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InvolveYouth 2:
A guide to meaningful youth engagement |
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6. Access, incentives and enabling participation
Positive reinforcement is an important aspect of youth engagement programming. Ensure that the contributions of young people are generously acknowledged both publicly and privately. Consider ways in which participants can be recognized and awarded for their accomplishments. Some common practices include awards, certificates and graduation ceremonies. Other incentives include stipends and honoraria. Overall, attention needs to be given to a variety of incentives and approaches which will enable youth, especially marginalized youth, to access and fully participate.
Stipends and honoraria
Common problems and pitfalls
Building supports from parents
Strategies for intervention
Stipends and honoraria
Research indicates that the use of stipends and honoraria have a positive effect on the recruitment and retention of participants in youth engagement programs. Besides providing an obvious incentive to join and imparting a sense of responsibility, there are other reasons for awarding stipends:
- They support youth who are unemployed or who have acute economic needs.
- They are a positive incentive for parents who would otherwise prefer their child to take a part-time job or who do not understand the value of extra-curricular activities.
- They address issues of access and equity. For those who struggle with economic hardship, volunteerism may be a luxury that they can't afford. Stipends provide a means for these individuals to enjoy the benefits of volunteering - the opportunity to work with their peers, to develop skills, and give back to their community.
Common problems and pitfalls
Great care and caution should be given to the way in which the issue of money is framed and managed in the program. Consistent messaging is key - this means consistency in language and in administration.
- What is the money for? Is it considered a stipend, an honorarium, compensation for participant's time and efforts or a token of your appreciation?
- What is important? While it may be the monetary rewards that initially attract some participants, if the program has real value they should come to feel that the skills and experience they have gained are more significant.
- Be careful not to offend. Some youth may be sensitive to the perception that they are poor or are participating only for monetary gain.
- Equity. Conflicts arise most often when some youth participate more or less than others but receive the same compensation. There needs to be a principled approach to how money is awarded or withheld. Engage the youth in a dialogue on what they believe is fair. Together develop policies on how stipends should be distributed.
- This is not a job. It is ill-advised to compare participation in the program with holding a job. At one organization the youth became very angry and confused when they were informed part way through the program that they were not in fact employees of the organization and not entitled to employment rights protection.
- Accommodation. Unexpected issues often arise when working with more marginalized communities. Organizations need to be flexible and willing to accommodate the unique needs of participants. For example, some youth may not have bank accounts or have easy access to bank machines. Consider providing stipends in cash rather than by cheque.
- Regular and timely payments. Although participation in the program is not the same as having a job, participants may rely on the stipends as a main source of income. It is best to provide a schedule of payment so that they have a sense of when and how much they will receive. Take into account any delays that may arise from complex financial systems and iron them out before youth start the program.
Building supports from parents
For many young people, their parent's permission is critical to their participation in a program. Unfortunately, not everyone understands the value of extra-curricular activities.
- Some parents believe that extra curricular activities will distract the young person from their studies.
- Others are concerned that the program will compete with responsibilities at home, especially in families where the youth is responsible for the care of younger siblings.
- New program or program locations, new staff, or evening meetings can raise safety concerns for some parents of younger or newcomer youth, especially if they are girls.
- " Some parents are concerned that the program allows or promotes associations with inappropriate peers. For example, some parents have reservations about allowing their child to work in mixed-gender groups or, when programs are directed at "at-risk" youth, parents believe there is a potential for negative influence by other participants.
Strategies for intervention
It may be necessary for youth workers to intervene on behalf of youth participants. The best strategy will vary with the person and the situation. Intervention will not always be successful and youth workers need to respect the decisions of parents and guardians. However, when youth come from situations of violence, abuse and neglect, when the program represents their only outlet and means for gaining validation, a successful intervention is critical.
- Consult with the participant. Family dynamics are complex particularly between adolescents and their parents. Any interventions by youth workers should be done with the permission and consultation of youth participants. Ideally participants would see intervention as their solution to the problem. Ask them what strategies they think will work. If intervention is likely to be necessary for the majority of participants, raise it as a topic for group discussion.
- Involve the parents. It may be wise to take a proactive approach to developing relationships with parents. Some strategies include being present and visible in the community; keeping parents informed by calling home, sending newsletters and writing letters; and organizing meetings and events where parents can participate. Bear in mind that youth are often protective of their privacy and independence. They may become suspicious if youth workers become too close to their parents. Additionally, ensure that parents do not infringe or compromise the safe space that has been established for the youth. Ask parents to wait in the waiting room or in the parking lot.
- Frame the message. Parents want to know what their children are doing and that what they are involved in is good for them. Consider the following messages and strategies when speaking with parents:
Parents need to be reassured that education is a priority and that the program has educational value and develops important job skills. Consider as well if there are ways to increase its educational value. For example, by scheduling time for homework and providing tutoring; organizing field trips to a university; inviting important guest speakers to work with the youth.
Explain that good grades are not enough for youth to succeed. Youth also need to develop life skills like time management, leadership, conflict mediation and public speaking. Additionally, university and scholarship applications look for candidates who are well-rounded and who demonstrate leadership and social responsibility.
Parents are sometimes more open to communication when the youth worker comes from a similar cultural, religious or linguistic background. If there are multiple facilitators in the program, consider who might be in the best position to speak with parents.
The program should appear "official." Consider printing documents on letterhead, assigning titles to staff and having business cards available.
>>>> Chapter 7
InvolveYouth 2: A guide to meaningful youth engagement is broken into section chapters on the web. See the Chapters list for links to all chapters.
You can also download the PDF of this document. You will need to have the latest version of the  FREE Acrobat Reader on your computer to view.
To order a printed copy of the guide send an e-mail to safety2@toronto.ca or call 416-397-0442.
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