Kimberly N. Walker, OTD/S

Transcription

1 Needs and Assets Assessment of Milan African American Youth Kimberly N. Walker, OTD/S Expert Mentor: Mrs. Joyce Vonner Faculty Mentor: Dr. Christine Manville Sponsored by: Milan Polk Clark Enrichment Center Belmont University

2 Mission To empower Milan Polk Clark Enrichment Center and the Milan community by providing information, analysis and recommendations for the development of sustainable, culturally relevant community-based youth programs that promote the health, development, and well-being of underserved youth in Milan, TN. Learning Goals 1. To develop advanced research skills by collecting, analyzing, and reporting data for a community needs assessment required to develop culturally relevant programs that promote the health, development, and well-being of underserved youth in Milan. 2. To develop advanced leadership skills by collaborating with Milan Polk Clark Enrichment Center to identify and analyze appropriate strategies, resources, and action steps to drive program planning decisions in order to facilitate the accomplishment of their organizations mission. 3. To develop advanced advocacy skills by ensuring public access to information highlighting the need, desires, and interests of disadvantaged youth in Milan, TN in order to seek equal opportunities for them to participate in meaningful activities, roles, and relationships needed to advance their health and development.

3 Abstract Purpose to collect, analyze, and report data in order to assist Milan Polk Clark Enrichment (MPCEC) develop sustainable and culturally relevant community-based programming targeting youth ages years old. Methods a review of MPCEC documentation and existing community data reports; youth surveys; key informant focus groups and interviews; observations of MPCEC board meetings. Quantitative data analysis was used to obtain frequencies of variables from youth surveys. Qualitative data analysis was used to obtain the most frequent recurring themes related to youth needs and assets from key informant focus groups, interviews, and youth survey open-ended responses. Data from MPCEC observations, interviews, and documentation reviews was analyzed using a SWOT analysis to identify appropriate site-specific program planning recommendations. Outcomes Needs and Asset Assessment of Milan African American Youth: Report of Findings, includes a community and target population profile; an inventory of existing local youth organizations; qualitative and quantitative data youth and key informant perceptions of youth related needs and asset; and a community call to action. MPCEC Program Planning Recommendations, includes a list of the organization s strengths and opportunities; suggested action steps for program planning; and recommendations for programs and resources. Supportive Literature Eschenfelder, B. (2010). Using community based assessments to strengthen nonprofit-government collaboration and service deliver. Journal of Health & Human Services Administration, Spring 2010, Hu, Q., Kapucu, N., O Byrne, L. (2014). Strategic Planning for Community-Based Small Nonprofit Organizations: Implementation, Benefits, and Challenges. The Journal of Applied Management and Entrepreneurship, 19(1), Rozie-Battle, J.L.(2002). Youth Development: A Positive Strategy for African American Youth. Journal of Health & Social Policy, 15(2),

4 Personal Factors Assets Doing things with my classmates Following classroom rules Following rules where I live Getting my homework done Getting along with others Doing activities I like Making decisions based on what I think is important Environmental Factors Youth Survey Findings Assets Needs Getting places I need to go Choosing things that I want to do Doing things with my friends Making others understand my ideas Calming myself down when I am upset Asking my teacher questions when I need to Finishing what I am doing without getting tired too soon Needs Getting the basic things I need to live and take care of myself Having a place to live and take care of myself Having a place for youth to be productive and a place to have fun Having adults who support and encourage youth Youth feeling safe in their neighborhood People treating youth with respect Open-Ended Responses Assets Sports Football, basketball, softball Creative Expression Dancing, singing, music, art, Helping Others Caring for others, giving advice Needs Access to Recreation and Leisure activities Finding things to do, having places to go; doing things when its wet Teen Unemployment Jobs Relationships Forgiving people, keeping from wrong crowd, rude people, getting to know other people Communication Skills Talking in place, getting people to understand me, listening

5 Key Informant Focus Group and Interview Findings Personal Factors Needs Self-Esteem and Identity And at times, I want to say my biggest concern is especially with females is looking for love in the wrong places. Interpersonal Skills Innocent encounters escalate because of lack of communication skills. Identifying Persona Life Goals I talked to a student from another school and said so what are you going to do in the future? He said, I don t know. Nobody s even asked me. Don t nobody ever talk to me about that? Black African American male. He said You re the only person that talks to me about what I m gone do after school And I just asked and um he didn t have a plan. He felt like nobody reached out. Environmental Factors Needs Access to Basic Needs There are kids that go without food the only time they eat is at school or with us. Access to Recreational and Leisure Activities When questioning teens on why they were loitering on business property after hours...teens said we don t have anything else to do. Social Support Lack of role models to show them right things to do. When asked why they hang out with the wrong crowd, they respond Who else do I have to hang out with? Perceptions of Teachers Attitudes Now days, they want to get a check. That s all they care for. It s not about caring for the child. It s about getting a check.

6 Recommendations for MPCEC Program Planning Included: Strengths and Opportunities A list was provided of strengths and existing opportunities in the community that should be considered when planning programs to facilitate the accomplishment of the organizations missions. Suggested Action Steps A checklist was provided of sequential action steps to take prior to implementing the organization s next youth program and links to online resources to them learn more information and gain skills to complete that action step. Program Recommendations Examples of programs/services based on the demand of resources required to implement the program/service. Potential partners interventions in the form of education, skill building, and supportive coaching/mentoring including five youth program curriculums Additional Resources A list of resources to help board members: (1) learn about adolescent topics and find evidence based research; (2) gain knowledge and skills training on program planning, fundraising, and collaboration; (3) and seek expert opinion. Potential Funding Sources List of local grant foundations with a description of their focus, award amounts, and application deadlines.

7 Participant Program Suggestions Youth Responses Key Informant Responses Educational Enrichment Homework help, tutoring Computer access and training, tutoring, homework help, college preparation, college financial aid assistance Work and Career Preparation Job offers Vocational skills training, communication and interviewing skills, appropriate dress Recreation and Leisure Camp, gym, recreation center, a place to Fun activities, a safe haven, a place for hang out, community cookouts, gettogethers, fun things, positive kids to hang out. events Sports Community sports team, basketball, Free, safe, affordable, summer sports, football, excise/sports club, swimming Community-Wide Call to Action Recommendation 1: Create community-based programs for older youth that focus on establishing the environmental assets and youth personal competencies Recommendation 2: Enhance the role of young people as community resources. Recommendation 3: Local private and public organizations contribute by providing the resources needed to support community-based programming Recommendation 4: Create formal linkages between families, schools, churches, and community organizations Recommendation 5: Increase partnerships among local youth serving organizations