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Youth Workers (youth + worker)
Selected AbstractsCollaborating on Evaluation for Youth DevelopmentNEW DIRECTIONS FOR EVALUATION, Issue 98 2003Genevieve Lau Youth workers acquire evaluation skills to improve professional practice and then empower youth by teaching them how to evaluate their own experiences. [source] Relationships across multiple settings: An overviewNEW DIRECTIONS FOR YOUTH DEVELOPMENT, Issue 103 2004Gil G. Noam The quality and perception of the relationship between patient and therapist, student and teacher, mentee and mentor, and youth and youth worker is the most critical determinant of success in a myriad of fields. [source] Four themes in youth work practiceJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 1 2005Mark Krueger With the purpose of contributing to the research and discussion about youth work as a contextual, interpersonal process of human interaction, it is suggested that youth work is like a modern dance that works best when youth workers are present, in sync with youth development rhythms for trusting and growing and making meaning in an atmosphere that supports their interactions. The article includes a brief definition of youth work, a method of reflective practice, and descriptions of the four themes,presence, rhythmic interaction, meaning making, and atmosphere. © 2005 Wiley Periodicals, Inc. J Comm Psychol 33: 21,29, 2005. [source] Getting down to business: Defining competencies for entry-level youth workersNEW DIRECTIONS FOR YOUTH DEVELOPMENT, Issue 104 2004Kirk A. Astroth In January 2004, the National Collaboration for Youth approved a list of core competencies needed by entry-level youth development workers for effective youth development practice. This chapter provides an overview of these competencies, explaining why and how the list was created, outcomes, and recommendations for next steps. [source] Community-based Participatory Research: Development of an Emergency Department,based Youth Violence Intervention Using Concept MappingACADEMIC EMERGENCY MEDICINE, Issue 8 2010Carolyn E. Snider MD, FRCPC ACADEMIC EMERGENCY MEDICINE 2010; 17:1,9 © 2010 by the Society for Academic Emergency Medicine Abstract Objectives:, Emergency departments (EDs) see a high number of youths injured by violence. In Ontario, the most common cause of injury for youths visiting EDs is assault. Secondary prevention strategies using the teachable moment (i.e., events that can lead individuals to make positive changes in their lives) are ideal for use by clinicians. An opportunity exists to take advantage of the teachable moment in the ED in an effort to prevent future occurrences of injury in at-risk youths. However, little is known about perceptions of youths, parents, and community organizations about such interventions in EDs. The aims of this study were to engage youths, parents, and frontline community workers in conceptualizing a hospital-based violence prevention intervention and to identify outcomes relevant to the community. Methods:, Concept mapping is an innovative, mixed-method research approach. It combines structured qualitative processes such as brainstorming and group sorting, with various statistical analyses such as multidimensional scaling and hierarchical clustering, to develop a conceptual framework, and allows for an objective presentation of qualitative data. Concept mapping involves multiple structured steps: 1) brainstorming, 2) sorting, 3) rating, and 4) interpretation. For this study, the first three steps occurred online, and the fourth step occurred during a community meeting. Results:, Over 90 participants were involved, including youths, parents, and community youth workers. A two-dimensional point map was created and clusters formed to create a visual display of participant ideas on an ED-based youth violence prevention intervention. Issues related to youth violence prevention that were rated of highest importance and most realistic for hospital involvement included mentorship, the development of youth support groups in the hospital, training doctors and nurses to ask questions about the violent event, and treating youth with respect. Small-group discussions on the various clusters developed job descriptions, a list of essential services, and suggestions on ways to create a more youth-friendly environment in the hospital. A large-group discussion revealed outcomes that participants felt should be measured to determine the success of an intervention program. Conclusions:, This study has been the springboard for the development of an ED-based youth violence intervention that is supported by the community and affected youth. Using information generated by youth that is grounded in their experience through participatory research methods is feasible for the development of successful and meaningful youth violence prevention interventions. [source] | ||||||||||