Negotiating reform: young people's leadership in the educational arena

Youth organizing within the institutional context of community-based organizations has grown exponentially. Drawing on interviews with more than eighty organizers, youth, and educators, this article examines young people's experiences as they organize to expand educational opportunities for themselves and their peers in urban school districts. The authors explore educator responses to youth organizing and analyze how race- and class-based assumptions about youth leadership, as well as differing cultural norms between schools and youth organizing groups, pose challenges for young people fighting for education reform. The authors describe three strategies youth organizing groups use to address these challenges: intensive leadership development, targeted relationship building with district administrators, and alliance building. Implications for both educators and youth organizing groups are discussed.     

Recreation as a component of the community youth development system

In an era of fragmented school systems and budget cuts, many educators and youth leaders seeking to solve the problems that youth face are turning to out-of-school-time programs. In many communities, these programs are seen as essential in the development of youth into fully functioning adults. One such area of the out-of-school-time sector is the provision of recreation services. Recreational services have a vital role in connecting youth to their communities, as well as enabling youth and adult allies to improve challenging conditions. This chapter outlines the historical role that recreation has played in community youth development programs and shows how community youth development has evolved. It then looks at how organizations in three communities--the Youthline Outreach Mentorship program in Minneapolis, a 4-H initiative in Parker City, Texas, and the Hockey Is for Everyone program--have successfully applied the theoretical knowledge. Best practices from these programs illustrate that the role of recreation in community youth development is changing. No longer are recreation programs about providing just "fun and games." Recreation organizations are now placing more value on the development of the community as a whole, in addition to the individual well-being of young people.     

Effective support for lesbians in rural communities: the role of psychotherapy

Most research involving lesbians has been conducted using urban or suburban samples. However, the challenges lesbians face in their rural communities differ from those encountered by lesbians in urban areas. Lesbians in rural areas face potential isolation due to the lack of a visible gay community, an overall lack of services and resources, and an often heightened experience of stigma. Rural areas tend to have a more conservative political climate with an emphasis on fundamentalist religious beliefs. Due to such strong heteronormist pressures, lesbians who decide to come out to their rural communities often face justifiable fears surrounding possible discrimination from employers, religious organizations, schools, and even their friends and family members. Therapists who work with lesbians in rural areas should be prepared to help their clients face and successfully deal with many unique challenges.     

Increasing college access for youth aging out of foster care: Evaluation of a summer camp program for foster youth transitioning from high school to college

Young people who transition from the foster care system face many challenges including lack of support and other educational barriers. They are less likely to graduate from high school than their counterparts and go on to college yet despite challenges, many succeed and take advantage of higher education programs.In Michigan, a state with one of the highest percentage of youth in foster care, Michigan State University developed a small scale, targeted intervention to help transitioning foster youth achieve their goals of pursuing higher education. Led by the School of Social Work in collaboration with other colleges and disciplines, it was demonstrated that a campus based learning program for transitioning foster youth can help contribute toward a perceived increase in knowledge and information about college life, funding and admissions procedures. The educational process involved peer support, role modeling, mentoring and active learning sessions led by the faculty and students who were often foster care alumni themselves. Leaders and speakers came from a range of disciplines, institutions and organizations. This approach and curriculum contributed to perceptions of the camp as enhancing life skills, self-concept, empowerment and sense of purpose. Consequently, this program contributed to the resilience of those who attended and potentially helped build steps from care to higher education.     

Employers’ and employment counselors’ perceptions of desirable skills for entry-level positions for adolescents: how does it differ for youth with disabilities?

Today’s youth face high unemployment and other labor-market challenges; these challenges are often worse for youth with disabilities. This paper explores what employers and employment counselors look for when hiring youth into entry-level jobs and whether they believe youth with disabilities have fewer skills than those without. This study used a qualitative design with a purposive sample of 19 youth employers and employment counselors. Our findings show that youth employers and employment counselors identify the following traits as enhancing young workers’ employability: a well-prepared job applicant; job fit and a good attitude; and soft skills. We find youth with disabilities are perceived to be at a disadvantage. Consistent with a rising body of research, the emphasis on soft skills, and pliability, opens the door for employment discrimination.     

Participatory action research (PAR) with children and youth: An integrative review of methodology and PAR outcomes for participants,organizations, and communities

Due to an increasing emphasis on children's rights, children's participation in studies about social issues has become a trend. The research community has been liberally utilizing the concept of participatory action research (PAR). Thus, oversimplification of children's involvement and misinterpretation of their voices has become a concern for many scholars. This review is an attempt to support the critical conversation about PAR, especially in regard to (1) its methodological features, as well as (2) outcomes of genuine children's participation in PAR for children and youth themselves, social service organizations, and communities. Forty-five articles were selected and coded for analysis in accordance with integrative review methodology. PAR with children and youth showed evidence of positive outcomes for children, organizations, and communities. However, PAR with children and youth still faces the challenges of involving very young participants, providing meaningful participation opportunities and addressing power differences between children and adults in diverse cultural contexts. Discussion of methodological challenges and review of critical outcomes of the PAR approach is provided.     

Teens and technology: preparing for the future

In the past two decades, economic, technological, demographic, and political forces have stimulated major change in the learning and working landscape for young people. These circumstances compel us to prioritize the integration of technology skill building into youth development experiences in order to better prepare older youth for the challenges and responsibilities ahead. Facilitating older youth's acquisition of technology skills must continue to be a principal goal of policymakers, city leaders, and youth program providers. This chapter looks at the integration of technology skill building into youth development experiences with consideration of gender and races differences in technology access and utilization, along with challenges that at-risk teens face.     

How public relations executives perceive and measure the impact of social media in their organizations

Decisions about social media in organizations are not made lightly. Corporate executives are faced with an ever changing and in many cases, uncontrollable opportunity with social media. This study provides insights obtained from 25 interviews with communication and public relations executives to identify their opinions about what drives social media in organizations, what challenges they face, and what questions they have about social media and its measurement.     

Fostering success: Understanding the experience of foster youth undergraduates

Although foster youth aspire to complete college, studies suggest that less than 10% are successful in obtaining a bachelor's degree (McMillen, Auslander, Elze, White, & Thompson, 2003; Rios & Rocco, 2014; Wolanin, 2005). The low graduation rates suggest that these students face unique obstacles in attaining their educational goals. To date, there is little information about the particular challenges they face. To address this gap, this paper presents survey findings of undergraduates enrolled at a public university and engaged in a campus support program for foster care alumni. Results show that these students are hesitant to disclose their foster youth identity, need help securing stable housing and suffer from food insecurity. Campus support programs and services help students feel a sense of belonging and safety on campus. Findings can aid policy makers and student affairs staff in refining current support systems for foster youth to increase enrollment and rate of graduation.     

Why youth leave care: Understandings of adulthood and transition successes and challenges among youth aging out of child welfare

Child welfare policies and practices are changing to allow more youth to remain in care beyond age 18. Yet, the majority of youth do not stay. Given recent evidence suggesting that remaining in care may be beneficial, there is a need to understand why youth leave. Using data gathered from in-depth interviews with young people aging out of care, this paper explores this question, relating it to youths' understandings of adulthood and the successes and challenges they face during their transitions. We find that youth leave care because of misunderstanding and misinformation about the requirements for remaining in care, as well as because of a desire for autonomy and independence. Specifically, many youth equated adulthood with independence, and thus felt that they needed to leave care to achieve adulthood. Unfortunately, these efforts to be independent often hinder youths' development of supportive relationships, which they reported to be one of the greatest challenges in their transitions. Based on these findings, we conclude by challenging the conflation of adulthood and independence, as well as of childhood and dependence, calling for connected autonomy as a goal for child welfare involved young people of all ages.     

Mentoring and social skills training: ensuring better outcomes for youth in foster care

Youth in foster care face significant life challenges that make it more likely that they will face negative outcomes (i.e., school failure, homelessness, and incarceration). While the reason(s) for out-of-home placement (i.e., family violence, abuse, neglect and/or abandonment) provide some context for negative outcomes, such negative outcomes need not be a foregone conclusion. In fact, interventions created to serve at-risk youth could ostensibly address the needs of youth in foster care as well, given that they often face similar social, emotional, and other challenges. Specifically, the author posits that supporting foster care youth through the use ofmentoring and social skills training could reduce the negative outcomes far too common for many of these youth.     

Finding their Way: Perceptions of risk,resilience, and positive youth development among adolescents and young adults from public housing neighborhoods

Knowledge of the risk and protective factors associated with problem behavior and the application of principles consistent with positive youth development have led to significant advances in understanding why some young people develop behavioral and social problems while others display resilience in the face of adversity. Qualitative research methods were used to identify principles of risk, protection, resilience, and positive youth development in a sample of 17 adolescents and young adults (ages 14–20) who participated in afterschool programs located in 4 urban public housing neighborhoods. Template analysis in conjunction with constant comparative analysis revealed 7 themes identified as challenges, resources that support development, coping, caring and compassion, aspirations and well-being, competence and confidence, and wisdom and advice. The discussion considers how these themes are congruent with key constructs of risk, protection, resilience, and positive youth development. Implications for promoting positive behavior in adolescents and young adults are noted.     

It's good to know that you got somebody that's not going anywhere: Attitudes and beliefs of older youth in foster care about child welfare-based natural mentoring

This exploratory study is the first to investigate the attitudes and beliefs of older adolescents in foster care toward the implementation of a child welfare-based natural mentoring intervention designed to promote enduring, growth-fostering relationships between youth at risk of emancipation and caring, supportive nonparental adults from within the youth's existing social network. Six focus groups were conducted with 17 older youth in foster care attending a specialized charter high school for young people in out-of-home care in a large, urban city in the Northeast United States. Focus group data were transcribed and analyzed using a conventional content analysis approach. The following significant themes emerged related to natural mentoring for older foster youth emancipating from care: (1) need for permanent relationships with caring adults, (2) youth conceptions of natural mentoring, (3) unique challenges related to natural mentoring for youth in foster care, (4) role of a natural mentoring intervention in child welfare, and (5) challenges for implementing a child welfare-based natural mentoring intervention. Overall, our findings suggest that these young people are cautiously optimistic about the potential of a child welfare-based natural mentoring intervention to promote their social and emotional wellbeing. Future studies are needed to better understand the experiences of older foster youth with an actual natural mentoring intervention, including challenges, opportunities, and outcomes.     

Designing for diversity: incorporating cultural competence in prevention programs for urban youth

Low-income urban youth of color frequently confront a wide variety of challenges and hardships that other young people never experience. The offering of prevention programs represents one strategy to help urban youth avoid the risks associated with substance abuse. In this chapter, an alternative program strategy is posited-one that places diversity with respect to culture, class, and environment at the center of prevention efforts. Such an approach, the authors argue, is more effective not only in appealing to the sensibilities of urban youth but also in altering their behavior.     

Gay Affirmative Practice: A Model for Social Work Practice with Gay,Lesbian, and Bisexual Youth

Gay affirmative practice has recently been introduced into the social work literature as a culturally sensitive model for working with gay, lesbian, and bisexual (GLB) adults, however, this model has rarely been applied to practice with GLB youth. In this article, the authors review the literature to present the main tenets of gay affirmative practice, outline the challenges that GLB youth face, and delineate the environmental and individual strengths that can be enhanced to promote well-being. The authors then apply the gay affirmative practice model to GLB youth, offering concrete information about the specific knowledge, attitudes, and skills that social workers should acquire to better serve the unique, yet diverse, needs of GLB youth.     

Intermediaries supporting sports-based youth development programs

The authors describe intermediary organizations whose aim is to provide technical assistance to sports organizations about infusing a youth development emphasis into their programming. Team-Up for Youth, Sports PLUS Global, and the National Recreation and Park Association are the three organizations highlighted in this article. Team-Up for Youth's mission is to pioneer innovative strategies to support the healthy development of youth by strengthening and expanding afterschool sports and physical activity programs. Team-Up works with youth sports providers, policymakers and public officials, and staff and students at colleges and universities in the San Francisco Bay Area. It concentrates on five areas: training and education, coaching corps, grant making, public policy, and knowledge creating and sharing. Sports PLUS Global is an international organization that delivers educational training to communities using sports to promote human development, social change, and human rights. It uses the Positive Learning Using Sports (PLUS) method to reach children, coaches, and educators in camps and afterschool programs. The PLUS method employs twelve steps that are described in detail in the article. The National Recreation and Park Association (NRPA) engages national partners and local park and recreation agencies to improve the quality of youth sports nationwide. NRPA, in partnership with Sports Illustrated magazine, developed and manages the Sports Illustrated GOOD SPORTS initiative. Communities are improving youth sports through the following elements: teaching life skills, empowering success among youth, promoting physical activity and healthy lifestyles, and strengthening communities.     

Exploring the development of meaningful work for children and youth in Western contexts

Through a literature review, this paper explores current issues influencing the transition to meaningful adult work for youth living in Western contexts. Historical and contemporary perspectives of children's work are discussed. With the current emphasis on finding meaningful work, youth face greater challenges because the transition to adult work is more complex, offering additional options without structured pathways. Today's youth are required to invest more energy into developing the skills and self-knowledge needed to make meaningful decisions about future work. Given this challenge, a number of key factors associated with the successful transition to adult work are identified and discussed including social origin, time orientation, parental influence, work experience, and participation in structured leisure pursuits. For each key factor, implications for practice are offered to help parents, teachers, youth workers, and other significant adults foster interactions and experiences that may assist today's youth in successfully transitioning to meaningful adult work.     

Afterschool programs that support homeless youth: igniting hope and opportunities in the midst of trauma,uncertainty, and displacement

Across the United States, many afterschool and out-of-school time programs are making constructive and lasting impacts on the lives of homeless children and youth by providing expanded learning opportunities and positive youth development outcomes in a safe space. In this brief, we profile two youth-serving organizations and the After School Division of the California Department of Education to illustrate how afterschool programs can be part of the solution for homeless children and youth. Staff from these organizations shared their practices, successes, challenges, and lessons learned. Most importantly, they shared a message of hope and a vision for what is possible in the midst of trauma, uncertainty, and displacement.     

AIDS volunteers and their motivations: theoretical issues and practical concerns

Volunteers and volunteer organizations are critical elements in society's response to the HIV epidemic. This article reviews a model of the volunteer process that draws on psychological theory and methodology and incorporates concerns of individual volunteers, volunteer organizations, and society at large. An inventory for assessing the motivations of AIDS volunteers is introduced. The findings from a survey of volunteers working in AIDS organizations around the United States speak to their motivations, their choices of volunteer roles, and their decisions about quitting or continuing service. Based on these findings, a detailed set of recommendations for effective volunteer recruitment, assignment, and retention is offered.