Fostering Inclusive Volunteering and Service Learning

FOSTERING INCLUSIVE VOLUNTEERING AND SERVICE LEARNING The National Collaborative on Workforce and Disability for Youth (NCWD/Youth) is com- posed of partners with expertise in disability, education, employment, and workforce development issues. NCWD/Youth is housed at the Institute for Educational Leadership in Washington, DC. NCWD/Youth is charged with assisting state and local workforce development systems to integrate youth with disabilities into their service strategies. To obtain this publication in an alternate format please contact the Collaborative at 877-871- 0744 toll free or email [email protected]. This report is part of a series of publications and newsletters prepared by NCWD/Youth. All publications will be posted on the NCWD/Youth website at www.ncwd-youth.info. Please visit our site to sign up to be no- tified of future publications. This document was developed by the National Collaborative on Workforce and Disability for Youth, funded by a grant/contract/cooperative agreement from the U.S. Department of Labor, Office of Disability Employment Policy (Numbers OD-16519-07-75-4-11 and OD-23804-12-75-4-11). The opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Labor. Nor does men- tion of trade names, commercial products, or organizations imply the endorsement by the U.S. Department of Labor. Individuals may reproduce any part of this document. Please credit the source and support of federal funds.

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This guide was written by NCWD/Youth staff Curtis Richards, Mindy Larson, Jason Farr, and Sarah Ferrell, as well as Rhonda Basha and Nathan Cunningham of the U.S. Department of Labor’s Office of Disability Employment Policy with contributions from Andraéa LaVant, Gary Goosman, Carol Valdivieso, and Andrea Edelman.

Introduction...... 2

Key Definitions...... 7

Why Youth Volunteer...... 9

How Youth Benefit From Volunteering...... 10

The Role of the Youth Service Professional ...... 15

Steps to Assist Youth in Finding and Securing a Volunteer Opportunity that Fits...... 22

Conclusion...... 31

Resources...... 32

Appendix 1: Federal Volunteer and Service Programs...... 40

Appendix 2: Other Service Organizations...... 44

References...... 46

1 Introduction

Volunteering is deeply embedded in our cul- some national in scope and others managed ture. Volunteers serve in many capacities, by states, cities, localities, private groups, contributing their time, energies, and talents or foundations. While this guide focuses on to help fulfill the missions of a wide variety youth participation in volunteering, individu- of organizations. Individuals of all ages, als may access and benefit from service op- ranging from youth to seniors, volunteer for portunities throughout their lifetime. organizations that are diverse in their size, mission, structure, and length of opportuni- For all individuals to access and benefit ties offered. The types of volunteering activ- from volunteering, the widespread practice ities available also vary widely and include of inclusion is key. Volunteering can be a community service, civic engagement, ed- force for the inclusion of many individuals or ucation, emergency assistance, economic populations that often face exclusion from development, and environmental protection. community life (United Nations Volunteers, Individuals may encounter these opportu- 2011). An inclusive service environment ac- nities in a vast array of volunteer systems, tively fosters the engagement of all youth,

2 including youth with disabilities, those in- cational settings to the workforce. All youth, volved in foster care or juvenile justice, and including youth with disabilities, can benefit other disconnected youth. These efforts ex- from service because all youth need access pand beyond accessibility or compliance as to high quality, standards-based education, recognized in the law in that they recognize, information about career options, and expo- seek, value, and support the full participation sure to the world of work. These work ex- of everyone through thoughtful, flexible, and periences include internships and opportu- welcoming policies and practices (United nities to develop social, civic, and leadership Nations Volunteers, 2011). skills, strong connections to caring adults, access to safe places to interact with their Volunteering and service learning involve a peers, and support services to allow them to range of opportunities, some of which may become independent adults (National Col- be more inclusive than others. For youth with laborative on Workforce and Disability for disabilities and other disconnected youth, Youth [NCWD/Youth], 2005). Participation in the willingness of the host organization to be a volunteer opportunity can assist youth in amicable, supportive, and accommodating meeting many of these needs. may factor into where they choose to volunteer or if they choose to volunteer at all. One way volunteering can assist youth is Youth service professionals have an import- by engaging them in the three important ant role to play in helping these youth se- phases of career development: self-ex- lect an opportunity that matches their needs, ploration, career exploration, and career interests, and goals, and, if necessary, as- planning and management (NCWD/Youth, sisting them in advocating for their inclusion 2014). Volunteering allows youth to engage and addressing potential barriers that could in self-exploration and career exploration as get in their way. By effectively addressing they search for and identify organizations these issues, youth service professionals and opportunities that are aligned with their and youth are helping to create, access, and interests, skills, and preferences. Through experience the benefits of a system of vol- volunteering, youth can learn if they enjoy unteering and service learning that includes working within a particular profession that everyone. initially interests them and get a sense of the different kinds of jobs within a career cluster. Key Benefits of Service For example, youth interested in healthcare can learn about the different roles of doctors, Youth can benefit both personally and profes- nurses, x-ray technicians, and nurse assis- sionally by volunteering and by taking advan- tants through volunteering in a hospital, and tage of service opportunities as they prepare then can make an informed decision about for and manage the challenges associated which of those professions they would like with growing up and transitioning from edu- to pursue.

3 By performing volunteer activities such as school more relevant and increases student doing a job search, completing an applica- engagement. According to Maria de Guz- tion or resume, building interview skills, and man, extension adolescent specialist, per- developing other hard and soft skills, youth sonal gains from volunteering also include gain key career planning and management identity development, increased self-esteem, skills. These are important work habits and and increased empathy for others (2007). behaviors that will maximize their employ- Volunteerism also benefits the broader com- ability across their lifespan. munity. Youth that volunteer are often more engaged in their own communities, contrib- For example, youth can learn what skills and uting to a greater sense of community vitality attributes employers value and expect from (de Guzman, 2007). their employees as the youth volunteers fulfill responsibilities, so- Service empowers licit feedback as appli- Youth can learn what skills and youth to learn and exer- cable, and participate in cise personal leadership attributes employers value as the functions of an or- because it promotes ganization or work set- they fulfill responsibilities, solicit increased self-aware- ting. Research shows feedback, and participate in the ness, self-determina- that “employers seek work setting. tion, and self-advocacy. out employees who In choosing and pursu- demonstrate they are able to adapt to new ing a volunteer opportunity, youth must an- environments and are willing to learn new alyze their own strengths and weaknesses, skills” (Volunteer Action Centre of Kitchen- set personal and vocational goals, and de- er Waterloo and Area, n.d., p.5). Volunteer- velop the self-esteem to carry them out. It ing can help youth acquire these qualities, can also assist youth in developing import- which can set them apart in a competitive ant communication and interpersonal skills job market (Brooks, 2013). It can also pro- that will help to make them more effective mote the development of independence and in guiding or influencing others by example self-advocacy skills as well as foster social or through delegation (Wehmeyer, Agran, & connections and personal growth. In short, Hughes, 1998). Through service, youth can volunteer opportunities can offer youth a also learn to identify community resources head start in their professional lives. and use them, not only to live independently, but also to establish support networks to Volunteer experiences offer a number of oth- participate in community life and to impact er benefits for youth associated with positive positive social change (Adolescent Employ- youth development and leadership. They ment Readiness Center, Children’s Hospital, can help youth connect what they are learn- n.d.). ing in school to a work setting, which makes

4 Although all youth receive benefits from vol- for employment options in the community, or unteering, youth aging out of foster care, provide access to needed services. In addi- youth in the juvenile justice system, youth tion to fostering other forms of skill-building with disabilities, and discussed earlier, ser- other disconnected Service can facilitate meaningful vice may appeal to youth may realize even some youth with dis- connection and allow youth with greater benefits. These abilities who are learn- sub-groups often expe- disabilities to gain a sense of ing to advocate for in- rience challenges that self-worth associated with being clusion, whether for lead to greater isolation service providers rather than themselves or others, or exclusion from edu- beneficiaries. which will be useful for cational, employment, navigating personal and civic opportunities. and professional con- Volunteering can facilitate the sort of contexts in the future, including the process of nection that could be crucial for keeping disclosure and requesting accommodations. marginalized youth engaged and mindful of These benefits will be discussed in greater their future career and life goals. detail later in the guide.

In addition, youth with disabilities frequent- How the Workforce Innovation ly face barriers to employment that lead to and Opportunity Act Supports poor social, health, educational, and em- Volunteerism ployment outcomes. The social and health challenges often faced by youth with dis- The Workforce Innovation and Opportuni- abilities may increase their dependence on ty Act of 2014 (WIOA), which supersedes public programs as they transition to adult- the Workforce Investment Act of 1998, rep- hood, which increases the risk of lifetime resents an extraordinary opportunity to im- poverty (Fraker, 2013). However, the skills prove job and career options for our nation’s and experience gained through volunteering workers and jobseekers through an integrat- can help improve their chances for academ- ed, job-driven public workforce system that ic and professional success. Service can links diverse talent to businesses. It sup- facilitate meaningful connection and allow ports the development of strong, vibrant re- youth with disabilities to gain a sense of self- gional economies where businesses thrive worth associated with being service provid- and people want to live and work. WIOA ers rather than beneficiaries (CNCS, n.d.-c). supports volunteerism in a variety of ways, Volunteer experiences may be the first time including the following: these youth are exposed to professional work environments, which can complement • Community service is recognized their educational pursuits, provide direction as an activity designed to develop

5 leadership and employment skills shadowing, and on-the-job training that may be provided as a service opportunities [WIOA of 2014, 29 using Title I Youth formula funding USC § 3164(c)(4)]. or through YouthBuild [Workforce Innovation and Opportunity Act of Moreover, the Act also requires that youth 2014, 29 U.S.C. § 3164(c)(2)(F)]. with disabilities receive pre-employment • Although, in general, the period transition services under Title IV so they can of enrollment under Job Corps is successfully obtain competitive integrated not to exceed two years, WIOA employment, which may include in-school or provides an exception for individuals after-school work-based learning opportu- who participate in national service nities or experiences outside the traditional programs, as authorized by the school setting, including internships, which Civilian Conservation Center are provided in an integrated environment program, allowing additional time to the maximum extent possible [WIOA of for a period equal to the period of 2014, 29 U.S.C. § 733(b)(2)]. Volunteering national service [WIOA of 2014, 29 can be an integral part of these activities. U.S.C. § 3196(b)]. • Local workforce investment boards Purpose of this Guide must make opportunities available Although targeted primarily to youth service for past participants, including youth, professionals, this guide provides informa- who have successfully completed a tion useful to educators, counselors, prac- program to volunteer their expertise titioners, parents, and others interested in through mentoring, tutoring, or other facilitating youth engagement in volunteer formats [WIOA of 2014, 29 U.S.C. § activities. It provides an overview of how 3164(c)(8)]. youth can benefit from volunteering and de- • Work-based learning is also an scribes different types of volunteer opportuni- integral part of serving youth under ties and the youth service professional’s role WIOA. Under Title I, at least 20 in assisting youth to prepare for, access, and percent of youth formula funds at learn from their experiences. It also explains the local level must be used for paid how participation can help youth develop im- and unpaid work experiences that portant knowledge, skills, and abilities that have as a component academic can help them successfully transition into and occupational education and adulthood and increase the likelihood of their may include: summer employment future success in the workplace, community, opportunities, other employment and life. Finally, this guide provides relevant opportunities available throughout resources and tools that can enhance and the school year, pre-apprenticeship foster successful outcomes. programs, internships and job

6 Key Definitions

What do we mean by volunteering, community service, service learning, and inclusive service?

Volunteering Community Service

A volunteer is someone who offers himself or Community service consists of “services, in- herself for a service or undertaking and per- cluding direct service, planning, and applied forms that service willingly and without pay. research” that are “designed to improve the quality of life for community residents… According to the U.S. Department of Labor, or to solve particular problems related to under the regulations that govern the Fair La- the needs of such residents” [20 U.S.C. § bor Standards Act (FLSA), the legal definition 1070(c)(4)]. Community service is unpaid; of a volunteer is “an individual who performs however, it can be a valuable way to devel- hours of service for a public agency for civic, op work readiness skills through hands-on charitable, or humanitarian reasons, with- experiences. out promise, expectation or receipt of compensa- Performing community ser- tion for services rendered” vice is not the same as vol- (29 CFR § 553.101, 2013). unteering because it is not FLSA also states that “Indi- always done voluntarily. It viduals shall be considered may be done for a variety of volunteers only where their reasons, including in lieu of services are offered free- or in addition to criminal jus- ly and without pressure or tice sanctions, or schools coercion, direct or implied, may mandate it such as in from an employer” and the case of service learning “An individual shall not be requirements to graduate. considered a volunteer if However, the terms “volun- the individual is otherwise teering” and “service” are employed by the same public agency to per- generally used interchangeably to refer to form the same type of services as those for the voluntary and unremunerated contribu- which the individual proposes to volunteer” tion of an individual’s knowledge and skills (29 CFR § 553.101, 2013). to an activity that promotes the well-being of other people and the environment. Whether the reason stems from a desire to learn, from faith, or from a sense of civic responsibility,

7 the intended outcomes must be positive for teaching and learning strategy that incorpo- both those providing and receiving the ser- rates instruction and reflection into meaning- vice (Menon, McBride, & Sherraden, 2003). ful community service to enrich the learning experience, teach civic responsibility, and Voluntary community service has a long strengthen communities (Find Youth Info, tradition in the U.S. and is continued today 2014). The following definition can be found through religious groups, such as church- on the U.S. Department of Agriculture’s es and mosques, and youth organizations, website: “Service-learning combines service such as Boys and Girls Clubs. Over time, objectives with learning objectives with the community service has become a common intent that the activity change both the re- requirement for students in secondary and cipient and the provider of the service. This postsecondary education (Thomas & Hun- is accomplished by combining service tasks ninen, 2008). It has also been consistently with structured opportunities that link the used as a service strategy to promote em- task to self-reflection, self-discovery, and the ployment for people who experience sig- acquisition and comprehension of values, nificant barriers to entering the workplace skills, and knowledge content” (U.S. Depart- (NCWD/Youth, 2011). ment of Agriculture, Forest Service, n.d.).

In contrast to voluntary community service, Service learning can increase students’ per- community service can be mandated. Man- sonal, interpersonal, and social development dated community service enables an offend- along with their motivation, student engage- er to participate in a community as part of ment, and school attendance (Billig, 2002). their sentence and should be designed to benefit the community as well as the offend- Inclusive Service er. Ultimately, both voluntary and mandated As defined in the introduction, an inclusive community service offer the same social and service environment actively fosters the en- cognitive benefits to participants and the gagement of all youth, including youth with community. Thomas and Hunninen explain disabilities, those involved in foster care that some of the benefits for participants are or juvenile justice, and other disconnected connections to positive adults and peers, de- youth. These efforts expand beyond acces- velopment of critical thinking skills, a sense sibility or compliance in that they recognize, of individual effectiveness, and the acquisi- seek out, value, and support the full partici- tion of employability and life skills (2008). pation of everyone through thoughtful, flexible, and welcoming policies and practices Service Learning (United Nations Volunteers, 2011). Service learning falls into the category of community service. Service learning is a

8 Why Youth Volunteer

Youth participate in volunteer experiences These reasons were also cited in Rehn- for many reasons. As discussed previously, borg, Bailey, Moore, & Sinatra’s 2009 guide sometimes they do so to fulfill requirements on volunteer engagement. In fact, “being needed for graduation, and sometimes they asked” is one of the top reasons why volun- are mandated to perform community ser- teers participate in service work (Rehnborg vices for restitution, as is often the case for et al., 2009, p. 13). Another common reason youth in the juvenile justice system. Fre- for volunteering, also noted by Latham, is quently, however, youth simply want to align being aligned with a specific cause or be- themselves with a cause they believe in or lief (Rehnborg et al., 2009). Understanding to try to make a difference on these motivations can help their own or alongside peers coordinators recruit and re- in their community. When tain more volunteers while asked why they volunteer, also helping volunteers feel youth shared the following fulfilled in their work. motivations: Youth with disabilities and • Showing compassion other disconnected youth for people in need may be particularly moti- • Affecting a cause in vated to volunteer to help which they believe others by positively impacting their commu- • Believing that if they help others, nities. For example, youth with disabilities others will help them may pursue service geared towards advo- • Positively impacting their cating for the accessibility or inclusivity of lo- communities cal spaces or may want to increase disability • Gaining important job skills and awareness in existing projects or programs experience while exploring career around them. Similarly, youth who have exit- options ed foster care may want to volunteer to lend • Expanding their social circle and support to other foster care youth. Youth ser- enhancing their social awareness vice professionals should discuss an individ- (Latham, n.d.) ual’s motivation for volunteering with them as • Being approached/asked by an it is likely to be an important factor in helping organization, someone in their them choose the right volunteer opportunity. school, or relatives or friends (de Guzman, 2007)

9 How Youth Benefit From Volunteering

As was highlighted in the introduction, ser- exists between volunteering and employ- vice opportunities benefit youth in a number ment, particularly for vulnerable communi- of ways. Research released by the Corpo- ties and communities who experience barri- ration for National and Community Service ers to employment, as well as the following (Martinez) in June 2013 provides empirical connections: evidence that shows a positive relationship between volunteering and future employ- • Volunteers have a 27 percent higher ment in the United States (See more details likelihood of finding a job after being at: http://www.nationalservice.gov/sites/de- out of work than non-volunteers. fault/files/upload/ODEPCNSPolicyMemo. • Volunteers without a high school pdf). Key findings indicate that a connection diploma have a 51 percent higher

10 likelihood of finding employment. to guide choices and create a sense • Volunteers living in rural areas have of self, purpose, and focus (e.g., a 55 percent higher likelihood of commitment to learning, positive finding employment (Martinez, 2013). values, social competencies, positive identity).” (Oregon Commission on CNCS also found that volunteering is asso- Children and Families, n.d., p.4) ciated with an increased likelihood of finding employment for all volunteers regardless Volunteering supports internal asset devel- of a person’s gender, age, ethnicity, geo- opment by providing opportunities for self-ex- graphical area, or the job market conditions ploration and for developing self-knowledge. (CNCS, n.d.-c). As young people prepare to transition to adulthood, they begin to focus on acquiring Youth may reap many other personal and the skills and abilities needed for indepen- professional benefits from volunteering. Vol- dence. Starting at around 14 years of age, unteering contributes to maximizing personal a young person is in a stage of exploration, growth, helps specific populations to identify focusing on self-examination, role try-outs, and address barriers, fosters career devel- and learning about different possible occu- opment and skill-building, exposes youth to pations. Youth can explore these different new networks and relationships, increases possibilities in school, during leisure activi- academic success, and improves health and ties, and through part-time work. During this well-being. stage, it is important for youth to consider their needs, interests, capacities, values, and Maximizing Personal Growth opportunities when making tentative choices about work roles and vocations (Pennsyl- Volunteering is one way for youth to develop vania Career Education & Work Standards, important personal growth assets identified n.d.). According to Donald Super’s concep- by the Search Institute as integral to their tion of life stages and developmental tasks, success in life. There are two major types of the three major tasks of this stage are to de- assets, external assets and internal assets, termine work preferences, develop a realis- described by the Oregon Commission on tic self-concept, and become aware of and Children and Families as follows: explore real-world experiences (Pennsylva- nia Career Education & Work Standards, • “External assets include positive n.d., p. 11). experiences that young people receive from people and institutions To succeed in the world of work, young peo- in their lives.” ple need to know who they are, identify and • “Internal assets focus on nurturing build strengths, acknowledge and address the internal qualities of young people any limitations, know how they learn best,

11 and identify their interests, values, and pref- Service also provides youth with opportuni- erences. Volunteer opportunities are an ex- ties to develop leadership skills, which will be cellent way to gain this knowledge and may useful for managing the challenges and de- also open their minds to a range of possibil- cisions youth face when growing up as well ities to which they otherwise may not have as throughout their lives. All the internal and been exposed. external assets gained through volunteering are positive contributors to personal growth. Studies suggest that volunteering impacts positive youth development by providing op- Identifying and Addressing portunities for youth to gain personal insight, Barriers learn new skills, access new networks, and develop friendships, all of which prepare them Disconnected youth, including those in the for and enhance their transition to adulthood juvenile justice system, those aging out of and independence. Youth, with and without foster care, and youth with disabilities, often disabilities, who experience social isolation face barriers that may impact their participa- or estrangement can especially benefit from tion in service. These barriers can include volunteer opportunities that connect them to negative stereotyping, discrimination, lack peers and communities (Amado, n.d.). For of transportation, stable shelter, and cloth- youth with disabilities who often face addi- ing, poverty, poor health, and inaccessibility, tional barriers to independence and commu- among other factors. These youth may also nity integration, research shows that service have limited access to services, social net- learning directly increases civic efficacy— works, and supports from family, peers, or the belief these youth hold about themselves other community members. that they can engage in their communities and have a positive impact (Miller, 2008). For individuals with disabilities and youth Challenging and empowering all youth, in- with life complexities that might impact work- cluding youth with disabilities, to participate force participation and future employabil- in meaningful service programs gives these ity, volunteering offers a forum where they youth a sense of purpose, self-efficacy, and can learn to identify and put into practice “mattering” within the larger community strategies that can help them succeed, in- (Smith, Mavis, & Washenberger, n.d.). cluding but not limited to accessing natural supports (e.g., friends, peers, co-workers) Similarly, volunteering increases self-con- and self-advocacy related to accommoda- fidence, self-esteem, and life satisfaction. tions and workforce flexibility. Participating Doing good deeds for others and the com- in service also increases engagement in the munity provides a natural sense of accom- community, which could result in connecting plishment, which can instill a sense of pride marginalized youth to the services or sup- and identity (Saison, Smith, & Kemp, 2014). port networks they need. As indicated by

12 the research released by CNCS discussed Volunteer opportunities help youth build previously, volunteers without a high school upon skills they already have and use them diploma, a common situation among discon- to benefit the greater community (Saison nected youth, are 51 percent more likely to et al., 2014). It is also an excellent way for find employment (Martinez, 2013). youth to build a resume. When young people volunteer to fill a role within an organization, Further information on how to address barri- they build skills and can use the volunteer ers can be found in the section of this guide opportunity to record and showcase their on the role of the youth service professional experience. Even though uncompensated, in helping youth to navigate obstacles. a successful volunteer experience can help open doors to future paid employment. Fostering Career Development and Skill-Building In addition to the acquisition of hard skills, volunteer opportunities also provide youth Volunteering can also have a positive im- with the chance to develop soft skills—es- pact on career development, the individual- sential skills to succeed in today’s workplace ized process through which youth prepare that include a positive work ethic (Latham, for employment by participating in a series n.d.). Participation in a volunteer experience of self-exploration, career exploration, and exposes a young person to employer expec- career planning and management activities. tations that can lead to the development and As youth progress along this continuum, it application of responsible work behaviors, is important that youth service professionals such as showing up on time, performing to engage and support youth in understanding the best of one’s ability, being honest and and applying what they are learning, partic- considerate of others, and treating the work- ularly as it relates to identifying and leverag- place with respect. Teens say volunteering ing volunteering opportunities that can help teaches them to respect others, be helpful them in gaining skills compatible with their and kind, understand people who are differ- interests, needs, and career goals. ent, develop leadership skills, become more patient, and better understand the mean- Volunteer opportunities often include training ing of citizenship (Latham, n.d.). For youth and skill development on essential work du- with disabilities, participating in volunteer ties commonly referred to as hard skills, and experiences also provides an opportunity to effective work habits, known as soft skills. practice disclosing their disability to receive The component of skill development found accommodations that can help them to be in service supports all youth, including those more effective in the workplace. with disabilities, in honing and contributing their diverse perspectives, talents, and attri- While hard skills are the qualifications appli- butes (Smith et al., n.d.). cants need to land the interview and get the

13 job, soft skills enable employees to keep the nected to programs, services, activities, and job, perform their duties, and interact with supports, such as workforce development, their coworkers effectively (West Virginia public transportation, vocational rehabilita- University, n.d.). Some of the most important tion, and healthcare, which they may find skills, such as interpersonal and self-man- useful in the future as they pursue their cho- agement abilities, are soft skills rather than sen post-school options. hard skills. These abilities can often have more of an impact on an individual’s per- Increasing Academic Success formance and overall career success, com- Youth can often earn high school or col- pared to specific technical skills applicable lege credit by volunteering, which makes it to a single industry (Bush, 2012). For ex- a valuable, alternative method to keeping amples of soft skills and how to work with youth engaged and on track to graduate all youth, including youth with disabilities, to (Cobb, 2013). As Latham noted, “youth who foster them, see Step 7 in the section of this volunteer are more likely to do well in school, guide on assisting youth in finding and se- graduate, and vote” (n.d., p. 2). curing a volunteer opportunity.

Exposing Youth to New Networks Improving Health and Well-Being and Relationships Research indicates that volunteering provides individual health benefits in addition to According to de Guzman, “Often, volunteer social ones. In general, “those who volunteer endeavors facilitate the development of have lower mortality rates, greater functional significant relationships. Through these ac- ability, and lower rates of depression later in tivities, youth are able to meet like-minded life than those who do not volunteer” (CNCS, individuals, as well as a possible range of n.d.-a). Volunteering also has a positive ef- people they would otherwise not encoun- fect on social psychological factors and may ter” (2007, para. 4). Volunteering can help enhance a person’s social networks to buffer individuals get experience in their area of stress and reduce the risk of disease. Youth interest and increase their network by intro- volunteering is also correlated with lower ducing them to individuals associated with or rates of unhealthy behaviors, such as tobac- working in their area of interest. Through vol- co or alcohol use and a lower likelihood of unteer events, youth may also discover fun teenage pregnancy (Latham, n.d.). A “hap- activities and peers with common interests. piness effect” has also been demonstrated Ultimately, youth are able to connect to in- among those who volunteer more often than dividuals and neighborhood resources that others (Saison et al., 2014, para. 9). can serve to generate a support network (Saison et al., 2014). Through volunteering, youth with disabilities may also become con-

14 The Role of the Youth Service Professional

Youth service professionals have a major have considered. A discussion should then part to play in facilitating youth participa- follow that provides the youth with an over- tion in volunteer opportunities. Their role view of how their participation may benefit includes engaging and bringing youth on them, including how it fosters their career board, educating them about and involving development now and into the future. The them in the process of identifying and secur- need to ask youth about whether they have ing a volunteer opportunity, and providing considered volunteering may be particularly support. Youth may have many questions important for youth with disabilities and other about volunteering and may also have some disconnected youth who may not have been preconceived notions about what participa- encouraged to volunteer previously. tion might entail. By discussing volunteering, the reasons why people To the extent that youth participate, the ben- Many youth say they did not service professionals efits associated with think of volunteering because are involved in develop- volunteering, and the they were not asked. ing individualized plan- range of opportunities ning documents, they and choices available, should consider tying young people can see what they can gain service learning to these plans. For exam- by volunteering and understand their options ple, youth with disabilities can utilize service and choices. What follows are some import- learning as a component of their Individu- ant issues for consideration and topics for alized Education Program (IEP) transition conversation with youth and young adult plan. Individualized Learning Plans (ILPs) participants. are career development tools currently being implemented for in-school youth in many Ask Youth about Whether They states as well as in some out-of-school set- Have Considered Volunteering tings, and they can also include service learning. Likewise, volunteer experiences can be Many youth say they did not think of volun- integrated into re-entry plans for youth in the teering because they were not asked (de juvenile justice system and transition plans Guzman, 2007). Given that one of the big- for youth exiting foster care. gest reasons people volunteer is because they are asked, youth service professionals can open the door to volunteering by simply asking youth whether it is something they

15 Help Youth Understand How op a social network, make a difference for a Their Participation Can Make a cause they support, or meet an education- Difference al or mandated requirement, youth service professionals have to make service relevant People volunteer because they are pas- to each individual. It is imperative that youth sionate about a cause or belief system and understand that volunteering can be a con- want to make a difference in their commu- tributor to their personal career development nity (Rehnborg et al., 2009). Youth service by helping them to gain skills that might professionals can help youth identify which improve their marketability, enhance their causes or organizational missions matter resume, and make them more attractive to most to them and help them realize how their future employers or colleges (de Guzman, participation may make a difference. 2007).

As part of this conversation, youth may or Youth service professionals can review may not feel comfortable discussing all of some of the benefits discussed in the pre- their closely held beliefs or identities. Even vious section as they see fit. Understanding though this information could contribute to a the motivation of the individual youth being young person’s passion for volunteering in served, however, is the best way to ensure a specific organization or cause, this is very that the information being provided about personal information that the individual may the benefits of service is relevant and mean- choose not to disclose. It is also important ingful to the young person. that youth service professionals not assume that just because a young person has a dis- Identify and Address Any ability or a history of involvement in foster Perceived or Potential Barriers to care they are automatically interested in a Participation cause related to disability or child welfare. Rather, youth service professionals should In the literature on volunteering, the univer- support all youth in exploring a wide variety sal reason given for not engaging in a volun- of causes and options and should help them teer activity is time. The top five reasons for in identifying an opportunity that is compati- not getting involved were: “not enough spare ble with their passions and interests. time,” “put off by bureaucracy,” “worried about risk/liability,” “don’t know how to find Help Youth Understand the out about getting involved,” and lacking “the Personal Benefits of Service right skills/experience” (Low, Butt, Paine, & Smith, 2007). It is important for youth to see the value in service. Whether it is to develop a skill, The top reasons, according to the U.S. Bu- learn about an occupation firsthand, devel- reau of Labor Statistics, include:

16 • Lack of time and other tudinal, and programmatic barriers to partici- responsibilities pation in service. For example, facilities may • Practical concerns (lack of not be physically accessible, or the structure information, lack of transportation, or of some service learning opportunities may expenses) focus on providing services to people with • Lack of interest or viewing it as non- disabilities but not encouraging their par- enjoyable ticipation as volunteers (Gent & Gurecka, • Not being asked (de Guzman, 2007) 2001). Attitudinal barriers, like the perception that people with disabilities cannot succeed Other common barriers to engagement in- in competitive employment or service, may clude concerns about childcare or other care also hinder participation. considerations, barriers like language or cul- tural differences, or beliefs youth may hold Youth service professionals will need to work about themselves, such as not having any- with service learning program sponsors and thing worthwhile to contribute. As discussed youth to remove or minimize potential barri- previously, youth in the ers and ensure that the juvenile justice system, service learning experi- youth in foster care, To bring in people with disabilities, ence will be a positive and other disconnected service learning programs need one for the participant. youth often face multi- to consider accommodations, This process is likely ple barriers, which are disability awareness, negative to involve sharing re- complicated by the fact stereotypes, and treating everyone sources and educating that there is consid- with dignity and respect. the different parties in- erable overlap across volved. For example, these youth popula- youth service profes- tions, with a high prevalence of disability in sionals can explain how youth interested in all disconnected youth populations. AmeriCorps, a large network of service programs through the Corporation for National Youth service professionals can assist youth and Community Service, may benefit from in identifying potential barriers and connect- the program’s income exclusions for Social ing them to resources that help manage bar- Security Beneficiaries, which prevent living riers and opportunities that minimize their stipends from affecting Social Security ben- impact. For youth in the juvenile justice sys- efits (CNCS, n.d.-c). A series of course mod- tem, barriers may include dealing with the ules from CNCS (available at http://www. stigma of incarceration or seeking work in nationalservice.gov/resources/disability-in- occupations that prohibit employment for clusion) could also be shared with programs those with a history of criminal activity. Youth looking to proactively engage and include with disabilities may encounter physical, atti- people with disabilities in service. To effec-

17 tively bring in people with disabilities as volunteer opportunities, activities that take only unteers, service learning programs will need a few hours as well as opportunities that are to consider some important issues such as longer term, and a wide range in between. In the use of low-cost and practical accom- addition, there are different ways of partic- modations, disability awareness, dispelling ipating, including on-site and off-site, inde- negative stereotypes, and treating everyone pendently of others, or in a group. Once they serving or being served with dignity and re- identify the types of opportunities that suit spect (Gent & Gurecka, 2001). Youth service them, the service practitioner will be able to professionals can learn more about ways to find an opportunity that best matches their support youth with disabilities by visiting the goals and needs. U.S. Department of Labor’s Office of Disabil- ity Employment Policy website at http://www. Organizational Structure dol.gov/odep/categories/youth. Organizations with formal volunteer programs typically have written rules and regu- Youth service professionals will also need to lations for volunteers. They educate their vol- work with youth and their families to address unteers through formal orientation, and they any fears, preconceived notions, or any provide job descriptions, supervision, and other hesitation they may have about vol- feedback. They frequently have well-estab- unteering. It is important that youth service lished volunteer programs, and sometimes professionals let youth know that they hear employ someone to manage the volunteer their concerns and then provide information program. These organizations rely heavily to the extent possible to help allay those on volunteers to meet their needs. Formal fears. Addressing their concerns, identifying volunteering often consists of the delivery of solutions, and engaging youth in meaningful specific services, a structure of supervision conversation can encourage participation. and well-defined roles, and a commitment to be involved for a specific length of time. Discuss Organizational Volunteer programs that are formal typically Structure, Time Commitment, have set policies and procedures aimed at and Participation Preferences ensuring quality management of the service to Enable Youth to Identify What activities (Volunteering Qld, n.d.). Works for Them Benefits of formal, structured programs in- Because everyone’s goals and needs are clude a clear understanding of expectations different, it is important that youth service and skills to be developed, feedback about professionals discuss the different types performance, and set rules and responsi- of volunteering opportunities available to bilities. This structure may be a good fit for youth. It is important to explain that there are youth who prefer clearly defined roles, ex- organizations with informal and formal vol- pectations, and support.

18 In contrast, non-formal volunteering has Examples of short-term commitments in- fewer structures, less defined roles, and par- clude the following: ticipants are less likely to be compensated. Still, there are many benefits of non-formal • Episodic volunteering refers to volunteering, including the opportunity to ad- participation in a charity event or dress specific, local community needs. Vol- one-time function, disaster relief, unteering in a non-formal environment also or a community clean-up day. By provides the opportunity to work with others participating in this type of volunteer who share similar interests and may not re- opportunity, youth may sample quire as significant of a time commitment several different career interests or (Volunteering Qld., n.d.). work settings, which can ultimately impact career direction by allowing Volunteering in an informal, non-structured them to pursue career development. program may provide greater independence • Alternative breaks allow students and flexibility to define the nature of the com- to use their time off from school to mitment. It therefore may be suitable for in- participate in volunteer opportunities. dividuals interested in exploring a variety of They can volunteer locally or may roles, tasks, and outcomes. Individuals who choose to participate in other areas gravitate towards this type of commitment or countries. Many organizations, are often motivated and comfortable working including faith-based institutions, without well-defined rules and support. community-based organizations, and schools, offer volunteer opportunities Time Commitment in a variety of areas to meet a particular need in a specific location. Volunteer opportunities differ in length and • Unpaid internships are a form of time commitment, ranging from short-term to experiential learning that integrates long-term. Each one has its benefits. Short- knowledge and theory learned term commitments may allow the youth to in the classroom with practical sample a variety of different organizations, application and skills development industries, and activities to determine their in a professional setting. Internships interests and abilities, to learn about edu- give students the opportunity to cational requirements and potential career make connections in professional paths, to sample and identify preferred work fields they are considering for career environments, and to practice responsible paths and give employers access work behaviors. Longer commitments, in to new talent and fresh thinking that addition to the benefits listed above, provide they can guide and evaluate for the time for youth to delve into a specific job, recruitment into full-time positions build hard and soft skills, and enhance their (National Association of Colleges resume.

19 and Employers [NACE], 2011 & Individuals who would like to volunteer as The University of Vermont, 2010). part of a group may want to consider family Unpaid internships must be accepted volunteering. Family volunteering may be an voluntarily and benefit both the intern option for individuals who would like to have and the organization; situations in more family time or who would like to ven- which this is not the case may be ture into the world of volunteering with fam- exploitative to interns. For more ily support as a way to gain confidence and information, see the U.S. Department move on to an independent opportunity. The of Labor’s Wage and Hour Division benefits associated with such volunteering Fact Sheet #71: Internship Programs include: under the Fair Labor Standards Act (available at http://www.dol.gov/whd/ • Applying and demonstrating shared regs/compliance/whdfs71.htm). values and beliefs • Giving adults opportunities to serve Youth may articulate varying goals for par- as positive role models ticipation and availability, which will dictate • Providing new skills and developing the preferred time commitment. Youth with new interests for family members disabilities or chronic health conditions and • Cultivating new relationships other disconnected youth with family or work • Creating stronger familial bonds by constraints may benefit from volunteer op- developing shared memories portunities that offer flexible schedules to • Actively modeling good citizenship accommodate fluctuating or pressing needs. and community engagement for For those with disabilities, flexible volunteer young people (WGBH Educational arrangements can be discussed as an ac- Foundation Programming and commodation, a process that will be covered Outreach & United Way of in Step 4 about assisting youth in finding and Massachusetts Bay, 2002) securing a volunteer opportunity that fits. They may also consider faith-based volun- Participation Preferences teering. The term “faith-based service” generally refers to institutional programs that Youth also have a choice about how they can either include service in a faith com- would like to volunteer. Depending on their munity or by a congregation that serves the goals for participation and other factors such community together as a group. Evangelical as logistics, availability, or support needs, missions are another type of faith-based ser- they may choose to participate on an indi- vice (Energize, Inc., n.d.). This is the most vidual basis or as part of a group. They may popular type of volunteer service due in part also participate on-site or off-site, and may to the desire by the members to serve oth- even volunteer virtually. ers, the belief that what they do is making

20 a difference, and because they are usually website) or to sign on for an extended time working alongside others with similar beliefs commitment, such as serving as an online and goals (CNCS, 2009). mentor (Rehnborg et al., 2009). Online volunteering makes it possible for individuals Volunteering with fraternal organizations is to volunteer for different organizations in another way in which individuals can partic- different countries from their home or office ipate within a larger group. The structure is and at their convenience. Projects may in- usually informal. Examples of fraternal orga- volve helping with social media, designing a nizations include the Elks Clubs, Fraternal website or other material, mentoring youth, Orders of Police, Garden Clubs, Granges, or proof-reading articles, translations, or Kiwanis, Knights of Columbus, Lions Clubs, other text. Online volunteering might be a Masons, Moose Lodges, Rotary Clubs, good choice for youth that have scheduling Scouting, Singles Clubs, fraternities and difficulties or face transportation or mobility sororities on college campuses, and many challenges, have job or family commitments, more. Many of these chapters have branch- or want to contribute to an organization in a es specifically for youth and are prevalent all different geographic location. across the country. Micro-volunteering is a subset of online Youth should also determine if they would volunteering. Micro-volunteering combines like to participate on-site with others in a for- small actions by many people to create big mal or informal setting or off-site, which al- impacts. They are typically short projects lows them to perform a needed function from home. Disconnected youth, including youth Micro-volunteering combines with disabilities, considering on-site volun- small actions by many people to teering may encounter barriers related to physical access or transportation. Youth who create big impacts, typically short would prefer to collaborate on-site should not projects done online. be encouraged to pursue alternative options if such barriers arise. Rather, youth service that are done online (Volunteer Weekly, professionals should work with youth, the 2012). Micro-Volunteering Day occurs every program itself, and with other service provid- year on April 15, and youth can learn more ers, if needed, to address these issues and about opportunities associated with it by vis- allow interested youth to participate. iting the website at http://microvolunteeringday.weebly.com. Some youth, however, may actually prefer off-site volunteering such as virtual volunteering, which allows them to perform a one- time service (e.g., revise an organization’s

21 Steps to Assist Youth in Finding and Securing a Volunteer Opportunity that Fits

Youth service professionals can help ing and securing a match that meets their youth identify their needs and preferenc- interests and goals. Following the steps de- es and select the option that works best scribed in this section can help youth service for them. Once they have determined the professionals engage and educate youth to organizational structure and time commit- gain insight, skills, and information that can ment that best matches the youth’s pref- be useful now and in the years to come. erences, they will be able to better identify an organization that meets their needs. The individualized nature of this process After laying the foundation for youth par- means that youth service professionals ticipation in service by discussing benefits, should engage youth in making decisions opportunities, and barriers to be mindful of about executing all or some of the steps throughout the process, youth service pro- below depending on their needs and inter- fessionals can begin to assist youth in find- ests. For example, if a youth with a disability

22 needs to access accommodations in a vol- Step 1: Coordinating Self- unteer setting or during the planning steps Exploration Activities below, he or she should be consulted about what types of supports are preferred. In gen- There are many ways that youth service pro- eral, youth service professionals should lay fessionals can help young people figure out the foundation for a successful match by who they are and what they want to do. They fostering trust and communication with the can start by asking youth to answer some young person and by encouraging them to basic questions such as: express their voice throughout the process. • What issues are important to me? Important steps include: • What type of contribution and impact would I like to make? 1. Coordinating Self-Exploration • What would I like to gain/learn/ Activities (gauging a young person’s accomplish with my experience? skills, interests, values, goals, • What skills do I want to use or learn? learning styles, etc.) • What are my interests and 2. Conducting Organizational Research preferences? 3. Understanding What, When, and • Are there specific activities I am not How to Disclose interested in doing? 4. Identifying Accommodations or Work • What types of careers have I Support Needs considered? How could I use the 5. Completing an Application and volunteer opportunity to explore a Developing a Resume specific type of work or industry? 6. Preparing for the Interview • How do I learn best? 7. Discussing Job-Keeping Skills (soft • Do I like to work independently or be skills) part of a team? 8. Fostering Independence and Self- • Would I like to meet and learn from Advocacy Skills people in a special field as a way to 9. Establishing Goals and Monitoring find mentors or build a professional Progress network? • What type of time commitment am I See the Resources section (p. 32) for addi- able to make? tional information that can be useful when • Are there any potential issues or implementing each step. barriers that need to be handled before I can participate?

Spending time up front getting youth to answer these types of questions helps youth

23 find a volunteer opportunity that fits who Most organizations work to meet a specific they are and what they hope to gain from need. Understanding the mission of the or- the experience. It is important to remem- ganization, its purpose, and how it carries ber that youth with dis- out its work can help abilities and those with young people identi- low levels of literacy or Civically responsible people fy an organization that education may need recognize themselves as members matches what is im- accommodations or of a larger social fabric and portant to them and assistance in complet- therefore assume ownership of what they hope to ac- ing assessments, and some social problems. complish. When work- that the purpose of all ing with youth, youth assessments and their service professionals results should be communicated in plain lan- can discuss basic types of organizations guage and terms that the individual can un- and missions, such as those that focus on derstand. Many assessments and resources civic engagement, community development, are available for reference during this step, or those that are community-based, to help including those found in the Resource sec- them select the best fit. tion (p. 32). Some organizations’ missions focus on civ- Step 2: Conducting Organizational ic engagement. CNCS and the National Research Conference on Citizenship (NCoC) use the terms “civic life” and “civic engagement” in- Information and insights gained from self-ex- terchangeably to describe diverse activities ploration assessments position youth to think using collective resources, skills, expertise, about what they might like to do and the type and knowledge of citizens to improve a com- of organization and setting that best meets munity’s quality of life. The methods and the their needs. With this information in mind, focus used can be political or non-political. youth service professionals can brainstorm The five main categories of civic engage- with youth to identify potential places to vol- ment are service, social connectedness, unteer. This is also an excellent opportunity group participation, connecting to informa- to help youth develop important career man- tion and events, and political action (CNCS, agement and planning skills by researching n.d.-b). organizations for their volunteer opportunity and understanding how they can use these Civically responsible people recognize skills in the future when they seek employ- themselves as members of a larger social ment as they move forward in their careers. fabric and therefore assume ownership of some social problems (Ehrlich, 2000). In an educational context, civic engagement can

24 consist of “those activities that reinvigorate nizations because they are keenly aware of the public purpose and civic mission of high- the needs within the community. Some exer education and action by individuals and amples of the arenas in which CBOs work institutions to create a society characterized include neighborhood revitalization, food by justice and dignity for all” (Bowley, 2003, security, humanitarian response, or medical p.8). relief, in addition to many others (CBOs – In- troduction, n.d.) Some organizations focus on community development. Community development is “a Youth service professionals can guide youth process where community members come as they move forward in researching orga- together to take collective action and gener- nizations of interest. This research should ate solutions to common problems” (United include the identification of selection criteria Nations, n.d.). Organized community devel- used by the organization when choosing vol- opment works on specific issues or introduc- unteers (Dunkle, 2012). They may also want es the concept of community development to to determine if the organization has a formal communities that have no history of it and no volunteer program and if the culture of that shared identities. Experience and research program is inclusive and one that the youth have, over time, taught volunteers (from out- would feel comfortable participating in. An- side the community) the necessity and val- swering these questions helps youth select ue of viewing community members as equal an organization whose mission and struc- partners with the ability to affect changes ture matches their needs. within their community themselves. See Appendix 1 (p. 40) for information on Some organizations are community-based federal volunteer and service programs and and provide a wide array of services at the Appendix 2 (p. 44) for other privately and local level to improve life for residents. A publicly funded service organizations. community-based organization (CBO) is a public or private nonprofit, including reli- Step 3: Understanding What, gious organizations, that “is representative When, and How to Disclose of a community or a significant segment of a community, and is engaged in meeting hu- Once youth have had a chance to perform man, educational, environmental, or public self-exploration activities and research com- safety community needs” (National Network patible organizations, youth service profes- of Libraries of Medicine, n.d., para. 1). CBOs sionals should broach the topic of disclo- often work in under-resourced communities sure, as applicable. to provide services in a variety of arenas, such as healthcare or education. Local community members typically staff these orga-

25 Disclosure is a personal decision. Youth must closure and help youth determine how they make individual choices about what, when, can disclose their record in a positive way and how, if anything, they want to reveal (Mulqueen, 2013). about their disability or other parts of their identity or life experiences. The role of youth The question of disclosure may also apply to service professionals in this process is to as- other aspects of the youth’s identity. When sist youth by offering information and guid- determining what to tell employers or volun- ance—it is not to make these decisions on teer managers, youth should consider the behalf of youth. Reviewing the advantages impact that such disclosure may have. For and disadvantages of disclosure at various experiences like sexual orientation, gender points in the application process can help identity/transition, or prior drug use, youth youth “fine-tune” if, how, and when to dis- may or may not choose to disclose depend- close when talking with others. It is important ing on their personal preferences, their de- that youth with disabilities understand that sire to experience acceptance or belonging, disclosure is necessary if the young person and the culture of the organization. Where requires accommodations to participate in their identity aligns closely with the organiza- the program. Even though a service learn- tion’s mission and/or philosophy, youth may ing program does not equate to an employer find that communicating such information under the law, youth service professionals in the application or the interview process can still help youth learn about their rights is something that can give them a competi- and legal protections under applicable laws tive edge and actually set them apart. Youth and can help them think through the range service professionals should be prepared to of possibilities for accommodations (NCWD/ discuss different options with youth as they Youth, 2012). make these important decisions.

Another experience youth service profes- Although disclosure is a conscious decision, sionals may encounter concerns guiding youth service professionals should also youth through disclosing prior involvement in alert youth about the potential for uninten- the juvenile justice system. It is important for tional disclosure. Search sites like Google, youth to understand that an employer may, social networking sites like Facebook, and and likely will, conduct a background check micro-blogging sites like Twitter have added before or soon after hiring applicants. For a new element to disclosure. It is possible to this reason, youth should be encouraged to disclose disability or other aspects of iden- be honest with employers so that they will tity and experience on the internet without not be fired for lying if their history with the even being aware of it by uploading a pic- juvenile justice system is later discovered. ture using a wheelchair, posting a comment Youth service professionals should help on a friend’s blog about disability, or creating youth understand their rights regarding dis- a profile on a disability organization’s web-

26 site (NCWD/Youth, 2010). It is important for setting. Public transportation that is acces- youth to consider how these virtual forms of sible and affordable may be a concern for disclosure might play a role in the applica- many youth, so youth service professionals tion process and adjust their privacy settings should map out options in the surrounding and online activity accordingly. area. Some youth may benefit from formal or informal orientation and mobility training that See the Resources section (p. 32) for guides helps them practice getting around, includ- that can help walk youth through the topic ing by using public transportation. Young of disclosure, along with information relevant adults who are parenting may be interested for youth service professionals, families, in childcare services or family engagement peers, and other concerned individuals who supports that allow them to more effective- play a role in this process. ly participate in service. Disconnected youth may need assistance obtaining appropriate Step 4: Identifying and clothing or uniforms for the desired position. Implementing Accommodations or Work Support Needs Youth with and without disabilities who re- quire accommodations or other work sup- For youth with disabilities, determining the ports to participate in a volunteer opportu- what, when, and how of disclosure may lead nity may need to educate their prospective to a discussion about accommodations. In supervisor or peers about these needs and order to succeed on the job, all individuals how they can best be supported. Being able must know how they learn best and about to effectively communicate about the ben- the types of support they need to perform efits of inclusion and about how having the most effectively. In this way, youth with dis- right types of supports in place maximizes abilities need to know about the types of their ability to contribute their talents to the accommodations they need to perform their organization is an important skill that they essential job duties and how to communi- will use repeatedly throughout their lives. cate their needs and have accommodations Youth service professionals can find infor- put in place. Youth service professionals can mation on accommodations and inclusion assist young people in gaining these insights at the following sites: Job Accommodation and, in the case of youth with disabilities, Network (available at https://askjan.org), in identifying the types of accommodations National Service Inclusion Project (available they will need to succeed. Most accommo- at http://serviceandinclusion.org/index.php), dations are not expensive or difficult. and Pathways to Employment (available at http://www.nationalservice.gov/about/path- Youth with other identities or experiences way-to-employment). may find additional support resources useful for their participation in a volunteer or work

27 For youth with and without disabilities, vol- without disabilities for successful volunteer unteer experiences generally aid their tran- experiences. sition to adulthood. Natural supports are the relationships that exist to support growth, Step 5: Completing an Application independence, and an overall positive ex- and Developing a Resume perience in a wide variety of environments. These relationships develop organically and Many youth have no experience completing are responsive to the youth’s goals, needs, applications or developing a resume. This and interests, ultimately nurturing them process is an opportunity to familiarize them throughout their transition into adulthood. with questions typically asked on an appli- Understanding the importance of natural cation, teach them how to assemble needed supports at an early age prepares youth to information, and showcase their skills and continue to develop natural supports in a va- abilities in a properly completed application. riety of contexts, as well as serve as a support to others (Department of Developmen- Preparing to volunteer is also an opportunity tal Services, n.d.). to introduce the concept of developing and formatting a resume. Because many youth Although there is no prescriptive method for have limited or no work experience, youth developing natural supports, there are sev- service professionals can help them iden- eral important considerations of which youth tify courses, extracurricular activities, fami- service professionals and youth should be ly responsibilities, and other activities that aware. Youth service professionals should demonstrate responsibility, organization, learn about the youth as much as possible time management, and leadership skills. to help determine the environments and They may also want to document activities communities that will likely offer the most that demonstrate their ability to complete nurturing networks, help the youth make the projects and work well with others as part of necessary connections to be included in that a team. Once they have identified this infor- community, and maintain and develop the mation, they can show them how to organize youth’s family as a natural support network. and format it into a resume. Youth must also understand the persistence often required to develop a support network Step 6: Preparing for the Interview within a community and when transitioning For youth who often have little or no inter- to new communities. They must learn how to viewing experience, an interview can seem communicate their needs and desires (De- like a difficult and scary experience. Since partment of Developmental Services, n.d.). most organizations want to meet youth be- For this reason, youth service profession- fore bringing them on board, youth service als should discuss the key role of natural professionals can help youth prepare for in- supports in order to prepare youth with and terviews, build confidence, and reduce fears.

28 They can describe the interview process and working with youth with a history in the ju- discuss the importance of being on time or venile justice system, it is important to both early to the interview, maintaining hygiene, understand and communicate the laws to choosing appropriate clothing, reviewing the youth (Juvenile Sanctions Center, 2005). interview behavior, and practicing potential This same information is helpful to youth questions. Acting out an interview is a good seeking a volunteer opportunity, whether way to fine-tune responses and ease con- they need to disclose a disability or a history cerns. There are many resources that offer with the juvenile justice system. The Juve- common interview questions for practicing. nile Sanctions Center encourages anyone working with youth to learn about the laws in As part of their preparation for the interview, their state by visiting the National Center for youth can also draw upon the personal as- Juvenile Justice’s website (available at www. sessments from Step 1 in order to formulate ncjj.org) (2005). a response as to 1) why they are seeking the volunteer opportunity, 2) why they chose Step 7: Discussing Job-Keeping this particular organization, 3) what skills Skills (Soft Skills) they bring or they would like to develop while volunteering, and 4) what they hope to Once youth have interviewed and landed gain from the experience. Although all youth a volunteer opportunity, it is a good time to have their own reasons for volunteering, as discuss expectations for job-keeping skills, with any job interview, it would be helpful for also known as soft skills. Those with little or youth service professionals to coach youth no work experience or volunteer experience, on the value they bring to the organization as well as those with experience, can benefit and help them practice articulating a re- from an overview of the important soft skills sponse. Learning how to prepare for and ace needed to succeed in the workplace. Youth an interview is a skill that will serve youth for service professionals can explain the impor- years to come. tance of these skills and discuss with youth how to demonstrate them in the workplace. For youth who have circumstances that may need to be addressed, such as youth with The U.S. Department of Labor has devel- disabilities who may need an accommoda- oped a Soft Skills Curriculum (available at tion to participate in the interview or perform http://www.dol.gov/odep/topics/youth/soft- a task or youth who have been involved in skills) that youth service professionals can the juvenile justice system, youth service reference to pull activities focused around professionals can help them think through six key areas: how they can advocate for themselves or respond to specific questions about their ex- • Communication periences. For youth service professionals • Enthusiasm and Attitude

29 • Teamwork For many youth, participation in a volunteer • Networking experience may propel them into situations • Problem Solving & Critical Thinking where they have limited or no experience. • Professionalism Navigating public transportation, asking for help, advocating to have needs met, wheth- The Soft Skills Curriculum is designed in er by asking for accommodations or other modules that are flexible, adaptive, and do support, may be new and a bit daunting. not have to be completed in sequence. Youth Youth service professionals can help youth service professionals should consider the in- prepare for their volunteer experience by dividual needs of all youth when selecting encouraging them to think through the dif- activities. Youth service professionals may ferent aspects of participation and assisting also want to educate youth about additional them in identifying potential needs. They soft skills related to: can also work together on strategies for how they might handle situations or even prac- • Decision-Making tice those strategies. For instance, once a • Time Management volunteer opportunity is lined up, they can • Independence practice using public transportation to get to • Self-Advocacy the workplace on time. • Taking Responsibility • Leadership Step 9: Establishing Goals and • Setting Goals Monitoring Progress • Prioritizing Tasks • Having Empathy After youth have completed the process of • Practicing Self-Worth and searching for and securing a volunteer op- Confidence in One’s Ability to Do the portunity, making decisions about disclosure, Job and exploring the skills that will contribute to their success, it is important for youth to re- By learning to work effectively with others flect on the specific goals they have for what and succeed in a professional environment, they hope to gain from service learning. It is youth can increase their employability and also important to monitor their progress to- build their networks. At the end of the day, ward achieving them over the course of the a positive recommendation from a volunteer experience. Youth should also be encour- experience can open the door to future em- aged to recognize the skills and attributes ployment. they are gaining throughout the process and to take pride in their achievements and the meaningful impact they are having on the Step 8: Fostering Independence lives of others (Smith et al., n.d.). and Self-Advocacy Skills

30 Conclusion

In summary, volunteering is an excellent For youth, including youth with disabilities, way for all youth to identify their interests, who may have barriers or special consider- skills, abilities, values, and goals. They can ations related to employment, the experience explore careers, learn how to research or- can also provide them with an opportunity to ganizations, understand how to match who learn about and practice disclosure, to identi- they are with what they want in order to find fy and access accommodations, and to foster their organizational fit, and be prepared for the development of self-advocacy and self-ef- the application and interview process. It is ficacy skills. The information learned and the also an excellent way to acquire and practice skills developed through their participation in hard and soft skills, grow their social skills this process will not only help them succeed and social network, build a resume, devel- in their volunteer opportunity in the short op their work ethic, practice independence term, but will also benefit them for years to skills, and be exposed to new people, ways come by preparing them to successfully nav- of doing things, and different cultures. igate the world of competitive employment.

31 Resources

COMMUNITY SERVICE The Points of Light Foundation

National 4-H Council http://www.pointsoflight.org http://www.4-h.org/get-involved/volunteer Points of Light connects people to their pow- er to create positive change and address the 4-H is the nation’s largest youth development critical needs of their communities. and empowerment organization, reaching more than six million 4-H youth in urban neighborhoods, suburban schoolyards, and National Youth Leadership Council rural farming communities. 4-H offers volunteer opportunities. http://www.nylc.org

NYLC provides programs and services that SERVEnet develop young leaders, support educators, and advance the field of service learning. https://ec.volunteernow.com/custom/1267

Servenet.org is a national portal for volun- Corporation for National and Community teers. Access this site to search for volunteer Service (CNCS) opportunities. http://www.nationalservice.gov

Youth Service America (YSA) The Corporation for National and Communi- ty Service is a federal agency that engages http://www.ysa.org more than five million Americans in service through its AmeriCorps, Senior Corps, Social YSA offers youth an opportunity to serve the Innovation Fund, and Volunteer Generation community. YSA helps young people find Fund programs, and leads the President’s their voice, take action, and make a vital im- national call to service initiative, United We pact on vital community issues. Serve.

32 Make a Difference Day K-12, higher education, community-based organizations, and tribal communities. http://www.usaweekend.com/diffday

National Service-Learning Partnership USA WEEKEND Magazine, in collaboration with Points of Light, offers Make a Difference http://www.service-learningpartnership.org Day, the largest national day of community service, bringing together millions of volun- The Partnership is a national network of teers across the nation united by a common members dedicated to advancing ser- mission – to improve the lives of others. vice learning. The Partnership focuses on strengthening the impact of service learn- America’s Promise – The Alliance for ing on young people’s learning and devel- Youth opment, especially their academic and civic preparation. Their website includes service http://www.americaspromise.org/promises learning tools, resources, and best practices, along with monthly updates with news, The collective work of the Alliance involves resources, and opportunities to take action. keeping Five Promises to children and youth that form the conditions they need to VOLUNTEEERING achieve adult success. The Alliance promises to young Americans that they will grow up Energize, Inc. with the help and guidance of caring adult relationships, healthy childhoods, safe sur- http://www.energizeinc.com roundings, effective education, and opportunities to serve others. The Alliance offers Energize, Inc. is an international training, information on different programs, advocacy, consulting, and publishing firm specializing in and funding. volunteerism. It offers information including articles on volunteer management, e-books, and links to other research and websites. SERVICE LEARNING

National Service-Learning Clearinghouse HandsOn Network http://gsn.nylc.org/clearinghouse http://www.handsonnetwork.org

The Clearinghouse is a library of service The HandsOn Network is the largest network learning resources. The Clearinghouse of- of local volunteer centers around the world. fers thousands of free online resources for Their 250 HandsOn Volunteer Action Cen-

33 ters engage 21st century volunteers to use amples of the different types of activities in their time, talent, voice, and money to create which one can engage as a virtual volunteer. change in their communities. Their website offers information on volunteerism in differ- Micro-Volunteering Day ent settings, including business, nonprofit, faith-based, and government. They also http://microvolunteeringday.weebly.com have information for different audiences, including youth, families, and older adults. Micro-Volunteering Day occurs every year on April 15 and connects people to short, on- Helpguide.org line projects they can help out with virtually. http://www.helpguide.org/life/volunteer_ ASSESSMENT opportunities_benefits_volunteering.htm National Collaborative on Workforce and Helpguide.org is an advertisement-free non- Disability for Youth (NCWD/Youth) profit resource for supporting better mental health and lifestyle choices for adults and http://www.ncwd-youth.info/topic/ children. assessment

NCWD/Youth offers publications focused on Service Leader assessment for transitioning youth. http://www.serviceleader.org U.S. Department of Labor, Employment Service Leader offers information on volun- and Training Administration teer engagement, community engagement, volunteerism, and other online volunteer re- http://www.doleta.gov/jobseekers/youth.cfm sources. The U.S. Department of Labor offers free online resources related to career develop- VIRTUAL/ONLINE VOLUNTEERING ment for youth. Wikipedia

Building Blocks for Youth Volunteer http://en.wikipedia.org/wiki/Virtual_ Engagement: A Guide for Parents, volunteering Teachers and Guidance Counsellors and More Wikipedia is a free, online encyclopedia. It defines virtual volunteering and provides ex-

34 http://volunteer.ca/content/ Quintessential Careers building-blocks-youth-volunteer- engagement http://www.quintcareers.com

This guide was released by Volunteer Ac- Quintessential Careers provides information tion Centre in Canada and includes informa- to assist individuals in all stages of career tion such as Skills Self-Assessment, Skills development. Matching Matrix, and Steps for Getting Start- ed. CAREER DEVELOPMENT

Engaging Youth in Work Experiences: My Next Move (O*Net) An Innovative Strategies Practice Brief http://www.mynextmove.org http://www.ncwd-youth.info/ innovative-strategies/practice-briefs/ This site lets users perform a career search engaging-youth-in-work-experiences with key words, browse industries, or match work interests with careers. This brief, published by the NCWD/Youth, provides examples and resources to engage CAREER EXPLORATION youth in work experiences.

O*Net HOW TO LOCATE ORGANIZATIONS OF http://www.onetcenter.org/tools.html INTEREST

O*Net provides self-directed career explora- Columbia University, Center on tion/assessment tools to help workers con- Education sider and plan career options, preparation, and transitions more effectively. The tools http://www.careereducation.columbia.edu/ also are designed for use by students ex- resources/tipsheets/finding-a-job- ploring the school-to-work transition. The researching-organizations assessment instruments, which are based on a “whole-person” concept, include: The Center on Education provides a tip O*NET Ability Profiler, O*NET Interest Pro- sheet on finding a job and how to research filer, O*NET Computerized Interest Profiler, organizations. O*NET Interest Profiler Short Form, O*NET Work Importance Locator, and O*NET Work Importance Profiler.

35 NationalService.gov Quintessential Careers, Interviews http://www.nationalservice.gov/sites/default/ http://www.quintcareers.com/job_interview_ files/documents/VIA_tips_volunteering_ preparation.html college.pdf Quintessential Careers provides this guide This brief, Tips for Volunteering: Tips for Col- on preparing for job interviews. lege Students Who Want to Volunteer, provides tips for college students to research SOFT SKILLS and acquire volunteer opportunities.” Missouri Department of Mental Health, APPLICATION COMPLETION/RESUME Division of Development Disabilities DEVELOPMENT http://dmh.mo.gov/docs/dd/ Quintessential Careers, Job Applications dmhtipsheet-softskills.pdf http://www.quintcareers.com/job_ This soft skills tips and resources publication applications.html explains what soft skills are, why they matter, and ways to develop them. Quintessential Careers provides this guide on successfully completing job applications. U.S. Department of Labor, Office of Disability Employment Policy INTERVIEW PREPARATION http://www.dol.gov/odep/topics/youth/ Washington State Government softskills/ http://www.wa.gov/esd/guides/jobsearch/ ODEP’s curriculum “Skills to Pay the Bills: strategy/interview_effective.htm Mastering Soft Skills for Workplace Success” provides activities for soft skill development The Washington State Government offers in the following areas: communication, en- an article describing how to prepare for a job thusiasm and attitude, teamwork, network- interview. ing, problem solving and critical thinking, and professionalism.

36 DISCLOSURE Serve Illinois, Commission on Volunteerism and Community Service National Collaborative on Workforce and Disability for Youth http://www2.illinois.gov/serve/Pages/ Inclusive-Programs-Guide.aspx http://www.ncwd-youth.info/topic/ disability-disclosure The Serve Illinois’s Guide to Creating Inclu- sive Volunteer Programs provides informa- This NCWD/Youth site offers information tion for employers on creating inclusive work on disability disclosure, including cyber dis- environments, including tools for training closure, for youth, families, advocates, and staff on recruiting, interviewing, and retain- youth service professionals. ing people of all abilities.

ACCOMMODATIONS ACCESSIBILITY Job Accommodation Network Community Life on Disability.gov https://askjan.org http://www.disability.gov/community_life

The Job Accommodation Network provides This U.S. federal website provides informa- information on workplace accommodations tion and resources on accessible community and disability employment issues, helps engagement and links to disability organi- people with disabilities enhance their em- zations that provide advocacy and services ployability, and shows employers how to nationwide. capitalize on the value and talent that people with disabilities add to the workplace. National Clearinghouse on Disability and Exchange INCLUSION

National Service Inclusion Project http://www.miusa.org/ncde http://serviceandinclusion.org The Clearinghouse is a Mobility International global site with comprehensive resources on This project houses online resources for ser- accessible services worldwide with the abil- vice programs to learn about including youth ity to search for disability organizations and with disabilities in their initiatives. international exchange programs, strategies to make international service more accessible, and personal stories and blog links.

37 Tarjan Center, FAQs JUVENILE JUSTIVE LAWS/STATE

National Center for Juvenile Justice http://www.semel.ucla.edu/tarjan/faq (NCJJ)

The Tarjan Center is a project of the Univer- http://www.ncjj.org/publications.aspx sity of California-Los Angeles (UCLA). The FAQ page offers answers to frequently asked NCJJ is a private, nonprofit organization questions as well as information guides for whose mission is effective justice for children both individuals looking for accessible volun- and families through research and technical teer opportunities and organizations seeking assistance. Their website offers information, to make their programs more inclusive. including information by state.

Institute on Community Integration INDEPENDENCE/SELF-ADVOCACY https://ici.umn.edu SKILLS

Teaching Self-Advocacy Skills to The Institute on Community Integration at Students the University of Minnesota provides this issue of Impact focused on strategies and http://teachingselfadvocacy.wordpress.com/ ideas for greater inclusion of volunteers with teaching-self-advocacy-skills developmental disabilities.

This online resource kit provides ways for DISABILITY RIGHTS educators to teach students self-advocacy skills, especially for the transition from high U.S. Department of Justice, Civil Rights school to postsecondary education. Division http://www.ada.gov/cguide.htm California State Council on Developmental Disabilities The Department of Justice’s Guide to Dis- ability Rights Laws provides an overview of http://www.scdd.ca.gov/ssanwebsites.htm federal civil rights laws that pertain to inclusion of people with disabilities. This guide This California State website provides links also provides contacts for agencies and or- that may be of interest to self-advocates. ganizations that can assist employers and The full database is also accessible from this page, where links can be filtered by topic, employees with disability civil rights issues. county, or keyword.

38 PARTICIPANT EXPECTATIONS

Volunteering Australia http://www.volunteering.nsw.gov.au/ volunteers/volunteer-rights

This Australian State government website provides a framework for best practice in volunteer management and offers an approach to volunteer management that supports the recognition of minimum obligations and expectations for volunteers and volunteer-engaging organizations.

39 Appendix 1: Federal Volunteer and Service Programs

The most important federal laws promoting cies, faith-based and other community or- national service include the Domestic Volun- ganizations, and national organizations. The teer Service Act of 1973, as amended, and grant applicant designs service activities for the National and Community Service Act of a team of members serving full- or part-time 1990, as amended. Most recently the Na- for one year or during the summer. The en- tional and Community Service Act was re- tities that receive grants are responsible for authorized in 2009 with the passage of the recruiting, selecting, and supervising Ameri- Kennedy Serve America Act. This major fed- Corps members to serve in their programs. eral legislation provides opportunities for all AmeriCorps members address critical needs Americans to give back to their communities in communities all across America. The vari- through service and volunteering. It is man- ety of service opportunities is almost unlim- aged by the Corporation for National and ited. Community Service (CNCS). The mission continues to be that of improving lives, fos- AmeriCorps State and National: The pur- tering civic engagement, and strengthening pose of AmeriCorps State and National is to communities through service and volunteer- engage AmeriCorps members in direct ser- ing. vice and capacity-building to address critical community needs. Members also mobilize The Programs of the Corporation community volunteers and strengthen the for National and Community capacity of the organizations where they Service (CNCS) serve.

The two structured volunteer service op- AmeriCorps members may: portunities provided through CNCS are: 1) AmeriCorps and 2) Senior Corps. • Clean parks and streams • Tutor and mentor disconnected youth AmeriCorps is made up of three main pro- • Teach literacy and computer skills grams: AmeriCorps State and National, • Improve health services AmeriCorps VISTA, and AmeriCorps NCCC • Build affordable housing (National Civilian Community Corps). Each • Manage or operate after-school year, AmeriCorps offers 80,000 opportuni- programs ties for adults of all ages and backgrounds to serve through a network of partnerships with thousands of nonprofits, public agen-

40 • Help communities respond to AmeriCorps NCCC is to strengthen commu- disasters nities and develop leaders through direct, • Build organizational capacity team-based national and community service. AmeriCorps NCCC serves communi- Other activities mentioned include providing ties in every state with members based at job placement assistance to unemployed one of five regional campuses and traveling individuals, addressing childhood obesity to service projects throughout those regions. through in-school and after-school physical The five campuses are located in Denver, activities, and weatherizing and retrofitting Colorado; Sacramento, California; Perry housing units for low-income households. Point, Maryland; Vicksburg, Mississippi; and Vinton, Iowa. VISTA: AmeriCorps VISTA is the national service program designed specifically to The Serve America Act reinforces the CNCS fight poverty by eliminating illiteracy, improv- commitment to the inclusion of individuals ing health services, creating businesses, and with disabilities. CNCS is obligated under strengthening community groups. Founded federal law to ensure nondiscriminatory en- as Volunteers in Service to America in 1965, vironments, practices, and procedures for VISTA was incorporated into the AmeriCorps qualified persons with disabilities. Section network of programs in 1993. VISTA mem- 129(k) of the National and Community Ser- bers commit to serve full-time for a year at vice Act, as amended, reserves funds to “in- a nonprofit organization or local government crease the participation of individuals with agency. disabilities” in national and community service. Funds are currently offered to Ameri- National Civilian Community Corps (NCCC): Corps State or National Programs to reim- AmeriCorps NCCC is a 10-month, full-time, burse grantees for costs associated with and residential program for men and wom- reasonable accommodation of a member en ages 18–24. Members serve in teams of with a disability. Additionally, grant funding eight to twelve and are assigned to projects is available to expand AmeriCorps State and throughout the region served by their cam- National Programs that are filling the new pus. They are trained in CPR, first aid, public member spaces with members with disabili- safety, and other skills before their first ser- ties. For individuals with disabilities who may vice project. be considering a commitment to a service program, it is most important that they con- AmeriCorps NCCC is built on the belief that tact their Social Security office or a disability civic responsibility is an inherent duty of all benefits counselor to become informed as to citizens and that national service programs how it can affect their benefits. work effectively with local communities to address pressing needs. The mission of

41 The Act states that the grantees [organiza- For more information, please visit http://www. tions, not people] receiving funds must: nationalservice.gov/site-policy-and-notices/ website-policies-procedures/accessibility. • “…collaborate with organizations The new law directs the Social Security Ad- with demonstrated expertise in ministration to ignore an individual’s receipts supporting and accommodating of AmeriCorps benefits for purposes of SSI individuals with disabilities, including eligibility [42 U.S.C. § 1382a (b)]. The Amer- institutions of higher education, to iCorps living allowance, health insurance, increase the number of participants and child care subsidy are not counted as with disabilities…”; Sec. 193A(b) earned income for SSI. (16) of the National and Community Service Act of 1990, as amended. Social Security Disability Insurance (SSDI) • “provide and disseminate information is a Federal program that provides money regarding methods to make service- to individuals with disabilities based on their learning programs and programs payments into the insurance program. For offered under the national service more information, please visit http://www. laws accessible to individuals with nationalservice.gov/site-policy-and-notices/ disabilities”; Sec. 198O(b)(b)(6) of website-policies-procedures/accessibility. the National and Community Service Act of 1990, as amended. Even if a person has other health coverage, • “…ensure that students of different people with disabilities may need Medical ages, races, sexes, ethnic groups, Assistance (MA) to cover high prescription disabilities, & economic backgrounds drug costs and special health expenses, have opportunities to serve such as personal care assistance. Persons together”; Sec. 113(a)(2)(C) of the on SSI can receive MA at no cost. As long as National and Community Service Act FICA taxes are withheld, the AmeriCorps liv- of 1990, as amended. ing allowance is counted as earned income, thereby allowing AmeriCorps members with AmeriCorps became more accessible to disabilities to meet the work requirement for people with disabilities when President Bush Medical Assistance for Employed Persons signed into law H.R. 6081, the Heroes Earn- with Disabilities (MA-EPD). For more infor- ings Assistance and Relief Act of 2008 (“the mation, please visit HEART Act”). Supplemental Security Income (SSI) is a Federal program that provides a http://www.nationalserviceresources.org/ monthly cash benefit, based on the individu- files/legacy/filemanager/download/inclusion/ al’s payments into the insurance program, to inclu_11.pdf. low-income individuals who are aged, blind, or who have a disability (42 U.S.C. § 1382). The AmeriCorps living allowance does not

42 affect eligibility for Food Stamps. Although tives that can be used to reduce the amount AmeriCorps rules allow members to waive of income counted by public programs. their living allowance, people with disabilities should use caution in doing so. The Note: If a participant loses or is told that they 2008 AmeriCorps provisions state: “Even if will lose federal aid, they should contact the a member waives his or her right to receive General Counsel at CNCS at 202-606-5000 the living allowance, it is possible—depend- x312 (voice), 202-565-2799 (TDD), or eo@ ing on the specific public assistant program cns.gov. rules—that the amount of the living allowance the member is eligible to receive will Senior Corps be deemed available.” Moreover, it may not For more information about Senior be necessary to waive the living allowance if Corps, please visit http://www.nation- the person qualifies for certain work incen- alservice.gov/programs/senior-corps.

43 Appendix 2: Other Service Organizations

The following is a list of other service organi- training, in addition to a variety of job train- zations of possible interest. These are funding and support services. Corps members ed by both private and public funds. receive: 1) a living allowance; 2) classroom training to improve basic competencies and, Service and Conservation Corps if necessary, to secure a GED or high school diploma; 3) experiential and environmental The Service and Conservation Corps was service learning based education; 4) generic launched in California in 1976. Corps, as it and technical skills training; 5) a wide range is now called, are state and local programs of supportive services; and in many cases, that engage young adults, ages 16-25, in 6) an AmeriCorps post-service educational full-time community service, job training, award. and educational activities. The participants are individuals who have not completed high The Corps program is a proven success sto- school and/or who have been involved with ry. For more information, please see the re- the criminal justice system, or face other port “YOUTH CORPS: Promising Strategies barriers to success. Corps annually enrolls for Young People and Their Communities,” more than 30,000 young people. These par- available at http://www.abtassociates.com/ ticipants provide communities with nearly reports/Youth-Corps.pdf. 13.5 million hours of service in year-round and summer programs. Corps annually mo- Peace Corps bilize 289,000 community volunteers who work with the youth and young adults. Corps The Peace Corps’ mission is to serve our na- allows the latter to accomplish important tion in the cause of peace by living and work- conservation, community restoration, and ing in developing countries. Peace Corps human service projects, while also develop- Volunteers have long helped people build ing employment and citizenship skills. There better lives for themselves through their are 151 Corps operating in multiple com- work in villages, towns, and cities around munities across all states and the District the globe. Peace Corps Volunteers are of Columbia. Small crews of 8 to 12 carry working in AIDS education, emerging tech- out environmental and energy conservation, nologies, environmental preservation, new urban infrastructure improvement, and oth- market economies, and more. Since 1961, er service projects intended to benefit local over 210,000 Americans have served in the communities. These crews are guided by Peace Corps, and they have worked in 139 adult leaders who serve as mentors and role countries. The Peace Corps is an indepen- models. All participants receive educational dent agency within the executive branch of

44 the federal government, and the annual bud- years. It receives federal and state fund- get is determined by the congressional bud- ing and has a long list of corporate donors. get and appropriations process. For more Members are usually placed in schools with information, please visit http://www.peace- other Teach for America members. corps.gov. Teach for America recruits attend a five- Teach for America week summer program to prepare for their commitment. Teachers are placed in schools Teach for America’s goal is for members to in urban areas, such as New York City and make a short-term impact on their students Houston, as well as in rural places, such in addition to becoming lifelong leaders in as the Mississippi Delta. Teach for America pursuing educational equality. Members do teachers are full faculty members at their not have to be certified teachers, although schools, receiving the normal school dis- certified teachers may apply. Unlicensed/un- trict salary and benefits as well as a modest certified members receive alternative certifi- AmeriCorps “education voucher” (which can cation through coursework taken while com- be used to pay for credentialing courses, pleting the program. cover previous student loans, or fund further education after the two-year commitment). The organization was founded in 1990 and More information on Teach for America is since then more than 20,000 members have available at https://www.teachforamerica. completed their commitment to serve for two org.

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