TUPE and Youth Development : Creating California’s Next Generation of Tobacco-Free Advocates

1. TUPEandYouth Development : Creating California’s Next Generation of Tobacco-Free Advocates Greg Wolfe Consultant, Safe and Healthy Kids Program Office, CDE Angela Amarillas Program Manager, California Healthy Kids Resource Center May 5, 2011

2. PURPOSE To provide information and resources about using youth development strategies that involve students as leaders and advocates with active roles in preventing tobacco-use.

3. DEFINING YOUTH DEVELOPMENT “An approach that helps youth build strong relationships with others, learn new skills, and give back to the community.” “A strength-based approach focused on meeting the developmental needs of the whole child rather than repairing deficits.”

4. YOUTH DEVELOPMENT RESEARCH Connectedness Developmental assets Resilience and protective factors

5. CONNECTEDNESS “School connectedness means that students have a sense of belonging at school and perceive that teachers are fair and care about them.” Getting Results, Update 1, pp. 35-36.

6. CONNECTEDNESS School connectedness is highly correlated with school attendance and grades. School connectedness is the only school-related factor that consistently protects students from engaging in unhealthy behaviors.

7. RESILIENCE “Resilience is everyone’s capacity for healthy development and successful learning in spite of challenges.” Bonnie Bernard

8. Educators’ Beliefs in Students’ Resilience Youth Development Process: Resilience in Action Developed by Bonnie Benard Environmental Inputs DEVELOPMENTAL SUPPORTS & OPPORTUNITIES Caring Relationships High Expectations Opportunities for Meaningful Participation in Families Schools Communities Youth Inputs THAT MEET DEVELOPMENTAL NEEDS Safety Love & Belonging Respect Power Challenge Mastery Meaning Youth Outputs PROMOTING POSITIVE DEVELOPMENTAL OUTCOMES Social Emotional Cognitive Moral-Spiritual Societal Impacts POSITIVE PREVENTION & EDUCATION OUTCOMES Reduction of Risk-taking Behaviors Academic Achievement Wellbeing & Mental Health

9. Protective Factors = CriticalDevelopmental Supports & Opportunities Respect Challenge & support Firm guidance Strengths-focused Growth Mindset Belief in the student’s academic competence “Being there” Loving support Showing interest in Getting to know Compassion Listening Patience Basic trust Emotional safety HIGH EXPECTATIONS CARING RELATIONSHIPS Physical safety Inclusion Voice & choice Youth-initiated & driven Experiential skill development Contribution Peer support Responsibility MEANINGFUL PARTICIPATION

10. CARING RELATIONSHIPS • At my school, there is a teacher or some other adult… • Who really cares about me. • Who notices when I’m not there. • Who listens to me when I have something to say. 2004-2006 weighted CHKS data 700,000 students

11. HIGH EXPECTATIONS • At my school, there is a teacher or some other adult… • Who tells me when I do a good job. • Who always wants me to do my best. • Who believes that I will be a success. 2004-2006 weighted CHKS data 700,000 students

12. MEANINGFUL PARTICIPATION • At school, … • I do interesting activities. • I help decide things like class activities or rules • I do things that make a difference. 2004-2006 weighted CHKS data 700,000 students

13. SCHOOL CONNECTEDNESS • How strongly do you agree or disagree with the following statements about your school? • Feel close to people at this school. • I am happy to be at this school. • I feel like I am part of this school. • The teachers at this school treat students fairly. • I feel safe in my school. 2004-2006 weighted CHKS data 700,000 students

14. Tier 2 TUPE Competitive Grants Funds LEAs to implement Research-Validated programs, youth development strategies, interventions, and cessation that reduce student tobacco use

15. TUPE funded Youth Development • Stop Tobacco Access to Kids Enforcement (STAKE) Act • Anti-tobacco advocacy • Anti-tobacco media production • Tobacco Peer educators • Service-learning projects

16. Mission TUPE grantees are asked to adopt a mission to develop California’s next generation of tobacco-free California advocates.

17. High Quality Youth Development • Is based on published research identifying best practices for youth development. • Includes youth as leaders with active roles and meaningful participation in tobacco prevention.

18. Tobacco Control Leaders • Target youth from the priority populations for participation in youth development • Promote youth development activities that result in culturally responsive outcomes that meet the needs of priority populations

19. STAKE Act • Stop Tobacco Access to Kids Enforcement Act • Since 1999 The American Lung Association has been the grant holder of STAKE Act • ALA recruits youth 15 – 16 years old from all 58 Counties in CA

20. STAKE Act • Introduce the STAKE Act program at your school or district • Contact the ALA to provide the resources needed to get students involved in STAKE Act enforcement • STAKE Act participation training is available by request. ALA presentations can be arranged

21. Contact Jim Blagg, Project Director S.T.A.K.E. Act American Lung Association stakeact@pacbell.net www.stakeact.com 877-782-5343

22. California Youth Advocacy Network • The CYAN supports youth engaged in advocating for a tobacco-free California. • CYAN provides young people with the tangible tools to take action and mobilize a powerful statewide movement. 

23. CYAN work with Youth to • Promote youth and adult partnerships • Support youth involvement with local & statewide advocacy campaigns • Develop leadership and advocacy skills among California’s teens

24. CYAN Services • Trainings – Local, regional and statewide • Support for Days of Action • Youth Quest (An annual legislative education day when youth meet with their state representatives) • Statewide networking

25. Tobacco and Hollywood Campaign • CYAN coordinates the California Smoke-Free Movies Partnership. • CYAN provides resources, training, and technical assistance to organizations advocating for tobacco-free youth-rated films.

26. CYAN Contact Julia Shrader-Lauinger (916) 339-3424 ext.28 julia@cyanonline.org

27. Tobacco Peer Education Tips for Creating a Quality Tobacco Peer Education Program Ira Sachnoff, Consultant , Peer Resource Training peersira@aol.com, 415-282-5298

28. Peer Educators • 1) Recruitment and Selection 2) Quality Training 3) Student Ownership 4) Make it FUN 5) Have them work in teams 6) Practice, Practice and then Practice

29. What is Service-Learning? An instructional method where students learn the content by engaging in activities that provide service to the community. The service provides a context for learning.

30. TUPE Service Learning • Youth survey school and community for tobacco use and take action on findings. • Youth counted cigarette butts at a local park and campaigned to post signs to make the park smoke free.

31. TUPE Service Learning • Youth host tobacco awareness forum for parents and community. • Youth work with lower grade students to do the same activities as above.

32. Anti-Tobacco Media • Students create original Public Serive Announcements (video or animated) • Collaborative filmmaking process • Highly motivating and engaging tobacco messaging • Youth talking to youth

33. Media Literacy • Provide youth with the skills to critically analyze tobacco-advertising • Help students create their own anti-tobacco media messages.

34. Greg Wolfe 916-319-0193 gwolfe@cde.ca.gov Angela Amarillas 510-670-4587 amarillas@californiahealthykids.org CONTACT US