Abstract
The Project Youth Extension Service (YES!) college student internship integrates pre-service training on youth worker competencies with a year or more of practice experience in leading positive youth development programs for military youth impacted by the military deployment process. For nearly a decade, interns have reported significant improvement in 37 behavioral competencies, with 24 indicators improving .50 or more on a 5-point scale. Areas of greatest growth include practices critical to youth worker effectiveness and program quality: self-regulation, interaction, and adaptation in high-intensity settings. Qualitative comments indicate growth in personal maturity (e.g., composure, flexibility, openness to feedback) as well as professional growth (e.g., listening, organization, presentation, teamwork), and empathy for youth and families under stress. Intern growth was also observed by trainers and mentors. Program feedback from youth and event coordinators was consistently positive. Interns also benefited from working with a career mentor. Blended online and on-site training, episodic scheduling, and scaffolded leadership offer effective and efficient methods for programming and professional development. Findings point to the value of intensive and extended training focused on experiential learning, critical reflection, and mentoring, together with background knowledge on military culture, military family life, and youth development. The program model, full results, conclusions, recommendations for practice, and opportunities for improvement are discussed.
Highlights
Capable youth workers (YW) foster youth program quality, continuity, impact, and sustainability (Durlak, Weissberg, & Pachan, 2010; Garst, Weston, Bowers, & Quinn, 2019; Smith, Peck, Denault, Blazevski, & Akiva, 2010)
Professional development models reviewed by Akiva et al (2017) indicated that general training (GT), typically one-time or short-term topical or activity workshops, were relatively less effective for improving program quality than a more intensive and sustained quality improvement system (QIS) approach using standards-based assessment, planning, training, and consulting
But significant improvements were evident for life skills competencies critical to program preparation and implementation
Summary
Capable youth workers (YW) foster youth program quality, continuity, impact, and sustainability (Durlak, Weissberg, & Pachan, 2010; Garst, Weston, Bowers, & Quinn, 2019; Smith, Peck, Denault, Blazevski, & Akiva, 2010). Professional development models reviewed by Akiva et al (2017) indicated that general training (GT), typically one-time or short-term topical or activity workshops, were relatively less effective for improving program quality than a more intensive and sustained quality improvement system (QIS) approach using standards-based assessment, planning, training, and consulting Their strengths-based approach, simple interactions (SI), combined features of QIS with a more context-specific, asset-oriented coaching, in contrast to conventional problem-focused, prescriptive practices for trainees. Walker and Walker (2012) identified similar features in three programs that fostered YW practitioner expertise These included (a) working together, engaging in reflective practice and mutual support from peers and expert coaches; (b) applying diverse perspectives, professional judgment, and practical wisdom to real-world practice dilemmas; and (c) sustained time and practice. The focus of YW training began to move from competencies to competence, (Walker & Gran, 2010) or expertise involving “active integration of knowledge, activities, skills, and moment that together are necessary to do the job that has to be done at high levels of quality and consistency” (Baizerman, 2009, p. 88)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
