Learning Session B
Monday 3:30pm – 5:00pm
1) Building Resilience in Children and Teens: A Deeper Discussion (This session is a repeat of Dr. Ginsburg’s learning session in on Monday morning)
Presented by: Kenneth Ginsburg
This session will provide an opportunity for participants to further explore the principles and strategies described in Dr. Ginsberg’s keynote address. Bring your questions, insights, and experience to this lively exchange of practical ideas for embedding resilience-building principles into your daily interaction with young people.
As a result of attending this session, participants will:
- Gain additional insight into the “Teen-Centered Method.”
- Further explore the precepts, science, and theory behind Dr. Ginsberg’s approach to working with teens.
- Consider means of integrating the principles discussed into their daily practice.
- Have opportunity to address additional questions generated by the ideas shared.
2) Unlocking the Afterschool Power of 21st Century Skills Part B
Presented by: Leslie Beller
Continuation from Session A
3) Lighthouses in Positive Youth Development
Presented by: Marilyn Peplau – Senior Trainer for Bolster Collaborative, New Richmond, WI
This interactive workshop uses the metaphor of lighthouses to focus on relationships as foundational in helping young people to become competent, caring, and responsible. Celebrate your role in positive youth development as a lighthouse keeper. Reflective prompts will assist you in discovering and celebrating your own light. A lighthouse keepers’ log is provided that includes relevant research related to combining care and challenge in relationships, levels of relationships, and a relationship plan. Skills to encourage appropriate youthful behavior and resistance to harmful substances and behaviors are included. Celebrate relationships and the Maine seascape all at the same time!
- Connect relationships to the foundation in positive youth development
- Refer to current research related to the significance of relational competence
- Assess personal level of relationship development
- Build skills related to establishing and protecting relationships
4) Philanthropy and Youth Development-The First Date
Presented by: Jenna Ott, Program Officer , Kimberly Schoeder Program Officer at the Dekko Foundation Colene Short (Y), phish member
Have you ever wondered what real money in the hands of young people could do for communities? What qualities do you look for in a youth development program? Let us introduce you to our friend, youth philanthropy. The way young people are empowered through philanthropy will drive you wild! In fact, you might just fall in love!
- Understand the skills, knowledge and character that are built through youth philanthropy.
- Have a working model for starting their own YP group.
Experience grantmaking, a cornerstone piece of the YP experience.
5) Flipping the Script: Investing Low-Performing Youth as Community Leaders
Presented by: Jenn Carter – 21st Century Program Director, Youth – Amina Aden, Fatuma Mohamed, Isho Mohamed, Hibo Hamud, Mahado Abdullahi, Saharo Aden, Arbay Shidad, Zahara Shidad, Christina Bondonga, and Grace Bondonga
The mission of the 21st Century Leaders Program at Lewiston Middle and Lewiston High School is to guide youth in accessing and developing their skills and interests to make a positive difference in their community. In this workshop, participants will become familiar with the three tiers of our leadership programming: 1) daily team building initiatives; 2) enrichment programming; and 3) community service and leadership programming. They will generate a plan for incorporating Positive Youth Development programming into their own sites. The workshop will be facilitated by Program Director Jenn Carter. Activities will be led by 21st Century middle and high school students.
- Feel comfortable leading daily team building initiatives with their students
- Develop a plan for accessing community resources to offer high quality enrichment activities that build students as leaders
- Develop a plan for the creation of a formal leadership program and community service program at their sites
6) The Maine Youth Court, a Peer-Led Application of Restorative Justice
Presented by: Mike Freysinger, Youth Court Program Director, Abigail Maycock, Youth Court Coordinator
Ayan Ali(Y), Matt Woolverton(Y), Fowzia Ali(Y), Kaitlyn Megatulin(Y), Declan Cambell(Y) Youth Volunteers will present the impact of the Maine Youth Court on the Juvenile Justice/School Discipline systems in Maine. Volunteers will discuss the powerful dynamic created in a peer-to-peer accountability model based on a foundation of restorative practices. Session overview:
Justice Exercise: Interactive feedback/ice-breaker
Intro: Presenters, role in the Maine Youth Court and community
What is the Maine Youth Court -Program Overview
Community Perspective Exercise: Full Group Participation – Youth-Led
Youth Court Process: Role Play a Youth Court Hearing
Where we are today as the Maine Youth Court? -cases, referrals, volunteers, school/court involvement
Note Card reflection back to first exercise
- Understand how the Maine Youth Court works as a diversion program for juveniles in trouble with the law or at school using restorative justice principles and practices.
- Have a greater understanding of how youth can use restorative practices within their schools and the greater community to break down stigmas and give their peers a second chance.
- Observe real life examples of how authentic youth leadership has led to a safer, more inclusive school community within the state of Maine.
7) Maine Semester of Service
Presented by: Michael Ashmore – Grant Programs Officer for the Maine Commission for Community Service, Augusta, ME
Semester of Service links prominent national service events through an extended service-learning framework of at least 70 hours. Participating youth apply learned knowledge and skills to solve problems of local, national, or global importance, through the development and implementation of high-quality service-learning projects.
In a Semester of Service, students address a meaningful community need connected to intentional learning goals and/or academic standards. Throughout, the teacher or facilitator supports the emergence of “youth voice” as young people guide the process.
Engaging young people in substantive roles solving authentic problems leads to increased Student Achievement, Workforce Readiness and Stronger Communities. Youth engaged in service and service-learning acquire skills such as:
- Critical thinking
- Effective communication
- Positive work ethic