Abstract
Youth development programs often rely on volunteers to deliver programming to young people. Our study explored the skills and competencies volunteers self-identified as important for their roles. We analyzed qualitative responses to 2 open-ended questions asking University of California 4-H volunteers to identify priority skills to aid in their volunteer development. Using inductive thematic analysis, we developed a coding scheme to analyze 1,144 responses. Participants reported the need for professional development in content-specific areas, program management basics, and child development. Volunteers also reported desiring training in educational practices, organizational skills, specific volunteer roles, and communication skills. The modalities through which volunteers were willing to develop these skills were peer-to-peer learning; online, in-person, classes and conferences; and continuous education. Given the importance of adult volunteers to youth development programs, it is essential that volunteers’ professional and skill development be supported by both effective and preferred approaches.
Highlights
Adults play a crucial role in youth development (Li & Julian, 2012)
Youth development programs (YDPs) offering structured and formal activities that connect youth with adult volunteers may provide a safe place for youth to benefit from sustained relationships with caring adults (Lerner et al, 2005)
We identified seven skill areas volunteers reported as important for their professional development: curricula and project-specific subject matter, program management basics, child development, educational practices, organizational skills, specific volunteer roles, and communication skills
Summary
Adults play a crucial role in youth development (Li & Julian, 2012). The connections that youth form with adults contribute to developmental relationships, shown to have a positive impact on youth development (Stukas et al, 2006). Youth development programs (YDPs) offering structured and formal activities that connect youth with adult volunteers may provide a safe place for youth to benefit from sustained relationships with caring adults (Lerner et al, 2005). YDPs may encourage adult engagement with youth by providing formalized volunteer roles where adults have direct program delivery responsibilities with youth. This provides an opportunity for adults who have no prior or prescribed involvement with youth (unlike a parent or youth worker) to be positive role models for youth (Stukas et al, 2006)
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