PHlight Club helps POW students learn life skills while having fun

Listen to Amy's interview HERE.

A couple times a year, students in different parts of Prince of Wales Island are locked up together for three days. It’s PHlight Club, a program that aims to increase kids’ ability to cope with challenges and improve their support system.

ROY G BIV is the common acronym for all the colors in the spectrum: red, orange, yellow, green, blue, indigo and violet. Those colors also represent seven components that PHlight Club – spelled with a “PH” rather than an “F” – works on with kids.

Amy McDonald is a facilitator with Brightways Learning, a nonprofit that coordinates PHlight Club events in Alaska. Speaking from Thorne Bay School, she described what each of the colors represents.

Red is the “rule of five.” McDonald said all kids need at least five caring, connected adults in their life.

“Oftentimes, teenagers don’t have five caring and connected adults,” she said. “We celebrate whatever they have. If they have one, we start with one.”

Those adults don’t have to be relatives. So, McDonald said they decided to call those adults “PHamily,” with a ph, rather than an f. That PHamily makes up a student’s anchors. The connections – anchor lines, so to speak — are represented by colored strings.

Prince Edwards Island PHlight Club

“Orange is tangible strings. Tangible strings are things like safe home, safe school, nutritious food, appropriate clothing. So, things you can see, smell, taste, touch, that you know you have or don’t have,” she said. “Yellow are intangible strings, which are more of those values, like curiosity, respect, or sense of humor or faith.”

More strings mean a thicker, stronger web of support.

Green represents the balloon students sit on in the middle of their web. Different factors determine how big that balloon is. Girls generally maintain their connections longer. And more social people have larger balloons.

“That means, not that you’re the most popular person, but that you’re comfortable walking into a room full of people,” she said.

A natural sense of curiosity also increases a balloon’s size, along with an optimistic attitude, and the ability to recognize your own strengths.

Blue represents scissors, which are things that happen in life that cut your strings and weaken the web of support. Indigo reminds students to show their appreciation to their caring and supportive adults.

“And then violet is social norms. Social norms in our story are like wind. If it’s a positive social norm, it can blow and lift your web up,” she said. “If it’s a negative social norm, it can blow and blow your web apart.”

McDonald said they focus on the positive norms, and ways to amplify those within a community.

Whew. That’s a lot of really important, deep stuff; how do you get kids to participate in something like that?

Well, McDonald said, you make it fun.

“We lift people up and fly them around the gym, we do trust falls, lots of relay teamwork, kind of team-building activities that are really fun,” she said. “And for our small rural schools, we start sometime on Thursday, stay up until midnight or 1 a.m., get up early in the morning Friday and do it again, get up early in the morning Saturday and we’re usually done by Saturday afternoon. So it’s a lot of really fun time with a whole bunch of kids and adults who are excited to be there.”

Some of the kids on Prince of Wales have been to six or more events, she said. And while they initially came for fun, they came back to learn.

“Then they’re actually like sponges, right? Learning all that stuff about finding more anchors, adding more strings,” she said. “Kind of looking at the world with a different lens, we call it a full-color lens. So they can set their futures up for success.”

The most recent PHlight Club was this fall in Hydaburg. They’re planning another one on the big island this coming spring. McDonald said there have been around 10 so far on Prince of Wales. And they don’t just work on POW.

“Galena, and then YKSD, Project Grad, which is part of Kenai; Chatham School District, which is Angoon, Gustavus, Klukwan and Tenakee Springs,” she said. “And then we’ve done a few elsewhere like Houston High School outside of Wasilla, we’ve done one; we’ve done a couple in Ketchikan, Russian Mission.”

And a few out of state.

McDonald recalls a couple of specific students whose lives were affected by PHlight Club, one dramatically.

“We had a girl here a few years ago who had been sexually abused in a community prior to moving here. Very traumatic. She was very withdrawn, contemplating suicide” McDonald said. “She started to come to PHlight Clubs. Her mom made her come at first. She will attribute PHlight Club to turning her world around.”

McDonald said that young girl learned to trust adults again and learned how to advocate for herself. That girl is now in college.

Another participant – a boy – is naturally independent and has a really big green balloon. But because he relied on himself so much, his web wasn’t very strong.

“The first time he failed at something, he realized how much a web of support was important to him, because when he failed he was all by himself,” McDonald said. “(He) had to really work at finding people and finding other avenues in order to get back up on his feet again. Had he had that web of support built prior to that, he thinks it would have been easier to step back up.”

McDonald said it’s not only youths who are struggling that benefit from PHlight Club; all kids – and even adults — would benefit from more support in their lives.

PHlight Club has organized a couple of events in the Ketchikan School District years ago as part of Challenge Day. They’re working with some local organizations to offer another event in Alaska’s First City.

New School Year and New Beginnings - 7 Tips for Supporting Teens

As the new school year begins, we have the opportunity to support youth in new ways and see them in full-color. Caring and connected adults (Anchors) can make a profound difference in the lives of youth. Here are some tips to support students in and outside of a school setting:  

1. Be present to deepen connections with the teens you Anchor

Work to deepen the connections between you and the teens you already Anchor by amplifying what is right and strong about them, celebrating them in ways that are meaningful to them, and by working alongside them on projects that you both choose.
 

2. Amplify what is right and strong about teens

Practice looking for the strengths within teens. When you see strengths, point them out, in words, letters, social media posts, or any other way that is meaningful to the teens.
 

3. Let teens know you will never give up on them

Adults are important influencers on teens and knowing that the adults in their lives believe in them and are there for them unconditionally is powerful!
 

4. Make an effort to reach out and celebrate teens

Move out of your comfort zone by introducing yourself to the teens in your neighborhood, school, faith community, and/or youth-serving organization.
 

5. Involve teens

Look around you. If there are are no teens on your committee, in your work environment, in your meeting, or in your midst, change that! Invite them in, and create an environment where they want to stay.
 

6. You (yes, that’s you!) have what it takes to Anchor teens

Never give up on yourself. YOU are the adult. Become an Anchor. You can do it and it will make a difference!
 

7. Encourage and support your co-workers, friends, and family members to see teens through a strength-based lens

Share the Web of Support with others around you and show them how easy it is to make changes in the community by Anchoring teens.

Strong in Every Way

For Kris Devereaux, Chief Academic Officer, and her colleagues at Zionsville Community Schools in Indiana, strengthening the Social and Emotional competence of students throughout the district is a top priority. And they have invited Brightways Learning to help them reach their goals by implementing Kaleidoscope Connect’s Integrative Youth Development (IYD) framework. 

IYD is a strengths-based approach that teaches adults how to focus on what is right with youth and help kids build Webs of Support by identifying key individuals (Anchors) who provide authentic caring and high expectations. This, in turn, builds resilience, equipping youth with the SEL skills, attitudes, values, and confidence they need to thrive amid life’s challenges.
 
The district’s journey to improve SEL – and to integrate IYD – began about a year ago. The administrators, led by Superintendent Scott Robison, began working closely with their K-12 counselors to learn how they could better meet the needs of students at all levels. 

“Something that became very apparent to all of us after listening to our counselors was that we really needed to strengthen the focus on the social and emotional aspects of our students,” said Kris. “Our district has done well academically for many years, but we realized we need to make sure we are giving the same attention to the social and emotional well-being of the kids.”
 
Superintendent Robison had learned about IYD after reading Helping Kids Succeed*, a handbook co-written by Derek Peterson, Youth Development Expert and partner of Brightways Learning. The book explains how the principles and practices of IYD have the power to change the trajectory of students’ lives by building support networks (Webs of Support) that cultivate caring and connected schools and communities.
 
Superintendent Robison gave the book to all counselors and administrators. And after reading it, the counselors agreed that this approach made sense for young people in Zionsville.

Strong in Every Way

Superintendent Robison then developed a human capital campaign called Strong in Every Way™ that included three pillars:
 

1. Developing Webs of Support

2. Developing assets and resources

3. Creating cultures of understanding

The district began putting the pieces into place. In addition to their commitment to IYD, they added Elementary Wellness 360 (PE + SEL), hired an Extended Experiences Coordinator at the high school to connect students with their passions, started a new Career-Based Experiences program, and provided Implicit Bias training for district employees. In addition, Zionsville changed school start times to match the research on adolescents’ need for school to start at or after 8:30 AM, and the district collaborated with The Gift Of Failure author Jessica Lahey to do community book studies online and in person, and to have Lahey visit the district to provide professional development for teachers and a public presentation attended by more than 800 parents.
 
With help from funds awarded by a Lilly Endowment Implementation grant, Kris and six of her colleagues attended a presentation given by Derek at the University of Indianapolis in spring of 2017. “Derek’s presentation confirmed that IYD absolutely aligned with Dr. Robison’s vision and the campaign we were developing,” said Kris, “We immediately booked Derek to kick off the campaign at the beginning of the 2017-18 school year.”
 
Grant funds were also utilized to send four people – Dr. Amanda Slonaker, clinical neuropsychologist for the district; Lynn Kissel, the district’s Community Development and Residency Specialist; and two community members and parents, Erin Bivans-Johnson and Amie Peele Carter – to Phases 1 and 2 of Kaleidoscope Connect’s IYD Academy in Edmonton, Alberta last May. 
 
The Academy qualified them to train others in the district to share the IYD story so that all parents and community members understand key IYD concepts like: being an Anchor to students, throwing and catching supports (strings), being aware of events that disrupt the Web (scissor cuts), and expanding a young person's abilities, talents, and resilience (growing the balloon).

Three months later, on August 3, 2017, the district formally kicked off the Strong in Every Way™ campaign faculty and staff training, with Derek leading an action-packed day! 

Beginning early in the morning, and lasting well into the evening, Derek delivered hands-on IYD workshops and keynote presentations for nearly 2,000 people including all district administrators and staff members, students, parents, community members, and guests from surrounding communities. 
 
“It was an amazing, motivating day,” exclaimed Kris. “Derek exceeded our expectations. He reminded everyone that we are here for the kids, and instilled the importance of coming together as a community to build strong Webs of Support for our youth.”
 
As the new school year begins, the district is continuing to infuse the principals of IYD into their faculty, staff, Board, and key parent volunteers. Zionsville will continue sharing information about Anchors and Webs of Support with community organizations, places of worship, students, parents,  and community members. 

“I was interested to see how the first day of school, just five days after Derek’s kickoff, might feel or look different than it has in years past,” said Kris. “I immediately saw evidence that Derek’s work with the staff had a direct impact on the lens through which we are viewing students.
 
“As I visited the various schools, I found so many teachers taking time to really get to know the students. They weren’t just focusing on curriculum or talking about rules and procedures, but engaging the kids in interactive, getting-to-know-you games and activities.  

“At one school, all students wore nametags so anyone who saw them in the hallway could call them by name. And several teachers were doing Derek’s “balloon-bop” activity with kids, talking about the importance of strong Webs of Support and not letting any of their classmates fall through the cracks. It was very impactful.  
 
“One student who had worked with Derek was in the hallway while a brand-new student was receiving a tour. She immediately walked over to the new student, introduced herself, and asked the student to introduce himself. ‘I’m here for you,’ she said. 'If you see me in the hall be sure to wave.’ It was very touching to see that Derek truly got through to the kids who participated in the kickoff. 

“Parents commented that in the past they received forms to get just basic information about students at the beginning of the year. This year the forms asked questions like ‘what does your family like to do together?’, and ‘what can you tell us about your child’s resiliency and grit?’ Parents felt that the schools really wanted to get to know their kids.  
 
“And we know kids are bringing it home with them. A parent contacted me and said that she was thrilled that her son was using the Webs and Anchors language, even referencing several of them during a family game night.”

So What’s Next?

The district has applied for a Lilly Endowment grant that, if awarded, will help fund their four-year plan, including building in measurements to gauge success with longitudinal data. 
 
“Not all of our plans are dependent upon the grant,” said Kris. “Whether or not we are awarded, we plan to continue reinforcing throughout the year what we have learned. But if we do receive the funds,  Derek will be our first phone call so we can continue to have him work with students and staff for the next four years!”

Derek and the team at Brightways are excited to work with the Zionsville students, staff, and community to help make their Strong in Every Way™ campaign a success. “We look forward to supporting Zionsville’s vision,” said Derek Peterson, "and working alongside them to build a caring, connected community with resilient students and the adults who are equipped to support them."
 


*Helping Kids Succeed--The Hastings Way, published in 2014, was written by and for the people of Hastings, MN along with Derek Peterson, partner of Brightways Learning and creator of IYD. 

Youth advocate encourages webs of support to build resiliency

By Heather Lusk of Current in Zionsville

Why do some children thrive while others fail?

PETERSON ILLUSTRATED A “WEB OF SUPPORT” TO HELP YOUTH THRIVE (PHOTO BY HEATHER LUSK)

That was the question youth advocate Derek Peterson explored as he spoke to more than 1,500 community members over two sessions Aug. 3 after meeting with educators, Zionsville Community Schools staff and selected students.

Peterson believes that creating a web of support for youth is a big factor, illustrating the concept by asking volunteers to act as anchors connected by crisscrossed strings to hold a balloon.

Adult anchors serve as support for each child whether they are teachers, family members, family friends, coaches or mentors. Ideally each child needs at least five caring adults in their life, Peterson said. The anchors create a web of protective factors (shown with string), whether concrete like food and a home or conceptual like courage and integrity. The balloon, or youth, won’t fall into the cracks of the web according to Peterson if they have strong support or if they “fill their balloon.”

“If you build the web of support the safety net takes care of itself,” Peterson said.

Peterson said that youth with strong webs become more resilient to social challenges and thrive in overcoming adversity and helping others.

“Your kid is more likely to thrive when they’re more connected to other people,” Peterson said. “Our data says every kid needs a personal village.”

He encouraged parents to see kids in a full spectrum of color versus the black and white of a good kid or bad kid.

“Accentuate the positive and that affects the whole color spectrum,” he said as a way to interact with teens. “Web up, because you will be more resilient if you have a web of support.”

As an expert in the field of youth development, Peterson was sponsored by ZCS as part of the Strong in Every Way initiative.

4 Tips to Increase Student Resiliency

By Amy McDonald

“Growing your Balloon” is one of the factors that our Kaleidoscope Connect full-color framework teaches and is represented by the color Green.

Green (the Balloon) represents each youth and their innate characteristics, natural abilities, and talents.

There are five areas we measure to determine the size – or resiliency – of the individual Balloon: Grit/Optimism, A Sense of Wonder, Gender, Positive Social Orientation, and How I Am Smart.

Within our framework, we do not ask youth, “How smart are you?” Instead we ask, “How are you smart?” By looking through this strength-based lens, we celebrate the unique talents and intelligences that every youth has.

To help youth grow their Balloons (their resiliency), here are 4 tips to support them in the development of their individual intelligences:

1. Take time to learn about the many different types of intelligences. Often we think about “being smart” as being “book smart” or “school smart,” when in reality there are many ways to be smart. In 1983, at Harvard University, Howard Gardner developed the theory of Multiple Intelligences. His theory was that measuring only IQ was too limiting. Instead, Mr. Gardner proposed eight kinds of intelligences: verbal, logical, visual, musical, naturalistic, kinesthetic, interpersonal, and intrapersonal. Edutopia provides an excellent recap of Gardner’s theory: http://edut.to/2f2efol.

2. So, how do you go about identifying how someone is smart? There are many online assessments and surveys to support youth in finding where their intelligences lie (here is just one example: http://edut.to/2fmDORH). These assessments ask a series of questions that result in a rating for each intelligence. For example, if you are a strong visual learner, your score for Visual Intelligence will be high, whereas if you are not as strong in the area of Musical Intelligence your score there will be lower.

3. Connect youth with adults who can amplify their intelligences. As we connect with youth, we cannot be everything that every youth needs. Get to know youth better – talk to them, spend time with them – and find out where their intelligences are strong. If you are strong in the same area, then engage in activities that amplify this intelligence. If you are not strong in this area, find other adults to whom you can connect to the youth. Connecting youth to more adults will thicken their Webs of Support!

4. Celebrate the unique intelligences of youth. Seeing youth through a full-color lens ensures that we focus on many aspects of that youth, including unique talents and intelligences. It takes all types of individuals to make up this wonderful world. Take time to celebrate these unique intelligences and the youth’s progress as they realize and grow them. Some ways to celebrate include:

• Inviting people to youth performances

• Recommending youth for specific activities/responsibilities because of their unique intelligences

• Sharing accomplishments of youth with others

• Giving clear and concise feedback

Contact Brightways Learning to learn more about Kaleidoscope Connect’s full-color framework.

Amy has more than two decades of experience in K-12 education, including English Language Learning, classroom teaching, Lead Teacher, and School Counselor. She has a Bachelor’s in Linguistics, a K-8 Type B Teaching Certification, and a Masters in K-12 School Counseling. She has worked in youth development since she started in education. Currently, she leads Kaleidoscope Connect events with both youth and adults in the United States and Canada. Amy provides a fresh look at youth development as she continues to work in multiple school districts and youth and tribal organizations in Alaska and outside the state.

From Loners to Leaders

How PHlight Club Changed the Trajectory of the Lives of Two Teens

Kimejoe Lambeth and Eugene James are 15-year-olds from rural Alaska, living on Prince of Wales Island. In most respects, they are typical teens. Eugene likes to spend time outdoors, especially hunting, fishing, and hiking; he also enjoys playing video games. Kimejoe loves to care for her many pets, take photos, and make things with her hands.

But what sets them apart is their strong commitment to making a difference in the lives of other kids, and the leadership skills they have developed and polished over the past three years by taking part in our Kaleidoscope Connect activities.

Life Before PHlight Club

When Eugene was around seven, family issues made him feel lonely, isolated, and disconnected. There were no other kids his age in his hometown, Naukati, a small village of about 150 people. “I was emotionally put down,” described Eugene. By 6th grade, he had run away from home several times and was in a downward spiral. He had built an emotional wall and couldn’t connect with people. Unable to share his feelings, he became frustrated and angry.

About that same time, Kimejoe was experiencing her own struggles in the nearby town of Hollis. She was extremely shy and didn’t believe she had anyone in her life she could depend on. She had serious physical problems with her hips that required multiple surgeries and long-term use of crutches. She felt like an outsider and sought to isolate herself from the rest of the world. She was beginning to make risky decisions that could significantly alter the course of her life.

Then in 2014, Kimejoe and Eugene met each other for the first time during a Kaleidoscope Connect Phlight Club hosted in Hydaburg, another village on the island. Phlight Clubs are intensive, multi-day, youth-centered events based on the principles and practices of Kaleidoscope Connect’s Integrative Youth Development™ (IYD). Phlight Clubs bring together teens and adults from their communities for non-stop learning, connecting, and growing. Students learn to identify adults in their lives, called Anchors, that create a Web of Support to keep them from falling through the cracks and into risk behaviors.

PHlight Club Made a Lifelong Impact

When talking with Eugene and Kimejoe, it’s clear they think about their lives in terms of “before Phlight Club” and “after Phlight Club”.

“After years of feeling isolated and lonely, I had bottled up my feelings to the point I thought I would explode,” explained Eugene. “Phlight Club made me realize that I wasn’t alone, that there were many people out there who loved and cared for me. I learned how to identify those people and reach out and ask for support. I discovered the importance of building a strong Web of Support. By the last day of Phlight Club, I felt safe enough to share my feelings, which was a huge relief. That first Phlight Club not only helped me through a rough patch, but it also had an enormous impact on the rest of my life.”

Kimejoe described a similar experience. “I went to my first Phlight Club feeling very timid and hesitant. I wasn’t much of a risk-taker, but the trust-building activities drew me out of my shell and broadened my horizons. All my life I was sure I didn’t need to rely on anyone and I was too proud ask for help. But Phlight Club helped me realize that I needed other people; I couldn’t just do it on my own.”

“My favorite memory from that Phlight Club,” recalled Kimejoe, “is a trust-building exercise where my peers picked me up over their heads so I would “fly” like Superman. I was terrified on so many levels, including being dropped on my injured hip. I didn’t think I could do it. But the other kids, under adult supervision, gathered around to make sure I would be safe, not only physically but emotionally. They created a support system that I could count on. They picked me up and I flew!  It was incredible! That feeling of excitement and accomplishment will be with me forever.”

Emerging Leaders

That was three years ago. Since then, Eugene has been to eight Phlight Clubs and Kimejoe to six. They still learn something new at each Phlight Club and continue to deepen their connections, but now they do so in leadership roles. As Phlight Club co-leaders, they help other kids – and the adults who support them – learn what it takes to become resilient young adults with thick Webs of Support.

Amy McDonald, their teacher and mentor, along with serving as a Kaleidoscope Connect regional leader, knows she can count on Eugene and Kimejoe during Phlight Clubs. “I truly rely on the fact that they are leaders among their peers,” said Amy. “I can always strategically place them to facilitate activities. They know the principles and practices inside and out, and can elicit conversations with both students and adults. The other kids really listen to and connect with them. Watching Eugene and Kimejoe grow over the years into the leaders they are today has been one of the highlights of my teaching career.”

Eugene wants to make an impact on his peers. “I look back at how Phlight Club helped me build trust and connect with others, inside and outside of school, and I want to teach other kids how they can succeed in life,” he said. “I love the atmosphere at Phlight Clubs. Everyone is so caring and connected, and I thrive on helping the kids grow, learn, and enjoy themselves. I want Phlight Club to have as big of an impact on their lives as it has on mine.”

Kimejoe agrees. “I know how much of a difference Phlight Club made for me,” she said. “Without Phlight Club I don’t think I would have made the right decisions. Who knows where I would have ended up? I want to make sure that other kids who are struggling learn that it’s okay to ask for help. When I’m co-leading a Phlight Club, I encourage kids to be open and participate, even if they are afraid. I want everyone to have a strong Web of Support.”

What the Future Will Bring

So what’s next for this dynamic duo?  They plan to continue co-leading Phlight Clubs while completing high school. They want to help as many youth as possible build connections and develop the resiliency needed to flourish in school and life. They are now also co-leading Kaleidoscope Connect Academies that teach adults the principles and practices of IYD, and even traveling outside of Alaska to make a difference in other communities, such as Seeley Lake, Montana.

After graduation, Eugene plans to attend Bible school in Florida. Kimejoe wants to be a social worker, specializing in trauma intervention, so she can give back to her community.

Wherever life takes them, Kimejoe and Eugene will always carry with them the tools and strategies they learned in Phlight Club and will make sure their Webs of Support stay strong!