Youth Involvement and Leadership Training Planting the Seeds of Community Leadership

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Youth Involvement and Leadership
TrainingPlanting the Seeds of Community
Leadership

• Carry the Leadership Torch
• for Alcohol-Free Youth and Safe Communities!
• The Path to Community Change and the Road to a
  Drug-free America

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Questions?

• Northeast CAPT Associate
• Nora L. Drexler, M.Ed.
• President
• Drexler Associates, Inc.
• 5639 Mill Street
• Erie, PA 16509-2923
• Phone [phone]
• FAX [phone]
• ndrexler_at_drexlerassociates.com

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Training Registration

• Welcome!

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What did you know before this training?

• Pre-Assessments for Phase I

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Ice Breaker

• Famous
• Pairs
• You have a new identity.
  Everyone else is allowed to know your
  identity. YOU must discover who
  you are, and who your
  famous partner is by
• asking Yes/No questions.
• Stand next to your partner
  when you have found each
• other.

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Energizer

• Leadership
• Survival Kits
• Sitting with a partner, brainstorm what each item
  in your Leadership Survival Kit could possibly
  represent, (or be a symbol of,) in terms of
  working together and collaborating to prevent
  and reduce drug use.

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How is the packet organized?

• Phase I
• Leadership Development Activities
• Examples and Best Practices
• Work Plan Format
• Phase II
• Do your Work Plan .
• Measure your outcomes.

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Activities 1 and 2

• Leadership Characteristics

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Thinking and Leading Productively

• Leadership Challenge 1
• Not enough ideas on the table from the group
• Activity Thinking Outside the Box
• Many
• Varied
• Unusual ideas

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• Break

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Activity 3

• Who is YOUR
• Mystery Role Model?
• Read the clues
• to your partner.

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Activity 4

• Leadership Expectations

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Activity Leadership Challenge 2Too many
ideas on the table

• Structured (Use for a small group)
• 1. Write the options to choose from on a flip
  chart, whiteboard, etc.
• 2. Label each option A,B,C, etc.
• 3. Each person writes A, B, C, etc. on his/her
  own paper, one under the other.
• 4. Each person writes his/her priority to each
  option, on a scale of 1 to the highest number
  needed, (such as 1-5) by giving the most points
  to the highest priority!
• 5. REMEMBER THE POINTS ARE AWARDED HIGHEST TO
  LOWEST WITH THE HIGHEST PRIORITY RECEIVING 5, (or
  the most) POINTS!

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Example on one persons paper

• 3
• 4
• 1
• 5
• 2

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Activity Leadership Challenge 2Too many
ideas on the table

• Practice Example Prioritize the amusement park
  rides from 1-5, (there are 5 options), in the
  order of your most favorite to least favorite.
  Award the most points to your most favorite
  choice. (5 points to your most favorite choice.)
• A. Merry-go-round
• B. Ferris Wheel
• C. Water rides
• D. Roller Coaster
• E. Spooky Tunnel Ride

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Activity Leadership Challenge 2Too many
ideas on the table

• A. Merry-go-round 4 2 11 8
• B. Ferris Wheel 3 4 24 13
• C. Water rides 1 33310
• D. Roller Coaster 5 54519
• E. Spooky Tunnel Ride 2 15210

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Activity Leadership Challenge 2Too many
ideas on the table

• Unstructured Large or Small group
• 1. List choices on a flip chart or whiteboard
  and assign a letter A,B, C etc.
• 2. Distribute a set of 10 sticky dots (same
  color) to each participant. (Each dot will be a
  vote cast.)
• 3. Instruct the audience to cast their
  individual votes by placing dots next to (or
  under) each choice.
• 4. A voter may not want to cast any votes for
  some choices, and yet several votes for others.
• 5. Count the final total of dots (votes) cast
  for each option to show the priority choices of
  the group.

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Activity Leadership Challenge 2 Too many
ideas on the table

• Try using the voting dots for these prevention
  activities focused on a compelling need in your
  community.
• 1. Proclamation
• 2. Billboard
• 3. Legislative Breakfast
• 4. Public Service Announcement
• 5. Youth Pledges

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LUNCH
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• Leadership Quilt
• Tapestry of Talents
• Use thin markers on the squares
• and create symbols or single words
• to describe your skills and talents.
• Attach your square to the expanding quilt to
  show the tapestry of talents in your coalition.

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Icebreaker

• Truth Be Told
• Tell 3 things about yourself,
• only 2 of which are true.
• Audience will try
• to guess the false statement.

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Activity 5

• What do productive leaders DO?

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Activity 6

• Adaptive Leadership
• Discussion and
  examples from
• the packet

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Activity 7

• Selecting New Leaders
• Mavens
• Connectors
• Salespeople
• Which are you?

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Activity 8

• Strategies that work
• to mobilize and motivate

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Activity Leadership Challenge 3 Getting
More Input and Buy-in

• Many people are too shy to share an idea, or, are
  afraid of ridicule. These are the people that may
  actually have the BEST ideas.
• Use sticky notes for silent, written responses,
  in place of verbal participation. Because
  everyone contributed, then the results are truly
  based on the input of each person.

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Activity Leadership Challenge 3
Getting More Input and Buy-in

• Provide each person with the same number of
  sticky notes, (such as 5.)
• Tell them to write down their ideas with only 1
  idea per sticky note, using the question, What
  should our community do to prevent underage
  drinking, teen tobacco use or illegal drugs?
• Instruct them to place their sticky notes
  horizontally on a whiteboard or flat surface.
• If a person sees another idea, which appears to
  be basically the same as what he/she had written
  down, then, piggy back the sticky note on top
  of the original one.
• As the group leader, rearrange the sticky notes
  and put them into category-columns while the
  group verbally assists, or have a volunteer team
  put them into categories.

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Activity 9

• The ABCs of Advocacy
• Which are your strengths? Stand
  under the sign that showcases your
  ability. Now stand under the sign that
  shows what you want to improve.

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Activity Leadership Challenge 4Can you debate
an issue?

• Stay in control of your emotions- respond, dont
  react
• Stick to the FACTS
• Try to understand the flip side of the issue so
  that you can anticipate an opponents defense
• Dont rely on hearsay
• Know when to bring the discussion to closure
• Know how to bring the discussion to closure/exit

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Activity Leadership Challenge 4
Can you debate an issue?

• We are going to practice a simple debate. You
  will break into groupsYou will need to defend
  your teams opinion, (even if that is not
  actually your own opinion.)
• Which makes the better pet a Dog or a Cat?
• Which is the better seasonSummer or Winter?
• Discussion after the debate
• What did you find difficult about the debate?
• What parts were easy?
• Did it help you see flaws in the other teams
  thinking?
• What did you learn from this activity in terms of
  
• leadership in defending anti-drug choices?

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• Break

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Activity 10

• Persuasion Techniques
• Role Plays

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Activity 11

• Peer
• Refusal
• Tactics
• Which do you
  think
• works best?

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Activity 12

• Spotting Facts
• Web Sites
• and
• Drug Facts

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What cool sites can you share?

• Some Cool Websites
• www.mediacampaign.org www.y2yint.com
  
• www.connectforkids.org
  www.redribbonworks.org
• www.freevibe.com
  http//hablemos.samhsa.gov
• www.camy.org www.cdc.gov
  /tobacco
• www.theantidrug.com www.coolspot.gov
• www.kickbuttsday.org www.tobaccofreekids.or
  g
• www.girlpower.gov www.unodc.org/youthne
  t
• www.inhalants.org www.icountadvisors.
  com
• www.justthinktwice.com www.madd.org
• www.teens.drugabuse.gov www.stopalcoholabuse.gov
  
• www.family.samhsa.gov

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Cool Drug FactsGood leaders know the facts!
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Ecstasy

• Ecstasy Ecstasy is a slang term for an illegal
  drug that has effects similar to those of
  hallucinogens and stimulants. Ecstasy's
  scientific name is "MDMA," short for
  3,4-methylenedioxymethamphetamine, a name thats
  nearly as long as the all-night dance club
  "raves" or "trances" where ecstasy is often used.
  That's why MDMA is called a "club drug." MDMA is
  syntheticit doesn't come from a plant like
  marijuana does. MDMA users often make the drug in
  secret "labs"in trailers, basements, and even
  kitchenshidden around the country.

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Marijuana

• Marijuana Heavy marijuana use impairs young
  people's ability to concentrate and retain
  information. Marijuana and underage drinking are
  linked to higher dropout rates. Students who
  drink or use drugs frequently are up to five
  times more likely than their peers to drop out of
  high school. Arrests for drugged driving under
  the influence of marijuana, a number nearly
  equivalent to those who reported driving under
  the influence of alcohol.

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Steroids

• Steroids
• For malesshrinking of the testicles, reduced
  sperm count, infertility, baldness, development
  of breasts, increased risk for prostate cancer.
• For femalesgrowth of facial hair, male-pattern
  baldness, changes in or cessation of the
  menstrual cycle, deepened voice. Steroid abuse
  can also trigger aggression, extreme mood swings,
  and other psychiatric side effects, including
  depression.
• For bothIn addition, people who inject anabolic
  steroids run the added risk of contracting or
  transmitting HIV/AIDS or hepatitis, which causes
  serious damage to the liver.

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Opiates

• Opiates Opiates are made from opium, a white
  liquid in the poppy plant. They're also referred
  to as narcotics. Maybe you've heard of drugs
  called heroin, morphine or codeine. These are
  examples of opiates. Opiates can produce a
  quick, intense feeling of pleasure followed by a
  sense of well-being and a calm drowsiness. But
  they can also become an addiction. If someone
  uses opiates again and again, his or her brain is
  likely to become dependent on them.

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Hallucinogens
Hallucinogens cause people to experience - you
guessed it - hallucinations, imagined experiences
that seem real. The word "hallucinate" comes from
Latin words meaning, "to wander in the mind.
Some people refer to hallucinating as tripping.
The "trips" caused by hallucinogens can last for
hours. Hallucinogens powerfully affect the
brain, distorting the way our five senses work
and changing our impressions of time and space.
People who use these drugs a lot may have a hard
time concentrating, communicating, or telling the
difference between reality and illusion
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Inhalants
Inhalants Inhalants have a strong smell.
(Thats why they are called inhalants.)
Inhalants are found in everyday products which
some people inhale on purpose. The chemicals in
these vapors can change the way the brain works,
and those changes can do much harm. In fact, a
one-time use of an inhalant can be fatal.
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Nicotine

• Nicotine For centuries, people have chewed and
  smoked tobacco, which comes from the plant
  nicotiana tabacum. The reason tobacco is used by
  so many people is because it contains a powerful
  drug known as nicotine. When tobacco is smoked,
  nicotine is absorbed by the lungs and quickly
  moved into the bloodstream, where it is
  circulated throughout the brain. All of this
  happens very rapidly. Nicotine reaches the brain
  within 8 seconds after someone inhales tobacco
  smoke. Nicotine can also enter the bloodstream
  through the mucous membranes that line the mouth
  (if tobacco is chewed) or nose (if snuff is
  used), and even through the skin. Nicotine
  affects the entire body. Nicotine acts directly
  on the heart to change heart rate and blood
  pressure. It also acts on the nerves that
  control respiration to change breathing
  patterns. It's so lethal that it has been used
  as a pesticide for centuries.

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Alcohol

• Alcohol When drinking alcohol, inhibitions and
  memory soon become affectedso the user may say
  and do things that they will regret and possibly
  will not remember doing at all. Decision-making
  skills are also affected and actions may become
  restless and aggressive. Alcohol drinkers are at
  risk for having an alcohol-related traffic crash,
  getting into fights, trashing a house, or making
  unwise decisions about sex. Physical control,
  (loss of balance, slurred speech, and blurred
  vision) diminishes and even normal activities can
  become dangerous.
• TOO MUCH ALCOHOL BECOMES A DEADLY POISON IN YOUR
  BODY. Reflexes like gagging and breathing can be
  suppressed. That means the user could vomit and
  choke to death, or, just stop breathing. Heavy
  drinking can cause alcohol poisoning.

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Energizer Finding Commonalities

• Synectics
• How to link 2 seemingly unrelated
• items, situations, resources, etc.

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Energizer Activities

• Yarn Web
• Left/Right Brain Talents
• 7 Up /Planning

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SPF-ee Planning

• An easy, SPF-ee, 5 step process to follow is
• 1. Assess Take inventory of underlying risky
  conditions or situations, as well as positive and
  nurturing situations, (such as helpful people and
  resources) that can assist you.

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SPF-ee Planning

• 2. Build Capacity- Get more people, money or
  donated services, trainings, material resources,
  etc. to build an army of foot soldiers to help
  you and your team reach your goal

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SPF-ee Planning

• 3. Plan -Think ahead and make decisions on the
  strategies you will use to get the job done

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SPF-ee Planning

• 4. Implement- This is the part where you DO what
  you said you were going to do. You DO what is in
  the plan. Keep track of
• What was done, to whom, by whom, when it
  started, how long, how it was done, how it was
  measured, etc.

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SPF-ee Planning

• 5. Evaluate- What was your yardstick? How did
  you measure what you did? What did you do that
  contributed to the change? How did you help to
  make a difference in your community and its
  population?

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Program vs. Practice

• What is the difference
• between a drug prevention program and a
  practice?

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Activity 13

• Examples of Strategies
• and
• Best Practices

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Activity 14
Sample Work Plan Charting the Course What will
we do and how will we do it?
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The 7 Strategies

• 1.Provide Info
• 2. Enhance Skills
• 3. Provide Support
• 4. Change
• Incentives or
• Disincentives
• 5. Reduce Barriers
• or Enhance
• Access
• 6. Change the
• Physical
• Environment
• 7. Modify Policies

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Work Plan
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If we address And these Using these
Corresponding Using Then we
will And these And these
long

address these local
strategies, to these
these have these intermediate
term outcomes.root causes,
conditions ,
activities measures , short
term, outcomes,
58
If we address And these Using these
Corresponding Using Then we
will And these And these
long

address these local
strategies, to these
these have these intermediate
term outcomes.root causes,
conditions ,
activities measures, short term,
outcomes,
59
If we address And these Using these
Corresponding Using Then we
will And these And these
long

address these local
strategies, to these
these have these intermediate
term outcomes.root causes,
conditions ,
activities measures, short
term, outcomes,
60
If we address And these Using these
Corresponding Using Then we
will And these And these
long

address these local
strategies, to these
these have these intermediate
term outcomes.root causes,
conditions ,
activities measures , short
term, outcomes,
61
If we address And these Using these
Corresponding Using Then we
will And these And these
long

address these local
strategies, to these
these have these intermediate
term outcomes.root causes,
conditions ,
activities measures, short
term, outcomes,
62
If we address And these Using these
Corresponding Using Then we
will And these And these
long

address these local
strategies, to these
these have these intermediate
term outcomes.root causes,
conditions ,
activities measures, short term,
outcomes,
63
If we address And these Using these
Corresponding Using Then we
will And these And these
long

address these local
strategies, to these
these have these intermediate
term outcomes.root causes,
conditions ,
activities measures, short term,
outcomes,
64
If we address And these Using these
Corresponding Using Then we
will And these And these
long

address these local
strategies, to these
these have these intermediate
term outcomes.root causes,
conditions ,
activities measures, short term,
outcomes,
65
If we address And these Using these
Corresponding Using Then we
will And these And these
long

address these local
strategies, to these
these have these intermediate
term outcomes.root causes,
conditions ,
activities measures, short
term, outcomes,
66
If we address And these Using these
Corresponding Using Then we
will And these And these
long

address these local
strategies, to these
these have these intermediate
term outcomes.root causes,
conditions ,
activities measures, short term,
outcomes,
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• Sample
• Personal Work Plan

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• Break

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Activity

• Understanding the Process
• (Use sections of yarn)

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• Share your Strategies!

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• Work Plan Ideas

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• Create own
• personal
• Work Plan
• (logic model).

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Examples of Prevention Activities

• Balloon Activity

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• Lunch

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Planning for Action
Where to now?
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Small Group Work

• Question
• How will you get others motivated and
  INVOLVED?

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Group Work Plans

• How will you measure your outcomes?
• What is your yardstick?

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• Break

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• Groups Report Out

80

• Questions?
• Discussion

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• Post Assessments Phase I

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• Certificates
• and
• Graduation

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• Good Luck!