Sustaining Passion: Findings from an Exploratory Study of the OST Program Workforce

Abstract

It has long been understood that high-quality staffing is a major contributor to achieving positive outcomes for children and youth in out-of-school time (OST) programs. Yet, information on the current OST program workforce is outdated and understudied. The purpose of this study was to explore, via a convenience sample of OST program workers, the perceived features of the OST field and the relative importance of these features to workers in the field. The researchers were particularly interested in OST worker perception of features that may typically be associated with longevity in a profession. Improving understanding of the perceptions of the OST workforce may help employers to foster the work environments, staffing structures, compensation approaches, and professional development experiences that influence high-quality workers to stay in the field. The study findings illuminate the significance that workers in the OST field attach to passion for a field of work, and the central importance to them of building relationships with and fostering positive and healthy development for children.

Youths’ Perceptions of Features of a Museum-Based Youth Development Program That Create a Supportive Community Context: A Qualitative Case Study

“…Unsurprisingly, youth identified the staff as being critical to their experience in the SMA program. The youth-staff relationship has been shown to be a significant contributor to positive outcomes in OST programs (Hall et al, 2020). The SMA program is somewhat unique among youth-serving programs in that the museum employed six full-time staff members with whom the youth interact weekly.…”

Using participatory culture‐specific consultation to support the mental health needs of summer camp staff

“…The first phase of this consultation included examining existing theory and practice around mental health models at summer camps. Burnout has been identified as an issue for summer camp staff (Bailey et al, 2012; Ko et al, 2012; Wahl‐Alexander et al, 2017), and is reported to be related to managing multiple roles with campers and staff (Rubin et al, 2018), emotional work and social pressure (Baker, 2020), and staff turnover and juggling multiple job demands (Hall et al, 2020). Despite this empirical understanding of the contributors to burnout, little has been written about interventions to combat camp staff burnout.…”

“…As a result of counselors' multiple responsibilities, long hours, limited benefits, and low wages, camp staff turnover, stress, burnout, compassion fatigue, and reduced job satisfaction are all common (Borden et al, 2020; Hall et al, 2020; Richmond et al, 2020; Warner et al, 2021). Further, because counselors must attend to their own challenges and well‐being as well as to camper needs, the systemic and interpersonal stressors counselors face have implications for both themselves and the campers (White et al, 2020).…”

“…Currently, research on camp staff experiences suggests staff must juggle multiple demands, both invigorating and draining. In addition to creating a caring and supportive context in which camp and personal values can be transmitted (Rubin et al, 2018; Sorenson, 2018) and camper development can be promoted (Henderson et al, 2007; Wallace, 2008; Wilson et al, 2019), camp staff are also responsible for handling demanding camp schedules, managing camper behavioral issues, completing paperwork, and participating in fundraising, all with a relative lack of privacy or time off during the summer months (Dubin et al, 2020; Hall et al, 2020). What is more, while caring for campers who are living at camp, counselors themselves are also living away from their own homes and support systems.…”

“…It is not only campers who look forward to camp; research examining summer camp staff retention suggests camp staff members are motivated to return to camp for a host of reasons, both personal and professional. For example, research has found camp to provide a space for staff—particularly emerging adults—to explore their interests, passions, teaching styles, and creative skills (Hall et al, 2020; Johnson et al, 2011; Lynch et al, 2020). Coupled with a desire to make a difference in the lives of campers, these learning opportunities cause many staff to find working at camp to be personally rewarding (Richmond et al, 2020).…”