YDEV + Me

 Link to slide presentation: https://docs.google.com/presentation/d/18Ohtc3JFxZLv8EywCKd5jTl6RmA7Kk7itlrQpYgfJrY/edit?usp=sharing

Shifting the Paradigm

 I am posting this blog a bit later but I still wanted to get it up before the day ended. Reading this article was really easy because I already read it a few weeks ago in my FNED class that I always have with Leslie. Reading it the first time was also easy to grasp but reading the second time I was even more familiar and immedietly thought of us reviewing the article in class. I agree with the asset model over the deficit model in a school system because it is a more positive and affective way of teaching/learning. Humans in general respind better to positive feedback rather than negative feedback, and I know I am more intrigued to put in effort when I am being cheered on. I feel as though kids respond better to this type of treatment, and you can see it in small day to day details. This example is a little different but when a baby who cant even talk yet falls down most of theroom gasps, the mom runs over with a dramatic reaction checking up on the now screaming child. In lots of cases, and even proven in tik tok trends, sometimes a child isnt reacting to pain but to the tone they were spoken in. I will paste a tik tok giving a visual example of what I mean. This article also believes this applies to learning or behavior. My first time reading this I compared it to the labeling theory, "The labeling theory is a perfect example of why we cannot put a spotlight on what is "wrong" or "bad" behavior by children. In this theory, it is expressed how the more you tell a kid they are deviant, the more the rest of the world and the child themselves will permanently believe it. When a negative trait about a child is drilled into their heads, it is likely that they will internalize this behavior. This can lead to secondary deviance, when a person acts out more deviant roles in order to confirm the label and fulfill that role. On the contrary, the more you tell someone, or even yourself, affirming thoughts, the more likely we are to believe those, too. I believe this from personal experience, as lately I have been practicing affirmations and reminding myself I am exactly who I think I am, not who others tell me I am. This applies to children, especially due to how much they are at a young age. "(from my FNED blog). This reading is a bit light and repetative but it is short enough and important to put into prespective. 

Here is a tik tok compilation of my example ( I guess this applies to pets too lol) https://www.tiktok.com/@wheninmanila/video/7387342333404122389?lang=en

Breathe

Before listening to the song Breathe I had oreviously heard of the musical In The Heigthts because some of the songs went viral on tik tok, but I never watched the film. Immedietly I noticed that I assumed I wasnt going to resonate with the song just because I dont typically watch musicals, but it turns out I did loosly relate to the song. Althouh I havent left home and came back, I have felt the fear of dissapointing my loved ones who I know expect success out of me. This isnt a forced or negative expectations, my family has just thought highly of me since a young age and as much as I admire this, it does instill a fear that I am not doing enough. Especially when I did not finish community college in the 2 years that I wanted to, causing me to start university late. I purposefuly didnt update them mcub and would avoid conversations about school so they would assume I was doing well, explaining to them why I am still in school is something I never wanted to face. However it was mostly in my head because my family still respects the education path I am taking. It is easy, at least for me, to feel I'm not doing enough and at the same time feel like your struggle is not recognized. 

Although not a piece of media, this reminds me of a real life connection I made with a stranger. This is so random but about a month ago I was getting my phone fixed by some guy who owned a technology repair store. Instead of just dropping my phone off I stayed and sat with him while he fixed my screen because he said it would only take about 20 minutes, although this time was extended due to our conversation. While telling me about himself he told me he is from Turkey and he came to America, specifically Boston, to go to college. His parents sent him and his brother with enough money to pay their tuition and livig expenses. Clearly they had lots of faith in their children to put that much money into their future. The guy fixing my phone never actually attended college and used to money to get further in his career in technology and now has multiple locations accross the east coast. This differs because his parents still to this day think he graduated because he took pictures in his friends gown. This goes to show even years later with much success, he is still is experiencing that fear of his parents knowing he didnt meet up to their expectations in the way they assumed. I told him he should tell them one day to see their reaction, maybe theyd still be proud? 

 While reading this document a quote that stuck out to me the most was, "Good youth workers: have a well-developed sense of self and can use reflection to understand how their own identity impacts upon their understanding of and work with others," . I feel like this is important for every YDEV student to hear and understand. When growing into an adult we go through a lot of changes in life and experience a lot of different scenarios that can shape us into who we are. It is important through these experience that we knoe who we are to our core, so that we do not let anyone or anything stray us away from our character. It is important to know when this could potntilly be happening, reflecting on your negative actions is crucial for change. I would hope all are students studying YDEV  because they care and have pure intentions when it comes to child care, so it is important to make sure our actions align with what we believe in and who we are as people. We know there are bad apples in the industry and when we are in tune with our identitys it is easier to confront people, sstems, or laws that we feel go against the future of children. A new idea I learned and am also stilla but confused on, is some of the terms we shouldnt use to refer to the youth. "young offenders", teeage parents" , and "NEETs". Not that these are terms I would use but these just seem kindve randomly thrown in the text and I dont believe these to be words commonly used. I didnt even know what "NEET" meant so that was also a new term learned. This term refers to those who are not in employent, education, or training. This term is definitely offensive so it was good to learn so I can avoid. Another good word from the text to define is "holistically", which means looking at the whole picture instead of just one part.For example, if you study a person holistically, you don’t just look at their grades—you also think about their health, emotions, family, and environment all together. Welfare practice is another important term to know the meaning, and it is the study and application of how communities, governments, and professionals support people’s basic needs—like safety, housing, food, health, and emotional well-being. Learning about welfare practice is important because it helps us understand how systems of support work, why some people face barriers to accessing them, and how we can improve these systems so that everyone has a fair chance at living a stable, healthy life. The last new idea I learned was about the big difference between voluntary involvement and pre-determined involvement. Voluntary involvement means kids choose to participate in something because they’re genuinely interested or motivated. Pre-determined involvement is when kids feel pushed into something, often because of outside factors like parents, teachers, or even wanting to follow their friends. This really stood out to me because kids are heavily influenced by their peers—sometimes they’ll join an activity just because their friends are doing it, not because they actually enjoy it. Understanding this difference helps explain why kids might lose interest quickly if they didn’t choose the activity themselves, and why giving them real choices can make their involvement more meaningful.

When I was younger, soccer camp was the perfect example of voluntary involvement for me. I really wanted to do it, and because of that, I was excited to show up every day. It not only taught me the sport itself, but also helped me build fundamental skills at a young age—like teamwork, discipline, and communication. On top of that, I made new friends and got to train alongside older teenagers who we could look up to. That experience stuck with me because it showed how much more you can get out of something when you truly want to be there, instead of being pushed into it.

Living Into Our Values

 This assignment was really fun because it aligns with some personal work I have been doing lately. Self-identity is important for me because it helps remind me that I am exactly who I think I am, so nobody can try to tell me who I am. Following, I will paste a link to the Google Doc for my assignment! https://docs.google.com/document/d/1lR2Jh-HZFPlQd78pR1J-O52VkC5AB3WT5oYbNdQbXZ4/edit?usp=sharing

Policy OPED

 When I think about Out of School Time (OST), the first thing that comes to mind is soccer. I’ve been playing since I was a little kid, but high school soccer was where it really started to shape me. It wasn’t just a sport—it was kind of my anchor. Honestly, I don’t think I would’ve made half the friends I did in high school without being on that team. Walking into school already knowing people from practice made everything feel less overwhelming. Instead of being nervous about who to sit with at lunch or who I’d bump into in the hallway, I already had a community waiting for me.

The friendships I built on that team weren’t just the kind where you high-five on the field and then go your separate ways. They turned into real, lasting bonds. Long bus rides, running drills in the rain, celebrating wins, and even laughing off the rough losses—it all pulled us together. We started as strangers who just happened to play the same sport, but over time we became something closer to family. By senior year, those teammates were some of the people I trusted most.

What’s funny is that soccer also taught me how to work with people I didn’t necessarily click with at first. When you’re out on the field, it doesn’t matter if you’re best friends or barely talk off the field—you still have to figure out how to trust each other and move as a team. And then, little by little, that forced teamwork turns into real connection. That’s a life skill I still carry with me today.

Reading McKamey and Restler’s piece made me realize that this is exactly what OST is supposed to do. They talk about how these programs give kids opportunities outside of academics—spaces to build confidence, learn social-emotional skills, and just be themselves. That was soccer for me. It gave me a place to grow that wasn’t about grades or tests, but about teamwork, resilience, and friendship.

Looking back, I think high school would’ve felt a lot lonelier without soccer. The field was where I found my voice, where I learned how to push myself, and where I built relationships that made the rest of school feel more manageable. That’s why OST matters so much—it’s not “extra,” it’s essential. For me, soccer was more than a game; it was where I found my people, my confidence, and my own little corner of community.

Like everyone else lately, I’ve been binging Wednesday on Netflix, and while I was watching, I couldn’t help but connect it to the McKamey and Restler reading. At first, I was just in it for the mystery and the sarcastic one-liners, but the more I watched, the more I realized the show isn’t really about what happens in the classroom at Nevermore. Wednesday’s biggest growth happens in all the other spaces—fencing practice, the Poe Cup race, late-night adventures, and the friendships she builds (even though she tries so hard to act like she doesn’t need them).

That clicked for me because McKamey and Restler argue that Out of School Time (OST) programs are where so much of the real learning happens. It’s those moments outside the regular school structure where kids figure out who they are, build confidence, and learn how to work with other people. Watching Wednesday reminded me of my own OST experience—soccer. Playing all through high school gave me the same sense of belonging and community she eventually finds. I made friends I probably never would have without the team, and the practices and games taught me how to work with people I didn’t even know at first. Over time, that turned into bonds that carried me through high school.

So yeah, maybe Nevermore looks nothing like my high school, but the point still stands: what happens outside of class can be just as important—sometimes even more—than what happens in it.

Identity Map

Identity Map