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Moving from Evidence-Based Programs to Evidence-Based Practices

Alex Sileo, Research Associate and Special Assistant
Thursday, October 19, 2017

The Forum for Youth Investment recently brought together senior career federal government staff and leaders from nongovernmental organizations to hear about two promising approaches that utilize evidence-based practices as opposed to evidence-based programs. Supported by the W.T. Grant and Annie E. Casey Foundations, the event included multiple presentations and a roundtable discussion designed to facilitate dialogue about this approach’s applicability to other policy areas and any potential challenges in implementing it.

Social and Emotional Learning for Staff and Leadership

Youth serving organizations can and should provide this, and staff development improves the ability to do so. This year, Anchorage Youth Development Coalition (AYDC) engaged Executive Directors, managers, and frontline staff in a 10-month social and emotional intelligence leadership experience—one of the first of its kind. This webinar provided an opportunity to learn about this approach, and take back ideas for supporting yourself, peers and staff.

View the slide presentation

Promoting Equity for LGBTQ Youth

Positive identity formation, parent and peer relations, and community connection are critical protective factors.  However, bias, marginalization, violence, and trauma can negatively affect a young person’s physical, social-emotional and mental health.  For youth who are lesbian, gay, bisexual, or transgender (LGBT) or questioning (Q) their sexual orientation or gender identity, research has documented how these risks can affect their well-being.  This session summarized key data and research, and provide information and resources including a blueprint for creating more supportive services

Want More Kids to Be Ready? Help them Name and Appreciate the Skills They Already Have.

Karen Pittman
Thursday, August 10, 2017

Lots of people are talking about the importance of ensuring that students have social and emotional skills needed to be college and career ready.  Too often, however, the focus is on what it takes to teach young people these skills. These skills, however, are often learned in the context of doing other things – playing, studying, socializing, working, even getting out of bad situations.  We often don’t know what we’ve learned until the skill is named or know that it is important.  This is especially true of students who are black, brown or poor.

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