Serving teens effectively facilitator's guide bwp edit 5 20-10 smbr

Serving Teens Effectively

Facilitator’s Guide
Version 1

F Youth Development – Serving Teens Effectively
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Statement of Satisfactory Completion

Participants in Boys & Girls Clubs of America (BGCA) learning opportunities must be present
and actively participate throughout the entire learning experience. BGCA has developed
performance measures to monitor participant achievement and to help ensure that the learning
experience is efficient and effective. Performance measures ensure economical choice of
instructional content, provide a basis for participant accountability during and after instruction,
and help align participant achievement to strategic goals.

The following are among the types of assessments used:
• Essay
• Fill-in-the-blank
• Multiple choice
• True/false
• Demonstrations
• Oral response
• Matching

Participants must satisfactorily complete the entire learning experience before either a BGCA
Verification of Learning Credit (VLC) or Continuing Education Unit (CEU) is awarded. In order
for participants to receive a CEU credit, a participant must also demonstrate learning
outcome(s) was (were) met. BGCA does not award partial credit for learning experiences.

Facilitator’s Guide: Page 2 of 77 © Boys & Girls Clubs of America

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Youth Development Professional Competencies

This session contributes to the development of knowledge and skills needed to demonstrate
competency in the following areas:

Leadership YD1 Support an Environment, Programs and Services that
Prepare Youth for Success and Facilitate
Achievement of Aspirations of Club Members

YD1.1 Support, articulate and carry out the vision,
mission and principles of the Boys & Girls Club

YD2 Provide Opportunity for Youth to Realize their
Potential

YD2.1 Create an environment for youth to succeed and
ensure everything the Club does will be world class

Safe, Positive
Environment
YD4 Support and maintain a clean, healthy, safe, and
attractive environment that produces a sense of
physical and emotional safety

YD4.1 Ensure an environment that meets health and
safety standards
YD 4.2 Ensure the health and safety of members
YD4.3 Ensure actions are taken to prevent accidents
YD4.4 Ensure emergency procedures are implemented
and followed
YD4.6 Ensure limits and rules are set, well understood
and consistently enforced

YD5 Ensure Club Facilities, Equipment and Supplies are
Maintained

YD5.1 Maintain Club facilities
YD5.2 Maintain safe, usable equipment and supplies

Program Development YD6 Plan, Develop, Implement and Evaluate Programs,
and Implementation Services and Activities

YD6.1 Effectively plan programs, services and activities
YD6.2 Effectively develop programs, services and
activities
Program Development YD6.3 Effectively implement and administer programs,


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and Implementation, services and activities
continued YD6.4 Effectively monitor and evaluate programs,
services and activities
YD6.5 Ensure the Club staff and program create a fun
environment
YD6.6 Ensure recognition and validation of achievements
and accomplishments of Club members

Program Development YD7 Ensure Development of Program that meet the
for Teens Specific Needs and Interests of Teens

YD7.1 Ensure the Club values programming and
services for teens
YD7.2 Ensure the involvement of teens in the
development and implementation of programs and
activities that meet their specific needs and interests

Supportive YD8 Provide Appropriate Guidance and Direction through
Relationships Supportive Relationships

YD8.1 Engage in supportive relationships with as many
members as possible
YD8.2 Staff continually support, acknowledge and
affirm members
YD8.3 Staff enable members to establish relationships
with their peers, build quality friendships and learn
how to work through differences in appropriate ways


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TRAINING AT-A-GLANCE
Total Time: 6 hours
Suggested Agenda

Introduction Time: 20 m
• Participant’s Introductions 15 m

Topic One: Staffing Time: 2h 30m
• Determining Staffing 15 m
• Skills and Qualities 15 m
• Teen Staff Self Assessment 15 m
• Maximizing Existing Staff 20 m
• Inventory of Adult Attitudes 20 m
• Developmental Characteristics of Teens 30 m
• Teen Trivia 20 m

Topic Two: Programming Time: 75 m
• Local Program Showcase 15 m
• Developing a New Teen Program 20 m
• Seeking Teen Input 20 m

Topic Three: Facility Management Time: 60 m
• Teen Environmental Scan 25 m
• The Ideal Club/Teen Center 20 m
• From….To….. 20 m

Topic Four: Outreach Time: 40 m
• Teen Recruitment 10 m
• Issues Facing Teens 10 m

Topic Five: Review and Closing Time: 15 m

Materials • 2 flip chart pads
• 6 sets of multicolored markers
• Screen and LCD projector
• Masking Tape

Documents • 30 Participant’s Guides
• 30 Evaluations
• BGCA Child Development Chart
• Serving Teens Effectively Program Guide 1
• Serving Teens Effectively Program Guide 2


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INTRODUCTION
Total Time: 20 minutes

Facilitator’s Note: Introduce yourself; be sure to include your length of time in the
Movement and your experience working with teens.

Introduction The launch of Impact 2012 has allowed the Boys & Girls Club
• PG: Page 5 Movement to re-emphasize the importance of serving the
• PPT 2 – 3: Impact teen population by setting Movement-wide goals of
2012 increasing the number of teens who attend the Club/teen
center.

Facilitator’s Note: Begin the workshop by introducing some history about the teen
program, sharing how it was and where we are today.

Boys & Girls Clubs have been serving teens since the
opening of the first Club in Hartford, Connecticut. It was not
until 1995 when Boys & Girls Clubs of America partnered with
Taco Bell that a national strategy for serving the teen
population was developed.

The Serving Teens Effectively workshop was developed to
assist Clubs/teen centers to serve teens for the first time or to
take their current teen program to the next level.

Workshop Goal The goal of this workshop is to help Clubs/teen centers
•PG: Page 5 develop and strengthen their teen program operations.
•PPT 4: Workshop Goal

Learning Outcomes By completing this workshop you will be able to:
• PG: Page 5 • Gain knowledge of staffing related to serving teens
• PPT 5: Workshop effectively
Outcome • Apply new knowledge, skills, tools and strategies of
the teen culture to serving teens
• Operate a high-impact teen program utilizing
knowledge of adolescents’ development and their
culture
• Examine your Club/teen center environment to ensure
the successful recruitment and retention of teens

Facilitator’s Note:


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Provide an overview of the topics and the agenda, including breaks and lunch. Indicate the
location of the restrooms, water, and other refreshments. Let participants know they will be
engaged in adult learning principles allowing them to practice what they learn.

Workshop Topics The following topics will be covered in this workshop:
 PG: Page 5
 PPT 6: Topic Titles  Topic 1: Staffing
 Topic 2: Programming
 Topic 3: Facility Management
 Topic 4: Outreach
 Topic 5: Review and Closing

Time: 15 minutes
Exercise:  PG: Page 5
Welcome and Participants  PPT 7: Introductions and Expectations
Introductions

Break participants into groups of four, hand out flipchart paper to each group and have them
generate a list of participant’s expectations. As participants introduce each other, list the
problems facing teens on the flipchart. Invite participants to introduce themselves. The
following exercise is designed to help you to get to know each other better.

1. Ask participants to find a partner whom they have not met or who they don’t know
well, and obtain the following information.
• Name
•Boys & Girls Club

•Position and Length of time in position
•#1 problem facing teens in your community
2. Have participants ask each other their expectations for the workshop. These should
be recorded as a group.
3. Have partners stand and introduce each other and share problems facing their teens.
4. Have participants choose who will present their expectations.


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TOPIC ONE: STAFFING
Total Time: 2 Hours and 30 minutes

Topic Introduction As adults, we often think it can easily be remembered what it
was like to be a teenager. However, the world has changed
 PG: Page 6 significantly in the last 10 years. This change has brought on
 PPT 8: Topic 1 new ways of how Club/teen center staff interacts with this new
Staffing generation of teens. Though some topics, such as dating, are
timeless, teenagers today face many new issues that were not
encountered in the past.

Facilitator’s Notes: Introduce this topic by sharing the following issues: (Eating Disorders,
Substance Use & Abuse, Defiance, Promiscuity, Running Away, Law Breaking, Depression,
Bullying, Negative Peer Influence, Issues related to image and appearance)

Importance To be successful, staff needs to know and understand these
issues. According to teens, the single most important factor of
 PG: Page 6 a Boys & Girls Clubs/teen center experience is the
relationships they form with caring adult Club/teen center
professional staff. Of course, you will talk with teens and help
them make appropriate decisions, but “teens watch what you
do more than they listen to what you say,” says bestselling
author Dr. Stephen Covey. So practice what you preach—our
example can be very influential.

What the Experts Say “The teenage years are potentially a very good time in your
• PG: Page 6 life. Unfortunately people often talk about them as if they were
no more than an unpleasant hurdle between blissful childhood
and mature adulthood. Admittedly, there are many things to
be done in our second decade of existence…but they are best
seen as a positive opportunity. Indeed, our understanding of
human evolution and the history of human society supports
this more upbeat view. Instead of a painful and uncertain
transition between two stages in life, being a teenager should
be seen as a time when we can have the best of both worlds
–the charming wonder of a child and the reassuring
independence of an adult.” -David Bainbridge author of
Teenagers: A Natural History

Topic Overview This topic is designed to help you understand the dynamics of
staffing the Club/teen center. The topic will include effectively
 PG: Page 6 staffing the Club/teen center; the skills and qualities needed to
work with teens; defining adolescence and its stages, then


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applying it to working with teens; examining developmental
characteristics of teens and concluding with taking a look at
the stereotypes staff cling to when working with teens.

Review statistics with group, and ask if the statistics are representative of their own Clubs.
Discuss how Clubs compare to the overall Movement, particularly as it pertains to their teen
population. Note the importance of having a gender-balanced staff to attract both male and
female teen members, and ask them to reflect on whether the ethnic make-up of their Club
members and staff reflects their community. Post responses for future discussions.

Movement-Wide Statistics To give a better idea of how teens fit into the overall Boys &
on Teens Girls Club youth population; let’s look at Movement-wide
statistics.
Statistics
 PG: Page 6 - 7  In 2008, Boys & Girls Clubs served 4.5 million youth
 PPT 9: Boys & Girls through membership and community outreach
Clubs America  Teens represented approximately 33% of those 4.5
Statistics million youth

Because of this low number one of Boys & Girls Clubs of
America’s Impact 2012 Strategic Plan goals is to increase the
number of teens served to 36% of our membership by 2012.

Let’s begin by asking some questions about the current state of your Club/Teen Center.
 How are your Clubs/teen centers similar? Or different?
 Do you have a gender-balanced staff?
 Does the ethnic make-up of your Club members and staff reflect your community?

Topic Objectives By the completion of this topic you will be able to:
• PG: Page 7  Examine staffing in your Club/Teen Center
• PPT 10: Topic  Define and apply the definition of adolescence and its
Objectives stages to working with teens
 Examine adolescent developmental characteristics and
adult stereotypes for working with teens
Order of Lessons  Lesson 1 – Staffing Your Teen Center
• PG: Page 7  Lesson 2 – Skills and Qualities
• PPT 11: Lesson  Lesson 3 –Stages of Adolescence
Titles  Lesson 4 – Developmental Characteristics of Teens
 Lesson 5 – Working Effectively with Teens


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Lesson One: Staffing Your Teen Center

Introduction As Boys & Girls Clubs look for ways to increase the number of
youth served and deepen the impact on those youth, teens
 PG: Page 8 remain a significantly underserved market.

Importance of Lesson 1 It is important to note that trained, experienced, and capable
professional staff make a significant impact on teens as role
 PG: Page 8 models, promoting a healthy relationship with the community.

Lesson 1: Learning By the completion of this lesson, you should be able to identify
Objective the importance of retaining teen-friendly professional staff.
 PPT 12: Lesson
Objective
 PG: Page 8

Facilitator’s Note: Please stress the importance of relationships and the underlined words
in relation to how important they are for staff to show they care.

Staffing Dimensions Boys & Girls Clubs of America recently introduced the five key
elements that make a Club program successful. Relationships
 PPT 13: Staffing represent one of those key areas. For staff to effectively serve
Dimensions teens, the staff and Clubs must create the following
 PG: Page 8 dimensions:
 A feeling of physical and emotional safety
 A sense of enjoyment for being at the Club/teen center
– FUN!
 Positive relationships with adults and peers
 Opportunities for character and skill development and
expectations that every teen can succeed
 Recognition for accomplishments

Staff Planning Most Clubs/Teen Center staff will agree that when working
with teens, sufficient staffing is critical for a successful
 PPT 14: Staff operation. You must have:
Planning
 PG: Page 8
 Qualified Staff: Club/teen center staff need the
qualifications, training, and experience appropriate to
their responsibilities. They need to be familiar with their
centers’ policies, and procedures; able to lead and
manage programs and activities, teen members, and
other staff; and able to effectively handle emergencies.
 Adult-to-Teen Ratio: Always know your organization’s
teen-to-staff ratio, and plan staffing to meet the needs.


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BGCA suggests having a minimum of two adult staff at
the Club/teen center at all times. This ratio should also
be considered when planning field trips.

Facilitator’s Note: Why is adult to teen ratio important?
Continue sharing critical components of effective staff planning.

Staff Planning, continued  Regular Communications: Having all staff in regular
contact with each other is essential for a smooth-
 PPT 14: Staff running Club/teen center.
Planning  Background Checks: For liability reasons, BGCA
 PG: Page 8 requires criminal background checks for employees and
volunteers. There are two recommended background
checks: the FBI criminal record check and the criminal
record and child abuse registry check.

Facilitator’s Note: When introducing these points share the following examples: Dedicated
Staff –such as a teen director or a physical education director in a stand-alone teen center.
Shared/Contributing Staff – they supervise shared program areas in which there is
scheduled time for teens, i.e. a physical education director in a Club with an in-Club teen
center, and does the same for younger members.

Types of Staff: Hiring and Staffing a Club/teen center takes an astonishing amount of
Keeping Friendly Staff time, energy, commitment, skill, training, networking, problem
solving, patience, and endurance. Thus, it is extremely
 PPT 15: Types of challenging to run a teen center without paid staff. There are
Staff four types of professionals that will work with teens in your
 PG: Page 9 Club/teen center:

 Paid Dedicated Staff – are fully devoted to teen
programming and are responsible for supervision of the
designated teen space.
 Paid Shared/Contributing Staff – spend part of their
work time with teens and part of their time with younger
members.
 Teen Staff – are great assets for their Club/teen center.
You should have at least one per core areas. Their
responsibilities should include peer leadership, leading
or co-facilitating activities, helping keep the Club/center
clean, and peer outreach.
 Volunteers – As Clubs/teen centers respond to the
challenges teens bring, the Movement must be
prepared to renew the commitment to utilizing
volunteers effectively in Clubs. You must be open,
committed, and prepared to involve volunteers
effectively in our mission of youth development.


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All staff working with teens, whether dedicated, contributing,
or volunteering must be able to gain rapid rapport with teens
to encourage and guide them effectively.

Time: 10 minutes
Exercise:
Determining Staffing The following exercise is designed to guide you in your quest
to hire quality committed staff to work in the Club or teen
 PPT 16: Determining center.
Staffing
 PG: Page 9 - 10

Facilitator’s Notes: Please share the four types again: (Paid Dedicated staff, Paid Shared
contributing Staff, Teen Staff, Volunteers)
1. Explain to participants that there are four different types of staffing the Club/teen
center rely on. (Share list in Facilitator’s Notes)
2. Ask participants the following question: What is your expectation of staff?
3. Direct them to their Participant’s Guide on page _10_, and have them use the form to
brainstorm expectations of their staff based on the current state of affairs with staffing
the four areas discussed.

Debrief: Follow-up with these questions as a debriefing to the exercise.
 Is your current staff meeting teens’ needs?
 Are your expectations in line with the needs of the Club/teen center, community,
and teen members?


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DETERMINING CLUB/TEEN CENTER STAFFING WORKSHEET

Directions: Below are the four areas of staffing for teens within a Boys & Girls Clubs or teen
center. Please take 10 minutes, individually, and brainstorm what is the expectation of your
staff in each area based on the current state of your Club or teen center.

Paid Dedicated Paid Shared or Teen Staff Volunteers
Staff Contributing Staff


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Summary and Transition Staffing the Club/teen center with knowledgeable teen
professionals in all program areas is the first step to building a
 PG: Page 11 strong teen program. To create this dimension, staff must feel
comfortable around teens. If they are not comfortable, teens
can spot this discomfort. Therefore, when hiring staff you must
seek professionals for all areas of the Club/teen center – from
the gym, to the art room, to the tech center. These
professionals must have patience, humor, interest; and be
armed with specific skills and qualities to work with teens.


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Lesson Two: Skills and Qualities

Introduction The most critical factors in the successful operation of a
Club/teen center are the qualities and skills of its staff members.
• PG Page 12 Some teen staff feel that it takes a particular type of person to
• PPT 17: Topic 3: best serve our teenagers.
Skills and
Qualities to Work
With Teens

Lesson Overview This lesson will introduce you to some of the skills and qualities
staff need to work with teens.
• PG: Page 12

Lesson Objectives By the completion of this lesson, you should be able to identify
skills and qualities staff need to work successfully with teens.
 PG: Page 12
 PPT 18: Lesson
Objectives

Definition of Skills and The following are formal definitions of skill and quality.
Qualities • Skill: An ability that has been acquired by training or
experience (e.g., He can now add graphic design to his list
• PG: Page 12 of skills).
• PPT 19: • Quality: A personality or character trait that cannot be
Definitions of taught. (e.g., Kindness is one of her many qualities).
Skills and
Qualities

Facilitator’s Note: Ask the question,” Based on the definitions of a skill and a quality,
please share an example of the differences between a skill and a quality” in your Club/Teen
Center.
Solicit a couple of responses from participants. Pre-board differences. Share differences.

A quality is something that describes what someone is like and is
less likely to be taught. Whereas, a skill is something that a
person acquires through training and experience.

Time: 15 minutes
Exercise: Skills
and Qualities The following exercise is designed to help you begin identifying
 PG: Page 12 -13 some of the skills and qualities staff needs when working with
 PPT 20: Skills vs. teens.


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Quality

Facilitator’s Note: Divide a flipchart paper in half, and label one side “qualities” and one
side “skills”. Solicit responses. If not mentioned by group add: empathetic, caring,
respectful, ability to connect with teens, desire to work with the teen age group, ability to
handle mood swings, ability to listen without passing judgment, etc.
What are some of the qualities a great teen staff person possesses?(Tell participants to jot
down their responses)

What are some of the skills needed to work with teens? (Tell participants to jot down their
responses on the worksheet provided in their participants guide)

The worksheet in your PG is divided into two columns; one side labeled “qualities” and the
other side “skills”. Please list on the sheet as many skills and qualities your group thinks staff
need to have when working with teens.

Facilitator’s Note: Ask the question and solicit responses. Write responses on the flipchart.

Debrief the exercise by addressing the following statement: If staff does not show they have
the skills and qualities needed:
 How do you develop the skills and qualities needed in staff to work effectively with
teens?
 Do you foresee a lack of skills and qualities in any of your current staff?
 Can it be corrected? Yes, how? No, why not?

Facilitator’s Note: Solicit responses from participants before continuing. Write responses
on flipchart to use later in the workshop to support this topic.


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Skills and Quality Worksheet

SKILLS QUALITIES


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Time: 10 minutes
Exercise: Teen
Staff Self Assessment

• PG: Page 14 The following exercise is designed to allow you to take a
• PPT 21 - 22: snapshot of the skills and qualities you possess for working with
Teen Staff Self teens.
Assessment

Inform participants that resource information on skills and qualities needed to work with
teens can be found in the Serving Teens Effectively Guide Part 1.

Allow time for participants to respond to the question. You have shared some of the skills
and qualities staff need to work effectively with teens. Now let’s take a look at the skills and
qualities you possess for working with teens. Please complete this “Teen Self-Assessment
Worksheet” found in your participant’s guide on page__15__, based on how you interact with
teens. Be honest. You are the only one who will see your responses.

 Did anyone discover a particular strength or weakness related to the skills and qualities
needed to work with teens they’d like to share with the group?

Lesson Summary It is important for teen staff and their supervisors to constantly
 PG: Page 14 evaluate their skills and identify areas for improvement. Teen staff
should seek out information on overall teen trends and be
particularly aware of the interests and issues emerging in their
own teen population.


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Teen Staff Self-Assessment Worksheet

The most successful persons working with teens possess certain skills and qualities that
support the development of a positive relationship. This survey helps to evaluate what you
are presently doing to create a positive relationship with teens. Chart your answer in a range
of 1 – 5, with 1 as “Never” and 5 as “Always.”

1. I know every teen member’s name and use it as soon as they enter my program area.

1 2 3 4 5
Never Always

2. I always take time to listen to teens.

1 2 3 4 5
Never Always
3. I show respect to the teen members.

1 2 3 4 5
Never Always

4. I provide opportunities for teen input in decision-making for the Center/Club.

1 2 3 4 5
Never Always

5. I provide opportunities for teen to discuss their feelings, attitudes and ideas openly.

1 2 3 4 5
Never Always

6. The development of positive values for teens is premium.

1 2 3 4 5
Never Always

7. Opportunities for teens to learn and have fun are provided at all times.

1 2 3 4 5
Never Always

8. Time is always set aside for teens to dialogue with staff and get any kind of help needed.
1 2 3 4 5
Never Always


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Facilitator’s Note: As you introduce each of the points listed, share your examples or ask
participants to share examples of what is currently happening in their Club/Teen Center.

Other Skills and In addition to possessing the skills and qualities you listed in
Qualities Staff your groups and those listed in the Participant Guide,
Demonstrates professionals filling these teen positions should demonstrate
that they are:
 PG: Page 16  Friendly, fun and flexible
 PPT 22: Skills and  Compassionate and caring
Qualities to  Resourceful and real
Demonstrate  Active, approachable and available
 Patient and passionate
 Able to be firm, consistent and fair

To make the interview process reflective of your needs, it might
be beneficial to include teens in the interviewing process. At
the conclusion of the interview, debrief with the teen and get
their feedback; focus on the list of what professionals should
demonstrate.

Time: 20 minutes
Exercise:
Maximizing Existing Staff The following exercise is designed to guide you in determining
 PG: Page 16 -17 whether you require a re-examination and reconfiguration of
 PPT 23; Interactive staffing patterns.
Exercise

Keep in mind Clubs that want to grow their teen membership base or expand teen programs
but don’t have a lot of money to hire additional staff may need to do some staff re-
examination and/or reconfiguration.
1. Break participants into groups of three or four. Refer participants to scenarios
included in their participants guide on page ___17____. Depending on the number of
groups assign one or more of the scenarios.
2. Allow five minutes for each group to read their scenarios and discuss them amongst
themselves. Tell the groups to allow everyone in the group a chance to give feedback
on the scenarios.
3. Show how each of the Clubs in each scenario can significantly increase its
performance with teens.
4. Tell participants to select someone from their group to present their findings to the
entire group and respond to questions and concerns.

Debrief: Follow the exercise with these questions:
 How can you create a better opportunity for growth from the scenarios?
 Do you see any changes that can be made to promote teen membership growth?
SCENARIOS


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(1) Most professional staff in Boys & Girls Clubs find it quite difficult to deal with teens who are rude to
adults. Because of this, some of these teens experience alienation, disenfranchisement, and
discrimination from the families, communities and the Club charged with supporting their development.
Youth with severe health and/or mental health problems or disabilities, runaway and homeless youths,
youth in juvenile justice systems, and gay, lesbian, bisexual, and transgender adolescents often
experience these same alienations. These social conditions leave teens more vulnerable to damaging
behaviors such as: substance abuse, delinquent activities, unprotected sexual activity and other issues.
As a Club staff member you understand that everyone — individuals, communities and society as a
whole — reaps the benefits from investing in helping our young people achieve their full potential as
productive, caring, responsible citizens. To meet the needs of these teens, ask yourself, what can the
Club do to demonstrate a fundamental knowledge and understanding of adolescent development and the
critical role the Club plays? Please review the following examples and respond accordingly. (i.e., A 14-
year-old boy is constantly called names by other Club members because he is perceived as gay. How
can staff ensure his physical and psychological safety at the Club? Or, a teenage boy comes to the Club
daily; he has a bad body odor and is constantly teased by Club members. What can staff do to help this
young man?)

(2) Bria, a 15-year-old teenager in the Club/teen center with great charisma, has a lot of followers. She
has been defiant to many of the professional staff and often refuses to participate in the planned
activities. However, she has a strong connection with you. Due to her family circumstances the Club
recognizes that it’s particularly important for her to have a safe place to go afterschool. You come into the
Club one day and hear her disagreeing with a new staff member who is not familiar with her behavior
patterns. The two are arguing over whether she needs to be in a specific program area or not and the
benefits she would gain from participating. Bria is refusing to participate. How do you deal with this
defiant teen who argues with every decision your professional staff make? What should staff have done?
How can you assist the staff person?

(3) The Boys & Girls Clubs of Timbuktu, like most Clubs has a come–and-go policy (erroneously called
the “open door” policy) that allows teen members, 18 years and older, to leave the Club at will. This policy
is outlined on the Club membership application that must be completed and signed by the teen if they are
18 years or older, or by the parent of a teen 17 years or younger prior to membership. In addition, the
policy is reviewed during mandatory membership orientation.

Karen Smith, a new employee who previously worked for the “Y”, sees a teen member check himself out
of the Club and start to leave. Karen runs to the door and tries to prevent the teen from leaving. The teen
explains to her that as long as he is 18 years or older, he can check himself out. Karen does not
remember the policy she read and reviewed during her orientation, and continues to argue with the teen.
The argument is so bad, it begins to get verbally abusive. The teen proceeds to leave the Club, when
Karen grabs him by the shirt, tosses him around and pushes him back into the Club.
 How could this situation be avoided?
 Is it time for the Club to revisit its come-and-go policy?
 How much effort should Clubs make ensuring that staff, members and parents understand the
come-and-go policy? Is the statement on the application and in the policy handbook enough?
 What could staff have done in this situation?


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Lesson Summary It is important to realize it takes a special kind of
 PG: Page 18 person with special skills to be effective when working
 PPT 24: Summary with teens. Staff plays an important role in helping
teen members navigate through this turbulent time in
their lives. Staff needs to be committed to teens and
believe in their ability to achieve. As we’ve discussed,
not every staff member is open to working with the
teen population. This is important because part of the
job of a teen staff person is to advocate on behalf of
teens by continuously informing other Club staff of the
positive contributions teens make to their Club and by
encouraging all Club staff to get to know teen
members and to welcome them as they would
younger members.

This information will also help in understanding what
to look for when hiring teen staff. These are the same
skills and qualities that you and your staff need to
develop, and which are key to building a strong teen
program at your Club/teen center.

Transition You can see the skills and qualities that staff possess
are important since staffing is at the forefront of your
 PG: Page 18 teen program. You and your staff will become more
effective as we define adolescence and gain some
understanding about adolescent development.


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Lesson Three: Stages of Adolescence

Introduction Adolescence will naturally vary slightly from the descriptions in
 PG: Page 19 many child development charts. However, the feelings and
 PPT 25: Lesson behaviors listed for each area on these charts are, in general,
Title considered normal for each developmental stage. The timing
of these stages is significant and tends to be different for both
sexes.

Importance of Specialists have found that the difficulties of adolescence have
Adolescence been exaggerated and that for many the process of maturation
 PG: Page 19 is largely peaceful and untroubled. Other specialists consider
this period to be an intense and often stressful development
period characterized by specific types of behavior.

Lesson Overview This lesson will introduce the concepts related to applying the
 PG: Page 19 definition of adolescence to working with teens. The focus will
consist of defining and applying the stages of adolescent
development to the programs and service being offered in the
Club or Teen Center during this critical time in teen lives.

Learning Objectives By completing this lesson you will be able to define
 PG: Page 19 adolescence and apply its stages to working with teens.

Definition of Before we can proceed with addressing developmental stages,
Adolescence you need an understanding of what adolescence is.
• PG: Page 19 Understanding adolescence will help you better relate to the
• PPT 26: Definition stages that teens experience.
of Adolescence

Facilitator’s Note: Share the definition of adolescence and discuss the different stages.

Definition of “Adolescence is the transition period of human development
Adolescence that occurs between childhood and adulthood.”

Stages of Adolescence Adolescent development can be divided into three stages—
Development early, middle, and late. In Boys & Girls Clubs of America,
adolescence is divided into two distinct stages:
 PG: Page 19
• Early Adolescent – This stage consists of young people
between 13 and 15.
• Older Adolescent – This stage consists of young people
between 16 and18.


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Ages of Adolescents Some adolescents experience the onset of puberty at a
younger age, but for the purposes of this training the focus will
 PG: Page 19 be on adolescence, 13 to 18 years of age.
 PPT 27: Types of
Adolescence

Facilitator Note:
Now that you have a definition of adolescence and its stages, what is your perception of this
age group?

Time:20 minutes
Exercise:
Inventory of Adult The following exercise will allow you to take a look at some of
Attitudes your perceptions about teenagers.
 PG: Page 20 - 21
 PPT 28: Inventory
of Adult Attitudes

Facilitator’s Note: Before beginning the exercise place flipchart paper designating one side
of the room as Strongly Agree and the opposite side as Strongly Disagree.

Please have participants read and answer the statements individually. Once completed have
them proceed to the area on the continuum based on their level of agreement with the
statements you read from the “Inventory of Adults Attitudes About Teens.” Let participants
know they may choose to stand anywhere between the two sides that best represents their
level of agreement or disagreement with the statement.

1. Please individually read the directions and respond to the statements accordingly.
You have 5 minutes to read and respond to the statements.
2. Once completed, ask participants to stand up and listen as you read the statements.
At the completion of reading each statement, direct participants to stand on the
continuum based on their level of agreement or disagreement with the statement.
3. Direct participants to have a discussion with each other about why they selected their
position. Create an exchange of ideas between all the participants.
4. Ask participants to share any concerns they might have about any of their responses.


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INVENTORY OF ADULTS’ ATTITUDE
TEEN STAFF/ADULT SELF ASSESSMENT

The manner in which adults work with teenagers depends upon how adults see teenagers
and how teenagers see themselves. This inventory helps to evaluate your feelings about
adolescent youth. Place your answer in a range of 1 – 5, with 1 standing for “Absolutely
Disagree” and 5 standing for “Absolutely Agree.”

1. Any Boys & Girls Club professional can work with teenage youth.
1 2 3 4 5
Absolutely Disagree Absolutely Agree

2. Adolescents have little respect for authority.
1 2 3 4 5

3. Teenage values are more liberal (e.g., progressive, open-minded, tolerant) than
those of adults.
1 2 3 4 5

4. Teenagers need to openly discuss their feelings and opinions.
1 2 3 4 5

5. Most adolescent youth are takers, not givers.
1 2 3 4 5

6. Teens do not care about their education.
1 2 3 4 5

7. Teens only care about flirting and looking “hot.”
1 2 3 4 5


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Facilitator’s Note: As participants respond, note that Clubs often see teens as the
responsibility or even the “problem of one or two staff members. Some staff do not take the
time to welcome and get to know teens the same way they do younger members.

“How many of you have heard of a self-fulfilling prophecy? In essence, it’s a prediction that
directly or indirectly causes itself to become true.

Summary The activity examined some of the assumptions adults have
 Pg: Page 22 about teens such as: their lack of respect for authority; not
being interested in adult advice and not caring about their
education and the overall attitudes they sometimes display.

When negative assumptions are held about teens, it tends to
actually impact their development. If adults have low
expectations of teens and expect them to fail or barely survive,
the adults behavior will reflect the treatment the teens receives,
accordingly. Likewise, if a teen feels like they have nothing to
contribute to society, adults can sometimes fail to give them
opportunities to participate. This lack of participation then fails
to empower teens to make full use of their skills and can
potentially negatively affect their overall development.


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Lesson Four: Developmental Characteristics of Teens

Introduction Teenagers are individuals with unique personalities, special
 PG: Page 23 interests, and likes and dislikes. In general, however, there is a
 PPT 29 - 30: Topic series of developmental tasks they all face during the
2: Developmental adolescent years.
Characteristics of
Teens There is a clear understanding that teens are very different from
younger children. A basic understanding of the developmental
characteristics of adolescents and the developmental changes
that influence their behavior is helpful when programming and
creating activities for teens.

Importance Developmental changes occur throughout life, but there is
 PG: Page 23 drastic change during adolescence. Very few developmental
periods are characterized by so many changes, at so many
different levels, as adolescence. These changes create many
implications for this age group when creating developmentally
appropriate programs.

Lesson Overview In this lesson, you will learn the value of understanding the
• Pg: Page 23 developmental characteristics f adolescence and how to use
this information when planning, developing, and implementing
programs and activities for teen members.

Lesson Objectives By the completion of this topic you will be able to:
• Define and apply the five developmental areas of
 PG: Page 23 adolescence to working with teens
 PPT 31: Lesson • Identify the changes teens experience in each of the five
Objectives developmental areas
• Identify program implications to support the
developmental areas

Facilitator’s Note: Briefly introduce and define the five developmental areas of
adolescence.

Five Developmental Adolescence takes place in a complex set of social and cultural
Areas settings. Adolescents face more and more barriers to making a
 PG: Page 23 - 24 successful transition into adulthood. This transition into
 PPT 32 - 33: Five adulthood can be characterized in five developmental
Developmental categories.
Areas
• Physical Development: How adolescents’ bodies
change with puberty.


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• Cognitive Development: How adolescents gather and
process information about the world around them (their
intellectual development).
• Emotional Development: Coincides with cognitive
development. How adolescents develop a widening
ability to comprehend multiple perspectives and to self-
reflect.
• Social Development: How adolescents’ conceive of
themselves in relation to others (their social
interactions).
• Moral Development: How adolescents determine what
is right and wrong (their concept of rights and
privileges).

Time 30 minutes
Exercise:
Developmental The following exercise is designed to help you gain a clearer
Characteristics of Teens understanding of how adolescents develop, the changes they
• PG: Page 24 experience and the program implications for staff aligned to
• PPT 34: Interactive each characteristic.
Exercise

Facilitator’s Note: Handout flipchart paper to each group. Allow 30 minutes to complete.
Have groups post their response on the wall and share their responses with the larger
group. At the completion of the exercise, inform the group that a more complete description
can be found in the Appendix A: Teen Developmental Characteristics Chart on page 62
- 63. Allow participant to review Appendix A and ask them to take a few minutes and
compare the chart to their findings.

As a group, we are going to define the characteristics of teens in four of the developmental
areas.
1. Divide the group into five breakout groups.
2. Assign each group the age groupings (13-15, 16-18) and tell them they are going to
list the developmental characteristics for each age group.
3. Instruct each group to list three changes teens experience related to the four
developmental areas (physical, emotional, social, cognitive), for each age group.
4. Direct the groups to select someone to present their findings to the entire group.

Facilitator’s Note: Allow time for participants to respond before proceeding. Ask them to list
(on the same flipchart) what type of programs the developmental area implies should be
implemented to meet that developmental need.

Ask one or two groups to share for each of the developmental characteristics, what is the
implication of the type of program that should be implemented. You now have an idea of


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some of the changes teens experience in each of the developmental areas.

 How can we use this information when planning programs and activities for teens?
 Are some of these changes different for boys and girls?
 Should programming and activities be different for teens entering their early and late
adolescence stages?
 Yes, Why? No, why not?

In your groups take another 5 minutes and jot down some program implications for each of
the age groups - one for each developmental area.

Facilitator’s Note: Inform the group that more information on the developmental
characteristics of adolescence is in the Serving Teens Effectively Guide Part 1that will be
handed out at the conclusion of the workshop. Developmental Charts can be purchased
from BGCA at $5 for a set of two.

Summary As teens get older they will need increasing levels of complexity
 PG: Page 24 in programming and programming appropriate for their age.

For example:
• 17 – 18 year olds will need help filling out college
applications, job applications or practicing job interviews
• A 14 year old is likely too young to get a job and will be
focusing more on adjusting for high school rather than
graduation

So, if we expect to change behaviors or engage young people
in quality programs and activities, we must understand where
teens are at developmentally. We need to create approaches,
activities and programs tailored to their developmental needs,
while working with them and trying to understand them.


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Lesson Five: Working Effectively With Teens

Facilitator’s Note: Introduce this topic by sharing some of the importance as to why serving
teens is important to the Movement.

Introduction Knowing the basic skills needed for working with teens; the
 PG: Page 25 music they listen to; the shows they watch and the technology
 PPT 35: Lesson Title that is so much a part of their lives, allows for a better
understanding of the cultural influences that are shaping teens
today.

Importance Adolescents are seen as being very different from other age
 PG: Page 25 groups, therefore, the culture and interests of teens are
important to be aware of when working with teens.

Boys & Girls Clubs look to increase the number of teens served
and deepen impact on those teens by helping staff learn to
work with them effectively.

Teens continue to be an underserved population in these
Club/teen center communities. More importantly, their need for
services and for a safe and welcoming place to have fun and
connect with positive adult role models is even more critical.

Lesson Overview This lesson will introduce you to some of the basic skills for
working with teens; the stereotypes adults hold on to about
 PG: Page 25 adolescents that create road blocks for Clubs/teen centers staff
trying to provide quality service to its teen population.

Learning Objectives By the completion of this lesson you will be able to:
 Identify staff basic skills for working with teens
 PG: Page 25  Examine and relate the teen culture to serving teens
effectively in the Club

Facilitator’s Note: Some of these skill or qualities might have been mentioned before in the
previous skills and qualities exercise. Just reiterate their importance in conjunction with this
list.

Basic Skills for Working Although we have done an exercise on the qualities and skills
with Teens needed to work with teens, there are some basic skills needed
whether you are experienced in teen service or new to working
 PG: Page 25 - 26 with this age group. For an effective programming experience it
 PPT 36: Basic Skills is important for you to cultivate these skills as staff:
for Working with
Teens


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1. Coaching – teens need coaching to make
important decisions.
2. Diagnosing – Club professionals may not
always be personally familiar with the teens who
come to them for help.
3. Reality Testing – As a Club professional, you
can be an important source for feedback in an
environment where teens feel that no one else
“tells it like it is.”
4. Mentoring – Club professionals can act as
official mentors or provide additional mentoring
if teens need more guidance than is available in
other places, like home and school.
5. Goal Setting – Club professionals can play a
key role in helping teens formalize their career,
educational and life goals.
6. Motivating to Action – Club professionals who
have ongoing contact with teens have many
opportunities to encourage and support their
progress toward their goals.

These basic skills, cultivated along with some developmentally
appropriate strategy, will give all staff working with teens a great
foundation to build upon.

Communication Skills In addition, communication skills are incredibly important when
working with teens. Staff who are skilled in working with teens
 PG: Page 26 - 27 are able to create open lines of communication and trusting
 PPT 37: relationships with their teen members. They also develop skills
Communication such as coaching and mentoring to help teens problem solve
Skills and set goals.

The inability of adults to communicate with teens is another
challenge. Since many of our Clubs/teen centers are
experienced and have been successful with teens, here is
some of their advice for how to communicate and connect with
teenage Club members.

• Honesty and Listening – Its OK to tell them you do not know
all the answers; teenagers just want someone to listen to
them; informal activities and moments in the Club become
important youth development tools.
• On the Edge of Adulthood – They no longer view
themselves as children and do not expect to be treated as
such.


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• Building Relationship – Successful communication with
teens requires adults to share of themselves – but also
know where to draw the line of self-disclosure
• Your Own Communication Style – Constantly reflect on the
ways you communicate.

To engage teens successfully, staff must also be open and try
to understand the teen viewpoint. By being open to their
viewpoint, you are drawing teens into the Club/teen center
where there are meaningful interactions with caring adults. The
lack of adults being open can create lingering stereotypes, for
teens, of adults not trying to understand their culture.

Teen Culture The teen culture consists of: music, clothing, technology, slangs
 PG: Page 27 or games, or other teen desires that are not always loved or
 PPT 38: Teen liked by adults. The stereotypes adults hold about teens impact
Culture the way staff work is done, with or for, these older youth.
A good way to measure your or other adults’ stereotypes about
teens, is to see how much you and other adults are “tuned in” to
teens.

An adult needs to be tuned into the needs and interests of
teens to truly work with teens

Time: 20 minutes
Exercise: Teen
Trivia The following exercise is designed to help you measure how
• PG: Page 27 - 28 deeply “tuned in” you and other adults are or should be when
• PPT 39: Teen working with teens.
Trivia

Facilitator’s Note: Have participants complete the exercise individually and then pair-up
with someone to share and discuss findings.
If you are truly “tuned in” to your teen members, you should be able to answer the following
questions:
1. Please list four male vocalists teens currently listen to.
2. Please list four female vocalists teens currently listen to.
3. Please list four groups or bands teens listen to.
4. Please list four slang terms teens use, and what they mean.
5. What do these mean? LOL; ROFL; LMAO; G2G; BRB; F2T; A3; PRW
6. What are the top four current television shows for teens?
7. List four Websites teens frequently visit.
8. List four forms of technology teens are currently using.
9. Name a current popular dance
10. What is one of the most important things you can do for your teens in the Club?


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TEEN TRIVIA WORKSHEET
If you’re truly “tuned in” to your teen members, you should be able to answer the following questions.

1. Please list four male vocalists teens currently listen to.
•
•
•
•

2. Please list four female vocalists teens currently listen to.
•
•
•
•

3. Please list four groups or bands teens listen to.
•
•
•
•

4. Please list four slang terms teens use, and what they mean.
•
•
•
•

5. What do these mean? LOL; LMAO; ROFL; G2G; BRB; F2F; A3; PRW

6. What are the top four current television shows for teens?
•
•
•
•

7. List four web sites teens frequently visit.
•
•
•
•

8. List four forms of technology teens are currently using.
•
•
•
•

9. Name a current popular dance.

10. What is one of the most important things you can do for teens in your Club?


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Topic Conclusion It is important to be aware of the interests and culture of teens.
• PG: Page 29 Knowing the music they listen to; the shows they watch, and the
• PPT 40: Topic technology that is much a part of their lives allows for a better
Conclusion understanding of the cultural influences that are shaping teens
today. Also, having a working knowledge of teen’s interests will
help to better understand their lives and guide you and your
staff when preparing to develop, implement and evaluate your
teen program.

Transition You should have a better understanding of what it takes to staff
 PG: Page 29 a Club serving teens or stand-alone teen center. Now, let’s
move to programming for teens in your Club or teen center.


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TOPIC 2: PROGRAMMING
Total Time: 75 minutes

Introduction As known by most staff working in the Boys & Girls Club
• PG: Page 30 Movement, your goal is to help all young people live full,
• PPT 41: satisfying lives. This is achieved through the quality programs
Developing and activities the Club has to offer.
Programs for Teens

Topic Overview The purpose of this topic is to introduce you to the basics of
 PG: Page 30 age-appropriate programs and activities to deepen the impact
on our teen members.

What the Experts Say “I want to be prepared for the financial obstacles that will come-
• PG: Page 30 up,” says Joshua Cater. “I want to build-up my credit score and
• PPT 42 focus on saving money as often as possible by limiting the
costs of entertainment and clothes. I didn’t think about many of
these things before participating in Money Matters.”

By Joshua Carter, National Money Matters
Ambassador, BGCGW

Facilitator’s Note: Tell participants that Money Matters is one of BGCA national programs
for teens. You can learn more about Money Matters and its benefits by logging on to
bgca.net

Topic Objective By the end of this topic you should be able to:
 PG: Page 30 • Identify and apply the Five Key Elements for deepening
 PPT 43 - 44: Topic impact to Club programming
Objectives • Identify ways how to program specifically for teen
members
• Identify ways to collect teen input and data

Topic Lessons Lesson include:
 PG: Page 30 • The Five Key Elements for Deepening Impact
• Programming for Teens


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Lesson One: The Five Key Elements for Deepening Impact

Introduction Impact is the effect a Boys & Girls Club has on its members: the
 PG: Page 31 contribution the Club makes to the attitudes, skills, values and
 PPT 45: Impact behaviors that enable youth to succeed in adulthood. In
Define 2004-2005 BGCA did a study with 65 small, medium and large
Clubs in public housing, military bases, Native lands, schools
and traditional Boys & Girls Clubs to determine their impact.
The study consisted of interviewing Club management staff,
teens and community leaders, as well as, Club visits.

Principles By Which It revealed that the most successful Club operates on these
Successful Club principles:
Operates: • Club leadership has a high expectation that the Club
 PG: Page 31 will always provide the best possible experience to
 PPT 46: Club Study Club members
• Club professionals believe in the capacity of every
youth to succeed.
• Leadership and staff expect everything the Club does
to be world-class
Since this concept is incorporated across the board it involves
Clubs serving teens and teen centers. This concept is
supported by the level of participation in the Club/teen center
and the degree to which the Club/teen center implements the
five key elements for deepening impact.

Facilitator’s Note: Can anyone share with the group the five key elements for deepening
impact?

Five Key Elements of The five key elements for deepening impact are:
Deepening Impact • A safe and positive environment
Continue • Fun
• Supportive relationships
 PG: Page 31 - 32 • Opportunities and expectations
 PPT 47: Five key • Recognition
Elements

Let’s identify what the five key elements should look like in
action when working effectively with teens at the Club/Teen
Center. The first is a Safe-Positive Environment.

A Safe and To ensure a Safe and Positive Environment for teens, the
Positive Environment environment will need to be safe, with bright colors and clean
space to call their own. Remember to always involve teens in
creating and decorating the space.


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If the budget is limited, let them arrange the furniture and
determine how to set-up the bulleting boards. Teen involvement
does not have to cost the organization a penny. Next is FUN.

Fun Fun has tremendous impact on teens. Test yourself: Are you
having Fun while at the Club? Do you leave smiling everyday?
It is said that young people laugh about 400 times in a day. You
need to let go and allow yourself to be a part of the Club by
having fun every day with your teen members and try to laugh
as many times as possible during the day.

Supportive Supportive Relationships are of such great importance to
Relationships adolescent development; be sure to impact teens by assuring
their relationships at the Club are supportive and positive with
adult staff and volunteers.
Don’t forget teens need positive relationships with peers and
caring adults. If a teen is an outsider or shy, help them make
friends or ask one of your teen leaders to mentor that teen.

Opportunities Opportunities and Expectations is another important need for
and Expectations teens. Teens need as many experiences in their lives as
possible to help them learn and grow. As a staff person, your
work with teens is to fulfill the Movement’s mission statement,
which states: to inspire and enable all young people, especially
those who need us most, to fulfill their potential as productive,
responsible and caring citizens.

Facilitator’s Note: Currently in your Club, what opportunities are you providing for teens?
Recognition Recognition is very important, especially for teens who suffer
from low self-esteem (and that can be a large % of them). Be
sure to recognize them in public ways, as well as in private
areas for achievements you notice, in other words, “catch them
doing the right thing!”
Recognition can also be a means of collaborating and
networking with other businesses and agencies. They can
provide gifts, venues for the recognition event, and other areas
of need for the Club.

Facilitator’s Note: Ask participants if anyone has any questions or concerns about the five
key elements of impact.
When these forces—the five key elements of impact— are in place in a youth’s life, they counteract
the negative forces that can deter youth from positive social development. That is why Clubs
programs and activities should be based on the five key elements of deepening impact.


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Lesson Two: Programming for Teens

Identifying a Program or As you all know, a program is more than simply a series of
Activity activities. A program has outcomes aligned to it, whereas an
• PG: Page 33 activity simply engages participants for a set period of time.
Staff needs to understand the difference between a program
and an activity when working with young people.

Definition of Programs For your use, an activity is an experience designed to provide a
and direct experience of something for a period of time. A program
Activity is defined as a planned event, designed to achieve stated goals
• PG: Page 33 and objectives. It is conducted for a specific audience, for a
• PPT 48: Definition specific period of time with special delivery methods, with
of Program & measures and evaluation to determine if set goals and
Activities objectives were achieved.

Types of Programs in a In the Boys & Girls Club Movement, the term “program” is used
BGC in several different ways. These ways consists of:
• Overall Club Program – encompasses the entire rage of
 PG: Page 33 activities and services available.
 PPT 49: Types of • Core Program Area – is a grouping of activities and
Programs services along common disciplines deemed important to
the growth and development of children.
• Specific Program – is part of a Core Program, such as a
basketball program or the Keystone Club program.

As mentioned, programs have specific goals and objectives, are
conducted for specific periods of time and involve selected
methodologies, strategies or exercises, followed by evaluation.

Facilitator’s Note: Allow time for responses, then place responses on flipchart for further
discussion.

By a show of hands:
• How many of you are currently running programs for teens?
• Can anyone of you share an example of a program?
• Who can provide an example of an activity?
• What about services or special events example?

Facilitator’s Note: Specify that some activities may be simply an activity, or may be part of
a larger program (college preparation or CareerLaunch). Special events, like job fairs or
college visits are necessary to expose teens to the life that exists outside their daily
experiences and to prepare them for their adult lives.


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By sharing your understanding of the differences between
programs and activities, it goes a long way for you when looking
at program diversity in the Club/teen center programming. So,
for program diversity:
• Why might it be important to have a clear understanding
of programs, activities and services?
• Why is it important to have a mix of programs, services
and planned events for teens?

Diversifying Club Diversifying the Club programs will/should lead to a diversified
Programs group of teens receiving service in the Club. Having a clear
• PG: Page 33 – 34 understanding of the type of program service and activities will
set the tone for how diversified the Club programs needs to be.
Having this mix will allow for a higher level of involvement from
teens of all races and backgrounds, allowing for a stronger Club
environment. Boys & Girls Clubs of America have some
national programs that are available that address teens’ needs
and interests, issues and concerns, with diversity built-in to how
programs are delivered.

Facilitator’s Note: Share with participants that a list of all national programs for teens is
located in their participants guide in Appendix B: BGCA National Programs for Teen on
page _64___ for more information. Solicit a few responses from participants.

BGCA National Boys & Girls Clubs of America has created a number of national
Programs for Teens programs available for teens. These programs have been pilot-
• PG: Appendix B: tested, proven effective and relevant to Club teens on a national
BGCA National basis.
Programs for Teens Please refer to Appendix B: BGCA National Programs for
- Page __64__ Teens in your participants guide for a list of these programs.
• PG: Page 34
Although these programs are proven to be effective, there is still
a need for the Club to offer locally-based programs.

Facilitator’s Note: Why might your Club want to offer locally-based programs?

Locally Based Programs While the national programs are great, and walk you through
• PG: Page 34 step-by-step, you and the other Club staff know the needs of
your specific community best and should include locally-
developed programs and activities that meet your teens’ needs
and interests.

Many of the Club programs for teens are almost exclusively
needs-based. Remember, you may take so seriously your role
in helping teens become productive citizens that you can bore
them right out of the building! It’s important that all Club


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