A n a d a p t a b l e m a n u a l t h a t a s s i s t s w i t h p r o b l e m s o l v i n g t h e n e e d s o f y o u t h i n a c o m m u n i t y .
Created by: Paige Wray, Cris Meier PhD, Janea Huber, & Jordan Dayish Designed by: Kristin Culp
We hope that you find this manual helpful! Our team has worked hard to compile and create a useful, feasible, and concise manual that will provide you with enough information and resources to lead your own youth led community needs assessment While this manual was created for our Utah Well Connected Communities, it can be applied across topics and is not only for folks doing health and well being work with youth. This was also designed and piloted in rural communities in Utah, and you will find that it works well in a small community and not just in larger urban areas.
If you have any questions about the use of this manual or could use support as you work through the youth led community needs assessment, please reach out to us. Here is our contact information:
Paige Wray
Pwray@uidaho edu 4 H Educator
University of Idaho
Cris Meier
Cris meier@usu edu Assistant Professor
Social Work and Extension Community Resource & Economic Development Utah State University
We would like to thank San Juan County Well Connected Communities Team for piloting the Youth Led Assessment and Dave Francis for his support on the development and dissemination of this project
Grant Statement: This grant was funded by the National 4 H Council’s Well Connected Communities Grant (No 204170)
4 H is one of the largest youth development organizations in the United States 4 H is found in almost every county across the nation and enjoys a partnership between the U. S. Department of Agriculture (USDA), the state land grant universities (e g , Utah State University), and local county governments 4 H is about youth and adults working together as partners in designing and implementing club and individual plans for activities and events. Positive youth development is the primary goal of 4 H The project area serves as the vehicle for members to learn and master project specific skills while developing basic life skills. All projects support the ultimate goal for the 4 H member to develop positive personal assets needed to live successfully in a diverse and changing world Participation in 4 H has shown many positive outcomes for youth. Specifically, 4 H participants have higher participation in civic contribution, higher grades, increased healthy habits, and higher participation in science than other youth (Lerner et al., 2005). As you can see, 4 H is something that will help youth grow and meet their goals!
4 H is the youth development program of Utah State University Extension and has more than 90,000 youth participants and 8,600 adult volunteers Each county (with the exception of Daggett County) has a Utah State University Extension office that administers the 4 H program
The 4-H Motto “To Make the Best Better!”
The 4 H Pledge
I pledge: My HEAD to clearer thinking, my HEART to greater loyalty, my HANDS to larger service and my HEALTH to better living, for my club, my community, my country, and my world
The club is the basic unit and foundation of 4 H An organized club meets regularly (once a month, twice a month, weekly, etc.) under the guidance of one or more volunteer leaders, elects its own officers, plans its own program, and participates in a variety of activities Clubs may choose to meet during the school year, only for the summer, or both
*Description comes from the library of Discover 4 H Manuals https://extension usu edu/utah4h/discover
Chapter 8: Wrapping up the CNA ........................................................................................................ 87
Passing on Knowledge .................................................................................................................................. 88 Celebrating Successes 88
References ..................................................................................................................................................... 90
Appendix 1: Program Evaluation .......................................................................................................... 91
Purpose of the Evaluation ............................................................................................................................ 91 Method ............................................................................................................................................................. 91
Focus Group Questions ................................................................................................................................ 92 Analysis and Reporting ................................................................................................................................. 93
Appendix 2: Pilot Testing Examples .................................................................................................... 94 Chapter 2 & Chapter 3 .................................................................................................................................. 94 Chapter 6 ......................................................................................................................................................... 95
We hope this manual will help you facilitate a Community Needs Assessment (CNA) that is led and driven by the youth you work with!
This brief section provides you with: 1 2. 3 4
Basics about how to use this manual
An overview & objectives of completing a CNA. Information that you need as a facilitator to guide your youth during this initial step and the rest of this CNA. An overview of a timeline that you can use or adapt to fit your team’s needs
We hope you will find everything you will need to complete a youth led CNA. However, if you need support or have questions as you go through the process, please contact Paige Wray (pwray@uidaho edu) or Cris Meier (cris meier@usu edu)
Why would I even do a project like this one with my youth team? Although this manual can be used for many different youth groups, this manual was created as part of a 4 H initiative One of the purposes of 4 H, and other youth groups, is to work with and prepare youth for future experiences in life and leadership. After all, 4 H was formed from the idea that by providing youth opportunities to learn new agricultural technologies in "hands on" settings, they could then take them back and be implemented in their communities with adults.
Providing meaningful experiences for youth participation and leadership takes planning and intentionality but is achievable As described by Hart’s Ladder of Youth Participation , ideally, youth programs should seek to have maximum youth involvement As the figure of Hart’s Ladder of Youth Participation shows on the next page, this is achieved when adult leaders move youth from “objects” or tokenized participants to partners in programming
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The youth led CNA described in this manual seeks to move youth up the ladder into the top rungs with the intention of the youth initiating and directing not only the CNA but also a project resulting from their CNA findings.
By using this manual to provide a youth led, adult supported experience, we are making youth partners in the program and allowing them to explore the needs of the youth community and make it better by forming initiatives to address those needs
This manual is meant to provide you with most of the tools and information you need to facilitate your youth through a CNA The manual is written for you as the facilitator, and you will not want to share the manual itself with your youth team as it is not written using language or instructions for them (and they will likely find it boring and overwhelming). However, you will need to read the manual to guide you through the process (see Figure below) and follow the steps outlined throughout to ensure you are following the evidence based approach to needs assessments 2
While you will need to follow the process we outline, we encourage you to use the activities and other materials we provide while also being creative and using materials you find outside of this manual on your own. This toolkit is intended for you, the facilitator, to have the steps and guide them through the process; but the youth are the ones that will bring the CNA to life Good luck!
After you have read the contents of this chapter, you should do the following with your youth:
Describe a CNA and its objectives
Decide if a CNA is right for the group
Talk about documenting the process
Set group goals
Lead an activity for youth to get to know each other (optional)
While assisting a youth team in a CNA (Community Needs Assessment), you have two primary goals:
1
To help them initiate change that will improve their youth community
To facilitate the process where the youth participants can exercise leadership skills and eventually become experts
Provide guidance
Provide youth with the information to follow the CNA process Help the youth work through challenges
You should focus on understanding the process, and providing support as they design their CNA, rather than telling them what to do.
In this toolkit, our instructions will assist you as an adult facilitator so that you can guide the youth team Your responsibility is to take charge and lead them through each step of the CNA This means you will give instructions, explain the processes, answer questions, set up activities, and help with any problems the youth run into. There will be opportunities to provide visuals and materials for the youth, but ultimately, you will support them and provide resources as they lead their assessment
With this CNA being youth led, it means that the youth will have a major role in this assessment The youth involvement program is the main priority in 4 H; it is where the youth become more involved and start to take on a leadership role The youth in the community will lead the assessment on an issue that the community is currently facing. They will have adults available for guidance and to help meet their needs.
However, it is important for the youth to be independent throughout the process because the youth are the ones experiencing the issue they select and developing a solution. Who better to identify a problem and resolve it than the directly affected people?
Keep in mind that they are the decision makers, and you should be helping them flourish; not making decisions for them. Whether it be brainstorming an issue, conducting a focus group, or enlisting other youth to help with the final plan, the youth will be the decision makers throughout every step The youth team should be aware of the responsibilities of conducting a CNA, especially as the leaders.
Let youth know that the first step is the hardest in any project! It is no different here Starting from scratch is intimidating, but this toolkit and you (the adult facilitator) are here to guide the team. Before beginning, we want to make sure the youth team is fully equipped for what lies ahead
The youth should rely on each other as teammates and should ask each other questions, have discussions, encourage each other, and work together.
A CNA is conducted by members of a defined community. During a CNA, community members evaluate community problems and determine how best to solve them by taking advantage of the strengths and resources of their community While CNAs are typically led by and completed for adult purposes, this project will help the youth conduct a CNA that is focused on youth problems and solutions!
A CNA’s procedure has a logical flow that is clear to follow and understand The steps include but are not limited to:
Picking and investigating an issue
Collecting data
Developing an action plan
In your case, youth will determine who or what makes up their community and decide which issues youth are facing You will then follow the steps outlined in this toolkit and be actively involved in the design and execution of the CNA
Through the process and by making positive change, youth can develop a better understanding of your community and its specific needs
Understanding the objectives of a CNA can help your youth and you as the facilitator, be more aware of what they will accomplish in their project Here are the objectives of the CNA:
1 2 3. 4. 5
Be able to identify youth specific community issues and analyze them
Practice conducting data collection and the research process
Apply problem solving skills
Assess the progress and the outcomes of the project Become more involved and active in the community
As you introduce the idea of the youth conducting a CNA, you will want to explain to them what a CNA is and the objectives of a CNA This can help them decide if a CNA is right for them!
Some questions you may ask youth when leading them in a discussion of the objectives:
What research skills do you think this project will involve?
What does community engagement mean to you?
Why is it important to evaluate the end result of a project?
What counts as a problem solving skill?
What skills or strengths do you have that relate to these objectives?
This discussion does not need to take a long time, but enough to help the youth feel comfortable and come to their own understanding of the objectives and decide if a CNA is right for your group
Throughout the entire project, it will be helpful for youth to document their experiences. When something goes wrong, encourage them to write it down! It also might help you as the facilitator to take notes to keep track of discussions and where the group is in the process
When they have a success, write it down! This will help with the evaluation at the end, as well as giving advice and guidance to future youth CNA leaders
The youth should take notes during or after meetings and write down their ideas. After the team completes a chapter, they should recap. It will be helpful if they consistently document the process Have the youth bring their notebooks every time you all meet
The youth should first set goals for their team once the group has agreed that the CNA is right for them Having goals reminds the youth why they're involved Even if a goal is simple, sticking to it and using it as a guide throughout the rest of the CNA is beneficial for individual and team growth
While discussing the purpose of goals and setting them with the youth team, you should keep the process simple. First, allow the youth team to figure out what they want to achieve. Then, as they are writing, help them keep their goals concise, simple, and realistic
A goal is an action that needs to be or can be accomplished. It has a timeframe and needs to be an ambition of yours that you would like to achieve It’s important for people to set goals because it will help keep people on track and stay focused
While setting goals, they should be attainable and realistic to accomplish. The youth know their own limits, so they would need to analyze if you are able to achieve the goals as a group If a goal is too challenging, it may discourage the group
Always keep the purpose of a goal in mind; that will motivate the youth to work towards achieving it!
While setting a team goal, make sure it’s something that everyone is comfortable with and able to complete What may be easy for some may not be easy for others Try to be specific with team goals by breaking it up or specify if there is a long or vague goal This makes it easier to identify progress However, don’t have so many small goals that the process becomes discouraging and overwhelming. The goals should also assist the team throughout the entire project in completing the CNA
Goal writing tips: 1. 2 3.
Keep a goal specific. A goal should be focused on one subject. Make your goal an action plan
Don’t require too much time to accomplish a goal. Your goal shouldn’t need weeks or months to achieve, especially considering the timeframe of this project
A couple of examples of goals:
EXAMPLE GOAL: Complete the first half of the CNA process before we go on spring break.
EXAMPLE
Throughout the CNA process, it would be a good idea to provide incentives or goodies to keep encouraging the youth team to make progress on their project Remember to compliment their work and explain that the incentives or goodies you give the team shows how grateful you are for their dedication. Showing the youth that we acknowledge their work and commitment to this CNA will keep them motivated and continue their work
Tip: If possible, provide youth with incentives/swag like candy, shirts, journals, etc.
Completing an entire CNA should take your team approximately 8 12 weeks. However, this is just a suggestion and should not impact your group ’ s process The length will vary depending on:
How often your team meets
The complexity of the issue youth pick
How long your team decides to spend on certain steps such as data collection and developing an action plan
Following a schedule or having goal dates in which you would like to move to the next step will help in keeping your team focused and on track. It can also prevent youth participants from feeling overwhelmed and thinking too far ahead, which can distract them from present tasks
Here we provide an example timeline, which will help you start thinking as a facilitator about how to best work through the process. Below we provide the topic of each chapter in this manual and the estimated amount of time you should spend on each
In the case that your team cannot spend 8 12 weeks on a CNA, you can adapt your own shortened model It is more important to follow each step than complete them according to the schedule above.
1.
While youth are conducting the assessment, remember that they need to incorporate inclusivity and diversity Inclusivity is providing the same opportunities and resources to everyone, especially those who aren’t usually included. To achieve the best results, the youth consider race, ethnicity, social class, age, religion, and social groups (school clubs, extracurriculars, volunteer programs, different schools, etc ) In addition, they should think about the area in which the group lives: consider the shortcomings of your home, as well as the strengths and resources available It can be easier to determine a problem when you have a keen awareness of the population
This is a learning process; as the youth complete their first youth led CNA, they may run into complications, setbacks, and confusion Remember that the two main goals are to make a change in the community that will help youth and to help youth develop important skills that grow their abilities
If your youth team doesn’t already know each other, do an ice breaker activity to get them comfortable. Doing this will make it easier for them to rely on one another as a team moving forward Feel free to use the following options or come up with something of your own
Supplies: Bowl
Candy in corresponding colors to the question sheet
Question sheet
How to Play: Pass around the bowl with candy and let each person take a few pieces. Then, before eating, go around and have each person answer a question corresponding to one of the piece’s colors they chose.
Green: Favorite Place on Earth
Red: Favorite Hobbies
Blue: Something on your Bucket List
Yellow: Dream Job
Orange: Wildcard (tell us anything about yourself)
Purple: Favorite Food
How to Play:
Divide your group into groups of 3 or 4.
Give the groups 5 7 minutes to find three things they have in common with each other The weirder the better After the time is up, each group announces the three things they have in common Everyone votes to decide which group has the most bizarre three things in common Supplies Paper Pens
How to Play:
Divide your group into pairs
Give each pair 3 5 minutes to come up with everything they have in common (i e , hair color, position in the family, favorite color, etc.).
After the time limit, have groups come back together and find out who came up with the most Ask the group with the most to tell us what they found Then, have each group share a few of the things they found in common.
As the program facilitator you will want to make sure that the youth led CNA is doing what it is supposed to do, and to ensure this is the case you will want to conduct a program evaluation at the end of the CNA process We have provided instructions and a focus group guide that you can use to conduct your program evaluation, from which you can make future improvements to your process as well as document the successes of the program. This program evaluation can be incorporated into your activities in Chapter 7 of this manual We hope that you’ll utilize the evaluation tools provided to ensure the youth are having a great experience conducting a CNA!
Listed below are several additional resources that relate to the chapter's content They are included to supplement the material and provide more insight if desired. However, they are not required and are optional. Many of the resources will provide multiple tips and suggestions. Feel free to adapt their advice to what will work best for you and your team
In this chapter, the youth team will brainstorm and complete team activities to move towards choosing a specific issue or range of issues that their CNA will assess. At the end of this chapter, the youth will make a final decision on what their CNA’s issue will be
You don’t want to rush this step
Make sure that each teammate shares their ideas and opinions, and everyone comes to an agreement on what the team’s focus will be.
It is important for the youth team to investigate their ideas for an issue thoroughly. A core principle of a CNA is examining the areas needing intervention in their community By discussing the problems affecting youth in their community, the team is actively practicing community engagement.
Picking an issue or range of issues that your CNA will assess should be one of the most exciting steps in the process for the youth. The decision they make will determine the direction of the rest of the assessment Since this CNA belongs to the youth, the issue or range of issues should reflect the youth team’s community and peers.
Things to keep in mind during this step: 1 2 3. 4
Encourage youth to be kind and respectful to teammates’ ideas
Keep realistic expectations; make sure the ideas are possible to achieve Make sure identified community issue ideas are not too specific or too broad. Dig deep and look beneath the surface when exploring issue ideas
Tip: For this chapter, we encourage you to do each of the following steps in order, unless a step does not make sense for your youth team.
After you have read the contents of this chapter, you should do the following with your youth:
Complete a Golden Circle for the CNA so that everyone is on the same page
Use the SAMHSA Wellness Wheel to start framing the discussion of community issues.
Brainstorm ideas for possible issues with the provided brainstorming activities or your team’s own brainstorming strategies
Use the SWOT Analysis to help make a final decision on an issue or range of issues
Finalize an issue or range of issues and answer any lingering questions or concerns
The Simon Sinek Golden Circle was developed to understand how people make decisions and maximize marketing and sales in professional settings. The creator of this model, Simon Sinek, explains that most people know exactly what they do for work or know how their organization operates, but they may not be able to put into words why they do what they do By understanding why, an individual or group can feel inspired and dedicated
In the case of your project, your youth team can use the Golden Circle to help them understand why they are performing a CNA at all. As the facilitator, you will want to lead them through the discussion and encourage them to come up with their own “why’s” but also be ready to remind them of the purpose of the CNA when helpful for the discussion.
This activity is an essential step as the youth team needs to fully understand what they will do during a CNA, how a CNA is different from any other community project, how they will be working as team to complete it, and why they are doing it
While the Golden Circle figure is meant to help guide your youth team’s discussion, you don’t necessarily need to have them fill in the figure itself It’s just meant to help guide the conversation While discussing or using the Golden Circle, your team will work from the inside out of the figure
For example, you will start with “why,” then answer “how,” and finish with “what ”
You can use the discussion questions below to help guide the conversation This conversation aims for the youth to create a shared sense of purpose for this project
WHY Discuss why they think the youth team is even doing this at all What is the reason? What is the purpose? By starting with defining your team’s “why”, your team should be motivated to act
HOW The “how” doesn’t necessarily refer to the actual steps of a CNA, but rather how a CNA is unique Ask youth how they think this experience will go? What makes your team different? What are the strengths of the team? Is there a specific goal they have related to while participating in this project?
WHAT This is the simplest component of the golden circle; your team will define what they will do during their CNA. However, different points of discussion could include: what are you hoping we do? What do you think you want my role to be (facilitator)?
The SAMHSA (Substance Abuse and Mental Health Services Administration) Wellness Wheel (see Figure below) can be used by your youth team to begin thinking about identifying issues related to health and wellness in the community You might want to consider introducing the wellness wheel to them before engaging in brainstorming This section provides you with an overview of the wellness wheel, to determine if you want to share it with your youth team The examples within each dimension are not meant to be examples tied to the CNA Instead, they are intended to provide you with an example of what falls within that dimension
Image adapted from SAMHSA Wellness Wheel
There are eight dimensions of wellness; emotional, environmental, financial, intellectual, occupational, physical, social, and spiritual A core concept of the SAMHSA wellness wheel is that “wellness is multifaceted ” These eight sections all connect to each other and by using the wheel, the youth team should be able to explore the various factors and impacts of a community based issue
Using the SAMHSA wheel allows you to expand connections on a topic through considering neighboring dimensions
Example: discussing financial insecurity in a community may lead you to acknowledge that financial issues are tied to occupational issues such as competitive industries or job scarcity.
You may find the Wellness Wheel a helpful resource during the brainstorming process to promote discussion across dimensions.
Emotional wellness comes from fulfillment from relationships with other people and successfully getting by in life. This can include coping mechanisms, resiliency, confidence, and the things that may make someone happy in life. If we are considering the emotional dimension of a community, you would want to look at the emotional health of community members and how emotional factors affect the community itself
Example: The community has a strong connection with the local university There are traditions that locals participate in, there is a lot of school pride and spirit, and college game days are exciting and celebrated by community members This fosters relationships between locals and allows them to bond while giving community members something to look forward to
Spiritual wellness refers to a sense of purpose and satisfaction that comes from having meaning This can be associated with personal morals or values as well as positive practices such as volunteering, meditation, religious activities, or spending time outside As long as it allows an individual or group of people to develop or build on their defined purpose and a sense of inner peace, it falls under this dimension of wellness. In a community sense, spiritual wellness can relate to relationships and what a community stands for.
Example: Every Thanksgiving, there is an opportunity for community members to volunteer to prepare and serve a Thanksgiving dinner for the homeless They serve at least 100 people every holiday and get dozens of volunteers Local businesses donate the food, school children create decorations and cards, and local musicians take turns performing This community wide event is looked forward to by many and is important to community members as a way to give back to the less fortunate.
Intellectual:
Intellectual wellness means to challenge one ’ s mind Exercising the brain allows people to improve intelligence, hone their creative side, and broaden their skills By developing intellectual wellness, one can build on their quality of life as they practice lifelong learning habits. Intellectual wellness in communities may look like valuing cultural events, promoting museums or exhibits, and supporting local public schools and universities
Example: The local university puts on a community panel event where professors, guest speakers, and spotlight students participate in a selection of topics that community members express interest in. The event is free and open to the public and has a specific theme. One year it focuses on racial topics, another year on climate change and solutions, and this year it’s focused on mental and physical wellness Panel members include professors of kinesiology, public health, and psychology; guest speakers that are sports medicine doctors, physical therapists, psychiatrists, and mental health therapists; and students conducting research on these topics
Physical:
Physical wellness involves physical activity and healthy habits such as good eating and sleep patterns Drinking enough water or moving your body at least once a day contributes to developing good physical health To create physical wellness, an individual must practice mindfulness over their body When one ’ s physical health is prioritized, it establishes a baseline for other areas of wellness. It makes it easier to have the energy and ability to focus on the other areas. Communities that value physical wellness may host events or create initiatives to promote physical health
Example: A community hosts a city wide annual fundraiser 5k run which the money is donated to back to city recreation The community also focuses on city physical recreation by maintaining trails, campsites, and parks and promotes healthy physical habits.
Environmental:
Environmental wellness refers to the combination of social and environmental factors that surround someone or a community to contribute to other areas of wellness The social or natural environment can play a large influence on how you physically feel, your mental health, the community events you participate in, who you interact with, your career, or what you do
in your free time Furthermore, the environmental factors of a community such as pollution, city layouts, the number of green spaces, how much community members value sustainability, accessibility of recycling, waste systems, and even plastic bag bans are important in determining environmental wellness
Example: The community hosts an annual trash pick up in their biggest city park, where many community members participate There is also a plastic bag ban in place in stores, a large fine for littering, and heavy regulations on pollution from companies in the area
Financial:
Financial wellness factors include managing one ’ s finances, following a budget, practicing responsible spending habits, and being overall conscious about savings and spending Financial security in the present tense, as well as preparation for future financial security, can provide mental security As someone ’ s financial standing can determine many other aspects of their life, financial wellness allows someone to practice being practical and responsible and therefore set them up to succeed. When a community aims for financial wellness, they are not only looking out for their future, but also the security of their community members.
Example: Every semester, the local high school invites accountants, financial advisors, and analysts to talk to the high school seniors about making smart financial decisions, the stock market, taxes, and other important topics for soon to be adults It is a special day of assemblies, panels, and classes that many community members see as essential knowledge for the seniors to have
Occupational:
Occupational wellness deals with the satisfaction an individual gets from their work or career Our work can reflect how we feel, our goals, and our values. When someone enjoys their work, they will probably feel enriched in life as it contributes to a sense of purpose. This aligns with emotional and intellectual wellness, as an occupation can provide a means for those dimensions of wellness When an individual feels challenged by their work and engaged with their responsibilities, they will enjoy their time and therefore, enjoy the work in their life.
Outside factors can affect occupational wellness, such as not having a job in the field you are interested in or changes in job responsibilities
Example: Businesses come to job fairs at colleges and universities and can network with students If a community contributes to this or actively supports these kinds of events, they are directly supporting young employees in finding satisfying work that will fulfill them.
Social wellness is to feel connected to others, to have a sense of belonging, and to feel supported. Social wellness largely stems from our relationships and interactions with other people It can include a variety of relationships, whether it’s coworkers, friends, family members, or the barista that serves you every day This dimension of wellness also includes all the qualities and skills that come from social interactions and relationships, such as healthy communication, setting boundaries, spending time with others, forming friendships, and being socially conscious. In a community sense, just being involved with the community and giving back means an individual is socially connected, emotionally invested, and therefore can develop their social wellness Relationships and social connections allow us to feel secure and reinforce positive emotions to contribute to all other wellness areas.
Example: Participating in community events such as concerts, exhibits, volunteer opportunities, farmers’ markets, cultural activities, or sporting events contributes to relationship building and social interactions Likewise, social wellness can be fostered when an individual attends events that the community values and therefore sponsors.
When using the SAMHSA wheel in a CNA, if it is applicable to your group, it should be approached with the community in mind. While in this step, you should be looking for an issue to guide your CNA, and this wheel can help develop a well rounded idea
You can find additional resources online to use as visual resources and talk your youth team through the Wellness Wheel and what fits under each Encourage them to try to come up with their own ideas of what might fit under each domain
The goal of completing a brainstorming activity is to have the youth team consider what’s going on in their community and to think outside the box. As a result of their brainstorming, they will have a list of community issues that they believe affect youth This brainstorming could help with identifying the issue or range of issues that their CNA covers.
Brainstorming can take place in various ways, and the approach taken should be whatever works best for the team.
Let the youth decide on the format they want to use and get brainstorming!
Here are a few suggestions for brainstorming:
1.
Get sticky notes, have the youth write as many ideas as they can on them, and stick them up where everyone can see them
Next, help them organize the sticky notes into clusters of similar ideas and then discuss each as a group
This allows them to record their own personal ideas while also having a visual while working with the rest of their team.
You can also provide the youth with a time limit to help them stay on track
2 Have a group discussion
Assign a teammate to take notes to record everyone ’ s thoughts and have everyone take turns sharing their ideas.
You can ask someone to share an idea, have the team pause and discuss it, and move on to the next teammate’s idea.
To ensure everyone is involved, encourage everyone to share at least once, but allow teammates to share as many ideas as possible
3 Have the team sit in a circle and give one teammate a piece of paper to start with
Give them 10 15 seconds to write an issue down and ask them to pass the paper on to the next person until everyone has written an idea.
The time constraint will force them to write down the first idea that comes to their mind, which they may have thought wasn’t “good enough.”
Also, you won’t have to worry about teammates having the same ideas since they won’t be able to write the same idea more than once
Try to rotate through the group at least 5 times or until you have at least 20 ideas on your page That way, you will have several ideas to go through and several options to narrow down to
As you are doing these activities, make sure the youth identify issues they are facing and not necessarily the solutions. Solutions will come later in the process. At the same time, don’t restrict the youth Tell them to write down an idea no matter how silly it seems Every idea is a good idea in the brainstorming phase
An idea that can seem unrealistic can be shaped and changed to be realistic Don’t stay silent! Speak up!
It will help the whole team if everyone is sharing their thoughts.
The more ideas you have, the better When everyone is involved in brainstorming, a team comes up with more ideas than one person could have thought of alone
Once you have identified all of the possible issues you could think of in your community, choose one, two, or even three ideas your youth team likes the most With those ideas, you can use the SWOT activity to help you pick the right issue for your group to move forward with.
The SWOT Analysis helps youth identify the strengths and weaknesses of your youth community and can also be applied to your team itself The results of the analysis can illuminate opportunities for the eventual solution identified by the youth team.
To do the SWOT activity, you will first need a solid idea of your issue or range of issues that the youth team would like to focus on
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The SWOT acronym describes the four main aspects of this activity:
W
trengths (of your community and youth team) eaknesses (of your community and youth team) pportunity (for your CNA) able (medium for analysis)
During this activity, the youth team will list strengths of the youth community and the CNA team, as well as the weaknesses of both Following the instructions and using the table template provided below should help you to flesh out an issue affecting youth in the community.
Recognizing the strengths and weaknesses of your community is another core piece of CNAs and community engagement Practicing this recognition can help find other needs that should be addressed in your community
It may be a bit difficult at first to connect the dots between the boxes in the table below, so as the facilitator, you will need to guide them through their analysis Don’t tell them what to write or think, but ask them to compare strengths and weaknesses and also be prepared to share some ideas if they seem stuck or are struggling to get started. Make sure you also help them keep on track and record their ideas.
For example: If they list that their team strength is writing skills, their youth community strength is athletics, their team weakness is access to technology, and their community weakness is transportation to sporting events, it’d be difficult to make a connection between all of the areas. They don’t really connect as a whole. However, you could identify that their team boxes are related, as well as their community boxes. Continuing on with either of those could help in determining an issue.
In this section, we will walk through an example of a SWOT Analysis and what the template might look like when the process is completed As you can see in the template below, there are boxes for strengths, as well as for weaknesses (which you can also think of as areas for growth). There are also two boxes above and below the main table. You can use the first box if you already have an idea for an issue or range of issues. Then, in the bottom box, you can record a possible solution for an issue
Tip: If you are starting this activity without a specific idea, feel free to ignore the bottom box. It isn’t necessary for the activity, but rather an opportunity for the team to get a head start or start preparing for the rest of CNA if they are confident with a direction.
As your team works through each box, they are free to fill out the boxes in any order you wish, especially in any order that works the best for your team You are likely to also bounce around as new ideas surface.
In our example, we will be working in this order:
A potential issue Team Strengths Team Weaknesses Youth Community Strengths Youth Community Weaknesses A potential solution for the issue
In the example used here, we will start with a hypothetical issue: “There is a lack of artistic opportunities and events for youth ”
Therefore, we would write it in the top box, and save the bottom box for a solution idea.
Next, how do we identify strengths and weaknesses? First, let’s look at what this might look like for community strengths and weaknesses
While completing this box, you’ll want to look at the advantages and strengths of the community, specifically the youth community as a whole
These could be:
sports clubs
extracurriculars your peers excel at awards received health factors traditions, etc
List the positive aspects of the youth community and what makes the youth proud of their peers See the figure below of what this looks like filled in the template
Recording these strengths will help your team recognize the areas you can pursue your solution in By comparing these strengths to the next step (youth community weaknesses), you can also figure out the areas of your community that need assistance, with the knowledge of the assets available to your team
The weaknesses of the community, or youth community, will be the areas where teens struggle This may be considered an area that has the attention of public officials and adults This step may require the youth to investigate and think outside the box since a significant youth issue may not be affecting the youth team directly Think about the subjects that your school talks about a lot, such as safe driving, substance use, food security, etc. See the figure below of what this looks like filled in the template.
This conversation may be uncomfortable as there might be a youth issue they have experience with, but they don’t want to talk about in front of their teammates Make sure to prepare the youth team that this might be a difficult conversation and to treat each other with respect Some topics are sensitive, and since we don’t know the background of everyone we talk to, it is good to be respectful and sensitive to one another. If someone suggests an issue, encourage the youth not to immediately shoot it down or insult it. Instead, encourage the youth to practice kindness and thoughtfulness with one another during this step
This step may be a direct parallel to the strengths the youth team came up with Along the way, they may come up with ideas for the opposites or adjacent boxes when they complete a box. For example, with the previous step, if they determined that there is a community art fair, they may immediately recognize that there isn’t any youth participation, and this would qualify as a community weakness
Let’s next look at what this might look like for team strengths
Have the youth team ask themselves what their own personal strengths are. You could discuss them out loud as a group and have the youth decide on traits that encapsulate the whole group, or have each person think individually and then share Encourage the youth to think of traits t al skills, l of what t
This step is more about figuring out areas for growth as a team that might make it harder to develop specific solutions The point of this step isn’t to make the team feel bad about themselves but rather to be realistic about the issue and determine a direction that will align
with the teams’ abilities Focus the conversation here on the weaknesses of the youth team as a whole
For example, have the youth consider what they may be worried about when they think about the team or working as a team. If they are concerned that a particular aspect of the team will slow you down or prevent the teams’ accomplishments, talking about it is essential. This will help the youth team figure out what they should be aware of as they address the identified issues or range of issues See the figure below of what this looks like filled in the template
In this example, the youth team could’ve completed the table with or without the main idea of art and a lack of artistic opportunities for youth By completing any of the boxes first, they could’ve come to the same conclusion of developing an art based solution The figure below shows the complete template filled in
You can go in any direction that your team feels is right: if you want to address the community’s weaknesses first and then establish the community’s strengths, go ahead If you want to list the weaknesses and then work on the strengths, that’s fine! The purpose of completing this table is to see the ideas written out and be able to make visual connections between the different areas This will help the team examine the issue or range of issues in depth and get the youth team thinking of possible solutions. We have provided an empty table for your use at the end of this chapter, which you can print and use with your youth team.
Completing the exercises provided here should help your team pick a final issue to address and explore in your CNA Encourage the youth team to pick an issue that they are passionate about, or the one that impacts them With any project, the more involved they are, the better the outcome and investment in the project
Finally, there is a lot to consider when picking an issue because the youth will want to make sure it is one that they can not only work to address, but it’s an issue that is right for the group Ensure that when the group holds a discussion, the team comes to a consensus before moving on to the next phase
Listed below are several additional resources that relate to the chapter's content They are included to supplement the material and provide more insight if desired. However, they are not required and are optional. Many of the resources will provide multiple tips and suggestions. Feel free to adapt their advice to what will work best for you and your team
In this chapter, the youth team will learn about data collection You will go through the instructions for each method and guide the team as they pick the methods they will use Since they will start data collection in the next step, it is important for the youth to be fully informed and prepared
Throughout this step, the youth should be aware that their data collection will be informal. However, in the professional world, conducting surveys, interviews, and any other methodology requires specific processes to reduce bias, protect human subjects, and ensure that an ample number of people complete the data collection efforts
In this case, we hope to introduce youth to the various methodologies and make them feel comfortable using them in the context of a CNA, but without the pressures and emphasis on well designed, robust data collection methods.
The youth should be aware that they can adapt each method to their own needs The primary goal is for their team to collect the correct information and data they need to complete the rest of their assessment.
The youth should also learn about the differences between quantitative and qualitative methods. The different methods that will be covered are surveys, interviews, focus groups, and observations. While there are other methods to collect data (e.g., photo voice), these are the most commonly used. You are encouraged to go in the direction the youth would like for their data collection, regardless of whether they align with the methods described in this manual.
After you have read the contents of this chapter, you should do the following with your youth:
Discuss the differences between qualitative and quantitative data and methods and how that will apply to data collection for their CNA. Learn about the different methods of data collection.
Pick a method for the CNA.
Create a plan for data collection and create the materials that the team will implement in the next step.
While you are encouraged to share information in the order provided above, it is okay to mix things up and present information and engage in discussions about the project by following the lead of the youth team.
It is not imperative for the youth team to fully understand all of the principles of research and data collection However, a basic understanding of qualitative versus quantitative data can be helpful, especially as they analyze their data. Go over the definitions and distinctions between the two, and answer questions so they can develop a sufficient understanding
To keep it simple: qualitative data refers to words, while quantitative data refers to numbers Qualitative data is what you cannot describe in numbers or measures, while you can count and
If youth were to lead a focus group, the worded responses (either the notes taken or a transcription of the word for word discussion) they record would be classified as qualitative data.
This data is driven by questions that often begin with “why” or “what ”
If a focus group was asked their opinions on a recently released movie and 5 participants said they liked the movie while 5 participants said they didn’t, their specific opinions and thoughts about the movie serve as your qualitative data without focusing much on counting the number of people who agreed either way.
Statements like, “I didn’t like the main character,” or “The ending was disappointing and felt anticlimactic,” all count as qualitative data because they can’t be counted or numerically measured up against each other and are subjective.
This includes the data that is structured, has numbers, and is often answered by questions such as “how many, ” “how much ” For example, if we take the same responses from the previous question about the movie, we will get quantitative data by categorizing the responses as liked or disliked and then summing those responses.
While giving specific opinions about the movie would be considered qualitative, questions that provoke measured answers provide quantitative data.
If 5 out of 10 participants say they liked the movie and 5 out of 10 participants say they disliked it, then 50% of your focus group members reported liking the movie and 50% reported not liking it.
Counting the data numbers is a crucial characteristic of quantitative data.
When the team has collected their data, it will be important to look at the quantitative and qualitative data from different perspectives
If the youth ask other youth about a possible solution to the identified issue, understanding the team’s quantitative and qualitative data can provide more context and information about how to move forward with a solution
Once the team has a grasp on the basics of qualitative and quantitative data, you can explore the methods of data collection they will be able to choose from
To lead this activity, you will describe the two types of data to the youth team Make sure to give youth time to ask questions and don’t move on to methods without making sure the whole youth team is confident they understand the difference between the two types of data.
Tip: While you can use the examples we provided above, feel free to use your own ideas as well!
While the youth team is learning about each method and deciding which they will use, make sure they fully understand the differences between the methods and which ones will match their team goals and CNA.
It’s also important that the chosen method aligns with the number of participants the team anticipates having and how much work and time their team is capable of If the team only has a few members and intends on interviewing over 10 people, that might take a lot of effort to coordinate times and conduct the interviews before a deadline.
It would be best to encourage youth to ask themselves how feasible their data collection plan is before they select a fine method to move forward with
The different methods the youth will be learning about are
Have you ever answered questions for a company after buying their product? Have you been asked for your opinion on a local issue, in front of a grocery store? Have you been asked to evaluate different areas of your school? If you said yes to any of those questions, you ’ ve taken a survey
A survey is a type of questionnaire used to collect information or data on its participants
It assesses thoughts, opinions, and feelings, and especially in your team’s case, it can be used to guide actions and decisions in a project
Suppose the team chooses to conduct a survey In that case, the survey's purpose is to judge youth opinions on your selected issue, your possible solution ideas, or any other opinions your peers have on the community Surveys can work well if the youth’s issue is multi faceted and affects most of the youth The style of surveys and their ability to measure ranges of answers can make it easier to identify patterns, especially if they have many responses If the team’s issue is broad, conducting a survey can help pick out patterns and narrow down solution ideas.
Conducting a survey means the team will design the questions, survey their peers, record data, and eventually analyze the data When the team analyzes the survey results, they will compare responses to the same questions, compare qualitative and quantitative data, calculate the frequency of responses, and identify patterns.
This analysis will tell the youth team if the issue is significant and reasonable enough to pursue It will also give your team information about your peers ’ experiences and opinions, which should help while developing a solution.
While youth are surveying their peers, the team should remember that whatever process that works the best is fine, meaning they should select a method to collect data for their survey in the most reasonable method possible This may be formal or informal
Remember that this should be led by the youth’s preferences for data collection, but as the adult facilitator you also want to remind them to be realistic and fun. Whether that’s conducting a survey over text, after class, or with multiple people, as long as they are collecting the data they need to help their assessment, it is 100% okay! Adapt the survey to fit your team’s schedules and needs to achieve the best results
The team should also work according to any rules in the setting they will conduct a survey in. For example, if the youth team is surveying students at their school, they may need to ask for permission from a teacher or principal
If you need help working through what rules or ethics the youth team should consider, please reach out to our team and we can help you work through this.
Here are some pros and cons of the youth team conducting a survey These might help the youth team decide if doing a survey is right for them
Interviews, as a data collection method, are typically used on an individual level It involves asking an individual a series of questions, which are usually open ended. Interviews are used to understand a group of subjects’ opinions on certain topics.
An interview will provide in depth information and direct contact with the participant Interviews would be a good choice if the youth already have ideas for solutions and want to record in depth opinions and thoughts on their issue from a smaller group of participants This can be an effective tool to use for your CNA.
Interviews are usually done face to face; if youth are comfortable talking to others and asking questions, this can be a great option for the youth team
Since interviews require direct communication, it’s beneficial to establish some kind of relationship with a participant or make them comfortable. They may be disclosing answers to serious questions, and the youth need their honest opinions.
Assuring that a participant feels safe to speak freely will provide the best results
An interview should not take up too much of the participants’ time as they may become tired or bored and not give accurate answers. Your questions should be straightforward, but you should allow for them to provide as much information as the interviewee would like
Here are some pros and cons of the youth team conducting an interview These might help the youth team decide if doing an interview is right for them
Focus groups differ from interviews as interviews are conducted with one person at a time In the case of a focus group, it would entail a small group of youth being interviewed together This method works best for a smaller group of people since it allows everyone the chance to share and join a discussion. It is helpful to have a diverse group so you can hear as many opinions as possible You will ask questions about what the group specifically thinks and feels about the selected topics
With focus groups, you can gain new perspectives on your issue, as you hear the direct responses from a representative group of your youth community. Focus groups are also an excellent way for people to bounce ideas off each other and gain different perspectives on the topics covered in the focus group
Youth should organize their own participants into smaller groups, 3 4 people, if they have a large number of people. Otherwise, one group will work with a maximum of 6 8 people.
A youth community focus group would benefit from having participants from different backgrounds such as social class, race, ethnicity, gender, etc
When using participants that don’t share a common identity, you have a greater chance of getting a variety of opinions.
However, a focus group is not intended for participants to clash over topics Diversity is important, but you don’t want the focus group debating rather than discussing all of your questions
Here are some pros and cons of the youth team conducting a focus group These might help the youth team decide if doing a focus group is right for them
The observation method includes observing and taking notes on an event or in an environment that can provide youth with information for the youth CNA. As an observer, youth would exist in the background, silently, without interfering or disrupting.
Youth can also take photos or videos as a method of notetaking, as long as the setting is appropriate. Observations are more removed and can provide data that youth can’t get from asking Think ahead and ask what your team wants to accomplish, what youth participants are like, the nature of the issue, and pick a method that aligns with the youth team’s overall project.
Here are some pros and cons of the youth team conducting observations These might help the youth team decide if doing an observation is right for them
First, you will want to explain each of the ways they can collect data. Explain what surveys, interviews, focus groups, and observations are. Discuss the pros and cons for each and then gain a consensus about which method they would like to move forward with.
Once the youth team has achieved this, move on to specifically working on making a plan and then work through the selected method (e.g., survey) using the information below.
After selecting a data collection method, the youth team will need to establish deadlines, teammate responsibilities, how youth will record data, etc Follow this checklist to make a plan for collecting data
Designing your method:
Prepare survey or interview questions, discussion topics for focus groups, and subjects for observations Only after youth write questions, scripts, or goals can youth actually jump into data collection Review method(s) and ensure the design is ready to be used The method should be adequately prepared, and the youth team should have a plan
Timeline:
According to the schedule picked for the youth CNA, determine how much time youth will spend on collecting data. Then, refer to the instructions for the method youth selected and plan according to what the chosen method requires.
Participants:
Figure out who youth will recruit to participate. Who will youth ask to take a survey?
How many people will youth have in a focus group? Do youth have a list of people to interview?
To fully prepare, youth should be aware of possible participants so youth don’t spend valuable time trying to find people that will help Write out a list of other youth that your team could potentially ask to participate in the survey, and then communicate with them
Recording data: Where will youth take notes and record results? Will they use notebooks?
Do they have a USB?
Is there an online shared drive they can store and share the data on?
Since the data they collect will be influential in the rest of the youth’s CNA, youth will need to make sure that they have a safe and reliable source for recording and storing their data. Every team member should have access, and all of the information/data should be compiled and accessible in one place. This will make the rest of the CNA easier when youth can refer back to one source if they need to consult what the youth team has learned about youth participants
The materials youth use may not be the first thing that comes to mind when youth think of data collection. However, they are important for the efficiency and success of their data collection Review the materials and equipment youth will need for the method(s) chosen, arrange to acquire them, and train the youth team to properly use them before collecting any data Having backup supplies is always a good idea as well
Make assignments among the youth team so that everyone plays an equal role. This can be difficult at times, especially if the number of “tasks” the team has may not coordinate with the number of team members you have When an equal workload is shared among teammates, it’s easier to get work done, practice efficiency, and complete their best work Don’t let one teammate take on too much and pitch in when their team members need a helping hand.
First, the youth team will want to focus on writing questions for the surveys The survey questions should focus on the issue selected or on the youth community. When a survey covers many topics, it can be confusing or feel like too much work. Therefore, as the youth write their questions, they should determine what they would like to learn from their survey with the entire team
Do they want to know more about what their peers are struggling with?
Do they want to ask their peers about possible solutions?
Do they want to know their peers ’ suggestions for a solution?
Do they want to ask their opinions on certain topics?
Starting with a general idea or theme for your survey will give your team a direction during the design process. As the facilitator, you should encourage them to ask the least number of questions needed that directly relate to what they are trying to figure out. This is not a
research study, and they should try to ask questions as broadly as possible in a way that protects their peer ’ s confidentiality.
With the youth team, make a list of all of the possible questions the youth think they want to ask in their survey. It is easier to cut down on your options rather than trying to come up with more.
Tip: If the youth team has a hard time coming up with survey questions, consider using a framework, such as the SAMSHA Wellness Wheel, to help them write the questions.
There are two main types of questions and responses that they can have in a survey
The first is a closed ended question with a selection of responses the participant can choose from.
The second is an open ended question with the option to write their own answer. The team will want to use open ended questions sparingly, as people tend to get tired of answering open ended questions.
Closed-Ended Example: On a scale from 1-5, how likely are you to use this product?
Open-Ended Example: Why do you like this product?
There are two ways to include open ended questions First, they can provide a text box where participants write their own responses Or, they can provide a selection of responses, with an option for “other” where the participant can write a response
When the youth create their survey, make sure that youth give participants every possible option for an answer If they ask “Why do you like this product?” and the only options were: “It is inexpensive,” “It lasts a long time,” and “I like the color,” those wouldn’t cover every possible reason why the participant could like the product
Here are a few examples of formats of survey questions:
1. Have you ever traveled out of state before?
Yes No Strongly agree Agree
2 Select the statement that best represents you Math is easy for me
Neither agree nor disagree Disagree
Strongly disagree
3 How likely are you to recommend this product to a friend?
Neither likely or unlikely Unlikely Not at all likely
Youth questions should also be direct and straightforward Make sure questions are not biased or pressure participants to pick a certain option
For example: “Would you agree that food insecurity is a problem for youth in your community since 65% of youth have reported having to go hungry?”
The phrasing of this question could influence the participant to pick that they agree or strongly agree Using a statistic in the question also makes it biased because it implies that food insecurity is indeed an issue since a majority of youth have experienced it
Another way to write questions is have youth imagine asking someone the questions in person It would be difficult for a participant to say “Neither agree nor disagree,” “Disagree,” or “Strongly disagree,” when their surveyor is asking if they agree it’s a problem, not if they think it’s a problem
A more appropriate way to phrase this question would be: “In my opinion, I that food insecurity is a problem for youth in my community”
When youth ask questions with multiple degrees of choices, there are a variety of ranges for answers Here are a few examples:
“Strongly agree “to “Strongly disagree” “Very satisfied” to “Very dissatisfied” “Extremely Likely" to “Not at all Likely”
When youth ask a question with a rating scale, they should make sure that there is a balance between the response choices As it has been shown in the example questions provided, this rating scale, called a Likert scale, would be “strongly agree, ” “ agree, ” “neither agree nor disagree,” “disagree,” and “strongly disagree.”
For questions with multiple response choices, such as age and relationship status, youth should provide a set range of answers For example, if youth are only surveying teenagers, the age range would include ages 13 19
It is also important that answers are mutually exclusive Mutually exclusive refers to two or more events that cannot exist or happen simultaneously A person cannot be 15 or 16 years old at the same time
For example, when asking about age, youth should not include the response options of 13 16 and 16 19 as two of the response options because they overlap. If youth ask a question and a participant’s response fits within more than one answer, survey takers won’t know which answ both if they can
There are a few ways youth can administer or share their survey: 1 2 a.
Conduct the survey face to face where youth ask them questions and record their answers (either paper or online survey)
Provide participants with a paper copy of the survey, or online access to it, to fill out on their own time.
Use a free survey builder online, such as Google Forms, Qualtrics, or SurveyMonkey. These are especially helpful as they will summarize the results for you
Tip: A commonly used survey writing technique is called the "funnel technique."
This is where you ask broad, general questions, at the beginning and ask more specific questions as the survey goes on.
It is also important to make sure the survey is not too long, is comprehensive, straightforward, and will provide youth with the important information they need for their CNA Try to keep the survey under 5 minutes and have youth practice taking it themselves to look for mistakes and to find out how long it takes to answer all the survey questions
As the youth team writes the interview questions, tell them to imagine asking their questions face to face This can help them determine if a question isn’t biased, too long, too short, etc Have them imagine how they would respond to the question being asked, which can help them make decisions about the right questions to ask
Encourage them to pay attention to the tone and structure of their questions. While writing their interview questions, have them keep in mind that they should learn about a participant’s personal experiences in the community, their opinions on your issue, and their thoughts on your solution ideas
Interviews are a one sided conversation, so the youth should focus on listening to the answers and make the conversation comfortable.
Don’t fire off questions. The participant should feel heard and like their opinion is valued. Try to make the interview natural, not an interrogation Be friendly with the interviewee
The questions youth ask can also follow two formats: structured or unstructured.
Structured questions are direct and straightforward. Youth would ask each question without straying or going off topic, and every participant is asked the same questions
Unstructured questions are less formal Using unstructured questions means that each participant could be asked different questions, and therefore, youth could go off topic and discuss more than what the questions cover.
There are benefits to both formats: with structured questions, it is easier to compare answers between participants, as they all were asked the same questions, with the same tone and same intent However, with unstructured questions, youth could learn more than they expected and acquire more detailed data as they explore their questions in depth with the participant Youth will have to decide with their team which format works best with their goals and will provide youth with the data they need.
Youth will also need to have a method of recording the data while conducting an interview Youth can record the interviewees’ responses as they answer by writing notes as they talk or asking to audio record the interview If you choose to type or write their responses, account for taking pauses to record a response fully. If you choose to record the audio of the
interview, ask for permission before Let the participant know that you will be recording their responses as they answer
The focus group questions should be easy to follow and understand.
To start the focus group, youth should first explain why their team is conducting a focus group, what they hope to accomplish, and the types of questions they’ll ask Since the purpose is to understand what the entire group thinks about something, not just individuals, questions should be directed to the group as a whole. Next, let the group thoroughly discuss a question before moving on.
Finally, ask follow up questions if needed such as, “That’s a good point Can you elaborate on that?”
Make sure everyone is being heard
The questions should explore the group ’ s opinions on the issue of interest by the youth team and the possible solutions to the issue. To craft questions, determine exactly what the youth team would like to learn and use that to guide the questions
Determining a time and place where everyone can meet and feel comfortable is essential When the participants are comfortable, they may discuss and share more. This could be in person or done over a free audio conferencing software (e.g., Zoom).
If the focus group is done in person, have the participants sit in a circle This usually allows for better discussion since everyone can see each other, creating a cohesive group While asking questions, youth should be aware of taking pauses to record answers or split responsibilities for recording and asking questions with a teammate. An audio recorder could be used, or notes can be taken to capture the responses of the group.
Make sure youth ask for permission before recording the focus group
If the youth decide to complete an observation, youth first need to decide what they want to observe and where and when it will take place
Planning ahead of time is necessary, as the purpose and intentions will guide the youth team. Determine how youth will record their observations. Will they write them down?
Will they type them on a smart device?
Will they record themselves saying their observations out loud?
If youth plan ahead, all of their attention can be focused on the observation instead of other details
Youth should prepare to be silent and not draw attention to themselves Set a time range that youth will observe during and stick to that schedule
When observing, records should include the time, date, and place of the observation; the context; the event or activity taking place; and personal observations Having more than one person observing can be helpful as each person might see or interpret something differently
While observing, youth will be watching for clues and hints that can provide context and new information on your community and the issue you are addressing. Youth can get information in many ways, such as watching actions or expressions, body language, time of day, location, environment, who the subjects are, or the activity/event itself
Youth should also recognize that they may not be getting the complete picture just by observing There are limitations to observing from the outside, so make sure they are aware of them.
Write down everything they see and pick up on But then, even if youth record something they don’t think is important, it may make more sense later on
Encourage youth to ask themselves these questions while observing:
What does this tell me about my community?
What does this say about youth in the community?
In what ways may my observation be limited?
What assumptions am I making?
What does this observation tell me that differs from what I previously thought?
Observations should ultimately give the youth team more information on the community, the youth, and the issue
Listed below are several additional
that relate to the chapter's content. They are included to supplement the material and provide more insight if desired. However, they are not required and are optional Many of the resources will provide multiple tips and suggestions. Feel free to adapt their advice to what will work best for you and your team
In this chapter, the youth will be going out and collecting data to help them better understand the views and experiences of their peers Data collection can be tricky at times and can take up a lot of time and energy. However, it’s the most important action for the team’s CNA, as the data will reveal the information about their community
Data that comes straight from youth community members is a valuable resource for developing a better understanding of a community Therefore, properly completing this step is crucial to be able to formulate a solution or future project that will be led by youth and driven by youth data
After you have read the contents of this chapter, you should do the following with the youth team:
Review the data collection process decided by the team in the last chapter
Go over safety procedures and data collection procedures to increase accuracy of data Identify possible problems that could occur during data collection
Begin your team’s data collection
Since this step is dedicated to data collection, this chapter provides you with a few helpful reminders and tips to consider in preparation for data collection.
Check in on the youth’s progress
Make sure they follow the plan outlined Ensure they keep track of their data and the location they chose to compile it
As the adult facilitator, you may help the youth organize their data, but to protect the integrity of the CNA, you should not have the sole access to the data, share the data with others, or use the data for other work In other words, the data should belong to the youth and be used by the youth.
After guiding the youth team through the options available to them for data collection and helping them make a decision, you will now assist and guide them throughout the data collection As the youth near the middle of their CNA, they could feel tired and lose momentum
Review the data collection procedures and tips Bumps in the road are a natural part of completing a project with a team. This is most likely a new experience for the youth, which means there is much to learn
Some issues will be an easy fix, while others might not even have a solution. This is why it’s important to document the project so the team and future teams can learn from their mishaps Be honest about issues, mistakes, and misunderstandings
In the case that the participants do not fully complete a task during data collection, such as leaving answers blank or unfinished, giving less than desired answers in interviews, and not speaking in focus groups, still take the information you collect While you should encourage participants to participate fully, you can’t force participation. Try your best to collect as much data as possible but understand that not every participant may provide complete data.
The following are some additional reminders and tips to keep in mind as the youth review the method and data collection procedures they decided on in the previous chapter.
It is alright if changes are necessary along the way; the team should be comfortable with their methodology and process However, circumstances can change, and new approaches may be necessary as they encounter challenges. Find out what works for the youth team and what will help them accomplish their goals
Encourage youth to work together and support each other Remind them to have good attitudes, encourage teammates, and offer a helping hand when needed. Have them check in on each other.
Make sure everyone understands the plan and implementation If teammates are confused or lost, review and answer questions
Remind the youth of their timeline, so teammates know how to pace themselves and when deadlines are
If the data does not support their original plan for the rest of the CNA, that’s fine Rather than following the team’s own expectations, they should follow what the data says
It's important to think about youth safety during the data collection process Make sure to discuss with youth things they can do to be safe throughout data collection:
Never work alone, while out in public, to collect data. For example, if youth plan to collect data in the community (and not in school), then encourage them to bring a friend to be with them as they collect data
Discuss with the youth some potential issues that may come up during data collection and identify solutions to possible problems beforehand. For example, problems may include fewer participants than anticipated, time constraints in data collection, or difficulty approaching peers Make sure youth know you are available to help them and problem solve things as they come up
Maintaining accurate data collection will help the youth stay organized and on top of their work. Compiling their data in one accessible location, keeping all teammates in the loop, and doing their best to make sure their data is precise will set up the youth team for success when analyzing in the next step
To prevent the data from being biased, encourage youth not to let their own opinions influence the collection. For example, remind youth to avoid talking about questions or giving their own answers to participants. This is especially important because it will be more accurate and helpful for analysis when the data is unbiased
Since data collection will be informal, compared to professional research, youth may find that surveys won’t be fully completed, interviews may not be detailed, or focus group discussions could be shallow. Don’t let the shortcomings of informal data collection discourage the youth. Still encourage them to record all of their findings.
Don’t forget to have youth continue to reflect on the CNA in team members’ own personal notes Keep track of growth and the development of new skills Have them write about good and bad experiences.
Sharing what teammates have learned will prepare future youth leaders to carry out their own CNAs Since this step requires teammates to go out, implement a plan, and interact with community members, there is much to reflect on Check in with the youth team members and ask what they’ve written so far Remind them to continue to do so for the rest of this CNA
Listed below are several additional resources that relate to the chapter's content They are included to supplement the material and provide more insight if desired. However, they are not required and are optional. The video will provide multiple tips and suggestions. Feel free to adapt their advice to what will work best for you and your team
Videos: When to Stop Gathering Qualitative Data: Qualitative Research Methods YouTube
In this chapter, the youth team will learn about data analysis Now that the youth team has completed their data collection, they can start to analyze the data and use the results in the next step to identify a solution and create an action plan. As the facilitator of this process, you should keep in mind that data analysis can be just as difficult as data collection It requires critical thinking, patience, organization, interpretation, and discussion of the data to make informed decisions throughout the rest of this CNA process.
The instructions for data analysis in this chapter are simplified for ease in understanding and to take in to account the age and skill level of youth led CNA participants Regardless of this adaption, this stage will still be a challenge for youth and requires teamwork
After you have read the contents of this chapter, you should do the following with your youth team:
Here are some ideas on how youth can review their data based on the method they selected previously This process has been simplified and you are encouraged to guide youth through this process, as this is likely to be new to the youth team.
While reviewing data from surveys, the team should: 1 2.
Review & analyze the data collected by the youth team Discuss the analysis as a team. Make conclusions based on their data to continue to the next step of the CNA Count all of the surveys the team has collected to know how many people they were able to get responses from Review the surveys and remove invalid responses. For paper surveys this can be done with a pen or paper For online surveys this can be done by replacing the value in the table with a blank space Invalid responses are those that don’t make sense with the question being asked
3 Sort survey responses and count frequencies of responses Keeping a tally or grouping similar answers together is an effective way to complete this Here is an example of how this might look
4. Make a note about answers that stick out or are different then the majority of the responses
Focus group and interview data are very similar and have been grouped together for simplicity. While reviewing data from focus groups and interviews, the team should: 1
Have all of the notes and records from the focus group ready Here is an example of what the “data” for these might look like
2. Read through each question asked in the focus group and the responses to each question.
3. Take note of similar or repeated answers and unique answers. This can be done by highlighting the text (see example below)
4. Take note of tone, attitudes, or phrasing of participants’ responses.
5 Look for consensus or disagreements in the focus group responses One way to do this is to count and record frequencies of responses This could look something like the example below.
While reviewing the data from observations, the team should: 1 2 3. 4
Have each youth team member share their observations
Each youth team member should compare settings, participants, and notes
Take note of similar or repeated observations, as well as unique observations. This can be done by counting observations
Discuss themes and theories team members may have developed after finishing their observations.
To lead this activity, you can use the outlined review of the data above to lead the youth team through the process depending on the type of data they have. Make sure to give youth time to ask questions, be patient, and encourage all youth to participate and share their thoughts as the youth team reviews the data Once the team has reviewed the data, use the information below to lead the youth team through the analysis of the data.
After reviewing and analyzing the data, the youth team will discuss their findings. The discussion of the results and data will lead the youth team to a deeper understanding of the needs of your community and how the youth team will work to address those needs with a solution. As the youth team discusses their results, they’ll be asking “why,” “what,” and “how” questions.
Here are some ideas on what could be discussed by the youth team During the youth team’s discussion, they should review which answers were selected or discussed the most frequently,
identify outlier (extreme or different answers), and the general consensus of opinions. Once a general discussion of the data has occurred then youth should talk through what they are seeing across the data and results which might include:
Why are the most common answers common?
How are the responses related?
What do these answers tell us about the youth community?
What do these answers tell us about our issue and/or potential solution ideas?
Encourage youth to look at the answers outside of their own perspective to extend their understanding of the responses At this point, they are trying to determine what these answers mean in the context of the youth community. What are its members telling you? What needs are they expressing?
The final discussion in this step is crucial to informing the next steps of this CNA The solution the youth team develops should be created with the community in mind and informed by the results of the data collection. We recommend youth prioritize the preferences and needs identified in the data collection when possible
Following a discussion of the data and analysis, youth are now ready to discuss their interpretations of their data collection results
Here are some questions to guide the discussion:
What did you learn about your community from your data?
What did you learn about your community members/peers?
Were you surprised to learn anything?
Were you already knowledgeable about some of your data findings?
What strengths and weaknesses of your community were illuminated?
What are the attitudes of members in your community?
How did the attitudes of the community members affect your data?
What did you learn about your community’s culture?
How did your community’s culture impact your findings?
After the youth team discusses these points, the team is now ready to identify a solution!
Before moving on to the next step, remind the youth to record these discussions by taking notes so they can recall the topics and conclusions that were made.
Listed below are several additional resources that relate to the chapter's content They are included to supplement the material and provide more insight if desired. However, they are not required and are optional. Many of the resources will provide multiple tips and suggestions. Feel free to adapt their advice to what will work best for you and your team
The videos referred to below go into more depth on what analyzing qualitative data looks like. The youth team is working on getting a general idea of what the data you have collected is telling you. They do not have to go as in depth as the instructions from these videos suggest. These videos have been added to provide more insight to you as the facilitator, and is not what is expected from your youth team
Videos: What is a Code?: Qualitative Research Methods YouTube
How to Know You Are Coding Correctly: Qualitative Research Methods YouTube
At this point, the team is beginning to work on identifying a solution that can be implemented to address the results that were found in the previous chapter It can feel overwhelming to have come so far and to create a plan from scratch that will enhance the youth community, but every step along the way has prepared the youth team for this task
In this chapter, the youth will create a plan that addresses the WHO, WHAT, WHERE, WHEN, and WHY of their solution Following the development of your plan, your team will continue with implementation and positively impact the youth community!
After you have read the contents of this chapter, you should do the following with your youth team:
Complete at least one or both of the exercises to decide on a solution
Complete a feasibility analysis of the team’s solution idea
Develop a plan for implementation by using the 5 W’s method
Implement the team’s solution, using the plan they developed
Below we provide three different activities the youth team can do in order to help them pick a solution that is informed by the data analysis in the previous chapter Prior to moving on to the creating a plan for implementation section of this chapter, the youth team should have selected a solution to move forward with This solution will be used to develop an individual or team project, depending on the purpose and goals of the youth team overall
A simple way to brainstorm solution ideas, involve the entire youth team, and get ideas on paper is through a dot wall In this exercise, the youth team will get as many sticky notes as they need, write their possible solution ideas, and stick them on a wall.
5
By completing this activity, the youth will be able to physically record and see their ideas, which makes it easier to talk through and consider all ideas. Having them up on a wall where
everyone can see them makes it easier to get the ball rolling. As the facilitator, you can use these instructions to help guide this group activity
1 2. 3 4. Hopefully, after this activity, the youth team has a better idea of the direction they want to move toward for a solution.
Hand out sticky notes and pens for youth to record their ideas on Set a timer for brainstorming. You can set it for a short amount of time so the teammates will have to write as many as they can in the allotted time frame, or you can set it for a longer amount of time so they can ponder on their ideas before writing them down After brainstorming, have the youth team stick their sticky notes up on a wall together Talk through the ideas, move similar post it notes together, create groups of ideas, or do whatever helps the team narrow down their selections
If the team has a specific solution idea or a few they would like to explore, the youth team may find the use of a pros and con list helpful This is another simple way to think through an idea, get a discussion started with the team, and figure out if it is a plausible idea
Leading
As the facilitator, you can use these instructions to help guide this group activity 1. 2
Have one teammate record the pros and cons list. It may be helpful to write it on a large surface in front of the whole group, where everyone can see it
3. 4 5.
Start with one side It will make it easier and more organized to focus on either the pros or cons one at a time. Switching back and forth can make the discussion confusing. Take turns where each teammate shares a suggestion. Take time, if needed, to discuss and present ideas, but keep in mind that the team will discuss the entire list at the end
Give every teammate a turn and multiple turns if needed Discuss your final list.
After completing a pros and cons list, the youth will have a visual image that will give the team an idea of the solutions of interest to them and they can begin to think about how feasible the solution is.
Example: If there are a lot of pros and only a few cons, it’s probably a good idea! However, if there are a lot of cons and only a few pros, you can probably eliminate it as a possibility. This can also help set up the team to then complete their feasibility analysis.
Tip: If you aren’t sure how to start brainstorming, use the strategies from chapter 2! These included the sticky note method, having timed brainstorm sessions, and taking turns sharing your ideas. Feel free to go back to chapter 2 and review these methods. Also keep reminding your team that they should be reflecting about each experience they have encountered with their CNA.
Consider these questions when you and your team have come up with your possible solutions yourselves:
Do our solutions align with the opinions and attitudes of the participants? Will the community be in favor of these solutions?
While completing a feasibility analysis with the team, they will be creating a simplified version that focuses on the practicality of their solution idea Each step should be discussed among the teammates, and their responses should be recorded
The purpose of a feasibility analysis is simply to judge whether the project or plan is feasible. It requires reviewing data, determining the strengths and weaknesses, and facing the team's opportunities and threats Typically, feasibility analyses are used by professional businesses and organizations, meaning they can be complicated and confusing as they deal with market research, operations, and economic costs. Our model is adapted to fit the nature of a CNA and the needs of a youth team
With each step, the team should thoroughly discuss their answers with each other and critically analyze how reasonable their solution idea is Follow each step below to have a discussion about different elements of feasibility to consider.
Evaluate the technical side of the team’s possible solution The technicalities would include the resources available to the team and their ability to carry out the solution Encourage them to think about the supplies they will need and what they can accomplish as a team
During this step the youth can also discuss as a team what each member is comfortable doing, their personal strengths and weaknesses, and how well they work as a team. Ask the youth to identify what resources they can use for your solution
Example:
Are there other groups that they can work with?
What technological resources are available to them? Will they need a specific location?
What resources do they need, and can they acquire them?
Overall, encourage them to think about the physical aspect of their project and what they will need in order to physically carry it out
If the youth team’s solution requires a budget, they will need to establish where their financial support will come from Projects can easily fail without proper financial planning and an organized budget. Discuss how the team can fund a potential solution idea, which will help them decide if the solution is practical.
Some additional things for the youth team to consider is to determine where money will be coming from to support the solution and how they will be spending it Creating a budget and sticking to it can take a lot of discipline, so the youth team should make sure they agree on the budget plan The project budget should be modest and reasonable for whatever the financial source is Deciding how the youth team will spend your money ahead of time will assist the youth team in creating a detailed and thoughtful plan, which will help in implementing a successful solution.
Think back to what the team’s overall goals are, as well as the purpose of the CNA while evaluating a solution idea. The solution should align with the functional objectives of a CNA.
Encourage the youth to discuss if the solution idea coordinates with all the work they’ve achieved in their CNA so far
How well will it address their selected issue? Is it sustainable?
Will it help the team in developing new skills?
Does it provide the youth with a challenge or keep them in their comfort zone? Is it helping them learn more about their community and getting them more involved?
Having a schedule that the team adheres to will help them stay on top of their goals and plan Therefore, the youth team should evaluate if their schedule is both realistic and flexible for unexpected circumstances.
Some questions to discuss include: 1 2. 3. 4
Will the youth be able to stick to the schedule?
Are all youth team members dedicated to whatever meetings will be necessary? Will they be able to follow through on a final deadline?
Discuss what the team is capable of and willing to agree to in terms of the timeline of implementing the solution
After considering the technical, financial, organizational, and time feasibility of the solution idea identified by the team, the youth team should make a decision about the solution’s overall feasibility for implementation. If it checks all the boxes, you may have a well thought out and realistic solution. While there are extra steps for actually planning out the implementation, the team can move forward knowing it is practical for their abilities and goals as a team
Below we propose a five stage model to help the youth team create a plan for implementation of a solution that was selected by the youth team. Using our model, the team will plan for implementation according to the WHO, WHAT, WHERE, WHEN, and WHY of their solution idea During this stage, the discussion changes from solution ideas to planning a project Knowing the whole story on this project will help the youth continue their work and keep them motivated and help them write their plan out. In addition, writing a plan that includes the WHO, WHAT, WHERE, WHEN, and WHY will help the team list the important facts about this project
Below the five stages of discussing the WHO, WHAT, WHERE, WHEN, and WHY of a project are described. As the facilitator of the youth team, you can help them work through each of the stages with the end result of a carefully thought out project
The “WHO” refers to who will be involved in the solution the youth team selected and who will be affected by the solution.
When it's time to implement the solution, the team should be fully aware of who will be working with them and who will be receiving the solution or project Whether it will just be
the youth team members or they will recruit outside volunteers to help with their project, being aware of the team they have will help in delegating assignments If the youth team knows exactly who will be accomplishing certain tasks, it will make it easier to stick to the schedule and goals and stay organized throughout implementation Each person involved should know their responsibilities and their role on the team.
The youth team should also determine who will be specifically impacted by the implementation of the solution. Once the team figures this out (also called the target population), the team should involve them in the development and implementation of their plan
Example: If the team decided to create a buddy program for teenagers and senior citizens, they should find a retirement home to work with and adapt their plan to fit the organization needs of the retirement home.
The solution the youth team pursues is not only about creating a change, but also about positively impacting their community and its members Therefore, the community members the youth team hopes to help should be fully aware and involved in the process of creating a solution
Discuss "WHAT" the youth team thinks they will accomplish with their project. The team will need to write out detailed steps to their project, what the end goal is, what actions they will take, and what they will need in terms of supplies Think of any possible questions that begin with “what” in regards to creating a solution, and answer them
Here are a few examples of questions:
What supplies do we need?
What are the overall steps of the plan?
What will take place in each step?
(Thorough details of what your team members will each do) What is the end goal?
What will the solution entail?
This could also include specific questions such as “What media outlet will we use to advertise our plan?” Make sure to encourage the youth team to cover all their bases and that the team isn’t making a plan that is to open ended. A lack of organization and effective planning can lead to projects falling apart.
The team’s main question for this step should be, “what will we accomplish?” This is the guiding question for how they will carry out a plan and implement a working solution
The logistics of the project plan are important to figure out ahead of time The youth team should decide "WHERE" their project will be implemented ahead of time so they can be fully prepared They’ll need to consider a variety of factors for the location of the project
There may be certain conditions or requirements the team will have to follow to use a specific location for an event or project.
Example: They may only have access to a space for certain times or have to share it with others (e g , a park); they may need to get prior approval to secure a space
Encourage the youth to discuss these questions when creating their plan:
Where will they implement their project?
Where is the location?
Will this be a permanent or temporary location?
Will it be reasonable to access for the youth team and community members?
Do they need approval to use a location?
Will the use of the location cost money?
Fully consider what the team needs in terms of physical space to carry out their project. Without a location and a place to implement a project, the team might have difficulty making their plan come to life
It can be tricky to plan an entire project out ahead of time, but it’s important to help the team stay on track, organized, and able to fully implement their plan by the timeline set by the team. Deadlines keep a team moving and progress flowing.
The “WHEN” question focuses on developing a schedule that the team can follow and agree to This involves other questions such as:
When will the final timeline or deadline be?
When will we accomplish each step by?
When will we continue to meet?
When will we work on specific tasks?
(This could be the specific components of your solution)
Example: If the team's project is to create a food pantry, then when would the team hold a food drive to stock the pantry?
Another question to ask the team includes “is your schedule flexible?” In the situation that
issues arise or other time conflicts, will other team members be able to step up, or can dates be adjusted?
Creating a thorough timeline that includes specific tasks and actions with the dates you want to accomplish them by will help create a visual guide for the team to follow. The team can refer back to the timeline to practice time management and staying on top of their work. This can be especially helpful for time sensitive tasks If the team's project involves an event, using a specific space, outside involvement/volunteers, or anything that is time sensitive and requires planning ahead of time, having a schedule is necessary A physical schedule or timeline is very important in keeping the team on track
The “WHEN” question is a very important and logistical aspect of the teams’ plan. Figuring out technical aspects of their plan will help the team in translating it to real life in a practical and reasonable way
As the youth team continues to develop a project implementation plan, keeping the “WHY” and purpose of the solution at the forefront of their mind should guide them to serve their community fully Ultimately, with a CNA the youth are seeking to develop a positive and possibly sustainable resolution Addressing the “WHY” of the solution may seem difficult, because of its subjective and abstract nature But really, the team is just being reminded why this solution is the team's solution at all, why it will help, why the community needs it, and why the youth are helping their community.
This involves other questions such as:
Why is this the solution we selected?
Why does this solution work for your team?
Why does this community issue need to be addressed? (This reiterates the entire purpose of the CNA and the effects of your issue)
Why will this solution help the community?
Discuss these questions with the youth team As the last step, this should wrap up the planning for the team’s project They will have addressed the logistics and motivations and recorded the steps the team will follow. By completing their plan and answering the “WHY” last, they will end on a note of encouragement. The purpose of this phase should be a catalyst for action
With the purpose of the project as the team’s catalyst, a plan for implementation, and the youth team working together, they are ready to go out and help their community!
Encourage youth to track their progress, revisit their plan and steps, and communicate problems or concerns with each other. The team can set markers for their progress by going back and looking at the WHO, WHAT, WHERE, WHEN, and WHY after completing a step in their project plan. Have youth evaluate with their team if they are still following their agreed upon plan and accomplishing the goals they set for their solution and project
Have the youth team follow their plan!
Listed below are several additional resources that relate to the chapter's content They are included to supplement the material and provide more insight if desired. However, they are not required and are optional. Many of the resources will provide multiple tips and suggestions. Feel free to adapt their advice to what will work best for you and your team
Videos: Dot Voting in the UX Design Process YouTube
At this point, the youth team will have implemented a project, or have a solid plan for a project, in the community, and the CNA is almost over Yet, it’s not quite finished! Before the team wraps up the project, it’s important to reflect on the entire process. Remember, a core principle of CNAs is the youth passing on their knowledge and experience so that future youth can successfully complete their own CNAs.
In this chapter, the youth team will complete a reflection activity, discuss the entire project, look back at the team’s goals, and develop tips for future youth. Throughout this chapter, as the facilitator you will help guide these conversations and talk about what the team would change and what the team appreciated What does your team want future youth teams to know?
After you have read the contents of this chapter, you should do the following with your youth team:
Complete a reflection activity as a group Determine what the youth team would change or keep in the CNA Evaluate their solution/project Reflect on the teams’ initial team goals and their progress
Produce tips and advice for future youth teams Summarize the team’s reflection
While completing a reflection activity, the goal is to open discussion about the entire project as a team Pick an activity, or come up with your own, that works best for the youth team to accomplish this. The team should complete at least one reflection activity, but the team is free to complete however many they want Encourage them to focus on their own personal experiences to share with the group and talk about the group ’ s experience as a whole Make sure during this discussion that teammates are respectful of one another, encourage each other, and try to have meaningful discussions As the facilitator you should also lend your own observation, focusing on growth by the group.
Finally, as the adult facilitator, you should record what the team shares during a reflection activity Keeping a record is important to share what previous teams have learned with future teams
This is a simple activity, and it mainly consists of having the youth team talk as a group If you do not think the team needs prompts for the discussion, they can sit in a circle and take turns sharing their thoughts. It may be helpful to guide the discussion with specific questions such as:
What was the most challenging part of the CNA for you? Did you find it difficult talking to new people throughout your project? Which data collection method would you prefer to use again, or which one would you like to try out? Which activity in any chapter was your favorite and why?
When the team has picked up a discussion in one area, ask questions that stay on topic but require them to dig deep When a talking point seems to tire out, transition into a new topic A discussion should take a long time; if you find that your team isn’t able to talk for more than 20 minutes while using a reflection circle, use one of the other activities
In this activity, team members will take a designated amount of time to write their thoughts about their entire experience By anything, this means anything For example, they can write about one specific issue they had that really frustrated them. They could write about their group dynamic and if they wished they divided responsibilities differently They could even write about one specific interview or survey they conducted that affected them
The point of letting the youth team write about whatever they’d like is that they all had unique experiences throughout the CNA. By having the freedom to cover any part of it, they should bring all of their different perspectives to the table If multiple teammates write about similar topics, this can highlight a weakness in the CNA process that should be addressed If their experiences are varied and don’t relate, this could show personal strengths or weaknesses in the teammates That experience can then be translated to future team members with similar qualities
After giving the team a certain amount of time (the team’s decision on how long), ask each member to share what they wrote with the group As the facilitator, allow for the discussion to flourish; let the team take the conversation wherever they’d like Have each team member go in depth about what they wrote and how they feel, and cover any other topics that may come up.
During a Think, Pair, Share activity, the team members will be given a short amount of time to reflect on a discussion question Then, they will partner up with another teammate and share their thoughts There should be enough members in the team that there can be at least two pairs.
Following this discussion, all the pairs will share their thoughts as a group This activity uses a reverse funnel technique to get the team thinking. By first quietly reflecting on their own, and then gradually including more people, they can expand on their thoughts to develop them further and draw new conclusions
The discussion questions you will ask the team should be similar to the type of questions given as an example above in the Reflection Circle activity Phrase them to be individualized so the team can discuss their unique experiences and see how they differ from or relate to one another
It may be helpful to limit the amount of time per discussion and have the pairs switch for multiple rounds of discussion. This way, they can have one on one discussions with everyone and increase the variety of their conversations.
Throughout the entire CNA, the youth team should have been keeping a personal journal or record of their thoughts. In this activity, the team will simply share some of their entries.
Ask the team to pick out at least three entries that they feel comfortable sharing with the group Next, the team should ask each other questions about their thoughts and experiences Hopefully, they will share discoveries they made, personal struggles and achievements, and even small details that set their experiences apart from each other during the project.
Make sure the team is respectful to teammates that are sharing their entries. It can be scary for someone to share their writing, especially journal entries Give each team member enough time to fully share the entries they’ve chosen to read
This activity will get the team up and moving as they share their overall opinions on the CNA
Designate two sides of the room to “strongly agree ” and “strongly disagree ” The center of the room will represent a neutral feeling or “neither agree nor disagree ” Halfway between the center of the room and the respective walls should be “ agree ” and “disagree ”
Have the team start in the center Then, you will read statements about the project that can elicit these types of answers
For example:
The CNA was overall enjoyable for me
I would encourage other teenagers to participate in a CNA.
I struggled more than not during this CNA
I was overall satisfied with the results of our CNA I would not change anything about the process of the CNA
These questions may be general, but the various degrees of answers can demonstrate how every team member had different experiences
Have the team move to the spot that best represents their answer to each statement. When they have dissembled, ask them to share their personal experiences and why they chose their responses Let the discussion go in whatever direction it takes and get the perspective of every team member that wants to share. This activity will gauge the consensus of the group or how different their opinions are With a baseline understanding of everyone ’ s opinions, you can open up reflection to be even more specific or detailed
The discussions and reflections that the team shares during this step will hopefully guide future youth teams. Compiling the team’s conclusions in a document, slide show, poster, video, or any kind of medium is a helpful way to organize the team’s thoughts in a way that can be referenced However, this does not need to be another polished project that the team completes. Simply record the team’s overall thoughts in one location that can be given to future teams for advice
The next chapter will wrap up the CNA, but this is the last opportunity for the youth team to discuss the entire process and their specific work Take the chance to appreciate the work they have done and acknowledge their unique experiences.
Listed below are several additional resources that relate to the chapter's content. They are included to supplement the material and provide more insight if desired. However, they are not required and are optional. Many of the resources will provide multiple tips and suggestions. Feel free to adapt their advice to what will work best for you and your team
Videos: Think Pair Share YouTube
How
As the CNA comes to a close, it’s time to think about the future The members of the youth team may not complete another youth led CNA together, but they now possess valuable experience and knowledge that they should share with future teams.
After you have read the contents of this chapter, you should do the following with your youth team:
Discuss how the team will share their knowledge with future youth teams Celebrate the team’s success
In the previous chapter, you, as the adult facilitator should have compiled what the youth team learned in a format that can be shared with future youth teams Whether through a video, a folder of team members’ journal entries, or a letter from the youth team, make sure that they have their materials finished and ready to pass on.
Depending on whether or not you will return as an adult facilitator, make sure that these materials can be shared with the future team and the future facilitator, if necessary. If the youth team received advice and help from a previous team, consider reusing their method of passing on this information
By passing on the youth team’s knowledge, the youth team will be wrapping up their work on the CNA By this point, their project should have been implemented, and they have reflected on the process; the next step is to pass the torch.
It’s important to recognize what the team achieved and how they succeeded! The youth team should decide on a way to celebrate together and say goodbye to the team.
How you celebrate may vary on the resources and budget available to you and the team’s schedule.
Here are some ideas for how your team can celebrate together:
Going out to dinner with the whole team and adult facilitator(s)
Doing a physical/outdoor activity together such as bowling, roller skating, a park picnic, pool party, hiking, etc.
Seeing a movie or show together
Having a pizza party for your last meeting together as a team
Creating a slideshow or video montage, if the team took lots of pictures and videos together throughout the process
Besides doing an activity or hosting a get together with the team, it is also a good idea to consider recognizing individual achievements in the team. This could range from handing out certificates, trophies, or goodie bags or something as simple as complimenting each team member while you are celebrating together
Not only did the team work together, but each individual member made contributions or grew in their own way It’s important to acknowledge how each team member played a crucial role in the completion of the CNA It can make the team feel special and valued to receive this recognition while celebrating together.
Wrapping things up
Congratulations on completing this youth led CNA. Through hard work, the youth were able to give back to their community while also learning more about community supported and community targeted projects By participating in this CNA, we hope that the youth were able to learn about how they can be influential and make an impact. Along the way, they have developed important skills and gained valuable experience that will help them in whatever they decide to do in the future
Thank you for facilitating this group and successfully completing this CNA.
Hart, R A (1992) Children’s participation: From tokenism to citizenship Florence, Italy: United Nations Children’s Fund International Child Development Centre. https://www unicef irc org/publications/100 childrens participation from tokenism to citizenship html
Sinek, S. (2010). How great leaders inspire action. TedxPuget Sound. https://www ted com/talks/simon sinek how great leaders inspire action
SAMHSA, (2016). Creating a healthier life: A step by step guide to wellness. https://store samhsa gov/sites/default/files/d7/priv/sma16 4958 pdf Community Tool Box Section 14 SWOT analysis: Strengths, weaknesses, opportunities, threats. https://ctb.ku.edu/en/table of contents/assessment/assessing community needs and resources/swot analysis/main
Gibbons, S., (2019). Dot voting: A simple decision making and prioritizing technique in UX. Nielsen Norman Group. https://www.nngroup.com/articles/dot voting/
As the facilitator for the youth led needs assessment, you will want to conduct a short and informal evaluation of the process with the youth to ensure that you make changes to your approach to better meet the needs of the youth and to understand the outcomes of the process for the youth. If you are going through the tenure and promotion process, then you can report results of the evaluation
The evaluation for this program should be done informally and can be incorporated into the activity you do as part of the reflection process (see Ch 7) Here we provide you with ideas for the purpose, method, and ideas for an analysis of your evaluation. If you would like assistance with your evaluation, or have questions, please reach out to our team for help!
The purpose of your evaluation is likely two fold: 1 2.
To understand youth experiences conducting the youth led CNA, including what they liked and thought could be improved for future youth led CNA’s.
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To describe the outcomes of the process as identified by the youth participants.
Outcomes can be broadly defined here as the outcomes for the youth participant (e g , what they learned, the project they did as a result) or for the community (e g , understanding of community needs, programming as a result of the CNA)
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To explore youth perceptions and outcomes, it would make most sense to use a focus group format with the youth team as part of their reflection activity You want to make sure the youth understand that you will take notes that reflect what they say, and explain that you are
doing this so that you can make changes to the process and understand outcomes of their efforts You might say the following to the youth team before you begin asking your questions:
“I am so excited to talk with you all today and begin wrapping up the CNA One thing I would like to do is ask the group some question about how this whole process has gone for you all, what you liked, what you thought could be done differently, and what were the results or outcomes of the work you all did. I am going to take some notes while you all talk, and it won’t hurt my feelings when you tell me the things you thought could be done differently for future youth led CNAs ”
Once you have your pen and paper ready, you will want to ask your questions and record the youth’s answers.
Here are some questions you can ask your youth team, but feel free to add additional questions, skip non relevant questions, and adapt them to fit the group
1
When you think back to the very beginning of this process, what did you think we would be doing?
a What were your initial thoughts and reactions to the youth led needs assessment?
2 Now that we are at the end of the process, what did you like about what we did, learned about, or plan to do as a result of this process?
3 Are there any things that you didn’t like, think should be changed, or didn’t provide you with enough information to continue progress on the CNA?
a. What suggestions do you have to make things better for future youth led CNAs?
4 I am hoping you can help me understand what you gained from doing this and what the outcomes are. First, what were the benefits for yourself in going through this process?
a What did you learn? About yourself or the community?
5 What do you think were the outcomes or benefits for the youth community from this process?
a What do you think will be done using the information gained from this process?
Once you have completed your focus group with youth, you will want to identify patterns across the responses These can then become categories, which you can quantify or you can list all categories of responses. Additionally, you can include direct statements to provide additional context for the responses An example on how to record your analysis results is:
Question: What do you think were the outcomes or benefits for the youth community from this process?
Youth got to share their opinions Learned what key issues were Came up with a plan to address mental health by doing a group project “I think that my friends will really like getting to come to our mental health support day Being able to pet animals and have a space to decompress will help them a lot ”
This program was first piloted by the San Juan County Well Connected Communities team in Utah The facilitator for this youth group has recorded examples of how they approached Chapters 2, 3, and 6 These examples are included to assist you in adapting chapter content to best fit the needs of your youth group. Please reach out to our team if you are feeling stuck, have any questions, or need any advice!
For the brainstorming activity, group leaders took a white board and broke it into 8 sections with 1 wellness dimension in each For each dimension, we gave each youth 3 sticky notes and asked them to spend 2 minutes thinking of a challenge or something that was lacking in the community, or their circle related to that dimension of wellness. We asked that each youth come up with at least 2 things After we had finished all 8 dimensions, we went through each and discussed the ideas that were written making clusters of things that everyone agreed was an issue. This gave us somewhere to focus. After narrowing down, we discussed which sticky note ideas resonated most with the group.
Using this method, the group decided to focus their CNA on issues relating to 3 of the dimensions of wellness. Before having a brainstorming framework such as the wellness wheel, the group was not able to generate any ideas Having a framework, no matter what area/subject you are trying to focus on will help your youth better think of ideas
While discussing the different data types and collection methods, group leaders thought it would be helpful to provide some visuals. A PowerPoint was made to show examples during the discussion. This seemed to hold the attention of youth members better than just discussing them
After going over all the different data collection methods, the group chose to do a survey. Using the 3 dimensions of wellness that were chosen in the previous chapter, we discussed what we wanted to find out through the survey with each dimension
This could be: 1 2. 3
Asking about how the respondent feels about the dimension or challenge.
Asking if the respondent feels that there are issues surrounding that dimension of wellness
After the discussion, we had each group member write 3 questions for each dimension Once the questions were written, we discussed them as a group and decided which ones we were going to use As the adult facilitator, I helped with making the questions a little clearer but only after the idea of the question was there
Going over the different data collection methods and writing survey questions took the group more than one meeting. It is a lot of information to absorb.
After analyzing the data, adult leaders put large sticky notes on the walls, one for each dimension of wellness that the survey addressed Each youth group member was given a sticky note and asked to put the statistic or piece of data analysis that resonated most with them under each dimension After writing them down, they were discussed, and one was picked through the discussion Once the group picked what to address, solutions were discussed and then a plan for the preferred solution was developed. Before using the sticky notes, the group was having a hard time focusing on one issue/solution
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