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Youth Staff Training Program i Module 5: Career and Education Development

Youth Staff Training Program ii Module 5: Career and Education Development

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Youth Staff Training Program iii Module 5: Career and Education Development

Module 5: Education and

Career Development

Skill Building Journal

_______________

Youth Staff Training Program

Youth Staff Training Program iv Module 5: Career and Education Development

Acknowledgments The Youth Staff Training Program is a series of self-study training modules that form the core of the Navy Foundation Training Program for Program Assistants working with youth in sixth – twelfth grades. The competency-based training modules equip Program Assistants with the skills and knowledge necessary to be successful working with youth and include real-life situations faced by middle school and teen youth every day. To promote training consistency across Child and Youth Programs (CYP), the module format and selected activities and content are patterned after similar series of training modules developed by Teaching Strategies Inc. used by military School-Age Care (SAC), Child Development Center (CDC), and Child Development Homes (CDH) Programs. We thank Teaching Strategies, Inc. for laying the groundwork and developing a self-study training format that supports Navy staff working across child and youth program areas. We also thank the Council for Professional Recognition whose “Functional Areas” form the basis of the “core competencies” for youth staff. Many people contributed to the concept, writing, and overall development of this training program. First, we would like to thank M.-A. Lucas, Director of Army Child and Youth Services, who recognized the impact staff have on the lives of military middle-school and teen youth and identified the need for quality training in the youth program. Special thanks to Mary Ellen Pratt, Chief of Army Child Development Programs / CYS Training Programs, Army Youth Modules Project Manager, for her guidance and direction throughout the development of the modules. We also want to recognize Roxanne Spillet, President Boys and Girls Clubs of America (BGCA) and Sarah Berry-Rabun, BGCA Youth Modules Project Manager, for their collaborative support on this project. In addition, we are appreciative of the encouragement and assistance provided by Kevin Montgomery, Chief of Army Youth Programs, for the development of The Youth Staff Training Program. Project content primary authors / editors: Karen Shannon, BGCA Consultant Chris Corrado, BGCA Director of Training & Professional Development

Donna M. McGrath, Army Youth Sports & Fitness Program Manager (Project Lead) Deb Marple, Army 4-H Coordinator, 4-H/Army Youth Development Project

In addition, the following served as primary authors for specific modules: Derry G. Koralek, DGK Associates (Safe) and, from the USDA/ Army Youth Development Project - Marcia McFarland (Professionalism), Dr. Jacqueline Scott (Social and Cultural; Guidance; Families, Communities and Schools) and Dr. Angela Huebner (Guidance). Content on Character Counts! and the Six Pillars of CharacterSM

1 was provided throughout the modules by Mary Jo Williams, Character Education Specialist, 4-H/Army Youth Development Project. Other contributing authors include: from Army CYS Headquarters – Nancy Campbell, Linda Harwanko, Maria Lopez Henderson, Kevin Montgomery and Mary Ellen Pratt, and from the USDA/Army Youth Development Project – Courtney Gaskins and Marianne Reynolds. We would also like to thank Army CYS Headquarters staff Virginia Brown, Nora Clouse, Bea Curl and Ingrid Osewalt for reviewing and providing feedback on the modules. This training program will allow staff to expand their knowledge about middle school and teen youth and their interests, challenges and overall development. Through the completion of the modules, staff will also have the opportunity to build skills in programming, communicating with youth and helping youth to grow and develop into productive citizens and leaders in their communities. Copyright 2006 AMWRF. All rights reserved. Photocopying or reproduction strictly prohibited except within the Department of Defense.

Youth Staff Training Program v Module 5: Career and Education Development

1 CHARACTER COUNTS! and the Six Pillars of CharacterSM are service marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics, www.charactercounts.org.

http://www.charactercounts.org/

Youth Staff Training Program vi Module 5: Career and Education Development


Module Checklist The chart below has been designed to help you track what you have completed in the module. As you complete each assessment or worksheet, check the appropriate box to indicate you have finished that portion of the module. When you have completed all sections, let your trainer know you are ready to schedule your knowledge and competency assessment.

Section

Activity Completed

Discussed Activity with

Trainer Overview – Example 1

Overview – Example 2

Overview – Example 3

Self-Reflection

Pre-Training Assessment

Activity A: Learning Styles

Activity B: High-Yield Learning Activities

Activity C: Career Development and Work Options

Activity D: Working with Youth in Exploring Career Options

Summarizing Your Progress

Schedule Knowledge and Competency Assessment

Education and Career Development

SECTION 5.1

Youth Staff Training Program viii Module 5: Career and Education Development



Youth Staff Training Program ix Module 5: Career and Education Development

SECTION 5.1


Table of Contents

Welcome to Module 5: Career and Education Development Skill Building Journal. This journal contains the pre-training assessment and worksheets referenced in your Content Guide. The outline below provides a list of the worksheets you will be completing as you work through this module. Also note that there are some answer sheets that will help you as you move through the module. You will begin this module in the Content Guide and return to this journal as directed.

Section Assessments and Worksheets Page

5.1 Introduction Take a Closer Look – Example 1 1

Example 2 2

Example 3 3

Self-Reflection 5

5.2 Pre-Training Assessment Assessment 7

5.3 Learning Activities Learning Activity A 11

Learning Activity B 18

Learning Activity C 28

Learning Activity D 37

Summarizing Your Progress 50

5.4 Answer Sheets Take a Closer Look – Examples 1, 2, and 3 51

Learning Activity C 53

Youth Staff Training Program x Module 5: Career and Education Development


Take a Closer Look

Youth Staff Training Program 1 Module 5: Career and Education Development

SECTION 5.1


Example 1 – Creating an environment that provides opportunities for youth to enrich their education and explore career opportunities.

Answer the following questions about Example 1 from the Content Guide.

Compare your answers to those on the Answer Sheet provided in section 5.4 of this journal.

Share and get feedback on your responses from your trainer. 1. What did Ms. Laverne do to encourage Shirley’s interest in animals? 2. Describe how Shirley responded to Ms. Laverne. 3. How can you encourage education/career development in your Center?

Return to the Content Guide and continue with Example 2 in Take a Closer Look.

What’s next?

Take a Closer Look le 2



SECTION 5.1

Example 2 –Providing opportunities for youth to enrich their educational experiences.



Share and get feedback on your responses from your trainer. 1. Why did Mr. Romero suggest to Julius that he take a break before continuing with his homework? 2. What kind of homework assistance did Mr. Romero provide? 3. How did Mr. Romero’s behavior probably encourage Julius to come back again for homework help? 4. How did Mr. Romero encourage Julius to be respectful?

What’s next? Return to the Content Guide and continue with Example 3 in Take a Closer Look.

Take a Closer Look


SECTION 5.1


Example 3 – Assisting in implementing career development programming.



Share and get feedback on your responses from your trainer. 1. How did a career fair interest youth in future careers? 2. What did Ms. Vivian do to encourage Seth’s interest in cars? 3. What kind of follow-up activity did Ms. Vivian do with Seth and Aida to support their career interests?

Take a Closer Look le 2



SECTION 5.1

4. Pick a Pillar of Character1 for each job Stacey, Seth and Aida considered and discuss why it would be important in that particular job.

1 CHARACTER COUNTS! and the Six Pillars of CharacterSM are service marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics, www.charactercounts.org.

What’s next? Return to the Content Guide and continue with Self-Reflection in Section 5.1.

http://www.charactercounts.org/

Self-Reflection


SECTION 5.1


Thinking Back –Your Goals as a Youth

Think back to your goals as a young person – perhaps age 13 or 14. Was there something that you wanted to achieve – such as to play on the school football team or get an “A” in math?

Reflect on and answer the questions that follow in this section, taking a look at a goal you had as

an adolescent.

Share and discuss your responses with your trainer.

1. Think back to when you were 13 or 14. Describe a goal you achieved at that age. 2. How did you feel about achieving the goal? 3. Why was it important for you to achieve it? 4. What steps did you take to achieve it?

Self-Reflection


SECTION 5.1


5. What were the difficulties in achieving it and how did you respond to those difficulties? 6. If you had not reached this goal, how might your life be different? 7. How do your experiences with goal setting relate to the youth you work with in the Youth Center?

What’s next? Return to the Content Guide and read about the Pre-Training Assessment in Section 5.2.



SECTION 5.2


Read the Pre-Training Assessment that follows and record whether you do these things regularly,

sometimes or not enough by checking the appropriate box.

Review your answers.

List three to five skills you would like to improve or topics you would like to learn more about. When you finish this module, you can list examples of your new or improved knowledge and skills.


I Do This Regularly Sometimes Not Enough Create an environment that provides opportunities for youth to enrich their education and explore career opportunities. 1. Encourage youth to share ideas, suggestions and solutions

and respect their viewpoint. 2. Listen to youth’s ideas and concepts and implement them

when possible. 3. Offer a wide-range of books, magazines, videos and

newspapers that reflect topics of interest to youth. 4. Talk with youth about what they are learning and encourage

them to articulate what they see. 5. Provide youth plenty of time, space and opportunities to talk

with each other and the staff. 6. Encourage youth to examine their reactions (i.e., ask them

how they really feel about what is being said or done.) 7. Provide opportunities for youth to consider alternative

responses and opposing viewpoints. 8. Help youth understand the implications their decisions have on

them and their futures. 9. Recognize learning styles and how to apply them to

adolescent learning.



SECTION 5.2


I Do This Regularly Sometimes Not Enough Provide opportunities for youth to enrich their educational experiences. 10. Use the experiential learning style process in activities to

encourage youth to learn and apply information to new situations.

11. Ask youth to evaluate information for a given purpose. 12. Ask youth to communicate information to others. 13. Support youth’s efforts to learn. 14. Help youth develop the ability to choose among several

alternatives in making decisions. 15. Encourage youth to solve problems through developing the

ability to clearly identify a problem and a plan of action for resolving the problem.

16. Provide youth with opportunities to develop planning and

organizational skills. 17. Encourage youth to develop and set realistic goals. 18. Teach youth to use resources (money, time, materials, space

and people) wisely. 19. Provide homework assistance, adequate school supplies and

reference books as needed. 20. Encourage youth to attend the Homework Center. 21. Know about resources available for homework help. 22. Know of current school studies and how to help with

homework. 23. Maintain ongoing relationship with the School Liaison Officer. Assist in implementing career development programming. 24. Help to organize career days. 25. Encourage youth to complete an inventory of career/work

interests.



SECTION 5.2


I Do This Regularly Sometimes Not Enough 26. Encourage and help youth find job shadowing or

apprenticeship opportunities in areas of interest. 27. Help youth utilize job readiness resource materials. 28. Know about current information on colleges, universities and

SAT testing. 29. Assist youth with information on how to have a successful job

interview. 30. Provide assistance in selecting and preparing for post-high

school education and careers. 31. Maintain books and magazines that are age, gender and

culturally appropriate. 32. Know about the summer hire program.



SECTION 5.2


Review your responses. List three to five skills you would like to improve or topics you would like to learn more about. When you finish this module, you can list examples of your new or improved knowledge and skills. 1. 2. 3. 4. 5.

What’s next? Congratulations, you are ready to begin the learning activity section for this module. Return to the Content Guide and continue with Learning Activity A in Section 5.3.

Learning Activity A Learning Styles


SECTION 5.3


Staff Learning Styles Inventory

Take this opportunity to discover how you like to learn. Complete the Staff Learning Styles Inventory2 on the following page. Some of the statements are applicable to you as an adult and others might reflect how you learned as a young person. This 24-item survey is not timed. Answer each question as honestly as you can by putting an “X” in the appropriate box after each statement.

When you have finished, score yourself using the directions in the inventory.


2 Adapted from Enhancing Your Youth Programs Through Effective Use of Technology, based on Barsch/Haynie Learning Style Inventory, USDA/Army School-Age & Teen Project, pp. 26-28.



SECTION 5.3


Staff Learning Styles Inventory

Question Seldom Sometimes Often

1. Remember more about a subject through the lecture method with information, explanations and discussion.

2. Prefer information to be presented with the use of visual aids.

3. Like to write things down or to take notes for visual review.

4. Prefer to make posters, physical models, actual models or actual practice through activities in class.

5. Require explanations of diagrams, graphs or visual directions.

6. Enjoy working with my hands or making things.

7. Am skillful with and enjoy developing and making graphs and charts.

8. Can tell if sounds match when presented with pairs of sounds.

9. Remember best by writing things down several times.

10. Can understand and follow directions on maps.

11. Do better at academic subjects by listening to lectures and tapes as opposed to reading a textbook.

12. Play with coins or keys in pockets.

13. Learn to spell better by repeating the words out loud than by writing the words on paper.

14. Can better understand a news article by reading about it in the paper than by listening to the radio.

15. Chew gum or snack during studies.

16. Feel the best way to remember is to picture it in my head.

17. Learn spelling by tracing the letters with my fingers.

18. Would rather listen to a good lecture or speech than read about the same material in a textbook.

19. Am good at working and solving jigsaw puzzles and mazes.

20. Play with object in hands during learning period.

21. Remember more by listening to the news on the radio than reading about it in the newspaper.

22. Obtain information on an interesting subject by reading relevant materials.

23. Feel very comfortable touching others, hugging, handshaking, etc. 24. Follow oral directions better than written ones.



SECTION 5.3


Score Yourself

Score the worksheet using the point system below. Place the point value on the line next to the

corresponding question number. Add the points in each column to obtain the preference scores under each heading.

Determine your learning style and review the information provided below for your style below.


Directions: Often = 5 pts. Sometimes = 3 pts. Seldom = 1 pt.

Visual Points Auditory Points Tactile Points 2 1 4 3 5 6 7 8 9 10 11 12 14 13 15 16 18 17 19 21 20 22 24 23

Visual pts Auditory pts Tactile pts About the three styles If you are a visual learner, then by all means be sure that you look at all the study materials. Use charts, maps, filmstrips, notes and flashcards. Practice visualizing or picturing words/concepts in your head. Write out everything for frequent and quick visual review. Reading to learn will work for you. If you are an auditory learner, you may wish to listen to tapes to learn. Tape lectures to help you fill in the gaps in your notes. Sit in the lecture hall or classroom in a place where you can hear well. After you have read something, summarize it and recite it aloud. Talk with someone about what you are learning. If you are a tactile learner, trace words as you are saying them. Use your computer to record important information (the keyboard is very tactile.) Build models of concepts. Facts that must be learned should be written several times. Keep a supply of scratch paper for this purpose. Taking and keeping lecture notes will be very important. Make study sheets.



SECTION 5.3


Youth Learning Styles Inventory

Take this opportunity to discover how youth like to learn. Make five copies of the Youth Learning Style Inventory and score sheets on the following pages.

Ask five youth to complete the Youth Learning Styles Inventory. This 24-item survey is not

timed. Ask the youth to answer each question as honestly as they can by putting an “X” in the appropriate box after each statement.

When finished, ask youth to score their worksheet using the directions in the inventory. Talk

with them about the learning styles they identified.

Share and discuss with your trainer what you learned about individual learning styles of youth.



SECTION 5.3


Youth Learning Styles Inventory

Question Seldom Sometimes Often

1. Remember more about a subject through the lecture method with information, explanations and discussion.

2. Prefer information to be presented with the use of visual aids.

3. Like to write things down or to take notes for visual review.

4. Prefer to make posters, physical models, actual models or actual practice through activities in class.

5. Require explanations of diagrams, graphs or visual directions.

6. Enjoy working with my hands or making things.

7. Am skillful with and enjoy developing and making graphs and charts.

8. Can tell if sounds match when presented with pairs of sounds.

9. Remember best by writing things down several times.

10. Can understand and follow directions on maps.

11. Do better at academic subjects by listening to lectures and tapes as opposed to reading a textbook.

12. Play with coins or keys in pockets.

13. Learn to spell better by repeating the words out loud than by writing the words on paper.

14. Can better understand a news article by reading about it in the paper than by listening to the radio.

15. Chew gum or snack during studies.

16. Feel the best way to remember is to picture it in my head.

17. Learn spelling by tracing the letters with my fingers.

18. Would rather listen to a good lecture or speech than read about the same material in a textbook.

19. Am good at working and solving jigsaw puzzles and mazes.

20. Play with object in hands during learning period.

21. Remember more by listening to the news on the radio than reading about it in the newspaper.

22. Obtain information on an interesting subject by reading relevant materials.

23. Feel very comfortable touching others, hugging, handshaking, etc. 24. Follow oral directions better than written ones.



SECTION 5.3


Score Yourself

Score the worksheet using the point system below. Place the point value on the line next to the

corresponding question number. Add the points in each column to obtain the preference scores under each heading.

Determine your learning style and review the information provided below.

Directions: Often = 5 pts. Sometimes = 3 pts. Seldom = 1 pt.

Visual Points Auditory Points Tactile Points 2 1 4 3 5 6 7 8 9 10 11 12 14 13 15 16 18 17 19 21 20 22 24 23

Visual pts Auditory pts Tactile pts About the three styles If you are a visual learner, then by all means be sure that you look at all the study materials. Use charts, maps, filmstrips, notes and flashcards. Practice visualizing or picturing words/concepts in your head. Write out everything for frequent and quick visual review. Reading to learn will work for you. If you are an auditory learner, you may wish to listen to tapes to learn. Tape lectures to help you fill in the gaps in your notes. Sit in the lecture hall or classroom in a place where you can hear well. After you have read something, summarize it and recite it aloud. Talk with someone about what you are learning. If you are a tactile learner, trace words as you are saying them. Use your computer to record important information (the keyboard is very tactile.) Build models of concepts. Facts that must be learned should be written several times. Keep a supply of scratch paper for this purpose. Taking and keeping lecture notes will be very important. Make study sheets. Now that you know your learning style, name three things you can do to help with your own learning:

1. 2. 3.



SECTION 5.3


How to Apply Learning Styles to Programming

Answer the questions that follow.


1. If youth scored highest as “visual learners” what kinds of activities would they be attracted to? 2. If youth scored highest as “auditory learners” what kind of activities would they be attracted to? 3. If youth scored highest as “tactile learners” what kind of activities would they be attracted to?

What’s next? Return to the Content Guide and continue with Activity B in Section 5.3.

Learning Activity B High-Yield Learning Activities


SECTION 5.3


Implementing High-Yield Learning Activities

High-Yield Learning Activities (HYLA) help you to support youth’s academic successes in out-of-school hours. As you do this activity, be aware that developmentally, some youth may be more advanced than others. Some youth may have different needs than others. And then, there are learning styles to be aware of! Some youth struggle because they learn differently. Youth Centers are a place where all young people should feel “smart.” Look for ways to help youth feel smart, successful and special. Help them recognize their strengths and then build upon them!

Complete the “High-Yield Learning Activities” chart. This chart will help you assess your

current Youth Program. Note what program activities are currently offered that reinforce HYLA.

Share and discuss your responses with your trainer when you have completed the chart. Discuss what activities you have selected and what beneficial skills they reinforce.

Current Youth Center Activities

HYLA 11-12

13-15 16-18

Discussion with knowledgeable adults



SECTION 5.3


Current Youth Center Activities, continued

HYLA 11-12

13-15 16-18

Reading activities

Writing activities



SECTION 5.3



HYLA 11-12

13-15 16-18

Math and Science activities

Service Learning



SECTION 5.3



HYLA 11-12

13-15 16-18

Games using thinking skills



SECTION 5.3


New Activity Ideas for Youth

You’ve assessed HYLA activities by age group in the Youth Center.

Next, based on what you know about the interests of youth in the Youth Center, brainstorm new activity ideas that would appeal to each age group and further enhance academic success.


New Activity Ideas

HYLA 11-12

13-15 16-18

Discussion with knowledgeable adults



SECTION 5.3


New Activity Ideas, continued

HYLA 11-12

13-15 16-18

Reading activities

Writing activities



SECTION 5.3


New Activity Ideas, continued

HYLA 11-12

13-15 16-18

Math and Science activities

Service Learning



SECTION 5.3


New Activity Ideas

HYLA 11-12

13-15 16-18

Games using thinking skills



SECTION 5.3


Ways You Motivate and Recognize Youth

Complete the questions that follow, describing the ways that you motivate and recognize youth in your Youth Program.


1. Describe how you motivate youth to participate in educational activities. 2. Describe how you motivate youth without using material rewards.



SECTION 5.3


3. List some ways you can recognize and reward youth’s educational accomplishments.

Intrinsic rewards:

Extrinsic rewards:

What’s next? Return to the Content Guide and continue with Activity C in Section 5.3.

Learning Activity C Career Development and Work Options


SECTION 5.3


Characteristics and Implications for Programming

Listed on the worksheets that follow are the developmental characteristics of youth, ages 11-12, 13-15 and 16-18. Think about the implications these characteristics would have on career development programming and the SCANS foundation skill that would be reinforced.

Fill in the blanks with your ideas providing the program implications for each characteristic

given and the SCANS foundation skill being supported. Two examples are provided.

Share and discuss your responses with your trainer. Ages 11-12

Characteristic Program Link to Career Development/Work Experience

SCANS Foundation Skill

Example: Concerned about physical development and being liked by friends.

Encourage learning experiences related to understanding oneself and getting along with others.

Personal qualities

Example: Prefer working in groups in cooperative activities.

Encourage youth to participate in group clubs with an emphasis on community service.

Thinking skills

Self-conscious. Many need help to get over inferiority complexes.

Like fan clubs. Many have adult idols.



SECTION 5.3


Characteristic Program Link to Career

Development/Work Experience SCANS Foundation

Skill Want to get outside their own community to explore.

Want to use their skills to explore and investigate the world.

Interested in collections and hobbies.

Interested in sports and active games.



SECTION 5.3




Skill Vary greatly in academic abilities, interest and reasoning skills.



SECTION 5.3


Ages 13-15



Example: Desire a sense of independence, yet want and need parents’ help.

Encourage working with adults and older youth to complete learning experiences and apprenticing.

Personal qualities

Example: Need information to make decisions.

Encourage youth to explore interests and link interests to making decisions about career possibilities.

Thinking skills

Start to think of future careers, but often unclear of needs and values.

Ready for in-dept, longer learning experiences.

Interested in activity involving boys and girls.



SECTION 5.3




Areas of interest are more consistent than earlier, with patterns becoming definite.

Are concerned about social graces, grooming and being liked by friends.

Begin to want to be part of something.



SECTION 5.3




Skill Can imagine consequences.



SECTION 5.3


Ages 16-18



Example: Social needs and desires are high.

Emphasize leadership life skills that relate to social development. Provide opportunities for self-expression.

Personal qualities

Example: Want and need a strong voice in planning their own program.

Encourage young people to plan programs with guidance and support of adult helpers.

Thinking skills

Want adult leadership roles.

Quite interested in coeducational activities.

Enjoy demonstrating acquired knowledge.



SECTION 5.3




Skill Search for career possibilities. Often need guidance in selecting careers.

Begin to develop community consciousness.

Begin to think of leaving home for college, employment, marriage.



SECTION 5.3




Skill Many will leave the community for employment, and many who go to college will not return to their present community after graduation.

What’s next? Return to the Content Guide and continue with Activity D in Section 5.3.

Learning Activity D Working with Youth in Exploring Career Options


SECTION 5.3


Exploring Career Options

To Complete this activity, you will need to review the CareerLaunchTM activities from the Career

Exploration Quick Reference Guide and the web site (www.careerlaunch.net).

Using the worksheet that follows on the next page: - Describe how you might use these activities in your program. - What age group will you work with? - How could you link these activities to current programs at the Youth Center? - What new activities would complement the ones from CareerLaunchTM?

Share and discuss your responses with your trainer and other staff who might be working on career development and workforce preparation programs.



SECTION 5.3


CareerLaunchTM

Activity Targeted

Age Group

Current activities in the Youth Program that link to the CareerLaunchTM activity

New activities in the Youth Program that would link to the

CareerLaunchTM activity 1.

2.



SECTION 5.3


CareerLaunchTM

Activity Targeted

Age Group




4.



SECTION 5.3


CareerLaunchTM

Activity Targeted

Age Group




6.



SECTION 5.3


Youth and Career Resources

Using the Youth and Career Resources worksheet, identify a group of youth who are interested

in learning more about specific career areas. Identify two areas of interest.

After identifying two career areas, identify resource people on and off installation who might be willing to have youth involved in job shadowing or guided exploration experiences. Be sure to involve the youth in identifying additional resource people and in the planning of the experience.




SECTION 5.3


Youth and Career Resources Experience #1 Career area identified by youth: Job shadowing/guided exploration experience planned: Resource person/people:



SECTION 5.3


Youth and Career Resources Experience #1, continued Youth involved: What were the steps involved in planning this experience? What CareerLaunchTM activities were useful?



SECTION 5.3


Youth and Career Resources Experience #1, continued What pre-experience preparation did the youth complete? What did the youth involved learn about the various jobs (skills required, job duties, career advancement, etc.)? How was the experience beneficial to the youth?



SECTION 5.3


Youth and Career Resources Experience #1, continued What would you do differently in planning this experience another time?



SECTION 5.3


Youth and Career Resources Experience #2 Career area identified by youth: Job shadowing/guided exploration experience planned: Resource person/people:



SECTION 5.3


Youth and Career Resources Experience #2, continued Youth involved: What were the steps involved in planning this experience? What CareerLaunchTM activities were useful?



SECTION 5.3


Youth and Career Resources Experience #2, continued What pre-experience preparation did the youth complete? What did the youth involved learn about the various jobs (skills required, job duties, career advancement, etc.)? How was the experience beneficial to the youth?



SECTION 5.3


Youth and Career Resources Experience #2, continued What would you do differently in planning this experience another time?

Return to the Content Guide and continue with Summarizing Your Progress in Section 5.3.

What’s next?

Summarizing Your Progress


SECTION 5.3


Review your responses to the Pre-Training Assessment in Section 5.2 in this journal.

Summarize in the space below what you learned and list the skills you developed or improved.


New Information New and Improved Skills

What’s next? Congratulations, you have completed Module 5. Let your trainer know you are ready to schedule your knowledge and competency assessments.


SECTION 5.4 Answer Sheet Take a Closer Look


Example 1 Creating an environment that provides opportunities for youth to enrich their education and explore career opportunities. 1. What did Ms. Laverne do to encourage Shirley's interest in animals?

a. She suggested that Shirley attend a camping trip that was planned. b. She encouraged her to read more and look on the internet.

2. Describe how Shirley responded to Ms. Laverne.

a. She was excited about the possibility of attending the camping trip b. She was excited about learning more.

3. How can you encourage education/career development in your Center?

a. Observe what youth are interested in. b. Help youth to pursue and learn more about their interests.

Example 2 Provide opportunities for youth to enrich their educational experiences. 1. Why did Mr. Romero suggest to Julius that he take a break before continuing with his homework?

a. He noticed he was fidgeting while struggling with his homework. b. After talking to him, he suggested that he get up and burn off some energy and then return to the

homework. 2. What kind of homework assistance did Mr. Romero provide?

a. He helped him find maps b. He helped him find information on the Internet.

3. How did Mr. Romero encourage Julius to come back again for homework help?

a. He realized Julius needed a break and encouraged him to take one. b. He also realized that just reading wasn't helping Julius with his homework. By suggesting he look

at more visuals, Julius was able to remember facts easier and stay interested in the assignment in order to finish it.

4. How did Mr. Romero encourage Julius to be respectful?

a. Respect also means to respect personal needs. Encouraging Julius to take a break helped him recognize that he needed to think about all of his needs, not just the need to get his homework done.

b. Mr. Romero encouraged Julius to be respectful and responsible by giving him a time limit to return to finish his homework.


SECTION 5.4 Answer Sheet Take a Closer Look


Example Three Assisting in implementing career development programming. 1. How did the career fair interest youth in future careers?

a. It allowed them to spend time with representatives from various professions. b. It encouraged them to explore colleges and specialty trade schools.

2. What did Ms. Vivian do to encourage Seth's interest in cars?

a. She offered to set up a job shadowing experience for Seth through the Youth Center program. 3. What follow-up activity did Ms. Vivian do with Seth and Aida to support their career interests?

a. She encouraged them to participate in the on-line career interests assessment to help them to examine possible careers.

b. Ms. Vivian also told them she would follow-up and get more information for them regarding shadowing programs, summer jobs, trade schools and colleges.

4. Pick a Pillar of Character for each job Stacey, Seth and Aida considered and tell why it would be

important in that particular job.

a. Aida – Journalist – Trustworthiness – Honesty in reporting. b. Seth – Mechanic – Responsibility – Ensure the work done meets safety requirements. c. Stacey – Teacher – Respect and Caring – Students respond positively to these traits.


SECTION 5.4 Answer Sheet Learning Activity C


Developmental Characteristics of Youth, Ages 11-12 – The SCANS Foundation Skill will depend on the answer provided in column two.



Example: Concerned about physical development and being liked by friends.

Encourage learning experiences related to understanding oneself and getting along with others.

Personal qualities

Example: Prefer working in groups in cooperative activities.

Encourage youth to participate in group clubs with an emphasis on community service.

Thinking Skills

Self-conscious. Many need help to get over inferiority complexes

Focus on developing individual skills. Provide opportunities to practice leadership roles.

Personal qualities

Like fan clubs. Many have adult idols.

Encourage working with older teens and adults. Teen and adult leaders must be well-liked and effective. Teen leaders should be three or four years older than participants and considerably more mature.

Personal qualities

Want to get outside their own community to explore.

Provide learning experiences outside the community.

Personal qualities

Want to use their skills to explore and investigate the world.

Plan activities that provide hands-on, skill-centered experiences.

Basic skills

Interested in collections and hobbies.

Encourage youth to join special interest clubs in the Youth Center and keep written documentation of their activity.

Basic skills

Interested in sports and active games.

Encourage active, fun learning experiences where youth learn good sportsmanship and respect.

Personal qualities

Vary greatly in academic abilities, interest and reasoning skills.

Encourage youth to utilize the Homework Center.

Thinking skills







Example: Desire a sense of independence, yet want and need parents’ help.

Encourage working with adults and older youth to complete learning experiences and apprenticing.

Personal qualities

Example: Need information to make decisions.

Encourage youth to explore interests and link interests to making decisions about career possibilities.

Thinking skills

Starting to think of future careers, but often unclear of needs and values.

Relate activities to career choices. Encourage youth to read and journal ideas.

Basic skills

Ready for in-depth, longer learning experiences.

Tasks may be more difficult and of longer duration. Encourage deeper exploration of leadership roles. Encourage more detailed record keeping of leadership experiences.

Thinking skills

Interested in activities involving boys and girls.

Plan learning experiences involving boys and girls where they learn to respect one another.

Personal qualities

Areas of interest are more consistent than earlier, with patterns becoming definite.

Encourage more in-depth study of leadership roles and life skills.

Thinking skills

Are concerned about social graces, grooming and being liked by friends.

Plan experiences where you learn life skills that develop self-confidence.

Personal qualities

Developing community consciousness. Want to be part of something.

Encourage learning activities involving the community.

Personal qualities

Can imagine consequences.

Focus on decision making activities where youth can discuss consequences of their actions.

Thinking skills







Example: Social needs and desires are high.

Emphasize leadership life skills that relate to social development. Provide opportunities for self-expression.

Personal qualities

Example: Want and need a strong voice in planning their own program.

Encourage young people to plan programs with guidance and support of adult helpers.

Thinking skills

Want adult leadership roles.

Encourage working with adult role models. Adults should provide guidance and counsel rather than direction.

Personal qualities

Quite interested in coeducational activities.

Encourage coeducational learning experiences that focus on respect and responsibility.

Personal qualities

Enjoy demonstrating acquired knowledge.

Encourage participation in projects where youth present their work.

Basic skills

Search for career possibilities. Often need guidance in selecting careers.

Apply leadership and life skills to career exploration, especially decision making.

Thinking skills

Developing community consciousness.

Encourage learning activities involving the community.

Personal qualities

Beginning to think of leaving home for college, employment, marriage.

Emphasize application of leadership and life skills to being on one’s own (self-motivated.)

Personal qualities

Many will leave the community for employment, and many who go to college will not return to their present community after graduation.

Provide experiences that expose and involve young people with the larger society.

Thinking skills

youth staff training program module 5: career and education … · associates (safe) and, from the...

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