Critical service learning (CSL), social and emotional learning (SEL), and positive youth development (PYD) represent key elements for promot¬ing healthy attitudes and behaviors among youth. This chapter explains each component and provides a theoretical overview. As mentioned in Chapter 1, CSL represents a therapeutic strategy that encompasses a philosophy of youth empowerment. CSL emphasizes youth becoming empowered to view themselves in relation to others, as partners, to bring about change in their environment. Mitchell (2008) defined CSL as an approach that challenges youth to become self-aware of how their own situations influence their relationships within their community. When these relationships are based on the concerns of the community, they can facilitate CSL through the examination of issues of power, privilege, and oppression— and disparaging assumptions of class, gender, and race— and then take action to address unjust and inequitable social and economic systems (Cipolle, 2010). Youth engage in critical thinking about the problems they face within their own communities and are encouraged to take action. The critical approach to service learning promotes social justice and challenges the status quo. The approach to CSL involves three key elements: “working to redistribute power amongst all participants in the service learning relationship, developing authentic relationships in the classroom and in the community and working from a social change perspective” (Mitchell, 2008, p. 50). The goal of CSL is to examine power relations, challenge oppressive institutions, and cultivate in youth the power to take action. In our model, the CSL approach presents “student voice” as a necessary component to create a sense of empowerment and authentic engagement. The community web-mapping tool discussed in Chapter 3 serves as the vehicle for students to address social justice issues as they compare and contrast their vision of perfect and imperfect communities (Figure 2.1). Social and emotional learning is a framework that provides opportunities for young people to acquire the skills necessary for maintaining personal well-being and positive relationships across their life span (Elbertson, Brackett, & Weissberg, 2009). The five competency clusters for students are the following: 1. Self- awareness: the ability to accurately recognize one’s emotions and thoughts and how they influence behavior.
A Social-‐Justice Informed Evaluation of a Mentorship-Based Program Pairing At-Risk Youth and Holocaust Survivors