The term “positive
youth development” has gained a lot of currency over recent years.
It refers to a focus on the positive outcomes desired for adolescents,
rather than the negative outcomes we hope to prevent (CSR Inc., 1997),
and utilizes a “strengths perspective” that incorporates the
adolescent’s whole identity. Increasing research points toward the
greater success of this approach rather than a “preventive”
or “deficit” model. Programs that solely seek to “fix”
a problem rarely engage participants and have a much narrower target audience
(Quinn, 1999; Hollister, 2003). While certain groups may benefit from
the targeting of specific behaviors, such a focus runs the risk of stigmatizing
participants and reinforcing negative risk factors (Hollister, 2003).
Whenever possible,
involving adolescents in program development has a demonstrated effect
both on the relevance and the success of the program (McLaughlin, 2000).
Giving adolescents a significant role in program planning and design helps
ensure that your program targets actual rather than perceived needs of
adolescents, improves the likelihood of attendance, and contributes significantly
to the positive youth development approach by empowering adolescents to
create the resources they need most (McLaughlin, 2000).
Research Demonstrates
The following points
represent the most definitive keys to success in program planning and
design:
Tailor your
material to the needs and interests of your target population (Quinn,
1999). Focus groups, surveys, and other instruments can be used to determine
the needs of your target audience. A program that is not relevant to
the needs of its participants will not be well attended.
Recognize,
value, and incorporate the diverse backgrounds of your target audience
(Quinn, 1999). Good programs are sensitive to the diversity of their
audiences, particularly regarding race, religion, family income, gender,
and sexual orientation.
Reach out
to families, communities, and schools for program support (Quinn,
1999). Strive to maintain positive working relationships with community
institutions in order to get maximum support, funding, and advertisement
of your program. Make families feel welcome in your agency, and find
ways for them to get involved if they are interested.
Involve youth
in the planning stages of the group
(McLaughlin, 2000; Smith, 2001). This accomplishes several goals: it
makes adolescents feel valued and that their perspective matters; it
gives them a sense of purpose as well as something to occupy after-school
hours; and it helps ensure that your program is relevant to the needs
of their peer group. When young people have a voice in what they are
learning, it increases their commitment dramatically.
Specify and
evaluate intended program outcomes (Hollister, 2003). A program
is more likely to receive funding if the intended goals are clearly
stated and measurable. It is important to devise instruments to measure
the adolescents’ progress in order to demonstrate the merit of
the program.
Consider the
possibility of offering a stipend to participants (Paine-Andrews
et al., 1999). If the program you are offering is education-based or
involves an internship component, explore the possibility of receiving
funding that can offer a stipend to adolescents who remain committed
to the program. A financial incentive–no matter how small–can
improve attendance and increase commitment to the program.