Competencies For Youth Service Practitioners: Knowledge, Skills And Abilities Needed To Work With All Youth In Workforce Devel

KNOWLEDGE OF FIELD

COMMUNICATION WITH YOUTH

ASSESSMENT AND INDIVIDUALIZED Moving Competencies for Youth Service PLANNING

Practitioners into Practice: RELATIONSHIP TO FAMILY AND Knowledge, Skills, and Abilities Needed COMMUNITY to Work with All Youth in Workforce WORKFORCE Development PREPARATION CAREER EXPLORATION

RELATIONSHIPS WITH EMPLOYERS & BETWEEN  INTAKE WORKERS EMPLOYER AND  CASE MANAGERS EMPLOYEE  JOB DEVELOPERS  JOB COACHES CONNECTION TO  TEACHERS RESOURCES  TRAINERS  TRANSITION COORDINATORS PROGRAM DESIGN  COUNSELORS AND DELIVERY  YOUTH DEVELOPMENT GROUP LEADERS  INDEPENDENT LIVING SPECIALISTS ADMINISTRATIVE SKILLS

1 Competencies for Youth Service Practitioners: Knowledge, Skills and Abilities Needed to Work with All Youth in Workforce Development

Competency Area 1: Knowledge of Field Compete Learning Objectives Selected Activities Demonstration of Learning ncy I1. Practitioners: 1. ReCAPP Questions to Practitioners develop a portfolio Knowledg I1.1A Identify, describe and Consider for that highlights experiences and e of youth critique youth development Professionals Working reflections regarding their developm theories and models with Adolescents service-learning project or work ent 2. Mini Activities experience that shows theory, I1.1B Describe adolescent & 3. Cognitive Theory competency in being able to adolescent human development in terms of WebQuest integrate theory and practice and physical, cognitive, emotional, about child and/or adolescent human social, and behavioral factors development and models into developm and developmental systems practice. ent theory

Module 1: Knowledge of Field Unit I1. Knowledge of youth development theory, adolescent and human development

Unit I1: Knowledge of youth development theory, adolescent and human development is a curriculum unit designed to help explain the reasoning behind adolescent changes in behavior, and the effect these changes have on youth defining their identity and personalities. In turn, participants will be more readily available to offer help to youth during this phase of life when adolescents are attempting to identify and formulate their self-image, values, and ideals along with gaining independence from their parents or guardians. Through a better understanding, participants will be better prepared to help youth establish values and strengthen decision-making skills, help youth explore occupations, and discuss with youth the role of academics in relationship to their aspiring vocations.

Unit Objectives Through the information provided in the text and worksheets provided in the selected lesson plans of the unit participants will be able to:

I1.1A Identify, describe and critique youth development theories and models, such as FYI, AYD and SI, KohIberg’s theory of Moral Reasoning, and Erikson and Piaget’s theory of Cognitive Development.

I1.1B Describe adolescent & human development in terms of physical, cognitive, emotional, social, and behavioral factors and developmental systems theory

2 Selected Activities

1. Questions to Consider for Professionals Working with Adolescents1

Questions to Consider for Professionals Working with Adolescents

How does the work that you (or your organization) do incorporate what you know about adolescent development?

 Are the program activities you are currently implementing appropriate to adolescent physical, cognitive, emotional, social, and behavioral development? What evidence do you have to support your answer?

 How would you adapt the current program you are using to better meet the developmental capacities of the early, middle and late adolescent? How would the program change for the three different stages of adolescence?

 How well do you think the adults working with teens you know understand and apply adolescent development principles to the work they do with teens?

 If your answer to the last question was something like "not so well," then how might you open the dialogue about adolescent development with these adults?

2. Mini Activities

I. Consider the role that adolescent’s cognitive, social, and physical development plays in the situations that you are observing. OVERVIEW: Observe a couple of settings while you think of the perspectives outlined below. Reflect on the following:

A) Emotional and Practical Intelligences. In your observations of participants so far during your observations, which participants appear to have higher emotional intelligence? Which have higher practical intelligence? What does that mean? How might the staff/instructor be affecting or utilizing participants’ emotional or practical intelligence in this classroom? Why do you think so? In what ways might you nurture or capitalize on the emotional or practical intelligence of the students in this classroom?

1 ETR Associates. (n.d.). Resource Center for Adolescent Pregnancy Prevention.(.ReCAPP ) Retrieved June 15 from: http://www.etr.org/recapp/theories/AdolescentDevelopment/developmentalTheories.htm

3 B) Multiple Intelligences. Many have suggested a number of ways to address multiple intelligences in the classroom/informal settings. In what ways are participants’ different intelligences evident in this classroom? In job interviews a typical question is “How would you address the multiple intelligences of your students?” How would you adjust your instruction of participants to affect and utilize students’ multiple intelligences? Reflect on how you would answer these.

C) Social and Physical Development. Erikson’s stages of psychosocial development indicate that children are developing a sense of themselves at an early age. A critical time for girls occurs when they are developing confidence in themselves, particularly as they begin to look more like women—for boys, particularly as they begin to look like men, “try on personalities”. How do you think this stage of development affects the dynamics and interactions in your situation or in the informal settings you are observing? Consider each participant and their personal lives with family and friends. How might an awareness of these development and personal relationships impact your instruction?

II. Consider WHY adolescents do what they do and evidence of motivational principles in learning settings. OVERVIEW: observe two different classes with the following perspectives. Interview Adolescents and staff about motivation issues. Summarize your findings.

A): Observing Staff Expectations Using the tally sheet below regarding general focus, for each participation/interaction with the staff member, note the adolescents name and make a tally in the appropriate column.

B). In the same setting, choose two adolescents. Choose one "low" and one "high". (In your reflection explain how you have defined these terms.) Tally the marks on the individuals’ focus handout.

Observing Expectations General Class Focus Directions: For each participation/interaction with the teacher, note the student's name and make a tally in the appropriate column. Student Raised Hand to Asks for Help Receives Praise (P) or Contribute Orally Correction (C)

Observing Teacher Expectations Individual Students Focus Tallies/Notes Behaviors Student A: "High" Student B: "Low" Non-verbal behavior 1. Smiles, nods, touches affectionately, etc. 2. Frowns, ignores, touches roughly, etc. Questioning 3. Asks a question 4. Probes, encourages student to respond 5. Praises responses 6. Criticizes response

4 Instruction 7. Gives instruction, teaches 8. Evidence of ability grouping Other Interaction 9. Positive interaction, e.g., identifying important points student made 10. Negative interaction, e.g. reprimanding Other observations:

Adapted from Allyn and Bacon, Educational Psychology (1993)

Demonstration of Learning

SERVICE LEARNING PROJECT/PORTFOLIO

Participants will develop a portfolio that highlights how participants have integrated theory and practice about child and/or adolescent development and models in service and/or service-learning.

Participants may utilize their own workplace or engage in a service-learning project through an agency that services at-risk children and/or adolescents (e.g., a school, religious education program, Boys Club/Girls Club, Boy Scouts/Girl Scouts, YMCA, Big Brother/Big Sister, etc.). In the later option, the project can be coordinated through a local Service-Learning Coordinator, or through individual arrangement with a service agency. (Note: Some agencies require a criminal background check of all employee and volunteer applicants.) The time is designated by the organization, however, on average participants usually complete 20 or more hours of direct service to children/youth through the agency carried out within at least 7 contact times over several weeks. The service-learning project can be designed in any way that is acceptable to both the student and service agency as long as it meets the intent of the assignment.

Participants should highlight their experiences and reflections regarding their service-learning project or work experience that shows competency in being able to integrate theory and practice about child and/or adolescent development and models into practice. The portfolio must include an introduction or executive summary of the experience (i.e., a description of the project and why you chose it, and a review of highlight experiences), a synthesis of what you learned about child and/or adolescent through the experience; and an assessment of the implications this might have for you as a future educator/counselor/youth service provider. In addition, participants are encouraged to include other documentation in the portfolio that will help to explain the experience. Such documentation might include: any written

5 correspondence, photographs, artwork, mementos, etc. Participants may decide to keep a journal. The content of each journal entry should include a descriptive narrative of what happened as well as a reflection on the significance or a best interpretation of what happened.

SERVICE LEARNING PROJECT/PORTFOLIO RUBRIC

Novice Developing Proficient Exemplary 1 2 3 4 Purpose

Assessment of the Implications

6 Tools and Resources

WEB SITES

At the Table (n.d.). Downloadable Resources McCain, M, Gill, P., and Wills, J. (2004). Retrieved June 15, 2005 from Knowledge, Skills and Abilities of Youth Service http://www.atthetable.org/resource.asp? Practitioners, National Collaborative on ContentType=1 Workforce and Disability for Youth. Retrieved June 15, 2005 from: http://www.ncwd- Barrett. Cognitive Learning Theory WebQuest youth.info/assets/background/ksa.pdf (n.d.). Retrieved August 15, 2005 from http://suedstudent.syr.edu/~ebarrett/ide621/co National Collaboration for Youth (n.d.) National gnitive.htm#top Youth Development Information Center Retrieved June 15, 2005 from California Center for Civic Participation. (n.d.). http://www.nydic.org/nydic/ Youth Voices in Community Design Retrieved June 15, 2005 from National Collaborative on Workforce and http://www.californiacenter.org/voices/ Disability for Youth. (NCWD/Youth) (n.d.). Retrieved June 15, from http://www.ncwd- Coalition for Community Schools (n.d.). youth.info/ Retrieved June 15, 2005 from http://www.communityschools.org/index.php National Youth Development Learning Network (2004) Worker Competencies. Retrieved June ETR Associates. (n.d.). Resource Center for 15, 2005 from Adolescent Pregnancy Prevention.(.ReCAPP ) http://www.nydic.org/nydic/documents/Compet Retrieved June 15 from: encies.pdf http://www.etr.org/recapp/theories/Adolescent Development/developmentalTheories.htm National Youth Employment Coalition (n.d.). Retreived June 15, 2005 from Funders' Collaborative on Youth Organizing. http://www.nyec.org/ (2000). An Emerging Model for Working with Youth: Community Organizing + Youth NYEC Resources and Reports various authors Development = Youth Organization. Retrieved and dates. Retrieved June 15, 2005 from June 15, 2005 from http://www.nyec.org/NYECPublications.htm http://www.atthetable.org/images/Details/0630 0318180119_Papers_no1_v4.qxd.pdf Search Institute. (n.d.) Developmental Assets in Youth Approach Retreived June 15, 2005 from Institute for Educational Leaderships (IEL) http://www.search- (n.d.). Retrieved June 15, 2005 from institute.org/assets/index.htm http://ielorg.fatcow.com/index.html REFERENCE TEXTS Center for Workforce development (n.d.). RESEARCH Retrieved June 15, 2005 from Huitt, W. (2001). Why study educational http://ielorg.fatcow.com/programs/cwd.html psychology? Educational Psychology Interactive. Valdosta, GA: Valdosta State Konopka , G., (Fall 1973) Requirements For University. Retrieved May 2004, from Healthy Development Of Adolescent Youth http://chiron.valdosta.edu/whuitt/col/intro/whye [Electronic Version] ADOLESCENCE, VII: 31, pp. dpsy.html. 1-26 http://www.cyfernet.mes.umn.edu/youthdev/ko Huitt, W. (2003). A transactional model of the nopka.html teaching/learning process. Educational Psychology Interactive. Valdosta, GA: Valdosta

7 State University. Retrieved May 2004, from Huitt, W. (1997). The SCANS report http://chiron.valdosta.edu/whuitt/materials/tchl revisited. Paper delivered at the Fifth rnmd.html. Annual Gulf South Business and Vocational Education Conference, Valdosta State Huitt, W., Hummel, J., & Kaeck, D. (2001). University, Valdosta, GA, April 18. Assessment, measurement, evaluation, and Retrieved May 2004, from research. Educational Psychology Interactive. http://chiron.valdosta.edu/whuitt/col/studen Valdosta, GA: Valdosta State University. t/scanspap.html. Retrieved May 2004, from http://chiron.valdosta.edu/whuitt/col/intro/scikn LEARNING THEORIES AND ow.html. ASSESSMENT

Huitt, W. (2000). Types of studies in scientific Huitt, W. (2001). Learning and assessment: research. Educational Psychology Interactive. An overview. Educational Psychology Valdosta, GA: Valdosta State University. Interactive. Valdosta, GA: Valdosta State Retrieved May 2004, from University. Retrieved May 2004, from http://chiron.valdosta.edu/whuitt/col/intro/resea http://chiron.valdosta.edu/whuitt/col/summ rch.html. ary/lrnassessovr.html.

Caffarella, R., & Merriam, S. (1999). BEHAVIORAL PERSPECTIVE Perspectives on adult learning: Framing our research. Paper presented at the Annual Adult Huitt, W., & Hummel, J. (1997). An Education and Research Conference, Northern introduction to classical (respondent) Illinois University, May 21-23. Retrieved May conditioning). Educational Psychology 2004, from Interactive. Valdosta, GA: Valdosta State http://www.edst.educ.ubc.ca/aerc/1999/99caffa University. Retrieved May 2004, from rella.htm. http://chiron.valdosta.edu/whuitt/col/behsy s/classcnd.html.

ADULT LEARNING Huitt, W., & Hummel, J. (1997). An introduction to operant (instrumental) Merriam, S. (2001). Androgeny and self- conditioning. Educational Psychology directed learning: Pillars of adult learning Interactive. Valdosta, GA: Valdosta State theory. In S. Merriam (Ed.), The new University. Retrieved May 2004, from update on adult learning theory (3-13). San http://chiron.valdosta.edu/whuitt/col/behsy Francisco: Jossey-Bass. s/operant.html.

Daley, B. (1998). Novice to expert: How do professionals learn? Paper presented at the COGNITIVE PERSPECTIVE Annual Adult Education and Research Conference, San Antonio, May 13-15. Lutz, S., & Huitt, W. (2002). Information Retrieved May 2004, from processing and memory: Theory and http://www.edst.educ.ubc.ca/aerc/1998/98d applications. (Unpublished manuscript). aley.htm. Valdosta, GA: Valdosta State University. Retrieved May 2004, from CHANGING CONTEXT http://chiron.valdosta.edu/whuitt/brilstar/chapt ers/infoproc.doc. Huitt, W. (1999). Success in the information age: A paradigm shift. Educational Psychology Interactive. Valdosta, GA: Hill, L. (2001). The brain and consciousness: Valdosta State University. Retrieved May Sources of information for understanding adult 2004, from learning. In S. Merriam (Ed.), The new update http://chiron.valdosta.edu/whuitt/col/contex on adult learning theory (73-81). San Francisco: t/infoage.html. Jossey-Bass.

8 DeCarvalho, R. (1991). The humanistic paradigm in education. The Humanistic CRITICAL THINKING AND PROBLEM Psychologist, 19(1), 88-104. SOLVING Baumgartner, L. (2001). An update on Huitt, W. (1998). Critical thinking: An overview. transformational learning. In S. Merriam (Ed.), Educational Psychology Interactive. Valdosta, The new update on adult learning theory (15- GA: Valdosta State University. Retrieved May 24). San Francisco: Jossey-Bass. 2004, from http://chiron.valdosta.edu/whuitt/col/cogsys/crit Huitt, W. (2004). Maslow’s hierarchy of needs. thnk.html. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May Huitt, W. (1992). Problem solving and decision 2004, from making: Consideration of individual differences http://chiron.valdosta.edu/whuitt/col/regsys/ma using the Myers-Briggs Type Indicator. Journal slow.html. of Psychological Type, 24, 33-44. Retrieved May 2004, from Pearson, E., & Podeschi, R. (1997). Humanism http://chiron.valdosta.edu/whuitt/files/prbsmbti. and individualism: Maslow and his critics. Paper html. presented at the Annual Adult Education and Research Conference, Stillwater, Oklahoma,May 16-18. Retrieved March 2002, from http://www.edst.educ.ubc.ca/aerc/1997/97pear COGNITIVE DEVELOPMENT AND son.htm. CONSTRUCTIVISM SOCIAL LEARNING AND SOCIAL Lutz, S., & Huitt, W. (2004, June). Connecting COGNITION cognitive development and constructivism: Implications from theory for instruction and Huitt, W., & Hummel. J. (1997). Observational assessment. Constructivism in the Human (social) learning: An overview. Educational Sciences. Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from Brookfield, S. (2000). Adult cognition as a http://chiron.valdosta.edu/whuitt/col/soccog/so dimension of lifelong learning. In J. Field & M. clrn.html. Leiceister (Eds.), Lifelong learning: Education across the lifespan. Philadelphia: Falmer Press. Bandura, A. 1994. Self-efficacy. In V.S. Ramachaudran (Ed.), Encyclopedia of human behavior, 4, pp. 71-81. New York: Academic Press. [Reprinted in H. Friedman (Ed.), AFFECTIVE DEVELOPMENT AND THE Encyclopedia of mental health. San Diego: HUMANISTIC PERSPECTIVE Academic Press, 1998.] Retrieved May 2004, from Brett, A., Smith, M., Price, E., & Huitt, W. http://www.emory.edu/EDUCATION/mfp/BanEnc (2003). Development in the affective domain. y.pdf. (Unpublished manuscript). Valdosta, GA: Valdosta State University. Butler, D., & Winne, P. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 651(3), 245- 281. Dirkx, J. (2001). The power of feelings: Emotion, imagination, and the construction of Huitt, W. (1999). Conation as an important meaning in adult learning. In S. Merriam (Ed.), factor of mind. Educational Psychology The new update on adult learning theory (63- Interactive. Valdosta, GA: Valdosta State 72). San Francisco: Jossey-Bass. University. Retrieved May 2004, from

9 http://chiron.valdosta.edu/whuitt/col/regsys/con Proceedings of the 41st Adult Education ation.html. Research Conference, Vancouver, British Columbia, June. Hansman, C. (2001). Context-based adult learning. In S. Merriam (Ed.), The new update INDIVIDUAL DIFFERENCES on adult learning theory (43-51). San Francisco: Jossey-Bass. Hayes, E. (2001). A new look at women’s learning. In S. Merriam (Ed.), The new update Kilgore, D. (2001). Critical and postmodern on adult learning theory (35-42). San Francisco: perspectives on adult learning. In S. Merriam Jossey-Bass. (Ed.), The new update on adult learning theory (53-61). San Francisco: Jossey-Bass. Huitt, W. (1998). The workplace and the SUMMARY OF LEARNING AND HUMAN transition to the information age: How it DEVELOPMENT THEORIES impacts and is impacted by women. Paper presented at the Third Annual Women's Studies Huitt, W. (1999). Summary of theories relating Conference, Valdosta, Georgia, March 5-7. to learning and human development. Retrieved May 2004, from Educational Psychology Interactive. Valdosta, http://chiron.valdosta.edu/whuitt/files/wmnwork GA: Valdosta State University. Retrieved May .html. 2004, from http://chiron.valdosta.edu/whuitt/col/summary/l Clark, M. C. (2001). Off the beaten path: Some rndev.html. creative approaches to adult learning. In S. Merriam (Ed.), The new update on adult Huitt, W. (1996). Principles of learning: Points learning theory (83-91). San Francisco: Jossey- of agreement among learning theorists. Bass. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May ASSESSMENT, MEASUREMENT & 2004, EVALUATION http://chiron.valdosta.edu/whuitt/col/summary/l rnprn.html. Dietel, R, Herman, J., & Knuth, R. (1991). What does research say about assessment? Oak Brook, IL: North Central Regional Educational Laboratory. INSTRUCTION Hummel, J., & Huitt, W. (1994, February). Huitt, W. (2003). Classroom instruction. What you measure is what you get. Educational Psychology Interactive. Valdosta, GaASCD Newsletter: The Reporter, 10-11. GA: Valdosta State University. Retrieved May Retrieved May 2004, from 2004, from http://chiron.valdosta.edu/whuitt/files/wymi http://chiron.valdosta.edu/whuitt/col/instruct/in wyg.html. struct.html. Jones, D. (2000). Towards a generic Rosenshine, B. (1995). Advances in research on approach to assessment in adult and instruction. The Journal of Educational continuing education. Paper presented at Research, 88(5), 262-268. the Annual Adult Education and Research Conference, University of British Columbia, Fardouly, N. (1998). Principles of instructional June 2-4. design and adult learning: Learner-centered teaching strategies. Sydney: The University of SUMMARY South Wales. Huitt, W. (2001). Motivation to learn: An Pratt, D.D. and Collins, J.B. (2000). The overview. Educational Psychology Teaching Perspectives Inventory: Developing Interactive. Valdosta, GA: Valdosta State and testing an instrument to assess University. Retrieved May 2004, from philosophical orientations to teaching.

10 http://chiron.valdosta.edu/whuitt/col/motiva tion/motivate.html.

Merriam, S. (2001). Something old, something new: Adult learning theory for the twenty-first century. In S. Merriam (Ed.), The new update on adult learning theory (93-96). San Francisco: Jossey-Bass.

Competencies for Youth Service Practitioners: Knowledge, Skills and Abilities Needed to Work with All Youth in Workforce Development

Competency Area 1: Knowledge of Field Competen Learning Objectives Selected Activities Demonstration of Learning cy

11 I2. Practitioners: 1. Complete the Practitioners develop a FAQ Understand I2.1 Identify, describe and restaurant employer brochure or guide to help ing of critique specific state /locality’s assessment tool employers and educators youth youth laws related to age, 2. Complete the grocery understand child labor rights and curfew, wages, attendance employer assessment tool requirements of both the federal laws 3. Successfully complete law and their state/s. including case studies labor, 4. Develop a Scavenger curfew, and Hunt or Webquest attendance

Module 1: Knowledge of Field

Unit I2. Understanding of youth rights and laws including labor, curfew, and attendance

Unit I2: Understanding of youth rights and laws including labor, curfew, and attendance is a curriculum unit designed to help explain child labor requirements of both the federal law and specific state laws. In turn, participants will be more readily available to offer help employers and educators understand the complex legal regulations.

I2.1 Identify, describe and critique specific state /locality’s youth laws related to age, curfew, wages, attendance

WEB SITES

Judicial Education Center (n.d.). JEC Child Welfare Handbook . Retrieved June 15, 2005 from http://jec.unm.edu/resources/benchbooks/child_l aw/ch_38.htm

Legal Information Institute (n.d.). Laws of the Fifty States, District of Columbia and Puerto Rico Governing the Emancipation of Minors Retrieved June 15, 2005 from http://straylight.law.cornell.edu/topics/Table_Em ancipation.htm

National Dissemination Center for Children with Disabilities (NICHCY ). (n.d.). Retrieved June 15, 2005 from http://www.nichcy.org/index.html

National Dissemination Center for Children with Disabilities (NICHCY) Publications and Resources. Retrieved June 15, 2005 from http://www.nichcy.org/pubs1.htm

National Information Center for Children and Youth with Disabilities(1996) The Education of Children and Youth with Special Needs: What do the Laws Say?. Retrieved June 15, 2005 from http://www.nichcy.org/pubs/outprint/nd15txt.htm

Tribal Law and Policy Institute (n.d.). State Laws and State Court Decisions. Retrieved June 15, 2005 from http://www.tribal- institute.org/lists/state.htm

U.S. Department of Labor in the 21st Century: (n.d.) Youth & Labor: State Labor Laws. Retrieved June 15, 2005 from http://www.dol.gov/dol/topic/youthlabor/Statelabo rlaws.htm

United States Equal Employment Opportunity Commission's (EEOC) (n.d.) Youth@Work Retrieved June 15, 2005 from http://youth.eeoc.gov/

Competency Area 1: Knowledge of Field Competen Learning Objectives Selected Activities Demonstration of Learning cy I3. Practitioners: 1. Activity 1 of the Texas Practitioners develop a list of Knowledge I3.1 Locate and List your specific Workforce Commission professional organizations and of self as a organizations Code of Ethics and Youth Program Initiative relevant journals/resources to youth policies 2. Read through NSDTA stay current and develop a developme Ethical Standards section matrix of professional nt worker, I3.2 Develop a list of relevant PD (pg.16) Compliance and development needs with a matrix including opportunities available Noncompliance examples. of professional development profession Develop 5 of your own opportunities al ethics examples. and 3. Complete the ethics boundaries scenario , confidentia lity, and profession al developme nt needs and opportuniti es

Module 1: Knowledge of Field Unit I3. Knowledge of self as a youth development worker, including professional ethics and boundaries, confidentiality, and professional development needs and opportunities

Unit I3. Knowledge of self as a youth development worker, including professional ethics and boundaries, confidentiality, and professional development needs and opportunities is a curriculum unit designed to help youth development practitioners develop knowledge related to professional ethics, confidentiality, requirements and training need for professional growth.

I3.1 Locate and List your specific organizations Code of Ethics and policies

I3.2 Develop a list of relevant PD opportunities available

WEB SITES

Canadian Child Care Association. (2001). Interaction. Retreived June 16, 2005 from http://www.cccf- fcsge.ca/pdf/2001summer_en.pdf REFERENCE TEXTS

Innovation Center for Community and Youth Child & Youth Care Forum , edited by Doug Development/The Tides Center (n.d.). At the Magnuson, University of Northern Iowa, & Table Retrieved June 16, 2005 from Sibylle Artz, University of Victoria, B.C. http://www.atthetable.org/resources.asp Child & Youth Services , edited by Doug Magnuson, University of Northern Iowa, & Jerry The International Child and Youth Care Network. Beker, University of Minnesota (1998). FICE Bulletin Retreived June 16, 2005 from http://www.cyc-net.org/Journals/fice- curr.html

Mattingly, M. (n.d.). Code of Ethics: Standards for Practice of North American Child & Youth Care Professionals . University of Pittsburg. Retreived June 16, 2005 from http://www.pitt.edu/~mattgly/CYCethics.html

McCain, M, Gill, P., and Wills, J. (2004). Knowledge, Skills and Abilities of Youth Service Practitioners, National Collaborative on Workforce and Disability for Youth. Retreived June 15, 2005 from: http://www.ncwd- youth.info/assets/background/ksa.pdf

National Staff Development and Training Association. (2004). NSDTA Code of Ethics for Training and Development Professionals in Human Services: Case Scenarios and Training Implications [PDF]. Retreived June 16, 2005 from http://nsdta.aphsa.org/PDF/Code_Ethics.pdf

Wild, Q (2004).Knowledge, Values and Competencies for Youth Development Practitioners University of Wisconsin, Milwaukee. Retreived June 16, 2005 from http://www.ydpaclearinghouse.org/documents/N ACPValues.doc

Competency Area 1: Knowledge of Field Competenc Learning Objectives Selected Activities Demonstration of Learning y I4.D. Practitioners: 1. Create a historical Write or develop a Understand I4.D.1 Describe the values timeline listing relevant Multimedia Historical Essay ing of the and history of the disability disability regulations highlighting the history of the values and field as it applies to your that impact your work disability field as it applies to history of organizational setting situations your organizational setting the 2. Create a graphic disability organizer related to the field history of the disability field

Unit I4.D. Understanding of the values and history of the disability field

Unit I4.D. Understanding of the values and history of the disability field is a curriculum unit designed to help participants gain knowledge in the values and history of the disability field as it directly relates to youth development practitioners.

I4.D.1 Describe the values and history of the disability field as it applies to your organizational setting

16 17 Tools and Resources National Public Radio. (n.d.). Disability History WEB SITES Project Retrieved June 16, 2005 from http://www.npr.org/programs/disability/project.dir /project.html Beyond Affliction: The Disability History Project. (1998). Retrieved June 16, 2005 from Smithsonian National Museums of American http://www.npr.org/programs/disability/ History (2000). The Disability Rights Movement.Retreived June 16, 2005 from http://americanhistory.si.edu/disabilityrights/welc Center on Human Policy, Syracuse University. ome.html (2005). Links to Disabilities-History Retrieved June 16, 2005 from http://thechp.syr.edu/disres.htm Social Security Online (n.d.). Legislative History of Social Security Retrieved June 16, 2005 from http://www.ssa.gov/history/law.html Council for Exceptional Children. (2003). History of Special Education Movement in America Retrieved June 15, 2005 from Southeast Disability and Business Technical http://ericec.org/faq/spedhist.html Assistance Center (n.d.). Southeast SBTAC Portal. Retrieved June 16, 2005 from http://cayman.catea.org/ Houghton Mifflin. (n.d.). Reader's Companion to %7Emarsha/sedbtac/ada/resources/sourcesLev U.S. Women's History: Disabilities Stereotype 2.cfm?category=1460Springer, C. ed. (1999) Retrieved June 16, 2005 from U.S. Society & Values Retrieved June 16, 2005 http://college.hmco.com/history/readerscomp/wo from men/html/wm_035403_disabilityst.htm http://usinfo.state.gov/journals/itsv/0199/ijse/toc. htm International Disability Exchanges and Studies (IDEAS). (n.d.). Disability World Retrieved June The Disability Rights Movement: A Brief History 16, 2005 from http://www.disabilityworld.org/ Retrieved June 16, 2005 from http://usinfo.state.gov/journals/itsv/0199/ijse/hist Museum of Disability History (n.d.). Retrieved ory.htm June 16, 2005 from http://www.people- inc.org/museum/contact.asp United States Equal Employment Opportunity Commission's (EEOC) (n.d.) Retrieved June 15, National Collaborative on Workforce and 2005 from http://www.eeoc.gov/ Disabilty for Youth. (n.d.). Retrieved June 16, 2005 from http://www.ncwd-youth.info/ VSA Arts (2003). A Brief History of the Disability Movement Retrieved June 16, 2005 from http://www.vsarts.org/x537.xml

Competency Area 1: Knowledge of Field Competency Learning Objectives Selected Activities Demonstration of Learning I5.D.Understan Practitioners: 1. Complete the Successful completion of ding of I5.D.1 List and describe the Scavenger Hunts case study scenarios that disability laws disability laws including 2. Complete the make use of disability laws including 504, 504, ADA, IDEA, and WebQuest ADA, IDEA, and TWWIIA 3. Develop an TWWIIA overview that describes the disability laws for employers and educators 4. Participate in the interactive ADA game

Unit I5.D. Understanding of disability laws including 504, ADA, IDEA, and TWWIIA

Unit I5.D. Understanding of disability laws including 504, ADA, IDEA, and TWWIIA is a curriculum unit designed to help participants gain accurate, up-to-date information about disability law and advocacy for children with disabilities as it directly relates to youth development practitioners.

I5.D.1 List and describe the disability laws including 504, ADA, IDEA, and TWWIIA

19 Tools and Resources WEB SITES

National Collaborative on Workforce and Disabilty for Youth. (n.d.).Preparatory Experiences — Youth and Family Section Retrieved June 16, 2005 from http://www.ncwd- youth.info/resources_&_Publications/hot_Topics/preparatory_Experiences/youth.shtml

University of Maryland Accessibility Portal (2005). Retrieved June 16, 2005 from http://www.edtechoutreach.umd.edu/accessibility.html

Competency Area 1: Knowledge of Field Competency Learning Objectives Selected Activities Demonstration of Learning I6.D.Knowled Practitioners: 1. Take the IEP quiz ge of key I6.D.1 Identify and explain 2. Listen to several Help a youth complete their concepts and key concepts and processes short audio clips IPE - include youth processes involved when you address about IEP's. (you leadership and including IEP, each of the following related will need Real development IPE, to your organizational Player plug in) activities as goals on transition, setting: IEP, IPE, transition, 3. NSDE IEP Technical their IEP due process due process procedures, Assistance Guide procedures, parents’ rights, informed Take EACH of the Using the Work-Based parents’ choice, self determination, Self Assessment Learning — Youth rights, universal access, and Tests at the end of Service informed reasonable accommodations each sections Practitioner choice, self Section as a guide, determinatio 4. Take the online IEP design a program n, universal Tutorial that addresses each access, and of the 4 questions reasonable accommodati ons

Unit I6.D. Knowledge of key concepts and processes including IEP, IPE, transition, due process procedures, parents’ rights, informed choice, self determination, universal access, and reasonable accommodations

Unit I6.D. Knowledge of key concepts and processes including IEP, IPE, transition, due process procedures, parents’ rights, informed choice, self determination, universal access, and reasonable accommodations is a curriculum unit designed to help participants gain and utilize knowledge to ensure that youth are in a supervised program that links knowledge gained at the worksite with a planned program of study so youth can gain basic workplace skills, knowledge of specific occupational skills, and an understanding of different skills.

I6.D.1 Identify and explain key concepts and processes involved when you address each of the following related to your organizational setting: IEP, IPE, transition, due process procedures, parents’ rights, informed choice, self determination, universal access, and reasonable accommodations

21 Tools and Resources NASDSE and National Education Association WEB SITES (NEA) (n.d.). Retreived June 16, 2005 from http://www.nea.org/specialed/ideanclbintersec tion.html [Co-authored IDEA and NCLB: The Intersection of Access and Outcomes (2 nd All Kinds of Minds (n.d.). Retreived June 16, Edition), which provides information on the 2005 from http://www.allkindsofminds.org/ intersection of IDEA and the No Child Left Behind Act (NCLB)] American Association of People with Disabilities (AAPD). (n.d.). Retreived June 16, National Association of State Directors of 2005 from Special Education (NASDSE) (n.d.). Retreived http://www.aapd.com/News/IDEA/indexIDEA.ht June 16, 2005 from http://www.nasdse.org/ ml. [Contains analysis of the new law from [Has prepared The Individuals with several different sources] Disabilities Education Act: A Comparison of P.L. Council for Exceptional Children (CEC) (n.d.). 105-17 (IDEA ’97) to H.R. 1350 as passed by Retreived June 16, 2005 from Congress on November 19, 2004, a side-by- http://www.cec.sped.org/ side that compares current law to the new law.]

Consortium for Citizens with Disabilities (CCD) National Center on Secondary Education and (n.d.). Retreived June 16, 2005 from Transition (NCCSET) (n.d.). Retreived June 16, http://www.c-c-d.org/ 2005 from http://www.ncset.org/publications/related/ideat Gaylord, V., Golden, T.P., O'Mara, S., and ransition.asp [Has compared the key provisions Johnson, D.R. (Eds.). (2002). Impact: Feature on transition in the new law compared to the Issue on Young Adults with Disabilities & existing law] Social Security Administration Employment Support Programs, 15(1) [online]. Minneapolis: NCWD (2005) Youth Section: What Youth Need University of Minnesota, Institute on to Know and Do Retreived June 16, 2005 from Community Integration. Available from http://www.ncwd- http://ici.umn.edu/products/impact/151. youth.info/resources_&_Publications/hot_Topic s/youth_Development/youth.shtml Government of British Columbia. (n.d.). Resource Guide for Teachers for Students with Work-Based Learning — Youth Service Intellectual Disabilities. Retreived June 16, Practitioner Section Retreived June 16, 2005 2005 from from http://www.ncwd- http://www.bced.gov.bc.ca/specialed/sid/ youth.info/resources_&_Publications/hot_Topics /work_Based_Learning/frontline.shtml LDOnline (n.d.). IEP Resources. Retreived June 16, 2005 from Work-Based Learning — Youth Service http://www.ldonline.org/ld_indepth/iep/iep.htm Practitioner Section Retreived June 16, 2005 l from http://www.ncwd- youth.info/resources_&_Publications/hot_Topics Massachusetts Department of Education. /work_Based_Learning/frontline.shtml#resourc (2001). IEP Process Guide Retreived June 16, es_employer#resources_employer 2005 from http://www.doe.mass.edu/sped/iep/proguide.p df

22 Schwablearning (n.d.). Retreived from http://www.vesid.nysed.gov/do/ipedev.htmWGB http://www.schwablearning.org/Articles.asp? H. (2002). MisUnderstood Minds Retreived June r=296&g=2&d=5 16, 2005 from http://www.pbs.org/wgbh/misunderstoodminds/ Smith, S. (2000). Creating Useful IEP's ERIC Identifier: ED449636. Retreived June 16, 2005 Wright, P. and Wright, P. (2001). How To Write from SMART IEP's. in From Emotions to Advocacy - http://www.ldonline.org/ld_indepth/iep/ed44963 The Special Education Survival Guide. Harbor 6.html House Law Press. Retreived June 16, 2005 from United Way Division of Vocational http://www.wrightslaw.com/bks/feta/ch12.ieps. Rehabilitation (n.d.). Fact Sheet Retreived June pdf 16, 2005 from http://www.shakyacres.vi/Rehabilitation/vocreh WrightsLaw (.n.d.) IEP’s Retreived June 16, ab/vocrehab.html 2005 from http://www.wrightslaw.com/info/iep.index.htm Vocational and Educational Services for Individuals with Disabilities (VESID). (n.d.). Retreived June 16, 2005 from Competencies for Youth Service Practitioners: Knowledge, Skills and Abilities Needed to Work with All Youth in Workforce Development

Competency Area 1: Knowledge of Field Competen Learning Objectives Selected Activities Demonstration of Learning cy I7.D. Practitioners: 1. Discuss how each of the Practitioners successful expand on Understand I7.D.1 List and describe privacy following impacts your how they would or how they have ing of and confidentiality rights as they organization: Family addressed the formal data privacy and relate to disability disclosure in Educational Rights and management policies regulating: (a)storage, protection, and security confidential your organizational setting Privacy Act (FERPA) and of confidential youth information; (b) ity rights as 17.D.1 List and describe specific the Health Insurance receipt and sharing of youth they relate privacy and confidentiality rights Portability and information; (c) the intended uses of to disability apply to your state/jurisdiction Accountability Act (HIPAA) privileged information; (d) disclosure procedures for obtaining written authorization from youth (or family members) to authorize the receipt, sharing, and use of information; (e) prevention of potential misuses of confidential information; and (f) destruction of all electronic and written records after defined time intervals.

I7.D. Understanding of privacy and confidentiality rights as they relate to disability disclosure

I7.D. Understanding of privacy and confidentiality rights as they relate to disability disclosure is a curriculum unit designed to help youth development practitioners address the formal data management policies regulating: (a)storage, protection, and security of confidential youth information; (b) receipt and sharing of youth information; (c) the intended uses of privileged information; (d) procedures

23 for obtaining written authorization from youth (or family members) to authorize the receipt, sharing, and use of information; (e) prevention of potential misuses of confidential information; and (f) destruction of all electronic and written records after defined time intervals.

I7.D.1 List and describe privacy and confidentiality rights as they relate to disability disclosure in your organizational setting

17.D.1 List and describe specific privacy and confidentiality rights apply to your state/jurisdiction

Tools and Resources WEB SITES

NCWD (n.d.). Assessment Guide Chapter 4: The Organizational Perspective Retreived June 16, 2005 from http://www.ncwd- youth.info/assets/guides/assessment/AssessGu ide_Chapter4.doc

Timmons, J., Podmostko, M., Bremer, C., Lavin, D., & Wills, J. (2004). Career planning begins with assessment: A guide for professionals serving youth with educational & career development challenges. Washington, D.C.: National Collaborative on Workforce and Disability for Youth, Institute for Educational Leadership. [PDF] Retreived June 16, 2005 from http://www.ncwd- youth.info/assets/guides/assessment/AssessGu ideComplete.pdf

US Department of Labor Civil Rights Center (n.d.). WIA Section 188 Disability Checklist Retreived June 16, 2005 from http://www.dol.gov/oasam/programs/crc/sectio n188.htm