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TUPE and Youth Development : Creating California’s Next Generation of Tobacco-Free Advocates. Greg Wolfe Consultant, Safe and Healthy Kids Program Office, CDE. Angela Amarillas Program Manager, California Healthy Kids Resource Center May 5, 2011. PURPOSE. - PowerPoint PPT Presentation
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TUPE and Youth Development : Creating California’s Next Generation of Tobacco-Free Advocates
Greg WolfeConsultant, Safe and Healthy Kids Program Office, CDE
Angela Amarillas Program Manager, California Healthy Kids Resource Center May 5, 2011
PURPOSE
To provide information and resources about using youth development strategies that involve students as leaders and advocates with active roles in preventing tobacco-use.
DEFINING YOUTH DEVELOPMENT
“An approach that helps youth build strong relationships with others, learn new skills, and give back to the community.”
“A strength-based approach focused on meeting the developmental needs of the whole child rather than repairing deficits.”
YOUTH DEVELOPMENT RESEARCH
•Connectedness
•Developmental assets
•Resilience and protective factors
CONNECTEDNESS
“School connectedness means that students have a sense of belonging at school and perceive that teachers are fair and care about them.”
Getting Results, Update 1, pp. 35-36.
CONNECTEDNESS
•School connectedness is highly correlated with school attendance and grades.
•School connectedness is the only school-related factor that consistently protects students from engaging in unhealthy behaviors.
RESILIENCE
“Resilience is everyone’s capacity for healthy development and successful learning in spite of challenges.”
Bonnie Bernard
EnvironmentalInputs
DEVELOPMENTALSUPPORTS & OPPORTUNITIES
Caring RelationshipsHigh ExpectationsOpportunities for
Meaningful Participation
inFamiliesSchoolsCommunities
Societal Impacts
POSITIVE PREVENTION&EDUCATION OUTCOMES
Reduction of Risk-taking BehaviorsAcademic AchievementWellbeing & Mental Health
Youth Outputs
PROMOTINGPOSITIVEDEVELOPMENTALOUTCOMES
SocialEmotionalCognitiveMoral-Spiritual
Youth Inputs
THAT MEETDEVELOPMENTALNEEDS
SafetyLove & BelongingRespectPowerChallengeMasteryMeaning
Educators’ Beliefs in Students’ Resilience
Developed by Bonnie Benard
Youth Development Process: Resilience in Action
Protective Factors = CriticalDevelopmental Supports & Opportunities
“Being there”Loving support
Showing interest inGetting to know
CompassionListeningPatience
Basic trustEmotional safety
CARING RELATIONSHIPS
Physical safetyInclusion
Voice & choiceYouth-initiated & driven
Experiential skill developmentContributionPeer support
Responsibility
MEANINGFULPARTICIPATION
RespectChallenge & support
Firm guidanceStrengths-focused
Growth MindsetBelief in the
student’s academic competence
HIGH EXPECTATIONS
CARING RELATIONSHIPS
2004-2006 weighted CHKS data 700,000 students
At my school, there is a teacher or some other adult…–Who really cares about me.–Who notices when I’m not there.–Who listens to me when I have something to say.
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
7th grade 9th grade 11th grade
White
Black
Hispanic
HIGH EXPECTATIONSAt my school, there is a teacher or some other adult…
–Who tells me when I do a good job.–Who always wants me to do my best.–Who believes that I will be a success.
2004-2006 weighted CHKS data 700,000 students
0%
10%
20%
30%
40%
50%
60%
7th grade 9th grade 11th grade
White
Black
Hispanic
MEANINGFUL PARTICIPATIONAt school, …
–I do interesting activities.–I help decide things like class activities or rules–I do things that make a difference.
2004-2006 weighted CHKS data 700,000 students
0%2%4%6%8%
10%12%14%16%18%20%
7th grade 9th grade 11th grade
White
Black
Hispanic
SCHOOL CONNECTEDNESSHow strongly do you agree or disagree with the following statements about your school?
–Feel close to people at this school.–I am happy to be at this school.–I feel like I am part of this school.–The teachers at this school treat students fairly.–I feel safe in my school.
2004-2006 weighted CHKS data 700,000 students
05
1015
20253035404550
7th grade 9th grade 11th grade
White
Black
Hispanic
Tier 2 TUPE Competitive Grants
Funds LEAs to implement Research-Validated programs, youth development strategies, interventions, and cessation that reduce student tobacco use
TUPE funded Youth Development
– Stop Tobacco Access to Kids Enforcement (STAKE) Act
– Anti-tobacco advocacy– Anti-tobacco media production– Tobacco Peer educators– Service-learning projects
Mission
TUPE grantees are asked to adopt a mission to develop California’s next generation of tobacco-free California advocates.
High Quality Youth Development
• Is based on published research identifying best practices for youth development.
• Includes youth as leaders with active roles and meaningful participation in tobacco prevention.
Tobacco Control Leaders
• Target youth from the priority populations for participation in youth development
• Promote youth development activities that result in culturally responsive outcomes that meet the needs of priority populations
STAKE Act
• Stop Tobacco Access to Kids Enforcement Act
• Since 1999 The American Lung Association has been the grant holder of STAKE Act
• ALA recruits youth 15 – 16 years old from all 58 Counties in CA
STAKE Act
• Introduce the STAKE Act program at your school or district
• Contact the ALA to provide the resources needed to get students involved in STAKE Act enforcement
• STAKE Act participation training is available by request. ALA presentations can be arranged
Contact
Jim Blagg, Project DirectorS.T.A.K.E. Act
American Lung [email protected]
www.stakeact.com877-782-5343
California Youth Advocacy Network
• The CYAN supports youth engaged in advocating for a tobacco-free California.
• CYAN provides young people with the tangible tools to take action and mobilize a powerful statewide movement.
CYAN work with Youth to
– Promote youth and adult partnerships– Support youth involvement with local &
statewide advocacy campaigns– Develop leadership and advocacy skills
among California’s teens
CYAN Services
– Trainings – Local, regional and statewide– Support for Days of Action– Youth Quest (An annual legislative education
day when youth meet with their state representatives)
– Statewide networking
Tobacco and Hollywood Campaign
• CYAN coordinates the California Smoke-Free Movies Partnership.
• CYAN provides resources, training, and technical assistance to organizations advocating for tobacco-free youth-rated films.
Tobacco Peer EducationTips for Creating a Quality Tobacco Peer Education
Program
Ira Sachnoff, Consultant , Peer Resource Training
[email protected], 415-282-5298
Peer Educators
• 1) Recruitment and Selection 2) Quality Training 3) Student Ownership 4) Make it FUN 5) Have them work in teams 6) Practice, Practice and then Practice
What is Service-Learning?
An instructional method where students learn the content by engaging in activities that provide service to the community.
The service provides a context for learning.
TUPE Service Learning
• Youth survey school and community for tobacco use and take action on findings.
• Youth counted cigarette butts at a local park and campaigned to post signs to make the park smoke free.
TUPE Service Learning
• Youth host tobacco awareness forum for parents and community.
• Youth work with lower grade students to do the same activities as above.
Anti-Tobacco Media
• Students create original Public Serive Announcements (video or animated)
• Collaborative filmmaking process• Highly motivating and engaging tobacco
messaging• Youth talking to youth
Media Literacy
• Provide youth with the skills to critically analyze tobacco-advertising
• Help students create their own anti-tobacco media messages.
CONTACT US
Greg Wolfe
916-319-0193
Angela Amarillas
510-670-4587
