The top 10 ways to impact at-risk youth in recreation programming

Over the past 10 years we have seen a refocusing of our profession. We have returned to a more developmental perspective in our recreation programming. The focus is once again on developing the individual rather than just providing diversionary activities and experiences. This re-articulated programming philosophy has been referred to as "Benefits-Based Management of Recreation Services" (BBM). Much of our understanding of this philosophy comes from the pioneering work of Dr. Bev Driver and several colleagues (Driver, Brown, Peterson, 1991; Driver, 1994). More recently, others, such as Witt and Crompton (1996), have emphasized the role that recreation services can play in addressing the problems associated with youth growing up in at-risk environments.

In addition, there have been four demonstration projects throughout the United States, involving youth in at-risk environments utilizing the BBM programming approach. The National Recreation and Park Association, through the National Recreation Foundation (NRF), has funded these demonstration projects. A wealth of information has been accumulated now that the BBM demonstration sites have completed their two-year cycle of programs. These four programs (in Chicago; Prince George's County, Maryland; Rock Hill, South Carolina; and Seattle) have experienced tremendous success. Preliminary results in these cities suggest that recreation programs that follow the BBM programming philosophy can have significant effects on at-risk youth. Some examples of positive outcomes from these programs include increased volunteerism, increased educational involvement, increased participation in job-training programs, increased respect for others, increased levels of perceived abilities, increased sense of social responsibility, and decreased criminal activity. These results are in addition to increases in 10 resiliency factors (Witt, Baker & Scott, 1996), which have been described previously (Allen & McGovern, 1997). Resiliency factors refer to those skills and attitudes that are necessary for an individual to be able to cope and adapt to the everyday stresses of life and be a productive member of society.

While the BBM Activity Planning Model and results from the demonstration projects have been presented in previous issues of Parks & Recreation magazine (Allen & McGovern, 1997; Allen, 1996; Allen, Harwell & Stevens, 1996; Allen, Stevens & Harwell, 1996), supplemental program evaluations from participants, parents, and supervisors have provided additional insights into the critical components of the BBM process. Stemming directly from the demonstration projects, 10 guidelines have been found to have an impact on at-risk youth (Table 1). While these guidelines are certainly nothing new to the experienced programming professional, placing them in the forefront of planning efforts serves to increase the effectiveness of programs. The following is an explanation of these 10 components.

Table 1:
Top 10 Ways to Make an Impact

10.   Plan your programs based upon
      anticipated outcomes and
      impacts.

 9.   Focus on building resiliency in
      participants.

 8.   Plan the program and activities
      well ahead of time.

 7.   Encourage and allow
      participants to be involved in
      the planning process.

 6.   Involve parents or guardians in
      as many ways as possible.

 5.   Understand that recreation
      programs can be adapted to
      real-life issues and that
      recreation can be
      developmental, rather than
      simply diversionary.

 4.   Identify and use those
      "teachable moments."

 3.   Conduct a program evaluation
      as a general part of the
      programming process.

 2.   Impact may be found where
      you least expect them.

 1.   Use the programming
      principles every day.

Identify and use those "teachable moments."

A teachable moment is, essentially, an object lesson waiting to happen. It is not enough to assume that the lessons and links described above will be obvious to participants. This is where the art of processing plays a vital role. So many wonderful learning opportunities are lost because participants are not led to see what is already there. Help the participants relate the recreation experience to real-life Situations. Facilitate the transfer of learning from a game or activity to an issue that is relevant to their lives. For example, returning to the basketball game, participants must submit themselves to the authority of the referee if they want to play the game. On a metaphoric level, what is the game? It could be school, home life, or social activities. Who, then, is the "referee" in these others settings that they must subject themselves to if they want to "play?" Why is letting a referee make judgement calls any different from letting a parent, teacher, or police officer make similar decisions about what is acceptable? It may not be necessary to walk participants through the entire process. It may be sufficient to simply pose a couple of open-ended questions to make them think.

With youth in at-risk environments, processing can rarely be formal. It needs to be unobtrusive and fit into the flow of the recreation experience. You need to grasp that point in the action where a simple question or illustration may serve to have the youths see the broader application of their actions. It is very effective when we take the time to relate what is happening in the recreation experience to real-life situations that everyone is experiencing.

Conduct a program evaluation as a general part of the programming process.

Evaluation is part of every program. Without evaluation we have no means of being accountable or promoting our successes. Evaluation should address what the participants liked and did not like, but most importantly, it should address results in terms of impacts or outcomes: resiliency skills and attitudes, employment rate, crime statistics, or other measures that are viewed as important by the professional and other significant stakeholders. At the four demonstration sites, the professionals felt evaluation gave them a focus and clear sense of purpose; they knew why they were offering a program and this motivated them to achieve the desired goals.

Similar to the increased interest by participants as a result of being involved in the planning process, young people will be more committed to the program if they enjoy what they are doing. If they are more committed, theoretically, they will attend more often. Increased exposure to the program increases the opportunities for the program to make an impact. The only way we will know if we are making an impact, however, is to perform regular program evaluations. This cycle should become a regular part of the programming process.

Impacts may be found where you least expect them (or where you may not think to look). Other sources of information, besides a formal evaluation, may provide the most encouragement to you as a programmer. It may be highly unlikely that a participant will approach you to say, "Wow, you sure have made a difference in my life. Thank you." However, a parent may share with you that the child "just can't wait" for the next session. A teacher may tell you that the child's grades have improved as a result of your after-school study hall.

By speaking with law-enforcement officials, you may find that criminal activity had decreased during the hours of your program and, perhaps, within the age group you serve. Coaches may inform you that an individual now passes the ball when he or she used to take futile shots. One of the most rewarding examples of this type of data came from community residents in Chicago who said they felt safer using a local park as a result of the recreation program for gang members. These are valid successes and need to be recorded, both as results and as encouragement.

Use the programming principles every day.

These principles provide a simple list of "do" statements that when applied, are directly conducive to developing resiliency in youths. Based on information from the demonstration sites, a list of the "Top 10 Programming Principles" has been put together (Table 2). These, according to the recreation professionals involved in the BBM demonstration projects, are the 10 most important principles to consider when dealing with at-risk participants. One does not have to restructure the programming process to incorporate these principles into recreation programs on a daily basis. Make a copy of the list and post it in your office, in your programmer's office, or anywhere else that the people who work with your participants will see it. These may, in fact, be the simplest steps toward making an impact on participants.

Table 2:
Top 10 Programming Principles

10.   Provide opportunities to feel
      competent by providing
      consistent opportunities to
      successfully accomplish tasks.

 9.   Provide opportunity to develop
      a close bond with at least one
      adult who gives needed
      attention and support.

 8.   Provide opportunities to
      socialize with peers and adults
      who can serve as role models.

 7.   Provide opportunities to be
      helpful to others.

 6.   Create opportunities for
      problem-solving and group
      decision-making. Include
      initiative and cooperative
      types of games.

 5.   Create opportunities to
      deal with setbacks.

 4.   Provide a high degree of
      participant responsibility.

 3.   Provide consistent
      encouragement.

 2.   Discipline without criticism.

 1.   Provide unconditional
      support and universal
      acceptance.

COPYRIGHT 1998 National Recreation and Park Association
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