1 LIGHTLY EDITED CART FILE Crank Up Your YOuth Community Action Teams: What's working in Florida February 9th, 2017 1:00 p.m. - 2:30 p.m. Central * * * * * This file is being provided in a lightly edited format. CART is provided in order to facilitate communication accessibility and may not be a totally verbatim record of the proceedings. The text may also contain environmental sounds that occurred during the event." * * * * * CART provided by Lisa Richardson, CRR, CBC, CCP Paradigm reporting & Captioning Inc. 612.339.0545 Caption@paradigmreporting.com >> Good afternoon. My name is Casey Keene, I'm director of programs and prevention here at the National Resource Center on Domestic Violence. We are so thrilled that you have decided to onus today. And welcome to this webinar session entitled "Crank up your youth community action teams: What's working in Florida." The NRCDV is pleased to offer this webinar as part of our teen dating violence awareness and prevention month initiative as a collaborative effort of our domestic violence awareness project and our prevent IVP project. This February we're putting a spotlight on youth activism as essential to an effective movement to end gender-based violence. Youth activism has propelled social justice movement throughout history and today we are seeing youth taking on more issues than ever, in playing a variety of creative strategies to accomplish real change. Our intention to embrace inter-generation Al approaches to our movement work will really help us to create the social change that we hope to realize. Today's webinar will examine the domestic violence prevention work of the youth community action team in Dade city, Florida, and Florida coalition against domestic violence statewide youth Summit, and FVADV, statewide youth leadership program. They will provide examples of how prevention programs can increase youth leadership and engagement. In fact, as you sigh here on your screen, the youth activist prevention tool kit is featured as our team DV month tool of the week on PreventIPV.org, so we encourage you to go to that website, prevent IVP.org, check out that tool and a variety of other prevention tools that we have available in our tools inventory. 3 So, before we begin, we do have a few questions to get a better sense of who's participating today. So I would like to start out with our raise your hand question and if you look at the top left corner of your presentation window, you'll see the call-in number and the raising of the hand. That's our hands-raising function. So I would encourage to you raise your hand if you are already working with youth. Go ahead. Looks like we've got almost half of participants raising their hand so if you are already working with youth, raise your hand. Great, so it looks like nearly half of our participants today are already doing work with youth. That's really helpful to know and what I'm going to do -- can I lower hands -- I'm not sure, maybe you can help me out, Justine. Thank you so much for your responses. Question two, so we have only three questions to ask you before we get started. And this one is a multiple choice question so -- oh, Justine, thank you so much for pulling up that poll. So hopefully you can see the feedback poll on the left side of your screen under the list of participants for today's session. We would like you to answer the question, what age groups are you working with? So, A, middle school, B, high school, C, both, or D, other, and if it is other, we would encourage you to chat that in the public chat. And you can see the pie chart changing to reflect people's selections. It looks like most are working with both age groups, with middle and high school. In fact, right now, looks like it's about 75% and we have a larger chunk working with high school students, we can see that one is at 13% there and now we've got other answers. If your answer is other, we would encourage to you let us know what those age groups are by using the public chat. >> I see just ten just increased the font size. If you have trouble seeing the size of the text in the text chat, you can adjust that yourself at the bottom of the window, using the clickable menu on the right -- top right corner of the text chat that looks like several lines, several [indiscernible] lines, you can adjust that and adjust your text size, as well. Now we'll ask our third question. >> Are you working inside schools or outside of schools? Let's go ahead and share a new poll, if you can, Justine. Oh, okay, let's do a yes-no, then. Looks like we -- okay. So we're going to say, yes, for in schools and no for non-school, that's how we'll handle this one. So go ahead and respond. So looks like most, about two-thirds are working for youth in schools or their programs are school-based. 5 Maybe closer to half and half. Great, thank you so much, it's really helpful to get a sense and Morgan chatted that she's doing both in her program, so that's wonderful, thank you so much. All right, so now we're going to get into it with our presenters. We're excited to have three presenters with us today. I'll tell about you them and then pass the floor over to them. So, Emil Rudicell is the prevention and youth engagement specialist at the Florida coalition against domestic violence. Would you -- we don't have a picture for Emil. They have been a community organizer and activist in a broad range of overlapping movements and have worked in direct service providing crisis intervention and peer counseling since 2000. Prior to doing youth work with FCADV, Emil led conflict resolution groups with middle school age youth and helped with a youth-led community organizer project for reproductive justice in Washington, D.C. Rosa James, our next presenter, received her B.S. in legal studies and a master in social work from the university of central from Florida. Rosa started her career in social services as a child protective investigator with the Florida department of children and families in 2005. In 2012, Rosa was hired as the domestic violence prevention coordinator for harbor house of central Florida. Currently Rosa is the prevention and social change initiatives coordinator for the Florida coalition against domestic violence, and implements the delta focus project, a prevention program funded by the Centers for Disease Control and prevention. Rosa had extensive violence prevention training and works with youth in her local community. We also have Terri O'Brien joining us, who's been the director of educational services for sunrise domestic violence and sexual assault center since 1989. She's a community organizer, instructor, and leader in the field of domestic and sexual violence and crisis intervention. Terri provides training on intimate partner violence for health care, school personnel, mental health clinicians, law enforcement and other government agencies. She has presented at numerous state and national conferences. Terri is the chair and founder of the pass could county domestic violence fatality review team and has received the FCADV advocate of the year award in 1991. So I'm very thrilled to have our presenters with us today and Emil, you now have the floor. Great, thank you, this is Emil. So we're going to get started by giving you a broad overview of what's happening on the state level with the Florida coalition and then zoom in to Terri's work and she'll talk for a while and then we'll go back out to sort of summarize some of the principles and ideas that underlie youth community organizing. So one principal that feels really important to start with is this idea that wherever there is a problem, there are already people acting on the problem in some fashion. 7 This quote is directly from the allied media conference that happens in Detroit as one of their founding visions and -- but what we know is that young people are engaged in their community, they do care about issues that are impacting their lives and want adult support, so youth organizing is already happening and we want to support that work and amplify it. So looking at, like, youth victories overall, knowing that youth work is happening, this is a kind of a model of the socio ecological model so at the big outside purple circle, we can look at some of the teen victories that have happened in Florida. There's the teen dating violence statute which Rosa will go into more detail about so a statute's been passed that covers teen dating violence that implements that within schools on the, like, statewide institutional level of organizing. On a community level, youth have led victories in school-widen forcement of these policies and doing culture change within their schools so that healthy relationships are more of the culture in the school. They started gay-straight alliances, leadership clubs and other groups around healthy relationships. On a relationship level, young people are getting their peers involved, they're standing up to abusive behavior that they're seeing in their lives and on an individual level, we see change in personal behavior and belief. Rosa, do you want to -- are you ready to go over the teen dating violence statute? >> Yes, hi, everyone. So what we wanted to go over are teen dating violence statutes here in Florida as a part of this webinar, and we'll just jump right in and get started. So in 2010, Florida passed legislation intended to promote youth education related to teen dating violence and support teen survivors of dating violence. Florida statute 1006.148 mandates that each school districts -- each district school board must adopt and implement a teen dating violence and abuse policy, which must be integrated into each school district's discipline policies. Each school district must provide training for teachers, faculty, staff, and school administrators to implement the new dating violence and abuse policies. Florida statute 1003.42 requires that a teen dating violence and abuse component must be added to the comprehensive health education curriculum for students in grades 7 through 12. The resource curricula was designed to address the core components required by the statute which includes the definition of dating violence and abuse, warning signs of dating violence and abusive behavior, characteristics of healthy relationships, measured to stop violence and community resources available to victims of dating violence and abuse. So the Florida coalition against domestic violence in partnership with our membership organizations, which are our 42 domestic violence centers throughout the state of Florida, and the Florida Department of Education develop resource curricula, including supplementary material in teacher training, addressing teen dating violence for grades 7 through 12 to satisfy the requirements of the statute. Also, we created a model teen dating violence policy that school districts could use as a guide to build their own policy, and when we speak about the curricula, it must contain the components on the slide and the teen dating violence prevention curricula was designed for educators to use in the classroom. Moving on. So this policy must be integrated into school discipline policies, like I stated before, and here are some components that it must address, and we have certain components in the teen dating violence model policy that we created to involve school resource officers and also community referrals. In all of the D.V. centers in Florida, the 42 centers have a goal of really partnering with their school districts to enhance the teen dating violence policies, and, of course, the highlight domestic violence center we have on today with Terri and sunrise is actually moving towards a youth-led movement to push the Teen dating violence policy to the forefront in Pasco County, which I'm so excited about this work that Terri is doing and I'm so excited to see what happens with that, but it is youth-led and youth-driven. So we want to give this back over to Emil because at this point we're about to talk about our youth Summit. >> Yeah, great, thank you. So it's the youth Summit, we had a bit of a slide configuration issue there. One of the things we're doing on the statewide level every year is having a youth Summit and it's a statewide gathering for young people, both who are already involved in activism and leadership work around healthy and equitable relationships and ending dating violence, and those who are newer to that and just wants to learn about it. So this year we're partnering with one of the -- one of the Florida certified domestic violence centers to have it at a high school that they're working with regularly and there's workshops for young people and for adults that come. Here you can see some pictures of past youth summits, youth presenting, also working on making maps and brain storm of what are healthy relationships, and here's a flyer for an old one and that's the way for young people to get involved and to meet each other, so there is a lot of work that happens county by county and this way, people can see what's going on across the state. The Florida coalition also has a youth advisory board and so that's young people that we work with to get input on our projects that we're doing and also to come up with their own projects. The tool kit that got mentioned earlier had a lot of young people involved in the designing of it and coming up with what would be useful to young people who want to do organizing. There's in-person meetings, statewide youth advisory board, where people can gather and decide what they want to do. From that work has come our be courageous website, and these are just a couple posters that young people came up with for that website and to put out into the community, using their own messaging of what would be helpful for them to hear and for their friends to hear. In 20134, at the youth Summit, there was an art contest around healthy relationships and we created a universal peace calendar with the winning art, so you can see a picture of some of the art displayed there. We also, our youth advisory board thought it would be really cool to have a word search so you can see that. There's words relating to healthy relationships as a tool in the tool kit that got mention Ed earlier, again, and the website, the be courageous website are all different projects from our youth advisory board. And the other thing we do at the statewide level is support local youth work. There are 45 domestic violence centers throughout the state and we do what we can to help them strengthen their programs and do as much as possible in their local communities because they're really there doing the day-to-day, in-person work. So this is where Terri is going to take over and talk about some of the things that are happening in PASCO county. >> Okay, great. Hi, this is Terri, so let's see where we're -- let's see where we're at. I have been working with the -- I don't know if y'all are familiar with the delta project but that is a federal program that's funding through CDC, Centers for Disease Control and prevention, and I've actually been with the Delta project here in Florida since its inception for us in 2003, so prevention is really important to me, so I'm going to -- you know, in our community, we have to identify population that we wanted to work with through the CCR task force, I know those words are used interchangeably depending on your community, and our CCR wanted to work with youth, especially that were focused on school-based programs. At that point in time, we had a really good working relationship with our superintendent, approached him, he said absolutely, we support you a hundred percent, let's move forward on this, what can we do. So that was interesting because then we started looking at different prevention programs and we all had to kind of step back and say, AH-ha, how do we prevent violence, abusive behavior from happening in the first place. So the very first thing we did is we approached a high-risk school program and we used the safe dates curriculum and we kind of did a healthy relationships class with those students and it was very successful but as we would wrap up and evaluate it and get feedback from the students, they kept telling us, you need to start younger. This is great, Ms. O'Brien, but you need to be talking to these kids way back in elementary school. So we actually started looking at that idea. So we've talked about youth community action teams so I'm just going to give you just a little bit of history about how we got to where we are today, so I'm going to talk about both school-based and community-based teams and feel free to ask specific questions in the chat box as we go along if there's something you want me to talk a little bit more about. It's a little bit different doing a webinar because I don't have that interaction with the audience. We're one of those programs that we do both. We started out as a school-based program so to date, we have fifth grade leadership program that we've developed, we do middle school clubs, we have a high school youth community action team and then you're going to hear me talk about our summer youth leadership institute which is, I think, pretty cool. So we started in the elementary schools after that feedback from the high school students and any time you have a champ on, that always helps, and the importance of having it be youth-led and youth-initiated makes all the difference in the world so at that point in time, it was a girl scout leader and several of my girls were working on their gold awards, they were in high school, and one of the students wanted to start a cultural diversity club at her school where she had gone to elementary school because she felt that there were a lot of racial issues that were never discussed, et cetera. So we approached the school administration Administrators with this particular student. Now, if I would have asked this, I'm not sure I could have ever got even my foot in the door but since she was a former student there and she already had great relationships with faculty there, they invited us to come in and have a conversation and they supported the idea so we started this fifth grade club and identified a group of students to begin to have conversations about diversity, inclusiveness, and what that would look like. So this next slide that I have was very, very helpful. If you need tools to get your foot in the door at the school. Again, don't re-invent the wheel. We spent -- I can't tell you how many months researching information and it's already out there and one of the best resources that I found was NAN Stein's and I don't have the -- that talks about gender violence in elementary schools, I have it on my desk, we can get that to you, but all tough do is google that in a Google search and the article will pop right up and it's a step-by-step process, gives you the words to say to write up a request, to write up a proposal, to present to your school to justify why you should be taking up school time to come in and do a program. I found it very helpful, it was a wonderful guide and we use it to this day. So what we chose to do is work in a specific community and we decided we wanted to work with feeder schools, schools that would connect to each other so we would work with an elementary school that fed into a middle school that fed into a high school, and for our particular community, it was advantageous for us to choose a community that a higher than average poverty rate and we used that by looking at the percentage of students that qualify for free, reduced lunch. We know that's an identified risk factor so we use that as an opportunity to begin working with a certain community in working with the schools. So we collaborate with the school personnel, and this was really important because we have a tendency to think we know all the answers, and want to come if and run programs our way and if we do not collaborate with the school personnel and ask them what do you need from us, how can we make this fit into what you're already doing, what happens is they shut us out and don't invite you back, so this was something we spent a lot of time having conversations about. Another lessons learned, I don't know how it works in your district but the word "Curriculum" we call that the "C" word and we never use the "C" word anymore. We said we had developed a curriculum and when that information got back to our district office, that raised all kind of alarms because they have a curriculum review committee that has a very rigorous vetting process that we had to put our materials through and they said, absolutely not, this is not evidence-based. It was evidence-informed but they would only accept an evidence-based curriculum. 15 So we no longer use that word. We've changed all our information and we talk about educational/training materials, we talk about lesson plans, we personally do not use the word "curriculum," that just caused too many barriers for us and we are trying to keep things as simple as possible. So we use school personnel whenever we could, we got community support. We had youth volunteers working with us. We actually had students who were seniors in high school came in and helped to co-facilitate the elementary school program. It was skill-based, et cetera, and we chose to work with multiple sessions throughout the school year which is a little bit unique for our program. Most programs that I've talked to, they'll come in maybe every day for a week or maybe maybe once a week each for four weeks or five weeks, et cetera. We try to set up a program that would be continuous throughout the entire school year so that we really had an opportunity to saturate the school community with messages, and that worked really well for us. So we -- for our particular case, and there are different ways to do this, some groups have been -- we've done some groups that were gender exclusive. We've worked specifically with young girls, we've worked specifically with males. We try to, whenever possible, prefer to have a mixed group, that age group is what we work with. We focused on 10 to 18 and we really try to have a diverse group that has multiple cultural backgrounds, et cetera, which is sometimes a struggle because what oftentimes happens when you go to a school and say, I want to do a program, they either want to send you all their kids who have been in trouble as opposed to necessarily identifying their community leaders, or we get all the really good kids and that's not what we were working for. We really wanted to try and have a mix of students. So with the element fare school, we ideally had -- we had a parent education component that worked really well. I will say that that's a lot more challenging to get parents involved when we're working with secondary schools but it worked really well when we were doing with the fifth graders. So you've already seen the little social-ecological model and I have to tell you that having worked with CDC over the years, I know it's an inside Joe, but I have definitely drunk the CDC koolade and have learned to really appreciate the importance of working at various levels, and I'll share with you some of the reasons why. Yes, we talk about theories but it really, in all honesty, I didn't quite understand the process until we actually started doing the work so I'll come back to that. So here was our overall goals. No matter what group we work with, we said, okay, there's the knowledge piece. We wanted to increase students' knowledge, okay. And we certainly wanted to reduce the number of students who entered an abusive dating relationship, that was important for a lot of groups but that's a really difficult thing to measure because we did not want to use rates of reporting of abuse, et cetera, as a measurement of the effectiveness of our programs because what we found is those really aren't -- those don't reflect the -- really what's happening in the school community oftentimes. But we did want to develop leadership skills and what we've found is that if we did not work with peers, students we were working with in the groups would tell us, Ms. O'Brien, I wear my shirt, we have all these great conversations when I'm in the club but when I go back and talk to and hang out with my friends, talk to my family, talk to my community, they laugh at me, they make fun of me and they were not supported. So that was a real opportunity for us to really begin to talk about the importance of developing awareness event to educate the entire school community as often as possible. So knowledge was not enough, they needed to have the skills to move beyond that. And one of the things we had to do was get the school personnel support. There were a couple of different things we did to do that, is for the school to support our efforts, I made a point of going to some of the teachers when they would have their planning sessions, when they would have their meetings at the beginning of the school year, introduce myself, talked about what we were trying to do, et cetera, asked them for their feedback, that we really wanted their help. This was a collaboration, and they got real excited about it. They would send me emails and ideas and suggestions, and that was very helpful. The other thing we did is the schools we were working with, we joined their school advisory councils and I know every school in Florida is required to have that. 18 I'm wondering if other districts, other states have that? If not, ask about it. It might be called something different but school advisory councils are typically made up your school administrators, teachers, faculty, parents, students and community providers, so I joined as a community provider and it gave us an opportunity to attend those meetings and get a better feel of what some of the issues were in the school and then I was able to make connections to work that we were doing with our violence prevention clubs with some of the things that were happening at the school. Again, at the community level, working to get community support involved working with our school district. What we found is we started working with individual schools but then the school district, if they did not support it, if we left them in the dark, they kind of balked and said, we don't know what you're doing, who are you, why are you here? That in order to get the support from the individual schools, we had to have the support from the school district so that was another lesson learned in order to do that. And the community support I'm going to talk with you a little bit more about that when we start talking about some of our youth community action teen programs but we also talk about community support and community connectedness, those are also identifying protective factors and when we start thinking about language, when I have conversations with folks within the school system talking about protective factors is important language to have because those are key words that they will cue into that they will support also, at their level. So when you're working with students, it looks like about half of you already are working with youth, some of you may be planning to begin starting some type of a youth program, one of the things you need to think about is what type of adult youth leadership you want to have. Adult centers, that's where you have your classrooms, the teacher comes in, they plan the curriculum, they do everything, and I would say when we first started, that's kind of what we did. We put the materials together, we presented it. And based on feedback from the students, we very quickly moved towards adult-led collaboration where students would give us feedback and we still do that in the fifth grade level, and some in the middle school but by the time we get to the high school, we're really focused on youth-led collaborations. So just to kind of share with you just a little bit, I just want to share with you our fifth grade leadership program, they were just the coolest little kids. They had such a good time, they were a pleasure to work with. If I could work with elementary school kids all the time, I would definitely do that. Those are just some of the things that we talked about. If anybody wants more information or would like to look at the lesson plans that we put together, I am -- contact me, I'm more than happy to share those with you. Everything that we've developed and put together, it's with the expectation that CDC wants us to share that with other programs so you don't have to reinvent the wheel. And our group of students wanted to put together a pledge, and this is the pledge they did, their words, so we had little shirts made up and they had their pledge on their shirts. They were very proud to wear them, and I just wanted to share with you a couple of the comments that the students had made. Again, I love working with fifth graders. That last one that says dear sunrise, thank you, guys. Before I was mean, I kind of am but not like I was before. So talk about honesty, I thought that was great. One of the other comments that they made was the last one that says thank you for changing my attitude, well, you did a little bit. That's okay, I'll take it. Change is gradual, we're not going to make huge changes overnight. And then there was a comment about the skin color and that was interesting because the administration, we said that we liked to have a conversation around racism at first, they were like, oh, we can't talk about that in elementary school, that's too complex for students. And what we found is by the time students are in elementary school, they have an understanding -- they have a [indiscernible] oftentimes what privilege means. They just don't have any language for it so what we did was give them language so that they could continue to have those conversations. The other thing that I wanted to share is we did reports at the end of the year that we sent to the school and I can't emphasize how important that is because that's how we sited our middle school clubs. Fifth gladers said we want to do this in middle school so we contacted the middle schools and we began to also start a club there. Now, our school clubs, there's different ways to run them. Some of them are -- some schools actually have designated club days. [Phone ringing] >> Other schools don't, and if they don't have designated club days, what we do is our students meet once a month and we rotate class periods and they are excused from class for that period but, again, we rotate them so throughout the school year, they would only miss a class, not more than two times. That way we get support from the teachers. Of course, that means we have to make sure we have attendance, that we coordinate that, teachers always get the last say and we always support that but that's what -- that's how we started with our middle school clubs. And when we get into middle school, that's when we started having conversations about respect, healthy communication, leading into conversations about consent and coercion, and we -- the leadership part was we did a lot of individual work with the students where we might have a topic that we were doing to talk about that day but we broke into break-out sessions and each table had a designated leader for the day who was responsible for facilitating the conversation, someone else would -- at the table would take notes and then at the end of the conversation, they stood up and reported out to the whole group. And I have to say the teachers loved that because they saw students standing up and talking in front of a room full of people that had never done that before and so they really felt that that was a very positive leadership quality that they supported. So in our middle school clubs, they also have a pledge that they wrote and in order to have some continuity of messaging, all of our middle school clubs have the same pledge. However, each school does their own branding. So just for for example, PASCO middle school are the pirates of peace and they are the pirates of peace club and they designed their own shirts and that's what those look like. One of our other schools is -- they're called the cyclones, centennial cyclones and they named themselves the cyclones peace zone club because one of the things we began to do is bring students together. We do a training day with our students. The first year we did the clubs, we found if we only see them one class period once a month, it literally takes all year before they begin to finally figure out what it is that we're trying to do. So we tried something different and we asked the administrators if we could actually pull the students from class for one day, and we do a full day of training. Some of the schools we do it off-site, other schools we do it on-site, depending on their availability for room, and these are just some examples of pulling the students together. You'll see in the background, school resource officers, at some of our schools, that's our club sponsor, sometimes they're the guidance counselors. You can see in the bottom picture an example of students working at their individual tables and standing up and reporting out what the -- whatever conclusions that their group came up with at the end of the conversation. The other thing we did is make a really big deal out of theth graders that were graduating. They have their little ceremony, they got certificates, we recognize them, we would have the administrators come and make a big deal, take their pictures, sends them out to the press, et cetera, so that they would hopefully want to continue their participation into high school. And again this was student-driven as the students said, wow, this is something that we really want to do, when we get to the high school level, we want to continue this relationship. So, we started our first -- this is what we called our youth community action team, we felt this was a great opportunity to channel students already righteous indignation. I remember when I was in high school, I looked for something to rebel against. So we started our violence prevention clubs, so the exciting thing for us is, this was student-driven and one of the high school students that worked with us to start this club is her senior project is actually sitting right next to me. Her name is Morgan and she worked with our very first youth community action team, went on to college, came to work at Sunrise part time on our prevention action time, when she graduated worked full time over in the shelter in the children's program and is now back in our prevention program first time. So we're really excited about that growth in leadership and sense we've started our youth community action teams, we've actually hired three of the high school students that were in our youth community action teams that are now on staff. So, yes, that's pretty exciting. So our youth community action team, let's see what we have here. Began as a school-based club but then at the end of the year, the student said, can we meet over the summer? Again, it was their initiative and we said, yeah, sure, we could meet at Sunrise so we invited them to come this and they started bringing their friends. So it began to expand to other programs. Then what happened in the fall, we -- the students -- we had some scheduling issues at the high school level. We have found that there were lots of obstacles at the high school level, having a club founded at the school so when we had -- there was some delay in getting the club started, at the school, the students said let's just meet after school and we'll continue to meet at Sunrise, and so we did. The student, they designed their own brand. Their brand is know your peace, that's what they came up with. We worked with a website design company who had several meetings with the students to talk about what is their message, how can we make it look pretty, how can we make it look attractive, so that's kind of our branding that we put on our materials and et cetera, and so every time we're out in the community, it' the conversation revolves around know your peace, what is your peace. So it's focused on taking action. 25 We do have a know your peace website that you're more than welcome to look at. This is the materials that the students designed. They really did a great job on that. Okay so, some of the things that we did were opportunity to educate the school community and I'll just very quick hee share some of the things we did that were really successful in order to saturate messages throughout the year. Valentine's day is a great time, besides being dean take iting violence awareness month, students wanted to create posters, et cetera, throughout the school, school supported that, they thought it was a great idea, they did a display in the media center. Media specialist, they loved that that the students were getting involved, engaged in it. We did things on the morning news show at the school. We actually even got the teachers involved. They got real excited and a group of teachers got together and sang Aretha Franklin's "Respect" on the morning news show and had kids get up and dance in the classroom. They asked students to sign pledges of peace and we stapled them together in rings and hung them all around the school. It was great. One thing we did learn, any time we do any kind of visuals is that you only want to keep them up not longer than 30 days, all the media training that we've had, after about 30 days, kids stop looking at them, they become invisible so if you're going to do things like that, you need to update your material on a regular basis. 26 So as not to disrupt classroom time, we got really creative and we do lots of things on the school campus during lunchtime. Complement campaigns, those have been very popular. Again, the faculty has supported that, those are some examples of where students would go right into the cafeteria and talk to student and they would come up and give campaigns and shout-outs and recognize other people. We've also worked with the schools to do mix it up lunches, those were very popular. The schools wanted to do some of their own campaigns. They looked at lots of different posters and said, yeah, okay, we like the message but we don't like the pictures on them, we would rather have pictures of ourselves. So they got really creative, took pictures of themselves, created their own campaigns and posters that they would put up and it got to be kind of a cool thing at the school because they would change out the pictures and students would go by and they wanted to say, oh, whose picture is up there this month? That was a great way to keep students coming back and looking and seeing the message over and over again but with different faces. So that was part of a project that we did with the students in regards to challenging the media and the media mess Sams, they wanted to do their own. Teen dating violence awareness month, again, that's a great opportunity to do displays over in the cafeteria. We've done them in the halls and we found it better to do it in the cafeteria where we can engage in conversations with students. [Phone ridging] 27 >> We have this really cool wheel where the students can come up and spin the wheel and we ask them a question. The first time we did it, we were the facilitators. After that, we trained students to do that that. They facilitated, filled it with students asking questions of other students and those questions initially were knowledge-based, where we would ask them, well, is pushing abuse, and they would say yes or no. Well, we switched those to more action-based as we wanted to get more and more students involved in actually doing something, so we would ask questions like, okay, you're walking down the hall, you see a student push another student, what do you do? What kind of action would you take, and then there would be a conversation and if there were other students standing around, we would kind of engage them like a group conversation, so that's worked really well. We've done all kinds of pledges. There's lots of materials out there. We don't have to reinvent the wheel. Some of you may have known Ben Atheerton, every once in a while we have little pots of mope or we get the community to support where we can do an entire school-wide presentation but we will -- this is only a culmination to bring everything together because, again, the one-time messages are just not as productive. We did this with our -- one of our school clubs and we did two sessions so that all the students got to go through it and then Ben came back at night and did another session so that the parents could come and hear the messaging that we were doing with the students with the hopes that they will go back and continue those conversations in their communities. One thing we did learn, though, is we also worked with one of our universities, we brought Ben Atherton in and they wanted their athletes to come in and hear this message, so they were mandated to come. The students were not thrilled about having to be there. The coaches came, signed the kids in to make sure they were there and then they left, which was interesting. I tried to say, aren't you staying for it? To no, no, we don't need this. So again that's another lessons learned, that if you're going to do something like this to really think it through and plan it ahead of time and make sure you have engagement at all those different levels because to just have the students be there and it's not being reinforced by their leaders who are the coaches, teacher, et cetera, I question how effective that was, and that was just a missed opportunity. I know I'm talking a lot so Morgan is here checking the chat box so feel free if you have questions to stop and ask me along the way and she will stop-and-go with that. So another thing we did again, we kept focusing on community support and our city that we did a proclamation and our city meets at night and they wanted to honor the work that our youth were doing so we sent a message out to all the students and to their parents and we had about 25 students and parents, family members show up to get this proclamation, it was standing room only. The city was so excited that all these parents and students, and they were so impressed by that, that now they began to offer other kinds of support, when can we help you do? Is there money that we can do? So that recognition was really important for the students to feel like their voices were really heard and also to get some financial support from the community. So recruiting challenges. So I'm going to talk some more about -- I'm going to move into our non-school related youth community action teams because all of ours is now non-school related. We are not doing a youth community action team at the high school level that's school-based anymore, and I'll tell you why. So this is kind of a flyer that the students designed that they put together. Keep in mind, when you have -- it's not a school-based program, there are pros and cons. The benefits are that we can talk about almost anything we want to whereas conversations within the school were somewhat limited based on whatever the content was. There were certain conversations that it just was not appropriate for us to have in the school setting but we could have that afterwards. All have our students do get parent permission forms as part of their volunteer application to be part of the youth community action team, that's, again, something we can send to you if you want to see what ours looks like. We're more than happy to share that. 30 It also contains a media release because we contain lots of pictures this we send out to the media, send to the school district on a regular basis so that the students can get recognized for the work that they're doing. One of the obstacles, obviously, is transportation. Not all students have transportation so that can be limiting, so, again, there are pros and cons. We try to on a monthly basis have our youth community action team meet somewhere else in the community, on a Saturday. We just Panera sometimes and there's a whole different group of students oftentimes that are able to come to that that wouldn't necessarily be able to come to our afternoon-school program. But here's an interesting thing that we found out, is when we start talking about recruiting expansion, our -- our kids have gotten so close and bonded with each other, that when we started talking about recruiting outside -- other people, they kind of saw them as outsiders and there was a little bit of reluctance and hesitancy to bring new people in. So that was something we really today look at and address and overcome. This is kind of a picture of our YCAT meetings and there was -- I think, rose a, is this the one you went to? I'm not sure. Anyway, our YCAT often will meet with community leaders, we had the Florida coalition come down and do a site visit and meet with our community action team. Most recently we're working with our school district and we have had them come and meet with our youth community action team to talk about implementation of that teen dating violence bill and what that would look like. >> I'm sorry, that was me in the picture. >> I thought that was you. >> That was me with the... [Overlapping Conversation] >> That was a great opportunity for people to feel like people are really listening to their message and their feedback and what they had to say, I was really proud of them, they all dressed professionally that day and they practiced what they wanted to say ahead of time. We gave them the opportunities to brainstorm what are the messages you want to get across to folks and they came in well-prepared with their comments and questions and ideas. >> It was a good day. >> So I got to put a sample agenda, my bad, if that's something that you're interested, I can send that to you but typically when we meet with the students, we have an opportunity with them to kind of touch base, get to know each other. We always have snacks, food's important, and then we typically have a conversation about current event. They really are interested in what's happening in their world around them so sometimes we'll bring up something that's happened in the news, sometimes they will bring up something that's happened in the news. We encourage them to do it. 32 If they bring in something, we'll put ours on the back table and focus on when they've brought, also, so we have lots of discussions about what's happening politically, what's happening currently around issues of violence prevention leadership, et cetera, and really having critical conversations about challenging, again, media messaging, et cetera, what is the -- what type of action would they like to take to dress those issues. Okay, some of the other activities that we have done, some of these we've done school-based, some of these we have done in the community. The way we work with our youth community action team now, once they've been trained to become leaders, they now go back to their schools and start their own programs, so we provide support, we may come to their meetings from time to time but we're no longer going into the school and running those meetings. That -- for two reasons. Number one, we don't have enough staff to support all the different schools and we wanted there to be some sustainability that if our prevention monies, dollars, dry up, those programs will continue to happen and, again, when they're youth-led programs, they're supported by the schools more than they are if it's coming in and running the program. If this makes sense. So the chalk art was a really easy thing to do. We identified a peace day, students got permission from their administrators to do that. They put together some designs for the folks that are not as artistic as others. We kind of created some stencils that they could put together, very positive messaging, et cetera, got all the messages preapproved and then got the chalk which is really cheap and all over the school campus did chalk art. So every single student on campus, there is no way you could have walked through campus and not seen these messages. So, again, it's -- you don't want to do a one-time thing but we kind of planned things throughout the year and this was one of them to reinforce those messages in a little bit different way that was really supported by the students and it gave us a chance to collaborate with some other clubs. There was an art club on campus, they loved this idea, they really got into it and collaborated with the community action team to do that. Some of the other things that we've done, day of silence. That's a great thing to do. However, I will tell you that that requires certainly want to make sure you have administrative and staff support to do that because, you know, we're talking about LGBTQ issues and is every school ready to have that conversation? It can be a little bit challenging so it's not something I would recommend you do as the first time you implement a program in a school. That's something I think you need to kind of build up to to make sure that your students and your school are ready to have those conversations, but it was very well accepted by the schools that we did it with. Some of the other things that we have done to get the student involved in community program is we've done -- PASCO county fair is a big deal here, county fairs, we're in a rural community and we booked a table at the PASCO county fair and students volunteer to man the tables and gave out just hundreds and hundreds of pieces of literature, conversations, et cetera, with people from all over the community that came for that. And it was I great opportunity for them to build their self-esteem and to develop their leadership skills and to have conversations with people that they've never met, that they don't know anything about. We've done walk a mile in your shoes. I'm just curious, this would be a good time to do a raise your hand question. Have any of you ever done a walk a mile in her shoes program in your community? Questions? I don't know, a few people have. Okay. If that's something that you have never done, it's such a fun way to get your community involved. It's typically something that the men in your community do and they wear women's shoes, et cetera. Our youth community action teams and we tagged along with another event they were doing a parade one year and we did a walk a mile in your shoes in the parade and we had the men leading the way in the parade and then we had all the students from our youth community action team parading behind them, you know, with different signs that said we are the next generation, we are the voice that will continue this message, et cetera. It was very well received in our community. The students really enjoyed it and it was fun. This work is really hard, it can be really intense and I think it's important that every now and then we kind of lighten up our message a little bit and also realize that this work can be fun to do. Let's see, what else have we done? We've done self different activity with our local girl scout troupes. We did this event called day of the girl where we work with younger girl scouts and we have our youth community action team come to help to facilitate that with us. We've done lots of different community event, again, where we use the wheel and where the youth show up and they love doing those and they have an opportunity to have conversations with people in the community, ask some questions, et cetera, about their thoughts and ideas about violence prevention. With the hope that they -- their goal is for folks to understand that violence is an issue in our community, that it is preventable and, yet, everybody has a role to play and what is their peace. There's that know your peace part. Okay. So that's just one of the comments from our youth community action team members, you know, about how important it is. So man of our students that have gone through our youth community action team have gone on and are in college now and are doing phenomenal things on their own and whenever there are-back in town, they will touch base with us, et cetera. We try and keep up with them about what they're doing. Okay, so I would be remiss if I didn't talk a little bit about evaluation. Again, I think that it's -- at some point we began to really look at how successful is this, what are we accomplishing, so we did work with our evaluators and it's a Delta program, we are very lucky to work with phenomenal empowerment evaluators to help us in this process so we worked with them to develop an evaluation tool and these are just a couple of the questions I just wanted to show you that once we've been working with students for a while, we ask some of these questions because, again, these are leadership skills that we're focusing on that we worked to develop with them and there's a couple more of them. We want to make sure do they understand what sunrise is, do they support the work that they do, can they explain the mission of the youth community action team program? And these are really important skills because they then take these skills and they can put them on their resumés, they can refer to them on their college applications, et cetera. We give letters of recommendations for the students besides giving them -- in the state of Florida, we have bright future scholarship and they need to earn community service hours if they're going to be going to college, et cetera. So we work with the students to help them design the agendas for the different meetings, et cetera, so we might start doing it but then we kind of pull back and let them do it. Our next step is once they evaluate themselves, then we have them come in one on one and meet with our staff and we have a conversation about our observations in regards to their skills and sometimes we push them a little bit, you know, as we get to know the students. 37 Some of them are like, oh, no, I can't do that, I can't take talk to a group and I might say I really think that you can, let's schedule something where we co-facilitate together. You can be there and shadow me and I might turn to you and ask you some questions and then the next time, though, I'll ask you to step in and do part of the presentation, have part of the conversation and slowly work them into it. Other students just jump right in and they're like a pro, having the conversations, but that last one, number 24, is working with them to develop, we call it their elevator speech. Can they clearly, succinctly explain to somebody what our purpose is, and of course that means they have to be clear and understand, they have to have internalized the whole process before they can explain it to somebody else. So the next thing we did is we developed our summer leadership institute and a big shout-out to Alaska. Several years ago, they came and presented in at one of our prevention conferences and they do an institute and I thought that was the most exciting thing to have brought students together and live with them for a couple of days and do this very intense training and took a couple of years to develop but we eventually finally had the ability to do that an we ended up collaborating with one of our local universities who let us use the dorms. So the first year we did it, it was four days, Monday, tusker Wednesday, Thursday. And then it has since expanded to five days, because the students said, five days isn't enough, so the Florida coalition supports this and we get the school district to offer it as a fundraiser every year now to provide scholarships for this. But collaborating with the university, all basically they're charging us for is room and board. We can do a whole week with these students and it costs like $250 per student. But, the school district makes sure there's money available. We've never turned a student away because they can't afford to pay for it. So we get lots of local support from businesses toward that and this is now where we're moving towards our youth-led collaborations because by the time we did this the second year, that's one of our lovely group of students that we did, and they came back as our facilitator the second year. So, again, those that graduated the first year, we started planning with them and to co-facilitate the session so you can see we're kind of maybe more in the background, the students are up there actually facilitating the sessions, and they absolutely do a great job. At the end of the day -- yes, which one, national? Oh, let's see. Okay, sorry. I was looking at one of the questions. Okay, again, imgoing fast because I want to have time for questions but having the student facilitators was just a phenomenal idea and also gives us a rest, we get tired of doing all the talking but the other they think we did was bring in outside speakers because, again, we're really focusing on youth adult allies to bringing in different leaders to do that, we felt it was really important for them to have those conversations. 39 To build capacity within the state of Florida, we also invited other centers and these are some of the staff from one on the other essentials that has a youth community action team, hung out at the dorm and stayed with us for a week so that they could in turn develop their own program but they kind of wanted to see what was like. They had a great time. Again, just one of the quick exercises that we did was develop their elevator speeches. We called it one-minute please winners and they competed against each other and we added a funny part to it, give us your elevator speech as if you were under water. It took the nervousness off, made it funny she et cetera. They really stepped outside of their shelves and even the quiet kind of shy students really got into the activity and did a great job, very creatively talking about how can you give your message in a different way to people, to your friends and folks out in the community. Now, the other part that we did is each group of students, we tried to recruit students from different schools. Every night they would kind of work on their school plan. They would get together in their school groups with five different groups attending, high schools, and they would come up with a plan. And on the last day, they presented their plan to the community and this is one of the groups with high school students and they have their board all put together, here's the things they want to do with their school, so we call it a symposium on the last day, we had a graduation and made a big deal out of it and we invited faculty from St. LEO's sense they were our sponsors, we invited parents to come, we invited community leaders to come, we invited folks from the school district to come and see the students graduate, get their certificates, we made these really cool little certificates for them and they actually had conversations with the community leaders. And as the community leaders would come in, we would encourage them to say grab a student, have them walk the wall, you can see in the background there's the wall and there's all kind of posters, flyers, et cetera. We actually used the same -- this room and every day as we worked on different activity, different conversations, they would write things up and we would post them with easel pad around the room so as folks came in, they would walk the wall. Which means they would take these community leaders, parents, family members and walk them around the room and talk about all the different initiatives that they had done, the things that they had learned, et cetera, throughout the week. And the community leaders were so impressed, the one is Dr. Lee, she runs our MSW program at St. LEO and she says I'm going to invite the student to come in to my master's level classes and teach a session on intersectionality because I think they can do a better job than we can. So, again, we do everything that -- every opportunity we can to work with social media. We put public service announcement together, et cetera. We send them out to the community, we send them out to the individual organizations, we send them out to the school district with pictures, et cetera, and it really does pay off. We got last year an award from WGDU, which is our local non-profit station in the community. Got a lot of recognition for that. We previously had gotten an award from them for our middle school club but this year we got an award for them from our community action team. So, again, we keep evaluating, is this working, are we effective, are we meeting our goals, et cetera. As the students began to plan different activity, we keep going back to our evaluation, okay, what is the purposes, what are we trying to reach, what is our end goal so that getting them into the habit of evaluating, also. Those of you if you are working with youth if you are not evaluating your program, I would really encourage you to think about that and I know there are some wonderful evaluators we could actually do a whole webinar on how do you evaluate the effectiveness of the work that you're doing with youth. I know we've done lots of creative things to evaluate the work that we're doing in an effort to continue to get additional funding, et cetera, to expand our programs. So why are we doing this? When we started out, we did the programs and what we found out is the youth said that's not what we want to hear, the conversation we're currently having with the school district, school administrators to train the faculty on the teen dating violence bill, bullying, et cetera. We showed it to the students who said, yeah, no, we need to redo this so they're working with the school district to redo that whole training process so the fact that they actually listened to the students, the students just feel that they're valued, their opinions are valued. Right now we're doing something with the school district for respect week which is -- we've got set for next week. This is a school-wide initiative instead of just working with one school, we're partnering with the school district who is channeling all this information to the high schools in PASCO county, this is the first time we've done this on a district-wide level so we're really excited about that and we'll see how that turns out but we're very hopeful, they put a lot of planning into it, the students are really excited about it. So I'm next steps we're looking for some funding where we can actually pay sty pend for some of these students who are on a youth community action team to actually come into the office and work on some of their projects, they work really hard, they deserve to get paid for the work that we're doing. We continue to look for opportunity for them to speak. Every year we do a Summit within our school district, members of our youth community action team actually came and co-presented at that Summit with us last year. The district had them get up on stage and give their one-minute elevator speech and recognize them. It was a phenomenal experience for them. And we had their voice toss really critique some of the school's policies and the way that they're addressing some of these issues. So that's the end of my part. >> Thank you, Terri, that was so much and it was really awesome. This is Emil again with the Florida coalition against domestic violence and... [Phone ringing] >> People are welcome to chat in the chat box any questions you have for Terri or for us but I just wanted to sort of highlight some of the examples that Terri gave and give some principles that hopefully people can use in your own communities. So, you know, Terri talked a lot about why youth mobilizing is important and why it's effective and just one piece of information we wanted to add to that is that teens are already turning to each other and supporting each other, according to one research project, if in an abusive relationship, 73% of teens said they would turn to a friends for help. So when we're supporting teenagers, in skills around healthy relationships, they're able to better support each other and not -- we're also supporting in the current and future leadership of prevention efforts, so we want to make sure we're clear that it's current leadership as well as, you know, hiring people in the future, ongoing generations, having intergenerational ideas and input when we're trying to end domestic violence is so important, and so fun and exciting, like Terri mentioned. So we have the ABCs that we'll look at quickly, the A is ask, believe and then create. So when you're asking, that's really having genuine, honest conversations with young people. What would you like to do, what are your interests, what do you want the purpose of this to be? How can you make a difference, how are you already making a difference? Terri gave some example of changing their programs based on being able to listen to young people and what they wanted -- we want to meet in the summer, we'll meet after school, we want to keep doing this, you know, in middle school and then in high school, so really asking those questions and opening that conversation and then listening to -- and believing the results. And here is that transition between us coming in as adults with a specific program for young people to coming in with, you know, our experience but sharing that in a way with we both mutually learn and benefit. You can set realistic short-term steps as well as have a long-term goal and really having faith. We get taught a lot of messages that young people are not leaders or just negative messages about youth, so being able to check ourselves on those and have faith that young people are awesome. And then create. Supporting the student and the youth creativity, brainstorming and incorporating ideas, allowing teens to inspire and motivate each other, and really learn about youth-led organizations. They're happening all over the place and use those inspiration as models. These are just some of the reminders of when people are young, you hear a lot of things that are negative and so to remember what it was like to be a teenager and hear this negative stuff all the time and we want to make sure we're not replicating that when we're being adult allies. We've covered a lot of this youth leadership stuff so I want to make sure we get to what are some of the additional ideas to promote youth leaders and Terri again gave specific examples so this is stuff that maybe would work in your communities. Convening local leadership to support youth leadership efforts. Training local leaders on adultism and the importance of engaging youth as leaders and having a plan and structure for how you're going to engage youth leaders. So working with young people, it's also about working with the other adults in their lives to understand adultism, to understand really valuing youth leadership and that's another important piece that you can be doing in your communities. So when you have staff working with youth, you want to make sure that those staff have the ability to build trusting relationships, are respectful of young people and really youth -- excuse me -- as partners in prevention. You also want to be creative and think outside the box. There is a lot of valuable lessons that Terri shared, you know, like not using the word "Curriculum" when you're working with schools or moving visuals in the hallway into the cafeteria, justifying out solutions to problems as they come up can be really important. And again, you want to be building youth power. It's not just about raising youth self-esteem but about youth being leaders and having power and control over their lives and their community. That means that we as adults need to be honest about power and our privilege as adults. We need to learn about the historical contributions of youth and incorporate all of that into the community work that we're doing. So I want to pause for a second, there are more slides I can go over but see if there are questions, I know we have 10 minutes left. >> Thank you so much, and thank you so Terri for her great presentations, too, and Morgan, who I know is sitting there next to her. Emil, I so appreciate these points that you're making and, yeah, this is Casey, so I would encourage people, if you have questions or comments to please share them in the chat now. Emil, are you reaching the ends of your presentation? >> Yeah. I can pause there because I think we've covered everything that's on the remainder slides and they'll be available for people to look at on their own later. >> Okay. I'm not in any way trying to rush you, I just -- Morgan who is a youth activist who's sitting next to Terri has offered that she can share her reflections of being part of the program so I wonder if we might pause and take a moment to allow more gone to speak. >> That would be awesome. >> Here she is. >> Great, thanks, Morgan, go ahead. >> Yep, thank you so much. It's a pleasure. Just as a reflection on someone who was starting their own youth community action team as a teenager and then now doing the work as an adult, it's very important to build that relationship with the teenagers, basically as a support and as an advocate for them to do the different institutions that they're working in, whether that be to leaders in the community or even in the schools especially because the majority of the time, it's hard for the students to navigate those institutions of who they need to talk to and kind of going through the tape to be able to do those community awareness events or even do awareness in their schools. It's difficult especially when they have to go to class all the time or just, like I said before, even knowing who to talk to because there's different positions in the school and different teachers have different responsibilities so it's knowing who to talk to and that definitely is a place to start as some of the adults who work with them is to kind of help them cut through that tape. The only thing is definitely listen to them because they have their own ideas, like Emil was talking about before, allow them to be creative and allow them to kind of do their own lessons learned, like allow them to be able to make those mistakes so that they can better learn from those experiences and be able to do better awareness work in the term of IPV and teen dating violence. This is Terri, I want to respond real quick to Rebecca's question about the whole drama they think and, yes, one of the ways that I think we address that because that's always part of the issue is the drama is we're constantly having conversations about respectful behavior with other people so even when we are challenging media messages, each when we're tacking about current events, et cetera, we keep going back to our basic rules of guess, but how you challenge this respectfully, how do you have this conversation, how do you disagree with somebody in a respectful tone so that that's constantly the focus is that respectful behavior, respectful communication, no matter what the relationship is. If that helps. >> Yeah, thank you, Terri, I think that's a very helpful response and, Morgan, it's so wonderful to hear your feedback and input on working with youth activists as we go forward. Emil, I don't know if you had more that you wanted to say before we wrap up today. I'm not seeing other questions coming through. O I see Rebecca asking, do you have youth help craft that language, too, around scripts for PSAs and things like that? >> Yes, we do all the time. Actually, they're working on one today, they're putting a video together and that will be posting on our website around teen dating violence awareness month so, yes, they -- we try to use their words and if they're having a conversation with, leak, somebody from the school district or principal, we may help tweak the language a little bit so they're using some of the buzz words that we know administrators want to hear, but that's all part of teaching them how to have conversations with the adult leaders in their lives. >> Great, thank you. So let me ask -- I'm going to ask each of the presenters if you have any closing thoughts to offer before I close out today's webinar so, Terri and Morgan, if we could start with you? >> Working with youth to me it's why I get up in the morning and come to work, it's so much fun. They are the light in my life, even though I'm the older one on the team, I'm kind of like the mother one, they like working with the younger ones like Morgan, but I love working with them, and I feel I have a lot to offer them as being a mentor and that's been very positive for me. >> Great, thanks. Morgan? >> And it's definitely -- definitely refreshing to see what the new things that they're doing and some of the new ideas that they bring. Every new year, new YCAT members come on and we keep some of the ones from the years before, it's definitely a pleasure to see what they want to do and some of the things that they're very passionate about and see that empowerment and personal growth within them. >> Wonderful, thanks. Rosa, did you have any final thoughts to share? >> Yeah, he wanted to thank you all for the opportunity so that we could have a national dialogue about our program here in Florida. We are doing great work here and I just appreciate the opportunity so that we can get other states hearing what we do so well here in Florida, especially Terri, your site is awesome, so thank you so much for the opportunity. >> Great. Thank you, Rosa. Emil? >> Yeah, thank you, also, I want to echo that sentiment that working with young people is so inspiring and valuable and I think I'm living and doing my work better because of getting to work with young people so thank you so much. I do want to say, I want to thank all of our presenters for sharing so openly today go, such helpful tips to all of us who are doing this work in partnership with youth and so he want to welcome all of you to please join us for our next webinar in our teen dating violence awareness and prevention month series, which will focus on our gender revolution, youth leaders in action. This webinar which will happen next Thursday at the same time, presenters from the Idaho coalition will highlight their brand-new 2017 we choose all of us campaign for [indiscernible] that directly addresses the current climate of hate and violence in our schools and communities as a model for promoting youth-driven stiffism for social transformation. So let's continue this conversation, you know, please join us on Facebook, on Twitter and we'll keep the conversation going all throughout this month of February with a focus on youth activism and youth leadership in our movement. And again, we would encourage you to respond to our brief feedback survey upon login out of the session today. That really helps to make sure we keep our programming relevant to you and the work that you're doing in the field. So thanks again to all of you for your participation and I hope you have a great afternoon. Thanks again to our presenters. Bye-bye. DISCLAIMER 51 "This text is being provided in a lightly edited draft format. Communication Access Realtime Translation (CART) is provided in order to facilitate communication accessibility and may not be a totally verbatim record of the proceedings. The text may also contain environmental sounds that occurred during the event."