Youth Training Programs


"In a short time, the MITI Program has become a vital part of the work we do with children and families. It has allowed us as facilitators and counselors to provide consistent purpose and direction to our youth. The most impressive part of the MITI Program is its focus on success and the breadth of its usefulness."

- Ame P.

"Across the board, everyone appreciates the quality and organization of the material, the multi-faceted delivery of the content, and the hands-on activities and assignments included."

- Craig W.

"The students in the MITI course learned about and experienced success, struggles and perseverance. Through what they learned, they have become a core group of leaders within our community."

- Kathie F.
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Our Molitor International Training Initiative [MITI] youth training programs were developed in the late 1990’s to help young people succeed in all areas of life. The first MITI program was conducted in Los Angeles and was attended by 8 students. Since then, MITI has transformed the lives of over a thousand young people across the nation. The combination of leadership, life skills, entrepreneurship, time management and other vital skills taught in a supportive environment by professional facilitators provides a unique learning experience for young people.


Between the summer of 2010 and spring of 2011, 75 students participated in the ROCK Exposure Program and were introduced to the Molitor International Training Initiative (MITI) by trained staff from the ROCK Youth Center in Midland, Michigan. The students participated through their involvement with the ROCK Youth program, or through their enrollment at the Academic Career and Education Academy (ACEA), Windover High School, or the Juvenile Care Center (JCC). The results presented below are summarized for the entire group of participants as no significant differences were found between the separate groups.

Students participating in the Rock Exposure Program were surveyed before the program began and after the program ended in order to collect basic demographic information and to assess their levels of developmental assets. The pre-test mean composite scores fell within the ‘Low’ or ‘Fair’ range for all of the developmental asset categories measured (Support, Empowerment, Boundaries and Expectations, Constructive Use of Time, Commitment to Learning, Positive Values, Social Competencies, and Positive Identity).

As a group, the students scored higher in all eight developmental asset categories after participating in the ROCK Exposure Program. Moreover, this difference was statistically significant in every asset area for the combined group. Thus, the empirical data show that the Exposure Program curriculum positively impacts students. The most significant difference was seen in the developmental asset category Positive Identity suggesting that the students have higher levels of self-esteem and a more positive view of their future after participating in the program.

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