De/valuing youth work: Revealing tensions in professional identity development while enhancing and applying mental health literacy

Thirteen preservice youth work students participated in learning experiences designed to enhance literacies in mental health. The aim of this grounded theory study was to explicate the process of mental health literacy enhancement and application to child and youth care practice. Sixty-two unique sources of data were used in analyses. Findings suggest that mental health literacies are intertwined with the process of developing a professional identity. In this article, the subcategory de/valuing youth work is explained and involves participants managing a confusing role, adopting a misfit stance, battling and building a seat at the interprofessional table, and valuing professional contributions. Implications for professional identity development, professionalization and mental health education are offered.     

Youth Worker Professional Development Participation,Preferences, and Agency Support

Using a Web-based survey, this study examined youth workers' professional development participation, preferences, and levels of agency support and the relationships between these variables and youth worker characteristics. Results revealed a positive relationship between participation in professional development opportunities and youth workers' self-reported job competency but also indicated low levels of agency support for participation in continuing education. Though perceptions of critical training topics varied among program staff from different geographic areas, most youth workers reported similar training experiences and interests regardless of their individual characteristics. Collaborative approaches to training and professional development may result in increased exposure to a broad range of professional development opportunities and significantly enhance the quality of youth programming.     

My Stomach Fell Through the Floor: The Moment of Not-Knowing What to Do

Youth workers routinely experience moments in their professional practice with young people when, despite their experience and training, they are simply at a loss for what to do, how to respond, and how to be helpful to the youth. These experiences of not-knowing are seldom shared with other youth workers, which contributes to a climate of shame and humiliation. Professional supervision seldom attends to how youth workers experience these moments and their personal and vocational costs. This study presents a phenomenological investigation of how youth workers experience moments of not knowing what to do, identifies five central themes of the experience, and makes recommendations for improved youth work practice and supervision. This chapter presents the research question and its significance to the field of American youth work.     

Whose Stories are These?

Phenomenological research investigates the meaning of lived experiences for participants, as well as the implications of those experiences. This chapter presents brief biographical sketches of 12 youth workers who participated in a phenomenological investigation of the experience of self in moments of not-knowing what to do. Each participant's characteristics, professional location in the broad field of American youth work, and circumstances surrounding the experience of not-knowing are described.     

Organizational factors that contribute to youth workers' promotion of youth voice

The term youth voice has been identified as a mechanism that helps youth who are participating in out-of-school time programs (e.g., 4-H, Boys & Girls Club, Big Brother/Big Sister) achieve successful outcomes such as improved academic and social functioning. Youth voice promotion is commonly enacted in out-of-school time programs when youth workers extend opportunities to youth to provide feedback and make key program decisions. To date, scant research has focused on organizational factors that contribute to program staff (e.g., youth workers) willingness to promote youth voice. A structural equation model using person-environment fit theory within a Positive Youth Development theory framework was constructed to test organizational factors that contribute to youth voice promotion among youth workers. Data from 569 frontline youth workers within out-of-school time programs across the United States indicated that youth workers' abilities to form positive relationships with youth, professional efficacy, and ability to make decisions in their own jobs directly predicted youth workers' endorsement of youth voice. In addition, positive relationships partially mediated the effects of professional efficacy on youth voice promotion. Implications for theory and practice are discussed.     

Why University Education Matters: Youth Work and the Australian Experience

In many countries youth work education in the university confronts a precarious future. Paradoxically, this takes place as the labor market is unable to meet demands for qualified practitioners. This article makes a case for further investment in university-based youth work education. While presenting labor demand and supply arguments, we also suggest that a good university education is important for producing graduates capable of becoming experts and good practitioners in the Aristotelian sense of the word. This entails the provision of learning opportunities to attain specialist knowledge, technical expertise and ethical capacities of the kind that distinguish youth work practice from other approaches to work with young people. Such an education also promotes the prospect that practitioners are able to develop a professional habitus that advances youth work as a discrete field of professional practice. While the material used in this article is Australian, we suggest there are sufficient commonalities between the Australian experience and many other countries for the arguments, findings and recommendations made here to have more general applicability.     

The listen to me project: Creating lasting changes in voice and participation for children in care through a youth-led project

In this article, we present the results from a youth-led project on the voices and participation of children in state care in Ontario, Canada. The purpose of this project was for youth to share their voice about what they wish child protection workers and agencies could do to improve their experiences within the child protection system. Many youth in care in Canada and internationally report that their voices are not heard and that they are not involved in decisions involving their care. Seven themes were extracted from this voices of youth project asking child welfare workers and agencies to listen to [them] and believe [them], keep [them] informed and be honest, involve [them] in decisions, support [them], keep [them] connected,; ignite [their] passions, and don't give up on [them]. Suggestions from the youth involved in this project are offered on ways to create true and meaningful change in child welfare.     

Improving Community-Based Youth Work: Evaluation of an Action Research Approach

Few formal post-secondary educational programs in the United States focus on youth work, thus youth workers often enter the field with diverse backgrounds and varying levels of experience working with youth. Drawing on mounting evidence that quality youth service requires skilled staff, professional-development opportunities have received increasing support by agencies and funders. Typically, youth work professional development supports propositional (theory) knowledge learning to develop a more skilled workforce. This article describes an approach to youth work professional development that supports professional-craft knowledge learning (practice wisdom). Based on action research methodology, the approach has been developed over the last three years with groups of youth workers in a public organization. Using program evaluation data over the last two years and university-facilitator reflections, the authors describe what have been found to be the critical components of this approach. Also discussed are implications of using such an approach in day-to-day youth work practice.     

The influence of sense of coherence,self-care and work satisfaction on secondary traumatic stress and burnout among child and youth residential care workers in Switzerland

The present study aimed to investigate the incidence of post-traumatic and secondary traumatic stress as well as burnout symptoms among child and youth welfare workers in residential care in Switzerland and to assess the predictive value of sense of coherence, self-care, and job satisfaction. A sample of 319 child welfare professionals in Swiss child and youth residential care was assessed using questionnaires that addressed sense of coherence, perceived collective efficacy, self-care, and work satisfaction, as well as symptoms of traumatic stress and burnout. Linear regression analyses were conducted to determine the influence of sense of coherence, self-care and job satisfaction on symptoms of burnout and traumatic stress. Enhancing sense of coherence, work-related self-care and work satisfaction could reduce stress symptoms and increase the well-being of child and youth welfare staff. The authors discuss how child and youth residential care institutions could improve these factors among their staff.     

16: Developing the Children and Youth Care Profession Through Effective Use of the Media

Although child care workers have created many of the structures, such as associations, conferences and journals, that are required for attaining professional status, they have been less successful in winning recognition for the professional status of child care from political decision makers and the general public. The news media are an important means of informing and influencing these groups. This chapter explains how the media work and presents data which suggest that child care workers have not been effective in getting their message across. Strategies for winning public recognition for the profession through more effective use of the news media are then suggested.     

Training the “Wizards”: A Model for Building Self Efficacy and Peer Networks Among Urban Youth Workers

This article presents a community's efforts to address the professional development needs of frontline youth workers. A coalition designed a 13-week Youth Worker Training Institute to increase youth workers' knowledge, skills, self-efficacy, and professional networks. After the Institute, participants reported feeling more skillful, connected to other youth workers, confident, professional, reflective, and being more powerful change agents. Based on results from this formative evaluation, we suggest that it was multiple teaching and learning strategies that promoted reflection, peer learning, and networking—that contributed to youth workers gaining knowledge and skills that in turn increased their confidence and sense of self-efficacy.     

Center Stage: Humiliation,Being Found Out,and the Myth of Supercompetence

Youth workers operate within a professional climate in which competence is perceived to be linked to a worker's ability to respond quickly and effectively to whatever situations clients may present. Many youth workers perceive their own inability to respond in moments of stuckness as indicative of their own failing and lack of professional skill. They often view their colleagues as more equipped and competent than themselves and fear having their own struggles exposed. This chapter describes the third of five themes associated with youth workers' experiences of not-knowing what to do: humiliation and the fear of being found out. In addition to presenting the dominant theme, this chapter discusses the two variations on the theme, as described by youth worker participants: (a) The worst public humiliation and (b) They'll know I'm a fraud. Implicit in both variations is the weight of youth workers' attempts to measure up to the field's myth of supercompetence in their practice.     

Re-examining Social Work Roles and Tasks with Foster Care

In order to promote developmental outcomes with children and young people and to nurture their positive health and well-being in foster care, social workers and case managers are required to direct professional attention toward both the child or young person and her/his daily living environment(s)—at home, at school, and in the local neighborhoods in which they live. When viewed from an ecological perspective, foster care environments are represented conceptually as a nested cluster of settings ranging from immediate life spaces and networks of relationships in a foster home, at school, and in a neighborhood, to organizational contexts holding a statutory duty of care for children and young people assigned looked after status, along with national policies and statutes which frame foster-care environments. This article explores how social-work roles and tasks with children and young people in foster care change as Social Workers transition from case management roles within state, provincial, or local authority departments to become Supervising Social Workers, or Team Managers of Foster Carers, or Directors of foster care services.     

Transforming Perspectives in Children and Youth Education

The purpose of this chapter is to present a new understanding of child and youth care education. The competence perspective, adequate for the training of workers in a specific role, is . less effective in a diversified and maturing profession. To develop new, perspectives that can provide flexibility to perform effectively . in a variety of contexts an educational model must be employed. Ode distinction between a training and an educational model is the opportunity for students to become aware of the assumptions that they maintain about themselves and their world. A transactional perspective is a complementary and necessary component of an educational model in child and youth care, enabling a professional to apply skills and knowledge in a variety of contexts. Child and youth care educators are presented with the task to adjust their curriculum in a manner that facilitates a process of perspective transformation.     

10: Child Care Supervision

Child care workers can become developmentally stuck in early stages of professional growth and remain para-professionals, concerned with behavior control. This chapter describes an approach to child care supervision in which expectations for staff performance are set on a developmental grid that predicts expertise will increase with experience. Child care supervisors use the evaluation process to create goals with each staff member that are developmentally appropriate.     

Urban Youth Workers' Use of “Personal Knowledge” in Resolving Complex Dilemmas of Practice

Using narrative inquiry to analyze accounts of how two experienced youth workers handled the potential for gun violence in their organizations, this article argues that youth worker expertise in part is based on personal knowledge derived from childhood neighborhood-based peer groups and participation in youth programs. Expert youth workers draw on personal and professional craft knowledge and move between the rules of youth organizations and the rules of the streets to read people and situations and address the potential for serious violence. Implications for youth worker professional development are raised.     

Our kids: Unaccompanied minors and the question of care

The question of care and what it means both conceptually and practically in the designated arena of child and youth care is a vexing one in the 21st century. Without a doubt, there are increasing numbers of young people who are either demonstrably in need of care or perceive themselves to be either lacking adequate care or simply existing outside those social spaces where care is available. Perhapsthere is no better exemplar of the contested set of relations that is contemporary childhood than those young people traversing national borders. Some of these young people travel with family members, but an ever-increasing number travel unaccompanied by parents or any other form of adult relation. Of these, a group particularly at risk are those without legal documentation. We would argue that this group of young people is urgently in need of our attention as child and youth care workers and scholars.     

Competency in Establishing Positive Relationships With Program Youth: The Impact of Organization and Youth Worker Characteristics

Frontline youth workers’ ability to form strong, positive relationships with program youth is a key element in maximizing the benefits of program participation. A recent National Collaboration of Youth (2006 National Collaboration for Youth. ( 2006 ). Capturing promising practices in recruitment and retention of frontline youth workers. Retrieved from http://www.nydic.org/nydic/documents/CompletePublication.pdf  [Google Scholar]) report identified six elements associated with youth workers’ competency to complete their professional roles: compensation, training opportunities, supportive work environment, clear work roles, sense that work is valued, and networking opportunities. The current study investigated whether having these elements predicted 459 youth workers’ self-reported job competency in forming positive relationships with youth. Regression analyses revealed that job efficacy, clarity of work roles, and benefits significantly predicted competency in forming strong relationships with program youth. Findings are discussed in relation to practice implications for the youth work field.     

Using core competency frameworks to explore the needs of Kenyan youth workers

Since youth work is a relatively new career path, there is debate regarding the competencies necessary to advance overall professional practice. This debate is particularly relevant in African countries, such as Kenya, with a growing number of youth in need of assistance. The purpose of this study was to identify the competencies needed to meet the goals and challenges of Kenyan youth workers, and assess whether these competencies align with prominent youth development competency frameworks. Data were collected from Kenyan youth workers related to the challenges, goals, and barriers they faced. These data were matched to two competency frameworks. Four themes emerged: (1) programs management competencies are most important; (2) holistically developed youth is a primary goal; (3) differences exist in how competency frameworks map to Kenyan youth workers; and (4) all competencies are not equal in the view of youth workers. Implications for program and system development are discussed.     

中共早期工会开展的职工教育及其经验与启示 ——以安源工人俱乐部为实例

中共早期为有效加强对工人的政治动员与组织训练,决定通过工会等群团组织对广大工人进行系统的以思想政治教育、文化常识教育、作风纪律教育、理想信念教育及职业技能教育等为主要内容的职工教育。在职工教育过程中,中共早期工会既突出中共主导地位又尊重工人主体地位、既着眼政治革命又立足社会建设,因而以安源工人俱乐部等为代表的中共早期工会的职工教育成果十分丰硕,职工的政治觉悟、文化素养、道德水准及职业情操等均得到显著提高,这就为中共早期培养了一支政治合格、作风优良、本领过硬的产业工人队伍。中共早期工会在职工教育中的巨大成就说明:工会等群团组织始终是中共动员、教育群众的重要载体,其在拱卫中共政党安全及增强中共的群众组织力等方面有着无可替代的重要作用。因此,在新时代,工会等群团组织应继续高度重视职工教育工作。