GRANT FOCUS: Job/Career Training, Environment, Environmental Education, Conservation, Youth Development, Civic Engagement
Amount: $10,000 – $500,000 (est.)
Deadline: Sept. 11, 2019
“[The funder] seeks to develop collaborative partnerships with non-profit 21st Century Conservation Service Corps qualified organizations who have the expertise to develop and administrator youth development programs that focus on providing employment, education, and engagement opportunities for U.S. citizens and legal residents in NPS units and affiliated sites such as National Register of Historic Places, National Heritage Areas, National Wild and Scenic Rivers, National Historic Landmarks, National Trails and adjacent gateway communities.”
Funder: National Park Service
Eligibility: Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education.
The post Youth Environmental & Conservation Employment, Education and Engagement Project Grants appeared first on Youth Today.
GRANT FOCUS: Education, Community, K-12, Early Childhood, Human Services, Native/Tribal Youth
Amount: Up to $2,500
Deadline: Sept. 15, 2019
“[The foundation] exists to enhance the vitality of Northern New Mexico by investing in education, learning, and community development. We support education efforts along the cradle to career spectrum by directing our grant dollars into school districts, nonprofit education programs, and community projects. Education – This category of grants must directly support education programs for public school children in grades K–12. Community – Community Outreach Grants meet our mission and vision of innovative programming, collaboration, and advocacy for lifelong learning. Community Outreach Grants are not required to solely support K-12 public education – Early Childhood, adult learning, basic needs initiatives or community events are a few areas that fall under this category.
Funder: The Los Alamos National Laboratory (LANL) Foundation
Eligibility: “School districts, nonprofit New Mexico educational institutions, IRS-qualified 501(c)(3) organizations, government agencies, and Pueblo/Tribal communities serving Los Alamos, Mora, Rio Arriba, San Miguel, Sandoval, Santa Fe, and Taos counties.”
What does it take to engage students who age out of foster care into supportive relationships on the college campus? It helps to understand that relationships formed with supportive adults, such as caseworkers, foster parents, guardians ad litem and other professionals, while in foster care can change frequently for youth, and often without warning, due process or closure.
Some youth have experienced multiple relationship changes throughout their adolescent years, which compounds any already existing challenges related to ambiguous loss, grief, attachment injuries and developmental gaps related to separation from their birth families. Moreover, youth who age out of foster care often live with some degree of trauma, which is stored in the nooks and crannies of implicit memory and the reflexive nervous system, or outside of conscious control. All these conditions bring unique challenges to relationship development.
Although trauma is typically unwelcomed (both by youth and people relating to them), it is most helpful to view it not as a problem but as an adaptation to problematic events and circumstances. Children raised in abusive, neglectful or otherwise violent conditions adapt to survive. Much of the adaptation is unconscious and focused on survival.
For example, the nervous system adjusts to stay “on alert” to the unpredictable moods of a caregiver so as to minimize physical abuse; the digestive system recalibrates so that hunger is not felt when food provisions run out; or an environment mute to encouragement, praise, play and supportive communication shapes the social engagement system to be suspicious of compliments.
Engaging, establishing and maintaining relationships with youth who live with trauma and without continuous nurturing relationships from adult caregivers is not a straightforward process. The unwieldy path of untangling trauma, especially complex trauma, is a difficult road that cannot be forced or rushed. The human body organizes in response to trauma in favor of self-protection; that is, keeping oneself safe from harm at all costs, including the price of relationships with other people.
While there is no guidebook, there are several helpful resources to prepare supportive adults (who may or may not have professional training) in establishing and maintaining relationships with youth who age out of foster care. For example, the “Child Development and Trauma Guide” highlights indicators of how trauma manifests and impacts children and youth at different stages of development. The guide also provides general tips on how to respond to youth who exhibit trauma symptoms. The “Transformational relationships for youth success” report reveals characteristics of supportive adults who help youth thrive, such as individuals who consistently show up for youth during the highs and lows, and challenge them to be a better version of themselves without judging them. Finally, “Relationships First: Creating Connections That Help Young People Thrive” provides a developmental framework and a wide variety of tips to creating strong relationships with youth.
THE EMERGENCE OF A COACHING MODEL
It’s been over 10 years since the Seita Scholars program emerged into existence as a program of pride at Western Michigan University. The program, designed to support youth who age out of foster care to earn a four-year college degree and to thrive after graduation, was an incubator for developing strategies to build relationships with supportive adults.
When the program began in 2008 there was little research and few resources available to guide efforts to support successful transitions from foster care to college campus. We operated from the belief that the primary driver of the human experience is relationship to others, and we understood that attachment and belonging is compromised for many youth aging out of foster care owing to abuse, neglect and system failures.
Given the dearth of information available at program startup, we learned about building relationships with the students as we created programming elements. We regarded every youth enrolled in the program as an expert on the experience of aging out of foster care and into college. Collectively guidance from the student body — known as Seita Scholars — greatly shaped program decisions and operations.
The campus coach role was created in 2008, and five years later, through careful listening and many instances of trial-and-error, the Fostering Success Coaching model emerged as our primary approach to supporting college students aging out of foster care. Our efforts to investigate the coaching model’s effectiveness in 2017 through survey research indicated that coaching matters to students.
Individuals hired for the coach role are screened to have some level of exposure to the experiences that youth face in the foster care system. We have found that it’s critical that supportive adults listen fully, without judgement, and believe youth as they share their stories. Once coaches are selected, the coaching model trains them to engage youth in relationship by applying a communication structure that is predictable, strengths-oriented and promotes well-being. The fostering success coach model is specifically designed to equip coaches with a skill set designed to address complex challenges in multiple life areas for youth.
Coaches learn a three-part structure of communication, known as a coaching interaction, that involves the following:
Step 1: Students assess their strengths and struggles in seven life areas (i.e., education, finances, housing, health, relationships, identity and life skills);
Step 2: In partnership with students, prioritize with students their current needs in the context of the long-term goal of college graduation. This step uses a modified Maslow’s hierarchy that prioritizes need by examining opportunity for individual growth as well as action for system change;
Step 3: Apply the teaching and learning cycle wheel to focus on developing student’s insight, knowledge or skill in a particular life domain.
The three steps comprise the coaching interaction, which, when consistently and predictably applied over time, develops a trusted pattern of communication between coach and student. This lays the groundwork for youth to thrive in relationship with the coach, as well as develop other relationships on campus.
Predictability builds trust in relationship. Trust creates a felt sense of safety, which promotes generalization of skills learned across time, topics and people. The benefit of a predictable pattern of communication for youth who have encountered a multitude of state-appointed caregivers and decision-makers in their lives is that youth learn how to discern the message from the messenger and distill the information that is most needed in the moment and best fits their particular situation and preferences.
In addition to the coaching model, and other sources of knowledge listed earlier, an understanding that all youth (and supportive adults for that matter) are trying their best, and an attitude of gentle curiosity lays the groundwork for experimenting with a strengths-oriented approach to developing relationships. Even with the best available knowledge and a positive attitude, relationship development is not always smooth.
It helps to lead with the question: What does it take to support youth to heal from trauma histories filled with ambiguous loss, grief and “things no child should have to experience” (a phrase commonly expressed by students in the program)? The coaching communication interaction is a staple to anchor communication and promotes a felt sense of stability or safety in the relationship between coach and student.
Research by Timothy Huffman showed that supportive adults who exhibit “embodied aboutness” — which literally means making your body about the other person — were most effective at engaging homeless youth in relationships that ultimately brought them benefit. Peter Levine refers to the notion of “touching another with your presence.”
These authors help us understand that relationship development with youth who have aged out of foster care requires much more than learning knowledge and developing communication skills; it also requires a keen sense attunement to both self and others. The felt sense of the relationship dynamic between coach and student ebbs and flows over time along with the content of life as it unfolds.
The structure of coaching interaction provides a map that affords repetition without redundancy through the emotional and intellectual highs and lows of the ever-changing context of relationship development and the evolving college experience. It also allows for the uniqueness of each youth to be revealed and rooted in a stable sense of self. And it provides coaches a frame for reflection on their own growth and learning.
There is no magic recipe for building optimal relationships with youth, even with the many different tools to learning relationship skills. The past decade of working with youth who have aged out of foster care have taught me that genuine curiosity in learning another person without expectation that they be fixed or changed is a healing way forward. Viewing youth from a lens of how did they adapt to adversity to survive gives clues about how their actions (or inactions) are responses learned and shaped by previous environments.
Furthermore, this view prompts us to seek to create new experiences and expose youth to new environments that yield healing, supportive and thriving relationships. It helps to remember that we are always in relationship with youth, whether the nature of the relationship is expressed as energy-giving (e.g., joy, reciprocity, sharing and celebration) or energy-draining ways (e.g., mistrust, avoidance, frustration). Although the purpose of the coaching relationship is to provide opportunities for youth, when authentic interdependence is achieved meaningful learning, growth and connection happen for both parties.
Yvonne A. Unrau, Ph.D., LMSW (clinical and macro), is a professor of social work and the director of the Center for Fostering Success at Western Michigan University. She has dedicated her career to improving services to youth and families whose lives have been touched by foster care, and is a developer of the Fostering Success Coach Training model.
The post These Tools Help Coach College Youth Aged Out of Foster Care to Develop Relationships appeared first on Youth Today.
Rhys Ernst’s queer coming-of-age movie, Adam, was set to be an indie hit — then an online campaign started urging audiences to boycott it. What happened? (Spoilers.)
“LGBT culture is always being the one to cause your family data package overages.”
With “Old Town Road” now the longest-running No. 1 song ever, Lil Nas X’s Extremely Online coming-out is even more meaningful.
Author(s): U.S. Commission on Civil Rights
Published: July 2019
“For this report, the Commission investigated school discipline practices and policies impacting students of color with disabilities and the possible connections to the school-to-prison pipeline, examined rates of exclusionary discipline, researched whether and under what circumstances school discipline policies unfairly and/or unlawfully target students of color with disabilities, and analyzed the federal government’s responses and actions on the topic.
The Commission’s report reflects that several decades of research demonstrate persistent racial disparities in disciplinary rates and disparities based on disability status but much of scholarship based on this data has not analyzed how these policies affect those students who live at the intersection of these two identities. The literature available, however, does suggest that students of color with disabilities face exclusionary discipline pushing them into the school-to-prison pipeline at much higher rates than their peers without disabilities.And while exclusionary discipline has been shown to be harmful for the educational attainment of all students, students with disabilities, particularly those who are students of color, face even more challenges when they are not able to receive a quality education.
Key findings from the Commission majority include:
- Students with disabilities are approximately twice as likely to be suspended throughout each school level compared to students without disabilities.
- Students of color as a whole, as well as by individual racial group, do not commit more disciplinable offenses than their white peers – but black, Latinx, and Native American students in the aggregate receive substantially more school discipline than their white peers, and receive harsher and longer punishments than their white peers receive for like offenses.
- Most recent available U.S. Department of Education data reflect that black, multiracial, Native American/Alaska Native, and Native Hawaiian/Pacific Islander American students with disabilities were more likely than white students with disabilities to be expelled without educational services.
- According to Department of Education data 1.6 million students attend a school with a sworn law enforcement officer (SLEO) but not a school counselor and by the 2015-16 academic year, schools reported having more than 27,000 school resource officers (SROs), compared to 23,000 social workers. Latinx, Asian, and black students were all more likely than white students to attend a school with an SLEO but not a counselor.”
Kayla Linard stood high in the balcony of the Kennesaw State University gymnasium in Marietta, Ga., holding a white remote control device.
Down on the gym floor, fellow student Audrey Jeffress spoke to her.
“Go up,” she said.
Then: “Go to the right.”
Hovering near the gym floor, a small blue plastic drone with four white propellers rose slightly, moved to the right, then glided through a hoop.
The two students, both rising high school seniors, were part of a drone assembly class in a summer academy offered to students in Kennesaw State’s Upward Bound programs. Students were refining their drone-handling skills and maneuvering the devices through an obstacle course, but they were also getting support in preparing for and succeeding in college.
The six-week summer academy offers core academic classes and electives for ninth through 12th graders and supports seniors who are making the transition to college. The goal of Upward Bound, funded through the federal TRIO grant programs, is to prepare underserved students for success in college or other postsecondary education.
Eighty-eight students from Hiram, East Paulding and Rockmart-Cedartown high schools in Georgia attended the summer academy at Kennesaw.
“We make sure kids have everything they need to get into and succeed in post-secondary education,” said Jennifer Craton, summer activity assistant for the program.
For some students, the summer academy may simply feel like something to do in the summer. But it’s about creating an environment and culture that gives them confidence and encourages them to aim high, Craton said.
“They’re already great people,” she said. But the program is about “showing them what they can do.
“Students have a lot of barriers outside of school.” she said.
It’s hard to focus on educational opportunities “if you don’t know where your next meal is coming from.” Craton said.
Big income gap in college graduation rate
Upward Bound is aimed at students with limited income, a group far less likely to graduate from college. Only 13% of students from the lowest-earning families in the United States (the quartile with the lowest incomes) get a four-year degree by age 24. That’s compared with 62% of students from the highest-income families (the top quarter of the population).
While the high school and college graduate rate is increasing, inequalities are growing, according to a 2019 report by the Council for Opportunity in Education. In 2016, the average cost of college equaled 94% of a low-income family’s income. In 1994, it equaled 45%. With less state and local funding per student, families now shoulder a larger proportion of college expenses than they did three decades ago. Students take on more debt, with African-American college graduates, at $34,000, having the highest average debt.
Before the drone class, Dalton J. Lemelle Jr., associate director at Kennesaw State University’s Paulding site, stood just inside the campus mathematics building and pulled out a thank you note.
It was from Upward Bound student Jillian Rodriguez, a rising senior at Hiram High School, who had just returned from the Congress of Future Medical Leaders in Lowell, Mass. Encouragement from Upward Bound instructors had helped her apply for and attend the conference, she wrote. She had stayed on a college campus at the conference, heard Nobel Laureates talk about medical research and watched a knee operation.
A moment later, Jillian herself came by from a summer academy class where she was getting help on filling out the FAFSA form required for financial aid in college.
“My parents are Hispanic,” she said. “They don’t know a lot about college.”
Her goal is to become a doctor. The conference was thrilling and gave her ideas for future research, she said.
Attention from instructors
In the gym, drone instructor Brendon Barclay, a senior at Kennesaw, was showing students how to make drones pick up and carry loads. Two drones, each attached to one end of a rope, rose from the floor. Their controllers moved them forward so that the rope dipped in front of a third student, who prepared to attach a small payload to the rope. But the drones skittered out of place.
Barclay helped troubleshoot.
“Are you communicating?” he asked the two students. “How are you communicating?”
Four instructors worked with 15 students in the drone class. The high instructor ratio in all the summer academy classes was intended to provide one-on-one interaction that students may not get in school.
During the school year, 180 students are served by Kennesaw’s Upward Bound program.
Upward Bound began in 1964 as part of President Lyndon Baines Johnson’s War on Poverty and is now funded through the U.S. Department of Education TRIO programs.
Upward Bound programs offer support services such as supplemental courses, tutoring, academic advising, college exposure and application assistance, college entrance exam preparations and financial aid assistance.
They provide instruction in literature, composition, math, laboratory science and foreign language. Students enter the program in ninth or 10th grades and may stay through the summer after high school. Each also offers summer program that simulates a college-going experience.
“When you compare the success rates of students who participate [in Upward Bound], they do better than other low-income students,” said Kimberly Jones, vice president for public policy and communications at the Council for Opportunity in Education. “As recently as 2016 the Department of Education found that high school students from the poorest families had only a 48% college enrollment rate but Upward Bound students had an 86% college enrollment rate.”
The program has several components that work together, she said.
“It’s wholistic. It combines both academic, family support and peer support. A cohort of students on this path together,” she said.
The post Upward Bound Gives High Schoolers Boost With Summer Program of Drones appeared first on Youth Today.