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Rethinking Attention-Deficit/Hyperactivity Disorder
Frank J. Kros
January 16, 2009
Austin
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February 4, 2009
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Adult Attitudes Toward Young People
It is extremely important to recognize that our attitudes affect the way we interact with others, particularly with young people. If we are interested in building a healthy and genuine partnership with young people, then we must understand how a particular attitude might affect the way we build that partnership. The following information explores the "spectrum of adult attitudes toward young people" and offers some rational ideas to help us successfully build youth and adult partnerships.
(Taking the Youth Participation Survey may also help you determine the direction you need to take as you build your partnerships.)
The Spectrum of Adult Attitudes toward Young People
The Spectrum of Adult Attitudes toward Young People identifies three styles or approaches to working with young people. These styles are described below. Actually, these three styles can be related to any relationship between or among two or more people. Our concern, however, is with relationships between adults and young people within the context of planning, operating and evaluating organizations whose mission is to promote the well-being of young people.
Style #1:
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Style #2:
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Style #3:
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Style #1: Young People Viewed as Objects
Within this part of the attitudinal spectrum there are several postures. One of these, most definitely an extreme, sees young people as the "property" of the adult and serves as a justification for abusive treatment of various kinds. The adult sees little value in the young person except as the young person serves the desires of the adult. As a result, the adult controls the young person to serve whatever interests the adult may have. This may include such behavior as child abuse and the use of young people for pornographic purposes, both of which are criminal behavior.
Less extreme, but within this same part of the spectrum, is the attitude that adults know what is best for young people and see young people as the objects of their good intentions. This is not an uncommon parental attitude, and it is also often seen in adults who work professionally and as volunteers with young people. Within this attitude there is little room for consideration of what young people think about the design of the program or opportunity. As the adult sees it, the responsibility of the young person is to take advantage of the program or opportunity designed by the adult.
Style #2: Young People Viewed as Recipients
The emphasis within this part of the spectrum is on young people as the recipients of the benefits of the program or opportunity. This may include youth participation in the design of the opportunity, but the primary emphasis of this attitude of the controlling adult(s) is on how the young person will benefit from participation and not on what the young person has to offer to the design process. The adult is still well in control of the conditions under which the young person participates, but allows youth participation because of the value of the experience to the young person. This attitude is also based upon the notion that adults know what is best for young people, and may lead one cautiously to begin to open the door to youth participation on the adult's terms. This relationship cannot reasonably be described as an adult/youth partnership, though there is some opportunity for the building of a sense of youth ownership in the outcome of the decisions made.
This attitude demonstrates a concern for preparing young people for the future as responsible decision makers.
Style #3: Young People Viewed as Resources
This attitude is based upon respect for the contribution young people can make to the planning, operation and evaluation of a youth-focused organization (or family or community) in the present. It acknowledges that any leadership and decision-making roles involved can be shared by adults and young people. This may mean that both young people and adults need to learn the skills and attitudes necessary for shared decision-making, and it may require some change in policy and administrative practice within the organization or perhaps a reformulation of the organization's mission if there is to be a shift toward this attitude from one of those described above.
- How do you think the young people of your community generally view youth organizations in the community in relation to the spectrum of adult attitudes and behavior?
- What are some adult behaviors which would be characteristic of each part of the attitudinal spectrum?
- What part of the spectrum best describes the manner in which your organization operates?
- What policies, administrative practices, traditions and staff practices support that way of operating?
- What kind of adult leader attitudes do you think can best pursue the stated mission of your organization?
- Does this discussion suggest a change from one part of the spectrum to another would be desirable? If so, what kinds of specific steps would be useful to move responsibly in that direction?
- If a change to another part of the spectrum is not indicated, what are some ways in which your organization might strengthen its current way of working?
- What are the implications of the spectrum of adult attitudes for the task of creating conditions that promote the well-being of young people in a democratic society?
- How does the spectrum of adult attitudes relate to efforts to prevent such symptoms as substance abuse, teen pregnancy, child abuse, delinquency, underachievement and other school related problems, suicide, emotional problems, eating disorders and others?
Theory: If we are interested in promoting personal growth and increased organizational effectiveness, it is more effective to create genuine experiences wherein people are engaged as resources, seeing personal growth as a byproduct, than by an attempt to produce personal growth as a direct objective.
(Source: "The Spectrum of Adult Attitudes toward Young People," The Technology of Prevention Workbook, William A. Lofquist, Associates for Youth Development, Inc., 1989, pages 47-50.)