1. Youth Development & Youth Leadership
Resources
Training Session #5
Youth Development & Youth Leadership

2. MISSION
To ensure that youth with disabilities are provided full access to high quality services in integrated settings in order to maximize their opportunity for employment and independent living
The National Collaborative on Workforce and Disability/Youth (“The Collaborative”) was formed in 2001
It is funded by the Office of Disability Employment Policy in the Department of Labor.
Work of the Collaborative has started with the end in mind. NCWD/Youth recognizes that to achieve this, it needs to:
1) Improve State & Local Policy
2) Strengthen Workforce Development Service Delivery
3) Improve Knowledge, Skills, & Abilities of Direct Service Workers
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

3. COLLABORATIVE PARTNERS
Center for Workforce Development, the Institute for Educational Leadership       
Disability Studies & Services Center, the Academy for Educational Development
National Conference of State Legislatures
National Youth Employment Coalition
National Association of Workforce Boards
National Center on Secondary Education & Transition, the University of Minnesota
TransCen, Inc.
The Collaborative consists of organizations with expertise in education, disability and workforce development. Each of the partners has specific responsibilities with regard to specific audiences that the Collaborative is trying to reach.
Those audiences include:
Youth service providers (professionals who work directly with youth)
Administrators of programs
Employers
Policymakers
Youth with disabilities and their families
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

4. TYPES OF PRODUCTS AND RESOURCES
How to Guides
Information and Policy Briefs
Backgrounders
Hot Topics Syntheses
Funding Sources
Training Materials
We encourage you to visit our website at to see what is available.
The “Hot Topics” section of the website, for example, contains in-depth examinations of a variety of topics written by the Collaborative’s experts. Each topical area includes analysis, research, references, resources, & answers to key questions for each of our audiences. Topics investigated include youth development and leadership, preparatory experiences, assessment, and work-based learning.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

5. Why this session?
All effective youth programs have youth development at their core
Effective youth initiatives focus on a wide range of developmental needs
Youth development encompasses youth leadership
Effective youth leadership programs build on youth development principles and objectives
All means all, not only those programs that serve youth with disabilities
All youth not just youth with disabilities, can benefit from youth development and leadership.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

6. What will you find in this session?
Defining Youth Development & Youth Leadership
Importance of Youth Policy & Programming
Importance of Youth Development & Youth Leadership
Youth Development Programming Areas & Components
Resources/Handouts
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

7. Definition of Youth Development
Adapted from National Youth Employment Coalition (NYEC) and NCWD/Y
Youth development is a process which prepares young people to meet the challenges of adolescence and adulthood through a coordinated, progressive series of activities and experiences which help them to become socially, morally, emotionally, physically, and cognitively competent.
Positive youth development addresses the broader developmental needs of youth, in contrast to deficit-based models that focus solely on youth problems.
** PROVIDE EXAMPLE **
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

8. Definition of Youth Leadership
Youth leadership is (1) “The ability to guide or direct others on a course of action, influence the opinion and behavior of other people, and show the way by going in advance” (Wehmeyer, Agran, & Hughes, 1998); and
Based on Adolescent Employment Readiness Center, Children’s Hospital in Washington, D.C.
Two-part working definition of youth leadership
** Explain why there are two in the notes requirement in the W/A
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

9. Definition of Youth Leadership, con’t
2) the ability to analyze one's own strengths and weaknesses, set personal and vocational goals, and have the self-esteem to carry them out.
This includes the ability to identify community resources and use them, not only to live independently, but also to establish support networks to participate in community life and to effect positive social change
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

10. Youth Development Program Outcomes
Increased self esteem, popularity, and sense of personal control
Increased development of leadership, communication, and decision-making skills
Increased dependability and job responsibility
Increased communication in the family
Decreased psychosocial problems (i.e., loneliness, shyness)
Research by the Search Institute, the National Research Council and Institute of Medicine, (and numerous others) found that participation in community programs for youth was associated with increases in positive outcomes as well as decreases in negative behaviors. Here are some of the outcomes associated with participation in youth development programming.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

11. Youth Development Program Outcomes
Increased academic achievement
Increased motivation to succeed
Increased positive health decisions
Increased social skills
Decreased involvement in risky behaviors (I.e., tobacco, alcohol and drug use)
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

12. Why is Leadership Programming Important to Youth with Disabilities?
Assists young people to become self-sufficient and productive members of society
Assists in the development of advocacy (self-determination) skills
Fosters making informed choices
Exposes youth to role models and leaders with and without disabilities
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

13. Effective Program Components for All Youth
Activities that are challenging, interesting and related to everyday life
Opportunities to participate in decision-making relating to things youth care about
Relationships with emotionally supportive adults
Academic-focused programs with recreational activities
An extensive review of developmental science research has revealed a number of program components that, if in place, promote positive youth development. Many of those program components are listed here.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

14. Effective Program Components for All Youth
Opportunities for skill-building
Integration of family, school and community efforts
Physical and psychological safety
Opportunities to belong
Positive social norms
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

15. Workforce Investment Act (WIA) and Youth Development
Youth development/leadership are important components of the Workforce Investment Act (WIA) of 1998
WIA youth provisions require 10 program elements, one of which is “leadership development activities”
Give brief explanation of WIA
According to the WIA, leadership development activities are “community service and peer-centered activities encouraging responsibility and other positive social behaviors during non-school hours.”
The youth provisions of the WIA fuse the youth development principles with traditional workforce development principles. This more comprehensive, consolidated approach is geared to long-term workforce preparation.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

16. Youth Development and Youth with Disabilities
When necessary adapt youth development principles to make them equally effective for youth with disabilities
Advocacy groups (such as the NYLN) can ensure equal access to the benefits of the youth provisions of the Workforce Investment Act (WIA) for youth with disabilities
The National Youth Leadership Network (NYLN) is one organization that has been instrumental in forming the movement to adapt positive development principles for youth with disabilities.
NYLN (and other organizations) seek to advance the next generation of disability leaders by:
- promoting leadership development in education and employment
- fostering inclusion
- communicating about the policies and practices important to youth with disabilities.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

17. Youth Development for Youth with Disabilities (Continued)
It is important to support a formal network of youth leaders with disabilities who have a voice in policymaking at the federal level and encourage youth leadership in the disability community
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

18. Youth Development Programming Areas
Five basic youth development areas comprise many youth development programs:
Working
Learning
Thriving
Connecting
Leading
Youth development programs place the strongest emphasis on the Leading and Connecting program areas. Each program area is described in detail in subsequent slides.
These are areas of development for ALL youth.
At this time, disseminate Handout #1 titled, “Youth Development Program Components.”
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

19. Working
To develop positive attitudes, skills and behaviors around occupational and career direction
Some activities supporting Working:
Job shadowing
Internships
Entrepreneurships
Site tours
Potential outcomes for "working" include:
- Participation in career development decisions
- Work-readiness
- Perceived options for future employment
- Training and education for specific vocations
- Work that offers advancement, satisfaction and self-sufficiency
- Positive attitude about ability to work in a particular industry
- Improved soft skills
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

20. More Activities that Support “Working”
Visiting education and/or training programs
Completing a mock job-search and interview process
Writing a resume
Interviewing representatives from specific industries
Attending workplace behavior workshops
Developing a forum for networking
These activities support the development of “working” characteristics.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

21. Learning
To develop positive basic and applied academic attitudes, skills, and behavior
To develop higher aptitude for academic skill, and the ability to approach endeavors with a strategy to achieve
Some activities supporting Learning:
Formal and informal skills assessment
Identification of learning styles and difficulties
Peer tutoring
Potential outcomes to "learning" include:
- Math and reading skills
- Problem-solving skills
- Critical thinking skills
- Logical reasoning
- The ability to examine one’s skills and weaknesses
- Creativity
- Desire and foundation for lifelong learning
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

22. Activities that Support “Learning”
Participating in peer tutoring activities
Accessing testing preparation classes
Joining group problem-solving activities
Developing a formal learning plan
Being accountable for grades
Showcasing work highlighting a learning experience
Participating in service-learning projects
These activities support the development of “learning” characteristics.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

23. Thriving
To develop attitudes, skills and behaviors demonstrated by maintaining optimal physical and emotional well-being
Some activities supporting Thriving:
Counseling
Community resource mapping
Conflict management skill-building
Social activities
Thriving means “to identify environments and situations that could potentially compromise or enhance one’s physical or mental health, and identify supports and services to meet specific needs.“
Potential outcomes are very individualized.
Thriving is the optimal relationship between physical and emotional well-being of each youth when considering their circumstances and range of abilities.
Positive outcomes of physical and emotional well-being include:
- Understanding of growth and development as an objective and sign of maturity
- Knowledge of nutrition and hygiene
- Developmentally appropriate exercise
- Safety in daily life
- Independent assessment of situations
- Avoiding risky situations/environments
- Learning from adverse situations
- Demonstrating confidence in physical and mental abilities
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

24. Activities that Support “Thriving”
Health-related workshops
Role-playing activities
Personal and peer counseling
Meal planning/preparation activities
Social activities requiring communication
Youth development programs may want to consider these program activities that support “thriving.”
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

25. Connecting
To develop and maintain positive social behaviors, skills and attitudes through relationships with elders, family, peers, supervisors, and community members
Some activities supporting Connecting:
Mentoring
Tutoring
Building community networks
Accessing community resources
Potential outcomes of "connecting" are dependent on the number and character of relationships with peers and adults.
Youth Leadership programs focus on core “connecting” skills as well as communicating, influencing others, motivating groups of people, seeking role models, and becoming a role model for others.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

26. More Activities that Support “Connecting”
Researching community resources and leaders
Writing letters and creating videos for friends and family
Attending job and trade fairs
Role-playing interviews
Participating in team-building activities
These activities support the development of “connecting” characteristics.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

27. Leading
To develop positive skills, attitudes, and behaviors around civic/public involvement and personal goal setting
Some activities supporting Leading:
Registering to vote
Volunteering
Peer mediation activities
Youth advisory committees
Civic engagement of youth is essential to the development of civically engaged adults. The individual development of becoming a leader benefits both the youth and their communities.
Potential outcomes involving “Leading” may include:
- The articulation of personal values
- Awareness of the impact of personal actions on the larger community
- Respect and caring for self and others
- Sense of responsibility to self and others
- Awareness of cultural differences
- Sense of purpose
- High expectations
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

28. More Activities that Support “Leading”
Developing a personal plan
Creating a map of local youth resources
Participating in town meetings
Participating in a local issue debate
Being a peer mediator
Participating in a letter writing campaign
Meeting with local officials
These activities support the development of “leading” characteristics.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

29. Organizational Components
Common youth development programs can be divided into organizational and programmatic components
Organizational Components:
Clear mission, vision, and goal
Staff trained in youth development
Connections to the community
Relationships with other youth-serving groups
Program components can be divided into “programmatic” and “organizational” components.
Some organizational differences exist between youth leadership and youth development programs.
For example, youth leadership programs emphasize the importance of youth involvement in every facet of an organization.
Youth development programs value youth involvement although the youth are not necessarily involved at all the organizational levels.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

30. Youth Development Programmatic Components
Varied hands-on and experiential learning
Youth involved in developing and implementing activities
Opportunities for youth to succeed
Opportunities to take on various roles
Family involvement
Interaction with mentors and role models
On the other hand, youth leadership programs emphasize the role of the youth participant in program development and delivery.
Common features of youth leadership programs include:
- youth’s participation in progressive roles of leadership;
- multiple opportunities to practice and develop leadership skills;
- education on program values and history; and
- enhanced knowledge of personal strengths and weaknesses
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

31. 12 Principles of Effective Youth Leadership Programs
Help youth learn specific knowledge and skills related to leadership
Enable youth to understand the history, values and beliefs of their society
Facilitate the development of individual strengths and leadership styles
Facilitate the development of ethics, values and ethical reasoning
According to Woyach and Cox (1996) there are 12 agreed-upon principles important for youth leadership programs.
These principles speak to both the outcomes and content of leadership programs as wells as the process of leadership development.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

32. 12 Principles of Effective Youth Leadership Programs
Promote awareness, understanding and tolerance of other people, cultures and societies
Embody high expectations of, confidence in, and respect for youth served
Emphasize experiential learning and provide opportunities for genuine leadership
Involve youth in service to others
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

33. 12 Principles of Effective Youth Leadership Programs
Facilitate self-reflection and the individual and cooperative learning processes
Involve youth in collaborative, teamwork, and networking experiences with peers
Involve youth in significant relationships with mentors, positive role models and other nurturing adults
Be developed around stated purposes and goals
As you can see, many of the components of effective youth leadership programs are similar to the components of successful youth development programs mentioned earlier in the presentation.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

34. Disability Focus
Additional program components may be included in youth programming for youth with disabilities such as:
History and culture of disability
Knowledge of laws/policies/practices
Role modeling and mentoring by persons with disabilities
Knowledge building of community-specific resources for persons with disabilities
Ongoing assessments for independent living
At this time, disseminate Handout #3 titled, “Comparison of Youth Development and Youth Leadership Programs with Disability Focus.”
Essential elements of any youth development or leadership program are applicable to all youth. However, some additional program components may be helpful for youth with disabilities.
Leadership development opportunities can help youth with disabilities become stronger self-advocates by providing a voice in goal-setting and decision-making processes that affect their lives.
Unfortunately, few programs exist that include all the disability-related components.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

35. Measuring Program Outcomes
Tracking and measuring the outcomes of youth participants is important for showing that a program is meeting its goals
It typically takes a long time for youth to achieve some of the desired outcomes when looking a the broad development needs among youth participants
Many efforts are underway to create tools that measure youth development outcomes
Few tools or efforts exist to assess youth leadership programs
For example, the 4-H Youth Development department at Purdue University has developed a model and related tools that link program design to evaluation of programs.
The National Youth Employment Coalition along with Youth Development Strategies, Inc. has begun to develop a measurement instrument that reflects developmental outcomes youth attain as a result of employment training programs.
The University of Wisconsin-Madison has developed a self-assessment tool for planning, evaluating and reflecting on youth leadership programs.
The University of Minnesota has developed a leadership development curriculum specifically designed for youth with disabilities called Project LEEDS.
Many programs create their own tools for measuring program goal attainment.
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

36. Contact NCWD/Youth 1-877-871-0744 (toll free)
(TTY toll free)
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National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment

37. ANY QUESTIONS?????
National Collaborative on Workforce and Disability/Youth -- Making the Connection between Youth with Disabilities & Employment