All effective youth programs have youth development at their core. Effective youth leadership programs build on solid youth development principles, with an emphasis on those areas of development and program components that support youth leadership.

The Value

Youth Development and Leadership are important components of workforce development programs — in public schools (including the career-technical and special education programs), One-Stops, community-based organizations, Vocational Rehabilitation, Developmental Disabilities, centers for independent living, or other youth-serving entities. They provide opportunities for young people to develop the attributes they need to be successful in the workplace such as responsibility, integrity, critical thinking, and interpersonal skills. Occupational preparation and work readiness skills are important, but personal qualities such as interpersonal relations, planning, and problem solving are also part of being an effective worker. Youth Development and Leadership programs provide many of the personal and social development pieces needed for youth to succeed in becoming the employees that employers want.

What is Youth Development and Leadership?

Research shows that youth development and leadership are important components of effective youth programming. These findings are reflected in the Workforce Investment Act’s emphasis on effective youth practices such as adult mentoring and activities related to leadership, development, decision-making, citizenship, and community service. Adult mentoring and leadership development opportunities such as community service and peer-centered activities during non-school hours are, in fact, two of the ten WIA-required program elements.

Youth development is a process that prepares young people to meet the challenges of adolescence and adulthood through a coordinated, progressive series of activities and experiences which help them to become socially, morally, emotionally, physically, and cognitively competent. Youth leadership can be defined as both an internal and external process leading to (1) “the ability to guide or direct others on a course of action, influence the opinion and behavior of other people, and show the way by going in advance (Wehmeyer, Agran & Hughes, 1998); and (2) "the ability to analyze one's own strengths and weaknesses, set personal and vocational goals, and have the self-esteem to carry them out. It includes the ability to identify community resources and use them, not only to live independently, but also to establish support networks to participate in community life and to effect positive social change." (Adolescent Employment Readiness Center, Children’s Hospital, n.d.).

Ferber, Pittman and Marshall (2002) have identified five basic developmental areas in which all young people need to learn and grow. They are: Thriving, Leading, Connecting, Learning, and Working. Youth leadership programs emphasize the areas of Leading and Connecting, which research shows are especially important for youth with disabilities. A table is provided that outlines the five areas of development and specific intended outcomes and suggested program activities identified by the National Collaborative on Workforce and Disability for Youth through its extensive review of the literature and existing practices.

Effective workforce preparation programs should reflect the philosophy of youth development and include youth development and leadership activities. Effective youth development and leadership programs have certain organizational and programmatic characteristics in common. A table is available that summarizes the organizational and programmatic components of effective youth programs.  Since research shows that these youth are too often overlooked in youth development and leadership programs and opportunities, this table includes components that are recommended for programs that include youth with disabilities, .

These findings are reflected in the Guideposts for Success that anchor the youth initiatives sponsored by the U.S. Department of Labor’s Office of Disability Employment Policy (ODEP). Youth Leadership and Development, one of the five Guideposts, is strongly emphasized in four youth programs that were originally funded by the Department of Labor: High School/High Tech (HS/HT), the Youth Leadership Forum (YLF), Disability Mentoring Day (DMD), and the National Youth Leadership Network (NYLN).

High School/High Tech identifies several components of youth leadership development as being particularly important to youth with disabilities including providing supportive adults (role models and mentors), personal leadership (goal setting, self-advocacy, and conflict resolution), and leadership opportunities (service learning, peer mentoring, leadership training, and organizational leadership). The Youth Leadership Forum for Students with Disabilities is a unique career leadership training program for high school juniors and seniors with disabilities. YLF delegates attend a four-day event in their state capital to cultivate leadership, citizenship, and social skills. Disability Mentoring Day is an opportunity for youth with disabilities to visit worksites and develop relationships with volunteer mentors. Participating youth make connections between school and work, develop or refine personal goals, identify career skills, and explore possible career paths. The National Youth Leadership Network is dedicated to advancing the next generation of disability leaders by promoting leadership development, education, employment, independent living, and health and wellness among diverse young leaders in the United States. NYLN hosts a national conference, provides mentoring and support to local participants, conducts research, and provides youth consultants to policy boards and other organizations.

The principles and resources provided in this overview of youth development and leadership provide a solid foundation for youth programming in schools, community-based organizations, workforce development programs, and other youth-serving institutions. Additional information can be found in the audience sections.

• Administrators,
• Employers,
• Youth Service Practitioners,
• Policymakers, or
• Youth / Families.

Resources

Center for Youth Development, Academy for Educational Development
http://www.aed.org/Youth/US/development.cfm
The Center promotes a youth development infrastructure including information on what works and a publications list.

Disability Mentoring Day
http://www.dmd-aapd.org/
DMD is a community-based program designed to bring students and job seekers with disabilities into the workplace where they can learn first hand about career opportunities. This site contains a fact sheet, promotional materials, a list of local coordinators, a toolkit, and more.

Employment and Training Youth Office, U.S. Department of Labor
http://www.doleta.gov/youth_services
This website has resources, program profiles, reports and publications, and a link to the Youth Rules! Web site.

High School/High Tech Program Manual
This manual provides a foundation for developing programs designed to increase the pipeline of young people preparing for jobs in technology-related occupations. Chapter 9 specifically addresses youth development and leadership.

National 4-H Headquarters
http://www.national4-hheadquarters.gov/library/4h_curric.htm
This website provides links to a variety of resources including curricula with juried reviews in the categories of citizenship and civic education, communications and expressive arts, healthy lifestyle education, and personal development and leadership.

National Youth Leadership Network (NYLN)
http://www.nyln.org
NYLN provides a national voice for young leaders with disabilities and a variety of resources for everyone else, including a resource list of young leaders who can speak on a variety of topics.

PEPNet Promising and Effective Practices Network
http://www.nyec.org/pepnet/
The website includes an online index to effective practices in youth employment and development, profiles of award-winning youth programs, and links to other effective practices Web sites.

Search Institute
http://www.search-institute.org
The Search Institute website includes research, resources, training and support on youth development issues for educators and community members including a framework of 40 developmental assets.

Youth Leadership Forum (YLF)
http://www.dol.gov/odep/programs/ylf.htm
YLF is a career leadership training program for high school juniors and seniors with disabilities available in several states.

Core Publications

Ferber, T., & Pittman, K., with Marshall, T. (2002). State youth policy: Helping all youth to grow up fully prepared and fully engaged. Takoma Park, MD: The Forum for Youth Investment. Retrieved January 12, 2004, from http://www.forumforyouthinvestment.org/files/stateyouthpolicy.pdf

National Center on Secondary Education and Transition. (2002). Youth development and leadership. Retrieved January 13, 2004, from http://www.ncset.org/topics/leadership/default.asp?topic=31

National Collaborative on Workforce and Disability for Youth. (2003). Chapter 9: Design feature IV: Youth development and leadership. High School-High Tech Program Manual. Washington, DC: Institute for Educational Leadership. Retrieved January 13, 2004, from http://www.ncwd-youth.info/assets/hsht/hsht_manual_ch10-12.pdf or from http://www.ncwd-youth.info/assets/hsht/hsht_manual_ch10-12.pdf

Public/Private Ventures. (2002) Youth Development: Issues, Challenges and Directions. Philadelphia: Author. Excerpts retrieved January 13, 2004, from http://www.ppv.org/ppv/youth/youth_publications.asp?section_id=9

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Summary

Benson and Saito (2001) also found that adults who had participated in voluntary youth organizations were more likely to: be employed; report higher incomes; be involved in civic and community services; and attain higher education levels.

Research also shows that the roles of families and other significant adults are important in youth development. The Commission on Children at Risk (2003) reviewed recent scientific studies and found that people are born with a need to: 1) connect with other people, beginning with their parents and extended family; and 2) find purpose and meaning in life. They conclude that “meeting the human child’s deep need for these related aspects of connectedness is essential to the child’s health and development.”

Youth development includes leadership development as part of a broad array of activities. Research indicates that leadership can be learned (Boyd, 2001; Montemayor & Supik, 1995; NCSET, 2002), but that all experiences are not equal in their potential effectiveness for leadership development. Two characteristics of effective experiences have been consistently revealed in the research (Lambrecht, Hopkins, Moss, Finch, Crane, & Bruce, 1997): 1) placement in a variety of challenging situations with problems to solve and choices to make under conditions of risk; and 2) a supportive environment with positive role models and mentors who provide counsel and support.

Combining experiential learning with the opportunity to put knowledge and skills into action was an effective method for teaching leadership skills (Boyd, 2001). For instance, “on-the-job” experiences provided the opportunity to experience the challenge of new and/or complex tasks or problems; the chance to learn new ideas, practices, insights; the opportunity to apply and practice skills and knowledge; encouragement and confidence building; and, exposure to positive role models (Lambrecht et al., 1997).

Sipe, Ma, and Gambone (1998) found that youth who participated in formal and informal leadership activities had higher levels of self-efficacy than youth with no leadership activities and that the level of self-efficacy was directly related to the number of leadership activities.

Wehman (1996) found that leadership skills for many youth are developed during structured extracurricular activities such as clubs, service organizations, sports programs, and fine arts. However, few youth with disabilities participated in these types of activities (Moon, 1994) unless teachers, families, and other advocates interceded for them (Amado, 1993; Moon, 1994; Halpern, Herr, Wolf, Doven, Johnson, & Lawson, 1997). It was also important to ensure that youth with disabilities established meaningful relationships with non-disabled peers through activities such as disability awareness, peer tutors training, and mentoring programs (Zygmunt, Larson, & Tilson, 1994).

Part of youth leadership development for students with disabilities is the development of self-determination and self-advocacy skills. Wehmeyer & Schwartz (1997) found that students with learning disabilities who had self-determination training were more likely to achieve positive adult outcomes, such as being employed at a higher rate and earning more per hour, than peers who did not receive self-determination training. Perlmutter and Monty’s research (1997) supported the relationship between self-determination and positive educational outcomes. The importance of self-advocacy skills for youth with disabilities was documented (Agran, 1997; Sands & Wehmeyer, 1996; Van Reusen, Bos, Schumaker, & Deshler, 1994; Wehmeyer, Agran, & Hughes, 1998) including the areas of adult services, basic civil rights, legal protections (Sands & Wehmeyer, 1996; Wehmeyer, Agran, & Hughes, 1998), and workplace and educational accommodations.

References

Blackorby, J., & Wagner, M. (1996). Longitudinal outcomes for youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62, 399-419.

Agran, M. (Ed.). (1997). Student-Directed Learning: Teaching Self-Determination Skills. Thousand Oaks: Brooks/Cole.

Amado, A. (Ed.). (1993). Friendships and community connections between people with and without developmental disabilities. Baltimore: Paul H. Brookes.

Benson, P., & Saito, R. (2000). The Scientific Foundations of Youth Development. Minneapolis: Search Institute.

Boyd, B. L. (2001). Bringing leadership experiences to inner-city youth. Journal of Extension, 39 (4).

Commission on Children at Risk. (2003). Hardwired to connect: The new scientific case for authoritative communities. New York: Institute for American Values.

Halpern, A., Herr, C., Wolf, N., Doven, B., Johnson, M., & Lawson, J. (1997). Next step: Student transition and educational planning. Austin, TX: Pro-Ed.

Lambrecht, J.L., Hopkins, C.R., Moss, Jr., Finch, C.R., Crane, E. C., & Bruce, L. (1997). Importance of On-The-Job Experiences in Developing Leadership Capabilities. Berkeley: University of California at Berkeley.

Montemayer, A. M, & Supik, J. D. (1995). Youth leadership: Great works in progress. Intercultural Development Research Association Newsletter, Oct (4-5).

Moon, M.S. (Ed.). (1994). Making school and community recreation fun for everyone. Baltimore, MD: Paul H. Brookes.

National Center on Secondary Education and Transition. (2002). Youth development and leadership. Retrieved at www.ncset.org/topics/leadership.

National Research Council and Institute of Medicine. (2002). Community programs to promote youth development. Washington, DC: National Academy Press.

Perlmutter, L.C., & Monty, R.A. (1977). The importance of perceived control: Fact or fantasy? American Scientist, 65, 759-765.

Sands, D. K., & Wehmeyer, M. L. (Eds.). ( 1996). Self-Determination Across the Life Span: Independence and Choice for People with Disabilities. Baltimore: Paul H. Brookes Publishing Co.

Scales, P. & Leffert, N. (1999). Developmental Assets: A Synthesis of the Scientific Research on Adolescent Development. Minneapolis: Search Institute.

Sipe, C. L., Ma, P., & Gambone, M. A. (1998). Support for youth: A profile of three communities. Philadelphia, PA: Public/Private Ventures.

Van Reusen, A. K., Bos, C. S., Schumaker, J. B., & Deshler, D. D. (1994). The Self-Advocacy Strategy for Education and Transition Planning. Lawrence: Edge
Enterprises.

Weyman, P. (1996). Life beyond the classroom: Transition strategies for young people with disabilities. Baltimore, MD: Paul H. Brookes.

Wehmeyer, M. L., Agran, M., & Hughes, C. (1998). Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition. Baltimore: Paul H. Brookes Publishing Co.

Weymeyer, M. & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245-256.

Zymunt, L., Larson, M., & Tilson, G. (1994). Disability awareness training and social networking. In M.S. Moon (Ed.), Making school and community recreation fun for everyone (pp. 209-226). Baltimore, MD: Paul H. Brookes.

Five Areas of Youth Development with Related Outcomes and Activities

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Organizational & Programmatic Components of Effective Youth Programs

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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.

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.

In today’s continually evolving workplace, employers know that employees who are actively engaged in on-going professional development and leadership opportunities are more productive. They also know that employees who feel respected and valued in the workplace tend to stay in their positions longer. These opportunities and experiences are important for all workers, but especially for young workers who have not yet acquired high-quality work habits and a strong work ethic.

The most important thing an employer should know about including youth with disabilities in leadership opportunities in the workplace is that youth development and leadership are not isolated events and they can be provided within the workplace. Employers can provide valuable insights about what is necessary to be a valued employee and how to learn from other employee role models who exercise leadership qualities.

Questions

1. What is the relationship between workplace skills and youth development areas?

In 1991 the Department of Labor’s Secretary’s Commission on Achieving Necessary Skills met to discuss “the demands of the workplace and whether our young people are capable of meeting those demands.” The Commission, comprised of 16 business representatives, seven educators, four union members, and three government officials including the Secretary of Labor, identified five basic competencies and a three-part foundation that workers need to perform in today’s highly competitive global workplace. Most of the elements that the Commission identified are closely aligned with the five developmental areas in which young people need to learn and grow: thriving, leading, connecting, learning, and working. (See Outcomes and Activities Table.)

There are a variety of ways in which employers can provide developmental and leadership opportunities for youth in the workplace that will promote a pipeline of qualified new workers. Providing supportive adults through role modeling; supporting youth development through goal setting; and offering opportunities for leadership development are but a few examples.

2. How can an employer effectively locate and work with a high quality partner when implementing a work-based learning program?

Employers can partner with schools and other youth-serving organizations to provide the following opportunities and expertise:

• Guests speakers from business and industry
• Industry mentors
• Mock employment interviews
• Work readiness workshops
• Job shadowing, workplace visits, internships, summer employment
• Workplace problem-solving activities
• Conflict management training
• Career planning activities

Additional activities that facilitate leadership development either through on-the-job or group experiences for youth with disabilities include:

• Challenges based on new and/or complex tasks or problems
• Chances to learn new ideas, practices, insights
• Opportunities to apply and practice skills and knowledge
• Opportunities for encouragement and confidence building
• Opportunities to work as a member of a team
• Opportunities to work in project management

3. What should employers know about including youth with disabilities in work-based learning programs?

For many youth, leadership skills are developed during extracurricular activities. For some youth, including those with disabilities, this is not always the case. Youth with disabilities need supportive adults, employers, family members, and teachers to help facilitate their involvement in such activities. Leadership opportunities can be enhanced through employment-related activities.

Employers can provide valuable insights about what is necessary to be a valued employee and how to learn from other employee role models who exercise leadership qualities. In fact, in a survey of five national youth development program initiatives focusing on youth and leadership development, common program elements included the following:

• Providing hands-on experiential activities
• Involving youth in developing and implementing activities
• Seeking opportunities for youth to experience success and to try new roles
• Emphasizing knowledge of self, strengths, and weaknesses
• Offering connections to community and other youth organizations

In addition, exposure to role models can be very important in helping youth with disabilities consider future careers. Role models can be found in many settings, including business and industry or professional or trade organizations.

Role models can help youth:

• Gain an understanding of occupations and requirements for entering specific occupations or trade,
• Learn about the personal experiences of people who choose to enter such occupations or trades
• Ask questions about specific careers
• Learn about the importance of leadership in employment
• Interact with successful adults with disabilities
• Make valuable reference contacts with people currently working in particular occupations or trades of interest to you
  

4. How can an employer effectively locate and work with a high quality partner when implementing a work-based learning program?

One place to start is the Local Workforce Investment Board (WIB), the lead strategic planning workforce development organization for local communities. The WIBs promote leadership development skills and activities for youth of all ages in their local communities. The WIBs do this by developing and improving links between the employer community and the various organizations involved in workforce preparation in order to encourage youth leadership and youth development opportunities for all youth, including youth with disabilities.

Potential partnering agencies may include:

• One-Stop Career Center: A partnership between the U.S. Department of Labor, state governments, and local agencies to provide a comprehensive database of service providers accessible via phone or the Internet to the public. Services may include job training, youth programs, leadership seminars, disabled worker programs, etc.
• Business Leadership Network (BLN): A national business-led initiative of the U.S. Chamber of Commerce in concert with state Governor’s committees and other community agencies that engage the leadership and participation of companies to hire qualified job applicants with disabilities.
• National Mentoring Partnership: An ongoing planned partnership where mentors agree to focus on helping another person reach a specific goal over a specific period of time.
• Local industry organizations or employer networks: Many employer networks already have in place opportunities to facilitate leadership opportunities for the youth they serve such as the Society for Human Resource Management (SHRM), the National Association of Manufacturers (NAM), the National Retail Federation (NRF), and the International Consortium of Hospitality and Tourism Institutes (ICHTI).

Resources

American Youth Policy Forum (AYPF)
http://www.aypf.org
AYPF is a non-profit, non-partisan, professional development organization providing learning opportunities for policymakers on youth policy issues at the national, state, and local level.

Community Youth Development (CYD) Journal
http://www.cydjournal.org
CYD Journal is a leading publication for youth and community workers, educators, administrators, researchers, policymakers, and other practitioners committed to the development of young people and communities. CYD promotes youth and adults working together in partnership and offers the opportunity to create just, safe, and healthy communities by building leadership and influencing public policy.

The Forum for Youth Investment (Forum)
http://www.forumforyouthinvestment.org
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.

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 aponsored by the W.K. Kellogg Foundation.

National Association of Manufacturers (NAM)
http://http://www.nam.org
The NAM is an industrial trade association representing manufacturers and employees in every industrial sector. NAM is working toward the mission of enhancing the competitiveness of manufacturers and to shape legislation toward economic growth, and increased national understanding of the importance of manufacturing in America’s economy.

National Center on Secondary Education and Transition Web page on Youth Development and Leadership
http://www.ncset.org/topics/leadership
NCSET creates opportunities for youth with disabilities to achieve successful futures. This page contains frequently asked questions about youth development and leadership for youth with disabilities, research, resources, and emerging and promising practices.

National Council on Disability Youth Advisory Committee
http://www.ncd.gov/newsroom/advisory/youth/youth.htm
The Youth Advisory Committee, consisting of 12 youth and young adult members representing the interests of each federal region, provides advice to the National Council on Disability (NCD) to make sure NCD’s activities and policy recommendations respond to the needs of youth with disabilities.

National Retail Federation (NRF)
http://http://www.nrf.com
The National Retail Federation (NRF) is a trade association with membership that comprises all retail formats and channels of distribution including department, specialty, discount, catalog, Internet, independent stores as well as the industry’s key trading partners of retail goods and services.

National Youth Employment Coalition (NYEC)
http://www.nyec.org
NYEC is a non-partisan national organization dedicated to promoting policies and initiatives that help youth succeed in becoming lifelong learners, productive workers, and self-sufficient citizens.

National Youth Leadership Council (NYLC)
http://www.nylc.org
The National Youth Leadership Council’s mission is to build vital, just communities with young people through service-learning. As an active supporter of service-learning and national service, NYLC promotes efforts to reform education and guide youth-oriented public policy.

National Youth Leadership Network (NYLN)
http://www.nyln.org
The NYLN is a voice for young people with disabilities across the United States and its territories interested in helping to shape the policies and services that affect them.

The Society for Human Resource Management (SHRM)
http://http://www.shrm.org
SHRM serves the needs of the human resource management professional by providing the most essential and comprehensive set of resources available.

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).

As a youth service practitioner, your job is to make certain that all youth, including youth with disabilities, have the supports and opportunities to develop into responsible caring individuals. Your responsibilities may include developing youth development or youth leadership components, facilitating program activities, assessing a young person’s competencies, and/or connecting youth to opportunities and resources that will help them reach developmental goals. By acquiring a basic understanding of youth development and leadership, and their intended outcomes and program activities, you will be equipped to help all youth become better prepared for adolescence, the workforce, and adulthood.

All youth need youth development and leadership activities in five development areas, regardless of whether they have disabilities. Individually-focused supports, services, and opportunities are needed for all youth to be successful, including individual supports and modifications for youth with disabilities. Just as all youth demonstrate growth in alternative ways and reach the various stages of development at different times, youth with disabilities can be expected to develop in different ways and at varying paces.

Questions

1. How do I use youth development and leadership in individualized service planning?

When helping a young person develop an individualized service plan, start by identifying the developmental outcomes already reached as well as the supports and services already in place. Consider the different ways you can identify outcomes such as

• discussions with the young person,
• observation of activities and behaviors, and
• review of relevant information such as school or employment records or assessments and tests.

For example, ask a young person about his/her career interests and the options s/he has thought about or explored. The response, can often determine if additional career exploration is needed. Observing a young person’s interactions with peers or other adults may help determine the presence of strong interpersonal skills such as actively listening and effectively communicating with others. By consulting school records or the results of a skills assessment, you can determine if a young person has achieved a basic aptitude in math and reading.

Upon completion of the above, help the young person recognize his/her strengths and assets, the outcomes already reached, and the areas in need of growth and learning. Review and discuss ways that the young person can develop goals and help him/her determine realistic steps for achieving them. Help the young person create an individualized service plan that includes youth development and leadership activities that match his/her goals and relate to his/her interests. For example, if a young person needs to strengthen his/her interpersonal skills and enjoys science, suggest that s/he tutor another young person who is struggling with science. In the process of tutoring, s/he will be able to practice interpersonal skills while focusing on something s/he enjoys.

As a part of the plan, consider the supports and services the young person has in place such as transportation, childcare, mentoring, and accommodations. Note whether the youth needs additional supports and services to reach his/her outcomes and whether these can be provided by your organization. In some instances, you may need to connect the young person to other organizations that provide the needed supports and services.

Once the plan is in place, use it to track progress toward the desired outcomes by periodically reviewing the plan with the young person and discussing what s/he has learned and experienced. As the young person achieves a new outcome, recognize and celebrate the accomplishment and revise the goals and plan as needed.

2. What should I consider when selecting and preparing adult and peer mentors for youth with disabilities?

Youth can be matched with a variety of individuals, with and without disabilities, in mentoring relationships. Having a mentor with a disability can be especially valuable for young people with disabilities; however, it is not always possible, and there are other factors that are important in selecting a mentor.

The mentoring experience needs to be centered on the young person. Before making a mentoring match, ask the young person what s/he hopes to gain from the relationship, what qualities and traits s/he hopes to find in a mentor, and what s/he hopes to offer the mentor. The young person may want a mentor in a certain profession or someone who enjoys a similar pastime or hobby. Then pair the young person with a mentor who matches these interests or traits.

3. What is involved in the training of mentors?

All mentors, regardless of whether they have a disability, should be appropriately screened and trained. Screening should include an interview, as well as a review of references, and a background check. Training for mentors should include basic principles of youth development and youth interaction. This is necessary to ensure that the mentor approaches the relationship with an appreciation for the young person’s strengths and goals and with a focus on building on the young person’s existing capabilities and helping him to address his developmental needs. Mentors should understand that mentoring is a “two-way street” – they may learn as much from the young person as the young person learns from them!

All mentors should receive training on considerations for mentoring youth with and without disabilities. This training can help mentors develop an awareness of and sensitivity to the experiences and perspectives of youth with disabilities. Mentors should appreciate and encourage the interests and goals of all young people, including youth with disabilities.

At the beginning of the mentoring relationship, both the youth and the mentors should be encouraged to

1. Communicate with one another about their expectations for the mentoring relationship. You may need to help both the young person and the mentor develop realistic expectations before the relationship is initiated.
2. Clearly define the responsibilities to each other and the relationship. For example, if the mentor makes the first call to the young person, the young person is responsible for returning the mentor’s call within a reasonable period of time. If the young person shares a list of his goals with the mentor, the mentor is responsible for providing feedback on each of the goals. These responsibilities should be spelled out early on in the relationship.
3. Make a plan for communication. The young person and the mentor may decide to talk by phone once a week at the same time or communicate regularly by e-mail between in-person meetings. They should discuss and agree upon ways to establish and maintain regular communication to determine the arrangement that best fits the relationship.
4. Address logistical issues, such a convenient and accessible place to meet, and any transportation assistance, if any, the young person may need. Your program may have guidelines about where and how mentors and youth meetings should occur. For example, youth may not be permitted to ride in the mentors’ personal vehicles or may be required to meet in public places.
5. Participate in activities that promote relationship-building. You may want to provide some pre-planned, fun-filled activities for all mentors and youth at the beginning of the program, such as bowling, attending a sports event, or having a pizza party, in order to encourage getting to know one another and bonding.

4. Where can I find youth development and leadership activities or curricula to use with all youth including youth with disabilities?

When selecting youth development or youth leadership activities for your program, consider the youth you serve, the program’s goals, and your organization’s capacity. For example, if the youth in your program are interested in auto mechanics, you might have them research the career potential (salary, working conditions, and industry growth) for the auto repair industry and plan a trip to visit an auto mechanics’ training facility. If your program’s goals include community improvement, youth could plan, budget, and implement a community improvement project or neighborhood clean-up day. If your building has a large auditorium or meeting space, youth could recruit employers, invite other youth programs, and hold a job fair at your site. Youth development and youth leadership activities that are integrated into your current program will be more effective than those that are unrelated “add on” activities.

It is also important to think of your program’s time, budget, and staff availability. Will youth have the time, support, and guidance needed for a successful youth leadership activity? Do you have the resources within your organization to provide youth with real leadership opportunities? Youth development and youth leadership activities take time and resources to plan well and implement effectively. Be sure there are leadership roles for all youth in your program and that planning includes accessibility and supports for all to participate fully.

NCWD/Youth has developed a list of suggested activities for each of the five areas of development (See “Areas of Development” Chart) that you can include in your youth development and leadership programs. The activities in the areas of Leading and Connecting are especially appropriate for youth leadership programs. This list is not exhaustive and you may come up with additional activities that will help youth achieve the outcomes listed in the chart. It may also be helpful to look at curriculum used by other programs. Examples are provided in the resource section.

Resources

Disability-Related Components

Advocacy Resource Centers (ARC)
http://www.thearc.org
ARC contains information and resources for serving children and adults with cognitive, intellectual, and developmental disabilities

Centers for Independent Living
http://www.virtualcil.net/cils
This website provides links to independent living centers in all 50 states and the District of Columbia.

Vocational Rehabilitation (VR) Organizations
http://www.ed.gov/about/offices/list/osers/rsa/resources.html
This website provides links to government and private resources for people with disabilities.

Mentoring

Cornell Youth and Work Program, Cornell University http://www.human.cornell.edu/youthwork/mentoring/training.html
This mentor training program is designed to help novice mentors gain expertise more quickly, this mentor training program includes sample activities, agendas and evaluation forms for delivering the training in two four-hour sessions. The materials may be adapted for use in shorter sessions or other training programs.

The National Mentoring Partnership
http://www.mentoring.org
The website contains numerous resources for mentors and program operators including research on the effectiveness of mentoring, training products, and volunteer management tools.

Public-Private Ventures (P/PV)
http://www.ppv.org
P/PV contains research and evaluations of various types of mentoring programs including one-on-one, school-based, group, and high-risk youth.

Curriculum

Fire Starter Youth Power
http://www.freechild.org/Firestarter/home.htm
The Firestarter Curriculum works with young people to educate, engage, and empower a new generation of social change leaders. The website contains resources for youth trainers and teachers.

New Jersey 4-H Leader Training Series
http://www.nj4h.rutgers.edu/volunteering/e148.html
This website contains a wealth of information from planning field trips to working with youth and their families.

Prudential Youth Leadership Institute
http://http://www.pyli.org/curriculum.html
The website includes an interactive, state-of-the-art curriculum developed by the Center for Creative Leadership containing lessons and exercises on community needs analysis, goal setting, team building, project planning, decision-making, and other leadership dynamics, and culminating in a service project.

Multi-purpose

Child Trends - What Works: Research Tools to Improve Youth Development
http://www.childtrends.org/
This work summarizes the best available research and evaluations to determine what works, what doesn't work and what are some "best bets" for anyone who designs, administers, or funds services for teens.

Community Youth Development (CYD) Journal
http://www.cydjournal.org/2002SprSum/contents.html
CYD Journal is dedicated to voicing progressive, humane, and caring approaches to the development of youth and community. It is published by the Institute for Just Communities (IJC) and the Institute for Sustainable Development, Heller School of Social Policy and Management, Brandeis University. Through this link, access the 2002 Anthology issue to download several articles on youth development and leadership.

Innovation Center for Community and Youth Development
http://http://www.theinnovationcenter.org
The Innovation Center for Community and Youth Development studies what works in youth and community organizations around the world and translates it into practical materials—training programs, tool kits, and other vehicles—to strengthen organizations, advance the field of youth development, and promote social justice.

National 4-H Council’s Creating Community Programs for Youth with Disabilities
http://www.fourhcouncil.edu/programs/disabilities/default.asp?subid=11&catid=1 This resource is designed to help youth professionals as they seek to increase the number of participants with disabilities in their programs, explore specific programming related to disability issues, and enhance the sensitivity of all to the unique needs of persons with disabilities and their potential contributions to programs.

National Clearinghouse on Families and Youth
http://www.ncfy.com
The National Clearinghouse on Families and Youth (NCFY) provides information for young people and students, parents and community members and youth service practitioners and policy makers to help support young people and families. The Clearinghouse is led by the Administration for Children and Families (ACF), within the U.S. Department of Health and Human Services.

National Dissemination Center for Children with Disabilities
http://www.nichcy.org
This national information and referral center provides information on disabilities and disability-related issues for families, educators, and other professionals.

National Training Institute for Community Youth Work (NTI)/AED
http://nti.aed.org
NTI, established by the Academy for Educational Development (AED) in 1997, strengthens the field of youth development through the preparation and professional development of youth workers—the adults who work directly with young people in a variety of settings. NTI administers training in the Advancing Youth Development curriculum.

National Youth Employment Coalition’s PEPNet online Index to Effective Practices
http://www.nyec.org/pepnet/youthdev.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.

Parent Training and Information Centers
http://www.taalliance.org/PTIs.htm
Parent Training and Information Centers are located in each state, provide training and information to parents of infants, toddlers, children, and youth with disabilities and to professionals who work with children.

Search Institute
http://www.search-institute.org/
The Search Institute is an independent nonprofit organization whose mission is to provide leadership, knowledge, and resources to promote healthy children, youth, and communities. At the heart of the institute's work is the framework of 40 developmental assets, which are positive experiences and personal qualities that young people need to grow up healthy, caring, and responsible.

Working

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.

WorkforceUSA.net
http://www.workforceusa.net
WorkforceUSA.net is designed for the day-to-day needs of workforce development practitioners in community-based organizations, community colleges, private firms, employer associations, unions, economic development organizations, One Stop Career Centers, Workforce Investment Boards and elsewhere. The site provides an extensive "virtual" library of concrete tools and other kinds of materials to support the various activities or "functions" workforce development professionals perform.

Youth Practitioner's Toolbox, Sar Levitan Center for Social Policy Studies
http://www.levitan.org/publications/toolbox/toolboxCM.html
The Youth Practitioner's Toolbox, provided by the Sar Levitan Center for Social Policy Studies, is a series of training materials designed specifically for those front-line workers committed to helping young people succeed. Effective practices from successful youth programs, coupled with research findings about effective workforce investment strategies, provide the foundation for each toolbox. Toolbox modules include Case Management, Individual Service Strategy, Job Development, Follow-Up and Engaging Youth.

Learning

21st Century Community Learning Centers
http://www.ed.gov/programs/21stcclc/index.html
21st Century Community programs to provide expanded academic enrichment opportunities for children attending low performing schools and to provide youth development activities.

Family Center on Technology and Disability
http://http://www.fctd.info/
The Family Center on Technology and Disability serves organizations and programs that work with families of children and youth with disabilities. The organization offers a range of information and services on the subject of assistive technology.

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.

TEDWeb - Transformational Education Web
http://www.tedweb.org/index.cfm
TEDWeb is the first education e-community driven by alternative education practitioners and supporters concerned with developing quality education options for all youth, especially vulnerable and out of school youth. TEDWeb serves as an online gathering place to strengthen support for schools and educational programs successfully working with young people, as well as prepare organizations exploring the possibilities of operating schools.
Thriving

Adolescent Health Transition Project
http://www.depts.washington.edu/healthtr/
This website contains information and resources for adolescents with special health care needs, chronic illnesses, and physical or developmental disabilities.

Center for Mental Health Services' (CMHS) Knowledge Exchange Network (KEN)
http://www.mentalhealth.org/default.asp
CMHS provides information about mental health for users of mental health services and their families, the general public, policy makers, providers, and the media.

Healthy & Ready to Work National Center
http://www.hrtw.org
This website provides information and connections to health and transition expertise nationwide.

Connecting

Cornell Youth and Work Program, Cornell University
http://www.human.cornell.edu/youthwork/mentoring/training.html
The Cornell program is designed to help novice mentors gain expertise more quickly. This mentor training program includes sample activities, agendas and evaluation forms for delivering the training in two four-hour sessions. The materials may be adapted for use in shorter sessions or other training programs.

Designing A Successful Mentoring Training, Excerpted from the EMT Group’s Mentoring Plus Workshop Series 1
http://www.emt.org/userfiles/DesignTraining.pdf
This website provides guidance on how to determine the content and design of a mentoring training based on your program’s goals and the mentee population.

National Mentoring Center’s Foundations of Successful Youth Mentoring: A Guidebook for Program Development
http://www.nwrel.org/mentoring/pdf/foundations.pdf
Intended for both new and established programs, the guidebook outlines the program components that mentoring programs of all shapes and sizes should have in place to build strong mentoring relationships and ensure program sustainability. This guidebook cover includes guidelines on screening and ideas for recruiting mentors.

VSA arts
http://www.vsarts.org/
VSA arts is a coordinating organization for arts programming for persons with disabilities. VSA arts offers arts-based programs in creative writing, dance, drama, music and the visual arts.

Leading

Arsalyn Program
http://www.arsalyn.org
The Arsalyn Program views the civic and political engagement of young people as beneficial to country, community, and character and related to encourage young Americans to become informed and active participants in the electoral process.

Congressional Youth Leadership Council (CYLC)
http://www.cylc.org
CYLC offers education leadership conferences for outstanding young people from across the country and around the world, providing them with exciting enrichment opportunities and authentic leadership laboratories.

Do Something
http://www.dosomething.org/
Do Something is a nationwide network of young people who know they can make a difference and take action to change the world around them. The organization helps youth get involved in their community by identifying issues they care about and by creating community projects to turn their ideas into action.

Firestarter Youth Power Curriculum
http://www.freechild.org/Firestarter/home.htm
The Firestarter Curriculum works with young people to educate, engage, and empower this generation of social change leaders. It has been used with thousands of young people around the world, and is a fantastic resource for youth trainers and teachers.

National Youth Leadership Network (NYLN)
www.nyln.org
NYLN is a youth led network of leaders who are also youth with disabilities comprised of approximately 300 youth leaders with diverse disabilities from across the U.S. and its territories (e.g., Guam and Puerto Rico).

Prudential Youth Leadership Institute
http://www.pyli.org/institute.html
The Prudential Youth Leadership Institute is a state-of-the-art training program designed to teach leadership and community service skills to high school-age students. The program was created by The Prudential Insurance Company of America, in partnership with Youth Service America and the Center for Creative Leadership and is currently administered by The Points of Light Foundation.

SHiNE(Seeking Harmony in Neighborhoods Everyday)
http://www.shine.com
SHiNE's mis