Promoting success through healthy occupation

1. Promoting success through healthy occupation Nordia Campbell-Jones, Alfred Charles, Chih-fen Lee, Dana Costabile, Maureen Quiroz & Dara Steinberg Skills for Life

2. Community Profile • Bedford-Stuyvesant most commonly known as “Bed- Stuy” • History • Income Support • Population and age distribution • Housing Distribution • Median Household income & Education • Leading cause of death

3. Community Profile • Location: Central Brooklyn • Brooklyn Community District 3 (CD3) • Borders: North: Flushing Avenue East: Broadway and Saratoga Avenue South: Atlantic Avenue West: Classon Avenue on the west • History • 1663 Dutch West Indian company establish Bedford • 1838 James Weeks African American entrepreneur • 1830s and 1840s Weeksville and Carsville (settlements) • 1860s and 70s wealthy New Yorkers settled (Dutch and German Decent)

4. Income support Income Support in Brooklyn Community District 3 1994-2000 Data compiled by the population division of the NYC Department of City Planning (Oct 2001). Source: U.S. Bureau

5. Bed-Stuy Population

6. Housing Distribution Housing Units Occupancy in Bedford-Stuyvesant 1990-2000

7. Income in Bed-Stuy

8. Leading Cause of Death • Cancer • Heart Disease • AIDS • Homicide • Stroke • Drug Dependence

9. Mission Statement Skills for Life is an occupation-based mentor program designed to prevent violence and substance abuse among at-risk youth in our schools and communities. Our goal is to provide meaningful, occupational-based activities within a supportive environment, which fosters and promotes positive social relationships, self-confidence, academic achievement, as well as personal and physical development.

10. Vision Statement SFL is an organization that is recognized and respected as a leader in providing quality life-skills training to at risk youth in our community. Our vision is to empower young people by providing a foundation for personal development through meaningful, occupation-based activities . We envision that our youth will increase their social skills and handle with confidence the transition from adolescence into adulthood. Through positive interactions with mentors and peers, and the creative approaches unique to the practice of occupational therapy, young people will achieve mastery of their roles within school and community settings.

11. Populations Served

12. The Theoretical Models The PEO Model The Cognitive-Behavioral Frame of Reference

13. The Congruence of the PEO Model & the Cognitive-Behavioral Frame of Reference

14. The Skills for Life targets interventions on the mental health under the PEO model and the Cognitive-Behavioral frame of reference

15. The Skills for Life help teens change by enhancing their performances in meaningful activities through their unique characteristics.

16. The Skills for Life utilize meaningful activities to challenge teens’ belief, change their thoughts of efficacy, enrich their knowledge base, facilitate their investment of energy in roles and occupations, teach them problem-solving strategies, etc. in the Cognitive-Behavioral context.

17. Sample of Programming Offered Skills for Life is a 10 month program that operates during the school year calendar. The mentorship program is for “at risk youth” in the Bedford Stuyvesant school districts of Brooklyn, NY. These students are attending middle and high school. The mentorship program focuses on developing social and life skills that these students will need when transitioning into adulthood.

18. Sample of Programming Offered The students and the mentors meet 2 times per week for two hours a day. Each student will be paired up with the same mentor each week. The ratio is 6:1 (student to mentor). Example of weekly activities: Beautification Day (cleaning up local parks/ school yard). All About Me Projects (describing themselves through the use of paint). Creative Cooking Day, Homework Assistance, Group Discussions, Peer Advisement **Each group is run by an OTR along side the mentors**

19. Funding/Reimbursement Skills for Life was initially funded by: • NYC Department of Education • Transportation • The Office Of Pupil Transportation (a program provided by the NYC DEPT OF ED) -OTP coordinates transportation services to and from school for eligible students in both-public and non-public schools

20. Funding Continued Due to our adequate yearly process (AYP): We have received future funding for the next 3 years from • 21st Century Community Learning Center -This program supports the creation of community learning centers that provide academic enrichment opportunities during non-school hours for children, particularly students who attend high-poverty and low-performing schools. -The program helps students meet state and local student standards in core academic subjects, such as reading and math; offers students a broad array of enrichment activities that can complement their regular academic programs; and offers literacy and other educational services to the families of participating children. • The New York City Out-Of- School Time Grant • (I will add additional grants)

21. ADDITIONAL FUNDING • The After School Cooperation(TASC): -TASC funds, supports and monitors programs operated by community-based organizations, working with school leaders, in New York City public school -TASC’s standard-setting program model opens enrollment to every family in participating schools, and keeps kids safe, healthy and engaged. -TASC matches programs with organizational partners who connect kids with the culture of big city life, and with the natural world. Partners include the Central Park Conservancy, the Bronx Zoo, the Metropolitan Opera Guild and Jamaica Center for Arts and Learning

22. Reimbursement • Skills for life is a Non-Profit Organization • Challenges we face • We must depend on Grants to fund our program • Volunteers

23. SWOT Analysis Strengths Support from families and teachers in the community. Program started and run by well established OT’s with 10+ years experience working with students in this community. Small groups of students, mentors and an OT. Opportunities Provide “at risk youth” a place to go that is “safe” emotionally and physically. Educate the youth on ways to improve their self esteem. Initiation of transition skills into adulthood. Weakness Mentors may not be reliable. limited support from the teachers and the families in the community. Mission of program must be changed to fit the views of the school administration. Threats Risk of personal injury claims. Cut-backs in educational expenditures that may decrease funding for the after school program. Loss of space to house the program .

24. Marketing Efforts Include: Recruitment of students Community awareness Recruitment of mentors

25. Recruiting Students Drawing referrals from within the school & increasing awareness about services offered • School newsletter can be utilized to hi-light community activities • Staff OTs can provide in-services for teachers and administration • Changes seen in the grades, class attendance and behavior of the students involved in our program will draw referrals.

26. Community Awareness • Raising awareness, support and participation • Increase volunteer opportunities to benefit community spaces. • Contact local news media though the school’s PR department to publicize community activities • Contact local government officials to take part in and publicize community activities • Advertize community activities in local newspapers, flyers and through word of mouth • Invite parents to become involved in community activities

27. Recruiting Mentors Local colleges: students who participate in programs that require volunteer hours or fieldwork experiences Target occupational therapy and social work programs Local churches Graduates of the Skills for Life program

28. Staffing and Organizational Chart

29. SFL Staff Staff will consist of 3 occupational therapists, 12 mentors, and 1 managerial staff person.

30. New York City Board of Education School Administration Head OT Managerial Staff Person OT OT Head Mentor Head Mentor Mentor Mentor Mentor Mentor Mentor Mentor Junior Mentor Junior Mentor Junior Mentor Junior Mentor

31. Space and Location As we are a school based program most of the space utilized will be in the school building. However, there will be various trips out into the community as well. The start of each session will begin in the gymnasium, which will act as the central meeting place. OTs will give a brief meeting as to the general “plan for the day” with all participants (mentors and youth) and then OTs and mentors will break off into their individual groups and go to designated classroom. Once in the designated classrooms discussion as to the specifics of the afternoons events will take place and the activity will begin.

32. School Building Gymnasium Cafeteria Classrooms Art Rooms Community Police Station Fire Department Community Parks Local Businesses Bakery Restaurants Gardening Center Space and Location

33. Outcome Measures Student Grades Parent Satisfaction Survey Teacher Satisfaction Survey Decrease in Absenteeism and Suspensions

34. Student Grades A or B: Percent of students who received at least one grade of A or B C or D: Percent of students who received at least one grade of C or D F: Percent of students who received at least one grade of F

35. Teacher Satisfaction Survey

36. Parent Satisfaction Survey

37. Absenteeism & Suspensions Absenteeism: Percent of students who were absent more than 10 days during the academic year Suspensions: Percent of students that were suspended at least once during the academic school year

38. What challenges or obstacles might we face in setting up a (SFL)quality after-school program? • The challenges that after-school programs face are in some ways the same challenges schools themselves face. • How do we find, train, and then keep good staff? • How do we help parents, and involve parents, with difficult work schedules? • Where do we find money for materials, computers, field trips? • How can we create an environment in which children can learn, play, and be safe? • For after-school programs, there are added questions: How can we market our services to the community, and keep them informed about and involved with our program? • How do we sustain the program in the long term, after the initial funding runs out?

39. Additional Challenges • Administration and Staff: • How committed is the staff to the goals of the program? • Do all staff members feel they have a stake in its success? • If the support of the administration or staff is lacking, you need to address the reasons why they are not supportive. • Materials: • Is there enough money to buy and space to store the materials your activities will require? • Time: • How is the program time structured, and how will this affect the kinds of programs you can do? For instance, if no session lasts longer than 50 minutes, you will either have to alter the schedule or eliminate activities that take more time to complete.

40. Below are five strategies rural programs can use to address those challenges • Build coalitions to help with transportation. • Invite parents, day-school staff, community leaders, and funders to brainstorm solutions to transportation challenges. • Possible ideas include identifying new transportation funding sources; changing school bus routes; using existing public transportation resources; or partnering with other community organizations like childcare providers, service centers for elderly, or religious institutions. • Identify possible funding sources. • Public service organizations, foundations, corporations, and individual contributors are potential funding sources. • Although these organizations may not focus exclusively on after-school programs, their goals may align with those of your program. They can also offer in-kind contributions or subsidized services like reduced rent, discounted utilities, and volunteers.

41. Strategies Continued • Increase the number of trained staff members. • Appropriately trained staff can help ensure that after-school activities are meaningful and beneficial to the students who attend. • You can increase the number of trained staff members by recruiting day-school teachers, providing professional development, and recruiting retirees with relevant skills to work or volunteer at the program. • Use existing volunteer organizations to recruit staff. • Organizations like AmeriCorps, 4-H After-school, the Parent Teacher Association, Experience Corps, Girl Scouts, Boy Scouts, and the Boys and Girls Club can serve as a source of potential staff for after-school programs • Maximize resources. • Local schools and community colleges can provide space, transportation, materials, and technology resources that help make an after-school program successful. • A community college can give students access to career education and college counseling.

42. Concept Mapping