Competency Area II: Communication with Youth

II.1 Respect and caring for all youth, including the ability to be open minded and nonjudgmental, develop trusting relationships, and maintain awareness of diversity and youth culture

Learning Objectives

• II.1 Explore, identify, and describe your personal bias and awareness related to youth diversity, cultural, and gender issues

Selected Activities

• Test yourself for hidden bias
• Take the US Immigration and Cultural Diversity WebQuest
• Take the Cultural Web Scavenger Hunt
• Take the Culture Quest

Demonstration of Learning - Show What You Know!

• Successful completion of case study scenarios

Other Resources

• Castiglione, L. & James, D. (n.d.). Cinderella WebQuest Page.
• Closkey, M. (n.d.). A WWW Scavenger Hunt for ESOL Educators Focus on Culture.
• Educational Simulations (n.d.).
• Educational Technology Outreach at the University of Maryland (n.d.). Resources for Diversity Issues.
• Lynch, H. & Tennille, S. (n.d.). Culture Quest.
• Sidorov, S. (n.d.). US Immigration and Cultural Diversity.
• University of Maryland (n.d.). ICONS.

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II.2 Ability to recognize and address need for intervention (e.g. drug or alcohol abuse, domestic abuse or violence, and depression)

Learning Objectives

• II.2.1 Describe several reasons for enacting youth intervention strategies for related issues such as drug or alcohol abuse, domestic abuse or violence, and depression
• II.2.2 List steps involved in carrying out your recommended intervention process for related issues such as drug or alcohol abuse, domestic abuse or violence, and depression
• II.2.3 List valuable resources for effective intervention strategies

Selected Activities

• Develop a behavioral warning signs checklist
• Develop a resource list including local, state, and national resources
• Explore Online Assessments

Demonstration of Learning - Show What You Know!

• Develop and maintain an updated resource list related to intervention resources for the various issues including local, state, and national resources
• Successful completion of case study

Other Resources

• Council on Prevention and Education: Substances (n.d.).
• DrugNet (n.d.). Assessment Index.
• Drug Rehabs. (n.d.).
• Guidance Channel Ezine (2005).
• Iowa Child Abse Resource (n.d.). Child Abuse: A Guide for Mandatory Reporters.
• Kantor, G. and Jasinski, J. (1998). Dynamics and Risk Factors in Partner Violence: Chapter Summary.
• Leadership to Keep Children Alcohol Free (n.d.).
• National Violence Against Women Prevention Research Center Website (NVAWPRC) (n.d.).
• Pierce College Chemical Dependency Studies Program (n.d.). Mandatory Reporting Law.
• Reed, P. (Jan 2005). Resource guide for teachers and administrators about assistive technology.
• Safety First.
• U.S. Department of Justice Office of Justice Programs National Institute of Justice (2003). Batterer Intervention Programs: Where Do We Go From Here? .
• West Virginia Coalition Against Domestic Violence (WVCADV) (n.d.).

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II.3 Ability to advocate for, motivate, recruit, and engage youth

Learning Objectives

• II.3.1 List and describe successful strategies to help advocate for youth
• II.3.2 List and describe successful strategies to help motivate youth
• II.3.3 List and describe successful strategies to help recruit youth
• II.3.4 List and describe successful strategies to help engage youth

Selected Activities

• Take the NCDW/Youth tutorial
• Explore several youth advocacy strategies and programs, and then list the advantages/disadvantages of these programs as they apply to your organizational needs

Demonstration of Learning - Show What You Know!

• Prepare a matrix that describes program possibilities for your organization which would address ideas to help advocate for, motivate, recruit and/or engage youth

Resources Developed by NCWD/Youth and Partners

• National Center on Secondary Education and Transition (NCSET) (n.d.). NCSET Topics.
• National Collaborative on Workforce and Disability for Youth (2005). What are Youth Development and Youth Leadership & Why are They Important?.
• National Collaborative on Workforce and Disabilty for Youth. (n.d.). Preparatory Experiences — Youth and Family Section.
• National Youth Employment Coalition. (n.d.). PEPNet Online Index to Quality Practices, standards 2.1 (recruiting), 2.7 (youth engagement), and 3.1-3.5 (youth development competencies).

Other Resources

• Independence First. (n.d.). Advocacy Tools.
• Krebs, B. & 21 November, 2006g/PDFs/YAC article final.pdf">Transitions Through Self-Advocacy Curriculum .
• Learning Work Connection (n.d.).
• National Youth Advocacy Coalition (n.d.).
• Parents, Inc. (n.d.). Tools of the Trade.
• Tutor/Mentoring Connection (n.d.).
• Watkins, C. (2004). Helping Your Child Succeed at School: Parent as Coach, Advocate and Partner.
• Youth Advocacy Center, Inc.(2002). Rights and Advocacy Guidelines .
• Youth Advocacy Center, Inc. (n.d.). Becoming a self advocate.

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II.4.D Knowledge of issues and trends affecting youth with disabilities (e.g. low expectations, attitudinal or environmental barriers, need for social integration)

Learning Objectives

• II.4.D List and describe issues and trends that affect youth with disabilities as it applies to your organization

Selected Activities

• Research what disabilities issues and trends that particularly affect your community or region

Demonstration of Learning - Show What You Know!

• Prepare a matrix that describes program possibilities for your organization including ideas to help address issues/barriers and current trends affecting youth with disabilities

Resources Developed by NCWD/Youth and Partners

• National Center on Secondary Education and Transition (NCSET) (n.d.). NCSET Topics.

Other Resources

• Child Trends (n.d.). What Works for Child and Youth Development ToolKit.
• Education Resource Organizations Directory (EROD) (n.d.).
• The Safety Net (n.d.). National Trends and Issues.
• United Way Winnipeg. (2000). Community Issues: Community Voices .

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II.5.D Understanding of disability awareness, sensitivity, and culture

Learning Objectives

• II.5.D Explore, list, and describe your personal bias and understanding related to youth disability awareness, sensitivity, and culture

Selected Activities

• Test yourself for hidden bias

Demonstration of Learning - Show What You Know!

• Review a videotape of yourself or employers presenting an educational or interpretive program, and make note of any bias you notice. For each type of bias you identify, write a statement on the potential impact of that bias on the individual, and develop an alternative teaching strategy to mitigate the bias

Other Resources

• Guidance Channel Ezine (2005) Top Ten Disability Bias Websites.
• National Park Service (n.d.). Interpretive Development Plan.

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II.6.D Understanding of how to communicate with youth with various physical, sensory, psychiatric, and cognitive disabilities

Learning Objectives

• II.6.D.1 List and describe a variety of ways to increase communication with youth with various physical, sensory, psychiatric, and cognitive disabilities

Selected Activities

• Engage in ReCAPP's Learning Activities

Demonstration of Learning - Show What You Know!

• Develop a guide for communicating with youth with various activities; train colleagues

Other Resources

• Association of Science-Technology Center (n.d.). Becoming Familiar with Various Disabilities.
• Job Accomodation Network (JAN) (n.d.). Accomodation Tool Kit.
• New England ADA & Accessible IT Center (n.d.). Communicating with People with Disabilities.
• Resource Center for Adolescent Pregnancy Prevention.(.ReCAPP ) (n.d.). Communication Ideas.
• VSA Arts (n.d.). Disability Awareness Guide.

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