Despite escalating interest in positive youth development, there is little agreement on what comprises the actual “work” of youth development and even less on the role of staff development for youth workers. To strengthen professional practice and hence the quality of youth development programs, an understanding must be developed of the distinguishing features or the essential elements of positive youth development work and the ways in which these elements can best be communicated to the field through staff development. This article suggests a framework for critical reflection on practices that encourage community-based youth workers to explore and apply the lessons of positive youth development in their programs. The article discusses the experience of facilitating adult learning within this curriculum, the responses of participants, and the implications for the youth development field.
Intentionality, including a lived ethos of positive youth development, is the key to success in engaging young people in out‐of‐school learning experiences that meet their developmental needs and everyday interests.
The Youth Development Leadership Master of Education (M.Ed.) Program, a professional studies graduate program in the College of Education and Human Development (CEHD) at the University of Minnesota, has been in existence for twelve years. In this article, faculty describe the program philosophy, pedagogy, leadership, and curriculum; share insights into the student experience of youth development, and; reflect on the important lessons learned that have shaped the program over time as well as the challenges that continue today.
This introduction to the special issue highlights the youth development research and practice base that influenced the field in the 20th century and presents some historical context for the practice and study of youth work. Next, it provides an overview of the articles which offer a retrospective account of youth development from how youth development has been studied, understood and measured to how youth development practice has evolved to support, engage and address the needs of young people. The introduction concludes with reflections stimulated by the process of reviewing the manuscripts and working with the authors on their contributions. Three themes emerged as good grist for the 21st century conversations moving forward: 1) the divergent perspectives on definition, dimensions of practice and accountability, 2) the value of translational scholarship bridging science and complex practice, and 3) the importance of leveraging systems support for field building.
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