Orientation for Afterschool Professionals

Presented by

University of New Hampshire Cooperative Extension

4-H Youth Development Program

UNHCE/PGregory/August 2010

Who are we?Why are we here?

Training Goals

UnderstandUnderstand QUALITY QUALITYExamineExamine RULES RULES ExploreExplore PROFESSIONALISM PROFESSIONALISMFocus onFocus on YOUTH YOUTHConsiderConsider FAMILY & COMMUNITY FAMILY & COMMUNITY

Keys to Success Keys to Success in the Fieldin the Field

Program & EnvironmentProgram & EnvironmentProfessionalism & LeadershipProfessionalism & Leadership

Child & Youth DevelopmentChild & Youth DevelopmentFamily, School & CommunityFamily, School & Community

Core knowledge Areas defined by the NH Afterschool Professional Development System, 2010.

Ground Rules

•Experience the day!Experience the day!

•Have fun!Have fun!

•Respect othersRespect others

•Share the airShare the air

•Tend to own needsTend to own needs

•Silence technologySilence technology

3-2-1 Letter to Myself

33 things I will start doingstart doing or will change

22 things I learned that I already do wellalready do well

11 thing I will do to continue learningcontinue learning

What do we What do we already already know?know?

Research Tells Us Youth Need…

Variety of programsVariety of programs

Asset building experiencesAsset building experiences

Youth Acquire Assets Through …

Exposure to positiveExposure to positive ExperiencesExperiences Settings Settings PeoplePeople

(8 Essential Elements)

Key Element #1 Caring AdultCaring Adult

Supportive Supportive Positive Positive ResponsiveResponsiveCommunicationCommunicationConsistencyConsistency

Youth Opportunities Unlimited (YOU), 1994

Key Element #2Inclusive EnvironmentInclusive Environment

DiversityDiversityCultural Cultural

celebrationscelebrationsRespectRespect IdentityIdentity

Mask making at Seacoast Youth Services, 2008

Key Element #3 Safe PlaceSafe Place

Emotional safetyEmotional safetyPhysical safetyPhysical safetyScreeningScreeningGround rulesGround rulesTrustTrust

Urban forestry, Youth Opportunities Unlimited (YOU), 1992

Key Element #4 Learning OpportunitiesLearning Opportunities

ChoicesChoicesVarietyVarietyExperientialExperientialAge-appropriate Age-appropriate ChallengingChallenging

Youth Opportunities Unlimited (YOU), 1993

Key Element #5 Mastery of SkillsMastery of Skills

Intentional Intentional Peer teachingPeer teachingRecognitionRecognitionAge-appropriateAge-appropriate

Making paper, Youth Opportunities Unlimited (YOU), 1992

Key Element #6 Active Participants in the FutureActive Participants in the Future

EmpowermentEmpowermentPlanningPlanningNetworkingNetworkingChallengesChallengesCareersCareers

Maximus Raceway, community partner, Seacoast Youth Services, 2009

Key Element #7 Self-Determination / LeadershipSelf-Determination / Leadership

LeadershipLeadershipVoice Voice Hands-onHands-onSelf-relianceSelf-reliance

Corn Maze, Seacoast Youth Services, 2006

Key Element #8 Service to OthersService to Others

Project planningProject planningGiving / doingGiving / doingProcessingProcessing

Summer of Service, Seacoast Youth Services, 2008

BELONGING

Positive Relationship with a caring adult

An inclusive environment

A safe environment

MASTERY

Engagement in Learning

Opportunity for Mastery

INDEPENDENCE

Opportunity to see oneself as an active participant in the future

Opportunity for self-determination

GENOROSITY

Opportunity to value and practice service for others

Core Knowledge Area #1

Program & EnvironmentProgram & Environment

Power of Environments

Environments Environments teach us about teach us about the value and the value and knowledge of knowledge of those who those who create them.create them.

Chipping items out of frozen ice. ASOP training, Amy Upton, 2010

What is Implied?

Pancake making – preparing own snacks. ASOP training, 2010

Planning

Each Each environment environment influences influences those who those who use it.use it.

ASOP training, Amy Upton, 2010.

Environments may be…

Over-stimulatingOver-stimulatingBoringBoringCalmingCalmingAgitatingAgitating

Quiet space, ASOP Training, Amy Upton, 2010

Fostering creativity …Fostering creativity …

with a variety with a variety building materialsbuilding materials

ASOP Training, Amy Upton, 2010

Teamwork…

Art with melted crayons, ASOP Training, Amy Upton 2010

Key point…

Learning environments that areLearning environments that are::– well designedwell designed– structuredstructured– engagingengaging

fosterfoster positive behaviorpositive behavior and and

create acreate a culture of creativityculture of creativity..

Learning Strengths

Verbal - LinguisticVerbal - Linguistic Mathematical - LogicalMathematical - Logical Visual - SpatialVisual - Spatial Bodily / KinestheticBodily / Kinesthetic MusicalMusical InterpersonalInterpersonal IntrapersonalIntrapersonal NaturalisticNaturalistic

Diversity in Learning StylesDiversity in Learning Styles

These invitations appeal to the senses of smell and touch.

ASOP Training, Amy Upton, 2010

Core Knowledge Area #2

Professionalism & LeadershipProfessionalism & Leadership

•Standards of Quality – licensing

•Reporting child abuse /neglect

•Professionalism - credential

Child Care LicensingChild Care Licensing

Programs for ages 0-18Baseline standards of safety and qualityLicense programs (not people)

– Safety, First Aid, CPR– Staff Background, Positions, Training– Ratios

Safety RulesSafety Rules

Trip and fall hazardsEmotional safetyFirst Aid & CPR

1 staff currently certification / 20 childrenFingerprinting

All staff over age 17 by 1st day

Licensing Ratios – Licensing Ratios – for ages 60 months + (age 5+)for ages 60 months + (age 5+)

Maximum 45 children / roomMaximum 45 children / room And…

1 - 15 children1 - 15 children : : 1 group leader1 group leader

16 - 30 children16 - 30 children: : 1 group leader 1 group leader 1 assistant group leader1 assistant group leader

31 - 45 children31 - 45 children: : 1 site director 1 site director 2 assistant group leaders2 assistant group leaders

Licensing: Licensing: Direct Service ProfessionalsDirect Service Professionals

Required Annual Training HoursRequired Annual Training Hours – Revised in 2013– Based on Levels in the Lattice System

Professional Development DefinedProfessional Development Defined– Includes Self StudyIncludes Self Study– Face to face professional development relevant Face to face professional development relevant

to afterschoolto afterschool– Minimum of 12 Hrs per year Level 1Minimum of 12 Hrs per year Level 1– Minimum of 18 Hrs per year Level 2-6Minimum of 18 Hrs per year Level 2-6

Child Abuse: Child Abuse: MANDATED ReportingMANDATED Reporting

Anytime you suspect there is Anytime you suspect there is abuse and/or neglect you are abuse and/or neglect you are mandated to report!mandated to report!

Mandated ReportingMandated Reporting

Internal protocolsInternal protocols (i.e. informing a superior or requesting superior’s permission prior to reporting) are NOTNOT the law or DCYF policy the law or DCYF policy– If unable to meet with supervisor immediately,

make the report to DCYF and follow up with your supervisor later

– If you suspect abuse and/or neglect you are If you suspect abuse and/or neglect you are mandated to report even if your supervisor mandated to report even if your supervisor does not agree!does not agree!

You Are Protected if You Report!You Are Protected if You Report!

Anyone participating in good faith in Anyone participating in good faith in the making of a report pursuant to the making of a report pursuant to this chapter is immune from any this chapter is immune from any liability, civil or criminal, that might liability, civil or criminal, that might otherwise be imposedotherwise be imposed..

RSA 169-C:31 and RSA 161-F:47

You can request that your name You can request that your name be kept confidential!be kept confidential!

Child Abuse: What to ReportChild Abuse: What to Report

Physical abusePhysical abuseSexual abuseSexual abuseNeglectNeglectEmotional or psychological Emotional or psychological

maltreatmentmaltreatment

To Report Suspected AbuseTo Report Suspected Abuse

Child Abuse Report LineChild Abuse Report Line1-800-894-5533(in state)1-800-894-5533(in state)

603-271-6562(out of state)603-271-6562(out of state)

After hours, weekends, holidays CALL 911

DHHS ResourcesDHHS Resources

Licensing website:Licensing website: http://www.dhhs.nh.gov/oos/cclu/

Credential website:Credential website:http://www.dhhs.nh.gov/dcyf/cdb/profdev.htm

Child Abuse Reporting contact:Child Abuse Reporting contact:http://www.dhhs.nh.gov/dcyf/cps/

Afterschool CredentialAfterschool Credential

Benefits to IndividualBenefits to Individual Recognizes professional knowledge, experienceRecognizes professional knowledge, experience Verifies you are qualified Verifies you are qualified Defines a ladder for professional growthDefines a ladder for professional growth Defines knowledge and skills to deepen practiceDefines knowledge and skills to deepen practice

Benefits to programBenefits to program Enables program to prove qualifications of staffEnables program to prove qualifications of staff

NH Afterschool Professional NH Afterschool Professional Development System (2013)Development System (2013)

Child Development Bureau

Division for Children, Youth and Families

NH Dept of Health and Human Services.

http://www.dhhs.nh.gov/dcyf/cdb/profdev.htm

My Lifeline

DOBDOB DOB +70DOB +70Current Current datedate

Core Knowledge Area #3

Child & Youth DevelopmentChild & Youth Development

Developmental Developmental stages stages areare

predictable predictable sequences of sequences of growth and growth and changechange

Seacoast Youth Services, 2008

How old is a child?How old is a child?

Chronological Age

Physical Age

Mental Age

Social Age

Emotional Age

8 years……………………………

7 years…………………………..

6 years…………………………………………………………………………….

5 years…………………………………………………………………………….

4 years…………………………………………………………………………….

Ages & Stages of DevelopmentAges & Stages of Development

Grades K-2Grades K-2Grades 3-5Grades 3-5Grades 6-8Grades 6-8Grades 9-12Grades 9-12

CharacteristicCharacteristicss

andand

Teaching TipsTeaching Tips

Ages & StagesAges & Stages

Keys to successful Keys to successful programming:programming:– Age is not a predictor of Age is not a predictor of

maturitymaturity– Growth may proceed at different Growth may proceed at different

ratesrates

Core Knowledge Area #4

Family, Community & SchoolFamily, Community & School

Programs that Programs that reach family, reach family, community, community, and schools and schools make a make a difference.difference.

Seacoast Youth Services, 2007

Ecological ModelEcological Model (Urie Bronfenbrenner)

YouthYouth

Relationships Relationships Family, PeersFamily, Peers

CommunityCommunitySocietySociety

Keys to Success with YouthKeys to Success with Youth

YouthYouth

Relationships Relationships Family, PeersFamily, Peers

CommunityCommunitySocietySociety

Strong Family

Positive Peers

Positive Activities

Involving ParentsInvolving Parents

• Why is it Why is it important?important?

•How can How can we engage we engage parents?parents?

Hillsboro Kids in Gear, staff, parents, community partners, 2006

Family Involvement IdeasFamily Involvement Ideas

Invent a game!!

Now what Now what do we do we know?know?

Final DetailsCertificate of Certificate of AttendanceAttendanceNH Afterschool OrientationNH Afterschool Orientation

3 hours3 hours

________________________________________________________

(your name)(your name)

Todays Date__________Todays Date__________

Workshop TrainersWorkshop Trainers

__________________________________________

__________________________________________

Thank You!Thank You!

Presented by

In partnership withNew Hampshire Afterschool Coalition (NHASC)

UNHCE/Gregory/August 2010