1. Is There Common Ground? An Exploratory Study of the Interests and Needs of Community-Based and Faith-Based Youth Workers Pam Garza and Stephanie Artman (National Collaboration for Youth) Eugene C. Roehlkepartain (Search Institute) Barry A. Garst and M. Deborah Bialeschki (American Camp Association) With Support from The Lilly Endowment, Inc.

2. Guiding Questions How do community- and faith-based youth workers understand their priorities and core competencies? How are these perspectives similar and distinct? Are they interested in learning together? What would be the benefits and challenges of cross- sector professional development opportunities?

3. Scope of the Study Online Survey ◦1,322 participants ✦ 569 community-based ✦ 404 faith-based ✦ 333 other ◦Convenience sample; not representative ✦ 72% female ✦ 81% white ✦ 76% Christian Six Focus Groups Four cities ✦ Indianapolis ✦ New Orleans ✦ Minneapolis ✦ Tucson Mix of community- and faith-based youth workers

4. Scope of Camp Study Online Survey (modified from the original) 303 camps completed ◦29% RAC ◦71% Secular Type of camps ◦64% resident ◦16% day ◦19% both Sponsorship ◦39% Indep non-profit ◦33% agency ◦22% indep for profit Religious commitment (secular%/RAC%) ◦Not very= 24/1 ◦Somewhat= 30/9 ◦Very= 46/90

5. Level of Religious Commitment of Sample

6. Program Emphasis

7. Program Emphasis-Camps

8. “Essential” Competencies by Sector

9. Essential Competencies-Camps

10. Readiness for Learning Opportunities

11. Areas of Greatest “Readiness” for Learning Community-Based Youth WorkersFaith-Based Youth Workers Developing positive relationships and communicating with youth. Involving and empowering youth. Helping young people develop spiritually. Interacting with and relating to youth in ways that support asset building. Developing positive relationships and communicating with youth. Adapting, facilitating, and evaluating age appropriate activities with and for the group. Interacting with and relating to youth in ways that support asset building. Respecting and honoring cultural and human diversity. Caring for, involving and working with families and community.

12. Camps “Readiness” for Learning Developing positive relationships and communicating with youth (70%) Demonstrating the attributes and qualities of a positive role model (58%) Enhancing youth’s moral and character development* (51%) Involving and empowering youth (51%) Identifying risk factors in the program environment and reducing those risks (43%)

13. Perceived Benefits of Cross-Sector Learning Shared learning and resources Improved youth work Community-wide approach to youth “There is a desperate need to collaborate in the urban setting. We are missing significant segments of youths’ lives due to our ‘silo’ mentality and unwillingness to network with each other. There would be the opportunity to share resources and eliminate doubling in some areas.” — Faith-Based Youth Worker

14. Perceived Obstacles to Cross-Sector Learning Fear of exclusiveness and proselytizing Perceived differing goals and training Fear of judgementalism Discomfort with religious spiritual issues Legal issues Lack of mutual respect “People on both sides can be very closed minded and/or afraid.” — Community-Based “Different opinions, practices, and attitudes will always bring about conflict, but we should all be willing to keep our minds open to other perspectives.” — Faith-Based

15. Youth Workers’ Wishes Build relationships Communicate openly Work for shared understanding “Set aside personal agendas and focus on youth.” Share knowledge and opportunities

16. Recommendations Build relationships, share knowledge, and communicate openly about needs Create a shared framework for moral and spiritual development with trained staff prepared to facilitate this type of growth in youth Develop practical tools to support training across religious and secular organizations/camps Clearly define successful work with youth and strengthen understanding of staff core competencies and professional development Conduct additional research to explore the relevance of contexts for professional development needs