Know Y.A. R.O.O.T.S.

1. Know Y.A. R.O.O.T.S. Ruth Mott Scholar: Rashid Njai, MPH YVPC Preceptor: Lee Bell Ruth Mott Health Explorers: Joy Creel Selina Lewis Sonsat Tom-Quinn Leda Turner (Young Adults Recognizing, redefining and reclaiming Our Own True Safe-havens) Youth Violence Prevention Center: Ruth Mott Health Scholars (OCBPH/PRC – U of Michigan SPH)

2. Science of Violence • Behavior Functions (of violence) • Escape negative experience • Positive rewards • Culture of Violence • Contemporary U.S. culture relies heavily on threats and punishment • Schools = twice more threats and reprimands than rewards and recognition • “Cultures of respect and recognition do not need violence and coersion”

3. Applying Theory to Practice • Empowerment Theory (Zimmerman, 2000) • Psychological, Community Level, Organizational • Ethnic Identity Development • Precursor to positive adolescent development (Phinney ?????) • Stages of Change (Glantz, et al., 1997) • Processes of Change • (consciousness, dramatic relief, self-reevaluation, environmental reevaluation, self-liberation)

4. What Empowers Youth? • Ethnic Identity • Community Connectedness • Establishment of or Reinforcing a Positive social and physical environment “The theory of empowerment suggests that actions, activities or structures may be empowering, and that the outcome of such processes result in a level of being empowered” (Zimmerman, 2000)

5. Program Objectives • Create a culturally bound, empowering environment for youth • Build youth capacity for active participation in planning violence prevention interventions • Identifying and strengthening community assets for youth • Minimizing the effects of violence on youth and their families

6. Research Program Components • Youth Empowerment: CBPAR Violence Prevention • Photovoice (Wang and Burris, 1997) • Community Asset Mapping • Youth Driven Needs Assessment • Cultural Awareness and Ethnic Identity Development Curriculum (Faison and Njai, under review) • Pro-social media of African American experiences with violence

7. ‘Community’ Formation • The ‘Empowered’ Organization • The ‘core group’ leaders • Creating the Village • Bottom-Up Process • Vested research interests • Group legitamacy • Relationship Building • Autonomy • Trust • Respect

8. Program Modules • Week 1&2 (July 8-19) Know Thy Self: Academic, Professional, Personal Enrichment • Week 3 (July 22-26) Artistic Expression: Photovoice • Week 4 Oral Tradition: Focus Groups • Week 5 Mapping the Village: Asset Mapping • Week 6 Community Voice: Wrap-up, Presentations, Directions for the Future

9. Putting it all together WHAT DOES VIOLENCE MEAN TO YOU? Destruction of mental, emotional, spiritual, physical wellbeing Evil * Blood * Stress Causing harm to someone or something * Rudeness * “Cutting” people down * A dying community Snowball of violence * Uncaring acts * Hostility * Anger Power struggle * Lack of education and jobs leads to violence Repeating a cycle of violence * Revenge *

10. What is Violence? Bianca Hitchcock (1) It is like a cycle that is passed on And it doesn’t stop until everyone has won Why does violence everyday Why does everyone need to have their way Violence makes you feel unfit And you might not feel (fit?) Everyone should look Why can’t most kids read a book Violence is a part of their lives Husbands are hitting their wives WHY?It’s just violence • This program was a great experience for me. I had a great time. I learned a lot of things that I didn’t know before. I learned a lot about African American history. I also gained a lot from the experience with our neighborhoods and how they are -- the parks. I had more time to think about violence like what it means to me. Violence to me is revenge, stress and power. I think they should continue this program for a lot of young adults to learn more because I think school is not teaching enough.

11. Min. C. J. Monroe (2) • Child of the Ghetto • I have seen in my life hard times. People living and dying. I am just a child. Why should I have to see things that grown-ups do? I hear gun shots at night. I can never sleep. In my hood there can be a safe to play or have good fun. I have lacked so much. I am just a child and yet I am so unhappy. I will never have another childhood. I will be gone forever. Why do I have to be a child of the ghetto?

12. Putting it all together HOW DOES VIOLENCE AFFECT US IN OUR LIVES? Traumatizing * Unforgettable * “Scarred” for life * Desensitized to violence * Angry * Disappointed * Leads to Stereotypes * Can make you a “bum,” lazy, “trifling” Abandonment * Sorrowful * Embarrassed Hurt and altered childhood for some children Uneasy * Limiting * Nervous * Can make you feel unfit Want to stay inside to avoid violence Violence makes you violent

13. Sha The So Called Park (2&3)

14. Putting it all together WHAT CAN YOU DO TO MAKE CHANGE IN YOUR COMMUNITY TO ELIMINATE OR REDUCE VIOLENCE? Take away weapons * Walk away or avoid confrontations Programs for kids * Teen Center * Counseling Center Ask parents to recognize and change violent behaviors Just say NO! * Peer mediation * Write a poem * Meditate More charter schools * Better and more school programs Talk about violence at school, with friends, family Youth Violence Prevention Cleanup Group Design new play areas and playgrounds * Free carnivals Festivals to build community connectedness

15. Leda (3) Voices of a Desolate Pile

16. Civic Park Needs Assessment Map

17. Qualitative Summation of Themes • Photovoice: • Individual (behavioral) change • Community Level (organization) change • Structural (school, gov’t) change • Driving Research Questions: • Solutions to violence: • Individual (behavioral) change • Community Level (organization) change • Structural (school, gov’t) change

18. Lessons Learned • When applying theory to practice you must be flexible and prepared for the unexpected • Building sound relationships and rapport is essential to community based research • Credibility is a two way street (between the researcher and the community of concern) when implementing a community based participatory research agenda • Time to build relationships, credibility, capacity within a community to promote social change, as well as carry out the research is a valuable commodity (can never have too much)

19. Personal Accomplishments / Program Achievements • Social network of youths to continue mentor/ mentee relationships • Proposed a youth delegation to the YVPC organizational structure • Lifetime friends, learning experiences and personal enrichment/ development • Know Y.A. R.O.O.T.S. An interactive youth empowerment curriculum to minimize the effects of violence on youth in an African American community • Know Y.A. R.O.O.T.S. Program Results Booklet and CD

20. Problems, Issues, Barriers • Application of theory to the “real world” • Balancing community-based work with academic concerns and agenda • Core group attaining “buy in” from youth participants on research agenda and overall program • Time (…or lack there of)

21. Acknowledgements The Ruth Mott Foundation Flint Odyssey House Health Awareness Center The Youth Violence Prevention Center Faith Access to Community Economic Development The Prevention Research Center Abby Letcher, MD ~ RWJ Clinical Scholar University of Michigan School of Medicine (2001-03) Joan Wright, MPH 2002 Project Coordinator University of Michigan School of Public Health Rev. Chakahier A.M. Oliver Trinity United Methodist Church, Flint, MI

22. End Show Any Questions?

23. Youth Empowerment Empower (verb)= authorize, license; give power to; make able “The theory of empowerment suggests that actions, activities or structures may be empowering, and that the outcome of such processes result in a level of being empowered” (Zimmerman, 2000)