Wed, February 07, 2024
9:00 am - 11:00 am

Building a Positive Community with Teens: VIRTUAL

Participants are REQUIRED TO ATTEND ALL TRAININGS in the series and create and try out tailored activities in between trainings.

Part 1 – Building Positive Community with Teens – Laying the Foundation

Part 2 (2/21/24) – Building Positive Community with Teens – Meaningful Relationships

To learn, stay engaged, and develop as individuals, teens need a safe, predictable, joyful, and inclusive space where they can experience belonging, significance and emotional safety. They also need to feel comfortable taking risks and working with their peers. How can you create such a space for the teens you work with? This lively training series explores the environment in which you work with youth and provides strategies, fun group activities, and relationship-building meeting structures that will help you establish a community that promotes positive experiences for teens.

Please note: Only afterschool practitioners working with middle school, high school, or fifth grade elementary youth should register for this training. 

Upon successful completion of this training series and follow-up assignment(s), the participant will earn 6 clock hours (.6 CEUs) of training.


Building Positive Community with Teens – Laying the Foundation 

Training Objectives 

Participants will:

  1. Discuss the importance of belonging, significance and emotional safety for youth
  2. Outline the methods involved in establishing a positive community
  3. Utilize interactive learning structures and brain breaks that provide opportunities for youth to feel a sense of belonging and significance


Building Positive Community with Teens – Meaningful Relationships 

Training Objectives

Participants will:

  1. Explain the Responsive Advisory Meeting structure.
  2. Practice developing Responsive Advisory Meetings as a way to help youth build positive relationships.

Core Knowledge, Skills and Competencies Addressed (CKSCs) 

Learning Environments and Curriculum 

Physical Environment and Activities

Identify – A. Recognizes the importance of creating a developmentally and    culturally responsive learning environment and following a curriculum.

Identify – C. Identifies aspects of a developmentally and culturally responsive environment and learning plan.

Apply – B. Shows warmth, caring, and respect for children, youth, and others as individuals.

Apply – C. Employs schedules, routines, and structured transitions.

Physical, Social/Emotional, and Cognitive Development

Apply – B. Implements strategies to develop young people’s self-awareness, social awareness, self-management, relationship building, and responsible decision making.

Apply – C. Models healthy interactions and guides children and youth in self-awareness, social awareness, relationships, and responsible decision making.


Language and Communication Development 

Apply – C. Encourages children and youth to communicate in a variety of ways

Creative Expression

Apply – B. Supports individual expression, including cultural influences.


Relationships and Interactions with Children and Youth

Individual Child/Youth Guidance 

Apply – A. Provides a supportive environment in which children and youth can learn and practice pro-social behaviors.

Apply – D. Practices positive, health interactions and guides children and youth in self-awareness, social awareness, relationship building, and responsible decision making.


Youth Engagement, Voice, and Choice 

Apply – A. Encourages youth to express their ideas and feelings to support healthy  development, meaningful relationships, and program quality.

Equity and Inclusion 

Inclusive and Accessible Physical and Social Spaces

Apply – A. Creates an inclusive, welcoming, and respectful environment for all.


Primary QIS Scales Addressed: 

I. Safe Environment 

I-E. Creating Safe Spaces

II. Supportive Environment 

II-J: Active Learning

III. Interactive Environment 

III-K. Sense of Belonging

III-N: Cultivating Empathy