July 1997

Yet, we can find examples to the contrary. As Washington Post columnist David Broder observes, "not all youths are tuning out on participation." He reports that many are involved in school and community service projects, voter registration, and food drives.

So, it appears that youth either go the way of citizen apathy, or they take the more preferred path--that of citizen participation. What makes the difference?

Parents, educators, and community leaders can help young people engage with the world by providing group settings where young people can actively hear and discuss societal issues and problems. Consider bringing youth into the community groups that discuss such issues. For example, the school board may decide on the use of vending machines in the school, open campus at lunch, opening the gym and hallways for all citizens use in exercising. The mayor and city council or county commissions may be determining curfews, store hours, noise levels, alcohol licensing.

Youth can be encouraged to document community needs and organize, express concern, and take action on identified issues. A needs assessment can provide the means to clearly express concerns and create an impetus for influencing decision making. One example is the SEARCH Institute Survey that examines youth risk behaviors to alert and inform citizens about those issues. Other communities have asked young people to document the need for school-age child care or teen recreational facilities. Locally collected data provide an excellent opportunity for young people to interact with key influential people in the community.

Let's summarize these skills and how they can be acquired. Paul Martin DuBois of the Center for Living Democracy terms them "the arts of democracy" and urges citizens to relearn them. First, people of all ages need to know how citizens can and should participate in our democracy. Second, citizens need to create organizations for working out problems, focusing on solutions and bringing out change. Third, citizens need to continually initiate contact and actively respond to public officials. Fourth, citizens must vote for what is best for the community as a whole, and not their own self-interest. Fifth, citizens must revive community spirit where all of us do our part and don't expect government to do it all.

The six keys principles are:

Key 1. Communication

Key 2. Social skills

Key 3. Self-concept

Key 4. Values

Key 5. Feelings of control

Key 6. Good judgement

Some points to keep in mind as you study these principles:

Your adolescent will have good skills in some areas and will need to work at developing others.

Single parents may decide to select just one goal a month, while in two-parent homes, parents may choose two or three goals.

These principles are actually more effective if the issues are addressed with the child at an earlier age, 11- 13, than the late teen years.

Don't spend time criticizing yourself or feeling guilty about what you haven't done.

The principles also are more effective if they are applied before problems develop and before it is too late to have an impact.

The teachable moment

This method of teaching uses activities or events as a springboard into a short lesson or discussion with the adolescent. A newspaper article, a story from a book, a discussion of a television show, or an activity at school can be used to introduce a topic that the parents want to use to teach or reinforce a principle to their youth. These brief times should not be a time to lecture. They should be discussion where questions are asked and each person has an opportunity to speak and listen.

The family council

The family council is a regularly scheduled time for all family members to get together. The purpose is to have discussions, make plans and decisions, provide encouragement, solve problems, and check calendars. The family council provides a regularly scheduled time for family members to have a forum in which to be heard at a definite time each week. The council provides each family member with an opportunity to be heard, express concerns or feelings, settle conflicts, give encouragement, fairly distribute household responsibilities, and plan family activities. Caution! Families that are struggling with uncooperative teenagers may not want to implement a structured learning environment. You can do fun recreational things as a family at first and then introduce discussions later. It also may be easier to go with a less formal approach like the teachable moment format. Family council meetings can be made more effective by doing the following:

1. Establish a specific weekly meeting time.
2. Provide everyone with an opportunity to lead the council.
3. Establish time limits.
4. Give all members an opportunity to share ideas.
5. Don't allow meetings to become only gripe sessions.
6. Evaluate the meeting.

When starting a family council, it is important to discuss it with all family members and ask for their input. It may take some members longer to get used to the idea than others. No one should feel forced to participate. The council can start with those who are willing and others may join later when they see the advantages of participation.

Source: Mike Bradshaw - Extension Specialist - KSU

Written by LaDonna Schultz, Extension Educator
Eastern Niobrara EPU, Holt County