4. Envision Your Future: Set Goals
Dream Big
Stay focused, even when it gets hard
Success happens step-by-step
Build on your strengths, talents, and interests
Work your dream; work your plan
Stay in School
Learn to earn; stay in school
Make choices that help you succeed in school
If you're struggling, seek help
Be prepared: study hard, read, think
It's Never Too Late to Get Back on Track
Get back in the education game
Everyone gets off track sometimes; getting back on is
what matters
Get help if you need it
Your future begins with today's choices
Seek Positive Role Models/Mentors
Look to positive people who have your back
Learn from those who have been there
Positive role models are everywhere and anywhere
Follow people who encourage and inspire you

5. Care for Others Notice. Care. Act. Think
and Act Beyond Yourself
Noticing and caring for others begins with you
We're all in this together
Your actions impact others
The good you do comes back to you
Caring for Others Begins at Home
 reliable, respectful and responsible
Be
 Look for ways to help out at home
 Build on your family's strengths
 Family relationships need attention and care to
grow
Be a Good Friend
 open, honest, and real
Be
 good friend can make a BIG difference
A
 someone your friends can trust and rely on
Be
Good friends respect each other's differences
 help for your friends when they need it
Get
Contribute to our Community
 Your community needs you
 Safe and clean neighborhoods are everyone's
responsibility
 Small actions can make a big difference
 Settle problems without hurting one

6. Promote Physical, and Mental Well-Being Be
Healthy! Keep Mind and Body Strong
Your mind and body re connected
Take care of yourself first
Work your body, build your mind
Stress affects your health
Your Body is Amazing: Take Care of It
Healthy eating feeds the whole person
Being active and exercising keeps the body strong
 on the safe side: respect yourself, protect yourself
Be
Exercise reduces stress
Mental and Emotional Health Are Important
Use positive coping strategies to deal with stress
Understand what you're feeling
Express your feelings in a positive way
 help and support when you need it
Get
Seek Inner Peace
Take time for refection
Find and follow your purpose
Live your values
Promoting peace brings inner peace

7. Urban Teenz is a partnership between business and
higher education that is preparing the next
generation of entrepreneurs and business leaders to
create a better world for everyone.
Urban Teenz’s global network consists of business
executives, university students and academic leaders.
High school and college students form teams that
serve their communities by developing projects that
take what they are learning in their classrooms about
business and use it to solve real world problems for
real people. Business executives support the program
through corporate donations, personal contributions
and the gift of their time.

8. Urban Teenz Text Book concentrates on five areas:
career development, success skills, entrepreneurship,
financial literacy and business ethics.
The students are led by faculty who challenge them to
develop projects that specifically meet the unique
needs of
their communities. Their efforts help aspiring
entrepreneurs, struggling business owners, low-
income families and children experience success.
Urban Teenz teams present the results of their
community projects annually at regional, national and
international competitions. Business executives judge
the competitions and select the winners based on
which teams they believe were most effective at
educating others through their projects. Through
Urban Teenz, high school and university students
improve their communities and experience profound
personal growth. As these young
people assume leadership roles of significance and
influence, they will be the key to leading more
sustainable enterprises, building stronger
communities and creating a world with greater
opportunity for all of us.

9. Life groups are all about relationship – about doing
life together. They’re about developing trust and
accountability, and they’re about having a safe place
to talk and ask questions. They’re about developing
life skills like encouragement, serving and praying
for one another. And they’re about engaging with
and learning.

10.  Youth development is a process which
prepares young people to meet the
challenges of adolescence and
adulthood through a coordinated,
progressive series of activities and
experiences which help them to become
socially, morally, emotionally, physically,
and cognitively competent

11. (1) “The ability to guide or direct others on
a course of action, influence the opinion
and behavior of other people, and show
the way by going in advance”
(Wehmeyer, Agran, & Hughes, 1998);
 (2) “the ability to analyze one's own
strengths and weaknesses, set personal
and vocational goals, and have the self-
esteem to carry them out. It includes
the ability to identify community
resources and use them, not only to live
independently, but also to establish
support networks to participate in
community life and to effect positive
social change.”

12.  Increased self esteem, positive
peer relations, and sense of
personal control
 Better development of leadership,
communication, and decision-
making skills
 Increased dependability and job
responsibility
 Greater communication in the
family
 Fewer psychosocial problems (i.e.,
loneliness, shyness)

13.  Assists young people to become
self-sufficient and productive
members of society
 Assists in the development of
advocacy (self-determination)
skills
 Fosters making informed choices
 Experiences success
 Exposes youth to role models and
leaders

14.  The range of youth development
outcomes can be organized into five
developmental areas:
 Working
 Learning
 Thriving
 Connecting
 Leading

15.  The development of positive
occupational and career attitudes,
skills and behaviors through activities
that offer the chance to practice
technical and “soft skills” needed to
maintain employment
 Some activities supporting Working:
 Job shadowing
 Internships
 Entrepreneurship

16.  Visiting education and/or
training programs
 Completing a mock job-search
and interview process
 Writing a resume
 Interviewing representatives from
specific industries
 Attending workplace behavior
workshops
 Developing a forum for
networking
 Visiting industry sites
 Small business project

17.  The development of positive basic and
applied academic attitudes, skills, and
behavior
 To develop higher aptitude for
academic skill, and the ability to
approach endeavors with a strategy to
achieve
 Some activities supporting Learning:
 Formal and informal skills
assessment
 Identification of learning styles and
difficulties

18.  Peer tutoring activities
 Access to testing preparation classes
 Group problem-solving activities
 Develop a formal learning plan
 Accountability for grades
 Showcase of work highlighting a
learning experience
 Service-learning projects

19.  The development of attitudes,
skills and behaviors demonstrated
by maintaining optimal physical
and emotional well-being
 Some activities supporting
Thriving:
 Peer workshops on nutrition and
hygiene
 Community resource mapping
 Conflict management skill-
building

20.  Health-related workshops
 Role-playing activities
 Personal and peer counseling
 Meal planning/preparation
activities
 Social activities requiring
communication
 Directory of community resources

21.  The development of positive skills,
attitudes, and behaviors around
civic/public involvement and personal
goal setting
 Some activities supporting Leading:
 Registering to vote
 Volunteering
 Peer mediation activities
 Youth advisory committees

22.  Developing a personal plan
 Creating a map of local youth
resources
 Participating in town meetings
 Planning a program activity
 Participating in a local issue debate
 Participating in a letter writing
campaign
 Meeting with local officials

23.  Teaching Youth to Identify Essential Qualities of a Leader
 (Adapted from Leadership 101: Developing Leadership Skills for Resilient Youth, Facilitator’s Guide by Mariam
MacGregor, Youthleadership.com, 2000. Used with permission from Mariam MacGregor & Youth Leadership
Development Workbook, New Light Leadership Coalition, 2001-2003. Used with permission. )

 What character traits are essential to leadership? The following is a "starter list" of leadership character
qualities/skills that youth can add to as they learn more about leadership. After this list you’ll find some suggested
activities to do with youth to help them wrestle with this topic.
 Leadership Qualities and Skills
 Courage-The mindset that enables a person to face difficulty. Courage is not the absence of fear but rather the
willingness to do something in spite of fear.
 Visionary-The ability to see the bigger picture in a situation or organization, and dream of possibilities that would
be more beneficial. A visionary is one who imagines possibilities.
 Change Agent-The ability to not only move people and things in a new direction, but also to accept, handle and
thrive in the midst of change. A change agent is one who can create a sense of urgency for a new direction, and
guide a group down the path of that new direction.
 Decisive-Having the willingness and ability to make a decision, judgment call or resolution. Leaders would often
rather make the wrong decision than no decision at all.
 Perseverance-The ability to remain steady in a course of action; having tenacity and endurance despite hardship
or discouragement.
 Risk Taking-The courage to begin a course of action or make a decision even though failure is a possibility. Risk
takers realize that no one succeeds at every turn, and sometimes more can be learned from failure than success.
 Creativity-The ability to use originality, innovation and imagination to solve problems or dream dreams. A
creative leader thinks "outside the box."
 Confidence-The steady belief or trust in yourself and your abilities. The opposite of confidence is low self esteem
or feeling worthless.
 Self-Discipline-The ability to control your actions and order your behavior appropriately.
 Honesty-Having truthfulness and integrity in your actions and dealings with others.
 Sense of Humor-The ability to see the lighter side of a situation or circumstance. Key to having a sense of humor
is having the ability to not take yourself too seriously. Leaders can laugh at themselves.
 Suggested activities:
 (1) Have youth identify one person, preferably someone who is well known to the group, who exhibits each
character quality, and discuss in a group setting why they think each person listed exhibits that particular quality.
 (2) Have the youth rank which characteristics from the list they think are most important in a leader, and why.
 (3) Have the youth identify which attributes they feel they already possess, and which ones they need to develop
more strongly. Discuss possible ways to develop each attribute.

25.  Helps for Teaching Youth Effective Listening and Communication Skills
 (Adapted from Leadership 101: Developing Leadership Skills for Resilient Youth, Facilitator’s
Guide by Mariam MacGregor, Youthleadership.com, 2000. Used with permission.)
 Tips for Listening Actively
 Use basic "probing" responses such as: “How so?” “In what way?” “Why?” or “Tell me
more…”Paraphrase the speaker's message and repeat it back to him or her.Verbally
acknowledge that you understand the other person's thoughts and feelings.Use body posture,
eye contact and other non-verbal communication techniques that send the message that you
are engaging with what the speaker is saying.
 "Road Blocks" to Active Listening
 Rehearsing: spending your mental energy on preparing what you will say in response
 Judging: "writing off" a person as stupid or incompetent or uninformed and therefore not
paying close attention to what her or she is saying
 Identifying: relating everything the person says back to yourself so that the conversation
becomes focused around you
 Advising: trying to solve a problem or give advice without finishing listening to what the
other person is saying
 Sparring: being too quick to disagree or create an argument with the speaker
 Derailing: constantly changing the topic of conversation
 Dreaming: "checking out" or daydreaming rather than focusing on what the speaker is
saying
 Smoothing Over: being so concerned that you are pleasant, agreeable and well-liked that you
don't really engage with what the person is saying

26.  Non-verbal communication can be more powerful than verbal
communication. It can contradict or undermine verbal
communication. You can tell how well someone is receiving your
message by watching for non-verbal "signals." It is important to
realize that non-verbal communication is sometimes strongly
connected to culture and gender, and that the same "signal" can carry
different meanings when coming from different people. When you
are unsure of what someone is communicating, it is always best to ask
for clarification.
 Five parts to non-verbal communication
 There are five main "channels" for non-verbal communication--
posture/stance, gestures, eye contact, facial expressions, and vocal
qualities. The following are a few examples of types of
communication in each of the categories:
 Posture: slouching can suggest boredom, leaning forward can
suggest interest and openness, etc.
 Gestures: clenched fists suggest anger, fidgety hands can suggest
nervousness
 Eye Contact: avoiding eye contact can suggest lack of self-
confidence, looking downward suggests shame, direct eye contact
suggests confidence
 Facial Expressions: aside from the obvious--smiles, frowns, etc.--
facial expressions can hide the true intention of the message
 Vocal Qualities: raising the volume of your voice can suggest anger,
mumbling can suggest lack of self-confidence, speaking overly slowly
and deliberately can communicate that you think the other person
doesn't understand you

29.  Be clear on what you want as an outcome, but be flexible — you might create an
even better one. “Negotiation” means a give and take. Lay out your specific interest
clearly, briefly and positively, then listen completely and politely to the response. Be
willing to consider a counter-proposal on its merits.
 Put things positively. Talk specifically about what you want, not about the other
person’s
behavior or presumed intent. Make sure your interests are understood. Saying there is
something you’d like to discuss changing is far more productive than just saying you don’t
like
something.
 Being a Skilled Negotiator
 Without exception, family negotiations are the hardest in the world,
 including arms-control talks and labor negotiations.
 That is because in family negotiations (1) everyone involved has little or
 no training in mediation or negotiation, (2) the issues “on the table” are
 wrapped up in personal importance and are usually emotionally loaded, and
 (3) you don’t have attorneys and experts whispering advice in your ear.
 And the rules are different — some of the more hard-line methods can’t be
 used if you are to achieve positive outcomes.
 Following are four steps that can help you develop a key element in strong
 relationships — being a skilled negotiator:
 In preparing to negotiate, consider the other person’s interests and proposals.
This is
 something to which all professional negotiators pay close attention. It provides you
with a
 perspective and understanding that may affect how you approach the other person.
 Remind yourself in advance that you are
 negotiating with people whom you care about
 and who care for you. You should be seeking
 “win-win” outcomes

35. "Leadership Skills Rarely Come Naturally"
Leadership Skills Quote
"Nothing gives one person so much advantage over another as to remain cool and
unruffled under all circumstances."
Thomas Jefferson
 Suggested Reading:
 Fostering Leadership Skills in Ministry: A Parish Handbook
by Jean Marie Hiesberger
 Manager's Pocket Guide to Leadership Skills
by Stalk Peter
 Leadership Skills for Project Managers
by Jeffrey K. Pinto, Jeffrey W. Trailer
 Group Leadership Skills: Carolyn Chambers Clark (Springer Series on the Teaching of
Nursing)
by Carolyn Chambers Clark
 Visionary Leadership Skills: Creating a World to Which People Want to Belong
by Robert Dilts, Robert B. Dilts
 Leadership Through People Skills
by R. E. Lefton
 Leadership: Research Findings, Practice, and Skills
by Andrew J. Dubrin
 Leadership : Theory, Application, Skill Development
by Robert N. Lussier, Christopher F. Achua
 Leadership 101 : Developing Your Leadership Skills (Student Workbook)
by Mariam G. MacGregor
 Patton's One-Minute Messages : Tactical Leadership Skills of Business Managers
by CHARLES PROVINCE
 Leadership 101: Developing Leadership Skills for Resilient Youth Facilitator's Guide
by Mariam G. MacGregor, Mariam MacGregor
 Interpersonal Skills for Leadership (2nd Edition)
by Susan M. Fritz