MAKING A R.E.A.L. DIFFERENCE.

Although the Austin Parks and Recreation Department's Get R.E.A.L. (Recreation, Education, Activities Leader) program is still in its infancy, it has already positively affected the lives of a number of children and teens in this south-central Texas city of 350,000. Since February 1998, eight Roving Leaders (RLs) and their assistants have gone into the city's neighborhoods to work with kids who are particularly vulnerable to gangs, drugs, violence, and alcohol. Their goal is to "guide" kids into healthy lifestyles and help them make good choices for the future.

The Roving Leader program was created as part of Austin's Social Fabric Initiative, which began in 1996 with the Austin City Council's approval of funding to enhance youth programs and services. By electing a city council committed to advocacy and funding for youth programs, Austin's citizens sent a message that youth services was a priority. The initiative provides funds for a variety of programs that form a fabric, or net, designed to support youth who have fallen through cracks in other social structures. Two council members, Beverly Griffith and Gus Garcia, were particularly aware of the potential of the parks and recreation department, and provided important support for the initiative.

Jesus M. Olivares, director of the Austin Parks and Recreation Department, was also instrumental in convincing the city council of the need for new and expanded programs to serve the city's youth. Under Olivares' leadership, the department created Totally Cool, Totally Art (a visual-arts program offered at recreation centers); the Non-Traditional Program (a teen club designed to help keep youth in school and off drugs); Summer Teen Recreation Academy (a drop-in program operating at middle and high schools); and many others.

Although a considerable number of teens have been drawn to these programs, others have not. As one Roving Leader observed: "The rec centers don't have the resources to actually get out into the community as much as we are out there. It wasn't just like I said, `OK, this program is happening Wednesday night at Zaragosa, and go ahead and go.' I have to tell kids three weeks in a row and go talk to the parents.... In some cases, parents are unwilling to let them go because they think there is nothing but kids hanging out there, or maybe bad things are going on there, or they may have heard a couple of bad things. These kids and parents just don't take the time to find out what is going on at the rec center."

So the Roving Leader program was created to provide outreach to kids not currently served by the parks and recreation department. Described by the organizers as a "recreation center on wheels," the leaders roam their communities, carrying equipment and supplies for impromptu games, crafts, and athletic activities. The activities, however, serve primarily as a "hook" connecting the leaders with the children. RLs spend their time at housing projects, apartment complexes, parking lots, street corners, and sports centers seeking out youth and teens in need of positive, fun ways to spend their time.

The Roving Leader program idea is not a new one. In the mid-19th century, churchmen and charity staffers worked with young delinquents and gangs in the slum areas of America's emerging cities. In the 1930s, a Roving Leader-type program was initiated in Chicago; similar efforts sprang up in New York in 1948 and in many other cities in the `50s (Bannon, 1969). In the '70s, San Antonio launched a Roving Leader program in response to the question, How can we reach those youngsters who are hanging out on street corners and not coming to our recreation centers? Budget cuts forced the program to shut down in the 1980s, but in light of growing youth-crime concerns, it was reborn in 1992 (Crompton & Witt, 1997).

What makes Austin's program unique is how well it fits into the overall goals of the department, and its coordination with other programs the department offers. Each Roving Leader, with an assistant, has been assigned an area of the Austin community. Within this area, the RLs go where the kids are; they are not tied to a particular site. In some cases, kids are referred to the program by teachers, juvenile justice officials, or other sources within the community. While traditional park and recreation programs try to build high numbers of participants, the Roving Leader program, taking a youth-development approach, tries to focus on individual kids.

RLs target youngsters ranging in age from 10 to 18. Although diverse, the kids share many characteristics. Most are poor or lower-middle class. Many live in single-parent families headed by a mother or grandmother. In some cases, a father or mother is incarcerated, dead, or has never been part of the household. Many of the kids are exposed to gangs, drugs, and alcohol at home or in their neighborhoods and schools. Many have witnessed violence, some even waged against members of their own family. Many have had behavioral problems at school, and some have been suspended. A few have been arrested for offenses such as shoplifting or selling drugs.

Most of the kids that the RLs target suffer a lack of structure and consistency at home. Many have had few or no positive role models and little personal attention or emotional support. They have had little or no opportunity to get outside of their neighborhoods to see how other people live or to develop recreational and cultural interests. In some cases, they have had heavy responsibilities -- such as taking care of younger siblings or doing the majority of the housework -- placed upon them at an early age.

There are several reasons why a Roving Leader program is an ideal strategy for tackling the aforementioned problems. One of the Roving Leaders' greatest assets in making meaningful contact with youth is that they do not pose a threat. Roving Leaders are not there to inform on or arrest youth; they are there to say, "We're going mountain biking. If you think you can hang, let's go out and have some fun."

Another important strength of the program is its flexibility. It allows leaders to do what participants need -- when they need it. For example, if a teen has been suspended from school and his or her parents do not speak English, a Roving Leader can go with the teen to the school and help work out reinstatement. In one instance, a frantic parent called a Roving Leader because her son had run away from home. Because of the trust and respect the RL had built with area teens, they informed him of the runaway's whereabouts. The Roving Leader convinced the teen to contact his mother and return home.

Program Goals

At the beginning of the program, staff, under the direction of program manager Janet Martin, CLP, agreed to a set of program objectives. They also identified means to achieve these objectives (Fig. 2). As a result of the Austin program, RLs hoped to increase participants':

* Perceptions that they are involved in meaningful experiences (safe and secure activity environment).

* Repertoire of free-time experiences and abilities (new experiences).

* Resources to deal with difficult personal and family issues (avoidance of risk behaviors).

* Motivation to stay in school and achieve or maintain passing grades (school achievement).

* Ability to make positive choices about drug and alcohol usage, sex, and gang membership and activities (avoidance of risk behaviors).

* Trust and respect for other youth, adult mentors, and authority figures (mentoring).

* Citizenship, leadership, and job skills (job and other skills).

* Knowledge of people from other backgrounds and neighborhoods (cultural awareness).

FIGURE 2: PROGRAM OBJECTIVES AND MEANS FOR ACHIEVEMENT

OBJECTIVE                            MEANS FOR ACHIEVING OBJECTIVES

(As a result of participating in
the program, participants will:)

Increase their perceptions that      a) Provide settings (building,
they are involved in meaningful         place to hang out,
experiences (safe and secure            activity, group) where
activity environment),                  youth/teens can feel a
                                        sense of belonging.
                                     b) Encourage youth/teens to
                                        participate in organized or
                                        drop-in recreation
                                        activities at Austin Parks
                                        and Recreation Department
                                        centers or other
                                        facilities.
                                     c) Provide opportunities to
                                        interact with other youth/
                                        teens in a positive manner.
                                     d) Provide mentoring support
                                        from caring and interested
                                        adults.
                                     e) Provide opportunities to
                                        take part in community-
                                        service activities.
                                     f) Provide means for achieving
                                        a sense of belonging
                                        without having to join a
                                        gang, or upon leaving a
                                        gang.

Increase their repertoire of free-   a) Help remove barriers to
time experiences and abilities          youth/teens participating
(new experiences),                      in activities in other
                                        neighborhoods by providing
                                        opportunities for and
                                        transportation to
                                        participation in events
                                        outside the neighborhood or
                                        local community (field
                                        trips and special events).
                                     b) Provide opportunities to
                                        participate in recreation
                                        activities in the
                                        community.
                                     c) Encourage youth/teens to
                                        participate in organized or
                                        drop-in recreation
                                        activities at APARD
                                        recreation centers or other
                                        facilities.
                                     d) Provide opportunities to
                                        increase activity skills.

Increase the resources youth feel    a) Provide adult mentors to
are necessary to help deal with         talk with teens about
difficult personal and family           difficult issues.
issues (avoidance                    b) When necessary, provide
of risk behaviors).                     referrals to appropriate
                                        organizations and agencies
                                        that can provide youth/
                                        teens with assistance.

Increase their motivation to be or   a) Show interest and discuss
stay in school or alternative           advantages of staying in
school settings, and achieve or         school.
maintain passing grades (school      b) Create partnerships with
achievement),                           schools in the community.
                                     c) Provide access to
                                        opportunities for tutoring.
                                     d) Provide educational tours
                                        to community colleges,
                                        universities, or local
                                        businesses.

Increase their ability to make       a) Create an atmosphere where
positive choices about issues like      they feel comfortable
drug and alcohol usage, sex, and        discussing issues with
gang membership and activities          program staff.
(avoidance of risk behaviors).       b) Utilize services of outside
                                        organizations (when
                                        feasible) to provide
                                        information about drug and
                                        alcohol abuse and safe sex/
                                        abstinence practices.

Increase their trust and respect     a) Provide opportunities to
for other youth/teens, adult            interact with positive
mentors, and authority figures          adult role models (Roving
(mentoring).                            Leaders, center staff, and
                                        other community youth/teens
                                        leaders).
                                     b) Provide opportunities to
                                        interact with other teens
                                        in an environment that
                                        encourages trust and
                                        respect.
                                     c) Provide an atmosphere where
                                        adults keep their promises.

Increase their citizenship,          a) Provide workshops, training
leadership, and job skills (job         sessions, and guest
and other skills),                      lecturers.
                                     b) Provide incentives for them
                                        to become involved in these
                                        activities.
                                     c) Provide opportunities to
                                        display leadership and
                                        good citizenship, and
                                        demonstrate work skills.
                                     d) Identify opportunities for
                                        them to make a difference
                                        through volunteer
                                        experiences.
                                     e) Build awareness of the
                                        value of having good
                                        leadership and job skills.

Increase their knowledge of          a) Provide opportunities to
persons from other backgrounds a        interact with teens from
nd neighborhoods (cultural              other recreation centers
awareness).                             and ethnic and cultural
                                        backgrounds.

The RLs began their efforts with door-to-door surveys in neighborhoods likely to fit their program descriptions. Questions touched upon subjects such as what recreation resources were being used, how many minors lived in particular households, and what problems parents and children would like to see addressed. In response to the last query, the lack of recreation centers or programs, high crime rates, and even complaints about inconsistent trash pickup were listed.

The surveys supplied the information necessary to develop a program that would fit the needs of Austin's diverse community. Survey respondents appreciated the fact that they had been consulted and their needs and opinions had been heard. This encouraging indication of community cooperation and support was essential to RLs integrating into their assigned areas. The surveys also brought the word to the street that the Roving Leader program would be available as a referral service. When a Roving Leader supplied a citizen with a contact number, thus improving trash pickup, it would build trust and respect and provide an opening for introducing families to other community services.

From the very beginning, the Roving Leader program has benefited from close association with the Austin Police Department and the Park Police. Roving Leaders have gone on "ride-alongs" with the Park Police, who point out hot spots and share their knowledge of the areas they patrol.

The program has also gained the support of professionals from other community agencies. Rachel Wulbert, a social worker with the Montopolis Neighborhood Center, noted: "The program has provided another avenue for children to have a positive form of recreation and mentoring. Programs such as these are needed to help teach children a better direction in life. Consistent exposure to this program within the Montopolis community will show residents another side of the city of Austin."

Serious Fun

Program participants don't just do anything; they do everything. Activities include caving, camping, hiking, canoeing, mountain biking, fishing, tutoring, community/park cleanups, freestyle break dancing, athletic activities, anger-management classes, the Kids on Bikes program, gardening, fine arts/music programs, graffiti wipe-outs, and visual arts programs. Special events include the Ladies Night Out retreat, the Get Hopping Easter Egg Hunt, Water Day at Lake Long, and Super Saturdays, which are held once a month in conjunction with the Travis County Juvenile Department. On Super Saturdays, the Roving Leader staff provide three hours of activities highlighting cooperation, communication, leadership, and trust-building.

Many of these activities take participants out of their communities and place them in recreation situations with cross-town youth. As they mix and get to know each other, superficial boundaries crumble. Furthermore, by taking participants out of their element, they are more likely to gain new perspectives on themselves and their home. For example, Ladies Night Out united 40 girls from different parts of the city.

According to one of the program leaders:

At first they didn't mingle too well, but then they started talking and ... they stayed up all night. At the end, the people that they didn't want any contact with, they started having contact with them. They kind of became friends. We had guest speakers come in, and they motivated the girls to think about life and the tools they will need to be successful. There were friendships that developed, and we are going to do it again some time in August so these girls will have a chance to come back together again.

Whether it is camping, bowling, boating, or a visit to the rodeo, youth participants in the Roving Leader program -- as well as the Roving Leaders themselves -- experience many activities for the first time, especially high-adventure activities like caving and hiking. Through the program, "participants get to experience the positive things that go on outside their community," related one leader, "because nine times out of 10, when they are involved in recreation at home, it is not a positive kind of recreation. The activities show them there is something else they can do, go out, have a good time, and [not] get into trouble."

It is these experiences, which create bonds between the leaders and the participants, that make the program effective. While the activities attract teens to the program, it is the relationships they form with the leaders that keep them coming back. Keeping participant numbers low is a critical factor in creating and maintaining these relationships. Unlike with many recreation programs, the emphasis is on individuals, not numbers.

Because of the individualized nature of the program, it was not anticipated that Roving Leaders would work with large groups. However, in a number of communities, leaders were confronted with an overflow of kids who wanted to be involved in activities, forcing a compromise. Leaders plan and operate programs at specific community sites (parks, housing projects) yet also target specific kids for more in-depth involvement. When participants appear ready, RLs help them shift to recreation center-based programs like the Totally Cool, Totally Art program.

A Roving Leader's involvement goes way beyond providing recreation for participants. "We are not just Roving Leaders, go. hag out there conducting activities. We are turning into surrogate parents. We are not only helping the parents; we are helping the brothers, the sisters, the aunts, the grandmothers. They all have problems, and we get calls, we get pages. The job just entails so much more than just dealing with a couple of kids, putting them in a rec center."

By getting out in the community, Roving Leaders get a glimpse of a teen's environment-home, school, and neighborhood. This helps them understand the big picture and enables them to tailor their relationships and services to the particular needs of each youth. While serving as positive role models, RLs can provide the structure, encouragement, and personal attention that are lacking in children's lives.

Leading by Example

The Get R.E.A.L. staff is truly the key to the success of the program. Roving Leaders are dedicated, outgoing individuals who care about their jobs and the youth with whom they work. They must be able to communicate with kids on their level without sounding preachy or condescending. The job requires that they understand the principles of youth development. They must be willing to work long hours in the outdoors, operate out of their own cars, knock on doors in "rough" neighborhoods, and work without the security of a fixed facility or a precise daily schedule. Above all, Roving Leaders must have patience and a strong desire to see "their" kids succeed and have fun. Although Roving Leaders work long hours, the job can be very rewarding.

One RL said: "To me, I don't need the pat on the back or the newspapers.... To me, it's just the kids that make it worthwhile. When they run up to me and say, `Oh, I missed you and I love you,' that's what this job is about. It's not the money; it's not the hours.... It's just being there for them when they need you. On this job, you can't go on vacation, because kids don't know what vacation is. If they need you at one in the morning on a Sunday, they're going to call you. And it's their emergency. And it might be something real small, but it's important to them. And to me, that's why we're here."

It's the ability to function as a team that's made the Roving Leader program successful. They work together on events, bounce ideas off one another, share referrals, and brainstorm solutions. Program staff meetings allow RLs to function as individuals in their own communities but still work together as a team.

There are many benefits of the Roving Leader program. According to Jesus Olivares: "The program is not just fun and games, it is a tool that has a lot of uses. It can be used to link the participants and their families to services offered in their community. It provides kids with the opportunity to relax their guard and realize it is OK to be a part of the team. The Roving Leader program is designed to redirect kids to positive activities at our parks and recreation centers. Even if we save just one kid's life, we have done our job. But, to date, the program seems to be doing much more than this."

Indeed impressive is the 44 percent reduction in juvenile crime that has been reported in the Dove Springs community of southeast Austin. Parents and members of the community attribute the decrease to the opening of a new recreation center in the area and the introduction of the Roving Leader program. The response to the program has been overwhelming in St. John's, which does not have a recreation center.

The effectiveness of the program has been evaluated in a study funded by the city of Austin and the National Recreation and Park Association, and conducted by Texas A&M University. The evaluation takes a case-study approach to documenting changes in participants' lives as a result of the program. With the ultimate goal of better understanding program outcomes and the methods used to achieve them, documentation is being kept on 16 program participants.

Grassroots and city council support for the Roving Leader program is vigorous and gaining momentum. As part of a comprehensive strategy to build communities and serve individuals, the Roving Leader program is making a significant difference in the lives of Austin's youth, their families, and their neighborhoods.

FIGURE 1: A PORTRAIT OF THE YOUNG PARTICIPANT

"VANESSA"

Vanessa is a 12-year-old black female who attends a regular school. She lives with her mother, grandmother, older brother, and cousin. Her father has never been around. The Roving Leader has not had much contact with the mother but noted that she does "pop off the handle." The RL did once see the mother in a drunken state, but he doesn't know if this is a recurrent problem.

The RL met Vanessa while doing outreach work within a housing project. Although there are gangs and drugs in the area, Vanessa is not interested in them. She makes average grades in school and has not had any behavioral problems, as far as the RL knows. Her grades have improved during her period of involvement with the RL program.

In the beginning, the RL saw Vanessa every day. At the end of the school year, he coached her on three softball teams, which involved practice three or four times a day. In the past three weeks, his contact with her has dropped to about twice a week.

Vanessa is interested in all kinds of sports. With her RL, she has also experienced new activities like canoeing and mountain biking. She had never before been to the greenbelt area of Austin. The RL noted that for Vanessa and the neighborhood kids, the housing project is "their own little world." They hardly ever get out of it and don't know too many people who live elsewhere. Vanessa also participated in other field trips including basketball games, a pizza party, and the movies. The RL introduced Vanessa to the Girl Scouts, which she likes a lot. It is a different kind of Girl Scout program, one that targets athletes. Rather than typical Scout activities, the girls gather to play softball and volleyball.

Vanessa's main problem has been a bad attitude. She is loud and obnoxious with both boys and girls. The RL says that Vanessa manages to get into trouble everywhere but school. She is a big girl, very athletic, and has an "overpowering personality." She likes to be bossy.

The RL's goal with Vanessa has been to work on this attitude, to "soften her up a little bit," and to break her harshness. He also wants to make sure she continues to excel at athletics and keeps her grades up. The RL has not had problems working with her, although his assistant has.

The RL's major accomplishment with Vanessa is that she has toned down a lot, particularly in the past month. He has given her certain responsibilities, such as making her his assistant at the project's playground site. He talked to her about "abusing her power" and told her she shouldn't yell at the other kids. Further, she should ask rather than tell people what to do.

In addition, Vanessa has had a history of being a quitter. If she got upset with a coach or someone else, she would just quit. She even tried to quit her RL's softball team, but he wouldn't let her. That she stuck with it the entire season was a second accomplishment.

The RL hopes to continue working with Vanessa through high school and help her go to college on a scholarship. He thinks she has a lot of potential.

References

Bannon, J. 1969. The roving recreation leader training guide. Department of Recreation and Park Administration. University of Illinois, Champaign.

Crompton, J.L. and P.A. Witt. 1997. "The roving leader program in San Antonio." Journal of Park and Recreation Administration 15 (2): 84-92.

Through a grant from the National Recreation and Park Association and funding from the city of Austin, Texas, Peter A. Witt, co-editor of the largely successful Public Recreation in High Risk Environments: Programs that Work, has been involved in evaluation studies of that city's recreation programs for the past five years. Along with Joni E. Baker, a lecturer with the Department of Recreation, Park and Tourism Sciences at Texas A&M University, Witt has documented the success of the Austin Parks and Recreation Department's fledgling Get R.E.A.L program. Basically "a recreation center on wheels," the program's Roving Leaders infiltrate the city's neighborhoods, guiding kids toward healthy lifestyles and helping them make the right choices for a productive future (p. 70).