Tag Archives: NYC after-school programs

Improving Youth Academic Performance through Sports

People are now beginning to recognize the importance of mental attributes such as confidence, composure, focus, and motivation in the performance of athletes. The possession of these qualities is required for the “mental toughness” necessary for sports aptitude. As a result, finding ways to enhance athletic performance and the acquisition of these traits has become an essential and now emerging career track. Within the field of psychology, a branch has been established to deal strictly with the relationship between sports and mental processes— Sport Psychology is the study of the psychological factors that affect participation and performance in sports. Psychological principles such as positive thinking and goal setting can be applied in sports to help athletes perform better and be well prepared for competition. The participation of youths in sports, therefore, is highly recommended because it builds critical skills they will use on the sports field, in school, and in life.

Athletes which have the qualities of mental toughness have the ability to move on after their mistakes, maintain confidence and composure in the face of adversity, and focus on what is needed to execute each task successfully. Professionals in the field of Sport Psychology aim to increase athletic performance by reducing the psychological effects of poor performance and instilling the mental skill needed to attain peak performance. This is accomplished through mental training. Mental training is about improving one’s attitude and mental skills while understanding the mental barriers that hinder performance. These barriers include high expectations, perfectionism, fear of failure, and lack of emotional control and focus.

Schools are highly recommended to include sports into their curriculums and mandate physical education because this increases mental strength and also active involvement in one’s school. Thus, participation in sports can improve performance in all areas of school. It has been discovered that youths who engage in physical activity five or more times a week are more likely to perform better in math and science than the rest of their peers; participating in sports in high school is related to improved English and math scores; sports participation is associated with lower high school drop-out rates; high school athletes are more likely to have a positive relationship with their schools; and that high school athletes are more likely to attend college.

For years, researchers have known that there is a connection between youth involvement in school sports and success later in life. Sports psychology is a very practical discipline and its application in school systems is widely encouraged.

Sources:
What is Mental Training
Economists Link Athletics to Success in School, Job Markets
Facts About Youth Sports and Educational Outcomes

by Betty Diop (Re:LIFE Writer/Columnist)
Pace University
B.A. Applied Psychology

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Filed under Education, Entrepreneurship, Global Youth, Minority Issues, Re:LIFE Inc, Youth, Youth Development, Youth Empowerment

The Focus of Educational Reform: School or After-School?

School systems are widely criticized today for their inability to provide youth important critical and strategic thinking skills. New York City residents especially feel that public schools focus too much on standardized test preparation and not enough on fostering the skills that students will need later in life. Educational reform is an issue that has been scrutinized, dissected, and attempted countless times, yet the results never seem sufficient. Many parents ask themselves how their children are to gain the abilities they need, not only to earn a high school diploma but also to succeed in life, from public school education. However, a recent study conducted by professors from the University of Illinois uncovered that youths tend to develop strategic thinking skills from programs outside the classroom, shedding new light on what areas educational reform should emphasize on.

The study examined eleven high-quality urban and rural arts programs and youth leadership programs. The researchers followed the development of strategic thinking in 108 ethnically diverse high school-aged youths by conducting numerous interviews with them. The researchers define strategic thinking as a form of thought involving more than just logic—“It involves learning to anticipate the disorderly ways that events unfold in the real world.” Six of the organizations studied were leadership programs that involved planning community activities, lobbying government agencies, or other activities. Five of them were arts and media-based programs in which the youths’ works were often presented to the community.

Higher-order pathways of the brain develop during adolescence. Thus, youths become able to think at more advanced levels about the dynamics of the real world. Yet, this can only occur if they are given the right experiences. Youths engaged in leadership and art-based programs learn by thinking and talking through the demands of their situations. They learn to brainstorm and plan for unforeseen twists and turns and thus realize the importance of planning. They’re also able to understand the thought processes of the people they are trying to influence. The interviewed youths described their newfound skills as being beneficial in school and beyond. They became better at time management, setting goals and carrying them out, and learning to take into account the things that could go wrong. The researchers discovered that ironically these are skills they rarely learn in the classroom and are more likely to acquire from participating in outside programs.

“In school you learn how government is supposed to work. In youth leadership programs, youth learn how government actually works. They also learn how to influence it,” said Reed Larson, one of the professors involved in the study. “The best way for teens to acquire strategic thinking skills is to use them in working through real-life problems and situations,” he said. “This study shows that good after-school programs provide a valuable context in which teens can learn to think strategically.”

Educational reform is an issue legislative officials and their constituents might never reach a conclusion about, at least in terms of how to better our public schools. Perhaps, the real problem is in the focus of the reform. Youth leadership and art-based programs are where the real-world education takes place. Although the proper reform could also make this an integral part of everyday schooling, at the moment the best response would be to enforce the creation of high-quality after-school programs that can foster strategic thinking skills in youth and encouraging students to join them. These programs can fill in the gap that school education leaves and also provide as a positive recreational activity for youths.

Source: http://www.sciencedaily.com/releases/2011/06/110606171537.htm

by Betty Diop (Re:LIFE Writer/Columnist)
Pace University
B.A. Applied Psychology

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Framework for Positive Youth Development: Every Child Requires These FIVE Promises

The ‘framework for positive youth development’ outlines the support that young people need in order to transition successfully into adulthood. It emphasizes the necessity of focusing on youths’ strengths, identifying their weaknesses and minimizing their risk factors. Gallup Student Poll studies suggest that majority of the youth in the United States are not hopeful, engaged and thriving in their personal and educational/occupational lives—in fact, only four out of ten are succeeding in these areas. Lawmakers tend to focus on the risk factors or negative behaviors of youth, such as trying to find ways to reduce teenage pregnancy or high school drop-out rates. Just as reinforcement is proven to be more effective than punishment when trying to change someone’s behavior, positive youth development is a better tool for trying to fix these problems. It emphasizes the support and services that must be available to help youth in their various stages of development.

The framework, developed by America’s Promise Alliance, circles around the physical, cognitive, social, and emotional needs of young people. It states that youth need FIVE key support systems throughout their development:

Caring Adults: This Promise discusses the importance of concerned adults in young peoples’ lives. These adults can be in their families, from their schools, or members of their communities. Those who are able to develop secure relationships with their parents and formal and informal relationships with adults such as mentors, coaches, and youth volunteers have a great advantage. However, it seems that 30% of teenagers and 20% of younger children do not have quality relationships with their parents and only 8% of youth ages six to seventeen have a formal mentor. Youths themselves realize the importance of having adults in their lives—40% of young people ages 8 to 21 do wish they had these adult figures which they could turn to for help.

Safe Places: The second Promise encompasses the importance of physical and emotional security. From their homes, to schools, to neighborhoods, youth need safe places in order to develop. Sadly, only 37% have this luxury. These places must also engage them actively and constructively—there should be balance of structured and unstructured activities. Only four in ten young people participate in activities that teach needed skills, such as how to form lasting relationships with others and how to make big decisions. A great majority of them say that they sometimes (or never) feel safe in their schools or communities.

Healthy Start to Development: This Promise deals with the fact that youth need a healthy start to their development, including healthy bodies, minds, and habits. This can be ensured through regular checkups with a doctor, good nutrition and exercise, healthy skills and knowledge, and good role models. Although Americans have increased their awareness in health especially by recognizing the dangers of obesity, studies still show that only 43% of our young people are experiencing this Promise. 65% of them actually said that they wish they knew more stores and restaurants that sold healthy foods and drinks.

Effective Education: This Promise is about the importance of an effective education. Intellectual stimulation is an important aspect for youth as they grow, and for the future, when one must secure a job. In today’s competitive global economy, education is more important than ever. It results from having quality learning environments, challenging expectations and consistent guidance. More than 60% of youth ages ten to twenty-one believe that their schools should give them more preparation for the real world.

Opportunities to Help Others: The last Promise deals with opportunities to help others. Youth want to get involved in their communities, but many lack meaningful opportunities to contribute. America’s Promise Alliance states that “Knowing how to make a difference comes from having models of caring behavior, awareness of the needs of others, a sense of personal responsibility to contribute to the larger society, and opportunities for volunteering, leadership and service.”

These are known as the “Five Promises”. America’s Promise Alliance noticed that “Children who receive at least four of the Five Promises are much more likely than those who experience only one or zero Promises to succeed academically, socially and civically. They are more likely to avoid violence, contribute to their communities and achieve academic excellence in school. Receiving at least four of the Five Promises also appears to mitigate gaps across racial and economic boundaries.”

States are now beginning to use this framework to develop policies and programs to help youth prepare for college, work and life. Re:LIFE Inc. adopts these Promises and endeavor to ensure that the Re:LIFE Team and all its programs effectively employ them. We are a number of caring adults dedicated to helping youth succeed. We provide positive learning environments and effective educational programs, which include internship opportunities for youth to contribute to their communities by applying what they have learned. All youth-based institutions in the U.S. should try to adhere to the framework for positive youth development. As the saying goes, “Children are the future”, and by implementing these ideas we invest and develop the future of our nation as well.

Source
http://www.ncsl.org/?tabid=16375#frameworks
 
by Betty Diop (Re:LIFE Writer/Columnist)
Pace University
B.A. Applied Psychology
Edited by Chike Ukaegbu

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Filed under Entrepreneurship, Global Youth, Re:LIFE Inc, ReLIFE, Youth, Youth Development, Youth Empowerment

Re:LIFE’s ArtLIFE Program: Empowering Youth through Art Education

Du bleu dans vos coeurs....

Image by ImAges ImprObables via Flickr (Un Peu d'amour! means 'a little love')

“Re:LIFE’s programs are all aimed at reinventing today’s youth. Re:LIFE’s programs are determined to educate, equip, encourage, cultivate and motivate youth to become entrepreneurs in diverse fields that will spur economic growth, reduce unemployment, and increase fiscal responsibility in our communities.
The Reengagement Program is Re:LIFE’s Premier endeavor. It is designed to have an entrepreneurial focus, which will come alongside educational, career and leadership preparations in the five different areas of concentration. The Reengagement program spans an intensive 12- 24 month timeline. This time frame is broken down into a Mandatory Intensive 12-month training session, and Voluntary Extensive job placement/ fiscal responsibility session.” – http://www.relifeinc.org/reengagement.html

The Re:LIFE Reengagement Program for disconnected male youth incorporates five concentration areas with each student being assigned to his preferred area of concentration—ArtLIFE, FitLIFE, ServeLIFE, TechLIFE and BizLIFE. Although Re:LIFE Inc is an entrepreneurship-centered program, it acknowledges the necessities of training in other areas, especially as desired by the participant. Those in the Arts, for example, plan and execute a showcase of talents of which potential talent scouts will select candidates they hope to sponsor. Hence, the showcase serves as an audition for the candidates.
Some people do not readily see art as a focus from which one can pursue a career or learn valuable life skills. Unfortunately, some schools which are facing budgets cuts accommodate these changes by decreasing the number of art programs. Yet, the benefits of training and education in the arts can be found in all aspects of life and as such, art education should be preserved.

The arts are an important part of every youth’s education. Similar to English, Math, Science and other core subjects, the Arts also contains challenging subject areas that contain rigorous content and standards of achievement. Making art or simply experiencing it will help youth grow intellectually, socially, and emotionally. It can also be extremely beneficial for economically disadvantaged youth and those who are at risk of not succeeding in school. As stated by Eric Cooper, president of the National Urban Alliance for Effective Education, “Arts education enables those children from a financially challenged background to have a more level playing field with children who have had those enrichment experiences”. Research studies depict a strong correlation between learning in the arts and acquiring the fundamental cognitive skills and capacities used to master other core subjects.
Obviously art education develops creativity within youth. Let’s examine how it builds other aspects of the personality:

Critical Thinking and Communication Skills: Youth who study art are made to interpret and draw conclusions from the material. This fosters critical thinking by encouraging them to think outside the box and expand their mind. They learn to question things by participating in the arts. They also learn to problem solve and convey their thoughts and ideas effectively. Studies have actually shown that exposing youth to art promotes brain activity.

Emotional Development: The practice of art builds self-esteem, discipline, and maturity. For example, “After drawing a sketch, if a child does not like the final outcome, he erases and re-draws certain portions. Thus, he learns “trial and error” through art and uses the same in real life situations.” It also improves observational skills because one learns to take notice of small details and this will allow youth to appreciate even the smallest things in life. Lastly, they are exposed to different ides of beauty and perceptions of the world and thus, they develop a mind more open to the experiences and people they might come across in the future.

Interpersonal Skills: Art allows youth to develop a better understanding of human nature. They learn to see the world from other people’s points of view and as a consequence they are more willing to respect the thoughts and feelings of others.

Not only are the points mentioned above important skills necessary for youth development, they are also attributes any employer would want in an employee. And if one is particularly gifted in a field of art, this can open the door to a lucrative profession in the arts, thus increasing youth innovation and employment.

The subdivisions of Re:LIFE’s ArtLIFE include music, theater, dance, creative writing, painting/mosaic, and interior/exterior design. Youth that choose to participate in this area of concentration undergo basic, intermediate, and advanced training in their particular field and are then allowed to showcase their developed skills and talents. Art is an indispensable subject that would benefit anybody, regardless of artistic inclination.

Sources:
http://www2.ed.gov/teachers/how/tools/initiative/updates/040826.html
http://www.buzzle.com/articles/importance-of-art-education.html
 
by Betty Diop (Re:LIFE Writer/Columnist)
Pace University
B.A. Applied Psychology
Edited by Chike Ukaegbu

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Filed under Education, Entrepreneurship, Global Youth, Minority Issues, Re:LIFE Inc, ReLIFE, Youth, Youth Development, Youth Empowerment

Community Outreach Programs: Touching Youth Lives through Intervention

They groan when told its bedtime, slam doors when mom says “no,” argue when someone disagrees with their ideas, and fight strongly for what they believe in. I think most of us can agree on the fact that generally youth are stubborn. Some are more likely to stir up tension than comply nicely with what is being asked or even given to them—a natural rebellion that accompanies this period in life.  Does this generalization apply, however, to youth that do not have the luxury of having two caring parents, a home to live in, or even something to fight for.  A study conducted by researchers at John Hopkins Center for Injury Research and Policy found that youth usually perceive community outreach workers positively, whether or not they have personally worked with one.

Community outreach workers are people who try to prevent conflict among the members of the community and, in some circumstances, provide necessary services to individuals such as housing, health care, and job training.  Community outreach programs exist in all of the United States, especially concentrated in urban cities.  In most cases they serve as a strategy to connect at-risk youth to beneficial services and prevent gang-related violence.

Re:LIFE Inc., for example, is a community-based youth development organization established in Harlem. It focuses on the provision of the needed training, opportunities, motivation and relevant life skills necessary for the proper grooming of educationally, socially and fiscally responsible youth in New York City. It is not uncommon for people to be reluctant to seek help when they find themselves in an uncomfortable, and sometimes perceived as embarrassing, situation such as unemployment. The same can be said of young people due to their stubborn tendencies. Before this study, little was known about how these programs and workers are actually perceived by youth within the communities they serve, especially those who have not worked with them personally.

Researchers surveyed 159 individuals ages 13 to 23 in Lowell, Massachusetts to evaluate their perceptions of local community outreach workers. The workers were from an organization called The United Teen Equality Center (UTEC). It was established in 1999 in response to local gang violence. Sixty-three percent of the survey’s participants indicated that they know first-hand of fights which the workers intervened in or prevented. Eighty-two percent of the respondents who participated in the worker-led mediation activities said their conflicts had successfully been resolved. Keshia Pollack, an assistant professor with the Bloomberg School’s Department of Health Policy and Management, stated that “even youth who haven’t directly benefited from working one-on-one with street outreach workers are telling us their presence makes their own community a better place.”

The participants were also asked about their employment, education, and health care needs. Approximately sixty percent responded that they needed assistance finding and securing a job; one-third required help with writing a resume; and over fifty percent stated that they could not have connected with the services they needed without the help of the outreach workers. “Young people have needs beyond conflict resolution strategies, and it is important that communities consider this point when thinking about how best to keep their young people moving in the right direction. At the end of the day, teens know that the factors necessary for a successful transition to adulthood include education, employment, and health care,” said researcher Shannon Frattaroli.

Regardless of their rebellious tendencies, youth understand the importance of community outreach programs and gravitate towards them. Support for these workers and programs should definitely be encouraged because our communities are a better place as a result of their work.

Source:
http://www.sciencedaily.com/releases/2010/12/101208125807.htm
Betty Diop (Re:LIFE Writer/Columnist)
Pace University
B.A. Applied Psychology

Edited by Chike Ukaegbu

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Empowering Youth: Qualities of an Effective Mentor II

GENUINE LISTENER

A Youth Mentor Must Be  A Genuine Listener.

A week ago, I started the series on Qualities of an Effective Mentor in respect to Youth Empowerment. In that article, I stressed on the need to

1. Assess – Test the mental, emotional, social and psychological stability of prospective mentors,

2.  Train – Equip qualified mentors with tools and materials relevant to building successful relationships and mentoring youth

3. Monitor- Supervise and Monitor relationships to ensure effectiveness and positive impact from people who mentor youth.

Following these steps will minimize the rate at which unqualified and incapable people dabble into the business of Youth Mentoring.

I also talked about the importance of Empathy and Compassion in relation to Youth Development, and how they could help one build trust in a mentor-youth relationship (Click to read article)

My second point therefore, is the need for Genuine Listening and its impact when dealing with youth. We have all heard the ‘talk less, listen more’ clichés and so on.  However, as watered-down as the quote might sound, we need to emulate it when dealing with youth. Borrowing from Deborah Tanned’s quote, “the biggest mistake is believing that there is one right way to listen, to talk, to have a conversation—or a relationship”, one must be an extremely skilled and resourceful listener to understand and impact youth. By listening, I don’t just mean what is being said, you have to listen to what their bodies are saying, what their eyes are saying, what their moods are saying, EVERYTHING; and try to coordinate them to all say the same thing.

In order words, if you notice that one’s mood is sour and unusual, and responses to well-being questions are simply ‘I’m fine’, something could be wrong. Find it out! In fact, one thing that effective listening helps you do is become more familiar with your mentee’s responses, actions, behaviors or moods, which in turn could help you address a need.

By being observant, by listening to more than just words, you convince the youth that you do not just want to be around, but that you genuinely CARE, and care deeply about their well-being. This will help them open up more readily, sometimes before you even ask about an issue. One strategy that always worked for me when inquiring about a sour mood was to tell a story about a disappointment I had in the past and how not sharing it made it hurt some more. This always worked even though in some cases there is usually some delay, and then a gradual opening up.

Another strategy is to tactfully ask about their loved ones. If the reason for a certain mood or action is caused by a loved one, a unique reaction, either a sigh, a heave, pain or more sorrow is always expressed when you mention the person behind the mood. It helps them open up to tell you what happened. However, if they insist on not sharing, let them be. Just be patient about it, they eventually do.

Now I intentionally did not use the word ‘Observer’ because I believe that an observer is not as involved in a relationship as a Listener. An observer is sometimes a third person ‘interactor’ who only needs to make an observation without making direct connection. An observer is not obligated to respond. A listener on the other hand is an attentive participator with an intention and/or an expectation of some sort of response; whether it be a silent response (i.e. nodding, acknowledgement etc), verbal response or a physical reaction. A connection is needed for effective response. Observation is in essence, a crucial part of listening, but should not be mistaken for it or substituted for it.

Thus, in listening to your mentee, every word, action, mood, movement, excuse, motive, mannerism, etc is relevant in building the framework of messages being passed across in order to effectively respond to their actions. A genuine and positive response based on a cautious interpretation of messages received (from words, actions, moods, etc) could gainfully affect and help uplift a mentee in their time of distress or rebellion. So Observe carefully, but LISTEN GENUINELY!

Download PDF: Empowering Youth- Qualities of an Effective Mentor I

Download PDF: Empowering Youth- Qualities of an Effective Mentor II

By Chike Ukaegbu,
Founder/CEO, Re:LIFE Inc
Re:LIFE is a 501c3 nonprofit organization determined to educate, equip, encourage, cultivate and motivate young disconnected males to become entrepreneurs in diverse fields that will spur economic growth, reduce unemployment, and increase fiscal responsibility in our communities. This entrepreneurial focus will come alongside educational, career and leadership preparations in five different areas of concentration.
For more information about the Re:LIFE Re-engagement Program and other Re:LIFE services, Contact us at:
Email: relife@relifeinc.org
Call: 347.450.1205/06
Visit our Website: http://www.relifeinc.org
Become a LIFEr Today: http://bit.ly/fN6B0b
Like our Facebook page: http://on.fb.me/hewFET
Follow us on Twitter: Relifeinc
Add us on LinkedIn: Re:LIFE Incorporated

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Causes of Male Youth Disconnection: Being an ‘Out of Work and Out of School’ Youth in Harlem during an Economic Recession

Download  Article: PDF (Causes of Male Youth Disconnection)

I have mentored youth in Harlem for over 7 years. For them, being in an economic situation where it seems like ‘when it rains, it pours’, is nothing new to most if not all of the youth I deal with in Harlem. I mean the bills, homelessness, violation tickets, racial discrimination, probation, joblessness etc, are only a few of the plights many of my mentees and GED students encounter. But I could tell you without a doubt that this recession has definitely deepened their already bad quandary. Most of them who were slightly better off with menial jobs and other sources of low-income are now being faced with the ugly reality of joblessness or inconsistent meager wages, while accumulating more bills and responsibilities to take care of.

The effects of the looming recession, depression, or whatever else we choose to brand it, have only deepened the impact of a nationally growing crisis – Youth Disconnection. Youth Disconnection is a term used to describe ‘Out of Work and Out of School’ youth; a phenomenon, which had always been a serious problem among minority male youth of several urban cities like New York City. However, the recent events of the past few years are exponentially multiplying its population and effects.

In retrospect, the consequences of disconnection contribute to the burdens on every society’s financial and social responsibilities. These demographic of ‘work-capable’ youth constitute only a meager tax base, weaken the security of their communities, have the tendency to resort to drug trafficking, crime and violence, and result in higher expenditures on public benefits. It is therefore a community’s duty to invest in re-engaging these youth, or continue to bear the consequences of a lackadaisical attitude.

There are over 220,000 disconnected youth in the NYC area, majority of whom are males, all on their way or already burdens to society.  This often overlooked demographic, mostly live in poverty, tends to experience sporadic employments, earn underpaid wages, are dependent on public assistance, and most often fall prey to crime and violent deeds.

Interestingly, these youth are supposed to be the socioeconomic drivers and sustainers of our community’s future. Without having the availability of proficient, employable young workers to replace increasingly retiring baby boomers (who are in fact learning now to stay longer on the job because of current financial hardships), several industries on which our economic sustenance is hinged upon is bound to be in trouble. For instance, according to the NYC Labor Market Information Service, the average age of Construction workers in New York City is 50, a figure which translates to an estimated 20,000 construction opening s in 2011.  Also, the healthcare industry, already in jeopardy of insufficient qualified personnel will further experience workforce crises, as one-third of current healthcare workers (nurses and aides) retire. Most of these health personnel were over the age of 50 in 2000.  It is therefore clear that regardless of the economic crises, there is a pertinent need to train and equip youth to fill these openings both now and in the nearest future.

However, in order to solve the problem of disconnection, it is necessary to understand its roots. From research and experience, I have compiled a list of some factors that cause disconnection in Harlem and our societies at large.

A) Dropping Out of School: Employees without High School Diplomas are least likely to hold consistent gainful employments. This is because they are the most vulnerable during job cuts and corporation size reductions. According to NYC Department of Education, African-Americans and Hispanics males were the least likely to earn their diplomas in 2000 (most recent year of relevant documentation). These demographic groups have graduation rates of less than 50%.

B) Aging Out of Foster Care System: Youth who age out of foster care without proper transitioning trainings tend to fall prey to disconnection. These mostly experience instability of multiple foster-care placements, physical and sexual abuse, neglect, mental illness, criminality and/or substance abuse before discharge.

C) Poverty and Low-Quality Education: The economic crises has resulted in the demand of higher levels of literacy and technical proficiency, making it increasingly difficult for even high school diploma holders to find gainful employment with the opportunity of advancement. In fact, the instability and insecurities of parental or guardian income sometimes causes younger school-aged youth to drop out of school in order to find work. Young people with semi- or illiterate parents, who do not stress the need, nor value the importance of quality education, end up dropping out of school for lousy reasons.

D) Early Parenthood: According to studies by Office of Juvenile Justice and Delinquency Prevention, teenage fatherhood, which has received far less scrutiny than teenage motherhood has many negative educational, financial, social, health and other developmental consequences for these young men and their children. Young teenage males who become parents while dependent on others tend to drop out of school more often than their counterparts without children. National surveys indicate that there are as much as 7% of male teenagers who are fathers, with higher rates among inner-city and African-American youth (Sonenstein, Pleck, and Ku, 1993).

E) Older Immigrant Youth: In the diverse-rich City of New York, (Harlem being a bouquet of several immigrant groups, from Africans, to Hispanics, to Asians, Arabs, etc), there is a greater chance that older immigrant youth without the time to learn, and ability to fluently speak English will most likely drop out of school. Also, discrimination, social and geographic isolation, little or no job experience, and lower levels of English proficiency make it even increasingly difficult for older immigrant youth to find employment; thus resulting to disconnection.

F) Juvenile Delinquency: Youth with convicted backgrounds find it difficult staying in school or finding work. With more than 2000 juveniles detained in New York City facilities everyday (NYC Council), and 1200 returning to the City from correctional facilities from other parts of the State, more than two-thirds of these youth experience disconnection because of the multitude of barriers encountered while trying to secure employment or re-enroll in school.

G) Youth with Emotional/Behavioral Issues or Learning Disabilities: Emotional or behavioral issues in youth, which are often less obvious than physical impairments, are great contributors to youth disconnection. Each year, 12 – 15, 000 of the City’s 50,000 disabled 14-21 year olds drop out of school without graduating (Advocates for Children, 2005), increasing disconnected youth population.

H) High Levels of Unemployment: While New York City is experiencing high levels of unemployment rates of around 10%, minority based communities such as Harlem have consistently been hit harder by the steep uptick in unemployment rates. According to the New York State Department of Labor, unemployment rates in certain Harlem districts were as high as 18%, even tripling the overall City’s rate in some cases. Studies have shown that whereas the unemployment rates of whites in Upper Manhattan is between 4-5%, rates of Blacks and Hispanics fluctuate around the 20% mark.

Unfortunately, besides the economic crises, unemployment rates are usually closely tied to factors such as education (regions of lesser high school diplomas tend to experience higher unemployment rates), language barriers and criminal backgrounds. These are factors that all plague the Harlem community, as well as hinder the re-engagement of disconnected youth. I was therefore appalled to realize that existing public education and workforce funding for programs targeted to this demographic, serve no more than 7% of New York City’s disconnected youth.  There are very few programs available to disconnected youth that utilize a combined education and workforce development approach.

Re:LIFE, having assessed these obstacles, realized that the missing innovations to the combined education and workforce development approach lacked

a) The training of disconnected youth to become entrepreneurs. As the saying goes, ‘Give a man a fish, and you feed him for a day; teach a man to fish and you feed him for a lifetime’

b) The use of practical and effective youth-friendly curriculum, schedule and flexible modules

c) The right expertise and youth-understanding professionals to coach/mentor youth

Re:LIFE is determined to educate, equip, encourage, cultivate and motivate young disconnected males to become entrepreneurs in diverse fields that will spur economic growth, reduce unemployment, and increase fiscal responsibility in our communities. This entrepreneurial focus will come alongside educational, career and leadership preparations in five different areas of concentration.

For more information about the Re:LIFE Re-engagement Program and other Services, Contact us at:

Email: relife@relifeinc.org

Call: 347.450.1201/06

Visit our Website: http://www.relifeinc.org

Become a LIFEr Today: http://bit.ly/fN6B0b

Like our Facebook page: http://on.fb.me/hewFET

Follow us on Twitter: Relifeinc

Add us on LinkedIn: Re:LIFE Incorporated

 

By Chike Ukaegbu,

Founder/CEO, Re:LIFE Inc


 

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