TABLE OF CONTENTS
INTRODUCTION TO THE HANDBOOK
SECTION ONE:THE REVISION OF “LISTENING TO YOUTH”-2016
SECTION TWO: GROUPS SKILLS REVIEW
TOPIC ONE: Starting the Group
TOPIC TWO: Group Stage Development
TOPIC THREE: Ice-Breaker Exercises That Build Group Cohesion
SECTION THREE: THEMES PERTINENT TO VIOLENCE PREVENTION
( NOTE***** nothing has been done to this section at this point.)
THEME ONE: School Safety
THEME TWO:Communication Skills that Block Communication Resolution
THEME THREE:Communication: Expressing Feelings
THEME FOUR:Empathy
THEME FIVE:Taking Responsibility
THEME SIX:Bullying
THEME SEVEN:Silence
THEME EIGHT:Conflict Resolution
THEME NINE:Anger Management
THEME TEN:Power Struggles and the Use of Force
THEME ELEVEN:Acceptance and Diversity
THEME TWELVE:Depression
THEME THIRTEEN:Anxiety
INTRODUCTION TO THE HANDBOOK
This handbook has been designed to help prepare and inform group leaders who will facilitate “Listening To Youth” groups in their schools and communities. It contains three informative sections that are important to the success of the groups. Section One focuses on an introduction to the New, 2016 Revision of the Listening to Youth Initiative. It details the current Listening to Youth Project, its current structure, mission and vision, objectives, and plan. It is a work in progress at this point as we continue to clarify the direction LYT wants to take and who will help to sustain its objectives. A brief history of the first Listening to Youth project also serves to provide a historical perspective as well as assessment results from the first three pilots in the early 2000’s.
Section Two discusses the Group Skills necessary to run a process-focused, student-centered group. It briefly covers essential skills for effective group facilitation. It also contains suggestions for starting the group and outlines typical stages of group development. For most professional counselors, this section should provide a succinct and meaningful review of group dynamic skills and strategies.
Section Three identifies a series of “Themes” that may surface during group sessions. Because many counselors have not had specific courses or training in violence prevention, this section provides specialized information on topics related to violence in schools that may be helpful for group leader. Each “theme” can be creatively integrated into the discussion to assist group leaders in offering participants ideas about non-violent communication strategies and behavioral responses. Combined with good group facilitative skills, these suggestions may allow group leaders to probe deeper into an issue, challenge students to consider new ways of thinking or behaving, empower students by providing them with information and models, and encourage change.
Sometimes in the facilitation of a group, topics can jump around quickly and randomly based on information and thoughts shared by group members. Key themes and topics are presented, but it becomes difficult to stay focused or to move to a deeper level on an issue. The information and ideas presented in the “themes” section should help group leaders address these concerns. For example, a set of “theme questions” is provided in each section that might enable the discussion to move to a deeper level. In the event that students move the discussion in the group to “Feeling safe at school,” the group leader might consider presenting some of the questions from the list to elicit feelings and perceptions on trust from group members.
Each “theme” begins with an Explanation of the Theme. This is followed by an Overview of Skill Development necessary in addressing the theme. Suggested Activities are then presented that could be incorporate into group sessions. At the end, Theme Questions are listed. It is important to note that themes are not intended to be “introduced” by the group leader. Remember the intention of the groups is for topics and discussion to be student-driven. However, once a topic is presented, it requires creativity and expertise of group leaders to “develop” that topic. Additionally, students at this developmental level need a variety of approaches in the context of the group. The incorporation of worksheets, hands-on items, books, news articles, and other creative resources will offset the use of “only talking” in every session.
Finally, this handbook is not intended to be a complete source on issues surrounding effective group facilitation skills. Many other professionally written curricula exist that go into greater depth on themes mentioned here. Textbooks and handbooks on group dynamics are also available. A list of these resources is found at the end of this handbook. If group leaders desire more information or additional ideas for activities, they are encouraged to use these resources. Additional resources may also be provided by the “Listening to Youth” Committee to assist group leaders in their tasks.
How to Use the Handbook
Each group leader should read the entire handbook. Keep in mind that this is a work in progress as the new 2016 Initiative is under construction and evolving as we speak. Suggestions are given for getting the group started and for early sessions, including setting ground rules for the group and using initial ice-breakers to help develop trust and group cohesion. Check out the Appendix for one example from Mental Health Association of North Shore on how they advertise and recruit members for their Youth Advisory Board.
Group leaders can refer to Section One for the philosophical concepts that govern the Listening to Youth initiative. Section One and two also give an overview of effective skills that will help facilitate discussion, interaction, and cohesion. This section also offers some brief information about group stage development with which the group leader should be familiar. Once the group gets started, students should begin to generate issues and themes as they present their perceptions, thoughts, fears, and ideas. Being patient and allowing this to unfold will be very important. The youth in the group need to know that adults will wait to give them time to generate their ideas and begin to express their thoughts. Group leaders should be prepared for these topics and be ready to help focus and deepen the youth’s discussions and ideas for action.
SECTION ONE
THE REVISION OF “LISTENING TO YOUTH”-2016
INTRODUCTION
If you are reading this, you have had some contact in 2016 with a new initiative driven by the Association of Child and Adolescent Counselors of Illinois (ACACI), a division of the Illinois Counseling Association, on youth empowerment and wellness. This revised “Listening to Youth” (LTY) is a collaborative effort hosted by the Association of Child and Adolescent Counselors in Illinois (ACACI) and Mental Health America of the North Shore (MHANS) along with several contributing partners from across the state of Illinois to establish a network of trained facilitators and youth advisory boards in communities across Illinois. Its goal is to “Empower Youth Voices!”
However, it has a strong connection to the original Listening to Youth program that was established from 2000-2004 through a state-wide collaboration where groups were set up in schools to give voice to students, especially around the topic of school violence, a topic that was mission critical at that time. In 2004, the funding went away for that program and it has remained dormant since then. This current, revised initiative is building off some of the basic premises from that program while offering healthy shifts and new ideas to meet the needs of youth in the 21st century. A brief history of the first Listening to Youth program will be given later, but at this point let’s look at the current initiative, its framework and it core components.
FRAMEWORK of 2016 Listening to Youth
Background for the Revitalization of LTY
Youth today face many challenges. They live in a world of rapid communication and rapid change. They meet unique challenges of living in this world while also negotiating the normal developmental changes of growing up, seeking independence, mental and physical wellness, identifying a direction for their lives, and creating healthy relationships with others and with themselves. The prime method of communication today is electronic and students may text messages to the person sitting next to them rather than turn and speak to them. How does this impact a young person’s development and their need to find their voice?
Additionally, youth often feel disenfranchised and helpless during this time. Mass media flood young people with outrageous advertising, violence and world issue are instantly viewed on TV and telephones, diversity issues of race, ethnicity, sexual orientation breed fear and resentment, and youth are confused and unsure of themselves.
To address some of these issues and to help our young people develop in a positive and healthy way, the Listening to Youth initiative was revitalized in 2016. The rebirth of LTY began after an original partner in LTY observed work of the Mental Health America of the North Shore Youth Advisory Board (MHANS). After attending a presentation done by the MHANS Youth Advisory Board it was suggested that LTY be revisited and that other organizations could replicate the MHANS Youth Advisory Board model and give youth in communities all over the Chicagoland area and across the state of Illinois a voice! State leaders who are a part of the revitalization team, are hopeful that LTY might create a mechanism where adults can be trained to lead groups that will provide, time, space, and direction for youth through Youth Advisory Boards so they might be better able to find their voice and contribute to a healthier, and safer community by providing youth perspective.
Mission and Vision Statement
At early meetings, the core leadership group, many of whom were involved in the earlier Listening to Youth program wanted to clarify the new direction for the revitalization. To that end the group discussed and created a mission, vision, and objectives to give focus to the new initiative. The results follow.
Mission: Listening to Youth empowers and supports Illinois Youth to share their unique voices within their schools and communities to advocate for positive change and promote physical, social, and emotional wellness.
The Short vision statement is designed to call out to youth as well as parents, guardians, and state officials that youth voices need to be nurtured and heard.
Vision: Empowering Youth Voices!
In order to accomplish the mission and vision of LTY, a framework for the initiative has been created that will help to articulate goals and objectives as well as a way to facilitate training and evaluation of the program and its impact on the youth who participate. The Management Team will serve as the executive committee for LTY. It will consist of state leaders and those involved in revitalizing LTY who believe in the mission and vision of this initiative and who are committed to making it happen. To that end, the following objective for LTY has been created:
Objective: LTY will create and train networks of facilitators across Illinois who will collaborate to create and support Youth Advisory Boards empowered with the skills to use their voice to promote physical, social, and emotional wellness and create positive change within their communities.
ORGANIZATIONAL STRUCTURE FOR LTY
(need some help on how to draw arrows in this diagram)
Management Team
Maria McCabe, ACACI; Rosanne Oppman, ACACI; Peggy Mayfield, ACACI; Leslie Contos, ACACI; Al Orsello, Prevention Partnership; Dr. Toni Tollerud, NIU; Dr. Scott Wickman, NIU; Allison Schuck, ICMHP; Allyson Adams, MHANS; Cristina Ramirez, MHANS; Amy Rasing, ICA Foundation.
Network Team (advises Management Team)
James Burns, The Kennedy Forum; Randy Bay, Rocford, District 205: Theresa Geary, Office of the Attorney General; Sarah Schriber, Preventing School Violence Illinois; Steven Rosado, The Mikvah Challenge; Caryn Curry, SEL Network; Maritza Rocha, Latinas Mujeres Accion, Youth Board; MHANS Youth Board.
LTY Advisory Boards (report to Management Team)
Flinn Middle School, Rockford, Illinois;
Management Team
The Management Team consists of 10-12 members. They will meet every 4-6 weeks and monitor the progress of the program. They will make executive decisions and be the designers of the project, including the development of goals, objectives, and procedures, securing a method of evaluation and data, establishing training opportunities and facilitators, and seeking financial support with the help of their partners who will serve on the Network Team. This will include writing for grants, and identifying staff and volunteers who will do training. As money becomes available, it is hoped that a small, professional staff can be hired to focus on the day to day operations of LTY. It is hoped that the Management Team will be able to secure stable financial support for LTY within 5 years so the program can be self-sustained.
The management Team will promote LTY across the state through presentations, community meetings or when requested. Written material and a website explaining what LTY is about will be constructed with information and contacts readily available. If applicable, the Management Team will create an annual LTY conference where youth and adults who have participated in the process can come to share ideas, acquire requested training and present best practices. It is hoped other state officials and leaders will also attend to gain insight and perspective on how this program is serving youth in our communities as well as providing assistance in the communities themselves.
The Management Team will also oversee the establishment of Listening to Youth Advisory Boards in rural, urban, suburban and inner city communities across the state. They will provide resources to get these groups selected, vet facilitators and leaders in the region to advocate and run the groups, and ensure that the LTY philosophy is being utilized. The Management Team will also provide assistance to Advisory Boards and leaders when necessary.
LTY Network Team
Other members of the state who wish to participate in the LTY initiative by establishing Youth Advisory Boards or providing advocacy and support for this program will be members of the Network Team. The major role and responsibility of this committee will be advisory. Partners will be expected to contribute ideas and in-kind services or financial support as possible. They will be invited to quarterly meetings of LTY and advocate for this initiative across the state.
Members of the Management Team will automatically be members of the LTY Network Team and attend all meetings. If regional areas are able to get organized in setting up LTY Advisory Boards, 1 or 2 representatives from these regions will become members on the Network Team and serve as a liaison for all Advisory Boards in that region.
LTY-Youth Advisory Boards
Listening To Youth Advisory Boards can be created in a school, agency, church, or community setting when a professional person becomes interested in offering the opportunity of giving youth in that area voice. Youth Advisory Boards will be composed of group leaders, group facilitators and designated youth in that community. Leaders would not necessarily facilitate a group for a variety of reasons. For example, a school principal who wants to participate in the LTY project may not want or have the training to facilitate youth advisory boards, but might help to organize and provide advocacy for school counselors or social workers to lead these groups in the school. Another leader could be a minister or community leader who works through a local church and who identifies a professional who can lead the youth advisory.
On the other hand, the leader can also be the facilitator. What is required is that those who are involved, no matter what their title, adhere to the philosophy and work toward the desired outcomes of LTY. A list of the requirements and responsibilities of LTY Advisory Board facilitators is given below.
A Listening To youth advisory board is composed of youth. These youth are special in that they are willingly participating in this special group and be open to sharing their thoughts and the impact of the group through assessment data. While the overall philosophy of the Listening to Youth program needs to be followed, there is ample room for individuality and creativity for each group. Examples for how to form an Advisory Group and ideas for convening the group are given in Appendix A to help ensure that the Advisory group has a positive start.
Listening to Youth is grateful for the contribution of the Mental Health America of the North Shore for the revitalization of this initiative. MHANS had a functioning Advisory Board and were already actively working with these youth from several high schools to give them voice in their communities. To assist other organizations that wish to get involved in LTY and create Advisory Boards to work with, MHANS has agreed to share their resources and materials here. This included their recruitment process, forms they utilize in that process, the application process, and general rules that govern these groups. One of the aspects that greatly assisted in the revitalization of the Listening to Youth Project was the connection made early on with MHANS.