The Resource Center: Youth Appreciation Week effective practices

Building community by empowering youth in ten ways

According to the Innovation Center for Community and Youth Development, two core principles of partnering adults and youth in serving communities are the equality of the relationship and utilizing an asset-based approach. This effective practice shares ten techniques for involving youth in community building based on these principles and found in the Innovation Center's 2001 Building Community toolkit. These practices come from the article, "Community Includes Youth" from Wingspread Journal (Volume 17, issue 3, 1995) by John P. Kretzmann. Read more.

Creating partnerships between schools and communities to support youth development

In working to support youth success there often exists a gap between schools, families, and communities that could be bridged by creating partnerships among members of these groups. This effective practice presents the Northwest Regional Educational Laboratory's resource and training manual Planning for Youth Success (December, 2001) that helps schools launch partnerships (or strengthen existing ones) among parents, community members, school staff, and students as they plan a project to achieve a shared goal while supporting youth development. Read more.

Engaging youth as decision-making partners in organizations

A study conducted by researchers at the University of Wisconsin-Madison, and commissioned by the Innovation Center for Community and Youth Development, outlines how to integrate youth into the decision-making processes of youth organizations, and the positive outcomes for adults and organizations that can result. Read more.

Engaging youth in city government

In Boise, Idaho, youth have become actively engaged in civic volunteerism, which has benefited the city, the youth and the adults they work with. A 1999 study of the city's youth found only 20 percent felt valued by the community. In response, an ordinance was passed to allow youth to serve as voting members on nine boards and commissions and as non-voting members on two boards. Read more.

Expanding youth employment opportunities with an entrepreneurial endeavor

The Waldport High School (WHS) Kayak Shack is an exemplary youth development project, organized and operated by entrepreneurial students at WHS with support from an AmeriCorps*VISTA member. The project was conceived to address Waldport’s desire to increase employment opportunities for youth, stimulate eco-tourism in the area, and educate youth in small business development. This project demonstrates effective community economic development and capacity building by an AmeriCorps*VISTA member, successful community partnerships with a focus on supporting youth entrepreneurs and creative thinking about hands-on ways to link local resources with youth opportunities. Submitted by LEARNS in summer of 2006. Read more.

Helping youth create change by developing leadership skills

In a downtown Chicago neighborhood plagued by violence, young people in the community decided they wanted to work towards change. In collaboration with the Chicago Area Project and their Teen REACH program, neighborhood Catholic elementary school students and staff (pre-K to 8th grade), and local baby boomer volunteers joined together to receive training—adopting a national curriculum that focuses on leadership opportunities for young people—to help them in addressing community needs. Within a year’s time there was a marked decline in violence and improved behaviors among the student population. This effective practice was submitted by the Northwest Regional Educational Laboratory/LEARNS in December 2006. Read more.

Helping youth use technology for social change

Technology access to youth in underserved areas has long been a concern for those seeking to bridge the digital divide. An organization in San Diego teaches "technoliteracy" so that youth can use media in ways that are meaningful to their lives. While youth express themselves by authoring online magazines and producing visual art for gallery exhibits, they are empowered and connected to global issues. This program was highlighted in the May 2005 issue of Youth Today. Read more.

Including special education students as camp counselors

My Corps Summer is a two-week program that gives special education high school students from the Philadelphia area the opportunity to gain valuable job and life skills and improve academic goals by serving as camp counselors. The university-affiliated Pennsylvania Service-Learning Alliance partnered with youthAbility, a program of the Jewish Education Vocation Services and the National School and Community Corps to plan and implement My Corps Summer. The program engages students in meaningful service-learning by demonstrating that they can be the providers of service, not just the recipients. Sarah John, Special Education Initiative Coordinator with the Pennsylvania Service-Learning Alliance, submitted this effective practice in August 2002. Read more.

Involving youth as decision makers

When developing service-learning projects for youth, it's important to involve youth in deciding which projects to pursue. Youth Resources of Southwestern Indiana uses a 15-member teen screening committee to decide projects for the 60-member Teen Advisory Council. The review of projects is a carefully developed process, with every member integrally involved in the decision-making. Excerpted from The Resource Connection newsletter, Vol. 5, No. 1. Read more.

Mentoring youth to make positive life decisions

Making positive life decisions is a skill that can be modeled successfully when working with youth. Using an eight-step process outlined by the Northwest Regional Educational Laboratory will encourage youth to do the same when facing tough decisions on their own. Nancy Henry shared this effective practice on the NSSCTalk e-mail discussion list in November 2004. Read more.

Partnering with a tribal Boys and Girls Club to serve youth

Shannon County, South Dakota, has the highest percentage of families in the nation living in poverty, an unemployment rate of 73 percent, and a high school dropout rate of 68 percent. Through a partnering of resources with the Boys and Girls Club of Shannon County, AmeriCorps*NCCC members assist in after-school programs that increase the odds of success for youth by giving them career and life skills. This program was highlighted in the National Service News, Issue No. 180, March 17, 2003, published by the Corporation for National and Community Service. Read more.

Serving at-risk junior high school students by modeling positive life choices

With adult mentoring and community support, an after school program in Franklin County, Ohio focuses on encouraging at-risk junior high school youth to make positive life choices — specifically organized around the issues of teen pregnancy, physical and substance abuse, and academic success. John Magee submitted this effective practice to the Promising Practices in Afterschool e-mail discussion list in June 2003. Read more.

Supporting adolescent females with a leadership group

Studies have shown that a dramatic decline in girls' self-esteem occurs between the ages of eight and 18. The International Learning Program in an alternative high school in Portland, Oregon, started an after-school Girls' Leadership Group to give female students a place to speak freely and build self-confidence. This paper by AmeriCorps member Erin Trahan won honorable mention in the 1997 Northwest National Service Symposium, hosted by the Northwest Regional Educational Laboratory (NWREL). Read more.

Supporting at-risk youth with summer high school preparatory programs

The transition from middle school to high school can be a difficult one for even the most "on track" students. It can pose some especially tough challenges for at-risk youth. In North Carolina, teachers work hands-on with students to prepare them during the summertime months for their first year of high school. The curriculum offers help in core academic courses, as well as support in areas of confidence and self-esteem building, and organizational and study skills. Regina Gilchrist Ash submitted this effective practice to the Promising Practices in Afterschool Listserv in April 2003. Read more.

Using performance to give voice to children of prisoners

The loss of a parent to incarceration has a tremendous impact in the life of a child. For adolescents who are dealing with other difficult life issues, having a safe way to express their thoughts and feelings can make a tangible difference. At San Francisco's Balboa High School, students told their stories in the form of a play, and this literally meant the difference between dropping out and staying in school. This program was highlighted in an article by Heather Knight in the San Francisco Chronicle on April 23, 2005. Read more.

Service Events