The Youth Development Leadership Experience: Transformative, Reflective Education for Youthwork Practitioners

Abstract

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.

Researching reflective practice: a case study of youth work education

“…Descriptions of youth work education and training have concerned themselves with questions of importance other than how to educate reflective youth practitioners, such as its history, growth and future (Bessant, 2007;Pittman, 2004;Quinn, 2004), and the merits and direction of competency-based programs and university degrees (Ashcraft, 2000;Corney & Broadbent, 2007;Stein et al, 2005). Further, cognate fields to youth work, for example social work, nursing and education, have numerous journals and conferences dedicated to the education and training of practitioners, which encourage research on the teaching and learning of reflective practice.…”

Advancing Academic Pathways for Building Capacity in the Youth Development Profession

“…In addition to social support and content application (Thompson & Shockley, 2013), the cohort model also provides students a level of shared accountability to motivate sustained and qualityfocused performance (Stein et al, 2005).…”

Is Youth Work Being Courted by the Appropriate Suitor?

“…Using one's best judgment followed by reflection implies that science and evidence-based knowledge are not adopted wholly but are critically examined and deliberated upon in relation to the practice context. Such reflective practice as a basis for advanced training and education in youth work is not a new suggestion (Emslie, 2009;Stein et al, 2005). And, it remains a critical one for a set of practices that cuts across domains, populations, geographies, and cultures.…”