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Good Shepherd Youth Outreach

Good Shepherd Youth Outreach. Faith Based Mentoring Strategies for Effective Youth Outreach Development. Goals & Objectives: Gain tools to effectively advocate for disadvantaged minority youth and families in the community

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Good Shepherd Youth Outreach

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  1. Good Shepherd Youth Outreach

  2. Faith Based Mentoring Strategies for Effective Youth Outreach Development

  3. Goals & Objectives: • Gain tools to effectively advocate for disadvantaged minority youth and families in the community • Learn cost effective strategies to build a successful youth intervention model • Identify the primary faith-based youth outreach mishaps that lead to unsuccessful programs • Cultivate strategies to develop collaborative partnerships and expand the capacity of your youth outreach program • Understand the importance of cultural competence, community engagement, and racial equity in youth outreach program development • Identify the primary risk factors associated with disadvantaged youth • Develop effective tools and techniques to successfully engage with disadvantaged youth in urban communities

  4. The breeding ground for all disadvantaged youth begins with an excluded group, who feel victimized by poverty, or the establishment, or some other type of injustice, whether real or imagined. It is fed by an anti-establishment culture of drugs, crime, hate and racial separatism.

  5. ‘Consequential Faith’ Means… • A creed to believe AND the ability to articulate their beliefs about a God who is both personal and powerful, • A community to belong to including relationships • with adults who speak with them about issues of life and faith, • A “call” to live out, with their lives oriented by a divine vocation to serve others rather than the pursuit of self-satisfaction, and • A hope to hold onto, seeing their lives as part of a “larger story that is going somewhere and is guided by God Kendra Casey Dean “Almost Christian’

  6. Key Findings… • Most U.S. teenagers have a positive view of religion but don’t give it much thought • Most teenagers mirror their parents religious faith • Teenagers lack a theological language with which • to express their faith or interpret their experience • of the world • Many teenagers enact and espouse a religious • outlook that is distinct from tradition of most • world religions an outlook called Moralistic • Therapeutic Deism

  7. From the Words of A Youth… “I guess I’m a Christian, but I’m one of those still trying to figure everything out. I believe there’s a higher power, but that’s about all I know for sure”(17 year old African-American Protestant girl) “Being a Christian means, um, don’t do many sins, read the bible, go to church, living Godly, that’s about it. It’s basically not committing sin, basically.”(16 year old African American conservative protestant girl)

  8. From the Words of A Youth… “My beliefs are so wishy-washy, like I’ll think something one minute, something else the next. I don’t know what is most important, cause I don’t really live by the bible.” (18 year old catholic girl) “If you do the right thing and don’t do anything bad, I mean nothing really bad, you know you’ll go to heaven. If you don’t then you’re screwed (laughs) that’s about it.” (15 year old white conservative boy)

  9. A Prophetic Warning… • Despite strong levels of spiritual activity during the teen years, most twenty-somethings disengage from active participation in the Christian faith during their young adult years and often beyond that. • Twenty-somethings 61% of today's young • adults had been churched at one point during • their teen years but they are now spiritually • disengaged (i.e. not actively attending church, reading the bible, or praying).”

  10. What’s Working? • How are we helping young people: • Grow and be successful in all aspects of life? • Deepen their faith and ability to talk about it? • Establish relationships with healthy adult believers? • Discern their gifts and call to engage in service to others? • Be assured of their hope and worth in God, both now and for eternity?

  11. People in Systems…

  12. Risk Factor Categories COMMUNITY SCHOOL At-Risk Youth Defined: Youth which are exposed to more than one risk factor which increase their vulnerability to juvenile delinquent behaviors PEERS FAMILY

  13. Risk Factor Categories Defined COMMUNITY PEERS SCHOOL FAMILY • Access to Drugs/Guns • High Crime • Low Income • Lack of Community Programs • Lack of Acceptance • Negative rebellious influence • Competition • Peer Pressure • Academic Challenges • Lack of Commitment • Lack of Motivation • Learning Disabilities • Physical Abuse • Lack of Support • Structure • Dysfunctional behaviors

  14. The Fruits They Bear Violence & Conflict Behavior Problems Alcohol Low Self-Esteem Poor academic performance Gang Affiliated Sexually Active Drugs

  15. Cultural Competencies Cultural Self Awareness Cross-Cultural Skills Cultural Competence Continuity CULTURAL COMPETENCIES Knowledge of Diverse Cultural Practices Attitude Towards Cultural Difference Point To Remember • Connecting with disadvantaged youth begins with cultural competence • Cultural competence skills enhances your ability to connect-engage-interact with disadvantaged youth from diverse backgrounds

  16. Developing Cultural Competencies Listen Let them speak, listen to them /get to know them, show you care. Listening is a critical tool in building any relationship Open Learn Relate Remove prejudice/ stereotype attitudes opinions that cause cultural barriers and prevent connection Adjust Select material, activities, examples that students can identify with Invest time to learn about the culture of students in your group Adjust strategies to meet the needs of your youth Point To Remember • Culture is a way of doing things for a specific group of people. Culture includes: art/music/literature/food/dress/rituals/language.

  17. The Individual • Hurt • Sad • Alone • Worthless • Depressed • Hate • Fear • Anger • Miserable • Hopeless

  18. Perceptions Perception is your personal view point of how you identify situations and circumstances based on specific influences and prior experiences. HOW DO I VIEW MYSELF? HOW DO I VIEW OTHERS? =

  19. Our Front Pack Heart 3 R’s Resentment Resistance Revenge Negative Reaction Put Up A Wall Want to Get Even Become Barriers

  20. Our Belief System Bias Negative Prideful No Love No Hope Programmed Process Structure

  21. How Perceptions Causes Barriers

  22. Something Deeper

  23. How We Get Stuck ‘In The Box’

  24. Collusion ‘The Invitation’

  25. Final Thoughts

  26. The Conclusion No Control Restrains No Power Outcome Weak Person No Fulfillment No Way Out Trapped Satisfied No Results

  27. Causes of Behavior Challenges EXTERNAL FACTORS INTERNAL FACTORS Family Structure Support System Learning Disabilities Mental Health Emotional Health Environment Economic Status Point To Remember Behavior challenges are a combination of internal & external factors. Keep this in mind when selecting a remediation strategy to address behavior challenges.

  28. Biology Impact of Trauma Persistent trauma can cause the brain to be underdeveloped or damaged. A damaged or undeveloped brain often causes a child to react differently to a stressful situation than a child without those constrictions. Therefore, a child who is more reflexive than reflective may have a biological reason for behaving the way they did which is beyond their control. This is an essential understanding for all individuals in order to modify their approach to the behavior. The Art of Learning and Teaching

  29. Views of Trauma When we see a youth with traumatic affect, we are seeing the tip of an iceberg that extends into family and community. The Art of Learning and Teaching

  30. Asking for Help Trusting Others The Barriers • Changing Perceptions Forgiveness of the Past Expressing Emotions

  31. Parent Anger Wounds Youth Relationship Parent (Support) Parent (Love) Structure Encouragement Youth

  32. Wherecanwemakea difference throughourprograms?

  33. Betterment to Development

  34. Assets Youth Bring to The Community • Time • Ideas&Creativity • ConnectiontoPlace • Dreams&Desires • PeerGroupRelationships • FamilyRelationships • CredibilityasTeachers • Enthusiasm&Energy

  35. Potential Partners For Youth Associations Individuals Individuals Local Youth Public Institutions Businesses

  36. Basic Assumptions CommunityYouthDevelopment • Asset-BasedCommunityDevelopment • givesus a positiveviewof everycommunity • PositiveYouthDevelopment • givesus a positiveviewof youth • CommunityYouthDevelopment • givesus a positiveviewof whatyouthcan doto • shapethecommunitiestheylivein

  37. The Ultimate End of Community Youth Development Toengageyouthincreating ahealthyenvironment in which where all of community memberscanthrive.

  38. How Do We See Our Communities? • Emptyplacesfilledwithemptypeople • theneeds-basedimage • Thereturnof hope • theassets-basedimage • Thekeydifference • afocusonwhatis there, notwhatis not

  39. Asset Mapping • DiscoveringCommunityCapacity • Individuals • peoplewithgiftsandcapacities • Associations • peopleworking togetherforgood • Institutions • richstorehousesofaccessibleresources • Outsidehelp • investmentincapacity-building,notservice • expansion

  40. Neighborhood Map

  41. Neighborhood Asset Map

  42. Reading The Story of Community • Space • Structures • ScrapsofLife • Signage • Symbols • Sounds&smells • Signsofhope • Socialinteractions

  43. A Theology of Youth Discipleship • Affirming God’s intentions for youth, • families, communities & ministry • Affirmingthenature&importanceof • disciple-making,andourcommitmentto it • Buildingleadershipona foundationof authentic followership

  44. A Theology of Youth Discipleship • Youth D iscipleship is a transformational process whereby youth become more like God.. • Youth are equipped to do works of service • The process involves instruction, modeling, participation, and application

  45. Helping Youth Become R.E.A.L. • Responsible • Accountability is the key underlying value • Ethical •  Doing what’s right even when no one is watching • Authentic •  Being your true ‘best self’ at all times • Loving • C aring for others unconditionally

  46. A Developmental Pathway

  47. An Asset-Building ‘Scorecard’ • Is asset-building for our youth an explicit component of our mission, vision & values? • D o our programs and activities actively promote asset- building for our youth? • Are our volunteer mobilization strategies inclusive, strengths-based & youth-friendly? • D o we actively involve youth as partners in governance & leadership at all levels? • D o we collaborate with other community-serving organizations in our neighborhood?

  48. Key Principles • Youth Transformation requires… • Holisticapproaches versusnarrowly-focused • programs • Communityownershipversus external • Intervention • Mutual transformationversus expertsincharge

  49. Key Principles • Youth Transformation requires… • Long-termsustainability versus quick fixes creates _ Leverage • Empoweredyoungpeople versus youth as bystanders • Asset-basedviewofcommunity versus needs-based

  50. Transform Community Transform People Youth Development Youth & Community H.O.P.E. Transform Infrastructure Reconciliation & Rehabilitation

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