Member Miranda
MemberForum Replies Created
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We’re so excited to host Dr. Byron McClure and Dr. Kelsie Reed for our upcoming teach-in, Hacking Deficit Thinking! Join us on November 30th from 12PM to 2PM ET.
Dr. McClure and Dr. Reed are US-based school psychologists and authors of Hacking Deficit Thinking: 8 Reframes That Will Change The Way You Think About Strength-Based Practices and Equity in Schools.
Deficit thinking has created a powerful narrative within education that prioritizes mental illness instead of mental wellness. This engaging event will help you understand the historical implications of a deficit-based approach, identify the key elements of a strength-based approach, and understand how to support youth mental health from a strength-based lens.
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Its a bit like baking a cake. There are stakeholders – staff at the grocery store, people who will eat the cake, People who you share the kitchen with. There are inputs – all the ingredients. There are processes – mixing, baking, etc. There are outputs…you can make one, two , three cakes. There are outcomes…Is the cake delicious to eat? how did it sit with you after you ate it, etc….
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– Consent form: obtain guardian’s approval for those under 18
– Informed consent: reassuring youth that the collected data will be confidential (i.e., no access from externals) and anonymous (i.e., the content of the data will not be traced back to the participants)
– Explain the goals of evaluation method
– Ensure youth that participation is voluntary and their consent is ongoing: they can withdraw at any time and still get compensated for their time
– Create a safe, trusting environment
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in addition to the above, ensuring youth know they are not required to participate, that they are free to be part of the program even if they do not want to be a part of the evaluation.
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“While
many youth-serving organizations involve youth in data-collection as respondents”– While I agree with this statement, it is actually quite difficult to drum up survey responses. For instance, our survey response rates have been quite low (even with incentives offered), which often times will not allow us to run meaningful statistical analyses due to the small sample size. I think one of the reasons might be that youth don’t fully understand the “importance” of program evaluation yet. This takes us to the second part of the statement “far fewer organizations involve youth in decision-making processes that shape
evaluation activities because of barriers such as supervisory requirements and
potential liabilities”. Maybe there’s a less “drastic” way to get youth involved in evaluation (e.g., workshops on eval methods) in order for them to better understand the meaning and the goals of this type of program. -
A big challenge many youth face when giving feedback is the method of feedback. Due to a modern age of fast pace apps and user friendly UI’s youth do not like when giving feedback takes an exorbitant amount of time and effort. When the feedback process is streamlined and easy to use it encourages the youth to take their time with the feedback and to make sure the feedback they are giving is informed and authentic.
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Doing a “diversity audit” of the books I share with students has been incredibly important in my own practice. For a year I tracked the types of books I was sharing with students. I tracked the racial background and gender of the authors, illustrators, main characters, representation within the story, antagonists, protagonists, etc. By the end I had a clear picture of any inherent biases I had when selecting books. Having that data has allowed me to more critically examine what I am selecting and be more proactive in my selections.
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So many great points have been made! Reviewing/auditing the books in my office has definitely been eye opening for me. It’s what I don’t see there that stands out. The literature is clear that the things that don’t get said or shared or displayed (having a presence) has a power unto itself. This is a work in progress for me.
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As an elementary library educator, the predominant way into these discussions is through the use of contemporary children’s literature. Step one has been acquiring a broad range of materials that is reflective of myriad cultures, ethnicities, communities, genders, etc. written and illustrated by individuals from these communities. Sourcing and budgeting for this is no small matter.
Promoting and encouraging the use of these these materials to teaching staff is step two. Many staff are reluctant to branch out into topics they may find outside their own experience. They fear fielding questions from students that they don’t hold the answers to. Cultivating relationships with staff that support them and liaising with them as they read can help. One of the biggest concerns from staff is not wanting to put students from BIPOC communities ‘on the spot’ when topics come up and they are the only representative of that race or culture in the classroom.
One important way I’ve framed things for students and staff is using Dr. Rudine Sims Bishop’s quote about “windows, mirrors, and sliding glass doors” as entry points for all children into stories that help them understand themselves and the world around them.
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Evaluation is like a GPS navigating system because it is able to direct you toward your desired destination (or goal). However, when roadblocks come up along the way, it helps point to the best ‘route’ to take to still get to your desired destination. It also calculates the estimated time/ process to get to this destination
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Providing them with all of the information about the program that they are going to be evaluating
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Providing them with opportunities to ask questions
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Providing them with information about informed consent and how they can withdraw from the evaluation process at any time as it is voluntary
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Making sure that they are aware of how confidentiality and anonymity will be maintained and how the collected information/data will be handled and/or stored appropriately
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Make sure that they are fully aware of the implication of their participation in the evaluation
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Jack.org is accepting applications for the first ever Central Jack Summit, which brings together the next generation of mental health leaders and advocates from across Ontario and Quebec to discuss the most pressing mental health issues youth face in their communities. This brand-new Summit focuses on the mental health landscape in Central Canada (Ontario and Quebec), all in an effort to expand the conversation on mental health and deliver more impactful programming.
The Summit will take place on February 2-3, 2023 in Ottawa. Young people aged 15-24 who live and/or are from Ontario and Quebec are eligible to apply as delegates. Accommodations, travel and most meals will be covered by Jack.org.
Application Deadline: December 4, 2022.
Click here to learn more and apply!
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Finding meaningful ways to involve youth in evaluation can be challenging given their other life commitments, such as work, school, personal life, extracurriculars, etc. Given that there is so much to gain by youth being meaningfully involved in evaluation activities, organizations need to prioritize making youth involvement as accessible and barrier-free as possible. Some ways to respond to this challenge is by scheduling meetings, focus groups, and sessions based on a schedule that works for them. Other ways include providing transportation reimbursements and honorariums. The evaluation activities that they are involved in need to be engaging, meaningful, and provide them with opportunities to build community and relationships with their peers whilst developing their skills and leadership abilities through the training opportunities provided and active participation in the evaluation process.
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Welcome @Cel-moubchiri ! Feel free to check out our many resources on cannabis; you can also connect directly with a member of our team if we can be of any support.
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Are you familiar with SKETCH? They are a community arts enterprise engaging diverse young people, ages 16-29, from across Canada, who live homeless or on the margins and who navigate poverty.
SKETCH is hosting an Artist Night Market in Toronto on November 18th and 19th at Withrow Common (200 Princes’ Boulevard), from 4PM to 10PM.
This two-day event will feature one-of-a-kind artworks, live music, food, and DJs, representing the wide range of artists across SKETCH. Artists have been creating screen-printed apparel, upcycled streetwear, paintings, decor, jewelry and accessories, tote bags, hand-dyed textiles, candles, embroidery, chocolate confectionaries, and lots more. Many items are priced at or around $25 to celebrate SKETCH’s 25th anniversary.
While you’re at the gallery, you can also see two new SKETCH exhibitions:
- Threads of Resistance is a collaborative exhibition of SKETCH in its 25th anniversary celebrations, where artists created and curated original works expressing journeys of resistance, art, and activism for just and liberatory futures.
- The Year of Public Art Retrospective is a new documentary by media artists Jahmal Nugent and Xeynamay.
This event is FREE and open to the public. Registration is encouraged but not mandatory.
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I agree, Anti-Black Racism needs to be acknowledged on all greater scales in order for effective systemic changes to be implemented in order to create meaningful changes
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I’m new here,I’m working on evaluating factors leading to substance abuse among adolescents
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It was mentioned in module 2 that short-term outcomes are measured within 6 months to 1 year after programme implementation, intermediate outcomes are measured within 1-2 years after programme implementation, and long-term outcomes are measured after a long time (no definitive time given). Even barring long-term outcomes, it would mean reaching out to participants of the programme about half a year, a year and two years after their participation in the programme. Do any organisation actually track and measure the outcomes a year or two after programme implementation, and what is the percentages of participants that usually contribute the data after a year on? Also, I was wondering, if only a small percentage of participants actually contribute their data a year or two on, how accurate will the outcome results be in evaluating whether the programme meets its objectives?
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What are some barriers to evaluation that your organisation/programme face? For those who have faced similar barriers to any barriers mentioned, what have worked for your programme/organisation in tackling that?
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I work as a mental health and attendance counselor for my local public schoolboard. I think it’s crucial to educate our staff regarding microagressions and the many forms it can take. I would also love to see the establishment of a Black youth led group in our schools to ensure that their voices are heard and their needs are met.
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Hi Maxime — being educated about microaggressions is critical and while I consider myself to be an aware person and an ally, I can fall into those subtle microaggressions too if I don’t stay very present.
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As an educator I agree with your comment about the importance/ need to invite Black youth and families to provide feedback on how we can improve things.I think this is critical. In addition to feed back one thing that I believe needs to be addressed is the representation in school staff. We need more Black educators.
A program was started in the last few years funded by the Ministry of Ed. , graduation coaches for Black students and the program has been invaluable. More coaches are required that can support and listen to the needs of Black students and their families.
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LuPapa — great points! Representation cannot be understated. I believe that school boards are examining their hiring practices to be more representative, and more still needs to be done to begin to see healthy and more robust change.
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“Youth-sector organizations need and deserve a more fulsome model of evaluation, one that meets them where they are and builds on their strengths while recognizing their importance.”
I agree with this statement because evaluation is all about data and numbers opposed to the actual “person” behind the number or stat.
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Evaluation is like a weather forecast it can give an idea of what may or may not happen but it wont be able to predict 100% what can happen.
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Showing genuine compassion, being fully present, and empowering youth to express themselves in a welcoming, non-judgmental and safe space. One consistent and caring adult who doesn’t ever give up on them but instead continues to be there for them, to cheer them on and to be a listening ear. A safe space that is client-centered where youth have a voice and where they feel they are truly heard and seen through empathy and understanding of their world view and their experiences of racism and other forms of oppression.
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Yes, a small change I observed at one school was a poster which read “Black History Month” was altered to remove the word “month!” It seems like a small thing but I believe it is impactful and I notice it everytime I’m in that school – it is in a place of prominence which is where it should be.
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Sarah, I couldn’t agree more — the very act of providing a space for Black students is Action and hopefully would be perceived by others as a positive and necessary action. For black students to have a space where they can share, be brave (or not) can be so validating. At at least one of our schools, there is a group for Black and racialized students to gather which has been affirming and active.
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I agree! And it’s easier for privileged groups to denounce anti-black racism than it is to implement policies and procedures that actually bring about change.
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So true Stephanie. And I frequently feel the internal tension in moving from awareness to more overt action
