Youth Development and Leadership— Administrator Section
Program administrators need to ensure that the five developmental areas of working, learning, thriving,
connecting, and leading are addressed in program services and that all staff members understand and
are supported in delivering research-based positive youth development activities to all program participants,
including youth with disabilities. Regardless of the focus, all youth programs that seek to improve
the lives and adult outcomes for youth need to embed and promote the principles of youth development.
Research
shows that youth who participate in youth development and leadership experiences
are more likely to do well in school, be involved in the community, and positively
transition through adolescence and adulthood. Incorporating youth development
strategies and practices at the organizational and programmatic level enhances
the likelihood of successful program outcomes. It also demonstrates programming
that is grounded in research-validated practice.
Since it is often not possible for one organization to provide programming
in all five developmental areas, the need for collaboration is obvious. Organizations
should build on their individual missions and visions in deciding which components
are logical and reasonable, and then connect with other entities that can provide
the missing components.
Questions
1. How do I decide what youth development or youth
leadership components to include in my programs?
Individual workforce development programs may address many of the five developmental
areas and outcomes, especially in the areas of working, learning, and leading,
but generally do not make youth development and leadership a specific focus.
As you begin to design youth development or youth leadership components, first
take a look at the youth that your organization is serving, the outcomes they
are achieving, and the outcomes that are missing or need strengthening.
Next, consider whether some of the desired outcomes could be provided through
other community resources or agencies. You want to make certain that youth reach
positive outcomes in all five areas of development, but it may not be possible
for your programs to provide all the programming or activities that youth need.
Connecting youth to other quality programs and services in the community is
an important part of your role in ensuring that their developmental process
is complete.
Youth Development Areas
Working – refers to the development of positive
attitudes, skills, and behaviors around vocational direction. Outcomes that
fall under this area include demonstrated skill in work readiness and established
involvement in meaningful work that offers advancement, satisfaction, and
self-sufficiency. Activities such as career interest assessments and summer
jobs or internships will help youth achieve outcomes in this area.
Learning – refers to the development of positive
basic and applied academic attitudes, skills, and behaviors. Outcomes that
fall under this area include rational problem solving and the ability to think
critically toward a positive outcome. Activities such as group problem-solving
games and contextualized learning in which youth apply academic skills to
complete a project will help youth achieve outcomes in this area.
Thriving – refers to the development of attitudes,
skills, and behaviors that are demonstrated by maintaining optimal physical
and emotional well-being. Outcomes that fall under this area include knowledge
and practice of good nutrition and hygiene and the capacity to identify and
avoid risky conditions and activities. Activities such as workshops on nutrition
and hygiene and role playing adverse situations and how to resolve them will
help youth achieve outcomes in this area.
Connecting – refers to the development of
positive social behaviors, skills, and attitudes. Outcomes that fall under
this area include quality relationships with adults and peers and interpersonal
skills such as the ability to build trust and communicate effectively. Activities
such as mentoring and team building will help youth achieve outcomes in this
area.
Leading – refers to the development of positive
skills, attitudes, and behaviors around civic involvement and personal goal
setting. Outcomes that fall under this area include a sense of responsibility
to self and others and the ability to articulate one’s personal values.
Activities such as the opportunity to serve in a leadership role (i.e. club
officer, board member) and participation in a debate on an issue will help
youth achieve outcomes in this area.
2. What organizational and programmatic considerations
are needed to meet youth development and leadership outcomes in my organization’s
programs?
On the organizational level, youth development and leadership programs
need to be supported by an organization that has a clear mission, vision, and
goals related to the development of young people. Your organization, from its
Board and Executive Director to its front-line staff, should willingly embrace
the principles of youth development and have a clear vision of the organization’s
role in helping young people grow and learn. To support this vision, you and
the other staff should be trained in youth development principles and practices
and demonstrate the ability to conduct yourselves professionally, support each
other and the mission of the organization, and relate to young people in a manner
that is welcoming and caring.
Your organization should also provide youth with a safe and structured environment
in which they feel comfortable, cared for, and challenged to reach their potential.
It is especially important for young people to feel accepted and respected by
all staff at the organization in order to feel comfortable enough to fully participate
in a program and “try on” new roles. Further, your organization
must have connections to the community at-large and relationships with other
youth-serving organizations because your organization may not be readily able
to address the youth’s needs in areas such as housing, transportation,
or health care.
On the programmatic level, programs should provide varied, hands-on, and experiential
activities for young people. Components should include opportunities for youth
to succeed, to take on various roles in the program (leader, organizer, speaker,
evaluator, etc.), and to build self-esteem and an awareness of their own potential.
Involve young people in developing and implementing your program activities.
Encourage them to offer their perspectives on activities that will be interesting
and engaging for their peers. Provide them with opportunities to develop a feeling
of ownership for the program by making significant contributions, valuing their
ideas, and developing responsibility to the program. Staff should have high
expectations and provide youth with opportunities to experience the consequences
– both good and bad – of their choices and decisions. Solving a
problem or overcoming an adverse situation, especially within a controlled and
supportive environment, can be an empowering experience for a young person.
Family members of young people in the program should have the opportunity to
learn about what the young person is doing and to encourage and support the
young person’s participation and growth. An additional component that
should be included is the opportunity to interact with a mentor or role model.
3. What are the differences between youth development and leadership in programming?
While both youth development and leadership programs value youth involvement,
youth leadership programs emphasize the importance of youth involvement in every
facet of the organization as a means of practicing leadership skills. Examples
include inviting youth to serve on the Board of Directors, involving youth in
strategic planning and other administrative decision making processes, and including
youth in the hiring process for new staff.
Your program should also educate young people on the values and history of
your program and organization, especially if they are serving in a leadership
role within the program or organization. Young people should also be encouraged
to assess their strengths and weaknesses in order to develop self-esteem, set
goals for improvement, and exercise control over their own development.
4. How do I involve youth with disabilities in my
program? Do I have to develop a special program just for youth with disabilities?
Youth with disabilities can and should be included as participants in youth development and leadership activities with peers without disabilities.
In most cases, special programs are not necessary. On the organizational level,
it is important for your organization and program to be both physically and
programmatically accessible to youth with disabilities. This means that the
physical space (such as doorways, work spaces and transportation) as well as
computer programs, instructional materials, and program activities should be
designed in a way that allows young people with disabilities to fully participate
and benefit from them.
All staff should know how to accommodate youth with disabilities and be willing,
prepared, and supported to do so. Staff also need to be knowledgeable about
the national and community resources for youth with disabilities and should
seek out partnerships and collaborations with other agencies that serve youth
with disabilities.
On the programmatic level, a few additional components should be included in
your program to meet the needs of youth with disabilities:
- Include peers and adults with disabilities among role models and mentors
in order to give youth with disabilities as well as those without disabilities
the option of selecting these individuals as their mentors.
- Provide self-advocacy, self-determination, and informed
choice skill-building activities for all youth in programs focused on
developing leadership skills. These skills are especially important for youth
with disabilities as they transition into adulthood and employment and need
to advocate on their own behalf for services, basic civil and legal rights
and protections, and workplace and educational accommodations.
- Provide opportunities for youth to learn about the history and culture
of individuals with disabilities including disabilities laws, policies, and
practices. This will increase the understanding of all youth and will enable
youth with disabilities to develop self-esteem and awareness of their identity
as a person with a disability. Learning about their rights and how other individuals
with disabilities have succeeded in life will help youth with disabilities
to navigate in the world.
- Provide independent living information and assessment for youth with and
without disabilities. While important for all youth, initial and ongoing assessments
for independent living that center on career/employment, training/education,
transportation, recreation/leisure, community resources, life skills, and
financial independence and planning are especially critical for youth with
disabilities.
Few programs exist for youth with disabilities that include all disability-related
components necessary for youth to fully participate in all aspects of their
lives and society. Your program should seek to incorporate the additional components
identified above or find ways to connect youth with disabilities with other
resources that will provide them with the needed services, support and opportunities.
See the resource list for agencies that are likely resources for these types
of opportunities.
Resources
General
DisabilityInfo.Gov
http://www.disabilityinfo.gov/
The comprehensive Federal website of disability-related government resources
for health, education, employment, independent living and more.
Forum
for Youth Investment
http://www.forumforyouthinvestment.org
The Forum for Youth Investment (the Forum) is dedicated to increasing the quality
and quantity of youth investment and youth involvement by promoting a "big
picture" approach to planning, research, advocacy and policy development
among the broad range of organizations that help constituents and communities
invest in children, youth and families.
National
Youth Development Information Center (NYDIC)
http://www.nydic.org/nydic/
NYDIC provides practice-related information to national and local youth-serving
organizations on youth development in the areas of funding, research, program
development, career development, evaluation, policy, and more. NYDIC is a project
of the National Collaboration for Youth at the National Assembly of Health &
Human Service Organizations.
Public/
Private Ventures
http://www.ppv.org/ppv/youth/youth.asp
Public/Private Ventures is a national nonprofit organization whose mission is
to improve the effectiveness of social policies, programs and community initiatives,
especially as they affect youth and young adults. This site provides various
publications and reports on youth initiatives related to high-risk youth, mentoring,
after school programs and volunteering.
Youth
Development Institute’s Handbook of Positive Outcomes
http://www.fcny.org/portal.php/youth/positiveOutcomes/index.htm
The Youth Development Institute at the Fund for the City of New York provides
an online “Handbook of Positive Outcomes” designed to help programs
define, structure and evaluate their work with young people.
Working
Office
of Youth Services, Employment and Training Administration, U.S. Department of
Labor
http://www.doleta.gov/youth_services
The Office of Youth Services is primarily responsible for coordinating all youth-related
workforce activities including providing leadership, policy direction, and guidance
for youth programs authorized under the Workforce Investment Act formula grants.
PEPNet
online Index to Effective Practices – Workforce Development, National
Youth Employment Coalition
http://www.nyec.org/pepnet/workforcedev.htm
The PEPNet (Promising and Effective Practices Network) is a practice-based system
“for identifying and developing what works in youth employment and development.”
Youth programs can use PEPNet’s Online Index to find specific examples
of effective practice used by effective programs to achieve positive outcomes
for youth. PEPNet can also be used to learn about what works, document program
successes, plan improvements, get recognition, and share information.
Promising
Practices Website
http://www.promising-practices.org
The Promising Practices Website is a research and reference resource for innovative
and continuous improvement practices in workforce development. This website
was developed by and for local, state and federal workforce professionals and
other public and private sector partners involved in America's Workforce Network.
Workforce
Investment Act Youth Councils
http://www.heldrich.rutgers.edu/resources_youth.asp
Through this Web site, the School of Public Policy at Rutgers University provides
materials to assists states and localities as they establish youth councils
and build their local youth workforce investment systems as part of the Workforce
Investment Act (WIA).
Learning
Education
Development Network (EDNet), National Youth Employment Coalition
http://www.nyec.org/EdStrategies.html
The National Youth Employment Coalition’s Education Development Network
(EDNet) provides a comprehensive self-assessment tool and detailed criteria
that assist education programs and schools to improve their services and informs
policymakers, funders, and the public about what works for youth.
HEATH
Resource Center
http://www.heath.gwu.edu
The website for this national clearinghouse on postsecondary education for individuals
with disabilities contains information on support services and opportunities
at colleges, universities, vocational-technical schools and other post-secondary
training programs.
High
School/High Tech
http://www.highschoolhightech.net
The website contains information on the High School/High Tech after-school program
for youth with disabilities including an informational brochure, location of
existing sites, a program manual, and supplemental materials for individualizing
programming.
National
Center on Secondary Education and Transition (NCSET)
http://www.ncset.org/default.asp
NCSET coordinates national resources, offers technical assistance, and disseminates
information related to secondary education and transition for teens with disabilities
in order to create opportunities for them to achieve successful futures.
Thriving
Adolescent
Health Transition Project
http://www.depts.washington.edu/healthtr/
The website contains information and resources for adolescents with special
health care needs, chronic illnesses, and physical or developmental disabilities.
Easter
Seals
http://www.easter-seals.org
Easter Seals provides information and services to children and adults with disabilities
and other special needs, and support to their families.
Healthy and
Ready to Work National Center
http://www.hrtw.org
The website provides information and connections to health and transition expertise.
Connecting
Boys and
Girls Clubs of America
http://www.bgca.org
The clubs offers a variety of programs for young people that provide safe places
to learn and grow, connections to caring, adult professionals, and character
development experiences.
Designing
A Successful Mentoring Training, Excerpted from the EMT Group’s Mentoring
Plus Workshop Series 1
http://www.emt.org/userfiles/DesignTraining.pdf
This resource provides guidance on how to determine the content and design of
a mentoring training based on program’s goals and the mentee population.
The
National Mentoring Center’s Foundations of Successful Youth Mentoring:
A Guidebook for Program Development
http://www.nwrel.org/mentoring/pdf/foundations.pdf
Based on the experiences of the Juvenile Mentoring Program (JUMP) funded by
the Office of Juvenile Justice and Delinquency Prevention, this guidebook is
intended for both new and established programs and outlines the program components
that all mentoring programs should have in place to build strong mentoring relationships
and ensure program sustainability.
Leading
Leadership
Online
http://www.leadershiponlinewkkf.org
Leadership Online provides information on leadership, including leadership studies,
emerging leadership resources, events, grants and awards, and more. The website
is sponsored by the W.K. Kellogg Foundation.
Youth
Leadership Institute
http://www.yli.org/
The Youth Leadership Institute provides vital training to youth, youth practitioners,
policy-makers, and people in community development systems to share information
and promote best practices in youth development.
Youth
Leadership Forum
http://www.dol.gov/odep/programs/ylf.htm
The Youth Leadership Forum for Students with Disabilities (YLF) is a unique
career leadership training program for high school juniors and seniors with
disabilities. By serving as delegates from their communities at a four-day event
in their state capital, young people with disabilities cultivate leadership,
citizenship, and social skills.
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