	After School Programming and Services

Introduction

Registration

Certification

Accreditation

ASP-PS 13: Protecting the Rights of Children and Youth and their Families

The rights and privacy of children and youth, and their family members, are respected.

ASP-PS 13.01

Children and youth, and their families, have the right to fair and equitable treatment including:

the right to be treated in a non-discriminatory manner; and
the freedom to express and practice religious and spiritual beliefs.

Interpretation: Program information, other print materials, electronic media, and trainings are presented in a non-discriminatory manner, using nonstigmatizing language.

ASP-PS 13.02

The program has a system that program applicants, program participants, the family members of participants, and other stakeholders can use to express and resolve grievances, which includes:

the right to file a grievance without interference or retaliation;
timely written notification of the resolution and an explanation of any further appeal, rights or recourse;
at least one level of review that does not involve the person about whom the complaint has been made or the person who reached the decision under review; and
the right to be heard by a panel or person delegated to review responsibility.

ASP-PS 13.03

The program accommodates written and oral communication needs of children, youth, and their families by:

communicating, in writing and orally, in the languages of the major population groups served;
providing, or arranging for, bilingual personnel or translators or arranging for the use of communication technology, as needed;
providing telephone amplification, sign language services, or other communication methods for deaf or hearing impaired persons, to the extent possible;
providing, or arranging for, communication assistance for persons with special needs who have difficulty making their needs known; and
considering the person's literacy level.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

Personnel reflect the cultures and languages of children and youth in the program;
Whenever possible personnel speak with families in their home language;
Meetings are held in the home language of the families;
Whenever possible, personnel offer orientation sessions in the home language of the families;
Personnel ask translators to help communicate with families during individual and large-group meetings, if needed;
Personnel avoid using children and youth as translators, if possible;
Whenever possible, information for families is written in the family’s home language and literacy level;
Notices and signs are written in the languages of the families in the program;
Written material is translated for families who do not speak or read the majority language;
Pictographs are used to convey written information to non-readers, to the extent possible;
Adult interpreters are available when needed; and
The program makes provisions for families who do not speak or read the majority language.

ASP-PS 13.04

Informed, written consent is obtained from children and youth, and their parents or legal guardians, prior to recording, photographing, or filming.

Interpretation: It is not necessary to obtain consent each time children and youth may be recorded, photographed, or filmed; consent may be provided at registration and maintained in program records or files. Consents should be reviewed and updated annually.

ASP-PS 13.05

The program informs children, youth, and their parents or legal guardians, prior to the disclosure of confidential or private information, about circumstances when the program may be legally or ethically permitted or required to release such information without their consent.

ASP-PS 13.06

When the program receives a request for the release of confidential information about a child or youth, or when the release of confidential information is necessary for program participation, prior to releasing such information, the program:

determines if the reason to release information is valid;
obtains informed, written authorization from the child or youth and a parent or legal guardian; and
offers a copy of the signed authorization to the parent or legal guardian, and maintains a copy in the child’s file.

Interpretation: In the context of this standard, “valid” means justifiable, legitimate, convincing, legally permissible, and in the best interest of children and youth.

If the program deems it necessary, it should obtain legal counsel regarding the confidentiality of records and the conditions under which they may be subpoenaed. Unless otherwise required by law, authorization to release confidential information is not necessary where the request for information is pursuant to a subpoena. The program seeks additional legal counsel, as necessary, when others seek identifying information about an individual or family, or when the release of confidential information is necessary for program participation.

When permitted or required by law, regulation, or court order, confidential information may be released without the authorization of children and youth and their parents or legal guardians. However, they should still be informed that the information will be released.

ASP-PS 13.07

The program enrolls children and youth with special needs, and makes reasonable accommodations to help them fully participate in the program.

Interpretation: As referenced in the Glossary, children and youth may have special needs that are related to physical, behavioral, medical, emotional, or cognitive conditions. Accordingly, appropriate program responses will vary based on the needs presented. For example, it might be necessary to develop a behavior plan, train personnel to meet medical needs, or adapt program space to permit wheelchair access.

Programs should ensure that they comply with all applicable federal, state, and local laws and regulations, such as the Americans with Disabilities Act (ADA). The goal of the ADA is not to put strain on after school programs, but rather to encourage programs to “make reasonable accommodations” to integrate individuals with disabilities into the program to the degree possible. Accordingly, reasonable accommodations should be made before a program decides that a particular child or youth is not appropriate for the program.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

Personnel are knowledgeable about the ADA;
Personnel are guided by the ADA in making decisions about serving children and youth with special needs;
Personnel meet with families to address the needs of children and youth;
Personnel make an effort to support goals set by Special Education Teams or included in Individualized Education Plans;
Personnel work closely together to provide consistency for children with behavior issues;
Personnel consult specialists to learn how best to help children with special needs;
Specialists are used for certain activities, if needed;
Personnel seek advice from doctors and nurses about medical issues;
Personnel adapt program activities so they are fully accessible to participants with special needs;
Children and youth with special needs are actively and appropriately involved and engaged during most of the time they spend at the program;
The program encourages and facilitates appropriate interactions between children and youth with special needs and their peers;
Program facilities are accessible for children and youth with disabilities;
The program removes structural barriers by constructing ramps, widening doorways, removing obstructing furniture, widening toilet stalls, installing grab bars, or making other similar modifications, where such modifications are feasible;
There are enough ramped and paved areas in the outdoor space for children and youth in wheelchairs to be able to use the playground; and
The modifications made to the environment and programming enable children and youth with special needs to function more independently.

QUICK JUMP TO


	PURPOSE: Children and youth who participate in After School Programs gain the personal and social abilities and attitudes needed to form positive identities, boost self-esteem, build skills, navigate challenging situations, avoid negative behaviors, assume leadership roles, embrace diversity, and establish healthy connections with others in the community.

RELATED FILES


	COMMUNITY The area where the program is located (i.e., the neighborhood, city, town, or county). The term may also refer to a group of people who are defined by and/or share a common culture, values, norms, language, race, religion, ethnicity, age, occupation, political status, tribal affiliation, interest in particular problems or outcomes, or other common bonds. Often, many smaller communities coexist within a city or town.


	FAMILY Two or more people who consider themselves family and who assume obligations, functions, and responsibilities generally essential to healthy family life. Child care, child socialization, income support, and other aspects of caregiving are among the functions of family life. There are a number of types of families, and the definition of “family” will rest with an individual’s indication of who plays a family member role. For example, families may include children, youth and adults living in the home; adults who are responsible for the care and well-being of children and youth; parents who may not live in the same household as the children and youth; current or former foster families; adoptive families; extended family members; and legal guardians. Programs that believe family attachments are of primary importance for human development will strive to work with staff to develop a common understanding of “family.” Successful providers recognize and value a child or youth’s definition of “family", even if it is different from the provider’s experience.


	PRACTICE Established actions or ways of proceeding in the regular performance of program duties. Policies and procedures often guide practice.


	TRAINING Instruction so as to make fit, qualified, or proficient in a skill or body of knowledge.


	STAKEHOLDER Any person, group, or organization that has a vested interest in the services provided by the program. Examples: children, youth, families, schools, community members.


	COMPLAINT An expression of verbal or written dissatisfaction that can include, but is not limited to, services, manner of treatment, outcomes, or experiences. For employees or volunteers, dissatisfaction can include personnel matters such as supervision, evaluations, promotions or demotions, the work environment, and overall treatment. The term is synonymously used with GRIEVANCE.


	SPECIAL NEEDS A designation used in reference to conditions or characteristics that may reflect a need for special care or assistance. These needs might be physical, behavioral, medical, emotional, or cognitive. Although each child or youth is unique, in some cases programs may need to develop a plan to meet the special needs of an individual child or youth. The plan might include providing special materials, defining a behavior plan, training staff for medical needs, adapting space to permit wheelchair access, etc.


	PARENTS Parents can include: birth, foster, kinship, and adoptive parents.


	LEGAL GUARDIAN In the case of a minor child or youth, a guardian is charged with the legal responsibility for the care and management of the child or youth and his/her estate.


	CONFIDENTIALITY An ethical and practice principle that requires the protection of information shared within a professional-client relationship. A program or organization that upholds confidentiality prohibits personnel from disclosing information about program participants without their written consent.


	GRIEVANCE See COMPLAINT