the youth development approach to zealous advocacy the youth advocacy project committee for public...
TRANSCRIPT
THE YOUTH THE YOUTH DEVELOPMENT DEVELOPMENT APPROACH TO ZEALOUS APPROACH TO ZEALOUS ADVOCACYADVOCACY
The Youth Advocacy ProjectThe Youth Advocacy ProjectCommittee for Public Counsel Services Committee for Public Counsel Services Roxbury, MassachusettsRoxbury, Massachusetts
May 4, 2009May 4, 2009
Special ThanksSpecial Thanks
Dr. Ann Tobey and Dr. Penny HaneyDr. Ann Tobey and Dr. Penny Haney Laurie Jo Wallace and Mo Barboza of the Laurie Jo Wallace and Mo Barboza of the
Medical FoundationMedical Foundation Glenn Daly, Director of Youth Glenn Daly, Director of Youth
Development Massachusetts EOHHSDevelopment Massachusetts EOHHS Judge Jay Blitzman and all the staff of Judge Jay Blitzman and all the staff of
the Youth Advocacy Projectthe Youth Advocacy Project Katie Rollins, Tufts UniversityKatie Rollins, Tufts University
Starting the ConversationStarting the Conversation
Explorers?Explorers?
Advocacy PresentationAdvocacy Presentation Broad brushBroad brush ExceptionsExceptions
Not New Knowledge, New Not New Knowledge, New OrganizationOrganization
GoalsGoals
YDAYDA
What is it?What is it?
Why should we use it? (What do we do Why should we use it? (What do we do now?)now?)
How do we use it?How do we use it?
Youth Development ApproachPractical Definition
A simple set of concepts and strategies that help adults better understand
and support youth in developing the personal, social, academic and
citizenship competencies necessary for adolescence and adult life based on their capacities, strengths, and
formative needs.
Borrowed from The Medical Foundation, BEST Initiative
Context is EverythingContext is Everything
The Adversarial SystemThe Adversarial System
Adult CorrectionsAdult Corrections
Court Involved YouthCourt Involved Youth
YDA in an Adversarial SystemYDA in an Adversarial System
Best Possible Life Outcomes
Problem Free Outcomes
Developmental Outcomes
Achievement Outcomes
YDA DomainsHealthSafetyRelationshipsEducation/WorkCommunity
Short Term
Long Term
Best Possible Legal Outcome
LitigationLegal Team- Zealous Advocacy- Youth Development Approach- Nurturing Adult
- Care & Support- Expectations- Participation
The Adversarial SystemThe Adversarial System
Truth Seeking and Dispute ResolutionTruth Seeking and Dispute Resolution Winning v. UnderstandingWinning v. Understanding
Impartial Decision MakersImpartial Decision Makers JudgesJudges JuriesJuries
PartiesParties Those with RightsThose with Rights Those with an InterestThose with an Interest
Chronically Court Chronically Court Involved AdultsInvolved Adults
EducationEducation Wealth/Career/EmploymentWealth/Career/Employment Family circumstances Family circumstances Mental HealthMental Health Alcohol/Substance useAlcohol/Substance use Place in the CommunityPlace in the Community
Court Involved AdultsCourt Involved Adults
Problem Solving skills?Problem Solving skills?
Social Competence Skills?Social Competence Skills?
Sense of the Future?Sense of the Future?
Autonomy?Autonomy?
Youth in Juvenile CourtYouth in Juvenile Court
School? School? Money?Money? Out of School Time?Out of School Time? Family?Family? Health and Health Care?Health and Health Care? Safety?Safety? Community engagement?Community engagement?
AdolescentsAdolescents
Problem Solving skills?Problem Solving skills?
Social Competence Skills?Social Competence Skills?
Sense of the Future?Sense of the Future?
Autonomy?Autonomy?
The Current Juvenile Court ApproachThe Current Juvenile Court Approach
Decision makers Decision makers oftenoften rely upon a carrot and rely upon a carrot and stick approachstick approach
Court processes Court processes oftenoften focus on the focus on the “accountability” of each individual child and sees “accountability” of each individual child and sees all behavior as essentially willfulall behavior as essentially willful
Adults attempt to cure bad behavior by Adults attempt to cure bad behavior by unilaterally imposing our willunilaterally imposing our will
Positive Youth OutcomesPositive Youth Outcomes Problem Free Outcomes
Achievement Developmental
Outcomes Outcomes
Kids who can do wellwill do well
Definitions of OutcomesDefinitions of Outcomes
Problem Free OutcomesProblem Free Outcomes Not having a negative occurrence (e.g., no arrests)Not having a negative occurrence (e.g., no arrests)
Achievement OutcomesAchievement Outcomes Positive successes (e.g., honor roll, learning a skill)Positive successes (e.g., honor roll, learning a skill)
Developmental OutcomesDevelopmental Outcomes Overall healthy developmentOverall healthy development
AchievementAchievement Problem-free/PreventionProblem-free/Prevention
High School High School DiplomaDiploma
JobJob Passing the Passing the
MCASMCAS Earning a Earning a
certificate of certificate of completioncompletion
Not doing drugsNot doing drugs Not stealing a Not stealing a
carcar Not getting Not getting
pregnantpregnant Not joining a Not joining a
ganggang
Examples of OutcomesExamples of Outcomes
Examples of Examples of Developmental OutcomesDevelopmental OutcomesAspects of IdentityAspects of Identity Safety & StructureSafety & Structure Self-WorthSelf-Worth Mastery & FutureMastery & Future Belonging & MembershipBelonging & Membership Responsibility & Responsibility &
AutonomyAutonomy Self-Awareness & Self-Awareness &
SpiritualitySpirituality
Areas of AbilityAreas of Ability Physical HealthPhysical Health Mental HealthMental Health Intellectual AbilityIntellectual Ability EmployabilityEmployability Civic & Social AbilityCivic & Social Ability Cultural AbilityCultural Ability
Adolescent Development
Cognitive/intellectualformal operations, think
systematically about possibilities; abstract thought; anticipate consequences; executive
functioning; flexibility
Social/InterpersonalConformity to expectations and
influences of peers; social skills Able to hold multiple
perspectives
Physical/physiologicalbrain dev’l; puberty
Emotional/psychologicalemotional regulation
IntrapersonalDevelopment of identity separate
from family; body image; sense of competence
Spiritual/Moralconsider complexity of moral
issues; meanings/beliefs
Adam Ortiz. Adolescence, Brain Development and Legal Culpability. American Bar Association, Juvenile Justice Center.
Adolescent Brain Development
Adolescence is key stage of brain development• intense overproduction and pruning of gray matter thinking• myelination of white matter precision and efficiency• FRONTAL LOBE DEVELOPMENT
• undergoes more change during adolescence than any other stage• last part of the brain to develop• executive functioning, adult-like vs. emotional reasoning
Challenges of Challenges of Adolescent DevelopmentAdolescent Development
Time PerspectiveTime Perspective Risk Taking/Sensation SeekingRisk Taking/Sensation Seeking EgocentrismEgocentrism Magical/Wishful ThinkingMagical/Wishful Thinking ImpulsivityImpulsivity
The Constellation of Youth The Constellation of Youth Development NeedsDevelopment Needs
Usefulness
Belonging
Competence
Independence
Cathann A. Kress (Director, Youth Development. Families 4-H and Nutrition, CSREES, USDA), citing Brendtro, L., Brokenleg, M. & Van Bockern, S. (December 2001). Reclaiming Youth at Risk. National Education Service.
All Youth Will Find Ways to:All Youth Will Find Ways to:
Meet their basic needsMeet their basic needs
Build skills and valuesBuild skills and values
Use their skills, talents, energies and Use their skills, talents, energies and time in ways that make them feel good time in ways that make them feel good and powerfuland powerful
Cathann A. Kress (Director, Youth Development. Families 4-H and Nutrition, CSREES, USDA), citing Brendtro, L., Brokenleg, M. & Van Bockern, S. (December 2001). Reclaiming Youth at Risk. National Education Service.
If N eedis M et in
P o s itive W ays
If N eed isis M et in
N egative W ays
If N eedis u n m et
W h at H ap p en s to Y o u th ?
Why is Meeting Youth Needs so Important?
Cathann A. Kress (Director, Youth Development. Families 4-H and Nutrition, CSREES, USDA), citing Brendtro, L., Brokenleg, M. & Van Bockern, S. (December 2001). Reclaiming Youth at Risk. National Education Service.
If Youth Needs are Met in If Youth Needs are Met in Positive WaysPositive Ways
Youth develop these characteristics:
Cathann A. Kress (Director, Youth Development. Families 4-H and Nutrition, CSREES, USDA), citing Brendtro, L., Brokenleg, M. & Van Bockern, S. (December 2001). Reclaiming Youth at Risk. National Education Service.
If Youth Needs are MetIf Youth Needs are Met in Negative Ways in Negative Ways
Belonging Mastery Power Generosity
Gang Loyalty Craves Affection & Acceptance Promiscuous Clinging Overly- Dependent
Overachiever Arrogant Risk-seeker Cheater Workaholic Perseveres Delinquent Skills
Dictatorial Reckless Bully Sexual Prowess Manipulative Rebellious Defies Authority
Overinvolved Plays Martyr Co-dependent “Noblesse Oblige”
Unmet needs can become defining factors in the lives of youth...
Cathann A. Kress (Director, Youth Development. Families 4-H and Nutrition, CSREES, USDA), citing Brendtro, L., Brokenleg, M. & Van Bockern, S. (December 2001). Reclaiming Youth at Risk. National Education Service.
If Need is UnmetIf Need is Unmet
Belonging Mastery Power Generosity Unattached Guarded Rejecting Lonely Aloof Isolated Distrustful
Nonachiever Avoids Risk Fears Challenges Unmotivated Gives Up Easily
Submissive Lacks Confidence Irresponsible Helplessness Undisciplined Easily Influenced
Selfish Narcissistic Hardened Anti-social Exploitative
Some youth retreat or give up on getting needs met...
Cathann A. Kress (Director, Youth Development. Families 4-H and Nutrition, CSREES, USDA), citing Brendtro, L., Brokenleg, M. & Van Bockern, S. (December 2001). Reclaiming Youth at Risk. National Education Service.
Response - Increases Characteristic or Behavior
Need Met or Unmet
Behavior or Characteristic Impacts Type of Response
• Youth characteristics and behaviors impact whether they will get needs met in new situations.
• Adult responses to needs impact development of characteristics and behaviors in youth.
The Circle of Meeting Youth Needs
Cathann A. Kress (Director, Youth Development. Families 4-H and Nutrition, CSREES, USDA), citing Brendtro, L., Brokenleg, M. & Van Bockern, S. (December 2001). Reclaiming Youth at Risk. National Education Service.
Characteristics of Court Characteristics of Court Involved PopulationInvolved Population
Physical and Mental HealthPhysical and Mental Health Poverty and poor schoolsPoverty and poor schools Lack of out of school time supportLack of out of school time support Problem relationshipsProblem relationships SafetySafety Isolation/alienationIsolation/alienation
Paradigm ShiftParadigm Shift
Valuing and supporting young peopleValuing and supporting young people Youth not defined by their problemsYouth not defined by their problems Youth are potential resourcesYouth are potential resources Youth need to be at the tableYouth need to be at the table Youth need assets to develop positivelyYouth need assets to develop positively Adults are responsible for positive youth Adults are responsible for positive youth
developmentdevelopment
The New ParadigmThe New Paradigm
The Youth Development Approach recognizes The Youth Development Approach recognizes that children who that children who cancan do well, do well, willwill do well. do well.
If they aren’t doing well, there is a reason -- If they aren’t doing well, there is a reason -- adults need to figure out why, so we can helpadults need to figure out why, so we can help
Emphasis on understanding not blamingEmphasis on understanding not blaming Emphasis on collaborative problem solving not Emphasis on collaborative problem solving not
consequencesconsequences Emphasis on healthy development not just Emphasis on healthy development not just
compliancecompliance Mutual satisfaction (fairness)Mutual satisfaction (fairness)
I did not make this up! I did not make this up! From Neurons to NeighborhoodsFrom Neurons to Neighborhoods
and and The Explosive ChildThe Explosive Child
Healthy child development Healthy child development is dependent on a is dependent on a combination of individual combination of individual responsibility, informal responsibility, informal social supports, and social supports, and formalized structures that formalized structures that evolve within a societyevolve within a society
--Jack Schoncoff--Jack Schoncoff
The most important thing to The most important thing to know about inflexible-explosive know about inflexible-explosive children is that they don’t want children is that they don’t want to be inflexible or explosive. to be inflexible or explosive. Their meltdowns aren’t Their meltdowns aren’t intentional..., not a way to intentional..., not a way to manipulate adults, get attention, manipulate adults, get attention, test limits or engage in a power test limits or engage in a power struggle... Watch a child during struggle... Watch a child during a meltdown and you’ll see how a meltdown and you’ll see how miserable (they are). No child miserable (they are). No child would want to feel that way. would want to feel that way.
--Ross Greene--Ross Greene
Transformational Transformational Representation Representation
Life Success leads to Case SuccessLife Success leads to Case Success The Dynamic Triangle of life outcomesThe Dynamic Triangle of life outcomes
Resources, Opportunities, and ServicesResources, Opportunities, and Services The Five DomainsThe Five Domains
RelationshipsRelationships EducationEducation
Experiential LearningExperiential Learning The process of preparing a case.The process of preparing a case.
DomainsDomains
Search Institute 40 internal/external Search Institute 40 internal/external assets are building blocks of healthy assets are building blocks of healthy youth developmentyouth development
Massachusetts Statewide Policy on Massachusetts Statewide Policy on Youth: Youth: “All Massachusetts youth grow “All Massachusetts youth grow up to be healthy, caring, and up to be healthy, caring, and economically self-sufficient adults.”economically self-sufficient adults.”
DomainsDomains
Resources for Physical & Mental HealthResources for Physical & Mental Health Nurturing/Positive RelationshipsNurturing/Positive Relationships Safe Places to Live and LearnSafe Places to Live and Learn Educational and Economic OpportunityEducational and Economic Opportunity Structured Activities & Civic Participation Structured Activities & Civic Participation
Attorney Client RelationshipAttorney Client Relationship
Caring and supportive relationshipCaring and supportive relationship
High/Clear/Fair expectationsHigh/Clear/Fair expectations
Maximizing opportunities for participationMaximizing opportunities for participation
Transitional and transformativeTransitional and transformative
Risk and ResilienceRisk and Resilience Resilience Resilience the ability to cope positively with the ability to cope positively with
the stressors, challenges, adversity in one’s the stressors, challenges, adversity in one’s environmentenvironment
Protective factors Protective factors factors that promote factors that promote resilienceresilience
Risk factors make it harder to cope and to get Risk factors make it harder to cope and to get needs met and engage in the “circle” in a healthy needs met and engage in the “circle” in a healthy manner to develop positivelymanner to develop positively
To really understand an adolescent, we need to To really understand an adolescent, we need to know their strengths and competencies as well know their strengths and competencies as well as risks and symptoms as risks and symptoms need to know their need to know their TOTAL environmentTOTAL environment
STRESS & COPINGSTRESS & COPING
All development needs stress and All development needs stress and challengeschallenges
Two sides of a balanceTwo sides of a balance Coping well requires resources to help Coping well requires resources to help
you manage stress you manage stress Some days are better than others Some days are better than others
(consistency is not always consistent)(consistency is not always consistent)
Current Adolescent Brain Current Adolescent Brain ResearchResearch
o Adolescents are capable of making great Adolescents are capable of making great decisions, but…decisions, but…
- - They are often less-skilled at making real-lifeThey are often less-skilled at making real-life decisions than adultsdecisions than adults
- Neural pathways do not flow as smoothly or - Neural pathways do not flow as smoothly or directly as with adultsdirectly as with adults
- Strong environmental & peer influence are normal- Strong environmental & peer influence are normal - Risk-taking and lower capacity for self-management - Risk-taking and lower capacity for self-management
are developmentally appropriate are developmentally appropriate
Sentencing AdvocacySentencing Advocacy
Marketing?Marketing?
Packaging the client as is?Packaging the client as is?
External ChangesExternal Changes
Internal ChangesInternal Changes
Ross Greene’s BeachRoss Greene’s Beach
Waves and UndertowWaves and Undertow
Providing a Life PreserverProviding a Life Preserver
Teaching SwimmingTeaching Swimming
YDA in an Adversarial SystemYDA in an Adversarial System
Best Possible Life Outcomes
Problem Free Outcomes
Developmental Outcomes
Achievement Outcomes
YDA DomainsHealthSafetyRelationshipsEducation/WorkCommunity
Short Term
Long Term
Best Possible Legal Outcome
LitigationLegal Team- Zealous Legal Advocacy- Youth Development Approach - Nurturing Adult
- Care & Support- Expectations- Participation
Zealous AdvocateZealous Advocate
Assists child & family in turning court Assists child & family in turning court process into a healthy developmental process into a healthy developmental experienceexperience
Helps court understand & meet the child’s Helps court understand & meet the child’s developmental needs, improving legal and developmental needs, improving legal and life outcomes life outcomes
Helps Court fairly and effectively meet Helps Court fairly and effectively meet mission of caring for kids and protecting the mission of caring for kids and protecting the communitycommunity