Letter from the Panel Co-chairs:

Dear Readers: Over a year ago, The Community Partnership convened a panel of individuals to gather and review information about youth violence in Lucas County. Panel members read and discussed various documents and research about this issue of national importance, then conducted three public hearings and one student hearing. Various representatives from the community and our youth provided testimony at these hearings and also responded to questions from panel members. Some of those who testified were invited because of their expertise in certain areas; others volunteered to give testimony because they wanted to convey their experiences and beliefs about this issue. Following the public hearings, the members of the panel met several times to discuss the information which had been presented and to consider what could and should be done to address this issue. They agreed that the issue of youth violence is a significant problem for our youth, families and community and that some action needs to be taken to address it. Panel members discussed various approaches to this issue and ultimately agreed on the recommendations that are included in this report. The members of the Youth Violence Policy Panel and of The Community Partnership understand that youth violence in our communities is a problem that will not easily be solved. Thus, the recommendations call for significant changes in policy and practice as well as a change in the culture of families and attitudes toward youth in our community. Panel members believe that all members of the community must come together to address this issue, and that young people must assume some leadership for change as well. We thank you for reading and studying these recommendations and ask that you support the efforts of the panel to create a safer and healthier environment for the youth and families in our community. Sincerely,

Honorable James Ray Administrative Judge Lucas County Juvenile Court The Community Partnership staff: Deacon Dzierzawski Executive Director Heather Webb Finance Director Traci Jadlos Community Youth Coordinator Stephanie Kasprzak Project Coordinator Alison Gibson Training Coordinator

Dr. Cynthia Beekley Superintendent Springfield Local Schools

Cathy Sperling Associate Director Cynthia Pauwels Information Coordinator Dannie Edmon Community Outreach Coordinator Shelley Wilbert Youth to Youth Coordinator Adorn Grabarczyk Receptionist

THE COMMUNITY PARTNERSHIP YOUTH VIOLENCE POLICY PANEL

Co-chairs:
Judge James Ray Lucas County Juvenile Court Dr. Cynthia Beekley Superintendent, Springfield Local Schools

Members:
Dr. David Baker University of Toledo, Department of Criminal Justice Judy Barnard Junior League of Toledo Lisa Canales-Flores City of Toledo Nathanael Ford Executive Director Criminal Justice Coordinating Council Chief Thomas Gulch Oregon Police Department Jack Lessenberry Ombudsman, The Blade Thomas Baker Superintendent, Lucas County Schools

Lt. Cynthia Bobash Toledo Police Department Louis Escobar Councilman, City of Toledo Lawrence Gaster Executive Director Lucas Metropolitan Housing Authority Claudia Handwork Ohio Attorney Generals Office Jacqueline Martin Executive Director Lucas County Mental Health Board Dr. Ray Russell Board President, The Community Partnership Rev. Donald Taylor Toledo District, West Ohio Conference UMC Robert Torres Toledo Youth Commission Marilyn Zielinski Toledo-Lucas County Public Library

Karen Olnhausen Lucas County Mental Health Board Dr. Eugene Sanders Superintendent, Toledo Public Schools Major John Tharp Lucas County Sheriffs Office Dave Wehrmeister Executive Director, Boys & Girls Club of Toledo Staff: Deacon Dzierzawski, Executive Director Cynthia Pauwels, Information Coordinator
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TABLE OF CONTENTS
A letter from the co-chairs ........................................................................................................ 3 Panel roster ............................................................................................................................... 4 Panel biographies ................................................................................................................... 6-7 Myths about Youth Violence...................................................................................................... 8 Introduction .............................................................................................................................. 9 Recommendations: Individual role ............................................................................................................ 10 Family role............................................................................................................. 11-12 School role .................................................................................................................. 13 Community role ..................................................................................................... 14-15 References ......................................................................................................................... 16-18 Citations Youth Violence: A Report of the U.S. Surgeon General citations Search Institutes 40 Developmental Assets Testifiers ................................................................................................................................. 19 Acknowledgments .................................................................................................................. 19

Panel Biographies
Dr. David Baker is a professor in the Department of Criminal Justice at the University of Toledo. He teaches and researches in the areas of violence in society; theory, administration of criminal justice, juvenile justice, and race and crime. Dr. Baker is a member of the Academy of Criminal Justice Science and the American Society of Criminology. Thomas Baker, superintendent of the Lucas County Educational Services Center, has been active in community and education issues in the Toledo area for many years. He holds a BS and MS from Bowling Green State University and an Ed.Specialist from the University of Toledo. Judy Barnard serves the community as a member of the Junior League. Dr. Cynthia Beekley is superintendent of Springfield Local Schools and co-chair of the policy panel. She is active in many community service organizations and serves on several boards. Dr. Beekley has over 40 years experience in the education field and holds an Ed.D. from the University of Michigan. Lt. Cynthia Bobash has been with the Toledo Police Department since 1977. She is currently serving in the Community Services Section. Lt. Bobash has received the Toledo Police Command Officer of the Year Award, the Toledo Police Professional Service Award, and the Toledo Branch NAACP Award for Outstanding Community Policing. Lisa Canales-Flores works for the City of Toledo. She is on the Washington Local School Board. Louis Escobar is president of Toledo City Council and interim director of the Multicultural Diversity Center at the University of Toledo. He is a lifelong Toledoan and has served as both a teacher and a priest. Mr. Escobar also serves on ten diverse committees/boards that are dedicated to the betterment of Lucas County. Nathanael Ford, a retired deputy chief of the Toledo Police Department, was executive director of the Criminal Justice Coordinating Council during his tenure on the policy panel. He has since relocated to a position in Cincinnati. Lawrence Gaster is the executive director of the Lucas Metropolitan Housing Authority (LMHA). Chief Thomas Gulch heads the Oregon Police Division following 28 years with the Toledo Police Department where he supervised Communications, Internal Affairs, Crimes Against Persons, and Vice/Metro. Chief Gulch is a U.S. Air Force veteran where he served as a scuba diver for the Rescue and AeroSpace Recovery group. He holds a bachelors degree in criminal justice from the University of Toledo; is a graduate of the FBI National Academy and the Police Executive Leadership College, and is an Ohio Law Enforcement Foundation Certified Law Enforcement Executive. Claudia Handwork served on the policy panel as a representative of Attorney General Betty Montgomery. She has since retired from the AGs Office, but remains active in community affairs. Jack Lessenberry is ombudsman for The Blade. Jacqueline Martin is the executive director of the Lucas County Mental Health Board. Karen Olnhausen is the director of Child, Adolescent and Transitional Services for the Lucas County Mental Health Board. She holds a masters degree in nursing and is a Certified Clinical Nurse Specialist in Child and Adolescent Psychiatric Nursing.

Judge James Ray is the Administrative Judge of Lucas County Juvenile Court and co-chair of the policy panel. He is president-elect of the National Council of Juvenile and Family Court Judges, and past president of the Ohio Association of Juvenile and Family Court Judges. Judge Ray serves on the Court Futures Commission, the Supreme Court Committee on Alternate Dispute Resolution, the Lucas County Criminal Justice Coordinating Council, and the Lucas County Community Corrections Planning Board. Dr. Ray Russell is principal of Rogers High School. He serves as president of the Partnerships Board of Trustees. Dr. Russell has been a teacher and administrator for 26 years. He earned his PhD from the University of Toledo. Dr. Eugene Sanders is superintendent of Toledo Public Schools. Rev. Donald Taylor serves as the metropolitan coordinator of the Toledo District, The West Ohio Conference of the United Methodist Church. Major John Tharp joined the Lucas County Sheriffs Office in 1997 after 25 years with the Toledo Police Department, where he worked in the Homicide Squad, Narcotics, and the Gang Task Force. Major Tharp is a U.S. Army veteran and recipient of the Bronze Star for service in Vietnam. He holds a masters degree in special education from the University of Toledo. Robert Torres, former director of the Toledo Youth Commission, is now in the City of Toledo Economic Development Office. Dave Wehrmeister has been affiliated with the Boys & Girls Clubs for more than 35 years, since he first joined at age 10. He became a staff member in 1973, and has served as program director, unit director, and director of operations. Currently, Mr. Wehrmeister is the Executive Director of the Boys & Girls Clubs of Toledo. He holds a degree in secondary education from the University of Toledo. Marilyn Zielinski is the manager of youth services for the Toledo-Lucas County Public Library. She holds a BA in elementary education from Purdue University and a masters degree in library science from Indiana University (Bloomington). Ms. Zielinski believes we as parents, teachers, and care givers, must work to mentor, nurture and protect our children.

MYTHS ABOUT YOUTH VIOLENCE

Myth: The epidemic of violent behavior that marked the early 1990s is over, and young people as well as the rest of U.S. society are much safer today. Fact: Although such key indicators of violence as arrest and victimization data clearly show significant reductions in violence since the peak of the epidemic in 1993, an equally important indicator warns against concluding that the problem is solved. Self-reports by youth reveal that involvement in some violent behaviors remains at 1993 levels. Myth: Most future offenders can be identified in early childhood. Fact: Exhibiting uncontrolled behavior or being diagnosed with conduct disorder as a young child does not predetermine violence in adolescence. A majority of young people who become violent during their adolescent years were not highly aggressive or out of control in early childhood, and the majority of children with mental and behavioral disorders do not become violent in adolescence. Myth: Child abuse and neglect inevitably lead to violent behavior later in life. Fact: Physical abuse and neglect are relatively weak predictors of violence, and sexual abuse does not predict violence. Most children who are abused or neglected will not become violent offenders during adolescence. Myth: African-American and Hispanic youth are more likely to become involved in violence than other racial or ethnic groups. Fact: Data from confidential interviews with youth indicate race and ethnicity have little bearing on the overall proportion of racial and ethnic groups that engage in nonfatal violent behavior. However, there are racial and ethnic differences in homicide rates. There are also differences in the timing and continuity of violence over the life course, which account in part for the overrepresentation of these groups in U.S. jails and prisons. Myth: A new violent breed of young superpredators threatens the United States. Fact: There is no evidence that young people involved in violence during the peak years of the early 1990s were more frequent or vicious offenders than youth in earlier years. The increased lethality resulted from gun use, which has since decreased dramatically. There is no scientific evidence to document the claim of increased seriousness or callousness. Myth: Getting tough with juvenile offenders by trying them in adult criminal courts reduces the likelihood they will commit more crimes. Fact: Youth transferred to adult criminal court have significantly higher rates of reoffending and a greater likelihood of committing subsequent felonies than youth who remain in the juvenile justice system. They are also more likely to be victimized, physically and sexually. Myth: Nothing works with respect to treating or preventing violent behavior. Fact: A number of prevention and intervention programs that meet very high scientific standards of effectiveness have been identified. Myth: In the 1990s, school violence affected mostly white students or students who attended suburban or rural schools. Fact: African-American and Hispanic males attending large inner-city schools that serve very poor neighborhoods faced and still face the greatest risk of becoming victims or perpetrators of a violent act at school. This is true despite recent shootings in suburban, middle-class, predominantly white schools. Myth: Weapons-related injuries in schools have increased dramatically in the last five years. Fact: Weapons-related injuries have not changed significantly in the past 20 years. Compared to neighborhoods and homes, schools are relatively safe places for young people. Myth: Most violent youth will end up being arrested for a violent crime. Fact: Most youths involved in violent behavior will never be arrested for a violent crime. - Youth Violence: A Report of the Surgeon General, U.S. Dept. of Health and Human Services
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On October 5, 2001, a press conference was held at the Juvenile Detention Center in downtown Toledo to announce the formation of a Youth Violence Policy Panel to study the causes of youth violence in our community. Under the chairmanship of Judge James Ray, administrative judge of the Lucas County Juvenile Court, and Dr. Cynthia Beekley, superintendent of Springfield Local Schools, a group of dedicated civic leaders came together to take on this task. In March and April of 2002 three public hearings and a youth dialogue night were held to gather information for the panel to review. They heard testimony from experts and life experiences from young people dealing with violence on a daily basis. Following lengthy discussions, with each panel member providing their own unique perspective on the issue, the group reached the conclusions that are contained in this report. A task force will now be convened to act on these recommendations in a continuing effort to make Lucas County a safer, healthier place to live.

REPORT & RECOMMENDATIONS

The Youth Violence Policy Panel recognizes that the youth of Lucas County are a valued asset and resource. We believe that the responsibility for our childrens positive growth and development, while primarily belonging to the parent, is shared by individuals, parents, schools, government and all community agencies, and that all citizens are accountable for our young people. We all contribute to the causes of youth violence, possibly through ignorance. We need to support each other as we all address how to eliminate our individual contribution. We recommend that Lucas County agencies, institutions and organizations adopt policies and practices that empower youth to be accountable for their behavior, reduce youth violence, and support parents in meeting their responsibilities as primary caregivers for their children. Any solution to youth violence must involve the collective efforts of all segments of society: individual (youth and adults), family, school, and community (including government agencies and faith-based organizations).

ACTION PLAN
Purpose: Objective: To reduce youth violence by initiating, changing, and reinforcing polices and practices in Lucas County. Convene a policy panel to focus on the issue of youth violence and intervention practices, and develop a task force to implement the recommendations of the policy panel. 1) Focus community attention and gather public testimony on the issue of youth violence and intervention practices. 2) Generate recommendations that will serve to reduce youth violence and enhance intervention practices. 3) Issue a report to the community, schools, elected officials and youth-serving organizations, with recommendations and action steps to reduce youth violence and enhance intervention practices. 4) Form a task force to implement the recommendations developed by the policy panel.
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Approach:

INDIVIDUAL
Youth should be involved in the solution, as they are part of the problem. Listen to our young people and respect their input on the issues we face together. Encourage adults to seek the advice of young people when appropriate. Implement peer mediation training programs so young people are dealing directly with the issues that most affect them personally.
As adults, we spend more than enough time scolding, lecturing, or talking down to our young people. Studies have shown the amount of positive daily interaction between children and parents to be minimal in most families. Communication give and take can go a long way toward resolving problems before they get out of control. Young people who feel their opinion matters are more likely to contribute to a positive environment for us all.
Who are the support groups for the young folks if the parents are not there? You know, they are watching their own back or each others back and, of course, they are getting involved in the gangs...I think that needs to be looked at. - Youth Dialogue Night (B-41)

Each person is ultimately responsible for his/her own actions and responses. Expect personal accountability, and consequences, which need to begin in the home, must be universally accepted, swiftly applied, and consistently enforced. Recognize and reward kindness, respect, and empathy. Hold youth personally responsible for their actions with appropriate consequences including diversion programs, community service, and detention.
All of us are familiar with the child who dumps over the wastebasket to get attention when he feels ignored. From their earliest days, young people seek boundaries for their behavior, and it is up to responsible, caring adults to provide those boundaries, as well as consequences for violating them. Until a person is able to self-regulate behavior, external forces are necessary to prevent harm to themselves and to others. Social recognition can be used to strengthen a positive behavior (kindness), while conversely you can weaken a negative behavior (aggression and anti-social behavior) by taking your attention away from it.1 Youth Development Strategy Promote and enhance the development of youth by instilling: A sense of competence, the feeling there is something young people can do well; A sense of usefulness, the opportunity to do something of value for other people; A sense of belonging, a setting where an individual knows he/she has a place where he/she fits and is accepted; A sense of power or influence, a chance to be heard and to influence decisions. When this strategy is fully implemented, the self-esteem of young people is enhanced, and an environment is created which helps them achieve their full potential.2
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FAMILY
Parents are the greatest untapped resource for positive youth development. Create opportunities for parents and youth to play and work together. Develop strategies to encourage experiWe need to find ways to raise enced parents to mentor younger parents. parenting to a level of importance
second to no other role. The stress of daily living takes its toll on positive family - Steve Flagg, Parents for Public interactions. Something as simple as sitting down to dinner Schools of Toledo together has been shown to have a powerful impact on a childs behavior. And for parents who, for whatever reason, never had a positive role model of their own, other more experienced parents can play an important part in helping a family develop in healthy ways.

Positive, peaceful family culture is the key to a peaceful community. Break the multigenerational cycle of learned Violence is socialized into behaviors such as prejudice, physical abuse, humans, mostly during childhood. and substance abuse by aiding and educating - Stephen MacDonald, the whole family.3 consultant/teacher Encourage violence prevention programs that emphasize conflict resolution, anger management, diversity training, stress management, team building, life skills/ vocational training, self-control, emotional understanding, self-esteem, and relationship skills.4 Address bullying for the problem that it is; Not everyone who speaks do not pass it off as kids will be kids. Spanish is Mexican. - Mary Ann Ossman-Booker, Peer relations will improve with clear rules Adelante, Inc. against bullying behavior and with support and protection of victims.5
Children are not born with prejudice, anger or fear. Those behaviors are learned in the earliest years of life. A child who sees problems at home being resolved by violence, with the biggest and the strongest always winning, learns that to be a winner, he must be violent as well, and will carry that idea onto the playground, into the classroom, and to the streets. Self-respect and respect for others, with appropriate outlets for anger and stress, can overcome much of that negative, learned behavior and create a positive, healthy community.

Photo from one of three public hearings held by the Youth Violence Policy Panel

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 Mentoring programs should be implemented for all ages. Positive, one-on-one mentoring relationships We need to decrease our ongoing whether within or outside of the family benefit society blaming of the family for every problem that occurs in youths children by teaching communication skills, relalives. tionship building and positive decision making.6 - Carroll Parks, SASI, Inc.
Many of us can remember a coach, teacher, grandparent, or neighbor who served as mentor, formally or informally, when we were young. The power inherent in such a relationship is often unrealized until adulthood, but the impact is there. Mentors teach, share, listen, guide and care. For children who may not have a positive role model within their own family, a mentor can literally become a lifesaver. Young parents can also benefit from a mentoring relationship with an older parent who provides guidance and support as they learn to raise their own children in a healthy environment.

All adults have a duty to serve as responsible role models for children, families, and the community as a whole. Adults should be supported in their efforts to relate to youth in positive ways. Positive adult role models display personal accountability, and expect and encourage meaningful responsibility and regular duties for youth in the home and in the community. Encourage and train adults and youth alike to resolve issues using nonviolent methods (consciously acting intentionally to de-escalate volatile situations).7
As parents and as members of the larger community, we cannot rely on the media to provide appropriate role models for our children. Where some of us may have idolized the superheroes of our youth, children today look to multi-million dollar performers and athletes, many with lifestyles none of us would care to see emulated. Lead by example may be trite, but that does not lessen its truth. Children will follow the example of those they look up to, and it is our responsibility as adults to make sure those they look up to are worthy of the role.

Photos from public hearings held by the Youth Violence Policy Panel

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SCHOOL
The community benefits from a safe, clean and nurturing school environment where students can learn. Schools have to become more friendly and Allow schools to focus on their reach out, allowing themselves to be a part of the community and the decisions that affect primary goal of education. them. Offer supportive before- and - Steve Flagg, Parents for Public Schools of Toledo after-school programming to assist parents in meeting their obligation to reinforce their childrens education, rather than supplanting parental roles and responsibilities8. Implement unified dress codes in all People need to stop being afraid of public and private schools in order to one another when you see someone that doesnt look like you. reduce/eliminate gang identifiers and - Youth Dialogue Night (A-29) status differences that lead to confrontations. Utilize school resource officers appropriately as a security presence, not as routine disciplinarians. Foster collaboration between mental health agencies and school systems to ensure early identification and intervention regarding mental health issues. Encourage and support active parental involvement in schools.
Schools today have become surrogate families for many of our children. They provide meals, health care, social skills training, discipline, emotional guidance and security that these children are not getting at home. Needed services, yes, but it all detracts from the primary purpose of the schools: academic education. The community as a whole parents, educators, and social service providers need to spend more time working together to resolve these basic quality-of-life issues in appropriate settings with qualified professionals, and parental involvement must be paramount, not an afterthought by the experts.

The Social Development Strategy provides a model for addressing targeted risk factors by enhancing known protective factors against health and behavior problems. The goal of the Social Development Strategy is healthy behavior. Healthy beliefs and clear standards for behavior in the family, school, and community directly encourage healthy adaptive behaviors in children. - http://depts.washington.edu/sdrg/page2.html; Hawkins & Catalano

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COMMUNITY
The community must provide resources to support parents in their job as primary caregivers. Offer effective job training and provide assisOftentimes people are telling parents tance with transportation and childcare. what they should do, but nobody is asking Address the warning signs of youth problems them, What do you need? How can we help you? and publicize the availability of services - Barbara Laraway, Parents Helping through community education. Parents, Inc. Advocate for legislation to expand the current state-mandated early childhood programs for 0-5 year-olds.10
Parents are the primary care-givers for their children and ultimately, the ones responsible for that care. But often parents need assistance in that most difficult role, and are unaware of where to turn for help. As a community, we need to provide support, encouragement and education opportunities for those parents who are struggling with issues many of us It is essential that we empower can relate to only through reading the daily news. When each families to care for their children. family prospers physically and emotionally, so too does the - Dean Sparks, Lucas County community. Children Services Board

Social service systems have a duty to collaborate in treating individuals holistically. Remove the stigma of mental illness and substance abuse with comprehensive cross-systems education. Maintain parental contact with children in Mentally ill adults are a very small alternate (i.e., foster care) residences. portion of people who commit violent acts. Expand the availability of public and private - Marci Dvorak, NAMI residential foster and respite care for mental health patients. Provide service delivery to families through home visits, family resource centers and one-stop centers. Eliminate the 8 a.m. to 5 p.m. service mentality and provide alternate service hours for families.
Families and individuals with special needs should be able to receive services in the least disruptive way in order to alleviate, not exacerbate, an already stressful situation. With better locations and hours, and comprehensive, cooperating systems of care, social service agencies can keep the needs of the individual and the family as their primary focus.

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 Community norms must reflect healthy youth development. Encourage employer support for parents, i.e., time off for school conferences. There are a lot of youth in the central city that Apply lawful restrictions on do a lot of great things and they dont make the news. dress, activity, signs, etc., to all - Youth Dialogue Night (A-32) deviant groups, not just street gangs. Integrate asset development strategies into all youth services at every level of intervention.11 Demand media accountability and responsibility.12 Publicize the positive things happening Just as the media are being used as in the community. an outlet for violent behavior, it can also be used to promote positive, non Offer community-wide education violent behavior. about the language of youth music, - Larry Whatley, WTOL-TV slang, dress, age-appropriateness, media accessibility.
When young people see appropriate behavior as the norm in their community, they learn what is expected of them. From the media to local businesses to city hall, honest, respectful, caring individuals create an environment that is self-perpetuating.

Sufficient funding should be provided for services for families and youth. Focus on adequately funding and supporting existing, effective programs well before starting new ones. Establish and/or restructure all new and existing programs according to Best Practices and sound research.
Rather than throwing money at the flavor-of-the-week program espoused by the latest expert to catch media attention, services need to meet Best Practices guidelines and focus on research-based, outcome-driven procedures. Too often funding is made available for a limited time for a pet, feelgood project that has no scientific basis, and this diverts money from programs with proven track records. A communitys responsibility for its young does not end with the provision of external assets. There needs to be a similar commitment to nurturing the internal qualities that guide choices and create a sense of centeredness, purpose, and focus. Indeed, shaping internal dispositions that encourage wise, responsible, and compassionate judgments is particularly important in a society that prizes individualism. - http://www.search-institute.org/assets/

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REFERENCES
Citations: 1. Why Kindness is an Effective Weapon to Stop Violence. Barry K. Weinhold, PhD. http:// weinholds.org/kindness/issue1/article9.html 2. Youth Development Strategy, Boys & Girls Club of America; www.hhbgc.org/information/ yds.html; www.bgca.org 3. Multisystemic Therapy (Blueprints, pg. 9) Family- and community-based; www.colorado.edu/ cspv/blueprints/model/programs/MST.html 4. Promoting Alternative Thinking Strategies (PATHS) (Blueprints, pg. 6; SG, pg. 107) K-5; school-based; www.colorado.edu/cspv/blueprints/model/programs/PATHS.html 5. Bullying Prevention Program (Blueprints, pg. 7; SG, pg. 109) K-8; school-based; www.colorado.edu/cspv/blueprints/model/programs/BPP.html; Dont Laugh At Me curriculum. 6. Big Brothers/Big Sisters (Blueprints, pg. 8) Ages 6-18; www.colorado.edu/cspv/blueprints/ model/programs/BBBS.html; Positive Youth Development strategies such as Boys & Girls Clubs, Big Brothers Big Sisters (see no. 2 above). 7. Functional Family Therapy (Blueprints, pg. 9; SG, pg. 115) Ages 11-18; www.colorado.edu/ cspv/blueprints/model/programs/FFT.html 8. East Toledo Family Center programming; Positive Action Through Holistic Education (PATHE) (SCI, pg. 3) Grades 7-12; www.colorado.edu/cspv/blueprints/promising/programs/ BPP10.html; Linking the Interests of Families and Teachers (LIFT) (SG, pg. 108) Grades 1-5; school-based; www.colorado.edu/cspv/blueprints/promising/programs/BPP19.html; School Transitional Environmental Program (STEP) (SG, pg. 109) Grades 7-12; school-based; www.colorado.edu/cspv/blueprints/promising/programs/BPP12.html 9. No Wrong Door - Wood County; www.co.wood.oh.us/nowrongdoor.htm 10. Help Me Grow - Lucas County Family Council. 11. Healthy Communities-Healthy Youth asset-based strategies; www.search-institute.org/communities/hchy.htm 12. ONDCPs The Anti-Drug campaign - www.theantidrug.com; Turn Off the Violence media campaign - www.turnofftheviolence.org Other references: U.S. Department of Health and Human Services. (2001) Youth Violence: A Report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Injury Prevention and Control; Substance Abuse and Mental Health Services Administration, Center for Mental Health Services; and National Institutes of Health, National Institute of Mental Health. Executive Summary available online at: www.mentalhealth.org/youthviolence/surgeongeneral/SG_Site/summary.asp SG pg. 41 - Between 20 and 45 percent of boys who are serious violent offenders by age 16 or 17 initiated their violence in childhood. (DUnger, et al., 1998; Elliott et al., 1986; Huizinga et al., 1995; Nagin & Tremblay, 1999; Patterson & Yoerger, 1997; Stattin & Magnusson, 1996). SG pg. 51 The Denver survey shows that 42 percent of serious violent offenders are also victims of violence (Huizinga & Jakob-Chen, 1998), with higher rates among male offenders than female offenders. SG pg. 67 - The most powerful early predictors of violence at age 15-18 are involvement in general offenses (serious, but not necessarily violent, criminal acts) and substance use. Moderate factors are being male, aggressiveness, low family socioeconomic status/poverty, and antisocial parents.
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SG pg. 71 For some young people, violence represents a way of gaining the respect of peers, enhancing their sense of self-worth, or declaring their independence from adults. SG pg. 71 Television violence (for example) has a very large effect on aggressive behavior, but only a small effect on violence. SG pg. 73 Identifying and understanding how protective factors operate is potentially as important to violence prevention and intervention efforts as research on risk factors. SG pg. 77 Risk factors increase the likelihood that a young person will become violent, but they may not actually cause a young person to become violent.

SEARCH INSTITUTES 40 DEVELOPMENTAL ASSETS

In an effort to identify the elements of a strength-based approach to healthy development, Search Institute developed the framework of developmental assets. This framework identifies 40 critical factors for young peoples growth and development. When drawn together, the assets offer a set of benchmarks for positive child and adolescent development. The assets clearly show important roles that families, schools, congregations, neighborhoods, youth organizations, and others in communities play in shaping young peoples lives. External: Support Family support Family life provides high levels of love and support. Positive family communication Young person and her/his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s). Other adult relationships Young person receives support from three or more nonparent adults. Caring neighborhood Young person experiences caring neighbors. Caring school climate School provides a caring, encouraging environment. Parent involvement in schooling Parent(s) are actively involved in helping young person succeed in school. Empowerment Community values youth Young person perceives that adults in the community value youth. Youth as resources Young people are given useful roles in the community. Service to others Young person serves in the community one hour or more per week. Safety Young person feels safe at home, at school, and in the neighborhood. Boundaries and Expectations Family boundaries Family has clear rules and consequences, and monitors the young persons whereabouts. School boundaries School provides clear rules and consequences. Neighborhood boundaries Neighbors take responsibility for monitoring young peoples behavior. Adult role models Parent(s) and other adults model positive, responsible behavior. Positive peer influence Young persons best friends model responsible behavior. High expectations Both parent(s) and teachers encourage the young person to do well.
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Constructive Use of Time Creative activities Young person spends three or more hours per week in lessons or practice in music, theater, or other arts. Youth programs Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations. Religious community Young person spends one hour or more per week in activities in a religious institution. Time at home Young person is out with friends with nothing special to do two or fewer nights per week. Internal: Commitment to Learning Achievement motivation Young person is motivated to do well in school. School engagement Young person is actively engaged in learning. Homework Young person reports doing at least one hour of homework every school day. Bonding to school Young person cares about her/his school. Reading for pleasure Young person reads for pleasure three or more hours per week. Positive Values Caring Young person places high value on helping other people. Equality and social justice Young person places high value on promoting equality and reducing hunger and poverty. Integrity Young person acts on convictions and stands up for her/his beliefs. Honesty Young person tells the truth even when it is not easy. Responsibility Young person accepts and takes personal responsibility. Restraint Young person believes it is important not to be sexually active or to use alcohol or other drugs. Social Competencies Planning and decision making Young person knows how to plan ahead and make choices. Interpersonal competence Young person has empathy, sensitivity, and friendship skills. Cultural competence Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds. Resistance skills Young person can resist negative peer pressure and dangerous situations. Peaceful conflict resolution Young person seeks to resolve conflict nonviolently. Positive Identity Personal power Young person feels he or she has control over things that happen to them. Self-esteem Young person reports having a high self-esteem. Sense of purpose Young person reports, My life has a purpose. Positive view of personal future Young person is optimistic about her/his personal future. - from Search Institute, www.search-institute.org
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The following people provided testimony for the Policy Panel:

Mark Abramson (written comments) Anti-Defamation League Kimberly Clint audience/single parent Marci Dvorak Executive Director, NAMI, Inc. William Geha Sylvania Schools Student Services Dr. Donna Heretick Bowling Green State University Det. Doug Allen Toledo Police Department Gang Task Force Frank DiLallo Catholic Youth & School Services Steve Flagg Parents for Public Schools of Toledo Diana Harmon audience/Peace Mountain Foundation Becky Lakim BGSU graduate student

Barbara Laraway Stephen MacDonald Executive Director, Parents Helping Parents, Inc. YMCA Youth Opportunities Program Michael OShea Springfield High School Carroll Parks Executive Director Substance Abuse Services, Inc. (SASI) John Redenbo audience/motivational speaker Dr. Yvonne Taylor Family House Mary Ann Ossmon-Booker Adelante, Inc. Cindy Pisano Family & Child Abuse Prevention Center Dean Sparks Executive Director, Lucas Cty. Children Services Larry Whatley WTOL-TV Channel 11

In addition to the panel members and testifiers already noted, the Community Partnership would like to thank the following individuals and agencies for their help and support throughout the duration of the Policy Panel: Ohio Attorney General Betty Montgomerys Office Moderators: Chris Hall The Blade Court reporters: Rose Day Lucas Cty. Juvenile Court Jon Clark WNWO-Channel 24 Gina Leach Lucas Cty. Juvenile Court Karen Metersky Ackerman Court Reporting

Hearing sites: Toledo-Lucas County Public Library - Main Branch Downtown Point Place Branch Heatherdowns Branch
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