HE ARO MĀTANGA KAUPAPA
The focus topics for Specialist Practice

SPORT AND POSITIVEYOUTH
DEVELOPMENT
 Ponder this statement:
 ‘Sport can either be an enabler of positive youth development
or a disabler of positive youth development. It is true that,
through sport, young people can achieve optimal physical
development; but this doesn’t mean that sport, in itself, is a
positive enabler, it takes something more for this to happen’
(per.comm Fiona Beals, July 2017)
 What is this strange person talking about?
 Do you agree/disagree – why – continuum?
 Discuss, discuss, discuss

SPORT AND POSITIVEYOUTH
DEVELOPMENT
 According to Lerner (2002) PositiveYouth Development involves two key
concepts:
 Plasticity (the ability to adapt and change over one’s life)
 Context (all development occurs in social, cultural and physical contexts)
 In order to be effective sports programmes need to think about how they create
contexts for positive youth development to occur, and through this context,
resources to ensure that young people have the opportunity to learn skills that will
enable plasticity

SPORT AND POSITIVEYOUTH
DEVELOPMENT
 When both context and plasticity (perhaps not worded that way) have been
purposively planned for, sport can:
 Build self-esteem
 Help youth to learn how to control emotions
 Enable youth to learn to set goals, and achieve them
 Create a space to learn social skills
 Cross over into other areas – education, family, community, physical health
 Arden’s story
 Specific research into developmental assets have shown that sport enables the
development of positive identity, empowerment and support (Holt & Neely, 2011)

THE IMPORTANCE OF CONTEXT
Family
Sport
Community
Think: Cultural Capital (Bourdieu)
Think: Mesosystems (Bronfenbrenner)
Think: Examples
Think: Pros/Cons

SPORT AND POSITIVEYOUTH
DEVELOPMENT
Family
Sport
Community
Think: Cultural Capital (Bourdieu)
Think: Mesosystems (Bronfenbrenner)
Think: Examples
Think: Pros/Cons

SPORT AND POSITIVEYOUTH
DEVELOPMENT
Family
SportCommunity
Think: Cultural Capital (Bourdieu)
Think: Mesosystems (Bronfenbrenner)
Think: Examples
Think: Pros/Cons

SPORT AND POSITIVEYOUTH
DEVELOPMENT
 Can sport make a difference in the lives of young people when the balance is
right?
 https://www.youtube.com/watch?v=pwBXs2B2ZbI
 https://www.youtube.com/watch?v=y-UewgQMuBc
 Reflections
 Think DevelopmentalAssets
 Think 5+1 Cs
 ThinkCircle of Courage
 ThinkWhareTapaWha
 Think – how she is so successful but still a teen

RESILIENCE AND POSITIVEYOUTH
DEVELOPMENT
 Brainstorm
 What is resilience?
 What does it look like?
 How do you know that someone has resilience?

RESILIENCE AND POSITIVEYOUTH
DEVELOPMENT
 Research into resilience came as a response to the focus on risk, prevention
programmes and youth development
 Resilience technically is a person’s ability to adapt and bring about positive
outcomes in their life despite experiencing vulnerability and risk
 IE, the ability to bounce back
 The presence of protective factors
 Internal
 External
 Resilience is multi-dimensional: biopsychosocial (and spiritual)
 Resilience can be cultivated

RESILIENCE AND POSITIVEYOUTH
DEVELOPMENT
 Resilience is cultivated through
 Bonding – initial relationships of significance
 Competence – cognitive, emotional, self, behaviourial & social
 Optimism – the space of the spiritual
 Environment – home, school, community
 Culture
 Humour – deeper reflection

RESILIENCE AND POSITIVEYOUTH
DEVELOPMENT
Conditionality Resilience as a forerunner Resilience as a follower
Sufficient Constituent
Asset building
Inclusiveness
Concomitant
Solution-focused
Necessary Determinant
Courage
Problem Avoidance
Indicator
Adaptation
Competence
Probabilistic Contributor
Developmental systems
Derivative
Self-regulation
Spurious Collateral due to effect
Citizenship
Collateral due to cause
Control

RESILIENCE AND POSITIVEYOUTH
DEVELOPMENT
Conditionality Resilience as a forerunner Resilience as a follower
Sufficient Constituent
Asset building
Inclusiveness
Concomitant
Solution-focused
Necessary Determinant
Courage
Problem Avoidance
Indicator
Adaptation
Competence
Probabilistic Contributor
Developmental systems
Derivative
Self-regulation
Spurious Collateral due to effect
Citizenship
Collateral due to cause
Control

RESILIENCE – HOW IT HELPS
 PositiveYouth Development can contribute to the development of resilience by:
 Enabling conditions for the learning of coping strategies when confronted with stress
 This builds competence and leads to character-development
 However, stress is not always bad and not all adversity is the same
 Lessons from education programmes
 Aim to be holistic in building character and identity
 One condition for resilience is the presence of relationships
 ABL provides ideal conditions for resilience through Challenge by Choice and pushing
beyond the comfort zone
 Thing ‘whole-school’ ie broader groups (school + community + family not
school/community/family)

RESILIENCE – INTHE LIFE OF A CELEBRITY
 What were the adverse events faced by this celebrity in her childhood?
 What are the protective factors in her life – internal/external?
 How was resilience developed through an holistic approach to development?
 How did Everlean Parton create a PositiveYouth Development environment for her
children?
 How did that resilience contribute to the development of PYD attributes within Dolly as a
young person and later as an adult?ThinkCircle of Courage, 5+1Cs, 40 Developmental
Assets
 Use the video to explain how the pain of the past can still live with even if you are resilient
 Use the story of Dolly to explain how PYD and resilience are different concepts but can
contribute to each other
http://www.etv.org.nz/programme.php?id=77518

MINDFULNESS –WHAT IS IT
 “the self-regulation of attention so that it is maintained on immediate experience
… an orientation that is characterized by curiosity, openness and acceptance”
(Bishop et.al cited in Felver, Doerner, Jones, Kaye, & Merrell, 2013, p.532)
 Focus by choice and eliminate by choice
 Be open, aware and non-judgmental – accept and acknowledge your experience and
reality
 If you have an acceptance and understanding of who you are in the moment,
then you can start to regulate yourself
 It is not mediation and it is not a form of religion

MINDFULNESS –WHERE IS IT USED
 Stress Reduction
 Breathing
 Scanning
 Stretching
 CBT
 Stopping
 Scanning
 Acknowledging
 Addressing
 Soles of the Feet (grounding)
 Pausing
 Focusing
 Shifting
 Acceptance and CommitmentTherapy (ACT)
 Establishing goals
 Redirecting
Intensive
Targeted
Universal

INNERKIDS
 An example of mindfulness that can
align with PYD concepts of 5+1 Cs and
circle of courage
 Is about:
Attention (focus through stillness),
Balance (seeing and reframing) and
Compassion (caring and connecting)
http://www.innerkids.com/

YOURTURN:THE LINEAGE PROJECT
 Go to: http://www.lineageproject.org/ and do a general search forThe Lineage
Project (nb – facebook includes one on one interviews with youth
 Find out as much as possible about their programs:
 What do they do?
 What are the effects of the programs?
 How can these programs demonstrate concepts of PositiveYouth Development:
 Think 40 Developmental Assets
 Circle of Courage
 5 + 1 Cs

YOURTURN: PAUSE, BREATHE, SMILE
 Go to: https://mindfulnesseducation.nz/what-is-pause-breathe-smile/
 Find out as much as possible about their programs:
 What do they do?
 What are the effects of the programs?
 How can these programs demonstrate concepts of PositiveYouth Development:
 Think 40 Developmental Assets
 Circle of Courage
 5 + 1 Cs

FINDING SOME ROOMTO BREATHE
 Watch the movie, Room to Breathe
 What worked/didn’t work?
 What level was it on – intensive/targeted/universal?
 What needs to happen to make it work better – using your understanding of
 40 Developmental Assets
 Circle of Courage
 5 + 1 Cs

CBT AND POSITIVEYOUTH DEVELOPMENT
 Cognitive BehavourialTherapy
 Identified as one evidence-based approach to youth development
 Especially for:
 Autism-spectrum issues
 Depression
 Anxiety
 Attention (ADHD)
 Behavour
 Trauma reaction
 Substance abuse

CBT AND POSITIVEYOUTH DEVELOPMENT
Thoughts
Behaviours
Emotions
Psychosocial
response
Result –
good/bad

REMEMBERTHIS …
Potential
ActionResult
Belief

CBT AND POSITIVEYOUTH DEVELOPMENT
 https://www.youtube.com/watch?v=qG2SwE_6uVM
 Learning – we adapt to our environments from our experiences
 Associative learning – linking things together as you develop, grow and learn
 Palov andWatson
 Unconditioned stimulus = natural response
 Unconditioned stimulus + Neutral stimulus = natural response
 Neutral stimulus becomes conditioned stimulus = natural response
 Skinner
 Operant conditioning – reward and punishment
 Shaping through positive and negative reinforcement
 The extinction problem
 Shaping through intermittent reinforcement

YOURTURN
How can our thoughts and emotions be attached to classical and/or operant
conditioning?

THE CONNECTION BETWEENTHOUGHTS
AND BEHAVIOURS
 Experiences give us expectations of treatment
 Expectations can result in our behaviours to situations in which we have either
had classical conditioning or operant conditioning in the past
 Those behaviours can result in our expected outcome from others or even from
the situation

SIMPLY SEEN HERE …
Potential
ActionResult
Belief
Situation
Bad grade
Self
Bad student
World
Stupid class
Future
I’m a failure
Beck’s Cognitive
Triad

CBT & POSITIVEYOUTH DEVELOPMENT
 CBT is often used to address ‘expectations’ (beliefs) and change these
 It empowers the young person to identify ‘triggers’ (the conditioned stimulus)
which trigger the expectation of failure, the need for violence, anxiety etc
 It enables the young person to perform a reality check on the trigger
 Pause, breathe and re-think
 It encourages the young person to then choice another reaction or form of
behavior
 It can be used on behaviours that harm oneself or behaviours that harm others
 It can enable us to empower youth to identify assets and work with assets

Situation
Bad grade
Self
Bad student
World
Stupid class
Future
I’m a failure
Beck’s Cognitive
Triad
Antecedents • Bad grade
Beliefs • Bad student
Consequences • Less effort
Disputing
Thoughts
• Difficult test
• Lots failed
Effective
thought
• Hard test
• I can do
better
Ellis – ABCDE Model

YOURTURN
 Look at http://www.therapistaid.com/therapy-worksheets/cbt/adolescents
 Find out as much as possible regarding their worksheets:
 What do they do?
 What are the effects of the programs?
 How can these programs demonstrate concepts of PositiveYouth Development:
 Think 40 Developmental Assets
 Circle of Courage
 5 + 1 Cs


YOURTURN
 Look at https://www.sparx.org.nz/
 Find out as much as possible regarding this website:
 What do they do?
 What are the effects of the programs?
 How can these programs demonstrate concepts of PositiveYouth Development:
 Think 40 Developmental Assets
 Circle of Courage
 5 + 1 Cs


YOURTURN
 Look at http://www.brave-online.com/
 Find out as much as possible regarding this website:
 What do they do?
 What are the effects of the programs?
 How can these programs demonstrate concepts of PositiveYouth Development:
 Think 40 Developmental Assets
 Circle of Courage
 5 + 1 Cs


CBT WITHTHE BALD GUY
 https://www.youtube.com/watch?v=u3k7lykTWTk
 https://www.youtube.com/watch?v=u3k7lykTWTk
 How do you see CBT in action in these two clips