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KEYSFORASUCCESSFULPOLICEANDYOUTHPROGRAM
Connecticut’sPoliceandYouthProgrampromotespositiveyouthdevelopmentwhileworkingtoincreasethenumbersofpoliceofficerswhoareexperiencedandcomfortableworkingandinteractingwithyoungpeople.TheYouthDevelopmentTrainingandResourceCenterhasprovidedtechnicalassistancetotheseprogramsoverthelast6years,andhasidentified4keyelementsfoundinthemostsuccessfulandhighimpactprojects.PARTICIPANTENGAGEMENTSuccessfulPoliceandYouthProgramspayspecialattentiontoengagingallparticipants:youth,policeandstaff.Theprojectsincludefunactivitiesthatareofinteresttobothyouthandadults.Duringtheplanningstages,itisimportantforyouthtobeinvolvedandfortheirinputtobeincludedtoensurethattheactivitiesareage-appropriateandappealing.Intheimplementationoftheplannedactivities,policearestronglyencouragedtobeactiveparticipants,notjustsupervisorsorfacilitators.Theprogramshouldreinforceyouthandpoliceworkingtogether,sharingresponsibilities,andcreatingpartnerships.RELATIONSHIPBUILDINGAcrucialcomponentofthePoliceandYouthProgramisrelationshipbuilding.Thisshouldbereinforcedthroughoutthelengthoftheprogram.Earlyintheprogram,participantsusuallytakeatriptoalocalropescoursedesignedtostrengthenrelationshipsandbuildteamwork.Duringregularprogramsessions,relationshipbuildingiseasilyreinforcedwiththeimplementationoficebreakers,energizersandothershortteambuildingactivities.Thisensuresthatthroughouttheprogramyouthandpolicearegettingtoknoweachotheronamorepersonallevelandbuildingrelationshipsthatwillremainaftertheprogramhasended.YOUTHLEADERSHIPDEVELOPMENTThePoliceandYouthProgramoffersgreatopportunitiesforyouthleadershipdevelopment.Somewaystodevelopyouthleadershiphaveincluded:§ Recruitingnewparticipants:youthcreateflyers,referyouthtotheprogram,andplanotherstrategiesto
recruitadditionalparticipants§ Becomingprogramambassadors:youthspeakabouttheirprojectaccomplishmentstocommunity
members,funders,orotheraudiences§ Mentoringyoungerparticipants:programalumnireturntotheprogramascounselorsandtakeonmore
responsibilitiesorolderparticipantsplanandconductactivitiesforyoungerteensorchildren§ Planningprogramandfundraisingactivitiestosupportacommunityserviceproject§ Representingtheirteamandcommunityatarecognitioneventorcross-siteprojectshowcase
REFLECTIONTimeforreflectionhasbeennotedasaveryimportantcomponentofthePoliceandYouthProgram.Thismeansgoingpasttheprogramactivitiesandreinforcingtheobjectivesoftheprogram.Reflectioncanbedoneinavarietyofways;journaling,pairingupandtalkingtoapartner,andgroupdiscussionscanallbeeffective.Reflectioncanbeaskingonequestionattheendofasessiontowrapuptheday.Itcanbeassimpleas“whatwasyourfavoritepartoftheday?”or“nameonethingyouwishwewouldhavedonedifferentlytoday.”Reflectiongivesparticipantsachancetomaketheconnectionbetweentheactivitiesandthelearningordesiredchangesintheyouthandadultprogramparticipants.
2 KeysforaSuccessfulPoliceandYouthProgram
KEY#1:PARTICIPANTENGAGEMENTSuccessfulPoliceandYouthProgramspayspecialattentiontoengagingallparticipants;youth,police
andstaff.Theprojectsincludefunactivitiesthatareofinteresttobothyouthandadults.Duringtheplanningstages,itisimportantforyouthtobeinvolvedandfortheirinputtobeincludedtoensurethattheactivitiesareage-appropriateandappealing.Intheimplementationoftheplannedactivities,policearestronglyencouragedtobeactiveparticipants,notjustsupervisorsorfacilitators.Theprogramshouldreinforceyouthandpoliceworkingtogether,sharingresponsibilities,andcreatingpartnerships.STRATEGIESTOINCREASEPARTICIPANTENGAGEMENT
USEPARTICIPANTNAMES:Atyourfirstfewmeetingsincludeactivitiesthatencouragethelearningofparticipantnames.Therearemanydifferentnamegamesandactivitiesthatcanbeemployedtoencourageyourprogramparticipantstolearneachother’snames.Duringintroductionsencourageparticipantstosharehowtheywouldliketobereferredto.Manytimespeopleprefertobecalledbyanicknameoryoucanalsofindthatpeopledonotliketohavetheirnameshortened.Policeofficersshouldalsosharehowtheywouldliketobereferredto.Youcanalsoprovidenametagsforthefirstseveralsessionssothatnamesareeasilyvisible.
CREATEAGROUPAGREEMENT:Asktheparticipantstocomeupwiththeirowngroundrules,onesthattheywillallagreetoobserveandlistthemonnewsprint.Makesuretoclarifythegroundrulesasneededtobesurethateveryoneunderstandsalltheideas.Bothadultandyouthparticipantsshouldcontributetothegroupagreement,andtheyallwillbeheldaccountabletofollowthosegroundrules.Duringtheprogramrefertoyourgroupagreementanddisplayitinavisiblelocationwhereitcaneasilybereferenced.
KEEPCOMMUNICATIONOPEN:Communicationisveryimportanttokeepingparticipantsengaged.Inbetweenmeetingsmakesuretosendoutreminderstoparticipantsaboutfuturemeetings.Followupwithparticipantsthatareunabletoattendasessionandtomakesuretheygetanyinformationtheymissed.Askyouthwhatthebestcontactmethodis,youmayneedtocontactthemthroughtext,emailorthroughsocialmedia.Anotheraspectofcommunicationisprovidingampleopportunitiesforyouthvoicetobeshared.Youthvoicereferstotheideas,opinions,attitudesandknowledgeofyouth.Givingtheyouthinyourprogramvariedopportunitiessharetheirvoiceandprovidetheirinputonissuesthatdirectlyaffectthemwillensurethattheycontinuetobeactivelyengagedinyourprogram.Someeasywaystoencourageyouthvoiceandtogetmoreyouthinputinclude:
§ Groupdiscussions§ Pairsorsmallgroupdiscussions§ Dotmocracy:votingorratingideaswith
stickerdots§ Thumbsup/downvoting
ACKNOWLEDGEPARTICIPANTFEEDBACK:Trytoincorporatefeedbackasmuchaspossiblesothatparticipantsfeelthattheyhaveavoiceandthattheyarebeingheard.Whenasuggestioncannotbeimplementeditishelpfultoexplainwhy.Thisallowsparticipantstounderstandthattheirfeedbackhasnotbeendismissedorignored.
ENCOURAGENEWPEOPLETOSHARETHEIRIDEAS:Manytimestherewillbeasubsetofindividualsinyourprogramwhowillbemorelikelytocontributetodiscussions.Aneasywaytoinviteotherpeopleto
KeysforaSuccessfulPoliceandYouthProgram 3
shareideasistousethephrase“stepup,stepback”toencouragepeoplewhohavenotcontributedto“stepup”andaskpeoplewhohavealreadyprovidedfeedbackto“stepback”andgiveotherpeopleanopportunitytobeheard.Participantscangetcomfortablelettingmoreoutgoingpeoplespeakupandthisisaneasystrategytoemploytostillacknowledgetheindividualswhohavebeenparticipatingbutalsogiveanopportunitytothosewhohavenotspokenup.Anotherphrasethatcanbeusedis“sharethemic”whichservesasaneasyremindertogiveanopportunitytosomeonenew.Someyouthfinditeasiertojotideasdownfirstormeetinsmallgroupsbeforespeakinginfrontofafullgroupofyouthandpolice.
WAYSTOENCOURAGEMEANINGFULYOUTHPARTICIPATION
CHOOSING.Youngpeoplecanchoosewhichactivitiestheywishtoparticipateinandhowtheywishtoparticipateandcontributetothegroup.
DECISION-MAKING.Youngpeoplecanmeetonaregularbasistodiscussandmodifyexistingprogram.
PLANNING.Youngpeoplecanmeetregularlytoplanfutureprogramsorcommunityactivities.
ASSESSING.Youngpeoplecan“map”theircommunities,researchneeds,and/orengageinavarietyofprogramdocumentationandevaluationactivities.
COMMUNICATING.Youngpeoplecanregularlypresenttheprogramtooutsiders:talktodifferentcommunityaudiences,beonworkshoppanels,dositetours,orpresenttoakeyfunder.
VOICE.Youngpeoplecanfeelconfidentandencouragedtovoicetheirownviews,opinions,andideas.
TIPSFORPOLICEOFFICERSTOBUILD“INFORMAL”CONNECTIONSWITHYOUTH
Berelaxedandinformal,sittingnexttoyouthratherthanstandinginfrontthemorofftotheside Thinkbacktoyouradolescentyears,andbrieflysharean“awkwardmoment”thatyourecall
Avoid“teaching”butstillshareexplanationsaboutlawenforcement,asquestionsarise
Appearforsomeactivitieswithoutthefullpoliceuniformduringtheprogramyear Listenalot,bepatientandencourageyoungpeopletobrainstormorelaborateontheirideas
Trytofindtimefor1-1conversationswithmanyoftheyouthteammembers Havefunasyouengageintheteam-buildinggames,ratherthanappeartocompetewithyouth
Recognizeandcelebrateindividualcontributionsaswellasteamprogressandaccomplishments
Beyourself!
HELPFULRESOURCES:
ACTforYouthCenterforExcellence(www.act4youth.org)“BeingY-APSavvy:Aprimeroncreatingandsustainingyouth-adultpartnerships”
NationalYouthLeadershipCouncil(www.nylc.org) SearchInstitute–Discoveringwhatkidsneedtosucceed(www.search-institute.org) YouthDevelopmentTrainingandResourceCenter(www.ydtrc.org)ThemissionofYDTRCistoprovidetraining,consultation,assistance,curriculumandresourcedevelopmentservicesformiddleandhighschoolyouthleaders,programstaffandvolunteersthatworkwithinConnecticut’sdiverseyouth-servingorganizationsorschools.
4 KeysforaSuccessfulPoliceandYouthProgram
KEY#2:RELATIONSHIPBUILDINGAcrucialcomponentofthePoliceandYouthProgramisrelationshipbuilding.Thisshouldbe
reinforcedthroughoutthelengthoftheprogram.Earlyintheprogram,participantsusuallytakeatriptoalocalropescoursedesignedtostrengthenrelationshipsandbuildteamwork.Duringregularprogramsessions,relationshipbuildingiseasilyreinforcedwiththeimplementationoficebreakers,energizersandothershortteambuildingactivities.
2TRUTHSANDALIETellthegroupthateachpersonwillintroducehim-orherselfbystatingtwotruthsabouttheirlifeandonelie.Therestoftheparticipantswillguesswhichstatementisthelie.
CHARTYOURLIFEThinkingbackasfarasyoucan,drawatimelinethatrepresentsyourlife.Considerthehighpoints,lowpoints,momentsofinspiration,levelingofftimes,whereyouarenow,andwhereyouseeyourselfinthefuture.Afteryouhavedrawnit,sharewhatitmeanswiththegroup.
HOUSEONFIREAsk,“Yourhouseisonfire,andeveryoneissafe.Youhavethirtysecondstorunthroughthehouseandcollectthreeorfourarticlesyouwanttosave.Whatwouldyougrab?Why?”Aftereveryonehasdonethis,thegroupcandiscusswhattheylearnedaboutthethingstheyvalue.
HUMANKNOTThisactivityworksbestingroupsof10-12.Haveeveryonestandinacircle,shouldertoshoulder.Askeveryonetoraisetheirrighthandandthengrabthehandofsomeoneacrossthecircle.Next,askeveryonetoraisetheirlefthandandthengrabthehandofadifferentperson.Tellthegrouptountanglethemselvesintoacirclewithoutbreakingthechainofhands.
“Nowweknowthatallpolicearen’trude…mean!Butthere’spoliceouttherethatcareforus,ourfeelings,andwatchoutforusifwemakebaddecisions.”
–Windsor,CTyouthparticipant
OfficerslearnedaboutpartneringwithyoungpeopleandsawleadershipinactionastheirgroupwasdirectedbytwoseniorsfromtheWatertownHighSchoolCookingClub.Theseoldergirlsdisplayedtheirculinaryskillsatadonut-makingsessionforWatertown’sPoliceandYouthprogramatSwiftMiddleSchool.Someofficershadneverbaked;noonehadmadehomemadedonuts.Officerssharedatheadquarters,whileyouthtookfavoritestotheirfamily(orateonthelatebus!).
KeysforaSuccessfulPoliceandYouthProgram 5
THEBIGWINDBLOWSHaveeveryonestandinacircle,shouldertoshoulderandaskforonevolunteertostandinthecenter.Thepersoninthecentermustthinkofatruestatementaboutthemselves.Thentheywillsay“TheBigWindblowsthosewho_____________”followedbytheirstatement.Atthispointalloftheplayerswhosharethischaracteristicmustrunacrossthecircleandfindanewplacetostand.Thelastplayerleftinthecenterwillnowshareastatementaboutthemselves.Forexample,“TheBigWindblowsthosewhohavetraveledtoMexico,”andanypersonthathastraveledtoMexicowouldrunacrossthecircletoanewspot.
TOILETPAPERICEBREAKERGetarolloftoiletpaperandtellallthoseplayingnottotaketoomuchbuttotakehowevermuchtheywant.Oncealltheplayershavetakenthenumberofsheetstheywant,eachhastotellonethingaboutthemselvesforeverysheettheyhave.
WHOAMI?Prepareacardforeachpersonandwriteonitthenameofafamousmanorwoman.Onarrival,pinacardonthebackofeachpersonwhomustthenaskquestionsofeachotherinordertofindouttheiridentity.Whentheysucceed,thecardispinnedonthefrontofthem.
CROSS-SITERECOGNITIONSHOWCASE
Relationshipsarefosteredbothwithinteamsofpoliceandyouth,aswellasacrossdifferentprogramsitesthatrepresentthediversecommunitiesacrossConnecticut.Thehighlyinteractive4-hourSaturdayeventrecognizesyoungpeopleandofficersfromlargercities,smallersuburbsandruralareasinthestate.EachP-Yteamchooseshowtopresenttheirproject–byleadinganactivity,showingapowerpoint,displayingatri-foldposter,orshowingavideooftheirserviceinthecommunity.Teammembersreceivecertificates,agroupphoto,a“shoutout”afterlunchandachoiceofdessert.Thebenefitsarenumerousasalltheyouthandpolicehearcreativewaystostrengthenandbuild
trustingrelationshipswithlawenforcement,engagewithmanyofficersandteens,andfeelimportantaspartofasignificantstatewideproject.
“Ilearnednottobeafraidofpoliceofficers.”
–Hebron,CTyouth
6 KeysforaSuccessfulPoliceandYouthProgram
KEY#3:YOUTHLEADERSHIPDEVELOPMENTThestructureofthePoliceandYouthProgramcallsforyouthandadultstoworktogetherandto
shareresponsibilitiesandoffersmanyopportunitiesforyouthleadershipdevelopment.Whenyoutharegivenanopportunitytotakeonaleadershiproleitisvitalthattheyarealsogiventhesupporttheyneedtobesuccessful.ListedbelowareseveralleadershipopportunitiesforyouththatareavailableinthePoliceandYouthProgramaswellasexamplesofhowtosupportyouthtakingonnewroles.YOUTHLEADERSHIPOPPORTUNITIESInordertobecomeleaders,youthneedtohaveopportunitiestoexplore,express,earn,belongandinfluence.Leadershipopportunitiesgiveyouththechancetoexperimentwithnewchallengingrolesandtestoutideasthatwillhelpthemgrow.
§ Createapresentationabouttheprogram§ Recruitnewparticipants§ Mentoryounger/newparticipants§ Facilitateanicebreaker§ Facilitateaclosingactivity§ Plananactivity§ Planafundraiser
§ Createasurvey/evaluation§ Createabudget§ Plananevent§ Createanewsletter§ Writeapressrelease§ Createamediacampaign§ Planacommunityserviceproject
YOUTHLEADERSHIPSUPPORTSYouthnotonlyneedopportunitiestobecomeleaders,theyalsoneedrelationshipsthatwillhelpnurtureandsupportthem.AccordingtoNewYork’sYouthDevelopmentInstitutecurriculumforAdvancingYouthDevelopment,therearethreemaintypesofsupportsthatareneededbyyouth:
EMOTIONALSUPPORT:thefriendshipandaffirmationyouthreceivefromothers,andtheirinvolvementincaringrelationships.
Scenario:Ayoungperson,Jaime,inyourprogramhasvolunteeredtocreateanewsletterfortheprogram.Theyhavenoideawheretostartandarefeelingoverwhelmed.
EmotionalSupport:OfficerSmith,anadultthatJaimehasastrongrelationshipwithremindshimthathedidagreatjobwhenhecreatedtherecruitmentflyerfortheprogramafewweeksbefore.OfficerSmithtellsJaimenottobenervousandthattheycanworktogethertobrainstormideasforthelayoutofthenewsletter.
MOTIVATIONALSUPPORT:highexpectations,standards,andboundariesthatencourageyouthtostrivetowardahighergoal.Somewaystoprovidemotivationalsupportincludethefollowing:
§ Informingyouthhowtheyareexpectedtoconductthemselves§ Providingyouthwiththeopportunitiesandencouragementtomeetexpectations§ Providingyouthwithrewardsnecessarytomeetexpectations§ Providingyouthwithclearmessagesregardingrules,norms,anddiscipline§ Providingyouthwithopportunitiestodiscussandmodifyboundariesasappropriate
Scenario:Threeyoungpeoplethatparticipatedinlastyear’sPoliceandYouthProgramareinvitedbackaspeerleaders.
MotivationalSupport:
KeysforaSuccessfulPoliceandYouthProgram 7
Afewdaysbeforetheprogramstartsthepeerleadersattendanorientationwiththepoliceofficerthatwillbesupervisingthem.TheyaregivenaPeerHelperHandbookwhichdescribestheirresponsibilities,codeofconductanddetailsonwhattheyareexpectedtodo.
STRATEGICSUPPORT:coaching,feedback,anddiscussiontohelpyouthstayontrackandaccesstothepeopleandresourcestheyneedtoreachtheirgoals.
Scenario:TwoyouthfromthePoliceandYouthProgramvolunteertowriteapressreleaseaboutaneventtheirgrouphasplanned.
StrategicSupport:Apoliceofficerhelpsthetwoyouthwiththepressrelease.Sheprovidestheyouthwithexamplesfromsomelocalpublicationsonwhatpressreleaseslooklike,shegivesthemfeedbackontheirroughdraftsandconnectsthemtoacolleaguethatworksatalocalpublicationthatiswillingtopublishthepressrelease.
YOUTHLEADERSHIPHIGHLIGHTSINCONNECTICUTPROJECTSBLOOMFIELD:YouthleadersrunintergenerationalactivitysessionsforseniorsattheSeniorCenter.Officersevenbroughttheirownchildrentojointhefun,interactivegamesledbyhighschoolleaderswhoarepartoftheBloomfieldCommunityCrusaderspoliceandyouthteam.NEWHAVEN:YouthleadersfromYouthRightsMedia,Inc.designedtheprocess,craftedthequestionsaboutinteractionsbetweenyouthandpolice,andthenfacilitatedsmallgroupsofyouthandpoliceaspartofthecross-siterecognitioneventheldatonelocalprojectsite.Volunteersvideotapedsegmentsoftheinteractionsandgroupresponsesforlaterviewingbyanotherprogramtostimulatetheirdiscussion.
BRIDGEPORT:YouthfromCreativeYouthProductionsleadpoliceandyouthteammembersindesigningandpracticingskits–givingeveryoneachancetotryout“onthespot”interactionsthatkeepallcool.
8 KeysforaSuccessfulPoliceandYouthProgram
KEY#4:REFLECTIONTimeforreflectionhasbeennotedasaveryimportantcomponentofthePoliceandYouthProgram.
Thismeansgoingbeyondtheprogramactivitiesandreinforcingtheobjectivesoftheprogram.Reflectioncanbedoneinmanyways;journaling,pairingupandtalkingtoapartner,andgroupdiscussionscanallbeeffective.Somereflectionmethodsincludewriting,reading,tellinganddoing.Reflectiongivesparticipantsachancetothinkcriticallyabouttheirexperiences,buildasenseofself-awarenessandthinkofwaysaprogramcanbeimproved.SeealsoReflectandImprove:AToolkitforEngagingYouthandAdultPartnersinProgramEvaluation(2005)forexcellentresourcestostrengthenyourprogramplanningandevaluationatwww.theinnovationcenter.org.
PEAKANDPITGoaroundthegroupandaskeachparticipanttosharetheirpeak(thebestpartoftheday)andtheirpit(theirleastfavoritepartofthedayorsomethingtheywouldliketohavechanged).
HEAD,HEART,FEETThisactivityisawaytoaskwhatwelearned(thehead),whatwefelt(theheart),andwhatwewilldowhenweleave(thefeet).Itcanbeattheendofasessionorattheendofyourprogram.Youcandecidetohavethesequestionsonnewsprintandhaveparticipantswritearesponsetoeach,oryoucangoaroundthegroupandaskparticipantstorespondtooneorallofthequestions.
COLLAGEOFWORDSPostapieceofnewsprintandaskparticipantstowriteonewordthatdescribestheirexperienceforthesessionortheentireprogram.
WHAT?SOWHAT?NOWWHAT?Participantsshouldanswerthefollowing:§ What:Whatsurprisedyou?§ SoWhat:Whatdidyoulearnfromtheexperience?§ NowWhat:Howcantheexperienceapplytootherpartsofyourlife?
PAIRANDSHAREParticipantspairwithoneortwootherstoreflectonaspecifiedtopic.
WHATSTUCKWITHYOU?Asimplequestionthatcanbeansweredonpostitnotes,discussedinpairsorasalargegroup.
JOURNALPROMPTSWritinginresponsetoajournalpromptprovidesanopportunityforindividualreflection.Thepossibilitiesforjournalpromptsarelimitless.Belowareafewsimpleprompts:§ Whatdidtheexperiencemakeyouthinkabout?§ Howdidtheexperiencechangeyourthinkingabout[chooseatopicorissue]?§ Whatdidyoulearnfromthisexperience?§ Whatworked?Whatdidn’twork?§ Whatthoughts(ifany)doesthisexperiencegiveyouaboutissuesinyourlocalcommunity?The
nation?Theworld?§ Howhaveyourassumptionsorstereotypes(aboutpeople,acommunity,theworld,etc.)been
challengedbytheexperience?