YOUTH RIVIVAL

“It is an illusion that youth is happy, an illusion of those who have lost it; but the young know they are wretched for they are full of the truth less ideal which have been instilled into them, and each time they come in contact with the real, they are bruised and wounded.”

"Young people will find a way to meet their needs even if this means moving in directions that are not approved of by family and/or community. Whether or how young people meet their needs depends in large part on the strength and direction of influences and opportunities in their lives".

Youth mentoring is one of the most under-utilized tools in America for the successful development of intelligent and prosperous young men and women. Young people today need multi-dimensional care in order to successfully mature into well rounded individuals. Unfortunately, a majority of youth today are not receiving the attention they need in order to reach their full potential. Without proper guidance, these youth are participating in high levels of at risk behaviours, such as substance abuse and violence.   When faced with difficult situations, it is easy for a young person to make poor choices.  A youth mentor provides an extra outlet for these adolescents when a parent, sibling, or friend is not available, or even able to make the best choices for the adolescent.   Youth mentoring is needed now more than ever.
The multi-faceted needs of an adolescent are almost more complex than that of an adult. At such a young age teenagers and pre-teens are trying to understand right from wrong, learning how to take care of themselves, discovering who they are and establishing values. It is necessary for youth to have a strong and stable support system while growing up. Traditionally, parents are expected to fill this role. Today, however, that is not always the case.

Now for many youth, the perception that they may be included in the broad category of being "a leader" doesn't always feel natural. Often, the larger population of students in a school identifies or segregates the "leaders" from the others. In their minds, they perceive that leaders are those who run for (and win) student council, lead the athletic teams, or serve on advisory boards -for the principal. In some settings, this student perception may be an accurate reflection of the leadership development efforts of staff and faculty at the school.

However, conscientious leadership educators, increasingly sensitive to the immense diversity of characteristics and behaviours of leaders, should be capable of identifying emerging leaders outside the traditional positions, and likewise, develop programs and opportunities that assist those youth in expressing their leadership potential. Most significant in developing the leadership potential of youth is paying attention to two student populations-- young leaders on the cusp of taking on more significant leadership roles, and non-traditional student leaders, individuals who are leaders in their own right yet have not been widely identified or nurtured because of limited opportunities to display these talents.

Young leaders must have opportunities that not only build upon personal abilities but also provide a safe environment for trying new things. For example, if a young leader attempts to plan an event without support or formalized skill development, he or she likely will become frustrated and step away from future opportunities. Likewise, if a young leader makes a mistake and is not given a chance to reflect on and apply the lessons of that mistake, apprehension about taking on the responsibility of leading will overshadow the rewards that could come from future successes. Adults can greatly affect these emerging leaders by respecting their present experiences rather than wanting them to demonstrate more sophisticated leadership skills than for what they are prepared. Adults can also encourage greater leadership involvement by providing leadership development efforts that reflect how leadership skills apply in daily life and for the future.
On the other hand Non-traditional leaders are those who have not taken intentional steps to be recognized as leaders in school. These students are active in volunteering, tutoring others, being a student assistant, or working outside of school; are members of a club without holding a position; or have informal leadership within their group of friends. Non-traditional leaders are also those who may be viewed by adults and peers as high-risk or lacking potential to make a positive difference in school. Most can agree, however, that informal leaders often have greater influence on peer behaviours than student leaders who are insensitive to the broader student population or remain in cliques comprised only of other student leaders.
As with young leaders, it is important to inspire these youth by acknowledging the leadership skills and experiences they have gained through their existing involvement. For example, a student who actively volunteers develops strengths in communication, team work, resourcefulness, dependability, working for the greater good, and so forth. The simple act of inviting this student to participate in a formal leadership experience such as a workshop or class echoes the value of his or her skills even if they have not been exhibited in school. Many non-traditional leaders will be less likely to participate in leadership activities if they have to develop a campaign or be selected by others, primarily because they tend to recognize their internal strengths and successes as leaders, even if their ability isn't apparent to others.
A latent talent group of non-traditional leaders are those viewed by others as at-risk-delinquents, special needs students, non-attenders, teen parents, and so forth. In general, these teens are overlooked and undervalued with regards to their potential contributions as leaders. Ironically, their innate leadership skills are incredible because they often struggle to survive in a complex environment, with the truth of this environment hidden from the greater awareness of adults and peers. When equipped with leadership skills, at-risk youth become resilient youth who are able to take care of their destinies instead of drifting through school. Again, a simple invitation to participate gives these non-traditional leaders the sense that someone else believes in them.