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.     

构建高校继续教育新模式——基于校企联合办学的深度结合

分析我国校企联合办学模式存在的问题,结合高校继续教育的多元化需求和企业继续教育的发展方向,尝试在校企联合办学深度结合的基础上,构建高校继续教育新模式.     

Focused training of child and youth-care workers for promoting social and educational inclusion of youth at risk

Engaging marginalized youngsters in the mainstream society poses a great challenge for child and youth-care (CYC) workers. Workers' ability to promote significant inclusion of these adolescents is largely shaped in process of their professional education. Most academic programs for CYC workers define the profession too broadly, and this lack of specification, reflecting the scope and complexity of the field, could have a negative impact on the inclusion-aimed process of professionalization. This opinion note aims at opening a discussion about a new, inclusion-focused perspective on higher professional education of CYC workers. This discussion could suggest a refinement of CYC curricula to reflect specific characteristics of the target populations as well as consider some core concepts of the field of child and youth care.     

The young carer penalty: Exploring the costs of caregiving among a sample of Canadian youth

This research contributes a first-hand account of the experiences of youth’s substantial unpaid familial caregiving in the context of long-term illness, disability or problems related to alcohol and/or other drugs. A qualitative focus group methodology explored the benefits and challenges of youth’s caregiving via a sample of 15 youth caregivers (or young carers) from both the Greater Toronto area and the Niagara Region of Southern Ontario. The findings reveal evidence for a unique “young carer penalty,” a term coined by this research to build upon the gendered “care penalty” experienced by adult women (especially mothers) when performing care work.     

Horsing around: Using equine facilitated learning to support the development of social-emotional competence of students at risk of school failure

The social-emotional issues some students experience can place them at risk of school failure. Traditional methods of support can be ineffective or not sustainable and new alternative approaches need to be attempted to support social-emotional competency, school engagement, and success for students at risk. This article discusses preliminary outcomes of an equine facilitated learning (EFL) program specifically designed to focus on using horses to improve the resilience and social-emotional competency in students perceived as “at risk” of school failure. This qualitative exploratory study used interviews and observations over a six month period to listen to the voices of the students themselves about their experiences of EFL. Initial findings from the pilot study suggest that EFL programs can be a novel and motivating way to promote resilience training and social-emotional development of students at risk of failure and, in turn, improve their level of engagement and connection with school environments.     

Connecting research and practice: Perspectives on the role of manualized programs in youth work

While there is a strong movement in favor of the use of manual-based programs in the arena of social care, there is a view that such programs are not applicable in the more fluid setting of youth work, which operates informally, using dynamic and organic methods. A critical pedagogical approach to youth work engages young people by encouraging them to become inquisitive, to question why things are the way they are and to pose problems through which they can learn. For some, manualized or evidence-based programs are not seen as having a role in such contexts. However, to date, the international debate in relation to this issue has been limited by an absence of published studies focusing specifically on strategies to implement evidence-informed practice in youth work contexts. This article aims to address this gap in the literature. The Irish national youth organization Foróige, which works with more than 56,000 young people in Ireland on an annual basis, has developed a range of manualized evidence-informed resources to support its youth work over recent years. Drawing on research findings from a range of studies conducted with youth workers focusing on implementation of these resources, the article explores the benefits and tensions associated with the use of program manuals in a youth work context. The findings suggest that such resources have a valuable role to play in youth work if designed in collaboration with youth workers, showing respect for core youth work values and allowing for flexibility and adaptability in implementation.     

Under a temporary roof and in the classroom: Service agencies for youth who are homeless while enrolled in community college

Youth experiencing homelessness are part of the large, diverse student population served by community colleges in the United States. These students, who are often unsupported in college environments, turn to housing agencies to provide critical resources. This qualitative study included interviews with 20 students, ages 18–24, attending community college while homeless. Students in this study accessed critical services and social supports in homeless service agencies; however, the requirements of some agency policies were a barrier to reaching academic goals. Housing agencies provided participants with necessary resources; however, participants described facing unique obstacles as they navigated agency eligibility requirements while attending college.     

Perceptions of work by pious Muslim students: a comparison between the Netherlands and Turkey

There are widespread ideas about Muslim women being oriented to life at home and not participating in paid labour. This article explores notions of work in the groups of practicing Muslim, veiled Turkish-Dutch students of higher education in the Netherlands and Turkish veiled higher education students in Turkey, as the best-prepared group of women for a future in paid work. The primary objective of this article is to see how respondents think about their futures with regard to paid work. Their views are compared drawing on in-depth interviews analysed using grounded theory. The article shows that respondents in both settings have a keen interest in taking up paid work while also raising families. However, ideas of work differ in the two settings. As the Turkish-Dutch are faced with rather gendered expectations in their local community, for them paid work is perceived more along gendered lines taking into account one’s roles as wife and mother. Their choices of profession are rather gender-specific. However, Turkish respondents do not encounter gendered discourses of marriage and homemaking as strongly. Their choices of profession are less gender-specific; rather they choose their professions regarding perceptions of how much money they would make. The article shows that the different discourses regarding gender roles and work shape how they think about paid work differently in the two settings.     

Education of the countryside at a crossroads: rural social movements and national policy reform in Brazil

This contribution explores the strategies used by popular movements seeking to advance social reforms, and the challenges once they succeed. It analyzes how a strategic alliance between the Brazilian Landless Workers Movement (MST) and the National Confederation of Agricultural Workers (CONTAG) transformed the Ministry of Education's official approach to rural schooling. This success illustrates the critical role of international allies, political openings, framing, coalitions and state–society alliances in national policy reforms. The paper also shows that once movements succeed in advancing social reforms, bureaucratic tendencies such as internal hierarchy, rapid expansion and ‘best practices’ – in addition to the constant threat of cooptation – can prevent their implementation.     

Child Maltreatment and the Acquisition of Identity Capital: A Retrospective Exploration of a Transformative Social Justice Experience

Abstract

The purpose of this qualitative research study was to explore whether secondary classes foster the acquisition of certain agentic capacities for formerly maltreated adolescents. We utilized the identity capital model (ICM) to explore the identity capital acquired by a socioeconomically diverse group of 40 Black former students in a mandatory, high school transformative social justice (TSJ) class. All participants disclosed some form of child maltreatment. The most prominent IC acquired for all participants included purpose, social perspective taking, moral-ethical reasoning, and resilience. Implications are discussed.     

The role of universities in the promotion of worker protection: UCLA labor occupational health and safety program as a model for countries with developing economies

ABSTRACT

Protection of the workers’ health in countries with developing economies is increasingly important because of the adverse effects of globalization, along with changing industrial relations, the rise of precarious work and outsourcing, and the decline in unionization. In this study, I examine whether the institutes created by universities might serve as an interface between workers, academia, and state agencies, and provide assistance for both improving workplace conditions and enforcing occupational health and safety rules. I describe the history of one such effort: The Labor Occupational Safety and Health Program (LOSH) at the University of California, Los Angeles (UCLA). Using a review of written sources along with participatory observation and interviews as methods, I found that the challenges faced by LOSH historically have important parallels in countries with developing economies today. Ultimately, university-based occupational health programs like LOSH need to be followed in other parts of the world and be supported by governments if the mission to reduce workplace injuries and diseases is going to be realized in the United States and in other countries.     

The development of a new labour framework during the Second Republic in Spain: the Central Service for job placement and defence against unemployment

The Great Depression affected the Spanish economy, sharply increasing the number of unemployed workers, known as the ‘sin trabajo’. In an effort to address problems with the labour market, the Central Office for Job Placement and Defence against Unemployment was established in 1931 for the purpose, in Niceto Alcalá-Zamora’s words, of heading off ‘regrettable passions and misadventures of a social or political nature’. The ‘reformist challenge’ to the traditional social order would commence that same year, when the PSOE’s Largo Caballero became head of the Ministry of Labour. The staff of the Central Office for Job Placement were aware of proposals by Keynes and other economists regarding this issue, so it can be said that in addition to responding to the urgent social pressure of the moment, the employment policies implemented also sought added legitimacy in the context of theoretical trends that enjoyed consensus at that time.