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Current Model Current Mission: It is our mission.... to guide and inspire the youth of our community to develop the attitudes and life skills they need.

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Presentation on theme: "Current Model Current Mission: It is our mission.... to guide and inspire the youth of our community to develop the attitudes and life skills they need."— Presentation transcript:

1 Current Model Current Mission: It is our mission.... to guide and inspire the youth of our community to develop the attitudes and life skills they need to thrive. Current Vision: The Boys & Girls Clubs of the Peninsula’s (BGCP) vision is for all youth of the Bay Area Peninsula to graduate from high school with a plan for additional post-secondary education or training. Current Model: – Develop an environment of support and opportunity that young people need to experience in a youth development program in order to move towards positive long-term outcomes based on these important requirements: Safety : Students need to feel both physically and emotionally safe to maximize their development Relationship building : Students need to establish healthy and positive relationships both within their peer group as well as with adults Skill building : Students not only need to develop skills, but they also need to understand they are improving their skill sets Community involvement : Students need to have both a knowledge of their community as well as seeing themselves as important social actors within this context Youth participation : Students need to feel like they have a voice in determining the programming in which they participate – Try to develop in our members the following targeted attitudes and life skills: Social connectedness Optimism Self efficacy Academic efficacy Educational expecations Teacher relationships Understanding of the importance of school Academic behaviors Healthy lifestyles

2 Guide for interpreting the Theory of Thriving model Other stuff What we do Verbs What we try to accomplish Measureable Ovals signify ideas that are what we do, our programs and other interventions Rectangles signify ideas that are what we are trying to accomplish, something measurable. We measure them in an age appropriate way with our ON Track to Thrive indicatorON Track to Thrive

3 BGCP Theory of Thriving All our members will be On Track to become self sufficient adults They will be On Track to… It is our mission to attract, inspire, guide, and help our members to acquire the beliefs, habits, skills, social network, and health that they need to be self sufficient We will … Graduate high school with enough demonstrated success and the required general skills to execute a work skills plan Have chosen an area of work which they like enough to invest in building work specific skills. Have a written plan to build them. Match financial resources to the plan Graduate with a executable plan to acquire the work specific skills necessary to earn a family sustaining living And begin it Have habits of health and health risk management skills to thrive Have the network of family, friends, acquaintances, mentors, colleagues, and support groups necessary to be self sufficient and the skills to find more as they execute their plan Find their passion/purpose and make it part of their work skills plan if possible

4 Believe school is one of the most important paths to self sufficiency and thriving. Believe that school is an opportunity to learn how to learn skills. Believe that learning skills takes sustained effort. There are no shortcuts. Believe that the closest thing there is to a shortcut is to listen or read someone who knows the skill ( teacher, coach, mentor, book, video) and then practice it. (homework, basketball drills) Attract and Hold Members Elementary youth Safe for Mom Convenient for Mom Fun for kids Reputation for helping in early school High school youth Cool group to belong to Cool place to hang Cool stuff to do & learn Productive place when they get it Middle school youth A mix of elementary and High school attractants Monitor (case managers, mentors) behavior vs. beliefs. Point out inconsistencies. Run programs that educate and form relationships of influence Use relationships and data to influence beliefs Manage peer group to reinforce realistic belief set Monitor (case managers, CNG mentors, HS mentors) school performance. Point out inconsistencies with beliefs and emerging work plan Get help for members asking for it Graduate high school with enough demonstrated success and the required general skills to execute a work plan Support from Health Enough good sleep No hangovers Energy from enough good food Energy from exercise Glasses if needed Support from Network Tutoring Mentoring Influence on Beliefs Help with money Habitually attend school, paying close attention to first concept explanation. Habitually cement concepts through homework. (See slide 8) Get help when they don’t get it. Don’t get behind. Habitually manage time

5 CNYD

6 Personal and Social Assets That Facilitate Positive Youth Development Physical development – Good health habits – Good health risk management skill Psychological and emotional development – Good mental health including positive self-regard – Good emotional self-regulation skills – Good coping skills – Good conflict resolution skills – Mastery motivation and positive achievement motivation – Confidence in one’s personal efficacy – “Planfulness”—planning for the future and future life events – Sense of personal autonomy/responsibility for self – Optimism coupled with realism – Coherent and positive personal and social identity – Prosocial and culturally sensitive values – Spirituality or a sense of a “larger” purpose in life – Strong moral character – A commitment to good use of time Intellectual development – Knowledge of essential vocational skills – School success – Rational habits of mind—critical thinking and reasoning skills – In-depth knowledge of more than one culture – Good decision-making skills – Knowledge of skills needed to navigate through multiple cultural context s Social development – Connectedness—perceived good relationships and trust with parents, peers, and some other adults – Sense of social place/integration—being connected and valued by larger social networks – Attachment to prosocial/conventional institutions, such as school, church, nonschool youth programs – Ability to navigate in multiple cultural contexts – Commitment to civic engagement

7 7 Habits of Effective people

8 Alternate visions It is our vision that all the members of our communities will be On Track to Thrive by 2025 See community map To be considered at the board level

9 Community Map Now


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