Dilemmas in Youth Work and Youth Development Practice

Ross, Laura; Capra, Shane; Carpenter, Lindsay Inge; Hubbell, Julia; Walker, Kathrin C.

doi:10.4324/9781315730738

Cited by 5 publications

(9 citation statements)

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“…Although these incidents have not been systematically studied in youth programs, they have been identified as an important topic by research on the wider array of "dilemmas of practice" that program staff encounter in their work (Banks, 2010;Larson et al, 2015). As has been found with other dilemmas of practice in programs, preliminary evidence suggests that culture-related incidents involve diverse, multilayered, and sometimes competing considerations (Quiroz-Martínez et al, 2004;Ross et al, 2016). Outley and Witt (2006) identified considerations that might be relevant to culture-related incidents in programs, including youth's language, immigrant status, degree of acculturation, religious beliefs, culture-based behaviors and values, and ethnic identity.…”

Section: Culture-related Incidentsmentioning

confidence: 99%

“…Challenging incidents like this, where program leaders confront issues of race and culture, are common in many programs with youth of color. These culture-related incidents are important because they bring critical issues of culture, cultural identity, and program inclusiveness to the fore (Quiroz-Martínez, HoSang, & Villarosa, 2004; Ross, Capra, Carpenter, Hubbell, & Walker, 2016). Under the heading of “culture-related incidents,” we include situations involving race, ethnicity, immigration, religion, and language, in which adult program leaders encounter conflict, discomfort, or potential developmental harm for youth.…”

mentioning

confidence: 99%

“…The goal was to identify the range of such incidents and the underlying issues they present to leaders. In-depth examination of the complexities of the dilemmas encountered in daily practice is recognized as a vital step to improving youth practice (Larson, Walker, Rusk, & Diaz, 2015; Ross et al, 2016). Our second objective was to examine leaders’ responses to these incidents.…”

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confidence: 99%

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How Staff of Youth Programs Respond to Culture-Related Incidents

Gutiérrez

Larson

Raffaelli

et al. 2016

Journal of Adolescent Research

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Incidents in which program leaders confront issues of culture and race occur regularly in many youth programs. These incidents are important because they reflect powerful dimensions of youth's lived experience and bring issues of injustice and program inclusiveness to the fore. This study examined these culture-related incidents and how leaders responded to them. Interviews were conducted with 50 leaders from 27 programs serving primarily Latino, African American, and European youth. Half the programs served middle school-aged teens and half high school-aged teens. Qualitative analyses identified four categories of incidents, each presenting distinct considerations for leaders. Two (offensive remarks and discrimination) involved inappropriate speech and unjust actions. Two (discomfort with intercultural contact and cultural identification and identity) involved youth's expression of negative attitudes toward others' or own group. Leaders differed in their responses

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Section: Culture-related Incidentsmentioning

confidence: 99%

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confidence: 99%

mentioning

confidence: 99%

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How Staff of Youth Programs Respond to Culture-Related Incidents

Gutiérrez

Larson

Raffaelli

et al. 2016

Journal of Adolescent Research

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“…Likewise, training programs should provide experiences aimed at sharpening students' skills for appraisal of situations, decision making, and use of one's authority as a staff member in ways that support youth's development and agency. Given the nuanced contextual nature of the art of restraint , such training would benefit from discussion and analysis of real‐life dilemma situations in practice (e.g., from trainees' decision‐making experiences in the field; or vignettes chosen to represent the variety of types of situations described here; see Larson et al., ; Ross, Capra, Carpenter, Hubbell, & Walker, ).…”

Section: Discussionmentioning

confidence: 99%

The Art of Restraint: How Experienced Program Leaders Use Their Authority to Support Youth Agency

Larson

Izenstark

Rodríguez

et al. 2015

J of Research on Adolesc

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The staff of youth development programs perform a delicate balancing act between supporting youth agency and exercising necessary authority. To understand this balancing in daily practice, we interviewed 25 experienced (M = 14 years) leaders of arts, leadership, and technology programs for high-school-aged youth. We obtained accounts of when, how, and why they gave advice, set limits, and "supported youth when disagreeing." Qualitative analysis found surprising similarities across leaders. They used authority to give advice and set limits, but did so with reasoned restraint. Maximizing youth's opportunities to learn from experience was central in their decision making. They described employing authority in intentional ways aimed at helping youth's work succeed, strengthening youth's agency, and building skills for agency (e.g., critical thinking, "clarifying intent").

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“…Es apropiado terminar esta sección discutiendo la importancia de la confianza y de las relaciones. El empoderamiento es simplemente imposible sin relaciones basadas en mutua confianza, un elemento clave encontrado en relaciones significativas como las existentes con amigos o mentores (Delgado, 2017;Ross et al, 2016). El compromiso significativo y el empoderamiento encajan perfectamente, y uno no es posible sin el otro (Jupp, 2007).…”

Section: Empoderamientounclassified

Las artes escénicas y el empoderamiento de jóvenes discapacitados

Delgado

Humm-Delgado

2017

Ped Soc. Rev Int

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The field of youth practice has made tremendous strides in expanding its scope and reaching previously underserved youth groups in seeking to achieve its transformative mission, with empowerment playing a critical role in its universal appeal. However, the field has not achieved its potential for empowerment and transformation in reaching youth with both visible and invisible disabilities. This failure has increasingly been recognized, and notable efforts to rectify this situation can be found in the field, although not without encountering significant conceptual and research challenges. In the United States and internationally, inclusion is generally a goal for advocates and self-advocates for people with disabilities, including for youth with disabilities. It is a basic prerequisite for empowerment, another advocacy goal for youth with disabilities. With the access to the benefits of society, choices, and relationships inclusion brings, people have fewer barriers to empowering themselves. For youth with disabilities, the performing arts, defined here as acting, music, or dance performed before an audience, can be an avenue for both inclusion and empowerment. The construct of intersectionality is critical, too, to consider regarding the inclusion of youth with disabilities in the performing arts. This manuscript explores how empowerment can be applied to youth with disabilities, including those who are marginalized because of their race/ethnicity, gender, sexual identity or gender expression, or socioeconomic class as well as their disabilities. The performing arts is used to illustrate one way participation, inclusion, and empowerment can be achieved with youth with disabilities.

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Dilemmas in Youth Work and Youth Development Practice

Cited by 5 publications

References 0 publications

How Staff of Youth Programs Respond to Culture-Related Incidents

How Staff of Youth Programs Respond to Culture-Related Incidents

The Art of Restraint: How Experienced Program Leaders Use Their Authority to Support Youth Agency

Las artes escénicas y el empoderamiento de jóvenes discapacitados

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