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HomeMy WebLinkAbout11. AFCME Contract Negotiations CITY OF ROSEMOUNT EXECIITIVE SUMMARY FOR ACTION CITY COUNCIL MEETING DATE: OCTOBER 19, 1993 AGENDA ITEM: AFSCME CONTRACT NEGOTIATIONS AGENDA SECTION: CLOSED EXECUTIVE SESSION PREPARED BY: SUSAN WALSH AGENDA NO. ADMINISTRATIVE ASSISTANT ATTACHMENTS: NONE APP Y This is a request for Council to adjourned to a closed session to discuss the status of the AFSCME contract negotiations. RECOMMENDED ACTION: NONE COIINCIL ACTION: In this study,vulnerable youth are those the healthiest communities do better pERSONAI ASSETS THAT PROTECT YOUTH FROM AT�RISK BEHAVIORS COMMU N ITY with 10 or fewer of the 30 possible per- than those in the least healthy commu- sonal assets.Average youth are those nities.Furthermore,the decrease in IMPACT ON �'ith 11-20 assets.Protected youth are the number of at-risk behaviors among CATEGORY PERSONAL ASSETS those with more than 20 of the 30 possi- community types is greatest for vulner- ble personal assets. able youth. 1. Family support VULN ERABLE ��� 2. Parent(s)as social resource The healthiest communities have more This suggests communities that are 3. Parent communication PROTECT E D protected youth(23%versus 16%in the healthier as a whole have a positive least healthy communities).Thus,one impact on all the youth who live there 4. Other adult resources thing a community might do to become —but especially on the vulnerable ' 5. Other adult communication YOUTH more healthy is build more assets into youth,who have the fewest number ' 6. Parent involvement in sChooling individual young people's lives. of personal assets. . 7. Positive school climate However,all three types of youth—vul- Fewer than half of the vulnerable youth � 8. Parental standards Within any community,some young nerable,average and protected—live in the healthiest communities are at 9 Parental discipline people are more vulnerable to negative in all three types of communities in high risk(41%compared to 57%o in the behaviors than others. "The Troubled roughly similar proportions.This sug- least healthy communities).Similarly, 10. Parental monitoring Journey"identified 30 internal and gests that the major differences in the at- while 19%of vulnerable youth are at 11. Time at home external assets that protect youth from risk behaviors among the three types of low-risk levels in the least healthy com- 12. Positive peer influence at-risk behaviors.Just as the community communities is not simply due to what munities,36%of vulnerable youth are strengths were used to judge how com- types of youth live in each. at low risk in the healthiest communi- $1'R�T�i��� 13. Involved in music munities are doing,so these personal ties.(High-risk youth are those report- ����"�'� 14. Involved in school extra-CurriCular activities assets can classify how youth are doing. For all three types of youth,the ones in ing four or more at-risk behaviors. 15. Involved in community organizations or activities Low-risk youth are those reporting one or no at-risk behaviorsJ 16. Involved in church or synagogue While 62%of vulnerable youth are sex- E��� 17. Achievement motivation ually active in the least healthy commu- �������� 18. Educational aspiration nities,only 46%of similarly vulnerable 19 School performance youth in the healthiest communities are 20. Homework sexually active.Illicit drug use among equally vulnerable youth is twice as �m�V�� 21. Values helping people high in the least healthy communities. 22. Is concerned about world hunger This suggests that even vulnerable 23. Cares about people's feelings youth can be kept out of the high-risk 24. Values sexual restraint category in significant ntunbers if their . �°'� ```�- `..-°`'IT`"�°�""�'" communities are healthy. SOCIAL 25. Assertiveness skills COMPETENCE 26. Decision-making skills While highly-protected youth do about 27. Friendship-making skills the same even in the least healthy com- munities,vulnerable youth can learn 28. Planning skills HIGH-RISK YOUTH those reporting four or more at-risk behaviors from and benefit from the healthier, 29. Self-esteem LOW-RISK YOUTH those reporting one or no at-risk behaviors more protected youth around them. 30. Positive view of personal future VULNERABLE YOUTH those with 10 or fewer personal assets PROTECTED YOUTH those with 20 or more personal assets HOW COMMUNITY HEALTH CAN AFFECT AT•RISK BEHAVIOR IN SIMILAR TYPES OF YOUTH COMMUNITY STRENGTHS AS EXPERIENCED BY YOUTH INSTITUTION INDICATOR DEFINITION b r� � r ■Least healthy communities p II v�b ��o- � 5 Percent of outh in each commumt who re ort... � J � Avera e communities Y Y p � Q � g _ , _ _ - - ---- _.___ _ _--- � I Healthiest commumties �I 4.5 � Care and support Positive and supportive life with good communi- 34 37 38 � cations and relationships with parent(s) � 4 � l Monitoring and discipline Parents monitor activities,express concern/ 38 40 40 i 3.5 ;` disapproval,and provide discipline ' � ; I ► .s _ _ __ �� � 3 G m I �C=° Caring and supportive school They feel teachers care about and encourage 43 46 51 � environment them ; ¢ 2.5 . � , o � Motivated and committed They try hard at school,care about and do school � � ii � z wor k,an d aspire to post-secondary education � I ; � �.s � ����, I Involved families They receive strong support from and involvement 25 26 27 ! `� k �� by parents in school-related activities , , ��a��f� Q ; � dkz, �.�„ I ,, „ , ( COMMUNi� Attendance in religious services They attend church or synagogue services with ���� (��'; 'i(, 0.5 I rN�f(�L�F!'�� some regularity a ' Structured activities Involvement in some form of structured activi �'< <;i; i ! I Vulnerable Youth Average Youth Protected Youth � in school,religious organizations,or other � (fewer than (11-20 (more than community-based organization at least 2 hours 10 personal assets) personal assets) 20 personal assets) per week Connections to other adults Availability of non-parental adults they can go 34 32 33 ; to on important issues or have had serious conver- sations within last month PEE� Absence of negative behavior They do not skip school,drink frequently,use other ; . :�'("� r� drugs,or attend drinking parties Avoidance of overly They do not J�udge it extremely important to 51 51 54 health and child protective services. experiences,such as religious services hedonistic values "have lots of money;' have "lots of fun and good I SUMMARY However,they can effectively comple- and school or community sports,music times;' or be "popular and well-liked" ' ment and integrate with some of these. and other structured activities. Presence of prosocial behavior They spend time as volunteers helping others 14 17 16 This report has focused on activities, „ • „ „ Key findings of Healthy Communities, •A healthy community benefits all Endorsement of prosocial values It is important to help other people;' reduce 39 38 36 involvement,care and support that youth Healthy Youth"include: youth.However,there is particular , hunger and poverty," and "make the world a experience in their everyday lives,rather value to vulnerable youth who benefit better place to live" than classical prevention or treatment •Otherwise similar communities vary from the healthier youth and the Presence of responsible They value sexual restraint or use contraception, 21 22 22 programs provided by communities. considerably in their success in pro- larger community around them that behavior/values do not drink and drive,or do not ride with drivers tecting youth from at-risk behavior. makes health-promoting influences who drink Such activities do not replace specialized more accessible. " services youth also need,such as welfare, .Healthy communities are most distin- ■indicates statistically significant difference guished by their ability to provide and involve young people in meaningful COM youth to experience a specific com- RE��G��US AN�OT�„�ER MUN ITY munity strength before it becomes a powerful predictor of the commu- ���UNITY ORGANIZATIONS� STRE NGTH ruty's health. Religious involvement is greatest in the S healthiest communities(70%)and low- �" , ._ �_ � ,,. .. _, ;:., w ,. .r , . EALTH Such d amics are sometimes called ° ~ _��:-_ ° ° •° s~ ~ - ,°�LL~ �° "° a .,....� �. ,, ,,. Yn est in the least healthy communities � � � "threshold effects."Like a seesaw, • �'� � , l (50%).Similarly,a majority of the youth � �? the balance only shifts when enough in the healthiest communities,on aver- weight is placed on one side to out- age,are involved in structured activities, ��,.,. � , ;..�. This report examines community weigh the other side.None of the but only 39%are involved in the least strength in terms of the proportion of , communities have a vast majority of healthy communities. youth who report specific types of fam- teens who see parents as caring and ily,peer,or community support and supportive.(No community was more Surprisingly,there were no differences activities that were found to prevent {han 54%.) � at-risk behavior in our earlier study, between the community health levels "The Troubled Journey." in the percentage of youth connected to S�u00LS� non-parental adults.Once again,these We found that healthiest and least �� results suggest that it is only when a healthy communities differ most in Schools play a larger role in making a clear majority of youth experience community strengths associated with community strong.Almost two out of a community strength that a meaning- community institutions(schools, three students are motivated and com- ��pact on overall community health IMPL ICATIONS F R HA churches,and other organizations pro- �tted to school in the healthiest com- occurs.Even the healthiest communi- O C N G E viding structured activities)rather than munities,compared with only one of ties averaged only 34%of young people those associated with families or peers. two in the least healthy communities. who are connected with non-parental adults.Furthermore,connections with The time has clearly come to move Communities do make a difference in Furthermare,the only communities adults are not always positive influ- beyond a narrow focus on single prob- the lives of their youth.And many of FAMILIES: where more than half of the youth see ences—just as peers are not always lems and to look at youth issues through the contributing factors are within a school as caring and supportive are negative influences. the wide-angle lens of community. community's control.If communities The level of family care and support unite their energy and commitment, the healthiest. does not show meaningful differences By concentrating our efforts on the daily we can make the world a better place between communities in a way that PEERS� activities,facilities and events that help for youth---one community at a time. Just as for the family-related strengths, explains the level of at-risk behaviors the percentage of youth reporting fam- Among the community strengths relat- develop youths'capacities,we can affect in those communities. ily involvement in schools does not dif- ing to peers,only the percentage of the major areas where healthy commu- What follows are recommendations for fer significantly across the three types peers who avoid negative behaviors nities differ from the least healthy parents,educators,youth and commu- This suggests that,while families are of communities(healthiest,moderately makes a difference in the health of the communities.Those are opportunities nity leaders based on this research. very important to the individuals who live in them,the influence of family healthy,least healthy). community.In the healthiest communi- , for involvement in school,church and ties,75%of eers avoided such behav- other activities. care and support does not necessarily The stud su ests that onl when a p carry beyond the family's barders. y gg y iors compared to only 59%in the least majority of youth experience a positive healthy communities. � Only when families care about the school environment does the commu- community and become involved in nity's overall health improve.If the per- These results again show that it is only making it a better place to raise chil- centage of families involved in schools when a majority of youth experience a dren would differences emerge. were a majority rather than the minor- strength does it affect the overall level ity,the impact on youths'behaviors of community health.None of the com- This lack of correlation between family- � ht be much stron er.In this stud related community strengths and over- g g Y munities had a significant majority no single community had more than for any of the other peer community all community health may also be due, 43%of outh whose arents were in part,to the need for a majority of y p strengths. involved and concerned about their school activities. PARENTS CAN HELP YOUTH CAN HELP SCHOOLS CAN HELP Thls Wlde range Suggests that Some tlon,these 28 communities have above- W HAT IS A communities are indeed healthier than average leveLs on almost 12 out of the 16 others.It also pomts out that national at-risk behaviors.(High-risk youth are H EALTHY norms about youth behavior do not those reporting four ar more at-risk Parents play a major role in the develop- •Push for opportunities to take on Schools tend to have a major influence necessarily give an accurate estimate of behaviors.Low-risk youth are those ment of their children.However,to pro- meaningful roles that help shape the on the selection of friends and the over- � youth at-risk involvement in a particu- reporting one ar no at-risk behaviors.) mote ositive outh develo ment at community and expand opportuni- all norms to which youth are exposed. CjOMMU N ITY 1 lar community. P Y P the community level,parents need to ties far youth. In healthy communities,schools are In contrast,the healthiest commuruties go beyond the confines of their own also where the majority of structured We identified 25%of the communities (again,25%of the total)have more low- homes.Here's how parents can make •Identify needs and create opportuni- activities involving youth take place. ' This study defines community health as least healthy.These communities risk youth,fewer high-risk youth and a a difference: ties to serve others in the communi have the lowest percentage of low-risk lower average number of at-risk behav- �'• strictly in terms of the at-risk behaviors This draws positive attention to youth •Facilitate the expansion of a diverse of adolescents living within the com- youth,the highest percentage of high- iors.Yet even within the healthiest com- •Take responsibility for the welfare as resources,not problems. array of activities for youth. • munity.Thus,a healthy community is risk youth and the highest average munities,some young people become of all youth in the community.Each simply one in which its youth engage in number of at-risk behaviors.In addi- involved in at-risk behaviors. individual does better when the com- •Ask an adult to become involved •Identify the unique needs and a small number of key at-risk behaviors. munity as a whole is more healthy. in helping you meet a personal or strengths of students in your school. group goal. Through a survey such as"Profiles An earlier RespecTeen report titled •Get your children involved in commu- of Student Life;help ensure that pro- "The Troubled Journey:A Portrait of nity activities. grams and strategies address the real 6th-12th Grade Youth"defined a set of ��DGING COMMUNITY HEALTH needs among siudents. at-risk behaviors in which a community •Get directly involved yourself as a YOUTH-SERVING ORGANIZA• generally does not want its youth coach,chaperon or other leader.You TI4NS CAN HELP •Facilitate efforts of other organiza- engaged.Each of these involves choices ■Percent of high-risk youth may want to volunteer to help with tions by jointly sponsoring activities that potentially limit psychological, �o% (those reporting 4 or more at-risk behaviors) activities in which your own children and providing students with infor- h sical or economic well-bein dur- vercent of low-risk youth •Collaborate,don't compete.Redefine p y g 60% fthose reporting 1 or no at-risk behaviors) are not involved.As adolescents get mation about opportunities for ing adolescence and adulthood.While goals in terms of community needs involvement. older,they frequently prefer this less rather than organizational needs. these behaviors vary widely to the 50% direct role. extent they place a youth at risk,nearly •Increase service opportunities for everyone agrees that these behaviors 40% '� •Wark to increase diversity of youth outh,not onl within the school but � •Advocate and support youth-serving �volved and the number of opportu- y y are not positive and are likely to be o � ; between school and communi 30/o organizations and school extra- nities per youth that are available on � health compromising. - curricular activities with financial � ' a community-wide basis.The criteria 20°�° contributions,volunteer hours and •Reorient athletic,music,and other Communities studied in"Healthy should not be how much a few are words of support to those holding programs so there is maximum par- Communities,Healthy Youth"varied �o% doing,but rather how many are doing . . the purse strings. ticipation. considerably in the percentage of youth something useful. o/o �. � , who engage in specific at-risk behav- � Least Healthy A�erage Most Healthy •Encourage youth to assume mean- iors.For example,youth who are sexu- Commurlities Communities Communities •Work with schools and other organi- � {�roles in all levels of decision- zations to implement a regular audit g ally active(i.e.,having had intercourse 7.7 2,2 1.6 making for the school. � two or more times)ranged from a low Average Number of At-Risk Behaviors of youth opportunities. of 13%in one community to a high of •Participate in community-coordinat- 57%in another community. ing groups and task forces. 16 AT•RISK BEHAVIORS FEDERAL AND STATE RELIGIOUS ORGANIZATIONS BUSINESS CAN HELP GOVERNMENT CAN HELP CAN HELP AT RISK DOMAIN AT RISK BEHAVIOR A YOUTH IS AT RISK IF HE/SHE... •Develop a clear,positive youth devel- When religious organizations keep •Give parents and other em lo ees P Y ' ` - ' opment policy that provides a vision youth involved in services and other time to attend functions and build � ��������., 1. Daily Cigarette use Smokes 1 or more cigarettes per day of what communiry organizations activities,it does make a difference. community strengths through and families can do to help youth in mentoring,coaching,leadership on � ; 2. Frequent chewing Has used chewing tobacco 20 or more times in the their communities. •Increase youth involvement in com- committees and a variety of other tobacco use last 12 months a � , munity service. activities. s , � � _ — �` I , - . _` , " •Encourage the expansion of everyday I ������«�� 3. Frequent aicohol use Has used alcohol 6 or more times in the last 30 days serv�ces,opportunities and activities. •Make congregational facilities avail- •Develop school/business artner- p • Ultimately,such an approach is likely able to compatible youth-serving ships that begin to make both groups 1 'i 4. Binge drinking Has had 5 or more drinks in a row,once or more in the � to be more effective and less costly organizations. aware of the needs,challenges and � ���'` ��� last 2 weeks � ; than treatment for the casualties of resources of the other. � - _ . _,_ _ _ . : __« . . . _ _ � ignormg such services. •Sponsor diverse social and religious �L�.����4��1��5 5. Frequent use of illicit drugs Has had marijuana,cocaine or crack,PCP LSD, activities. •Sponsor teams and other activities amphetamines,heroin,or other narcotics 6 or more ' •Through funding priorities,encour- for youth. times in the Idst 12 months age local communities and organiza- •Avoid duplicating—and thus com- - tions to develop strategies that take peting with---community-based •Invest directly in youth service orga- SEXUAL ACTIVIT�' 6. Sexually active Has had sexual intercourse 2 or more times seriously the specific,unique needs programs. nizations. of the particular community.This can 7. Non-use of contraceptives Is sexually active,and self or partner does not always be done by gathering and analyzing •Work with other religious and non- •Support academic and work- use contraceptives local data about youth and the com- sectarian community organizations readiness programs that motivate i __ _ _ ' ` ` -- ` -- - - - munity as a central part of program in everything from advocacy to shar- youth and provide developmental DEPRESSIl�N,� 8. Depression Is sad or depressed most of the time or all of the time development,implementation and ing facilities,joint programming and opportunities. Su����� evaluation. community-wide task forces. 9 Attempted suicide Has attempted suicide once or more p ANTI-SOC6�� 10. Uandalism Has destroyed property"just for fun"2 or more times � BEHAVfOR in the last 12 months LOCAL GOVERNMENT = CAN HELP 11. Group fighting Has taken part in a fight between two groups or gangs ; 2 or more times in the last 12 months 12. Police trouble Has been in trouble with the police 2 or more times in Local government must recognize the last 12 months how to be most effective in empower- ing communities to function optimally 13. Theft Has stolen something from a store 2 or more times in for youth. the last 12 months ' 14. Weapon use Has used a knife,gun,or other weapon "to get something •Create coordinating task forces on from a person"2 or more times in the last 12 months youth issues.Use governmental "" '" - � v `` ` ` ° - .:,,.-.-�_ power and influence to convene and SCHOOL PROBLEMS 15. School absenteeism Has skipped school 2 or more days in the last month empower other groups to become involved in solutions. 16. Desire to drop out Wants to quit school before completing high school •Encourage direct involvement of youth wherever possible. CONIMUNRY HEALTH CHECKL�T �}k�: �. : ��Y l � � y� ,��>- How strong is your community in providing a healthy environment for young people?Use this checklist to rate �- i `' ' strengths of your community.Checkmark those characteristics that are strong,then compare and dis- � ;;� cuss your perceptions together—and decide what you can do to make your community �� '� ' � a better place for teenagers. "� ��°�y � '��"� � �,�� . : y � ;,,, „ >� - v� ��3, : �� � �. �' �r�s ��s �raKs �a� ao�rrrm�cn� ' How Families Can Contribute Most young people in the community experience positive and supportive family life. " Most young people have positive relationships and communicate well with their parents. ����� Y0��� Most parents in the community monitor teenagers activities,express concern,and MMU N IT I ES H E HEALTHYCO provide discipline. ' How Schools Can Contribute Picture two communities in the Mid- Communities have a tremendous effect Teachers care about and encourage students. west.Both are relatively small.Both on the journey of children into adoles- Students try hard in school,care about school,and want to continue their education have similar demographic and eco- cence,because adolescents spend beyond high school. nomic profiles.From a distance,these decreasing amounts of time with their Students receive support and involvement from parents in school-related activities. two communities seem remarkably families and increasing amounts of alike. time in peer,school,church and other How Community Organizations Can Contribute community contexts."Healthy Com- Churches and synagogues offer programs that actively involve young people in But when you zoom in more closely, munities,Healthy Youth"seeks to their services. significant differences emerge.You break new ground in our understand- Extracurricular activities and community youth organizations involve most teenagers in discover that more than 46 percent ing of how communities impact posi- some structured,planned activities at least two hours every week. of youth in one of these communities tive youth development. Adults(other than parents)are available to young people for serious conversations engage in at-risk behaviors such as on important issues(for example,through programs such as mentaring). heavy alcohol or other drug use,sexual The findings suggest that families, activity,attempted suicide and delin- schools,churches,media,businesses, How Teenagers Can Contribute quent behaviors.In the other,only nine government and other segments within Most teenagers avoid risky behavior such as skipping school,drinking alcohol frequently, percent do. the community must work together , to address common concerns,share using other drugs,or attending drinking parties. What's the difference between the two resources and create a better world for Most teenagers don't place excessive emphasis on having lots of money,having lots of fun, communities?What,if anything,hap- our young people. or being popular. � pens in the second community that Most young people spend time volunteering to help others. deters at-risk involvement?Can it be Most teenagers think it's important to help other people,reduce hunger and poverty,and replicated in other communities? make the world a better place to live. Most young people have responsible values such as valuing sexual abstinence,not drinking and driving,and not riding with drunk drivers. The more of these strengths that are present in a community,the healthier a community will be for young people.Give special emphasis to teens'ratings,since their perceptions are what guide their behaviors. H�wi inryxtr�xT ORGANIZATIONS PROMOTINi � -rn�s repQ►�Was pre�ar�d by or oa�e HEALTHY COMMUNITIfS Blyth,director of research and evalua- F0�YDUTH � tion at Search lnstitute in Minneapolis, � '' MN,for RespecTeen,a nationwide National Collaboration for YQuth � effort aimed at helping parents,adoles- 1319 F Street NW, Suite 601 u cents;schools,youth-serving;agencies, Washington, DC 20004 - congregatians and cammunities work (202)347-2080 ;together in pramoting positive youth � development. This unit of the National Assembly _ Y of National Voluntary Health antl One component of RespecTeen is ' Social Welfare Organizations has deve "Prafiles ot S�ud�r�t L'+#e:Attitudes �r oped several useful resources, includ= '.and Behaviors;' a 152-question survey ing "The Community Collaboration- developed by Search Institute.This � Manual" and "Making the Grade: self-reported assessment tool mea- Community Workbook" suresstudents' perspectives,values and behaviors: RespecTeen offers this National League of Cities assessment toof free of charge to com- 1301 Pennsylvania Ave., NW �munities. -� Washington, DC 20078 Between Septe�nt�r 1.989 and Septem- (202)626-3000 ber 1991,24�schools and/or commu- This organization's Children ar�d Familie? nities compi�ted this study, including � in Cities project provides services and almost 9{},(I�fl yauth in�rades 5-12. resources for local governmentafi#icials his report is a com�vsfte look at , interested in furthering the wel�-being th-12th gr�c�e student��n 112 com- � of children,youth and families.Sir��ls, unities sirniiar to#Mose in which 59% * copies of a booklet titled "Your City's , f the U.S. pr�putatiorrl�ve: relativefy Kids"are available free of charge. mall,separate cornmunities with f�wer han 27,Q�0 resit�ents." Parent Action Network � Box 4332 ommunities were sele�cted to en5ure Rockford, IL 61110 hat the s#udent surueys�sed uvere (815)962-2344 airly representa*���{y�s chool-�onneGted�tcau�h.w�key ind�- � This organization is a grassroot����a� ators'�or whic#�repr��at;ve nat�onal of parents who seek to mobili�c�h� , ata are av�il�.k�;firttfi�^r�s are rernark- ~ parents into effective commurti'�-wiz�e bly simifar i�thPs rapc�rt,Thus,the � prevention networks for youth�.Tfte. indings rnost likely appty tc�arry com- S group encourages mutual suppcart' unity. among parents, lobbies organiz�tion5 ` and government to create a pc�5it�ve or more informatis�n t�n c4nducting � climate for youth, and publish��a e "Profiles of S#udent Life" suruey quarterly newsletter. your�ommunity,p�ea�eall the espeeT+�n tt���-fr��nurnber: ' Search Institute 800-8$8-382U Thresher Square West , 700 S.Third St.,,Suite 210 Minneapolis,MN 55415 ' ' i Ef iV �$oo>ggg-�g28 'i An applied research organization,Search Iping Parenfs and Tcens Respect Each Other-nnd Themselves ' �n$tltute C�n"IUCt$�n-depth res�ar,�y��..�� �j' u l.t l children and youth,and offers consulting and evaluation services and publications } to communities concerned about posi- . 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V U Mb p q d �"�� �.,��,� �, �� \��'�k � � . 4 :. r ��Y �M� ���µ��� ��� �'v���� �a � � � '. � � � � ��"�G� �p1 m �W� ��� an � 4""y s � �i�"�\\ � � �, ����"�,� �y, � ` ��� ��� �y���� M��w��a��` � � �? � "� �t^` `�� � � N���Y ��� `a•v�`a �"�^�� ��"�'�`" �� �� \ � �� w ���� �, ��� � �,. 3 . � �F �,� a�� * �a'�"'�,p,h"'.., .�„ � . } . . . . S�Y� � C \ �u"��.� ,� k�� � p�` . . ��� ����"�ti, �bi����a ,�y,�^ ����M��� �� �„; � �a� ,�, � ��`;, : .� �n s ,��': . . . .. ��,`';. � � . �t�, � � ���� � �� � �� �:� �. .. . . � y � � ���� �� � �� ���� ����� ����a�������� �� � � � �� I CI '� � �� � � � �.���.nq�a�.uo� sai��u n ua uao� n�rt�� ��� ���� �� � � .:� a � � �� � �� � � , F .: ., � ., , ; ,, � . � � � � � , � _ � - � - � � "The single most important thing we can do �ave ��e�qe to stop violence is to change our attitudes." GP�NST Vjp�F " Arne H. Carlson, Governor �Q` tiC As a PAVER, I pledge to take "assertive ac- �Q� �( Y � tion" to stop the cycle of violence and PAVE the '�We have to demand that the world become a �cc, way to a violence free society by: safer place in images and reality so children p��� can once again have a childhood." Being a positive role model. Misti Snow, Star Tribune Mindworks Editor Discouraging violence-oriented behavior. "I have long maintained that if we are ever to Trearing myself and others with respect. reduce criminal behavior in our society, in- cluding crimes of violence, the two keys to Avoiding violent language or terms which make doing so are education and prevenrion.That is aggression sound positive. why I fully support efforts such as yours." James C. Backstrom, Refusing to participate in derogatory jokes or Dakota County Attorney stories aboutwomen,minorities,rape,or violence. ���1� If you are not part of the solution, Encouraging my school district to implement a then you are part of the problem! curriculum on non-violent conflict resolution,as- ________________ the wa y to a sertive communication techniques, and violence YES! I/We would like to become a PAVER prevention. Violence � Refusing to watch or listen to music,TV programs, �Pe°p�e Against ViolencE membeR) films,videos,orcommercialsthatglorifyviolence, free society. exploit women/children,or link sex and violence. Name Complaining to producers, networks, and adver- Address P.�. Box 1174 tisers aboutprograms,commercials,andproducts that promote violence. City/State/Lip Lakevi I le, MN 55044 (612) 435-6317 Contacting my legislators and asking them to sup- Phone port victims service organizations and organiza- Make check(s)payable to: tions that work to end violence. ��,e�"Y�'°��F PAVE, InC. Promoting non-violent solutions to problems. aW`� p�� �' P.O. Box 1174 Lakeville, MN 55044 Teaching respect for differences in sociery. (612) 435-6317 Celebrating each individual's unique and special qualities. PAVE,Inc.is a non-profit organization sapported by Believing that "I"can make a difference!!! caring,generous individuals and groups. �io2ev�ce is a People Against ViolencE, Inc. is an IN- s citizens who are concerned CLUSIVE organization. Since no fragment of 2ea�ed bel�avio�r. about the future of our society, society has been left untouched by violence, People Against ViolencE serves we encourage ALL people to join our efforts. t can be un2eaarvled. to change the attitudes of people We want to motivate people to think about ��� about violence through eduCa- ALL forms of violence and ways they can tion so they may start taking as- work to reduce violence in their lives and PAVE intends to educate people by de- sertive action to reduce violence communities. Many organizations focus on a fining violence so that everyone can recognize in their lives. certain type of violence-PAVE strives to look violence in their lives. As a society, we have at the whole picture. become so desensitized to violence that we are � beginning to accept it and to adapt to living in Our organization will also serve as a link a violent world. between other community groups working to eliminate specific kinds of violence. PAVE encourages people to voice their opinions, not only about what they believe is Working together, we can ALL make a unacceptable,but also about what is good.We PAVE's GOALS: real difference in eliminating violence and believe that if people express their preference making our world more peaceful. for non-violence,pressure will mount against the use of violence.We believe there should be ! to change people's attitudes about violence social consequences and legal consequences through education; PGP�NST VIp�F�c for the use of violence. � toprovide the information and tools needed Q�.`� � 1� F to take assertive action against violence; �4 �y� We, the silent majority, must come out � p��� from behind our locked doors and say, � to promote conflict resolution skills as a "The violence stops here. non-violent way to solve problems; The violence stops now." ! to distinguish the difference between ag- We CannOt 8ff01'd nOt t0! gressive,passive,and assertive behaviors; � If not here . . . . where. and If not now . . . . when? ! to include all facets of society. � If not you . . . . who.