Belonging and Membership
Provide activities and space for youth to feel included regardless of gender, ethnicity, sexual orientation, or disability status, and support activities that provide positive sense of belonging (e.g., sports, community service, or faith-based youth groups). Promote youth behaviors that are respectful of diversity** and equity.
**The term diversity refers to a mix of religion, ethnicity, gender, ability, age, geography, sexual orientation, and language
Having a sense of belonging is extremely important for youth, particularly in early and mid-adolescence. The tool promotes reflection on recruitment practices, programmatic activities and staff training to ensure YSOs provide an inclusive environment and a sense of belonging for all youth.
Click on the following links to learn more about gender practices, LGBT inclusion, and working with Persons with DisabilityDownload the full form
|NOT YET DEVELOPED (1)||BEGINNING |
|3.C.1 Program proactively seeks to recruit a diverse group of youth to be represented at the organization and in activities.|
|Program does not consider youths’ background to ensure diverse groups are represented at the organization and in activities.||Program seeks to include youth of different backgrounds to ensure some diversity, such as equal representation of genders, are included in the organization and in activities.||Program intentionally seeks out diverse backgrounds to ensure youth in the program represent multiple categories of diversity, including those with disabilities and/or from minority groups, but does not have a purposeful outreach strategy.||Program has a defined and written outreach strategy and reaches out to nearby communities to create a diverse representation of youth in the program and take special measures to include those with disabilities and from minority groups.||Score:
|*3.C.2 Program provides an inclusive environment for all young people, where all social differences are respected.|
|Program does not provide an inclusive environment for all young people and opportunities are not distributed equally among the youth.||Program has a limited number of activities to promote an inclusive environment but lacks structured activities to deepen youth skills, knowledge, and behavior relating to diversity issues.||Program staff have structured activities to promote acceptance and build knowledge on at least one area of diversity issue. Staff model inclusive behavior and respect for youth.||Program have structured activities and policies to promote acceptance and build knowledge on multiple areas of diversity. All program staff show mutual respect for and inclusion of other religions, ethnicities, genders, and abilities||Score:
|3.C.3 Program staff are trained on how to address diversity within the program, including how to be inclusive and how to reduce any existing tensions.|
|Program does not include training staff on diversity, including methods on how to be inclusive and identify pre-existing tensions among youth.||Program staff are trained at least once on how to be more inclusive during the program, but the training does not address the possible tensions that may occur when bringing together different groups of youth.||Program offers multiple trainings for staff on how to be more inclusive, and the training mentions specific types of behavior that illustrate tensions when bringing together different groups of youth.||Program offers multiple trainings for staff on how to be inclusive and includes interactive activities and real-life scenarios for staff to practice diffusing possible points of tension when bringing together different groups of youth.||Score:
|*3.C.4. Program staff learn about challenges facing youth in and out of the program to ensure youth feel comfortable in the program and help youth
to overcome challenges.
|Program staff do not try to learn about challenges facing youth or provide criticism rather than encouragement||Program staff collects information at the beginning of a program that helps them learn what factors/challenges impact them inside the program.||Program discusses with the youth in a structured format about what factors/challenges impact them inside the program and provides solutions.||Program requests information from the youth in a structured format about what factors/challenges impact them in and out of the program and works with the youth to think of practical ways the challenges can be overcome rather than telling them what to do. Staff are trained to recognize special needs (e.g., prior exposure to trauma or abuse), provide basic psycho-social support, or refer to specialized services strategies.||Score: