement for everyone, not just academics. So let me name and define what I think we’re talking about here:

  • Engagement is any sustained connection anyone has to anything in the world around them and within themselves.
  • Disengagement is the absence of sustainability in our connections.

That said, the Crisis of Engagement is a solvable problem, much like poverty and war. As Nelson Mandela said,

“Overcoming poverty is not a task of charity, it is an act of justice. Like Slavery and Apartheid, poverty is not natural. It is man-made and it can be overcome and eradicated by the actions of human beings.”

Disengagement is a solvable problem.

My work is about helping YOU solve the Crisis of Engagement. Check out the rest of the Personal Engagement Tip Sheets to learn more!

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Adam Fletcher is available to train, coach, speak, and write about Personal Engagement across the US and Canada. Contact him to learn about the possibilities!

Creating Meaningful Engagement, Anywhere, Anytime with ANYONE

Late last year the Mid-Atlantic Network for Youth (MANY) invited me to Baltimore, Maryland, to talk with nonprofit leaders from across the country. I joined a dozen other speakers in talking with these leaders for a day, and MANY recorded what I said.

I would love to hear what you think of this video. Please share your comments here, and PLEASE don’t hold back! Criticism, concerns, ideas, and anything else is welcome!

Becoming Aware of Youth Culture

Culture is anything and everything that makes up the parts of a person’s entire way of living.

Culture is organized into groups, including a person’s geographic location, political identification, sexual orientation, familial makeup, friends, religion, jobs, and AGE. Age is a cultural group because of the traits shared among different age groups throughout society.

Ethnocentrism, racism, sexism, homophobia and xenophobia are all rooted in these cultural realities. Adultism is too.

Adultism is bias towards adults.

In order to successfully, meaningfully and wholly engage children and youth anywhere, anytime for any reason, adults have to confront our bias towards adults, and the consequence of that: discrimination against young people.

The question of becoming aware of the culture of young people is at the very core of my work for a lot of reasons.

For all that we continue expanding Euro-awareness of the value of indigenous culture; for the cultural expansion towards equitable roles between women and men; for the upsurging awareness of the equal rights of GBLTQQ folks; we’re missing a key element in these conversations, and that’s the cultural shoehorn known as children and youth.

Young people have a distinct and unique culture for many reasons, not the least of which being the routine and systematic segregation of them from society by adults. The culture of young people is almost wholly and constantly neglected, denied and dismissed by adults. They are actually and actively repressed, consequently fostering adultism and the adultcentric nature of schools and homes and businesses and government and, and, and…

That’s why cultural awareness is at the middle of what I do. From my perception, we’re talking about human rights, and the distinct right young people should have to be themselves.

We can and must do better.

Youth Engagement in the Economy by Adam Fletcher

Over the last six months, I have written more than a dozen articles about youth engagement in the economy. For the first time, I’ve compiled them into a publication and added some important information. A Short Introduction to Youth Engagement in the Economy is a guide addressing youth employment, youth entrepreneurship, youth training, youth banking, youth programs, school classes and other activities. Covering the most forward-thinking about economic youth engagement, this publication is for employers, youth workers, teachers, and others committed to building the economy through youth engagement. Learn more by downloading it today, and share it with your friends, colleagues and networks!

 

NEW E-BOOK:

A Short Introduction to Youth Engagement in the Economy
by Adam Fletcher
81 pages
Published by The Freechild Project
Olympia, Washington, USA
2015

Six Reasons Youth Disengage

After almost 15 years of consulting nonprofits, K-12 schools, and government agencies across the United States and Canada, last year I took a position coordinating a dropout prevention program in the Pacific Northwest. Hungry to examine a different support system for youth I wasn’t familiar with, I chose this program because it supports young people ages 14 to 24 who are re-engaging in school, training, and the workforce.

Since then, I’ve had the privilege of partnering with dozens of agencies serving thousands of youth. Meeting young people of all ages, working with seasoned and new youth workers and agency leaders, and learning new insights into youth disengagement and dropout have highlighted my experience so far.

For all my years of consulting, I’ve focused on youth engagement in communities and student voice in schools. I learned a lot through my research and practice, and from colleagues across the nation and around the world. However, I’ve had many new lessons in my current position, too.

So many people are working so diligently to engage youth in society, or re-engage them in culture-building activities, completing school, getting training, finding employment, recreation, or civic engagement activities. So why are youth still making the conscious choice to leave these programs? Here are six reasons youth disengage.

 

Six Reasons Youth Disengage

1. Youth Are Taught To See Themselves As Failures. Between parents who are too busy or too depressed to care, teachers who are too overwhelmed to focus on them, and lawmakers too beholden to give them the supports they need to succeed, many youth are actually taught to see themselves as failures. That comes from the culture surrounding them, including tv and music; schools they attended, including teachers and curriculum; and the social safety net that allows them fall to low, low heights.

2. Many Adults Have Given Up On Many Youth. Driven by standardized testing, mandatory evaluations, prescripted youth programs, and byzantine policies, many youth workers, teachers, government officials, and others have given up on many of the youth they’re supposed to serve. Instead of believing “youth are the future”, they believe youth are merely numbers to achieve program goals, or ineffective contributors to the economy, civic society, and world around them.

3. Traditional Youth Activities Serve Traditionally Engaged Youth, And Fail Everyone Else. Youth leadership, community service, and even traditional youth empowerment programs actually fail to serve a lot of young people today! Too reliant on youth complacency and obedience, these programs are failing to foster modern thinking, implement accurate strategies, and create successful cultures that engage disengaged youth. This is happening in epidemic proportions in many, many communities, especially affecting low-income youth and youth of color.

4. Most Adults Expect Youth To Change To Meet Today’s Needs. Rather than acknowledging that the economy is changing, the job market is realigning, and needs and wants are different now than ever before, most adults expect young people to change to meet today’s needs in the economy. This is carryover thinking from an old education model, which sought to mold students into the types of learners teachers were capable of teaching. This is a disingenuous perspective, because the future economy depends on nimble thinking, transformative action, and creative realities.

5. Youth Engagement Isn’t Really The Goal. When most adults talk about youth engagement, they’re actually talking about youth obedience. They want young people to comply with the expectations, values, perspectives, and realities of adults, and not their own. They couch their expectations by talking about activities being youth-led or youth-driven, but in reality, they only make programs for youth who comply with adult expectations or desires. In this way, they seek conformity, not engagement.

6. They Are Already Engaged. Whether or not adults want to see it, youth are already engaged right now. They are 100% human, choosing where, how, when, and why they want to engage. Albeit, they might be engaged in things adults don’t approve of, including sex, drugs, and rock-n-roll, or any of a plethora of other activities (smoking, video games, graffiti, basketball, driving, etc). This shows that youth engagement isn’t limited to things adults approve of them doing; youth engagement isn’t just compliance. Instead, its any sustained connection a young person has to the world around them. Adults need to learn that simply because youth aren’t engaged how adults want to be doesn’t automatically invalidate the things youth are engaged in. Instead, it challenges us to meet them where they’re at, instead of insisting they come to where we want them to be.

 

These six reasons have sunk into my skin slowly, because I’ve done these things too, whether inadvertently or on purpose. However, I believe its our responsibility as ethical practitioners—youth workers, teachers, social workers, government officials, and community leaders—to respond to the need for authentic youth engagement.

What steps can you take to ensure youth stay in schools and our community programs?