Competency in Establishing Positive Relationships With Program Youth: The Impact of Organization and Youth Worker Characteristics

Abstract

Frontline youth workers' ability to form strong, positive relationships with program youth is a key element in maximizing the benefits of program participation. A recent National Collaboration of Youth (2006) report identified six elements associated with youth workers' competency to complete their professional roles: compensation, training opportunities, supportive work environment, clear work roles, sense that work is valued, and networking opportunities. The current study investigated whether having these elements predicted 459 youth workers' self-reported job competency in forming positive relationships with youth. Regression analyses revealed that job efficacy, clarity of work roles, and benefits significantly predicted competency in forming strong relationships with program youth. Findings are discussed in relation to practice implications for the youth work field.

Fostering positive youth and staff development: Understanding the roles and experiences of the afterschool workforce

“…The ASPs invest not only in the youth they serve directly but also in the staff, many of whom come from the under‐resourced neighborhoods in which they work. Generally, career mobility is rare for youth workers and is commonly referenced as a challenge (Davidson et al, 2011; Yohalem & Pittman, 2006). Approximately half of the youth‐workers report a lack of promotion or advancement in their afterschool jobs (Davidson, et al, 2011).…”

“…Generally, career mobility is rare for youth workers and is commonly referenced as a challenge (Davidson et al, 2011; Yohalem & Pittman, 2006). Approximately half of the youth‐workers report a lack of promotion or advancement in their afterschool jobs (Davidson, et al, 2011). However, a commitment to internal capacity‐building which includes the opportunity to advance, increased responsibility, more recognition, and greater compensation, correlates with positive outcomes for afterschool staff (Peake et al, 2006).…”

“…In addition to fostering youth development, these frontline workers are, like others in related careers, experiencing their own personal and professional development (see Cappella & Godfrey, 2019). Prior work has shown the importance of afterschool staff in cultivating positive youth outcomes (Davidson et al, 2011; Vandell et al, 2007). This study contributes to the literature by illuminating the complexity of the roles, responsibilities, and experiences of youth‐serving professionals employed across five ASPs.…”

“…In addition to fostering youth development, these frontline workers are, like others in related careers, experiencing their own personal and professional development (see Cappella & Godfrey, 2019). Prior work has shown the importance of afterschool staff in cultivating positive youth outcomes (Davidson et al, 2011;Vandell et al, 2007).…”

“…There is a general consensus that afterschool instructors (ASI) are critical to the success of programs through their contributions to the overall afterschool quality and student outcomes (Davidson, Evans, & Sicafuse, 2011; Hirsch, Deutsch, & DuBois, 2011; Vandell, Reisner, & Pierce, 2007); in response, there is a growing body of work capturing these frontline perspectives (e.g., Larson, Walker, Rusk, & Diaz, 2015). Kuperminc et al (2019) examined a national sample of ASIs across 740 program sites and found that positive staff‐youth relationships were significantly associated with positive youth‐reports on aspects of program quality, such as engagement, belonging, and safety.…”