Stojanna Hollis 0

Youth Development Initiative Program

Youth
Development
Initiative Program
Stojanna Hollis

storyhollis
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Youth Development Initiative Program

Through the length of this course Ive learned about innovations, diffusion,
communication, and the four elements in the diffusion of innovations. A host of
other things were taught throughout the course as well, but these are the areas that
stood out to me the most. Innovations are defined by getting a new idea adopted,
even when it has obvious advantages. Many innovations require a lengthy period of
many years from the time when they become available to the time when they are
widely adopted. Diffusion is the process in which an innovation is communicated
through certain channels over time among the members of a social system.
Diffusion is special type of communication, in that the messages are concerned with
new ideas. Communication is a process in which participants create and share
information with one another in order to reach a mutual understanding. Lets take a
look at how these methods have been applied with a program based in Charlotte,
North Carolina called Youth Development Initiatives. Maximizing the potential in
youth and youth serving organizations, is a quote and standard that Darryl L. Bego
lives by and run this youth development initiative incorporation of Charlotte, North
Carolina by. Mr. Darryl Bego is a 21-year veteran of education and youth
development. Youth Development Initiatives Inc. seeks to maximize the potential in
underprivileged, at-risk youth and the agencies that work with them by devising
curriculum and training modules that establish effective guidance courses, after
school and mentoring programs, and summer enrichment initiatives founded on
research and widely recognized best practices. YDI program designs and curriculum
encourages students to stay in school, develop personal action plans, serve their
community, and develop the job-readiness skills necessary to compete in an everchanging, 21st Century global marketplace. What makes this specific innovation so
unique is the Life Management Guidance Course curriculum. It is an innovative,

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PowerPoint-based educational tool that nurtures 21st Century learning skills. It is

designed to keep ALL students on task no matter what their learning style
auditory, visual, or kinesthetic. Its format also engages students in active learning,
one of fifteen best practices cited by the National Dropout Prevention
Center/Network (NDPC/N). In addition, YDI provides powerful training modules for
mentor programs (Effective Mentoring Necessities: Using TIME Wisely to Form
Strong Relationships with Mentees), teacher/youth worker in-service workshops
(WINEM: Gaining the Perspective & Practical Skills to Lead At-Risk Youth) and
more!
Through this particular program at risk teens ages 14-18 have the
opportunity to join an afterschool program called, The LIFT (Life skills Instruction
for Teens) Academy is an afterschool program for at-risk youth ages 14-18. The
year-round initiative is based on widely accepted best practices and is outcomefocused. LIFT participants are referred to the program by juvenile court counselors,
school resource officers, or guidance counselors because of adjudications,
behavioral issues, and/or low academic performance. Participants receive
tutoring/homework assistance, life skills training, career/college planning, and job
skills preparation to help them stay in school, improve their grades, miss fewer days
in school, and improve their overall decision making. Through this particular
afterschool program these teens have seen much success. From the year 2000 to
2003 this program was recognized nationally as a model program, 100% graduation
rate / 93% enrolled into post-secondary education/training, cumulative GPA rose
from 1.85 to 2.9 in six semesters. The LIFT Academy (2008-Present) 91% of
participants improved grades 1st semester upon enrolling in program, cumulative

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Group GPAs rose from 1.77 to 2.5,students missed 40 fewer days of school. As
evidence shows this program is something that not only at risk children/youth could
use and take advantage of, but also children/youth that arent at risk. This program
seeks to help our youth and help them become better citizens and students and
workers in life. Within this afterschool program the mentors are helping these youth
realize that they can still become successful regardless of their current situation or
circumstance. Many testimonials are provided at
http://www.ydiinc.org/resources.php. On this website youll see many youth,
parents, mentors, and tutors give their stories about helping our youth will
attending the LIFT Academy. I remember a high school teacher by the name of Mrs.
E. Swann specifically saying, I greatly appreciate all of the valuable information
that was given to us over the course of two half days. Mr. Bego really explained the
curriculum where I know I will be able to teach it to my students the same way. This
is a great tool for our students; I do believe they will excel and enjoy the course. I'm
excited to teach the Life Management Guidance Course! Many of these students
learn more about themselves than they thought they had in them. I was never a
part of this particular afterschool program but Ive had the opportunity of stopping
by and observing this academy and I can honestly testify that this is very well
organized and providing good material! Very practical and useful material!
Nonetheless, there are many youth that families depend on them to get jobs
and help provide with house hold bills. Although as adults we see this as cruel and
underserving to these children through LIFT these youth are afforded the
opportunity to get jobs and work up to 25 hours a week. The LIFT Youth Employment
Program is a coveted reward for those students who complete the Life Management

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Guidance Course, pass both written and oral comprehension assessments, and
produce a life skills portfolio that includes a career plan. During the summer, youth
workers earn stipends while working approximately 25 hours per week for
approximately nine weeks in jobs that ideally offer work experiences closely related
to their chosen career fields. Prior to youth worker placements, prospective job sites
are visited in order to perform safety and overall worksite inspections to insure the
safety and security of the youth. Companies assign staff members to serve as the
worksite supervisor for youth workers. All worksite supervisors meet with YDI staff
members to review program employment rules and policies as well as Department
of Labor Child Labor Laws and to sign a work site agreement. Once youth begin
work, YDI staff members routinely visit all work sites. Midway through the work
experience and at the end of the summer, YDI staff members arrange formal
meetings with each worksite supervisor and student worker(s) to complete a Work
Progress Report. The report evaluates and scores student workers in 10 key areas
including: Punctuality, Attendance, Attitude/Behavior, Personal Appearance,
Following Instructions, Complete Tasks Effectively, Equipment Operation, and
Responsiveness to Feedback, Interpersonal Skills, and Work Habits. While speaking
to Mr. Bego I had the opportunity to ask him what really inspired him about this
Youth Employment Program and he stated that it motivates him when he hear
young men testify, that this really touches them deeper in ways of their lives than
anyone theyve ever talked to. This has made many young boys realize that sports
and girls are not their life and that they should find their road map as teenagers and
drive to their final destination.

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In comparison to the Youth Employment program, The Life Management

Guidance Course is a comprehensive curriculum that steers youth through a
personalized development process to identify what they want in life, devise a
personal plan of action to reach their goals, and undergo life skills lessons,
activities, and experiences that connect what they are learning in the classroom to
real life. The materials can be offered as a semester-long elective class, integrated
as a powerful outcome-based training program for after school and summer
enrichment initiatives, or used to establish solid school-within-a-school models. Life
skills sessions hinge around the concept of helping students construct their own
personal story (called My Story Identification). As they develop Their Stories,
students will undergo a process that begins with a reflective glance into past
incidents, circumstances, and relationships that have shaped their current
perspective on life. Afterwards, they will be exposed to a series of compelling
lessons and challenging growth exercises that will nurture in them a positive outlook
toward the future. Activities are designed to help them build self-esteem, set goals,
and develop personal plans of action that support positive decision making that
results in desirable outcomes. The Career Research project is a vital part of the Life
Management course. Students begin by taking a True Colors Assessment that links
them by their personality traits and general interests to specific career choices.
After choosing their top three career choices, students go online and print off
information sheets about those careers. The information sheets provide detailed
descriptions about the hiring outlook, education/training qualifications, earnings,
and other information about their specific career choices. In the student workbook,
there are Career Worksheets on which they transfer this information for easy access
and quick reference when they need it. Students will explore entrepreneurship as a

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viable career option. In todays global marketplace, owning a business or at least

becoming more entrepreneur-minded will be critical for them to remain resourceful
and competitive. Students will learn the characteristics of an entrepreneur and the
three types of businesses. They will also gain a basic understanding of the US
Economic System, of markets, and of the Three Pillars of Free Enterprise. Students
will learn how to plan and promote a business concept they come up with
themselves! Personal Economics is less about how to establish a bank account,
create a budget, or invest money. It is more about how decisions affect ones
financial status and how making the right choices regarding education, family size,
marital status, etc., will insure that students avoid poverty and become financially
secure. Students will understand the differences between the minimum wage,
poverty rates, and living wage. They will even calculate their own personal Living
Wage based on the costs of living in their own city! Getting and keeping a job in
todays world and job marketplace is becoming increasingly competitive. During the
Job Readiness trainings, students will learn the Three-Part Employment Process.
They will also write their own resume and cover letter, as well as learn some useful
strategies to help them stand out during job interviews. Coordinating and facilitating
Community Service projects teaches community pride, personal responsibility, and
develops leadership skills. Students will learn the key skills to ensure a meaningful,
successful project, such as how to determine a need, how to identify resources to
help meet project objectives, and how to develop a plan of action. Students will also
produce a presentation explaining the scope and plan of their service project.
A successful mentoring program requires training "tools" that help foster a
win-win arrangement between mentor and mentee ... Parents and volunteers in the

Youth Development Initiative Program

LIFT Adult Mentoring Program (LAMP) undergo 2 1/2 - 3 hours of training to learn
how to confidently and cooperatively engage mentees in a relationship that leads
toward achieving specific, tangible goals that have measurable outcomes and preset benchmarks. LAMP mentors and their mentees both benefit from a rewarding
relationship in which they individually and collectively gain a keen sense of
accomplishment tied directly to the mentoring experience. We can help your
organization, school, or church establish a strong mentoring program, too! Stanley
D. Watkins, Key Business Executive, City of Charlotte stated I was very impressed
with Mr. Bego's training concepts and materials, as well as, his ability to develop a
good rapport with our staff. Mr. Bego's approaches to youth development are both
tangible and specific. Participants in his programs are able to take advantage of his
extensive background working in the school system as a teacher and career advisor
as well as his obvious passion to see youth excel. We have found him to be a rare
and accomplished advocate of youth causes who is equally effective working with
youth and adults. We highly recommend Mr. Bego and his work to any institution or
organization seeking to improve the services of youth in their community. As a
mentor myself I wish I had the opportunity to take a course/class that taught me the
importance of a win-win relationship. Many individuals feel as though being a
mentor is all about telling a person what to do, not realizing that its more to it. Its
all about building relationships that can possibly last a lifetime. The dual
development approach includes content for both mentors and mentees that cover:
Mentoring Defined & Rhodes Pathways to Mentoring Influence, Establishing The
Emotional Connection (Great Ice Breaker!), The 3 Way Impact & 5 Stages of
Mentoring, School-based versus Community-based Mentoring Models (which one is
better?), Making Personalized Life Skills Development The Center of your Mentoring

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Model, Group versus 1-on-1 Mentoring (why doing both is best!), and Establishing A
Purposeful & Practical Mentoring Meeting/Activity Schedule.
To conclude, Youth Development Initiatives plan to not only continue to reach
out to under privilege youth or at risk youth, but to also be able to expand so that
youth that arent knowledgeable of these resources can have the opportunity to join
this program as well. Mr. Bego goal is to reach as many youth as possible because
our youth have a voice as well. Through our youth our futures are made and if we
can eliminate the drug use, skipping school, failing of classes, and etc. then families
and lives can be changed. Its all about having an impact on our youth lives stated
Mr. Bego.

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References
Personal Interview, Darryl E. Bego. February 28, 2014
Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York, NY: A Division of Simon
and Schuster, Inc.
Youth Development Initiatives, Inc 2005-2014 http://www.ydiinc.org/