"We Believe in Youth" Global Refugee Youth Consultation Final Report. Women's Refugee Commission (WRC) , Office of the UN High Commissioner for Refugees (UNHCR) , Global Refugee Youth Consultations 40 page s . September 2016. English . https://www.womensrefugeecommission.org/youth/resources/1385-gryc-final-report-sept-2016
This final report from Women's Refugee Commission details the most pressing challenges refugee youth face and their recommendations on how best to address these challenges. The report is a road map for action for all those engaged in humanitarian response—States, international organizations, international and national civil society organizations, donors, and youth groups. (Description from source)
An Orientation Resource to Support Youth with School and Cultural Adjustment. School's Out Washington 12 page s . November 2012. English . http://www.schoolsoutwashington.org/UserFiles/File/RSIG%20Youth%20Resource.pdf
This resource is intended to help educators and program providers orientate students
to the U.S. school system and support their cultural adjustment,
offering multiple resources for each topic area.
Asian/Pacific Islander Communities: An Agenda for Positive Action. National Council on Crime and Delinquency 28 page s . November 2001. English . http://www.issuelab.org/resource/asianpacific_islander_communities_an_agenda_for_positive_action
In June of 2001 the National Council on Crime and Delinquency (NCCD), in cooperation with the John D. and Catherine T. MacArthur Foundation, convened a symposium to assess the current state of research, exchange information and establish a tentative agenda for action regarding the quality of life and unmet needs of the API population in the United States. This publication presents the findings of this symposium.
Best Practices of Youth Violence Prevention: A Sourcebook for Community Action. National Clearinghouse on Families and Youth 241 page s . June 2002. English . http://www.cdc.gov/ncipc/dvp/bestpractices.htm
"With the homicide rate for youth under the age of 19 averaging 9 deaths a day over the last decade, the CDC's Injury Center announces the release of the 216 page publication, entitled Best Practices of Youth Violence Prevention: A Sourcebook for Community Action (Best Practices). Best Practices is the first of its kind to look at the effectiveness of specific violence prevention practices in four key areas: parents and families; home visiting; social and conflict resolution skills; and mentoring. These programs are drawn from real-world experiences of professionals and advocates who have successfully worked to prevent violence among children and adolescents. As a CDC publication, the sourcebook also documents the science behind each best practice and offers a comprehensive directory of resources for more information about programs that have used these practices." - Publisher's description
Blueprints Model Program Descriptions. Center for the Study and Prevention of Violence 2 page s . 1998. English . http://www.colorado.edu/cspv/blueprints/modelprograms.html
"In 1996, the Center for the Study and Prevention of Violence (CSPV) at the University of Colorado at Boulder initiated a project to identify juvenile violence prevention programs that could provide the nucleus for a national violence prevention initiative. As of the date of the publication of this Fact Sheet, CSPV has identified 10 prevention and intervention programs that meet scientific standards of proven program effectiveness and is in the process of identifying additional programs. The 10 model programs, called Blueprints, have been effective in reducing adolescent violent crime, aggression, and substance abuse." - Publisher's description
Bridging Juvenile Justice and Positive Youth Development. Barton, William H. , Butts, Jeffrey A. 27 page s . 2004. English . https://positiveyouthjustice.files.wordpress.com/2013/10/barton2004.pdf
Recounts the inception of the juvenile justice system and recommends improvements that incorporate positive youth development (PYD) approaches. Juvenile justice policies cycle between "get tough" tactics and lenient treatment of offenders. Recidivism rates remain high--at least 50%-- regardless of the approach taken. Based upon the "medical model," which tends to isolate children entering the juvenile justice system from those who can benefit from rehabilitation, the process involves prevention programs, court processing, disposition, and aftercare. Progressive PYD techniques include improving risk reduction and protective factors, shoring up resilience to contributing factors such as poverty and parental mental illness, developing community prevention programs, balancing punishment and rehabilitation, using teen courts, and providing systemic "wraparound" services that offer long-term support to families. Included are examples of effective programs in Colorado, Indiana, and California.
CASASTART (Striving Together to Achieve Rewarding Tomorrows). Substance Abuse and Mental Health Services Administration (SAMHSA) 11 page s . 1992. English . https://www.crimesolutions.gov/ProgramDetails.aspx?ID=284
"CASASTART (Striving Together to Achieve Rewarding Tomorrows) is a community-based, school-centered program designed to keep high-risk 8- to 13-year-old youth free of substance abuse and crime involvement. It is based on the assumption that while all preadolescents are vulnerable to experimentation with substances, those who lack effective human and social support are especially vulnerable. CASASTART seeks to build resiliency in the youth, strengthen families, and make neighborhoods safer for children and their families. It promotes collaboration among the key stakeholders in a community or neighborhood and provides case managers to work daily with high-risk children and youth." - Publisher's description
Evaluating the Relationship Between Physical Education, Sport and Social Inclusion. Bailey, Richard 71-90 page s . 2005. English This resource may be free from your local library or purchased from the publisher.
Reviews evidence from studies conducted in the United Kingdom (UK) related to the effects of physical education and sports on young people. UK educational policy reviews focus on increasing social inclusion, social capital, and academic performance while decreasing crime and truancy. Additionally a sedentary lifestyle has a negative impact on children's health. Sports participation affects physical health, cognitive and academic development, mental health, crime reduction, and truancy reduction. Considerable evidence illustrates the positive relationship between sports and physical and mental health; however, before links among academic improvement, crime, and athletics can be substantiated, further research is needed.
Issue Brief: Focusing Juvenile Justice on Positive Youth Development. Butts, Jeffrey , Mayer, Susan , Ruth, Gretchen 9 page s . October 2005. English . http://www.chapinhall.org/research/brief/focusing-juvenile-justice-positive-youth-development
Outlines the new and compelling framework of Positive Youth Development as a method of redirecting the majority of youth crime offenders. Currently, the juvenile justice system focuses on violent offenders who comprise a small percentage of the youth crime committed in this country. The majority of youth offenses are non-violent, such as vandalism, weapons possession, and drug abuse violations, and yet there is not a comprehensive prevention program to deter the repetition or escalation of youth crime. Positive Youth Development (PYD) focuses attention on three main areas: (1) accentuating a young person's strengths and aptitudes rather than punishing deficiencies and problems; (2) developing healthy relationships with pro-social and caring family, peers, and other adults, such as teachers, neighbors, and community members; and (3) accessing meaningful work through community organizations, social programs and neighborhood cooperation. A chart outlines the differences between the traditional and PYD models of juvenile justice. Using the PYD framework to renovate the juvenile justice system requires systemic change but can be achieved by creating small pilot programs subject to constant monitoring and evaluation. As successful PYD programs are implemented and identified, then comparative studies could empirically evaluate the effectiveness of PYD program versus traditional juvenile justice methods.
Living the Arts through Language + Learning: A Report on Community-Based Youth Organizations. Heath, Shirley Bryce , Soep, Elizabeth , Roach, Adelma 20 page s . November 1998. English . http://www.americansforthearts.org/sites/default/files/pdf/get_involved/advocacy/research/2011/MonographNov1998.pdf
The findings reported here stem from a research project which ran between 1987 and 1998. The study centered on the question of what happens in nonschool youth organizations judged by local youth living in low-income neighborhoods as highly desirable places to spend their time. In sites across the United States, long waiting lists and oversubscribed programs attest to the fact that certain kinds of activities draw young people into these particular learning environments.
Measuring the Impact of Crime Reduction Interventions Involving Sports Activities. Nichols, Geoff , Crow, Iain 267-283 page s . 2004. English This resource may be free from your local library or purchased from the publisher.
Discusses the variety of measurement techniques used to determine the causality between sports-related intervention programs and the reduction of crime in the United Kingdom (UK). The programs are divided into categories of primary (targets the improvement of community resources), secondary (targets individuals at high-risk for crime activity), and tertiary (targets actual offenders). Crime-reducing mechanisms are categorized as diversion, deterrence, or pro-social development. Outcomes of each type of program and mechanisms require unique and complicated data collection and evaluation techniques. Scholarly evidence is difficult to obtain and analyze for the most anecdotally effective programs. Although extensive data is not available, these programs should continue given their prima facie evidence of success.
OCASI Research on Inclusive Recreation Model for Immigrant and Refugee Youth: Provisional Model. Ontario Council of Agencies Serving Immigrants 47 page s . April 2005. English . http://www.upstartchampions.ca/media/OCASI_YOUTH_PROJECT_2004-2006_Provisional_Model.pdf
This report summarizes findings from a literature review as well as findings from the focus groups with immigrant serving organizations as well youth serving organizations relating to the participation of immigrant and refugee youth in recreation, sport and leisure activities. The report details, more comprehensively than has been done in the past, the myriad challenges faced by service providers and prospective youth recreation participants.
OJJDP Comprehensive Gang Model: Planning for Implementation. Institute for Intergovernmental Research,Office of Juvenile Justice and Delinquency Prevention 83 page s . June 2002. English . http://www.cops.usdoj.gov/html/cd_rom/solution_gang_crime/pubs/ComprehensiveGangModelImplementation.pdf
"The terms "youth gang" and "street gang" are commonly used interchangeably and refer to neighborhood or street-based youth groups that are made up substantially of individuals under the age of 24. While youth in this age group are most likely to be engaged in or at risk of committing serious or violent gang crimes, the OJJDP Comprehensive Gang Model focuses primarily on youth gang members less than 22 years of age, based on OJJDP's authorizing legislation. Motorcycle gangs, prison gangs, ideological gangs, and hate groups comprised primarily of adults are excluded from the definition. The Model holds that the lack of social opportunities available to this population and the degree of social disorganization present in a community largely account for its youth gang problem. The Model also suggests other contributing factors including poverty, institutional racism, deficiencies in social policies, and a lack of or misdirected social controls. Drawing principally on social disorganization theory to frame the development of the Model, a team from the University of Chicago expected the core strategies of the Model to address gang youth, their families, and the community institutions that purport to promote their transition from adolescence to productive members of society. With this in mind, law enforcement and other agency personnel in 65 cities reporting problems with gangs were surveyed. Analysis of that information, in conjunction with site visits and focus groups, led to a mix of five strategies that address key concerns raised by the theory upon which the OJJDP Comprehensive Gang Model is based." - Publisher's description
Radicalization of Youth as a Growing Concern for Counter-Terrorism Policy. Bizina, Margarita , David, Gray H. . January 2014. English This resource may be free from your local library or purchased from the publisher.
This resource from Global Security Studies addresses this major implication for counter-terrorism in the U.S., Canada and Western Europe. The paper encourages a comprehensive approach to the problem of radicalization, including community engagement and building of trust between law enforcement, social workers, and local populations.
Refugee Youth Employment. RefugeeWorks 9 page s . December 2001. English . http://www.brycs.org/documents/upload/youthemploy.pdf
Describes an array of programs that give refugee youth an opportunity to explore career opportunities and participate in the workforce, while also emphasizing the link between academic success and future employment potential. Topics include: (1) career development, highlighting programs in California, Massachusetts, Michigan, and North Carolina: (2) summer employment, showcasing such jobs as camp counselor; (3) after-school and out-of-school placement, highlighting programs that promote school attendance and provide referrals for further education, offer job counseling, and provide job training and mentoring; (4) special at-risk populations, focusing on programs aimed at youth involved in gangs or in state custody; (5) the career pipeline, concentrating on professional training for specific careers such as police officer and auto worker; (6) entrepreneurial models, showcasing programs that teach key business skills and help youth design and carry out small business plans; (7) subsidized community service employment, discussing internships that impart skills and foster community development; (8) citywide and statewide initiatives, highlighting programs in Lowell, MA, and Seattle, WA; (9) the multitude of national networks; and (10) transferable models, focusing on a program in California for post-foster-care youth that includes housing and a program in Illinois that involves art education and business development.
Report on Somali Youth Issues. Adan, Shukri 53 page s . 2006. English Somali . https://wiki.umn.edu/pub/TeamEngage/LiTerature/somali-report.pdf
This publication examines crime and gang activity in the Somali youth community in Minneapolis, identifies difficulties faced by the Somali community and ways these difficulties contribute to increases in crime committed by its youth, and makes recommendations on how the City of Minneapolis can work with the Somali community and other agencies to address these issues.
Rethinking Sports-Based Community Crime Prevention. Hartmann, Douglas , Depro, Brooks 180-196 page s . 2006. English This resource may be free from your local library or purchased from the publisher.
Considers urban crime rates in relation to the use of sports-based programs in communities. Crime prevention programs, such as "midnight basketball," are popular because they are inexpensive, easy to implement, and based upon the popular notion that athletics may facilitate positive social change. Yet, scholarly evidence is scarce substantiating a link between crime reduction and sports programs. Violent incident reporting and property crime data were lower in the 29 cities where "midnight basketball" programs were active between 1985 and 2001. These findings do not confirm a direct causal effect, but sports- or recreation-based activities are part of a comprehensive community-based program to reduce crime.
Sport, Physical Activity, and Antisocial Behavior in Youth. Morris, L. , Sallybanks, J. , Willis, K. 136 page s . 2003. English . http://www.aic.gov.au/media_library/publications/rpp/49/rpp49.pdf
This report presents findings from a study commissioned by the Australian Sports Commission to investigate whether sport and organised physical activity programs have a positive effect on youth antisocial behaviour. The AIC identified and surveyed over 600 programs focusing on sport and physical activity. In-depth case studies of 22 of these programs identified important elements for preventing youth antisocial behaviour. The research evidence suggests that sport and physical activity programs can provide a useful vehicle through which personal and social development may occur and positively impact antisocial behaviour. Providing an activity may be more important than the type of activity provided as a mechanism for diverting youth away from antisocial behaviour. The report highlights the importance of sport and physical activity programs being integrated with health, welfare and other support services, and also sets out good practice principles for the development of such programs.
Targeted Outreach: Boys & Girls Clubs of America's Approach to Gang Prevention and Intervention. Arbreton, Amy J.A. , McClanahan, Wendy S. 70 page s . March 2002. English . http://www.goccp.maryland.gov/msac/documents/gang-studies/boys-and-girls-club/Arbreton-McClanahan-2005.pdf
"This study evaluated the effectiveness of the Gang Prevention Through Targeted Outreach (GPTTO) and Gang Intervention Through Targeted Outreach (GITTO) initiatives of the Boys & Girls Clubs of America. The study examined whether the clubs were attracting youth at high risk of gang involvement, whether clubs could keep GPTTO and GITTO youth participating in the club or program, whether GITTO and GPTTO youth were receiving positive supports through participation in the club, and whether participation had positive effects on the lives of GPTTO and GITTO youth." [Web site description]
The Roles of Sport and Education in the Social Inclusion of Asylum Seekers and Refugees: An Evaluation of Policy and Practice in the UK. Ontario Council of Agencies Serving Immigrants 118 page s . 2005. English . http://www.academia.edu/529141/The_Roles_of_Sport_and_Education_in_the_Social_Inclusion_of_Asylum_Seekers_and_Refugees_An_Evaluation_of_Policy_and_Practice_in_the_UK
This project therefore seeks to identify and evaluate ways in which sport has been used, for the purposes of promoting the social inclusion among asylum seekers and refugees. It aims to clarify ways in which sport has actually been accessed and used by individuals and groups from such communities, the meanings and values associated with sport for such groups, the potential for development in this area, and to identify lessons learned in terms of good practice in relation to policy and provision. -Description from source
U.S. Global Strategy to Empower Adolescent Girls. U.S. Department of State , U.S. Agency for International Development (USAID) , The Peace Corps 80 page s . March 2016. English . http://www.state.gov/s/gwi/girls/strategy/
A strategy from the U.S. Department of State that brings together four U.S. government agencies to tackle barriers that keep adolescent girls from achieving their full potential.
U.S. Refugee Youth Consultation Infographic. 1 page . 2016. English . http://www.brycs.org/youth/upload/brycs-infographic.pdf
The following infographic provides a snapshot of the demographics of the 25 youth who participated in the 2016 U.S. Refugee Consultations, as well as their experiences before and after resettlement.
Understanding, Preventing, and Treating Problem Behaviors Among Refugee and Immigrant Youth. Hunt, Dennis , Morland, Lyn , Barocas, Ralph 52 page s . January 2, 2002. English . http://www.brycs.org/documents/upload/CMHS_publication.pdf
Provides an overview of current research concerning adjustment and behavioral problems, including violence, among refugee and immigrant youth living in the United States as well as suggestions for effective prevention and treatment programs that can be used by health, education, and social service agencies. Chapters cover: (1) key definitions; (2) national statistics on youth problem behavior and prevalence of problem behaviors among refugee and immigrant youth; (3) risk factors for maladjustment and problem behaviors, viewed in the context of the individual, family, school, peer group, and community, as well as protective factors; and (4) applicability of mainstream anti-violence programs, highlighted by the Preserving, Enriching, and Assisting Refugee Children through Enrichment (PEACE) program, spearheaded by the Utah State Division of Mental Health. The strength of the PEACE program is the structure and integrity of its consensus-building process, which enables full participation, a sense of ownership, and leadership by the refugee community. Programs successfully adapted for refugee and immigrant youth are culturally sensitive, developmentally appropriate, comprehensive, family focused, long term and enduring, and sufficiently intense and involve early intervention, high rates of recruitment and retention, and highly trained personnel.
Offers detailed instruction on the planning, training, evaluation, and costs/funding resources involved in designing arts programs to reduce problem behavior in at-risk youth groups. The YouthARTS Development Project, a collaborative effort among federal agencies and national arts organizations, uses three local arts agencies in Portland, San Antonio, and Atlanta to launch pilot programs and develop models of "best practices" that can be replicated through the use of this toolkit. Program Planning includes information on assessing organizational capacity, using a planning model, determining risk and protective factors, recruiting collaborators, defining goals, selecting youth participants, and outlining program frequency, staff, family involvement, and public exhibitions. Team Training concentrates on selecting team and artist leaders, developing a curriculum for arts instruction, and outlining program logistics. Evaluation, based on measurement tools, is necessary to determine the value of theprogram and to find assistance for outcomes interpretation and program improvement. Each program needs to come up with methods to assess costs, develop a budget, and advocate for funding. Outcomes from the pilot projects suggest that youth participants in arts programs learn to communicate feelings and opinions constructively, improve task completion skills, decrease delinquent behavior and the need for court referral programs, gain positive attitudes toward school, and display self-confidence and greater resistance to peer pressure. (IP)