Inspired by the pioneering work of Dr. Gisela Konopka, the Konopka Institute's goal is to get reliable information into the hands of everyone who is in a position to help adolescents.
Adolescence is usually described as 'pre' or 'in between' - a stage between childhood and adulthood. It is seen as a turmoil because one moves from a protected state into a state of independence. I prefer to see adolescence as a significant stage in itself, an 'adolescenthood' with new experiences and new strengths, not merely an interim period and a problem."
Dr. Gisela Konopka, D.S.W.
Professor Emerita of Social Work
University of Minnesota
Excerpted from "A Renewed Look at Human Development, Human Needs, Human Services"
Listening to New Voices: Youth Voices on Staying in School & Dropout Prevention in Minnesota
The staff of the Konopka Institute has issued a new report on youth attitudes and beliefs related to high school dropout prevention, retention and graduation. The report was made possible through the Minnesota Department of Education's (MDE) Dropout Prevention, Retention, and Graduation Initiative. Facilitated by Konopka Institute staff and the Initiative Steering Committee members, 196 students across 18 Minnesota communities statewide provided input for the report on what factors create the conditions for students to drop out of school and, more importantly, what educators, community organizations and policy makers can do to better support students to stay, and thrive, in school.
Click on the tabs below to learn more!
The Konopka Institute is built on a foundation of research that articulates what has been demonstrated to be effective in healthy youth development. Strategies based on the interrelatedness of youth health problems‚ a commitment to programs that work (“best practices”) or show promise of doing so (“best bets”)‚ and an understanding that adolescents must be viewed in the context of their families and their families in the context of neighborhoods and communities‚ are organizational hallmarks. Building upon these core values, the Konopka Institute is positioned to provide information‚ programs‚ and policy support to the youth-serving community.
Serving as an easy point of access to cutting edge research and experts at the University of Minnesota and in the community on a range of adolescent health-related issues.
Creating opportunities for focused thinking and discussion around specific policy‚ programmatic or systems issues.
Providing best practices/best bets information and the tools to adapt them for application at the state and local level.
Translating research into everyday language and in formats accessible to a wide variety of audiences.
The Konopka Institute is named after Gisela Konopka, D.S.W., recognized for her landmark work with adolescents. Her principles of working with youth and communities, articulated in a 1973 position paper, form the foundation upon which this Institute is built and continue to be consonant with the state and national agenda for promoting the health and well being of young people.
Konopka Institute's mission is to promote the adoption and adaptation of strategies, policies and systems that show the greatest promise of supporting healthy youth development. The overarching goal of the Konopka Institute is to improve the health and well being of all young people in Minnesota through a strategy that frames a "healthy youth development" approach to youth health-related issues, a strategy that incorporates problem prevention, developmental support, community-based change, and public policy.
Dr. Konopka, whose career spans more than 60 years, is a pioneer in the study of adolescent female development, culminating in two books: "Portrait of a Young Girl" and "The Adolescent Girl in Conflict." She is the author of at least one dozen books and over 300 journal articles.
Dr. Konopka has been the moving force behind numerous innovative methods in practice and research in social work and youth services. She has been a leader in making scholarly knowledge about youth available to those who need it most–the practitioners. It has been her unerring devotion to making human services humane that has characterized her outstanding career.
In the early 1970s Dr. Konopka was asked by the U.S. Department of Health, Education, and Welfare to write a paper articulating the fundamental requirements for healthy adolescent development. They remain relevant today and form the foundation from which the Konopka Institute operates.
Youth need to:
- Participate as citizens, as members of a household, as workers, as responsible members of society
- Gain experience in decision making
- Interact with peers, and acquire a sense of belonging
- Reflect on self, in relation to others and discover self by looking outward as well as inward
- Discuss conflicting values and formulate one's own value system
- Experiment with one's own identity, with relationships to other people, with ideas; try out various roles without having to commit oneself irrevocably
- Develop a feeling of accountability in the context of a relationship among equals
- Cultivate a capacity to enjoy life
Publications of The Konopka Institute
Growing Absolutely Fantastic Youth:
An eNewsletter for Maternal and Child Health Professional Invested in Adolescent Health
A continuation of the Growing Absolutely Fantastic Youth Guide to Best Practices in Healthy Youth Development, this series of newsletters is written expressly for State Adolescent Health Coordinators and their Maternal and Child Health partners. Each new issue tackles a topic related to the Coordinator's important work on behalf of adolescents.
Growing Absolutely Fantastic Youth This guide represents a synthesis of the research on effective prevention, intervention and health promotion strategies within families, schools and communities as they pertain to seven different health concerns. These adolescent health areas (alcohol/tobacco/other drugs, motor vehicle accidents, violence, suicide, risky sexual behavior, nutrition and physical activity) have been identified by the U. S. Surgeon General as needing critical attention. Up to 5 copies of Growing Absolutely Fantastic Youth can be ordered for free by contacting ODPVP@state.mn.us
Permission is granted to photocopy this publication.
Rinehart, P.M., & Kahn, J.A. (2000). Growing absolutely fantastic youth: A guide to best practices in healthy youth development. Minneapolis, MN: Konopka Institute for Best Practices in Adolescent Health, Academic Health Center and the Division of General Pediatrics and Adolescent Health, Department of Pediatrics, University of Minnesota, McNamara Alumni Center, Suite 260, 200 Oak Street S.E., Minneapolis, MN 55455
This report was prepared as the first step toward producing a research-based, user-friendly guide to strategies that are most likely to improve the health of youth in Minnesota (see Growing Absolutely Fantastic Youth: A Guide to Best Practices in Healthy Youth Development). Unlike the above version, this review of research organizes the information by health behavior (alcohol/tobacco/other drugs, motor vehicle accidents, violence, suicide, risky sexual behavior, nutrition, and physical activity) rather than location of the prevention, intervention or health promotion strategy (family, school and community). The report provides an in-depth review of the literature and recommendations from experts in the field. Program planners, grant reviewers, policymakers, schools, foundation staff, community organizers, and others concerned about youth will find this an ideal companion piece to the above publication.
Komro, K. A. and Stigler, M (2000). Growing absolutely fantastic youth: A review of the research on "best practices." School of Public Health, University of Minnesota; Minneapolis, MN.
This report presents recommendations for creating a health youth agenda, generated from meetings with nearly 300 people across Minnesota who work with or on behalf of youth. It is also identifies action steps for policy makers, funders, government employees, youth workers, youth, parents and citizens so that the vision can be realized.
Kahn, J.A. LaCroix, L.A., & Snyder, P.V. (2000). Health Futures of Youth/MN: Developing Programs, Practices, and Policies That Make a Difference for Youth. Minneapolis, MN: Konopka Institute for Best Practices in Adolescent Health, Academic Health Center and the Division of General Pediatrics and Adolescent Health, Department of Pediatrics, University of Minnesota, McNamara Alumni Center, Suite 260, 200 Oak Street S.E., Minneapolis, MN 55455.
What can professionals, parents, youth, and citizens do to protect themselves from violence? Lessons from the Experts presents responses to this question, both from professionals and from youth, and includes descriptions of some violence prevention programs that seem to have a good chance of success. Lessons from the Experts is a tool for health professionals and educators, maternal and child health directors and adolescent health coordinators, societies and professional organizations who work with children and youth, and the hundreds of government policymakers at local, county and state levels.
Mann Rinehart, P., Borowsky, I., Stolz, A., Latts, E., Cart, C.U., & Brindis, C.D. (1998). Youth violence: Lessons from the experts. Minneapolis, MN: Division of General Pediatrics and Adolescent Health, Department of Pediatrics, University of Minnesota & San Francisco, CA: Division of Adolescent Medicine, Department of Pediatrics and the Institute for Health Policy Studies, School of Medicine, University of California, San Francisco.
Reducing the Risk: Connections That Make a Difference in the Lives of Youth The first analysis of the largest and most comprehensive study of youth health in the United States. More information available online at http://www.cpc.unc.edu/addhealth
Blum, R.W, & Mann Rinehart, P. (1998). Reducing the risk: Connections that make a difference in the lives of youth. Minneapolis, MN: Division of General Pediatrics and Adolescent Health, Department of Pediatrics, University of Minnesota.
Report from the convening of 13 youth leaders to discuss the topic of developing public-private partnerships to improve the health and well-being of young people in Minnesota.
Konopka Institute. (1996). Round table number one: Developing public-private partnerships. Minneapolis, MN: Konopka Institute for Best Practices in Adolescent Health, University of Minnesota.
The Community Responds to Youth Violence: What Works? What Doesn't? A Special Report, January, 1994
A Special Report, January 1994 Report from a discussion of respected youth workers who discuss what they do, what works, and what does not work in addressing youth violence.
Konopka Institute. (1994). The community responds to youth violence: What works? What doesn't? A special report, January, 1994. Minneapolis, MN: Division of General Pediatrics and Adolescent Health, University of Minnesota.
"BestBets" Policy Briefs
"Best Bets" Policy Briefs are concise presentations of research findings on issues of critical concern to those who make or shape policies and programs.
"Teens are often very effective at communicating to us as adults that we have become irrelevant in their lives," says Michael Resnick, PhD, sociologist and professor in the Department of Pediatrics at the University of Minnesota. "And we, as adults, turn around and make the mistake of believing it."
Konopka Institute for Best Practices in Adolescent Health, University of Minnesota. (1999). "Teens really listen to their parents." Best Bets. Vol. 1, No. 1.
"While only a small percentage of youth get into serious trouble, research suggests inadequate educational achievement, life-threatening habits such as addictions, risky sexual behavior, involvement in crime and violence, and too-early childbearing cost teens and society big time," says Martha Burt, PhD, Urban Institute, Washington DC.
Konopka Institute for Best Practices in Adolescent Health, University of Minnesota. (1999). "Investing in teens: Saves dollars, makes sense." Best Bets. Vol. 1, No. 2.
This policy brief examines the knowledge and commitment of health care providers in Minnesota to existing consent and confidentiality laws.
Konopka Institute for Best Practices in Adolescent Health, University of Minnesota. (1999). "Protecting the health of teens: Consent & confidentiality laws." Best Bets. Vol. 1, No. 3.
This policy brief reviews the research literature on what is known to be effective in reducing violence in schools.
Konopka Institute for Best Practices in Adolescent Health, University of Minnesota. (1999). "Reducing violence: Schools can take a lead." Best Bets. Vol. 1, No. 4.
Best Practices in School-based Violence Prevention
What can be done to keep violence out of schools? This review of literature shows some "best practice" techniques for violence prevention intervention.
Smith, A., Kahn, J., & Borowsky, I. (1999). "Best practices in school-based violence prevention." Minneapolis, MN: University of Minnesota Extension Service.
Minor Consent and Confidentiality and Adolescent Health in Minnesota
Confidentiality and minor consent laws have proven to be effective in encouraging adolescents to seek treatment for certain health care conditions. But how knowledgeable and committed are Minnesota's health care providers about minor consent and confidentiality laws? This study looked at 30 adolescent health care providers in Minnesota to find the answers.
Hellerstedt, W.L., Fee, R.M., & Stevens, A. (1999). "Minor consent and confidentiality and adolescent health in Minnesota." Minneapolis, MN: University of Minnesota Extension Service.
The Gisela Konopka Lectureship was established with the support of Dr. Konopka’s friends and colleagues to honor her and her achievements on the occasion of her retirement after 30 years of contribution to the University of Minnesota. It carries on the important, unique tradition, of integrating theory and practice and humanizing services for children and youth.
Past Konopka Lectures
"Equity and Opportunity in Health and Education: What Would Gisela Do?"
Dr. Josie Johnson
Civil Rights Leader; Former University of Minnesota Regent, Associate Vice President of Academic Affairs and Senior Fellow at the Humphrey School of Public Affairs
Michael D. Resnick
Gisela and E. Paul Konopka Chair in Adolescent Health and Development; Past Director, Healthy Youth Development • Prevention Research Center and Leadership Education in Adolescent Health Fellowship Program
Hopkins School District 8th Grade Teacher; 2012 Coleen Yatckoske Middle Level Educator of the Year; Author of "SOAR: A Handbook for Closing the Achievement Gap"
TruArtSpeaks (Youth Advisory Board and Tish Jones, Executive Director)
An organization dedicated to cultivating literacy, leadership, and social justice through the study and application of Hip Hop culture
"The Panic Over Girls"
Mike Males, PhD
Center on Juvenile and Criminal Justice
What Does it Take To Leave No Child Behind?
Pedro A. Noguera, Ph.D., Professor
Steinhardt School of Education at New York University
“Democracy is Not a Spectator Sport”
Director of the Civic Engagement Project, University of Washington
“Building on Possibilities: Weaving the Fabric of Community”
Executive Director, Freeport West
“The Practice of Mentoring”
“The Roles of Parents, Peers, and Communities”
Laurence Steinberg, Ph.D., Professor
Pathways From Childhood Aggression to Youth Violence
James Garbarino, Ph.D., Professor of Human Development
Co-Director of the Family Life Development Center
Taming the Tempest of Teen Pregnancy
Henry W. Foster, Jr., MD
Rosa Lee Cunningham and The Plight of the American Underclass
Leon Dash, Pulitzer Prize winner reporter
They're Our Kids: They're Everyone's Kids
New Pathways & Partnerships for Kids
Judith Smith Musik
Ounce of Prevention, Chicago
Preventing Youth Problems & Promoting Youth Development: Competing Priorities or Inseparable Goals?
International Youth Foundation
Doing Right By Our Kids: A Case Study in the Perils of Making Policy on Television Violence
Patricia Wald, Circuit Court Judge
US Court of Appeals, Wash DC
Activating Communities to Reduce Risks for Health and Behavior Problems
J. David Hawkins, Ph.D.
University of Washington, Social Development Research Group
Humanizing Institutions that Serve Youth
Jan Berry, Executive Director
Special Lecture, 1992
Growing Up Female: How Stormy and Stressful is the Transition to Adolescence?
Jeanne Brooks-Gunn, Senior Research Scientist
Educational Testing Service, Princeton NJ
African-American Families & Children-at-Risk
Andrew Billingsley, Professor and Chair, Department of Family and Community Development
University of Maryland
Raising Children Who Will Run The World
Dr. Leon Chestang, Dean of Social Work
Wayne State University
Adolescent Development Reconsidered
Carol Gilligan, Professor of Education
The Magnificent Illusion: The Professional Social Worker's Search for Asylum
Jerome G. Miller, D.S.W., L.C.S.W.
Executive Director for the National Center for Institutions and Alternatives
A Renewed Look at: Human Development, Human Needs, Human Services
Gisela Konopka, D.S.W., Professor Emeritus
University of Minnesota
Adolescents in the 1980's: Toward Dynamic Youth Development
Norman A. Sprinthall, Professor
North Carolina State University
Youth Employment, Unemployment, Underemployment: A Continuing Dilemma
Ray Marshall, Professor Economics and Public Affairs
University of Texas
Juvenile Justice Reform: Agenda for the 1980's
Rosemary C. Sarri, School of Social Work,
University of Michigan
Social Aspects of Social Policy in Australia and Beyond
Jacqueline J. Goodnow, School of Behavioral Sciences
Macquarie University in New South Wales
“Social Science and Social Change: The Primary Prevention of Disturbance in Youth”
George W. Albee, Ph.D., Professor
University of Vermont
Those fateful moments when one abandons childhood to enter time.
Mary Lee Nicholson, Ph.D., Professor and Head of the School of Social Work
University of Alaska
Researchers in the 1970s and 1980s focused on young people who lived in contexts that we know predict poor social and psychological outcomes, such as poverty, familial conflict, and parental mental illness. Children and adolescents reared with these and other risk factors were considered to be at heightened risk for a variety of negative health outcomes...substance use, interpersonal and self-directed violence, emotional distress, and/or school failure.
In other words, risk factors are those experiences and circumstances that limit the likelihood of successful development.
Over time, researchers have come to several understandings about risk factors:
- Risk factors exist at multiple levels of influence - individual (eating lead, low verbal skills), familial (marital discord, large family), and environmental (social disorganization of formal and informal networks, poverty).
- Some are fixed (parental mental illness) and others are amenable to change or alteration (doing well in school).
- Risk factors are not static and their influence can be different in relation to a developmental phase.
- A poor health outcome is most likely an influence of multiple risk factors, not just one. It is the interaction of each that incrementally increases risk of poor outcomes.
- Risk factors put young people in jeopardy of a variety of negative health outcomes. In other words, suicide in the family puts young people at risk for substance use, pregnancy, violence and suicide.
The starting point of resiliency research were adolescent populations at high risk where youth workers and researchers recognized some youth did not merely survive but thrived under quite adverse conditions. The term resilience emerged from this area of study. Resilience is the capacity to recover and maintain adaptive behavior even after insult or trauma. These are kids who do well in spite of it all.
It is important to understand what resilience is and is not:
- Resilience is developmental in nature, stemming from biology and experiences in life.
- Resilience represents an interaction between the individual and the environment; it implies resistance to threat, but it is a graded phenomenon.
- Children who are resilient are flexible, but they are not invincible.
- Being a resilient person does not guarantee happiness.
- Resilience is not a trait that some have and others do not.
- Cumulative risk can defeat the most resilient individual.
With the strong interest in kids who were resilient, research and practice questions began to focus on the identification of protective factors: the circumstances, the experiences, the factors that buffer young people from involvement in behaviors and outcomes damaging to themselves and/or to others.
Protective factors are those factors that moderate the effects of individual vulnerabilities or environmental hazards.
Like risk factors, protective factors:
- Emanate from the complex interplay of environmental processes (such as school or community groups or institutions), familial processes (such as parent characteristics or behavior), self-system processes (such as competence and social responsibility), and individual characteristics (such as self beliefs and cognitive abilities).
- Like risk factors, they exist at multiple levels (individual, family, school, community).
- May operate in different ways at different stages of development.
- They often, but do not necessarily yield resilience.
Running parallel to the work on risk and protective factors was research tha led to an understanding that young people have a set of underlying needs--beyond biology--that, if met, will increase the possibility they will grow into caring, competent adults. This understanding, articulated as a "youth development" theory or concept, is gaining currency across the country.
Perhaps the best articulation of these underlying needs was developed in 1973 by Dr. Gisela Konopka, who was asked by the former federal Department of Health, Education and Welfare to write a position paper on the requirements of healthy adolescent development. Dr. Konopka's work remains relevant today.
Dr. Konopka's asserts that youth need to:
- Participate as citizens, as members of a household, as workers, and as responsible members of society
- Gain experience in decision making
- Interact with peers, and acquire a sense of belonging
- Reflect on self in relation to others, and discover self by looking outward as well as inward
- Discuss conflicting values and formulate one's own value system
- Experiment with one's own identity, with relationships; try out various roles without having to commit oneself irrevocably
- Develop a feeling of accountability in the context of a relationship among equals
- Cultivate a capacity to enjoy life
Strategies, practices, frameworks or approaches that have been proven effective. "Evidence-based" practice or "science-based" practice are interchangeable terms for best practices.
Strategies, practices, frameworks or approaches that appear to be effective, but where the research is not sufficient to declare a best practice. The term, "best bets," has been coined to capture the concept of promising strategies.
Listening to New Voices Report 2009
Listening to New Voices:
Youth Voices on Staying in School & Dropout Prevention in Minnesota
The staff of the Konopka Institute has issued a new report on youth attitudes and beliefs related to high school dropout prevention, retention and graduation. The report was made possible through the Minnesota Department of Education’s (MDE) Dropout Prevention, Retention, and Graduation Initiative. Facilitated by Konopka Institute staff and the Initiative Steering Committee members, 196 students across 18 Minnesota communities statewide provided input for the report on what factors create the conditions for students to drop out of school and, more importantly, what educators, community organizations and policy makers can do to better support students to stay—and thrive—in school.
PDF of Listening to New Voices Report
Why listen to youth voices?
Students spend about 20% of their waking hours at school. Making school “matter” means creating an inviting place to learn, explore and cultivate meaningful relationships that create a life-long passion for learning.
Research has shown that school connectedness is one of the most critical protective factors in the lives of young people.
Addressing the dropout issue will require cross-agency collaboration and the sustained input and participation of youth, schools, families, communities and non-government entities like foundations, businesses and places of worship. And there are resources to help:
- National Dropout Prevention Centers at www.dropoutprevention.org.
To request a hard copy version of the Listening to New Voices report from the Konopka Institute, e-mail firstname.lastname@example.org.
Links and Resources
DISCLAIMER - This site is published by the Konopka Institute for Best Practices in Adolescent Health. The materials presented herein are for informational purposes only. We have not screened each individual or organization that appears on this site or that is electronically linked to this site. The appearance of an individual or organization on this site is not intended as an endorsement. We urge all users of this site to conduct their own investigation of the products or services identified herein.
Clicking on these links will take you away from the Konopka Institute and University of Minnesota Department of Pediatrics Websites. Use your browser's "back" button to return to our site.
Links are listed according to subject headings. To go directly to the links of a certain subject, click on that subject heading below.
- Adolescence & Adolescent Health
- Alcohol, Tobacco & Illicit Drugs
- Communities Of Color
- Federal & National
- Gay, Lesbian, Bisexual & Transgender Youth
- General Prevention
- Juvenile Justice & Crime Prevention
- Mental Health & Suicide
- Minnesota Agencies & Organizations
- Policy & Advocacy
- Research & Data
- Sexual Health
- Violence Prevention
- Youth Development
- Youth Programs & Services
Indiana University's Adolescence Directory On-Line
National Adolescent Health Information Center
Partners in Program Planning for Adolescent Health (PIPPAH)
Strategies for Finding Adolescent Health Resources for Professionals
Action on Alcohol and Teens
Alcohol-Related Injury & Violence
The Alliance Project
CDC's TIPS: Tobacco Information and Prevention Source
Center for Substance Abuse Prevention's Model Programs
ImpacTeen: A Policy Research Partnership to Reduce Youth Substance Use
The Lindesmith Center
The Marin Institute for the Prevention of Alcohol & Other Drug Problems
Minnesota Join Together: A Coalition to Reduce Underage Drinking
Minnesota Partnership Against Tobacco
Minnesota Prevention Resource Center
The National Center on Addiction and Substance Abuse at Columbia University (CASA)
Office of National Drug Policy Research Center
Office of National Drug Control Policy
Pacific Institute for Research and Evaluation
Rand's Drug Policy Research Center
African American Family Services
American Indian Research and Policy Institute
Asian and Pacific Islander American Health Forum
Association of Asian Pacific Community Health Organizations (AAPCHO)
The Center for Cross-Cultural Health
Centre for Asians and Pacific Islanders
Chicano Latino Affairs Council
Chicanos Latinos Unidos En Servicio
Confederation of Somaili Community of Minnesota (CSCM)
Council on Asian-Pacific Minnesotans
Helping Youth Succeed: A Bicultural Parenting Guide for Southeast Asian Families
Hmong American Partnership
Hmong Cultural Center of Minnesota
Institute on Race and Poverty
International Institute of Minnesota
Lao Family Community of Minnesota
Migizi Communications, Inc.
Mille Lacs Band of Ojibwe
Minneapolis American Indian Center
Minneapolis Urban League
Minnesota Indian Women's Resource Center
National Alliance for Hispanic Health
National Asian Women's Health Organization
National Association for the Advancement for Colored People
National Institute for Urban School Improvement's Publications in Spanish
National Institutes of Health's Office of Research on Minority Health
Office of Minority Health Resource Center
Phyllis Wheatley Community Center
The Roy Wilkins Center for Human Relations and Social Justice
United National Indian Tribal Youth
The Urban Coalition
White House Initiative on Educational Excellence for Hispanic Americans
National Association of County and City Health Officials (NACCHO)
National Center for Children in Poverty
The National Center for Education in Maternal and Child Health
Title V Information System
U.S. Department of Education
U.S.Maternal and Child Health Bureau
Brochures: The Answers You're Looking for Regarding Sexual Orientation
Parents, Friends and Families of Lesbians and Gays
The P.E.R.S.O.N. Project
!OutProud! - The National Coalition for Gay, Lesbian, Bisexual & Transgender Youth
St. Paul School's Out for Equity
Sexual Orientation: Science, Education and Policy
Board on Children, Youth, and Families
The Center for Prevention Research and Development
Children, Youth and Families Education Research Network (CYFERNET)
Healthy Generations, Maternal & Child Health, University of Minnesota
Minnesota Institute of Public Health
Sociometrics Archive of Evaluated Prevention Programs
Bureau of Justice Statistics
The Center on Juvenile and Criminal Justice
MacArthur Research Network on Adolescent Development and Juvenile Justice
The National Crime Prevention Council
National Criminal Justice Reference Service (NCJRS) Calendar of Events
National Training and Technical Assistance Center for Juvenile Justice
Office of Juvenile Justice and Delinquency Prevention
American Orthopsychiatric Association
Center for Effective Collaboration and Practice (CECP)
The Center for Mental Health Service's Knowledge Exchange Network
National Association of Psychiatric Health Systems/Youth Services
National Institute of Mental Health/National Institutes of Health
National Mental Health Association
Suicide Awareness\Voices of Education (SA\VE)
Criminal Justice Center, Minnesota Planning
Minnesota Center for Rural Health
Minnesota Department of Health
Minnesota Department of Human Services (DHS)
Minnesota Department of Public Safety
Minnesota Planning/Criminal Justice Statistics Center
Minnesota Public Health Association
Minnesota State Legislature
Minnesota's Public Health Improvement Goals 2004
North Star -- Minnesota State Government Online
Office of the Governor
Activism 2000 Project
American Youth Policy Forum
Association of Minnesota Counties
Children's Defense Fund
The Electronic Policy Network (EPN)
League of Minnesota Cities
Minnesota Council of Nonprofits - Public Policy Forum
National Center for Youth Law
National Conference of State Legislatures
National Network for Health
Project Vote Smart
Trauma Foundation at San Francisco General Hospital
The Urban Institute: A Nonpartisan Economic and Social Policy Research Organization
Adolescent Health Chartbook
CDC's Behavioral Risk Factor Surveillance System
Forum on Child and Family Statistics
Monitoring the Future Study
National Center for Health Statistics
National Institute of Child Health and Human Development/Division of Epidemiology, Statistics and Prevention Research
The National Longitudinal Study on Adolescent Health
Robert Wood Johnson Foundation Investigator Awards in Health Policy Research
Urban Institute - Issue Focus on At-Risk Teens
Center for School Change
The Gay, Lesbian, and Straight Education Network (GLSEN)
The Minnesota Association of Alternative Programs (MAAP)
Minnesota Association of School Administrators
Minnesota Rural Education Association
Minnesota School Boards Association
Minnesota School Health
Minnesota School Counselors Association
National Assembly on School-Based Health Care
National Center for Education Statistics (NCES)
National Institute for Urban School Improvement
National School Board Association - School Health
School Mental Health Project
U.S. Department of Education's Safe and Drug Free Schools Program
Advocates for Youth
The Alan Guttmacher Institute
Birds & Bees - Pro-Choice Resources
CDC's National Center for HIV, STD and TB Prevention
Minnesota AIDS Project
Minnesota Family Planning and STD Hotline
Minnesota Organization on Adolescent Pregnancy, Prevention and Parenting (MOAPPP)
The National Campaign to Prevent Teen Pregnancy
Planned Parenthood Federation of America
Resource Center for Adolescent Pregnancy Prevention
Sexuality Information and Education Council of the U.S. (SIECUS)
CDC Health Topic: Violence/Suicide
CDC's Youth Violence & Suicide Prevention
Center for the Study and Prevention of Violence
The Family Violence Prevention Fund
Friends for a Non-Violent World
Harriet Tubman Center
Initiative for Violence Free Families
Join Together/Gun Violence
Minnesota Center Against Violence and Abuse
Pacific Center for Violence Prevention
Center for 4-H Youth Development
Children, Youth and Family Consortium
Connect For Kids
Developmental Research and Programs (DRP)
Institute for Youth Development
The International Youth Foundation
MN Alliance with Youth
National Youth Development Information Center (NYDIC)
National Youth Leadership Council
Pew Partnership: Young People in A.C.T.I.O.N.
Twin Cities One to One/The Mentoring Partnership
The Bridge for Runaway Youth
Catholic Charities of the Diocese of St. Cloud
Catholic Charities of St. Paul and Minneapolis
Evergreen House, Bemidji, MN
Face to Face Health & Counseling Services
Family & Children's Service
Jewish Family Service of St. Paul
Lutheran Social Services of Minnesota
Minnesota Legal Services Coalition
Minneapolis Youth Diversion Program
Minnesota Youth Interventions Association
Phillips Neighborhood Network
YMCAs on the Web
YWCAs of Minnesota
Minnesota Partnership for School Connectedness
Funded by a grant from the US Department of Education: Institute of Education Sciences
The Minnesota Partnership for School Connectedness (MPSC) was a three-year intercollegiate, interdisciplinary initiative partnering the University of Minnesota with five diverse school districts throughout the State to increase connectedness and engagement between sixth grade teachers and their students.
University staff collaborated with teaching staff in two ways:
- Teacher Fellows
Teachers from each school participated in a year-long professional development fellowship.
- Teacher Facilitators
Teachers from additional schools developed and assisted with trainings, ensured viability and provided quality feedback for ongoing revisions.
-Morgan Park Middle
-Maple River Middle
South Washington County
-Cottage Grove Middle
Three-day Training Institute
- Goal: Impart relevant knowledge, develop skills, provide support, build upon school/district professional development plans. Each Fellow developed a Student Engagement Plan that included learning goals for the year; student engagement strategies for application in the classroom; and areas for additional coaching.
Ongoing Classroom Intervention
- Classroom observation and coaching, using the Classroom AIMS observation tool.
- Tracking and support of Student Engagement Plan implementation.
- Four one-day convenings for Teacher Fellows imparted knowledge, developed skills and provided support throughout the school year.
Attention to School Context
- Meetings with school principals and other school district personnel ensured progress, diffusion of new connectedness knowledge and student engagement techniques from Fellows to other teachers and school staff.
Staff 2012 - 2013
- Project Directer: Paul Snyder, MSW, Mdiv
- Training Director: Pam Moore, MA
- Research Coordinator: Elizabeth Hagen, MS
- Principal Investigator: Michael D. Resnick, PhD, FSAHM
- Co-Principal Investigator: Sandra Christenson, PhD
- IES Project Officer: Emily J. Doolittle, PhD
- Teacher Fellows
Konopka Institute for Best Practices in Adolescent Health
Division of General Pediatrics and Adolescent Health
Department of Pediatrics
University of Minnesota
717 Delaware Street SE, 3rd Floor
Minneapolis, MN 55414-2959
Fax: (612) 626-2134
Glynis Shea, BA, Communications Director
Phone: (612) 624-3772
Glynis Shea is Communications Director for the Division of General Pediatrics and Adolescent Healthat the University of Minnesota. Glynis received her BA from Mount Holyoke College and has worked in the marketing communications field for 18 years.
Ms. Shea brings a wealth of professional experience to her position. As a former Vice President at Saatchi & Saatchi Advertising San Francisco, Glynis has managed the production of TV, print and radio advertising, fielded national market research efforts, lead new business presentations, pioneered new advertising approaches, and coordinated international account services.
Ms. Shea's communications experience spans many different markets and audiences. Her client list includes prominent corporations including Hewlett-Packard, Blue Diamond Almond Growers, and US West Communications (now Qwest). Of particular interest in Glynis' work with the AIDS Legal Referral Panel. A pro bono client, Ms. Shea was able to apply the resources and talents of her agency team to the important work of this non-profit organization.
In an effort to shift the focus of her career, Ms. Shea joined the Division staff to work on the Konopka Institute's State Adolescent Health Resource Center. Since that time she has also been tapped to assist the Healthy Youth Development-Prevention Resource Center's work on a Minnesota State Plan for Teen Pregnancy and Prevention. Glynis' strategic marketing and communications skills in combination with her writing, project management, production, technology, editing, graphic design and team building skills have proven to be valuable assets for the Division.
Paul V. Snyder, MSW, MDiv, Program Director
Phone: (612) 626-8412
Paul Snyder is Program Director at the Konopka Institute for Best Practices in Adolescent Health, University of Minnesota.
Paul has a B.A. in Political Science from Bates College, an M.Div. from Pacific School of Religion, and an M.S.W. from the University of Minnesota. Before moving to Minnesota, he worked for the federal government as a research analyst in Washington, DC and as a community organizer in California. In Minnesota, prior to his work at the Konopka Institute, he served as a community health specialist for a county public health department, a researcher on two different disabilities projects, a community educator for the Minnesota Extension Service, and a violence prevention educator for a school district. In recent years, he has volunteered as a youth mentor, a facilitator for a weekly youth support group, and as an adult advisor to a self-directed youth board.
Kristin Teipel, BSN, Project Manager
State Adolescent Health Resource Center
Phone: (612) 624-0182
Kristin Teipel is an adolescent health advocate who has worked in the public health field for 18 years. She is the Project Coordinator for the State Adolescent Health Resource Center (SAHRC) of the Konopka Institute for Best Practices in Adolescent Health at the University of Minnesota. Her work focuses on strengthening the capacity of state maternal and child public health agencies to systematically address adolescent health issues.
Her academic background is in nursing (BSN from St. Olaf College in Northfield Minnesota, 1980-1984), maternal and child public health (MPH degree from the School of Public Health at the University of Minnesota, 1985-1990) and adolescent health (Adolescent Health Training and Fellowship Program, Division of Adolescent Health at the University of Minnesota. 1995-1996).
Ms Teipel has worked on adolescent health issues in the public health system at the local, county and state levels in Minnesota. Her focus has been on reproductive health, healthy youth development, the interconnection of youth issues, adolescent health strategic planning, youth leadership, and the systematic approach to supporting healthy youth. She has worked directly with youth and their families on a variety of youth issues at the local level. In addition she worked as the State Adolescent Health Coordinator for the MN Department of Health with a focus on strengthening the systems that address youth issues. She coordinated and wrote the MN Adolescent Health Action Plan and assisted in development of a statewide program to address youth risk behaviors in Minnesota. She also served as the President of the State Adolescent Health Coordinators Network.