Working Hand in Hand: Community Youth Development and Career Development

Young worker injury deaths: a historical summary of surveillance and investigative findings.

“…SIC codes for cases from 1994from -2002 Livestock production 02NAICS codes for cases from 2003-2013 Animal production (112) Total 389 100 183 100 927,000 100 19.7 ¶ May not add to 100 due to rounding * Fatality rate per 100,000 FTEs † Other includes persons of multiple races FTE = full-time equivalent n/a = not applicable Source: Fatal injury totals and rates were generated by NIOSH researchers with restricted access to the Bureau of Labor Statistics (BLS) Census of Fatal Occupational Injuries (CFOI) microdata and BLS Current Population Survey data; additional information at www.bls.gov/iif/oshcfoi1.htm and www.bls.gov/cps/home.htm…”

“…Many youth in the United States enter the workforce temporarily, seasonally, or part-time prior to graduating from high school [IOM 1998;Morisi 2008]. Although recent studies have shown a decrease in the number of working youth [Smith 2011;Sum 2008], there are still millions who work to earn money, autonomy, socialization, and job skills [Ferrari 2003;Ferrari et al 2008;IOM 1998]. Skills learned on the job are valuable in daily life and help youth transition from being a student to being an employee [Ferrari 2003;Ferrari et al 2008].…”

Patterns of Success for Urban 4-H Youth Development in the Near Future

“…Exploring careers expands a youth's world as well as expanding that youth's understanding of self. Ferrari (2003) recommends that career exploration and development programs closely align with the principles of positive youth development and sound educational theory. Career programs should be intentional and developmentally appropriate, include active involvement in exploration of a wide variety of options, be focused on skill development and positive role models, be of adequate duration, frequency and intensity, and be led by adults with adequate training for working with youth (Ferrari, 2003).…”

“…Ferrari (2003) recommends that career exploration and development programs closely align with the principles of positive youth development and sound educational theory. Career programs should be intentional and developmentally appropriate, include active involvement in exploration of a wide variety of options, be focused on skill development and positive role models, be of adequate duration, frequency and intensity, and be led by adults with adequate training for working with youth (Ferrari, 2003). Interpersonal and communication skills that are needed in everyday life and on the job should be intentional outcomes of job readiness (Committee on Community-level Programs for Youth, National Research Council and Institute of Medicine, 2002).…”

“…Interpersonal and communication skills that are needed in everyday life and on the job should be intentional outcomes of job readiness (Committee on Community-level Programs for Youth, National Research Council and Institute of Medicine, 2002). Ferrari (2003) also emphasizes experiential learning in authentic situations. Apprenticeship type experiences can fit this model and provide technical, personal, and social competence (Hamilton, & Hamilton, 2004).…”