Enhancing Learning Through Digital Technology in the Practice of Youth Work

2020 ◽  
pp. 41-61
Author(s):  
Lee Kwan Meng ◽  
Ismi Arif Ismail ◽  
Nor Aini Mohamed
Keyword(s):  
Youth Development ◽  
Digital Technology ◽  
Digital Tools ◽  
Learning Theories ◽  
Positive Development ◽  
Youth Work ◽  
Youth Workers ◽  
Learning Approaches ◽  
Theoretical Concepts

The goal of youth work is to facilitate and contribute to the positive development of young people, as well as to resolve issues that are problematic to them. In the process of this growth and development, their learning is paramount, particularly in the nonformal form of learning. While learning has to be anchored on classical learning theories and concepts, the advent of digital technology has caused a paradigm shift in the learning approaches of youth learning. How they relate to each other is what this article is about. It examines the theoretical concepts of learning, what these digital tools and platforms are, and how they relate to each other. Nevertheless, youth workers have to be equipped with a foundation of youth development before they can effectively use these digital tools to facilitate learning. Digital technology tools with their platforms are merely a medium for learning, not part of the end process of learning, and youth workers have to differentiate the specific role of these digital tools.

scholarly journals The Evolving Role of Youth Workers

2011 ◽  
Vol 6 (3) ◽  
pp. 124-136 ◽  
Author(s):  
Lynne M. Borden ◽  
Gabriel L. Schlomer ◽  
Christine Bracamonte Wiggs
Keyword(s):  
Academic Success ◽  
Youth Development ◽  
Youth Programs ◽  
Positive Development ◽  
Youth Workers ◽  
Positive Health ◽  
The Past ◽  
Societal Changes ◽  
Risk Taking Behaviors

In reviewing the field of youth development, of which youth workers are a part, it is clear it has had a long and complex history that is intertwined with other disciplines. More recently youth workers have experienced a transformation of sorts, with youth programs in the past being seen exclusively as a place to play and have fun, whereas today’s expectations include a much broader focus on the overall positive development of young people. This evolution has been heavily influenced by a number of societal changes that have placed increasing demands on youth programs. Today’s youth workers are faced with the responsibility to promote a young person’s development which often includes supporting academic success and graduation from high school, reducing risk-taking behaviors, increasing positive health attitudes, and more. Youth workers have seen their role change dramatically over the past 20 years with greater demands and increased accountability.

scholarly journals Pedagogical and learning theories and the improvement and development of lesson and learning studies

2015 ◽  
Vol 4 (3) ◽  
pp. 186-193 ◽  
Author(s):  
Ulla Runesson
Keyword(s):  
Design Methodology ◽  
Practical Knowledge ◽  
Point Of View ◽  
Learning Theories ◽  
Learning Study ◽  
Special Issue ◽  
Content Type ◽  
Theoretical Concepts

Purpose – It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible (Elliott, 2012). In this Special Issue, it is reported how theory and theoretical concepts can add value to lesson and learning study. The purpose of this paper is to introduce the Special Issue and explore the above concepts. Design/methodology/approach – This paper presents the Special Issue papers thematically and the main issues are discussed. Findings – Together the papers suggest that pedagogical theories and theorizing practice may contribute to the improvement of teachers’ practical knowledge and knowledge about teachers’ professional tasks and objects. Furthermore, some theories and theoretical concepts hitherto under-exploited in lesson and learning study are presented and discussed from the point of view how these might improve the quality of the studies. Originality/value – As a total, this collection of papers bring out issues about the role of pedagogical and learning theories and how these could inform lesson and learning study.

Relationships With Parents, Identity Styles, and Positive Youth Development During the Transition From Adolescence to Emerging Adulthood

2017 ◽  
Vol 6 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Goda Kaniušonytė ◽  
Rita Žukauskienė
Keyword(s):  
Emerging Adulthood ◽  
Youth Development ◽  
Positive Youth Development ◽  
Autonomy Support ◽  
Positive Development ◽  
Positive Relationships ◽  
Identity Styles ◽  
Mediating Role ◽  
Supportive Parenting

The purpose of this study was to examine the links between relationships with parents, identity styles, and positive youth development (PYD), conceptualized as “contribution” to self, family, and community, in Lithuanian youth during the transition from adolescence to emerging adulthood. In Study I, we sought to examine how positive relationships with parents predict contribution with the potential mediating role of autonomy-supportive parenting. Participants ( N = 153) filled a self-reported questionnaire in the final year of school and 1 year later. In Study II, we aimed at investigating how parental autonomy support is related to the contribution and the potential mediating role of identity processing style. Participants ( N = 254) were assessed 1 year after graduating high school. Overall, the findings indicated that positive relationships with parents play an important role in successful adjustment and that this relationship is partially mediated by identity style. To conclude, the way in which parents respond to their children’s need for autonomy and relatedness affects the adequate identity management and overall positive development during emerging adulthood.

scholarly journals Relationship Between Peer Attachment and Adolescent Positive Well-Being with Gender as the Moderating Factor in Malaysia

2022 ◽  
Vol 9 (1) ◽  
pp. 61
Author(s):  
Kogilavani Rajendran ◽  
Gunasegaran Karuppannan ◽  
Rumaya Binti Juhari ◽  
Asnia Kadir ◽  
Rosnah Jamba
Keyword(s):  
Youth Development ◽  
Well Being ◽  
Peer Attachment ◽  
Positive Development ◽  
Parent Attachment ◽  
Kuala Lumpur ◽  
Government Schools ◽  
Positive Traits ◽  
The Relationship

Identifying protective factors that could influence the positive well-being of adolescents is important as positive development view emphasizes the possibility of adolescents developing positive traits based on their strengths, positive qualities, and supportive environments. This study examines the relationship between peer attachment with positive adolescent well-being and the role of gender as a moderator for links between peer attachment with positive adolescent well-being. A total of 400 7th Grade students from government schools in the Federal Territory of Kuala Lumpur and state of Selangor were involved in this study. Adolescent positive well-being and peer attachment were measured using the Positive Youth Development Scale and Inventory of Peer and Parent Attachment. The results show that peer attachment was predictor of adolescent positive well-being. The study also found that gender moderated the relationship between peer attachment and adolescent positive well-being. This study provides information on factors that can help the positive development of adolescents. Identifying these factors will provide insight on events or experiences that will increase the occurrence of positive outcomes and reduce the likelihood of negative outcomes.

scholarly journals Adaptation and Psychometric Evaluation of a Core Competencies Measure for Malaysian Youth Workers

Young ◽  
2017 ◽  
Vol 26 (4) ◽  
pp. 383-405
Author(s):  
Mahazan Muhammad ◽  
Steven Eric Krauss ◽  
Zeinab Zaremohzzabieh ◽  
Lee Kwan Meng ◽  
Azimi Hamzah ◽  
...  
Keyword(s):  
Youth Development ◽  
Internal Consistency ◽  
Discriminant Validity ◽  
Assessment Tool ◽  
Core Competencies ◽  
Core Competency ◽  
Psychometric Validation ◽  
Youth Work ◽  
Youth Workers ◽  
Validity And Reliability

Core competencies in youth work refer to demonstrated capacities of quality performance that allow youth development workers to be resources for the young people, organizations and communities with whom they work. While a number of practice frameworks based on core competencies have been developed, few validated assessment measures exist to help identify professional development needs for youth workers. This article describes the adaptation and psychometric validation of a core competency assessment tool for youth work practitioners in Malaysia. A quantitative study was undertaken to validate an adapted core competency measure with a sample of 300 Malaysian youth workers. Psychometric validation included both internal consistency and construct, convergent and discriminant validity tests. Confirmatory factor analysis yielded 12 core competency sub-scales. Adequate internal consistency was achieved for each subscale along with the full measure. The findings support the validity and reliability of the core competency measure. Recommendations for application and further research are discussed.

scholarly journals Youth Work Matters: Online Professional Development for Youth Workers

2020 ◽  
Vol 15 (1) ◽  
pp. 70-78 ◽  
Author(s):  
Kari Robideau ◽  
Karyn Santl
Keyword(s):  
Professional Development ◽  
Youth Development ◽  
Learning Opportunities ◽  
Online Course ◽  
Youth Work ◽  
Youth Workers ◽  
Face To Face ◽  
New Concepts ◽  
Online Setting ◽  
Viable Method

As the field of youth development becomes more recognized as a profession, it is imperative that youth workers are trained in foundational youth development research and practice. However, accessibility and cost can limit participation in face-to-face workshops and conferences. Online, cohort-based courses are a viable method to offer professional development for youth workers. This program article provides an overview of the online course, Youth Work Matters, which has provided training to youth workers for over 10 years. The authors demonstrate that professional development for youth workers in an online setting will increase access to learning opportunities. This article also describes key components for an online, non-credit course for participants to gain knowledge, apply new concepts and participate in learning communities.

scholarly journals The Youth Development Workforce: The People, the Profession, and the Possibilities

2020 ◽  
Vol 15 (1) ◽  
pp. 1-8
Author(s):  
Lynne M. Borden ◽  
Michael Conn ◽  
Casey D. Mull ◽  
Michele Wilkens
Keyword(s):  
Youth Development ◽  
Youth Workers ◽  
Special Issue ◽  
Social Emotional ◽  
Learning And Development ◽  
The People ◽  
Different Types ◽  
Challenges And Opportunities ◽  
System Approaches

Understanding the role of youth workers and promoting an accurate representation of these professionals and their work requires a focus on current research, practice, and policies that capture the challenges and opportunities of the youth development workforce. An overview of this special issue of the Journal of Youth Development examines efforts to support individual youth workers, strategies organizations use to prepare and assist youth workers, and system approaches to building the capacity of the workforce in key areas such as quality and social emotional learning, and concludes with an encapsulation of interviews with 10 key leaders nationwide. They identified the overarching task as one of identification of the elements that can make the field cohesive across the different settings and programs, while supporting youth in their growth through experiences that are rooted in the science of learning and development. Finally, this special issue offers the opportunity to better understand the youth workers, examine different types of professional development pathways, explore the role that systems can play in support of these workers, and reflect on the challenges and opportunities raised by key leaders in the profession.

scholarly journals Collecting and using youth development outcomes data to improve youth work practice

2017 ◽  
Vol 24 (1) ◽  
pp. 123-128
Author(s):  
Dean Williamson
Keyword(s):  
Youth Development ◽  
Group Process ◽  
Best Practice ◽  
Work Practice ◽  
Pilot Project ◽  
Structured Learning ◽  
Youth Work ◽  
Youth Workers ◽  
Learning And Development ◽  
Development Outcomes

AbstractThere is increasing scrutiny on the factors necessary to ensure that youth development programs consistently enhance the learning and development of young people. One of these key factors is the involvement of high-quality youth work practitioners who can facilitate an individual or group process to the benefit of all participants. While the practice of reflective learning is a core best-practice principle of youth workers, there is little emphasis on their own structured learning and development beyond their initial qualification. Based on findings from a pilot project testing the first practitioner-led outcomes framework in New South Wales, Australia, this article examines the role of outcomes data in contributing to the ongoing development of youth workers and youth development organisations. It argues that external performance data is both critical to individual and organisational development, and can enhance existing reflective practices such as workplace supervision.

Exploring the role of the “Big Three” features of effective youth development programs in El Salvador: The sample case of programs of Compassion International

2021 ◽  
pp. 016502542110228
Author(s):  
Jonathan M. Tirrell ◽  
Samuel W. Hay ◽  
Patricia K. Gansert ◽  
Trang U. Le ◽  
Bridget C. O’Neil ◽  
...  
Keyword(s):  
El Salvador ◽  
Youth Development ◽  
Qualitative Interviews ◽  
Positive Development ◽  
Future Research ◽  
Development Programs ◽  
Building Activities ◽  
Using Data ◽  
Compassion International

Programs effective in promoting positive youth development (PYD) involve curricular features termed the Big Three: Positive and sustained adult–youth relationships; life-skill-building activities; and youth contribution and leadership opportunities. Data from 610 adolescents (50% female; M age = 16.39 years, SD = 1.83) enrolled in Compassion International-supported programs in El Salvador indicated that scores derived from a youth-report measure of the Big Three, established using data from Rwanda, manifested strong invariance and predicted both youth strengths and contribution. Qualitative interviews with 18 youth from these programs indicated that the Big Three were seen as present and enhancing their positive development. We discuss how future research using a quantitative–qualitative approach may provide deeper evidence about the practical application and promotion of PYD in youth programs.

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