Healthy Relationships and Bonding – Youth Adult Relationships

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Healthy Relationships and Bonding – Youth Adult Relationships

Program expands youth access to healthy adult relationships and positive role models (e.g., program staff, mentors, coaches, teachers, health care providers and community leaders). Ideally, youth have at least one caring and consistent adult in their lives.

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NOT YET DEVELOPED (1)BEGINNING
(2)		DEVELOPING
(3)		COMPETENT
(4)		SCORING
3.A.1 The program has policies and structures in place to foster supportive relationships with youth.
Program does not have structures or policies in place that facilitate positive youth-adult relationships and that encourage a culture of respect and care. Program has structured activities to facilitate sharing and bonding to establish trust among staff and youth but does not have written policies in place that encourage positive relationships with youth. Program has policies that encourage positive youth-adult relationships AND has structured activities to facilitate sharing and bonding to establish trust among staff and youth. However, these policies and structures are not consistently put in place, and staff lack the training and skills to consistently implement them.Program has in place clear structures AND policies that facilitate positive youth-adult relationships. These policies and structures are consistently put in place, and staff are trained and evaluated on how they implement these policies. Score:

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Examples:
  • Program lacks policies or structures, so the role of program staff is to maintain discipline and deliver content or services rather than one of creating supportive relationships with youth.
Examples:

  • Program gives regular time for youth and staff to share information about themselves and identify similarities.
Examples:
  • Program has a code of conduct and policies relating to how to treat youth, but staff are not trained to implement or evaluated on how they implement these policies.
  • Program gives dedicated time for sharing stories and facilitating bonds among program staff and youth, and to speak confidentially with an adult.
Examples:
  • Program has structured times for youth to interact with staff in a confidential way.
  • Staff are trained on how to best implement the code of conduct.
  • Program evaluates staff on their behavior towards youth to ensure the code of conduct is implemented.
Evidence:
*3.A.2 Program staff demonstrate care and respect for youth.
Program staff do not treat youth with respect, demonstrate care, or provide support for youth. Some staff treat youth with respect and care while other staff are disrespectful.Most staff, but not all, treat youth with respect and care and model positive, caring, and supportive relationships. All staff listen to youth to understand their views, demonstrate that they care about youth and model positive, caring and supportive relationships. Score:

___________
Examples:
  • Communication is mostly one way (staff to youth).
  • Some staff raise their voices and fail to listen to youth when they bring up counter perspectives.
  • Staff show disinterest in youth’s daily lives.
Examples:
  • Some staff react to youth in different ways, especially when facing youth misbehaving.
  • Some staff raise their voices and fail to listen to youth when they bring up counter perspectives.
Examples:
  • Most staff respond positively if youth share something about their lives.
Examples:
  • Youth feel comfortable confiding in staff and seeking their guidance on issues within and outside of the program.
Evidence:
*3.A.3 Program expands youth exposure to positive and supportive adults.
Program does not make purposeful efforts to link youth with a supportive adult. Program sometimes introduces youth to adult role models, but not in a structure or purposeful manner. Program introduces youth to adult role models in a structured manner and encourage them to build relationships. Role models are encouraged to discuss topics outside of the program scope to expand the type of dialogue and support. Program links each youth with a specific adult role models in a structured and purposeful manner based on youths’ interests, experiences, and capabilities. Youth feel comfortable asking role models for advice on matters outside of the program scope. Score:

___________
Examples:
  • Program does not introduce youth to adult role models (staff, mentors, coaches, teachers, health care providers and/or community leaders).
Examples:
  • Programs ask for possible role models to come and speak to youth, but do not initiate creating a continuous relationship between them.
  • Staff do not provide visiting speakers with guidance before interacting with youth.
Examples:
  • As part of the program, staff introduce local adult role models to youth.
  • Project staff and other mentors are encouraged to discuss topics outside of program scope with youth to help deepen the relationship.
Examples:
  • As part of the program, staff work with youth to determine areas of interest, and to find mentors that match interests.
  • Program has a formal mentorship program, where youth and mentors meet at least once a month. The program provides guidance and ongoing support to mentors.
  • Youth share information about themselves outside of the program with program staff and/or mentor to seek advice.
Evidence:
3.A.4 Program seeks to improve quality of family-youth relationships outside of the program.
No programming exists to help family members (parents/caregivers, siblings, etc.) improve their relationship with youth.Program provides information to help family members (parents/caregivers, siblings, etc.) improve their relationships with youth only when approached by a parent.Program plans structured activities to help family members (parents/caregivers, siblings, etc.) improve their relationships with youth.Organization runs programs for family members (parents/caregivers, siblings, etc.) to help them address challenges in their lives that could impact the well-being of youth and the quality of relationships within the family. Score:

___________
Examples:
  • Program does not consider improving family-youth relationships outside of the program as part of their scope.
Examples:
  • If a parent calls, organization can provide information.
  • Program has information pamphlets with best practices.
Examples:
  • Parenting workshop to help parents understand how to best support their child. This may include discussing a child’s sexual orientation and a more expansive view of gender norms.
  • Volunteer trainings
  • Presentations for parents
Examples:
  • Programs are offered for single parents.
  • Program provides parent support groups or parenting education classes.
  • Program provides parents with financial literacy or economic strengthening classes and/or savings groups.
Evidence:
PreviousEnabling Environment

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