Browsing by Subject "Youth work"
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Item Adolescent Stress and Depression(University of Minnesota Extension Center for Youth Development, 2005) Walker, JoyceItem Beyond Core Competencies: Practitioner Expertise as a Critical Component of Quality(University of Minnesota Extension Center for Youth Development, 2010) Walker, Kate; Gran, CeceWhat does it take from a systems-level perspective to prepare and develop youth development practitioners to create and sustain quality youth programs? This paper argues that current core competency frameworks in youth work are necessary but ultimately insufficient for capturing the practitioner expertise required to achieve quality in practice and programs.Item Community Asset Mapping(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentUse this activity to help youth deepen their understanding of how their community informs their identity. Youth will participate in a structured walk to brainstorm assets and needs within their neighborhood. Rather than focusing on Ways I Am, this activity explores the Ways We Are as a community.Item Complaint/Feeling/ Request(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentUse the Complaint/Feeling/Request (CFR) process as a communication tool to address issues/conflict through a one-on-one conversation. Introduce CFR when you sense that students need to give one another simple feedback. The process helps individuals bring up challenges and address concerns before they fester. CFR allows youth to explore their Ways of Feeling because it allows them to safely express their emotions about a situation.Item Consensus Building(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentUse this facilitated conversation template to help youth reach consensus regarding a program, project or initiative that they will implement. Use it at the start of a program cycle, or for an isolated event that can accommodate a high level of youth ownership and direction. This activity allows youth to practice their Ways of Doing as they work together to move their project forward.Item Creating the Learning Environment(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentProgram environment and culture play an important part in social and emotional learning (SEL). You can influence the culture of your program by paying attention to the ways that routines, behavior expectations, and conflict resolution processes within your program support SEL. This section includes tools and templates to help staff establish expectations, give feedback and reflect.Item Designing Impactful Learning Experiences(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentSocial and emotional learning (SEL) takes place when youth are engaged in activities that allow them to practice and develop skills from the Ways of Being model. Use this section to include program activities that focus on developing all four of the Ways of Being. These activities allow youth to explore their individual and community identity (Ways I Am), practice sharing gratitude and communicate feelings (Ways of Feeling), learn about empathy and set group norms (Ways of Relating), and develop clear goals and work towards agreement (Ways of Doing).Item Eight Arrows(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentEight Arrows is an activity that allows participants to acknowledge what they can commit to bringing to the group, and identify the impact of their shared commitment. Eight Arrows falls primarily in the Ways of Relating category because youth discuss how they will work as a team and what they will accomplish.Item Emoji Data Dashboard(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentUse the Emoji Reflection activity (under Creating the Learning Environment) to track changes over time by creating a data dashboard. At the individual level, the Emoji Reflection activity is a tool for personal growth. At the program-level, it is well-suited for youth-directed measurement and continuous improvement. There are no-tech and low-tech options for creating a data dashboard.Item Emoji Reflection(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentThis template is for regular self-reflection throughout a project. Turn it into a tool to measure individual and program-level progress over time.Item Equipping Staff(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentExpertise in social and emotional learning (SEL) begins with a foundation in good youth development practices and grows as you gain a deeper understanding. Staff need to be fluent in the concepts and language of SEL in order to be effective. This section has activities to help your staff build their understanding and fluency of SEL, recognize their cultural values and recognize how their program supports and aligns with high quality youth programs that support SEL skills.Item Frontline youth work with street children and youth in Nepal: edge work, boundary work, hard work(2012-12) Rana, SheetalFrontline youth workers are critical to an effective community and organizational response to street children and youth, one of the most marginalized and disadvantaged groups in Nepal and globally. As employees of non-governmental organizations (NGOs), these workers engage street young people in both street- and center-based settings to offer services aimed at increasing their "wellbeing and healthy development." This dissertation explored, examined, and analyzed how NGOs (and by extension their international funders), workers, and young people understood and influenced this frontline youth work practice in Kathmandu, Nepal. The study used a mixed-method qualitative research. Data were collected from 24 frontline youth workers, eight management level staff, and 23 street youth. Workers viewed street young people as both victims and deviants, who were partly responsible for their own victimization and future life-outcomes. A primary approach used to help young people "fix" their problems and themselves as "problems" was "socialization." In practice, this was a form of social control. As young people transitioned from a street outreach program to a drop-in center and then to a transition home, there was an increase in the workers' control of these young people's activities, choices, and even voices. Child rights and their participation were emphasized in theory, while in practice participation was workers' manipulation and tokenism rather than youth-driven and youth/adult equity (Hart, 1992). These NGOs were the only agencies that offered services to street young people. They worked with little support from government and in an environment of public distrust and financial uncertainty. A powerful influence to their work was their international donor agencies that, as part of their funding to NGOs, guided and shaped the street level understanding and practice of frontline youth work. At another level, NGOs influenced this work by teaching workers their roles and work and by requiring them to show outputs. At the individual level, unethical practices of some workers further alienated young people from mainstream society and damaged their own and their agencies' reputation. Overall, workers and their agencies were doing good work, particularly in the context of many obstacles. However, no discernable effort was being made to confront the larger, complex, social institutional sources of what is the "street children" social problem. No one - neither government, nor NGOs and international organizations - had named fully or even begun to take this on. Frontline youth work was not a solution to the "street children problem." It was a small band-aid on a larger, deeper cut.Item Full Value Contract(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentUse this discussion guide with youth to establish group norms and common expectations.Item Goal Sandwich(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentUse this activity to help youth identify a short-term goal and create concrete steps to complete that goal. This short process is great for groups new to goal- setting. Goal sandwich allows youth to practice their Ways of Doing by learning the important skills of goal-setting.Item Gratitude Candle(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentUse this activity to create a space for participants to practice expressing gratitude. The exercise allows youth to explore their Ways of Feeling as they share their emotions about another person.Item Identity Wheel(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentUse this activity with youth to think critically about how they see themselves and how they believe the world sees them. By examining their own identity, youth think about the Ways I Am.Item Leadership Matters Literature Review and Curriculum Research(University of Minnesota Extension Center for Youth Development, 2010) Herman, MargoThis literature review was prepared for the specific purpose of assessing the environment, resources and need for curriculum designed specifically for youth work supervisors. It includes literature search results as well as synthesizes perspectives from interviews with colleagues and focus groups with youth work supervisors to define curriculum scope and content.Item Mapping Cultural Values(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentCulture and identity are at the heart of the Ways of Being model. The relationship between cultural values and SEL skills is complex. Cultural values will often determine which social and emotional skills are most important for individual youth. Use this activity with staff to identify personal cultural values and preferences that influence social and emotional learning.Item Mask Making(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentUse this activity to help youth actively engage in expressing their identity as a dimension of their Ways I Am. This is an art activity involving decorating the inside and outside of masks with guided instructions. The goal is to have participants do a self-assessment of who they are and how they show up to others.Item Meet the Wobbies(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth DevelopmentWobbies are case narratives of individual youth who are navigating through one or more parts of the Ways of Being (WOB) model. The stories of these seven characters can be used to spark conversation among youth about the social and emotional skills at play in the stories and in their own SEL development.
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