How to Recruit Youth Today

TPOYEadvert

Youth have many choices to make today.

Let’s say that you’re 18 years old. You left school before graduating, and your friend’s mom is letting you stay in their garage.

You have many choices, and they’re stacked like this:

  • Apply for jobs
  • Break into a car to steal something
  • See if your old girlfriend wants to have sex

What’s going through your mind right now?

Curiosity floods your brain. Even if you’re not sure you can get a job, you know its something you should do, compared to stealing something or having sex. You know what the right thing to do is, but you’re not sure why this job application would be different from any others.

If you truly wanted immediate satisfaction, you’d find an easy car to break into, right? Or you’d give that girlfriend a call. You wouldn’t even take a glance at the job form.

But that’s not how we are built when we are young people.

Years ago, I consulted with an organization that taught youth adult living skills for students who dropped out of high school. They would take high risk (high hope) youth around local colleges and show them three types of programs: One offered job training and job placement; another offered a GED, job training and placement; and another that helped them earn a diploma, get into college, through college and placed in a career. And then they were asked if they were interested in the college program.

You bet they were. You would be, and so would I—we’d all be curious about what allowed people to get into and through college if we never knew it.

Youth choose your program in a vacuum or by comparison

Simply opening a youth program doesn’t make youth attend it. We’re clear on that, right?

That’s because youth choose your program in a vacuum or by comparison.

Let’s look at choosing youth programs in a vacuum.

Say a teenager decides to smoke weed in her free time. She’s been taught about the dangers of drugs, has a stable home with two parents and has a bright future ahead of her.

She’s not asking why at this point in time, because she has a of joint in her hand given to her by her best friend who is sitting right across from her, so she’s making a decision in a vacuum.

The same vacuum concept applies to your youth program, too.

Let’s say you’re passionate about using theater to empower youth. You launched an afterschool drama program for teens in your neighborhood that lasts two hours every night, and youth aren’t showing up.

Sure, they looked at the flyers you posted around the neighborhood and sent home to parents. If they talk to you, you’re incredibly exciting.

When you pour over your grant application and promotional materials, everything screams for youth to come through the door, and yet they aren’t. They are working in a vacuum.

However, when youth look at your program flyer, they see the date and time and think of all the other things they could do, even if we don’t acknowledge those things. Youth who sit on the couch watching TV are choosing that, as are youth who spend hours surfing the Internet with no purpose.

Would you have more youth showing up if they could playing video games? Theoretically speaking, yes. So why not add video game time? Or better yet, offer video games and offer pizza every day? Would you have more youth show up then?

You see what’s happening here, don’t you? As the frivolous things increase, your desire for the program goes down. That’s because you’re no longer working in a vacuum – you’re working on comparison.

You’re comparing your original program focused on theater with every other activity that was added onto it. And you compared your interest in theater to your interest in video games and pizza.

Right now, if you’re still determined, you’ll not only focus on theater, but you might even choose a specific style of theater you’re passionate about, like street performing or children’s theater.

But there’s a reason for that, and its called—and it’s called comparison.

Two distinct choosing phases

When young people choose anything, they’re almost always going through two distinct phases. The first phase is when they consider choices in a vacuum. Youth have been told to go to a program by their mom or teacher, but they have no clue why they should attend.

With all these options staring at them, young people simply pick the most immediate thing that fulfills their needs.

Using the ever-popular Maslow’s Hierarchy as a framework, it’s easy to understand why, after they have their survival and safety needs met young people aren’t automatically selecting to spend their time in your program.

You could start promoting your program on the basis of belonging. You could start telling them what it will do for their esteem. You might even appeal to their desire to make their hopes come true through your program.

But when you start illustrating those benefits clearly, young people are no longer working in a vacuum. Instead, they are comparing the benefits of what your program offers with what they’re doing with their time right now. They are comparing your organization to their friends, families and neighborhoods. They are even comparing the benefits of your program against each other by choosing which is more important to them according to Maslow’s Hierarchy.

If you make the case, at some point they will compare playing video games, eating pizza or smoking weed to your program—along with everything else at hand. Then it dawns on them that the most unusual thing they can choose, your program, is also the most beneficial—but now it doesn’t seem so unusual.

The best thing to do—attend your program—is now the most obvious thing to do, and they will choose it, but only in comparison.

So, how should you promote your program?

If your program operates where few others do, you can stop trying to be everything to every youth all of the time. Instead, focus on one thing and do that thing excellently.

If you’re competing for the attention, energy and time of young people then you’ll have to play by their rules. Listen to them, validate what they’re saying, authorize them to do something, take action and reflect on it with them.

However, if you have a lot of time where you’d offer your program regularly and you’re looking for something else to do to serve youth, then you can have several versions of your program or other programs to offer. Young people can then move from comparing your program to other programs in the neighborhood toward comparing your program to other programs you offer.

For example, if you run a theater program, young people can choose from your agency’s theater program, which is short and fun, and your fiscal education program, which is longer and more intellectual.

Even in a very competitive neighborhood where your program is competing with other youth programs, gang membership, ample youth jobs and sitting around the house, you want to create a situation where they have stopped considering everything else and are now choosing from your organization’s range of programs.

If you’re offering a program where there’s nothing else like it in your community, then there’s still a reason for creating a comparison structure.

Youth will look around and choose whether to get involved based on how you appeal to their needs according to Maslow’s Hierarchy — even if they’re comparing apples to oranges.

For example, if you were to recruit for a program on outdoor education and a program on service learning, they aren’t particularly similar. Yet, the benefits of one program influences how youth look at the benefits of the other program.

And even if a young person selects one program your organization offers this time, next time they may move to your program, depending on your ability to benefit them.

Create that comparison

Whether you’re recruiting youth for a photography course, youth employment program, interpretive dance workshop, or GED classes, the one factor to remember is that young people either choose in a vacuum or in a comparison structure.

You want to get them to compare. Once you’ve gotten them to pay attention to your program, you should then have a series of benefit comparisons on your own flyer and website.

Create that comparison. Even if you don’t have a range of programs yet, get started moving in that direction today.

When you do, you can still list (or decrease) the list of benefits to appeal to youth. Remember that they want to make choices, and they do not want to be told what to do.

It’s at that point that youth comparing benefits becomes a strategy, by discouraging them having a knee-jerk reaction.

And it’s at that point that you getting youth through the door en masse. That will make you—and the youth you work with—a lot happier.

Bastardizing Youth Voice

When considering youth as allies to educators, adults may be tempted to act as translators for youth voice. Concerned that youth are not capable of speaking “adult-ese”, well-meaning program staff, nonprofit administrators, researchers, government staff, youth advocates and teachers reword the ideas of youth, interpret them, or otherwise differentiate between what youth actually said and what adults believe they meant. Adults do this because we do not believe that the raw data represented by youth voice has actual value in the space of government policymaking, program teaching, organizational leadership, or community improvement. We do that because we do not trust youth at face value; without extracting what we think youth are actually saying, without reframing it into concepts, ideas, or beliefs we share, we think youth voice is foreign, alien, or immature and juvenile.

 

The challenge here is not that youth do not have valuable things to add to the conversation, but that adults do not have the ability to solicit the perspectives, experiences, knowledge and wisdom of youth without filtering, analyzing, or otherwise destabilizing their expressions. We have to accept that responsibility and build our capacity to to do this important work. We have to stop bastardizing youth voice.

 

I do not use that word lightly. To bastardize youth voice, adults corrupt how youth share their voices, however it is expressed. Sometimes inadvertently, sometimes intentionally, adults debase youth by adding new elements, their own ideas, moving their own agendas and forcing their own beliefs through the actions, ideas, experiences, and wisdom of students. Bastardizing youth voice this way is not necessary, appropriate, or relevant to creating youth/adult partnerships.

 

All adults throughout the education system need to learn that all young people of all ages have the capacity and the ability to speak for themselves, albeit to different extents. Often this capacity may be undermined by the disbelief of otherwise good-hearted adults who honestly believe they know what youth think. Youth/adult partnerships creates appropriate platforms for youth experience, ideas and knowledge of the world without filtering those words through adult lenses. Youth can learn about the world they live in, the topics they should learn, the methods being tested on them, the roles of adults and students, and much more.

 

Questions to Ask

  • How do you interpret youth voice right now?
  • Does the idea of adults bastardizing youth voice offend you? Why or why not?
  • Where can you practice simply listening to youth voice today, without interpreting or bastardizing it?

 

Adam Fletcher in São Paulo

I Will See YOU in São Paulo!

On Monday I am flying to São Paulo, Brazil, to talk about my philosophy and practice through CommonAction, including SoundOut and The Freechild Project. It all began a few years ago, when Lilian Kelian contacted me. Working with a program called Jovens Urbanos (Urban Youth), Lilian asked if they could translate some of my publications and use them in the cities they work, São Paulo , Pouso Alegre, and Serra. Happily agreeing, I looked forward to seeing the finished product.

This summer, Lilian contact me again to invite me to come to Brazil and help spread the word about the publications and the ideas behind them. I am leaving Monday to spend next week in São Paulo!

Hosted by CENPEC, my trip is being sponsored by Fundação Itaú Social, a large foundation in Brazil. Among other things, I am facilitating a workshop and speaking at a conference. The conference, Seminário Internacional: Educação + Participação = Educação Integral, will be broadcast live online on Friday, November 14.

Here’s the poster for my workshop on Wednesday, November 12. I’m going to post things occasionally throughout the week. I am very excited for this opportunity, and I’m really looking forward to meeting people, sharing ideas and learning a lot while I’m there! What an opportunity! Woohoo!

 

Adam Fletcher in São Paulo

 

Supporting Adult Allies of Youth

umbrella1

The other week I heard from Jose*, an innercity high school teacher. He wrote this:

For seven years I taught in a pleasant rural school where students were receptive to me and how I teach. I engage students, and work very hard to get them working authentically on projects that matter, empowering them in my classroom and in the school community. For the last five years I have worked in an urban middle school. No matter how how hard I work to make the curriculum interesting and relevant, no matter how kind and fair I am to my students in an effort to build goodwill and positive working relationships/partnerships, they do not listen and are not receptive.

 

They have their own agenda and it does not involve respecting adults or the school — I can not speak without being interrupted. We have backtalk, rude behavior, students starting arguments with students constantly — they are only interested in their own social agenda. As a result we end up having security remove students from the classroom on a daily basis. Most days I have to toss at least one student out within the first five minutes — they do not even give teachers a chance. I am ready to leave the profession because of the stress.

I thought hard about Jose’s writing, because a lot of it sounded familiar. Then, after meditating on it for a while, I remembered another teacher who I’d heard struggling in a similar way. I analyzed their situation and assessed their circumstance. I answered in earnest, and when I finally heard back it was because they were disappointed with my conclusions. So rather than respond directly to Jose, I’m going to ask him to help himself.

Staying committed to supporting young people can be challenging. Often spending too many hours and earning too few rewards, its important for people who support young people to be honest about how its going. If you’re a parent, youth worker, educator, counselor, or anyone else who strives to be an adult ally, you need to learn to work through the struggle. We all need to learn to work through the struggle, if we’re going to stay committed.

13 Essential Questions for Adult Allies

We each need to know how to work through the struggle of supporting young people every day. The following questions are intended to help adult allies to young people ask themselves whether they need to consider something different. They’re aren’t finished, and if you have any suggestions please leave them in the comments section. Also, let me know if they’re useful for you.

So, if you’re a struggling teacher, counselor, parent, youth worker, or other adult ally to young people, take a moment and answer the following questions:

  • Have you ever decided to have a good day with the young people you’re around, only to have it last for just a few hours? Most of us in who support young people make all kinds of promises to ourselves. We cannot keep them. Then we come to understand that engaging young people requires being honest, and we start to tell the truth to ourselves and young people.
  • Do you ever wish children and youth would just grow up sometimes, and stop being so childish? Adult allies to young people do not project their demands on youth; instead, we accept them as they are, for who they are. We see potential, but do not demand certain outcomes. Instead, we work with who we are.
  • Have you ever switched from supporting one type of young people to another in the hope that this would keep you from burning out? Adult allies to young people support young people in many ways. We spend time with them everyday. Or we donate money. Or we advocate for them. Or we volunteer for boards. You name it, we do it. Anything we do we see through the lenses of supporting young people, because that is who we are.
  • Have you had to quit a job supporting young people during the past year in order to stay or become mentally healthy? This is a pretty sure sign you’re not sustainable in your role as an adult ally to young people.
  • Do you need to be around young people to feel “alive”? At one time or another, most adult allies to youth have wondered why we were not like most people, who really can be around anyone and be healthy and alive.
  • Do you envy people who do not work with young people? Be honest! Eventually, you have to find something else to do if you’re an educator or youth worker, because it will only get worse for you, not better. Eventually, you will not like young people at all, and will quit in anger or dire necessity. Your only hope may be to quit now before radical emotions take over.
  • Have you had problems connected with being an adult ally to young people during the past year? Most well-meaning adults will say it is the people they work with or the program they deliver that frustrates them. Many times, we can not see that trying to support young people is making our lives worse. At that point, we stop solving problems and start becoming the problem.
  • Is it easier for you to support young people in your job or larger community than it is to support the children and youth in your own home or program? Most of us started our jobs thinking it was grand. If young people aren’t cooperative though, or if the program isn’t just right, we get frustrated and have to leave or quit.
  • Do you ever try to get “extra” time with young people because you didn’t get enough at work, home, church or otherwise? Many adult allies trick ourselves into thinking that we can’t do enough at work, and when we’re done getting paid we have to keep going. However, we come to realize that it is not self-sustainable to keep going, and that at the end of our day, we have to stop, for our own good and the good of the young people we work with. Same with parents.
  • Do you tell yourself you can get a job doing anything, or be any kind of parent you want to, but you keep supporting young people as an adult ally even when you don’t want to? Many of us know that we have boundaries, but we don’t acknowledge them or work within them. Instead, we soldier through hoping to make a difference. We are not though.
  • Have you missed days of work or taken a sick day at home because you didn’t want to support the young people you’re around every day? When we don’t allow ourselves time off, many adult allies “call in sick” despite the truth that we need time to recuperate our hearts and minds more than our bodies.
  • Have you ever felt that your life would be better if you did not support young people? Many adult allies start off well-intentioned, hoping to make a difference in the lives of someone younger than ourselves. Once we do the work though, whether parenting or counseling or teaching or coaching or whatever, we discover that we have limits. Then we feel trapped. Eventually it takes a toll on us, and we have to admit that we shouldn’t be doing the work we’re doing anymore. If we’re a parent, we know we have to get support, either from a spouse or friend or extended family.

If we are authentic adult allies to young people, we all struggle with our roles supporting them. You are likely to be more aware of the effects of adults on youth throughout society, and more empathetic with youth in general. I say this because I’ve worked with thousands of teachers, parents, counselors, and other adult allies to youth, and they all say so and show me as much. Many of them found out their truths the hard ways though: Burn out, getting fired, or physical injuries resulting from sloppy self-care.

But again, only you can decide whether you think you should keep being an active, engaged ally to young people. Try to keep an open mind on the subject. If the answer is YES, I offer a lot of materials to help support you, and the world does too. Just contact me.

I will not promise to solve your life’s problems. But together, we can see you how you can continue to support young people without sacrificing yourself.

*I changed the name of the teacher who shared this story at his request

Adult Power

Adults have power. A left over vestige of some time gone by marked by limited mortality, adults are rewarded this power simply because we reach adulthood. In this post, I explore what that power is, how it happens and what it means. Special thanks to Lisa Cooley who has been pushing my brain on this lately.

There are distinct differences in the treatment of young people and adults. That treatment is handed out by every adult, all of the time, and is often re-affirmed by young people as part of their social conditioning. That treatment is meant to ensure the power of adults. The differences in how young people are treated are made worse if you, in addition to not being seen as adults, youth are not identified by adults as white, hetrosexual and middle class.

 

Getting On Adults’ Good Side

One of the distinct ways that young people manage to secure preferential treatment by adults is by acting LIKE adults; that is, by assuming gestures, vocabulary, clothes, attitudes, and postures seen by adults as being adult-like. In many circumstances, this is actually labelled “acceptable behavior.”

Acting too much like an adult is frowned upon though. Among some people who advocate for youth rights, there is a belief that any age-determined boundary is arbitrary and should not exist, including drinking, driving and voting rights. 

When I was doing research on the etymology of the word “adultism” back in 2007, the oldest usage I discovered was related to the behavior of young people. Adultism was explained as as, “A boy of 12 and a girl of 13 who had the spirit and personality of adults… They were placed in institutions because of stealing and prostitution. These forms of precocity lead the individual into difficulties and should be recognized early in the development of the individual.”

Young people lose favor with adults when they stop acting like adults or in ways that adults approve of.

 

Legal Boundaries & Social Consequences

Courts have determined that there is a boundary to cross for youth when they go from acting as adolescents to acting as adults; however, that line, also, is blurry, since courts across the country try young offenders as adults starting at the age of 10 and going up from there. In the US, the military will accept 16 year old recruits in some circumstances. Driving, voting and drinking are among other shifting age boundaries to adulthood when adults have determined it is not okay for someone younger to “act like an adult”.

Since adults determine how adults are expected to behave, they also enforce those expectations. Some enforcement is social; other punishment is economic; some is cultural; and other enforcement and punishment is legal. Anything that deviates from the acceptable behavior is in err, or malicious, or unacceptable, and there is always a punishment is doled out duly, legally or illegally, obvious or subtle.

The social consequences of deviating from adult expectations range from subtle discrimination to distinct alienation to overt ostracization. Youth can be shunned in a variety of ways, and excluded in a number of others. This includes taxation without representation, scientific stigmatization, and compulsory schooling that relies on age segregated environments. The over ostracization of youth leads to youth homelessness and overall street dependency.

 

Force & Coercion

How do adults ensure their power? There are no ends to the force we use, which is true for parenting and teaching and neighboring and governing and policing and counseling and selling and buying and any other activity adults do with young people. Force is another word for coercion, and to some extent every adult is coercive over young people, not matter how well-intended they are.

As parents, we dole out and withhold love, affection and attention according to how well our child adheres to our desires and expectations. This is forcefulness, under the guise of loving care. Even enlightened parents do this habitually, as if its hardwired into our intuition. We live in a society reliant on very subtle and very overt gestures of coercion. Schools are masters of this to some degree, as they use both mechanisms of subtle and overt control to force students into compliance.

The question isn’t whether or not we force anyone to learn anything, because we all do. Instead, there is a question of the degree to which we’re forcing the Other to do what we want them to. There is a question of the desired and actual outcomes of the force, or why we coerced them. All of this adds up to the rightness or wrongness of using force, rather than simply saying “You forced someone to do what you wanted them to.” We all do that; why and how is what counts.

 

What You Can Do

By not saying anything about this ingrained discrimination against young people, all adults actually condone the behavior of other adults. More so, we are complicit because we send unspoken messages, like that we think youth, too, should have the attitude of adults as well, and that those youth who don’t should expect to be treated accordingly.

These oppressive clarion calls are constantly given throughout our society. We make them through convenient lists of guidelines and rules posted on walls; dress codes and curfews; and many other overt exhibitions of preference. All of these tools are geared towards acceptability, conformity and the maintenance of adultocracy.

Ask yourself why we still award people for reaching age 18 by foisting tons of power on them over another segment of the population. Oh, and identifying the role of adultocracy throughout our society? I wrote a book about it called Ending Discrimination Against Young People, and you can order it here.

Youth-Adult Relationship Spectrum

Youth-Adult Relationship Spectrum

 

I have seen three primary ways adults relate to youth, no matter whether the relationship is parenting, teaching, or policing. The first way is over-permissiveness; the second is responsible; and over-restrictive. Before I explain these, its important to remind you that I’m an adult and these are my opinions; a young person and other adults surely will see things differently.

Over-permissive relationships between children, youth and adults allow young people to do whatever they want, whenever they want, wherever and however they want. Disregarding the longer term effects of how young people relate to adults, over-permissiveness can incapacitate young peoples’ ability to successfully relate to the broader society around them. By allowing too much freedom, these relationships give children and youth “just enough rope to hang themselves” by extinguishing their inherent away their sense of purpose and belonging throughout the larger society in which we all belong. Based in a well-meaning notion of equality between young people and adults, these relationships conveniently relieve adults of the burden of responsibility in parts or all throughout the lives of young people. They often happen to encourage freedom.

Over-restrictive relationships between young people and adults override the decision-making capabilities of children and youth and disable their inherent creativity in order to assure adults’ sense of authority, protection, and ultimately, ownership over young people. By discouraging young people from experiencing the freedom and ability they need in their natural learning process as well as throughout their social and familial worlds, these relationships can take away enthusiasm and unfettered joy, only to replace it with rigidity and structure. Over-restrictive relationships enforce inequality between children and youth, and occur by adults enforcing their power with heavy-handed education, tight schedules and severe rules, and harsh punishment. They often happen to encourage safety.

Responsible relationships between children, youth and adults are based on trust, mutual respect, communication, and meaningful interactions. Positioning each person as an evolving member of a broader society, they identify roles, opportunities and outcomes that benefit every person in uniquely appropriate ways while holding the greater good ahead of individualism. These relationships occur when adults consciously decide to foster equity throughout the lives of young people by intentionally acknowledging each others’ according abilities, fostering deliberate opportunities and continually embracing the evolving capacities of children and youth throughout their lives, starting when they are infants. Responsible relationships nurture appropriate attachment and encourage interdependence between young people and adults. They often happen to foster democratic sensibilities.

I have not met one adult who is constantly and consistently one of these ways with all young people all of the time. This isn’t meant to provide a puzzle for people to fit together the individual pieces, either. Instead, by showing a spectrum I meant to show that each of us can be any of these at many points throughout our lives.

Share your thoughts in the comments section!

The NEW Youth Voice

"Education does not transform the world. Education changes people. People change the world." - Paulo Freire
“Education does not transform the world. Education changes people. People change the world.” – Paulo Freire

You might have noticed that since publishing The Freechild Project Youth-Driven Programming Guide last year, I’ve come to feel strongly about aggrandizing youth involvement.

A lot of organizations and programs tout their credibility with youth involvement, youth engagement, and youth organizing by highlighting all the wonderful things they position youth to lead. By doing this, these organizations are actually doing youth disservice. The many challenges include:

  • Positioning adults as beneficent rulers who allow youth to do things
  • Incapacitating young peoples’ innate responsibility for themselves and others
  • Negating the abilities of communities to work together for the common good

 

Instead of helping, these activities actually and often harm the people they intend to help.

We need to see things differently. In recent months, I’ve begun to envision a new way of being, knowing, and doing. This way is currently emerging between young people and adults, and it is happening throughout society. This way re-positions children, youth and adults from assuming power relationships dependent on subservience and authority, towards seeing each other in a more holistic light.

The old way of Youth Voice…

  • Relied on adults having power over youth
  • Positioned young people as “adults-in-the-making” not to be seen as whole people right now
  • Depended on youth being subservient and compliant to adults
  • Required systems of oppression that enforced adults’ power
  • Demanded youth be compliant with adult desires out of fear of violence
  • Necessitated systems of authority enforced by structures of abuse
  • Made programs that put “youth in charge” necessary in order to rebalance power inequalities between youth and adults
  • Routinely positioned youth against each other and against adults in order to ensure compliance and conformity
  • Saw children and youth progressing along a predictable, staircase development cycle towards adulthood

The emerging, new relationships between youth and adults look different. The new Youth Voice…

  • Sees young people as whole people no matter what their ages
  • Utilizes holistic youth development as the organizing framework for young peoples’ growth, education, and ongoing formation as humans
  • Treats all young peoples’ growth as non-linear, non-sequential and non-uniform, instead treating every child and youth as an evolving human
  • Allows equal room for adults and young people to have, express, and critique power and authority
  • Positions children, youth, and adults in equitable partnerships designed to foster engagement, belonging, and ownership
  • Grants adults and young people equitable, responsible space for learning, teaching, and leadership in all roles, all of the time
  • Replaces command-and-control authoritarianism by honoring the collective, democratic perspectives of all people, regardless of age
  • Acknowledges programs that put “youth in charge” to be ineffectual and unnecessary
  • Dismantles youth-against-youth and youth-against-adult power struggles through common action and mutual support

Paulo Freire wrote, “Education does not transform the world. Education changes people. People change the world,” and the same can be said of Youth Voice. Youth Voice does not transform the world. Youth Voice transform people. People change the world.

If we are going to change the world, we must change ourselves first. Changing ourselves comes from active, deliberate work. That’s what my proposition for new Youth Voice is – an attempt to engage each of us differently.

Through these active, distinguishable ways of being, knowing, and doing, young people are adults are working together to transform the world we share. Everyone can and should aspire to nothing less.

 

Mindsets for Youth Engagement

Many adults could engage youth effectively, but they can’t. Youth workers, teachers, parents, and others could because they see the problem, the cause, and directly observe youth disengagement when it happens. These same people can’t though, because they don’t think they can.

Youth workers often believe they don’t have the authority, because their supervisors didn’t tell them they could. Teachers don’t think they can because of Common Core State Standards or district regulations or school rules. Parents don’t think they can because their kid is different, their kid is out of control, or their kid just doesn’t listen. The thing is though, all of these people could engage youth effectively.

The biggest roadblock to youth engagement isn’t youth themselves, or oppressive systems of social control that keep them disengaged. YOUR THINKING IS THE BIGGEST BARRIER TO YOUTH ENGAGEMENT.

Mindsets

The model above shows that in order to address how we engage youth, we have to think about why we engage youth; what happens when youth engagement happens, and what difference the outcomes from youth engagement make on our thinking.

Your thoughts about youth inform your actions with youth, and your actions affect the results which inform your beliefs about youth, which in turn affect your thoughts about youth. This is called your Mindset. It directly affects youth disengagement and youth engagement, and there is only one person responsible for it: You.

You can change your mindset, and if you want to become a person who can successfully engage young people, that’s what you must do. Here are some stories of people who changed their mindset about youth:

  • Sue, a case manager for homeless youth in Rochester, New York, addressed her mindset about youth in a workshop I led in 2011. Soon afterwards, she began engaging her youth as partners in their cases. In the following two years, her case efficacy increased by 35%.
  • Tom found that his classroom was consistently unfocused and disconnected from the social studies topics he was teaching. In my workshop on meaningful student involvement, he learned several practical ways to re-envision the roles of students in schools. According to his account, his students were 100% more engaged afterwards.

I offer quick, powerful processes for identifying old belief structures, creating a mindset focused on youth engagement, and identifying what needs to be done to maintain engagement. My solid follow-up structure supports your team in constantly focusing on the right mindset and actions that produce the results you want.

 

Youth Engagement Equalizer

Want to identify what skills you have that are good for engaging young people? Ready to learn where you can improve?

Here’s a snapshot of my Youth Engagement Equalizer, a tool that I developed to challenge youth workers and others on how successful they can be at their jobs.

I want to share it with you for FREE! Just contact me.

Contact me for a copy of the Youth Engagement Equalizer at http://adamfletcher.net/contact-me/
The Youth Engagement Equalizer is FREE! Just contact me at http://adamfletcher.net/contact-me/