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November 2011 Archives

Create learning environments that bring out the "angel in the marble"


Jessica-Russo.jpgOne of the most difficult aspects of working with groups of young people is managing behavior. As adults, when unruliness or its potential ensues, it can be hard not to revert to "adult default," ignoring our desire to incorporate youth voice in order to re-establish a more comfortable level of control.

So how much should effective "behavior management" be about managing behavior, and how much should it be about managing (or really, creating) the environment? To me, the goal of behavior management is not for the adult to control the child -- the goal is for the child to learn a sense of independence and inter-dependence that brings about self-control.

Occupy youth programs


Deborah-Moore.jpgFrom Occupy Wall Street to government and campus protests, to overthrowing leaders -- there is definitely something happening with youth today. I remember sitting in a class last winter watching a live link to the protests in Egypt and feeling like the world had shifted. So much has happened in such a short time, and youth are playing an important role in it. What does that have to do with youth programs? Perhaps everything.

This statement by Shannon Service in YES! magazine sums it up for me "After three decades of dormancy, youth activism is again flowering. But today's flower children are a hardy new variety. They're economically, ecologically, and electronically sophisticated. They're also globally organized, dead serious about democracy, and determined to have more fun than their opponents."

Where are all the youth work studies?


Joyce Walker, Youth Development Insight blogIt's old news that youth workers have trouble finding accessible, relevant journal articles that speak to their practice issues. It's no surprise that youth workers pursuing scholarship on youth development practice have trouble identifying outlets for their publications. Now, somebody has quantified the dearth.

Kate-Walker.jpgYouth development is regularly described as an "emerging field." Yet youth development has been at the core of many youth-serving organizations founded in the early years of the 20th century such as 4-H, Scouts, and Camp Fire. In the past 100 years, youth development practice has evolved and advancements in youth development research have been made. What have been key trends, major contributions and core issues during the field of youth development's "coming of age"?

The current issue of the Journal of Youth Development: Bridging Research and Practice commemorates the 100th anniversary of many national youth-serving organizations. For this special issue, authors were invited to reflect on research trends and contributions that have influenced the field over time as well as to consider issues of practice that continue to evolve and challenge the field.

Support youth workers with technology resources


Thumbnail image for nextgen-main-logo.jpgIt's clear that technology is firmly entrenched in education. More and more out-of-school-time (OST) programs across the country are including some aspect of technology in what they do. Moving forward, how can we support youth workers as they seek to develop and implement technology as a tool to engage youth as scholars and leaders building 21st century skills, while providing engaging academic opportunities? As the 2011 K-12 edition of the NMC Horizon Report points out, "simply capitalizing on new technology ... is not enough; the new models must use these tools and services to engage students on a deeper level."

How do young people learn? We don't exactly know


Jennifer-Skuza.jpgA number of researchers have argued that youth are a distinct group of learners compared with children and adults, yet surprisingly little research has been put forth on the experience of youth learning. Most research on learning has focused on either children or adults; and adult learning principles misguidedly remain the core philosophy for most educators and youth workers who work with youth audiences.

As stated by Knud Illeris, youth learning is "...a gradual transition from the uncensored, trusting learning of childhood to the selective and self-controlled learning of adulthood". Research on the experience of youth learning is important because it could provide a foundation for understanding how young people learn.

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