SERVICE

One or more organization-operated programs or activities that have a common general objective and deploy the organization's material and human resources in a planned and systematic manner. An organization that publicly promotes or identifies itself in writing as offering a service, is licensed to deliver a service, assigns personnel and/or space to a service, or allocates financial resources to a service is considered to offer that service.		  
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  PERSONNEL

The body of employees and/or volunteers that carries out the organization's tasks under the organization's administration and/or supervision. This definition does not include foster parents who are specifically referenced in relevant standards		  
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  RESEARCH

For purposes of COA accreditation, all forms of internal or external research involving persons served except internal program evaluation and outcomes research, or educational projects performed by students and interns that are part of their professional training.		  
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  PROGRAM

A system of services offered by an organization. For example, an organization providing a mental health service may offer several mental health programs to different populations, e.g., a mental health program for adolescent teens. The word "program" can be used interchangeably with the word "service" or to describe specific programs.		  
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  EVALUATION

The review and assessment of organizational operations, programs and services.		  
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Youth Development Services
  
Private Org Public Agency  

YD 4: Building Healthy Relationships Between Youth and Adults

 
Youth develop positive, supportive relationships with personnel.
Research Note: Some research suggests that the relationships youth develop with adults may be critical for maintaining their participation in a program. One study found that young people were more likely to continue to participate if they formed relationships with supportive adults early on in the program. The importance of developing these positive relationships is underscored by evaluations suggesting that higher participation levels are associated with more positive outcomes. Additionally, research suggests that supportive relationships with adults may contribute to lower levels of stress, higher academic achievement, healthier relationships, and lower levels of drug and alcohol use.

YD 4.01

 

Personnel are actively engaged with youth, and relate to them in positive ways by:

  1. helping them feel welcome, comfortable, and supported;
  2. recognizing their positive accomplishments;
  3. treating them with respect;
  4. listening to what they say;
  5. responding to them with interest, acceptance, and appreciation; and
  6. being consistent and following through on what they say they will do.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

  • Personnel talk and interact with youth;
  • Personnel make themselves available for informal interactions with youth;
  • Personnel show interest in what youth say and do;
  • Personnel participate in many activities with youth;
  • Personnel show that they enjoy youth;
  • Personnel sit with youth when snacks are served;
  • Personnel seem cheerful rather than bored, tired, or distant;
  • Personnel spend little time on tasks that do not involve youth;
  • Personnel project a tone of welcome in their voices and gestures;
  • Personnel acknowledge youth when they arrive and depart;
  • Personnel respond appropriately when youth show affection;
  • Personnel stay calm in all situations;
  • Personnel ask about youth interests both in- and out-side the program;
  • Personnel do not belittle youth;
  • Personnel take children’s and youths’ comments seriously;
  • Personnel do not intrude on or interrupt youth;
  • Personnel use supportive language;
  • Personnel are kind and fair to all youth;
  • Personnel include all interested youth in activities and events, regardless of their skill level;
  • Personnel do not separate youth by gender; and
  • Personnel do not discriminate on the basis of race, religion, gender, ethnicity, family structure, appearance, disability, sexual orientation, etc.
Research Note: Youth report that they are more engaged and get more out of program activities when they feel emotionally supported by program staff.

YD 4.02

 
Personnel recognize and respond appropriately to the individual needs, interests, and abilities of youth.
Interpretation: Personnel should recognize the range of youths’ abilities, support each youth’s special interests and talents, recognize and respond to the range of youths’ feelings and temperaments, and demonstrate interest in and relate to a youth’s culture and language.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

  • Personnel vary their responses to match the ages and abilities of youth;
  • Personnel help youth become focused and engaged;
  • Personnel help youth pursue their interests and improve their skills;
  • Personnel substitute equipment as needed (e.g., when youth have poor motor skills, personnel provide a large beach ball instead of a volleyball for outdoor games);
  • Personnel are able to spend time with individual youth;
  • Personnel bring in materials related to the interests of youth (e.g., pets, music, sports, computers, chess, etc.);
  • Personnel are eager to hear about events in the lives of youth;
  • Personnel try to understand the different ways youth express their feelings (e.g., different cultural styles to show respect for authority or express hurt, anger, or warmth);
  • Personnel try to assess a youth’s feelings before attempting to solve a problem;
  • Personnel find suitable ways to include all youth;
  • Personnel accept a youth’s desire to be alone;
  • Personnel remain calm and patient with an angry youth;
  • Personnel comfort youth who appear hurt, upset, or disappointed;
  • Personnel provide resources that show different cultural perspectives;
  • Personnel help youth use books and music in different languages;
  • Youth have an opportunity to speak their home language with peers and personnel, to the extent possible;
  • Personnel reflect the cultures and languages of program participants;
  • Guests from various cultural traditions are invited to speak at the program, share their experiences, and serve as coaches, mentors, and friends;
  • Personnel help youth move beyond gender stereotypes in their choices;
  • Personnel use pictures and visual aids to reach out to non-readers and speakers of other languages;
  • Personnel modify activities as needed so that all youth can participate;
  • Personnel listen carefully to all youth;
  • Personnel speak to youth on a level they seem to understand;
  • Personnel take extra time with youth who speak another language at home or have difficulty listening or speaking;
  • Personnel try to find effective ways to communicate with all youth;
  • Personnel recognize non-verbal as well as verbal responses; and
  • Personnel sometimes use non-verbal signals to help youth understand.
Note: See YD 4.05 for more information about responding appropriately to youth with special needs.

YD 4.03

 

Personnel promote autonomy and learning by:

  1. asking questions that encourage youth to think for themselves;
  2. sharing skills and resources that help youth solve problems;
  3. varying the approaches they use to help youth learn;
  4. involving youth in programming decisions;
  5. encouraging youth to assess their own strengths and set goals for personal improvement; and
  6. engaging youth in conversations.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

  • Personnel pursue youths’ ideas;
  • Personnel start discussions by asking open-ended questions;
  • Youth are encouraged to use journal writing, art projects, and group discussions as ways to express their ideas;
  • Personnel listen carefully to youth and take time to think about their questions;
  • Youth are shown how and where to find answers to their questions;
  • Youth are shown how complex skills can be broken into smaller steps;
  • Youth are encouraged to practice basic life skills;
  • When youth face problems they cannot solve by themselves, personnel offer suggestions;
  • Personnel show youth new tasks or activities by showing the steps as well as talking about them;
  • Personnel write down instructions for activities so that youth can remember what to do;
  • Youth receive one-on-one teaching or coaching as need;
  • Youth receive balanced feedback;
  • Personnel pay attention to culture and gender variations in learning styles; and
  • Youth are encouraged to try new activities.
Research Note: Youth report that they are more engaged and get more out of activities when they feel instructionally supported by staff.
Research Note: Studies of youth who participated on sports teams found the youth’s perception of their ability is more important than their actual ability. As such, feedback should always be focused on individual performance and progress towards achieving personal goals rather than on “winning” or being the best.

YD 4.04

 

Personnel encourage youth to make choices and become more responsible by:

  1. offering assistance in a way that supports initiative;
  2. assisting without taking control;
  3. encouraging youth to take on progressive roles of leadership;
  4. giving youth frequent opportunities to choose what they will do, how they will do it, and with whom; and
  5. assisting youth in making informed and responsible choices.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

  • Youth find ways to pursue their own interests;
  • Personnel say “yes” to reasonable requests and ideas for activities;
  • Youth plan projects and gather resources;
  • Youth have opportunities to observe, practice, and develop leadership skills;
  • Youth are involved in peer-mentoring, coaching, planning and/or facilitating group activities, and setting program rules;
  • Youth participate in community service activities;
  • Personnel give clear directions so that youth can proceed independently;
  • Youth are encouraged to proceed on their own;
  • Youth have frequent opportunities to choose their companions;
  • Youth help prepare and/or serve their own food;
  • Youth set up activities and/or clean up afterwards;
  • Youth are encouraged to think about how their actions may affect others;
  • Personnel establish high expectations for youth;
  • Youth experience the consequences of their choices when appropriate;
  • Personnel ask questions that guide youth to make good decisions; and
  • Personnel help youth understand the impact of their decisions on others.
Research Note: Encouraging youth to take on leadership roles facilitates the development of personal responsibility, empowerment, and a sense belonging, all of which are important to positive youth development.

YD 4.05

 
The organization enrolls youth with special needs and makes reasonable accommodations to help them fully participate in the program.
related ASE 2,  ASE 3

Interpretation: As referenced in the Glossary, youth may have special needs that are related to physical, behavioral, medical, emotional, or cognitive conditions. Accordingly, appropriate accommodations will vary based on the needs presented. For example, it might be necessary to develop a behavior plan, train personnel to meet medical needs, or adapt space to permit wheelchair access.

Organizations should ensure that they comply with all applicable federal, state, and local laws and regulations, such as the Americans with Disabilities Act (ADA). The goal of the ADA is not to put a strain on youth development programs, but rather to encourage “reasonable accommodations” to integrate individuals with disabilities to the degree possible. Accordingly, reasonable accommodations should be made before it is decided that a particular youth is not appropriate for a program.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

  • Personnel are knowledgeable about the ADA;
  • Personnel are guided by the ADA in making decisions about serving youth with special needs;
  • Personnel meet with families to address the needs of youth;
  • Personnel make an effort to support goals set by Special Education Teams or included in Individualized Education Plans;
  • Personnel work closely together to provide consistency for children with behavior issues;
  • Personnel consult specialists to learn how best to help children with special needs;
  • Specialists are used for certain activities, if needed;
  • Personnel seek advice from doctors and nurses about medical issues;
  • Program activities are adapted to be fully accessible to participants with special needs;
  • Youth with special needs are actively and appropriately involved and engaged during most of the time they spend at the program;
  • Personnel encourage and facilitate appropriate interactions between youth with special needs and their peers;
  • Facilities are accessible for youth with disabilities;
  • The organization removes structural barriers by constructing ramps, widening doorways, removing obstructing furniture, widening toilet stalls, installing grab bars, or making other similar modifications, where such modifications are feasible;
  • There are enough ramped and paved areas in the outdoor space for youth in wheelchairs to be able to use the playground; and
  • The modifications made to the environment and programming enable youth with special needs to function more independently.
Note: See YD 5.05 for more information about responding appropriately to youth with special behavioral needs.
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PURPOSE: Youth who participate in Youth Development Services gain the personal and social assets needed to support healthy development, increase well-being, and facilitate a successful transition through childhood, adolescence, and into adulthood.
 
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