Knowledge, Skills, and Abilities of Youth Service Practitioners: the Centerpiece of a Successful Workforce Development System

A BACKGROUND PAPER

Knowledge, Skills, and Abilities of Youth Service Practitioners: The Centerpiece of a Successful Workforce Development System

PAPER PREPARED BY: Mary McCain Consultant, Goodwill Industries International, Inc. Patricia Gill National Youth Employment Coalition Joan Wills NCWD/Youth Mindy Larson National Youth Employment Coalition

National Collaborative on Workforce and Disability for Youth

May 2004

C1 The National Collaborative on Workforce and Disability for Youth (NCWD/Youth) is composed 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. The Collaborative is charged with assisting state and local workforce development systems to integrate youth with disabilities into their service strategies.

Funded under a grant supported by the Office of Disability Employment Policy of the U. S. Department of Labor, grant # E-9-4-1-0070. The opinions contained in this publication are those of the grantee/contractor and do not necessarily reflect those of the U. S. Department of Labor.

NCWD/Youth 1-877-871-0744 (toll free) www.ncwd-youth.info [email protected] Knowledge, Skills, and Abilities of Youth Service Practitioners: The Centerpiece of a Successful Workforce Development System

I. Purpose, Background, and Approach

Purpose Background The purpose of this paper is to review the current state Today’s youth are not faring well in the labor market. of practice within the workforce development system According to a 2004 report from Northeastern in reference to the competencies — the combined University, the employment rates of young people knowledge, skills, and abilities — of youth service continuously declined between 2000 and 2003, and the practitioners. The paper emphasizes the knowledge, rate for youth age 16 to 19 has reached its lowest point skills, and abilities required to serve all youth, since World War II. Less educated youth face the most including youth with disabilities, effectively. challenges in gaining employment, with only 35% of high school dropouts and 55% of high school graduates This paper provides baseline information for the employed in a full-time position in 2003, compared to National Collaborative on Workforce and Disability for 77% of four-year college graduates (Sum, Khatiwada, Youth (NCWD/Youth) to fulfill its overall mission: Palma, & Peron, 2004). Meanwhile, nearly one-third of To ensure that youth with disabilities are provided all public high school students are failing to graduate full access to high quality services in integrated (Swanson, 2004). settings in order to maximize their opportunity for employment and independent living. Youth with disabilities experience particularly poor education and employment outcomes. According to a It specifically addresses one of three goals of 2003 study by the Urban Institute, one-third of youth NCWD/Youth: with disabilities do not finish high school and only To improve the awareness, knowledge, and skills of 38.1% are employed (Loprest & Maag, 2003). According individuals responsible for providing direct services to another study, only 27% of youth with disabilities to youth. are likely to enroll in postsecondary education (Blackorby & Wagner, 1996). The paper looks at how and by whom: 1) required content is established; 2) training and education based Joblessness among America’s youth both with and upon that content are provided; and 3) credentials are without disabilities has significant implications for the given. Additionally, the paper outlines some possible US economy. When youth fail to enter the labor action steps to build stronger connections among market, the result is reduced labor input, which leads organizations and workforce development institutions to reduced production and output of the US economy to ensure that skilled staff serves youth and employers, (Sum, Khatiwada, Palma, & Peron, 2004). A lack of the two ultimate customers of the system. work experience in their youth also means that young

1 people will be less employable as adults. This will system. They play an important role in connecting all impact their wages negatively. Youth earnings are youth to workforce preparation opportunities and positive for the US economy because they lead to an support. Youth service practitioners must keep pace increase in consumption among young people, which with constant changes in the labor market, as the raises demand throughout the economy, thereby nation’s economy shifts and new technologies evolve, increasing the level of employment for other adult and also with the evolving needs and culture of today’s workers. For these reasons, it is important for the US youth. In order to build and maintain an effective workforce development system to strengthen its workforce development system, it is essential to capacity to provide effective training and preparation establish an effective professional development system for young people both with and without disabilities to for the youth service practitioners who are responsible enable them to enter and succeed in the labor market. for shaping the future workers and leaders of this nation’s economy. Yet, throughout the field of The workforce development system in our country is workforce development, there seems to be little large and complex and is comprised of thousands of professional training available for youth service organizations with different missions, funding sources, practitioners and no formal system for accessing the and histories. NCWD/Youth uses the following training that is available. definition to describe the institutions included in the system: The Workforce Investment Act (WIA) was passed in 1998 to create a more effective national workforce All national, state, and local level organizations that development system. The legislation established a plan and allocate resources (both public and more comprehensive strategy for youth workforce private), provide administrative oversight, and development that moves beyond focusing exclusively operate programs in order to assist individuals and on occupation-specific training and places youth employers in obtaining education, training, job development principles at the heart of services for placement, and job recruitment. youth (US Department of Labor Employment and Training Administration, 2000). This new strategy Among the different organizations involved in the requires comprehensive services and support and delivery of direct services to consumers (youth) and promotes a systematic, consolidated approach geared customers (employers) of the workforce development towards long-term workforce preparation rather than system there is a wide range of youth service short-term narrow interventions. WIA authorizes some practitioners. NCWD/Youth’s definition of youth funding for professional development, which enables service practitioners includes the following: the field to strengthen the competencies of the youth service professionals responsible for delivering WIA Staff who work directly with youth through the services for youth (US Department of Labor workforce development system, for the purpose of Employment and Training Administration, 1998). preparing them for work and the workplace, including intake workers, case managers, job This paper is a first step toward developing a developers, job coaches, teachers, trainers, transition framework for action to increase the competencies of coordinators, counselors (in schools, post-secondary youth service practitioners. Competencies are defined institutions, or vocational rehabilitation offices, for as the combined knowledge, skills, and abilities needed example), youth development group leaders, and to perform a specific job or task. The intent of this work independent living specialists. is to build a strong cadre of professional practitioners who share the same set of competencies and have As can be seen through both definitions, the range of access to specialty positions and career ladders. settings in which youth receive workforce development service is wide and the responsibilities of the staff Approach serving youth call for both general and specialized NCWD/Youth has designated the National Youth knowledge. Youth service practitioners are often the Employment Coalition (NYEC) as the lead first contact or “face” of the workforce development

2 organization to support the development of a plan of sampling of relevant initiatives is detailed in Appendix action to strengthen professional development A and Appendix B. These are initiatives that have opportunities of youth service practitioners throughout identified core competencies and/or launched some the workforce development system. This assignment effort to either train or certify individuals based upon fits with one of NYEC’s goals, which is to develop and those competencies. Some of the initiatives are led and improve the staff, leadership, and organizational delivered by national organizations, some by capacity and effectiveness of youth-serving community-based programs, and others by academic organizations to affect youth development through institutions. In order to keep the scope manageable, the employment, education, and training. This allows search did not include pre-service education programs NCWD/Youth to build upon and inform the work of of study in teaching, counseling, or rehabilitation this key organization in the youth employment/youth services. However, there is an appreciation that pre- development field. Additionally, in developing this service education and training form the backbone of background paper, another member of NCWD/Youth, knowledge and skills that many direct service Goodwill International, was engaged to conduct an providers bring to their positions. initial review of the available resources that identify and build the competencies needed by direct service While this paper’s focus is on youth service staff. Goodwill brought to this work well-established practitioners, the required knowledge and skills for experience with programs that address the needs of working with youth and youth with disabilities are youth with disabilities. important to program developers and administrators as well. The literature search revealed a number of the To create a practical and relevant list of competencies, recent credentials and certifications in youth workforce members of NCWD/Youth examined the current state development targeted at program management and of professional requirements, desirable competencies, service. Our overview of available resources would be and opportunities for professional development for incomplete if we did not include these programs. Any staff that work directly with youth in the workforce system of professional development needs to take into development arena. A literature review of available account the various levels of professionals (e.g. front- material from the field was completed, including lists line, management, executive) in the field and provide a of front line worker competencies, training and menu of training levels and opportunities to meet the apprenticeships, and organizational requirements in needs of professionals with different levels of both workforce development and the disability field. In experience and education. total, over 70 different initiatives were examined. A

II. What Youth Need in Preparation for and Transition to Work: Opportunities, Supports, and Services

ecent research and evaluation of youth work-based learning and the use of an array of R development and employment programs suggests technologies; e) involving employers more intensively that the demands of the knowledge economy and the in the education system; f) obtaining and applying emerging digital economy are causing employers to better information on the skill requirements of expect higher levels of skills from youth. These changes particular occupations; and g) strengthening the require that programs expand the mix of services they transition from high school to postsecondary provide by: a) increasing academic rigor and education, especially for students who have not improving academic performance; b) teaching SCANS traditionally continued their education after high (Secretary’s Commission on Achieving Necessary school (National Collaborative on Workforce and Skills) skills; c) shifting from process-focused Disability for Youth, 2002; Goodwill Industries evaluations to outcome accountability; d) expanding International, Inc., 2002; Pearson, 2001). the use of effective holistic approaches, such as the integration of academics, vocational education, and Through a literature review of promising practices

3 focused on the needs of youth age 14 to 25, • individual transition plans that drive instruction and NCWD/Youth has identified a range of opportunities, academic support; and supports, and services that all youth need in order to • specific and individual learning accommodations. meet the higher level of skills discussed above, including additional opportunities, supports, and Preparatory Experiences services for youth with disabilities. A set of common In order to make informed choices about careers, all operating principles was developed based upon what youth need the following: all youth need to transition from adolescence to productive adulthood and citizenship, including • career assessment including but not limited to inter- making informed choices about what career paths they est inventories and formal and informal vocational want to pursue. Youth need all of the following: assessments; • access to participation in high quality standards- • information about career opportunities that provide a based education regardless of the setting; living wage, including information about education, entry requirements, and income potential; • preparatory experiences; • training in job-seeking skills; and • work-based experiences; • structured exposure to postsecondary education and • youth development and youth leadership other lifelong learning opportunities. opportunities; and • connecting activities to support services. In addition, youth with disabilities may need the following: The following content and service guideposts also • information about the relationship between appropri- emerged from the literature review. They are presented ate benefits planning and career choices; based on the needs of all youth followed by the supplemental needs of youth with disabilities. • identification of and access to disability-related supports and accommodations needed for the workplace Access to Participation in High Quality and community living; and Standards-Based Education Regardless of Setting • instruction and guidance about communicating dis- In order to perform at optimal levels in education, all ability-related support and accommodation needs to youth need the following: prospective employers and service providers. • academic programs that are based on clear state standards; Work-based Experiences In order to attain career goals, all youth need the • career and technical education programs that are following: based on professional and industry standards; • opportunities to engage in a range of work-based • curricular and program options based on universal exploration activities such as site visits and job shad- design of school, work, and community-based learn- owing; and ing experiences; • multiple on-the-job training experiences, including • learning environments that are small and safe; community service (paid or unpaid) that is specifical- • supports from highly qualified staff; ly linked to the content of a program of study.

• access to an assessment system that includes multiple In addition, youth with disabilities may need the measures; and following: • graduation standards that include options. • instruction and guidance about requesting, locating, and securing appropriate supports and accommoda- In addition, youth with disabilities may need the tion needed at the workplace. following:

4 Youth Development and Youth Leadership • personal assistance services, including readers and Opportunities interpreters; In order to reach positive outcomes in a range of • benefits-planning counseling regarding the benefits developmental areas, all youth need the following: available and their interrelationships so that individ- • mentoring activities designed to establish strong rela- uals may maximize those benefits in transitioning tionships with adults through formal and informal from public assistance to self-sufficiency. settings; Many youth with disabilities have not had the same • exposure to role models in a variety of contexts; opportunities as their peers without disabilities to be • training in skills such as self-advocacy and conflict exposed to the necessary career preparation options. In resolution; the past, the career planning process for youth with disabilities often did not reflect the values of choice and • exposure to personal leadership and youth develop- self-determination. Many youth with disabilities were ment activities, including community service; and relegated to passive roles in their own career planning • opportunities to exercise leadership. process, which often resulted in very few options being In addition, youth with disabilities may need the recommended or offered; options that reflected the low following: expectations of advisors; options that featured perceived needs for protection and support; and • exposure to mentors and role models including per- options driven primarily by community availability sons with and without disabilities; and rather than an individual’s choices. As a result, many • training about disability issues and disability culture. youth have not had the opportunity to pursue career options that they found motivating and satisfying. Connecting Activities to Support Services All youth need access to the following: Through online feedback, phone interviews, and face- to-face meetings, NCWD/Youth has learned that youth • mental and physical health services; service practitioners want to connect to youth with • transportation; disabilities and feel this is a population that should be connected to the workforce development system; • tutoring; however, many youth service practitioners also report • post-program supports through structured arrange- that they do not work much with these youth because ments in postsecondary institutions and adult service they had no training and are “afraid of doing agencies; something wrong.” The additional opportunities, • connections to other services and opportunities (e.g. supports, and services for youth with disabilities listed recreation). above are not overwhelming; yet, some of them clearly require specialized training (e.g. benefits planning and In addition, youth with disabilities may need the assistive technology). Consequently, all youth service following: practitioners need enough information to know when specialized referrals are in order. • appropriate assistive technologies; • post-program supports such as independent living centers and other community-based support service agencies;

5 III. What are the Common Emerging Knowledge, Skills, and Abilities for Youth Service Practitioners?

review of a wide range of training and education and related issues. For those who work with youth, A programs for youth service practitioners managing relationships with employers requires an uncovered the following common approaches and awareness of the reluctance of many employers to competencies: hire young people, together with an ability to respond effectively to this concern. Equally, it is 1. As in other professions, most professional develop- important to provide follow-up support and assis- ment programs begin with knowledge of the field tance to both employer and employee subsequent to and its formal context, such as law, ethics, policy, and placement. system(s) of delivery. (This is a complex task when 6. Youth development and leadership skills include developing professional competencies for youth counseling and guidance and the ability to connect service practitioners in the workforce development youth to the support services necessary to enable system because there are many different contexts – successful transition into adulthood and the world of within schools (in general curriculum, career and work. Staff should be able to promote empowerment technical education, or special education), second and self-advocacy, as these skills are especially chance programs, youth development programs, and important for youth with disabilities. employer sites.)

2. Working with youth requires knowledge of relevant In part due to the passage of WIA with its renewed theory and research concerning their physical, emo- recognition that working with youth is different than tional, social, and cognitive development; peer rela- working with dislocated workers and other adults, the tions and sexuality; risk and protective factors; and US Department of Labor (DOL) launched the Youth principles of adolescent development. Development Practitioner Apprenticeship (YDPA) certification in 2000. The youth worker competencies 3. Competencies around communication include not developed under this initiative, which are the only the methods and purposes of communicating foundation of the apprenticeship, are used in this with and engaging youth, but also awareness of the report as an anchor and for the purpose of comparison. young person’s context (including family, culture, and community), diversity, and potential. Table I lists the common emerging competencies Communication also involves the ability to build (knowledge, skills, and abilities), using the YDPA rapport, to act as an appropriate role model, and to categories as a base. (This table has been updated to maintain boundaries. reflect feedback received during three focus groups 4. Assessment and individual planning help youth with youth service practitioners, managers and make informed choices. These competencies focus administrators, and a meeting of stakeholders held in simultaneously on providing a realistic assessment of Fall 2003.) the youth’s knowledge, skills, and abilities and on helping the young person to recognize his or her potential and make informed choices about his or her own future. 5. Employment preparation competencies include knowledge about local and regional labor markets; building relationships with employers; an understanding of skill requirements; knowledge of education and training providers and other community resources that support job readiness; and understanding career development, workplace preparation

6 TABLE 1: SYNTHESIS OF COMPETENCIES FOR YOUTH SERVICE PRACTITIONERS

Baseline competencies for all youth service practitioners are listed in the first column. These were synthesized from the work of The John J. Heldrich Center, the YDPA Program, the National Association of Workforce Development Professionals (NAWDP), and others. The second column contains the additional competencies for youth service practitioners working with youth with disabilities. These competencies are a combination of those suggested by the Council on Rehabilitation Education (CORE), the Center for Mental Health Services, the Association for Persons in Supported Employment (APSE), and others. KSAs Needed to Serve Additional KSAs Needed to Serve Youth with All Youth Effectively Disabilities Effectively Competency Area #1: Knowledge of the Field • Knowledge of youth development theory, adolescent and human • Understanding of the values and history of the disability field development • Understanding of disability laws including 504, ADA, IDEA, and • Understanding of youth rights and laws including labor, curfew, TWWIIA and attendance • Knowledge of key concepts and processes including IEP, IPE, • Knowledge of self as a youth development worker, including transition, due process procedures, parents’ rights, informed professional ethics and boundaries, confidentiality, and choice, self determination, universal access, and reasonable professional development needs and opportunities accommodations • Understanding of privacy and confidentiality rights as they relate to disability disclosure Competency Area #2: Communication with Youth

• Respect and caring for all youth, including the ability to be open • Knowledge of issues and trends affecting youth with disabilities minded and nonjudgmental, develop trusting relationships, and (e.g. low expectations, attitudinal or environmental barriers, maintain awareness of diversity and youth culture need for social integration) • Ability to recognize and address need for intervention (e.g. drug • Understanding of disability awareness, sensitivity, and culture or alcohol abuse, domestic abuse or violence, and depression) • Understanding of how to communicate with youth with various • Ability to advocate for, motivate, recruit, and engage youth physical, sensory, psychiatric, and cognitive disabilities

Competency Area #3: Assessment and Individualized Planning

• Ability to facilitate person-centered planning, including the • Ability to ensure appropriate assessment of young peoples’ ability to assess goals, interests, past experience, learning styles, disabilities (in-house or through referrals, as necessary) academic skills, assets, independent living skills, and needs (e.g. transportation, etc) • Understanding how to use information from assessments and records and recognize implications for education and • Ability to involve youth in their own planning process by employment, including any potential need for accommodations helping youth to set realistic goals and action steps, make and assistive technology informed choices, exercise self-determination, and actively participate in own development (includes financial/benefits • Ability to assess independent/community living skills and planning and educational requirements) needs, including accommodations and supports • Knowledge of various assessment tools and strategies and ability • Understanding of benefits planning, includes Social Security to administer assessments (or make referrals, as needed) income and health benefits and their relation to working • Ability to track progress and change plans as needed Competency Area #4: Relationship to Family and Community

Competency Area #4: Relationship to Family and Communitiy

• Ability to engage and build relationships with family members • Knowledge of family advocacy, support and community or other significant persons resources, including disability-specific resources and organizations • Ability to connect youth to community institutions, resources, and supportive adults including mentors and role models • Ability to match youth with disabilities with appropriate mentors and role models with and without disabilities • Ability to engage youth in community service and leadership activities • Ability to involve families, guardians, and advocates (when appropriate), including connections to disability-specific resources and groups

7 TABLE 1: SYNTHESIS OF COMPETENCIES FOR YOUTH SERVICE PRACTITIONERS

Baseline competencies for all youth service practitioners are listed in the first column. These were synthesized from the work of The John J. Heldrich Center, the YDPA Program, the National Association of Workforce Development Professionals (NAWDP), and others. The second column contains the additional competencies for youth service practitioners working with youth with disabilities. These competencies are a combination of those suggested by the Council on Rehabilitation Education (CORE), the Center for Mental Health Services, the Association for Persons in Supported Employment (APSE), and others. KSAs Needed to Serve Additional KSAs Needed to Serve Youth with All Youth Effectively Disabilities Effectively Competency Area #5: Workforce Preparation • Ability to facilitate job readiness skill-building and assess • Ability to conduct job analysis, matching, customizing, and employability strengths/barriers carving for youth with disabilities, including accommodations, supports, and modifications • Ability to teach job search skills, including use of technology and the Internet • Knowledge of support required to place youth in jobs, including what employers need to know about reasonable • Ability to coach youth, assist in job maintenance, and provide accommodations, undue burden, assistive technology, funding follow-up support streams, and tax incentives • Ability to match youth with appropriate jobs and careers, including job analysis and skills standards • Ability to involve employers in preparation process Competency Area #6: Career Exploration • Knowledge of technology and online search skills • Knowledge of workplace and labor market trends, including options for youth with disabilities such as supported • Knowledge of tools and processes for career exploration employment, customized employment, or self-employment • Ability to engage employers in career exploration • Knowledge of workplace and labor market trends Competency Area #7: Relationships with Employers & Between Employer and Employee

• Ability to develop relationships with employers • Ability to identify, recruit, and provide support to employers willing to hire youth with disabilities • Ability to communicate effectively with employers • Ability to advocate for youth with disabilities with employers • Ability to mediate/resolve conflicts including negotiating job design, job customization, and job • Ability to engage employers in program design and delivery carving • Ability to train employers in how to work with and support • Ability to train employers and their staff in how to work with young people and support young people, including providing disability awareness training and information about universal access and • Customer service skills design, reasonable accommodations, auxiliary aids and services for youth with disabilities Competency Area #8: Connection to Resources

• Ability to identify a range of community resources (people, • Knowledge of community intermediary organizations to assist places, things, & money) that can assist youth with disability-specific supports and resources • Ability to create relationships and network with other community agencies and potential partners • Ability to market own program as a valuable resource to community and a viable partner • Ability to build collaborative relationships and manage partnerships • Knowledge about different funding streams for youth

8 TABLE 1: SYNTHESIS OF COMPETENCIES FOR YOUTH SERVICE PRACTITIONERS

Baseline competencies for all youth service practitioners are listed in the first column. These were synthesized from the work of The John J. Heldrich Center, the YDPA Program, the National Association of Workforce Development Professionals (NAWDP), and others. The second column contains the additional competencies for youth service practitioners working with youth with disabilities. These competencies are a combination of those suggested by the Council on Rehabilitation Education (CORE), the Center for Mental Health Services, the Association for Persons in Supported Employment (APSE), and others. KSAs Needed to Serve Additional KSAs Needed to Serve Youth with All Youth Effectively Disabilities Effectively Competency Area #9: Program Design and Delivery • Knowledge of workforce development system, including • Ability to access resources from special education, vocational technology of workforce development (service management, rehabilitation, community rehabilitation programs, disability performance measures, and assessment) income support work incentives, and other disability-specific programs • Ability to work with groups, foster teamwork, and develop leadership and followership among youth • Knowledge of universal access and design, reasonable accommodation, auxiliary aids, and services • Ability to manage programs and budgets • Ability to design programs using best practices (considering age, stage, and cultural appropriateness) • Service management skills, including how to set measurable goals with tangible outcomes • Ability to evaluate and adjust programs based on outcome measurement and data Competency Area #10: Administrative Skills

• Ability to complete referrals and service summaries using • Ability to complete disability-specific referrals and service common reporting formats and requirements summaries, such as IEP, transition plan, IPE, and IWP • Written and verbal communication skills • Time management skills • Strong interpersonal skills/ability to work within a team

9 TABLE 2: COMPARISON OF YOUTH NEEDS AND YOUTH SERVICE PRACTITIONER COMPETENCIES

Table II compares the supports and services that all youth need (identified in Section II) with the competencies as they are currently identified for youth service practitioners. Youth Needs: Services and Supports Youth Service Practioner Competencies

Access to participation in • Knowledge of the Field high quality standards-based education regardless of the setting • Assessment and Individualized Planning • Connecting to Resources • Program Design and Delivery

Preparatory • Knowledge of the Field experiences • Communication with Youth • Assessment and Individualized Planning • Career Exploration • Connecting to Resources • Program Design and Delivery

Work-based • Communication with Youth experiences • Assessment and Individualized Planning • Workforce Preparation • Relationships with Employers and Between Employer and Employee • Program Design and Delivery

Youth development and • Knowledge of the Field youth leadership opportunities • Assessment and Individualized Planning • Relationship to Family and Community • Program Design and Delivery

Connecting activities • Knowledge of the Field to support services • Communication with Youth • Assessment and Individualized Planning • Relationship to Family and Community • Relationships with Employers and Between Employer and Employee • Connecting to Resources • Program Design and Delivery

10 IV. Competencies for Working with Youth with Disabilities

any youth with disabilities may need only a few development system tends to be restricted to M additional supports to access workforce compliance with accommodation requirements development opportunities while others will need contained in the ADA and centered on physical access more depending on the severity of the disability. Their to facilities (National Service Inclusion Project, n. d.; disability may affect how they achieve their goals, and National Center on Workforce and Disability/Adult; n. may require accommodations to enable their success, d.; National Collaborative on Workforce and Disability but if the staff is already serving youth effectively, they for Youth, n. d.). can serve youth with disabilities as well; this effective service includes knowing when to ask for help from a Youth service practitioners need all the competencies specialist (National Collaborative on Workforce and highlighted in Section III, with an emphasis on the Disability for Youth, 2002). As with other youth, an ability to communicate with youth, administer emphasis should be placed on goals including self- assessments, facilitate individual planning, and connect determination — the ability to control one’s own life, to families and communities. These practitioners also achieve self-defined goals, and participate fully in need a limited, but important, number of additional society — and self-advocacy — taking risks and competencies to serve youth with disabilities developing independence and problem-solving skills. effectively. Few curricula or materials have been A 2002 survey of youth with disabilities by the developed on workforce development competencies National Youth Leadership Network (NYLN) identified for working with youth in general and even fewer have 18 “Priority Factors in Building a Successful Life.” All been developed for working with youth with but five of the priorities are identical to priorities for all disabilities in this arena. The Council on Rehabilitation youth (National Youth Leadership Network, 2002). Education Accreditation (CREA) has developed an Of the five disabilities-specific extensive and detailed curriculum NYLN Survey of Youth with Disabilities: and outcomes (competencies) for priorities, most, such as learning Priority Factors in Building a Successful Life applicable laws and connecting to 1. Learn how to set goals, be assertive, working with individuals with community agencies, are and self-promote. disabilities, with the emphasis 2. Have family members who expect placed on specialty positions applicable to all youth, but would the youth to be a successful adult. probably be expanded or adapted 3. Have family’s encouragement and assistance. often housed in community for youth with disabilities 4. Learn how to stay healthy. rehabilitation centers. CREA (National Collaborative on 5. Obtain health insurance. competencies can inform the Workforce and Disability for 6. Identify accommodations needed development of a common set of and how to ask for them. core competencies that all youth Youth, 2002). 7. Get reliable transportation in the community. 8. Take the lead in planning education service practitioners need; for There is widespread agreement and future goals in school. example, they might help a that youth with disabilities have 9. Learn about laws like the ADA and IDEA. worker in a One-Stop Center 10. Get a good doctor who treats adults. the same developmental needs as know how to organize 11. Get to know other people with disabilities other youth, and the same desires, in the same age group. community supports for expectations, and dreams. There 12. Work in paid jobs in the career individuals using the universal area of their choice. are a number of sources of services of a One-Stop. Several 13. Learn about supports for young information about working with people with disabilities. new specialty certifications have individuals with disabilities, but 14. Get work experience during high school. also been developed to assist these do not appear to be 15. Attend classes with peers who practitioners in acquiring do not have disabilities. integrated into the common 16. Get involved in community service. competencies associated with emerging competencies for youth 17. Take college or vocational school classes. using technology for people with practitioners. The disability- 18. Get services from Vocational Rehabilitation, disabilities (see ATACP Centers for Independent Living and other related focus within the workforce community agencies. certification in Section VI).

11 Table III looks at the additional supports and services that youth with disabilities need (as identified in Section II) and the youth service practitioner competencies that have already been identified. In the over 70 programs surveyed, few had specific competencies related to workforce development for youth with disabilities.

TABLE 3: COMPARISON OF THE NEEDS OF YOUTH WITH DISABILITIES AND YOUTH SERVICE PRACTIONER COMPETENCIES Needs of Youth with Disabilities Youth Service Practioner Competencies

• Individual transition plans that drive instruction and • Ability to facilitate person-centered planning, including the academic support ability to assess goals, interests, past experience, learning styles, academic skills, assets, independent community • Specific and individual learning accommodations living skills, and needs (e.g. transportation, etc) • Identification of and access to disability-related support and • Ability to ensure appropriate assessment of young peoples’ accommodations for workplace and community living disabilities (in-house or through referrals, as necessary) • Understanding how to use information from assessments and records and recognize implications for education and employment, including any potential need for accommodations and assistive technology • Ability to assess independent/community living skills and needs, including accommodations and supports

• Instruction and guidance about communicating disability- • Ability to access resources from special education, related support and accommodation needs to prospective vocational rehabilitation, community rehabilitation employers and service providers programs, disability income support work incentives, and other disability-specific programs • Knowledge of universal access and design, reasonable accommodation, and auxiliary aids and services • Ability to conduct job analysis, matching, customization, and carving for youth with disabilities, including accommodations, supports and modifications • Knowledge of support required to place youth in jobs, including what employers need to know about reasonable accommodations, undue burden, assistive technology, funding streams, and tax incentives • Ability to advocate for youth with disabilities with employers, including negotiating job design, job customization, and job carving • Ability to train employers and their staff in how to work with and support young people, including providing disability awareness training and information about universal access and design, reasonable accommodations, and auxiliary aids and services for youth with disabilities

• Exposure to mentors and role models including persons • Ability to involve families, guardians, and advocates (when with and without disabilities appropriate) including connections to disability-specific resources and groups • Knowledge of family advocacy, support and community resources, including disability-specific resources and organizations • Ability to match youth with disabilities with appropriate mentors and role models with and without disabilities • Ability to train employers and their staff in how to work with and support young people, including providing information about universal access and design, reasonable accommodations, auxiliary aids and services for youth with disabilities

12 TABLE 3: COMPARISON OF THE NEEDS OF YOUTH WITH DISABILITIES AND YOUTH SERVICE PRACTIONER COMPETENCIES Needs of Youth with Disabilities Youth Service Practioner Competencies • Training about disability issues and disability culture • Understanding of the values and history of the disability field • Understanding of disability laws including ADA, IDEA, and TWWIIA • Knowledge of key concepts and processes including IEP, IPE, transition, due process procedures, parents’ rights, informed choice, self determination, universal access, and reasonable accommodations • Knowledge of issues and trends affecting youth with disabilities (e.g. low expectations, attitudinal or environmental barriers, need for social integration) • Understanding of disability awareness, sensitivity, and culture • Understanding of how to communicate with youth with various physical, sensory, psychiatric, and cognitive disabilities

• Post-program supports such as independent living centers • Ability to assess independent/community living skills and and other community-based support service agencies needs, including accommodations and supports • Ability to involve families, guardians, and advocates (when appropriate), including connections to disability-specific resources and groups • Knowledge of family advocacy, support, and community resources, including disability-specific resources and organizations

• Information about the relationship between appropriate • Understanding of benefits planning, includes Social Security benefits planning and career choices income and health benefits and their relation to working • Benefits-planning counseling regarding benefits available and their interrelationship so that individuals may maximize those benefits in transitioning from public assistance to self-sufficiency

• Personal assistance services, including readers, interpreters, • Ability to ensure appropriate assessment of young peoples’ and other services disabilities (in-house or through referrals, as necessary) • Understanding how to use information from assessments and records and recognize implications for education and employment, including any potential need for accommodations and assistive technology • Knowledge of universal access and design, reasonable accommodation, auxiliary aids and services

13 V. Selected Initiatives Outlining Core Competencies, Offering Training, and/or Awarding Certifications

hat follows is a sampling of some of the largest, asked practitioners in the field of youth development W validated, and most pervasive professional to identify the skills needed to perform this occupation. development initiatives, including some led and The YDPA competencies encompass the essential delivered by national organizations, community-based concepts, theories, knowledge, skills, and abilities that programs, and academic institutions. Some of these were most commonly cited for successful youth initiatives have outlined core competencies; others offer development work. training in particular areas (e.g. youth development or workforce development); still others offer certification The apprenticeship requires a mix of on-the-job in various specialties (e.g. assistive technology or career training (OJT) and related academic instruction. The specialist). At this time, however, there is no single OJT component is grouped into the ten categories comprehensive system that: 1) outlines core listed in Table I, for which the apprentice must “apply” competencies for working with all youth in the or “demonstrate” specific knowledge, skills, and workforce development field, 2) offers trainings and abilities. The related instruction component consists of courses, and 3) culminates in certification or a degree. multiple topics divided into three categories: core skills The initiatives below offer promising pieces of what (28), workforce development skills (16), and could someday become such a system. (Appendix A administrative skills (7). The program requires 3,000 to and Appendix B compare the main elements of some of 4,000 hours of OJT and 343 hours of related instruction. the more established initiatives.) It is expected that two to three years are necessary to complete the program. There is no academic Core Competencies prerequisite beyond a high school diploma, and the The Youth Development Practitioner Apprenticeship program is geared towards preparation for a first job in (YDPA) was introduced by DOL in 2000; two rounds of the field. Upon successful completion of the program, YDPA grants funded through December 2003 the apprentices will be eligible for YDPA Certification. supported initial implementation. The YDPA upgrades From the perspective of working with youth with the field of youth work by providing one of the most disabilities, the YDPA’s competencies include “youth comprehensive, detailed, and exacting competency with special needs” (eight hours of instruction), frameworks of any of the better-known programs in “training on assisting people with disabilities” (six this field. The goals of the YDPA are to: hours), and “knowledge of the youth legal system” (five hours). The OJT component does not specifically • provide training standards for the Youth reference youth with disabilities. Development Practitioner occupation;

• increase the number of youth service practitioners The YDPA program does not provide or mandate a receiving extensive, quality training; particular curriculum for use in training to these competencies; however, a YDPA clearinghouse website • increase retention for both youth service practitioners (www.ydpaclearinghouse.org), managed by the Sar and youth programs; Levitan Center, is in the process of soliciting exemplary • provide training and mentoring opportunities; curricula, training providers, and other resources to • provide a career path; and support the apprenticeship. Any organization that qualifies to offer the YDPA also assumes responsibility • provide national recognition for successful comple- for developing and delivering the appropriate tion of a course of study. curriculum. The OJT component has presented some difficulty, as there is not a large, established cadre of In developing this initiative, DOL’s Office of “journeymen” trainers or mentors qualified in youth Apprenticeship Training, Employment, and Labor development work. There is an even smaller cadre of Services (OATELS) and Office of Youth Services (OYS) journeymen qualified to address the specific needs of

14 youth with disabilities. Thirteen national organizations, the relatively low pay and benefits of youth service funded by DOL, have introduced the YDPA in a variety practitioners. However, the youth service practitioners of local sites. The resources and experience that these surveyed “overwhelmingly agreed that courses, organizations are developing may help to inform the certificates, and degrees increased the professional development of additional programs. status of youth work” (National Training Institute for Community Youth Work, 2002). The Fund for the City of New York’s Youth Development Institute has developed a detailed set of As organizations and governments begin to encourage “essential competencies necessary to ensure that a high professional development and recognition for those quality professional service meets the needs of young who work with youth and youth with disabilities, the people” (Youth Development Institute, 1998). While the dearth of qualified or accredited providers of training, categories here are similar to those of the YDPA, the standardized assessment, and certification has become primary focus is not workforce development, although apparent. There is little training available for youth it is included, but rather advocacy, establishing and workforce development practitioners that is using the group process, and recognition of and comprehensive and that leads to a recognized, portable response to circumstances that require intervention. certification or degree. Training providers and national, Youth with disabilities are not specifically addressed in state, and local organizations offer workshops, this model. conferences, and training sessions periodically, but these are not consistent and may or may not qualify for Competencies that are identified by other organiza- credits towards the existing certifications, such as the tions, such as the National Association for Workforce YDPA. As the focus on this profession grows, however, Development Professionals (NAWDP), are mainly for organizations have begun to develop curricula and program managers or instructors with responsibility options for training. for training workforce development practitioners. NAWDP lists 12 competencies that a program manager As mentioned earlier, DOL funded 13 organizations in in the workforce development system must have in 2001 to promote, develop, and assist in implementation order to be eligible for their credential. Most of these of the YDPA program in a variety of local sites and organizations provide a list of competencies within the organizations, including Partnership for Greater context of certification or recognition credentials. Philadelphia Federation of Settlements, Goodwill (Credentials are addressed in more detail later in the Industries International, Inc. (Maryland), West Fresno paper.) WIA’s One-Stop Centers website has a Schools Foundation (California), and YouthBuild USA detailed matrix of competencies necessary to run an (Massachusetts) (National Clearinghouse for Youth effective workforce development program (available Development Practitioner Apprenticeship Programs, n. online at www.workforcetools.org). Neither of these lists d.). The information, experience, and resources that of competencies specifically addresses working with emerge from these initial programs will be of great youth or individuals with disabilities. value as they will inform the field, expand the range of resources, and encourage expansion of programs that Education and Training offer YDPA and certification. There does not yet exist a sufficient critical mass of education and training opportunities for youth service The Advancing Youth Development (AYD) practitioners. An evaluation of the National Training curriculum was developed in 1996 by the Center for Institute for Community Youth Work’s (NTI) B.E.S.T. Youth Development and Policy Research along with Initiative (Building Exemplary Systems for Training the National Network for Youth and the Office of Youth Workers) conducted in 15 cities documented that Juvenile Justice and Delinquency Prevention. The youth service practitioners and their programs training curriculum is administered by NTI. The AYD benefited in a variety of ways from professional curriculum’s seven modules encompass the main development. It also revealed that the field of youth issues for youth workforce development practitioners, development offers low professional status, a factor in including a set of competencies that are framed in

15 The John J. Heldrich Center’s Working Ahead: Advancing Youth Development Modules The National Workforce and Career Development • Introduction to Youth Development Approach Curriculum offers different versions for practitioners • Developmental Youth Outcomes who work with adults and youth. The curriculum for • Cultural Assumptions and Stereotypes about Young People workforce development staff that work with youth is • Strategies for Youth Participation competency-based, providing the skills necessary to • Opportunities and Supports for Youth Development help youth make informed career decisions, develop • Core Competencies for Youth Workers career action plans, implement an effective job search, • Review, Practice and Celebration and retain a job.

The Working Ahead curriculum does not fully satisfy module six. AYD is a 28-hour course in the basics of all of the components of the YDPA competencies; youth development and is not intended to provide the however, it has been approved by the Center for level of competencies of the YDPA or other programs. Credentialing and Education as satisfying the The AYD curriculum is one of the first to focus on educational requirement of the national Career youth development practitioners. Under the B.E.S.T. Development Facilitator Credential [see Section IV]. (Building Exemplary Systems for Training Youth Workers) Initiative, NTI developed a “train the trainer” The Heldrich Center has established a Working Ahead system whereby local intermediaries now offer the instructor registry that lists individuals who curriculum to youth service practitioners in their area. successfully complete the Working Ahead Train-the- In these local communities, AYD provides an easily Instructor Program. The registry will enable delivered, accessible, and inexpensive option for initial organizations that want staff trained in Working development for youth service practitioners. The local Ahead to identify qualified instructors certified to B.E.S.T. sites include Boston, MA; Chicago, IL; Detroit, teach the program. The registry will also enable MI; Hampton/Newport News, VA; Indianapolis, IN; instructors to network with each other as well as Jacksonville, FL; Kansas City/Midwest B.E.S.T (MO, provide the Heldrich Center with updates and NE, KS, IA, IL); Minneapolis, MN; New Haven, CT; communication. New York, NY; Philadelphia, PA; Pinellas County, FL; Springfield, MA; and Washington, DC. More The New Leaders Academy, a program of the National information about these local initiatives may be found Youth Employment Coalition (NYEC), was established online at www.nti.aed.org/BestSites.html. In 2002, NTI in 1999 to provide a training opportunity for emerging developed Supervising Youth Development Practice, leaders in the field of youth employment and youth an AYD course for supervisors of front-line workers. development. It is a competitive year-long professional NTI has also piloted several YDPA programs as part of management and training program specifically its B.E.S.T. Initiative. designed to equip mid-level youth service professionals with the skills and knowledge necessary Other organizations that have begun to offer periodic to successfully manage and lead youth programs. This training that is geared towards youth workforce program targets professionals with a minimum of five development practitioners and that also offers some years experience in the field and is not intended for credit towards the YDPA include the National front-line staff. Partnership for Community Leadership (NPCL), formerly known as the National Center for Strategic New Leaders participate in two residential training Nonprofit Planning and Community Leadership, and sessions with a curriculum based on current the John J. Heldrich Center. NPCL’s National Youth information about practice, policy, and research from Development Practitioners Institute has been offered the fields of youth employment and youth several times each year since 2000, and provides a development. Among other sources, the program of maximum of 270 credit hours toward the YDPA study draws on knowledge of what works from the certification. PEPNet (Promising and Effective Practices Network)

16 awarded initiatives and broadly covers topics from the Training Options in Development PEPNet criteria: Quality Management, Youth The Wallace-Readers Digest Fund has provided two- Development, Workforce Development, and Evidence year grants to organizations focused on training and of Success. Academy participants also build their support for youth development workers. The outcomes knowledge and skills around self-assessment, goal of these projects are not yet available, but they suggest setting, workplace competencies for youth promising partnerships for developing the courses of professionals, resource development, communications study and degree programs that will help establish the skills, policy development, program development, youth development workforce profession. current trends, and networking. Graduates of the Academy are eligible to apply for three graduate-level • Children, Youth and Family Council Education credits from the University of Colorado at Denver. Consortium (Philadelphia, PA) is working in partnership with the Greater Philadelphia Federation of In 2001, the Sar Levitan Center at Johns Hopkins Settlements to offer basic youth development training University developed the Youth Practitioner Institute to youth service practitioners across Philadelphia; in collaboration with the Community College of provide 70 youth-serving agencies with complemen- Baltimore as a professional training system for youth tary training for managers and supervisory staff; service practitioners employed with the City of work with the Community College of Philadelphia to Baltimore’s Office of Employment Development. The establish an Associate Degree in youth work; and intensive training component includes 27 modules offer mini-grants to five local youth agencies that will (three hours each) and lasts five weeks. The program serve as field placement sites for Associate of Arts provides a mix of interactive classroom sessions with degree candidates. nine days of carefully supervised and assessed work- • The Fund for the City of New York has received site internships. After the initial training, participants funding to institutionalize NTI’s B.E.S.T. Initiative receive a partial certification as a Youth Practitioner. (see above) by expanding its efforts to include small- Following attendance at monthly special topic er grassroots organizations; establishing a sustainable seminars and satisfactory work performance, they network of youth development practitioner-trainers; receive full certification after one year on the job. creating a credentialing system for youth service practitioners in New York City in partnership with The University of Illinois at Springfield, College of the City University of New York; and building a Health and Human Services, has offered Workforce broader constituency of parents, teachers, and youth Development Online: Career Specialist Studies since to support the positive youth development agenda. 1998. The program is not specifically focused on youth, but is designed for professionals who provide labor Degree Programs with Relevance to market and career search information, workforce Practitioners in Workforce Development preparation, training, and placement assistance to their The American Humanics (AH) program is an interesting clients and students. The program is endorsed by model for developing a professional focus and NAWDP. The course content is competency-based. certification within a traditional degree-granting Upon successful completion of the course sequence, institution. AH provides assistance in developing students receive a certificate of completion from the appropriate courses of study and curricula for students University of Illinois at Springfield. in colleges and universities to enable them to achieve the competencies necessary to become skilled professionals There are many other examples of education and and leaders in youth and human service agencies. training offered throughout the country by private Students are required to participate in internships of 300 sector providers, community colleges, and four-year or more hours, be active in co-curricular activities, and colleges and universities. Few of these are youth- complete 180 contact hours of academic coursework. In focused and fewer are formal degree programs. None addition, they must complete a major field of study as of the programs reviewed had a disability-specific required by the university or college to obtain their session or module. baccalaureate degree in a relevant field.

17 The AH nonprofit management program is offered on positions in a range of health and human services more than 85 campuses across the country, and is organizations. associated with 18 national nonprofit partners. AH also offers professional networking, professional develop- Credentials ment seminars, and training for Campus/Executive The following initiatives provide a variety of Directors (CEDs). More than 3,000 college students credentials for professionals who work either in the have been certified in nonprofit management by field of workforce development, with youth in the American Humanics, and more than 2,000 students are workforce development system, with youth in general, enrolled annually in the AH program. The AH or with individuals with disabilities. program can serve as a useful model as the youth development profession develops, since it provides a The Global Career Development Facilitator (GCDF) link between competencies, instruction, and academic credential designates individuals working in a variety credit and degrees. of career development settings, such as career group facilitator, job search trainer, career resource center The Council on Rehabilitation Education (CORE) coordinator, career development case manager, intake accredits graduate programs in Rehabilitation interviewer, occupational and labor market information Counselor Education (RCE) and has developed resource person, or workforce development staff detailed outcomes/competencies for graduate person. The GCDF credential is managed by the Center programs. As a result of the Vocational Rehabilitation for Credentialing and Education, Inc. (CCE), and rests Act’s mandate that state VR agency directors on 13 competencies that fall within the categories implement and manage a Comprehensive System of identified in Table I. Personnel Development (CSPD), the Council of State Administrators of Vocational Rehabilitation works with The GCDF requires 120 hours of instruction. The CCE state agencies, CORE, and other organizations to approves training providers and the curriculum that promote hiring of qualified personnel from CORE- supports the credential. Providers such as the Heldrich accredited educational institutions. Center, National Career Development Association, and Workforce Development Professionals Network offer The Rehabilitation Engineering and Assistive curricula in a variety of settings and frameworks (e.g. Technology Society of North America (RESNA) offers workshops and summer courses), and may link the the Assistive Technology Practitioner (ATP) and program to other credentials. The Heldrich Center is Assistive Technology Supplier (ATS) certifications. developing agreements with various colleges and Requirements for RESNA certifications include ratios of community colleges to enable its Working Ahead postsecondary education degrees and practical instructor curriculum to be eligible for college credit. experience. Over 20 colleges and universities have degree programs in Rehabilitation Engineering and NAWDP established the Certified Workforce Assistive Technology (see Appendix B). Development Professional (CWDP) program in 1999 to recognize the training, experience, and expertise of Other colleges and universities that offer coursework professionals who facilitate the process by which or degrees related to youth workforce development individuals identify, prepare for, obtain, and maintain include Concordia University (St. Paul, MN) School of employment, careers, and self-sufficiency; and by Human Services, Master of Arts in Youth Development; which businesses, other employing organizations, and University of Northern Iowa, Bachelor of Science in communities develop, access and retain a workforce Youth and Human Service; Texas A&M, coursework in that enables them to maintain and improve their Youth Development Organizations and Services; economic competitiveness. The certification requires a Brandeis University (Waltham, MA) Heller School for combination of education and experience, a self- Social Policy and Management, Master of Business assessment, and the assessment by two peers of the Administration in Human Services and Master of individual's competency in 12 areas. As a national Management. These programs are designed for professional association, NAWDP certifies that CWDPs

18 meet national standards for workforce development positioning; mobility devices; ergonomics; computer professionals. The CWDP program only recognizes access technology; and technology for people with training and expertise — it does not provide training or learning, physical, cognitive, or sensory disabilities. grant credit towards an associate or bachelor degree. The field is fairly new and the tools and applications change rapidly. Individuals who work in this DOL’s announcement of the Youth Development profession require specific knowledge and skills, such Practitioner Apprenticeship (YDPA) Program stated as familiarity with universal design, device production, that “the vision of occupation recognition and and assessment and application. The emphasis of these apprenticeship for youth service practitioners is to certifications is on knowledge of the technologies maximize our investment in young people, youth available; assessments in the context of using programming and the workforce development system technology to improve education, vocation, and through quality training opportunities for youth independent living; and determining appropriate service practitioners who deliver comprehensive home, school, and work options and modifications. For services to young people” (US Department of Labor example, the Center on Disabilities at California State Employment and Training Administration, 2000). The University, Northridge has developed competencies apprenticeship program awards a credential upon and curriculum for its Assistive Technology completion. Applications Certificate Program (ATACP). The ATACP certification specifies 52 hours of online instruction, 40 The Association for Child and Youth Care Practice has hours of live training, and an eight-hour project. recently proposed a more advanced and rigorous RESNA (see entry above) offers a similar credential, certification for practitioners in child and youth the Assistive Technology Practitioner, that recognizes development. The Association’s North American education and work experience in this field. Certification Project (NACP) developed detailed competencies for Professional Child and Youth Care The initiatives described above can serve as a Work Personnel. The field focuses on infants, children, foundation for a comprehensive system of professional and adolescents, including those with special needs, training for youth service practitioners working with “within the context of the family, the community and all youth in the workforce development field. The the life span” (Association for Child and Youth Care competencies identified in these different initiatives — Practice, Inc, 2002). some of which focus on the field of workforce development, some on youth in the workforce The NACP anticipates a multi-level certification, with development system, some on youth in general, and the 2001 competencies as the first level. The minimum some on individuals with disabilities — show overlap requirement to begin this certification process is a and similar focus and could be combined to create the baccalaureate degree from a college or university. framework for a professional development system for Although the NACP encompasses a far wider field and youth service practitioners. There are also several focus than preparing youth for work, it offers a number initiatives that are currently offering training in the of important distinctions from the perspective of youth various competency areas. These courses could be and youth with disabilities, including an emphasis on combined or used as a model to create courses that the importance of environment and context and of the align with the competencies identified in Table I. role of the individual in developing his or her own Finally, the last few initiatives mentioned could path. constitute the beginning of or model for a certification or degree-awarding body in the practice of workforce In the emerging field of assistive technology, several development for all youth. new specialty certifications describe the competencies associated with using technology for people with disabilities. Assistive technology includes, but is not limited to augmentative and alternative communication; environmental controls; seating and

19 VI. Conclusion and Next Steps

uch of the work to: 1) identify and develop development professional is an excellent start. Several M competencies; 2) create accompanying education recent initiatives call for exploring and training opportunities; and 3) identify some form “professionalization” of youth development. of credentialing for youth service practitioners or Contemporary youth employment programs are program management staff within the workforce merging the fields of workforce development and development system is recent. Clearly, there is an array youth development. of specialty education programs, such as for vocational rehabilitation counselors and assistive technology Arecent report on youth development policy, specialists. However, we are a long way from fitting all sponsored by the Ewing Marion Kauffman Foundation, of the pieces of the puzzle together to meet the needs recommends a series of actions necessary to achieve of all youth and most certainly youth with disabilities. professionalization for the field of practitioners in Currently, the state of practice requires that an youth development. These actions constitute organization that wants to ensure that its staff members developing a new infrastructure that includes the are competent would have to rely upon combining following: competencies from one or more organizations, • licensing, credentials, and a state-by-state system of curricula from others, and assessments or credentials accreditation; from a third. There has to be a more efficient and effective way. • basic training in financial controls, organizational development, human resources, planning and devel- The encouraging news, based on our review of opment to improve programs’ chances of affecting competencies for workforce development for youth youth outcomes; and for adults, is that there is little difference among • in-service training programs that are accessible in the general categories identified by the various communities where youth practitioners are initiatives. They do vary significantly, however, in employed; terms of the level of detail and in what is required for assessment and certification. At this point, the existing • partnerships with higher education to train the next certifications, credentials, degrees, and licenses all generation of youth development managers and require different combinations of course work, direct service practitioners; experiential components, and assessments. In addition, • marketing and communications campaigns to gener- existing sets of competencies for youth service ate interest in youth work centers practitioners in workforce development address • among young people. requirements for working with youth with disabilities only superficially, if at all. Competencies for these The report also recommends establishing one or more youth can be derived from other sources, such as the mechanisms to enable communication and continuing Council on Rehabilitation Education, the Service and education for youth service practitioners — such as Inclusion Project, or advocacy organizations. affinity groups, organizational renewal projects, peer- to-peer networks, and information networks and Despite the relatively small number of options for clearinghouses — that might come together under an training, recognition, and ongoing support for youth umbrella association (Ewing Marion Kauffman workforce development practitioners, availability has Foundation, 2001). The National Training Institute for expanded in recent years and shows signs of Community Youth Work has “started a conversation” continuing to grow. While there is no formal training about a professional association and is soliciting system for this field, the elements are there that can comments on their web site (National Training Institute serve as a platform. The general agreement concerning for Community for Youth Work, n. d.). the competencies required for a workforce

20 Many of these steps could involve the workforce ing they felt to be important; and what type of pro- development field as well, especially those focused on fessional development would be relevant and useful training, partnerships, and networks. Integrating for them (including characteristics such as length, competencies for working with youth with disabilities format, and venue). Overall, participants agreed that into the youth workforce development practitioner the competencies identified by NCWD/Youth are competencies and developing curriculum to support essential to practitioners’ jobs, and that professional them is a critical next step. There is an immediate need development opportunities to train practitioners in for training modules and informational materials for these competencies are needed. Managers said they youth service practitioners. This would probably be the would support the participation of the practitioners first and most readily achievable strategy. A second and they supervise in training and education in these more complicated step might be to look at credentials competencies if available. They also stressed that and certifications for youth service practitioners. The some of the competencies identified as important for process of credible assessment and certification working with youth with disabilities – such as ado- requires agreement about what must be learned and lescent and human development, professional ethics, what must be provided through information, person-centered planning, and self-determination instruction, experience, mentoring, and peer exchange. and active participation – are also relevant to and should be included under competencies for working NCWD/Youth has already taken steps to speed the with all youth. development of a cost effective and efficient 3. Convened stakeholders: On December 5, 2003, professional development system for youth service NYEC convened a meeting of key workforce and practitioners employed within the workforce youth development organizations involved in train- development system. To date, NCWD/Youth has done ing, credentialing, and certification to review and the following: discuss current and future strategies for preparing 1. Completed the background paper on the knowledge, youth service practitioners to serve all youth, includ- skills, and abilities of youth service practitioners: ing youth with disabilities, effectively. Meeting par- Throughout 2003, NCWD/Youth reviewed the cur- ticipants were asked to read and comment on this rent state of practice within the workforce develop- background paper and the initial list of competencies ment system in reference to the competencies of for youth service practitioners. At the meeting, par- youth service practitioners including those required ticipants were asked to share their feedback on the to serve youth with disabilities effectively. This paper validity of the information gathered thus far and to is a first step toward developing a framework for discuss next steps for connecting youth service prac- action to increase the competencies of youth service titioners to the resources needed to acquire those practitioners. competencies. Participants suggested the following next steps: 2. Surveyed youth service practitioners and administrators in the field: In November 2003, the National 1) Establish validated competencies; Youth Employment Coalition (NYEC) conducted 2) Identify program partners; three focus groups to validate the initial list of com- 3) Create buy-in and ownership; petencies and to identify the resources necessary for youth service practitioners to gain them. The focus 4) Create a delivery system; and groups consisted of one roundtable discussion with a 5) Conduct education, outreach, and marketing. mix of practitioners and program administrators and two conference calls, one with practitioners and one Participants in the stakeholders’ meeting included with program administrators. Participants on the representatives of national nonprofit organizations, conference calls were asked about what their jobs local organizations, and DOL’s Office of Disability comprised and what competencies they felt they Employment Policy and Office of Apprenticeship needed in order to do those jobs; what training they Training, Employer, and Labor Services. All partici- were currently accessing and what additional train-

21 pants expressed interest in continuing to be involved 2. Disseminate materials and information through in the effort and collaborating to make resources national networks: Organizations such as NAWDP available. This meeting was a first step toward and RESNA could serve as vehicles to inform the developing a network of collaborating organizations training modules and spread the word about the to promote the development of an array of front-line available materials. As the number of organizations professional development materials based on the working in the youth services area grows, their will- knowledge, skills, and abilities required for the ingness to discuss good practice and principles, workforce preparation of all youth and including deliver training and provide certification will help to materials specifically focused on youth with strengthen the field. Training on effective practices disabilities. and principles in working with youth with disabilities for youth service practitioners is an important The suggestions from the stakeholders’ meeting first step in better connecting youth with disabilities confirm the steps already taken by NCWD/Youth such to the workforce development system. To date, as establishing validated competencies through the NCWD/Youth has presented disability training and development of the background paper and review by the competencies list at several conferences, includ- focus groups and identifying program partners by ing NAWDP’s annual conference, a national YDPA convening the stakeholders’ meeting. The stakeholders’ conference, and NYEC’s PEPNet Institute. suggestions also align well with the following additional steps that NCWD/Youth plans to take next: 3. Develop a clearinghouse of information: A web- based system that coherently and comprehensively 1. Develop, integrate, and test training strategies: links the current array of resources would assist This is a part of creating buy-in and ownership youth service practitioners in locating professional among others in the field. Training materials are development information and opportunities. Such a being developed through an array of organizations system would be grounded in competencies and focused on integration of the knowledge, skills, and would link to the relevant training, professional abilities required to meet the needs of youth with development opportunities, and degrees, certifica- disabilities in the workforce development system. tions, or other credentials that can be obtained. Through the stakeholders’ meeting and other efforts, The many promising initiatives and respected NCWD/Youth has begun contacting organizations organizations identified in this paper can serve as currently involved in creating training materials and catalysts to move this work forward. When all these delivering training for youth service practitioners to efforts and resources are combined, we will have a explore strategies for connecting more youth service comprehensive system that ensures that all youth practitioners to available resources and training. In service practitioners have access to the resources for addition, NCWD/Youth has begun to develop train- strengthening competencies needed to connect all ing modules in disability-related basics, assessment, youth, including youth with disabilities, to the universal access, and other competency areas for workforce development system. For this vision to which there is little training currently available. become a reality, all areas of the workforce develop- These materials need to be incorporated into the pro- ment system must be connected and involved. grams identified through the development of this NCWD/Youth welcomes all persons and organizations background paper. interested in the professional development of youth service practitioners and expanding programs and opportunities for all youth to join in this effort. Please contact NCWD/Youth online at www.ncwd-youth.info with comments or suggestions.

22 References

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Ewing Marion Kauffman Foundation. (2001). Youth National Collaborative on Workforce and Disability for development policy: What American foundations can do. Youth. (n. d.). Frequently asked questions. Retrieved Waltham, MA: Andrew Hahn. March 4, 2004 from www.ncwd-youth.info/FAQ/ index.html>. Goodwill Industries International, Inc. (2002). Strategies for developing a 21st century youth services initiative. National Service Inclusion Project. (n. d.). Frequently Bethesda, MD: Goodwill Industries International, asked questions: Etiquette. Retrieved March 4, 2004 Inc. from www.serviceandinclusion.org/web.php? page=etiquette. Loprest, P. & Maag, E. (2003). The relationship between early disability onset and education and employment. National Training Institute for Community Youth Washington, DC: Urban Institute. Retrieved March Work. (2002). B.E.S.T. strengthens youth worker 2, 2004 from www.dri.uiuc.edu/research/p03- practice: An evaluation of B.E.S.T. Washington, DC: 05c/default.htm. Academy for Educational Development. Retrieved March 4, 2004 from http://nti.aed.org/Impact National Center on Workforce and Disability/Adult. Study.html. (2002). Tips for one-stop staff to assist customers in managing social security disability benefits. Retrieved National Training Institute for Community for Youth March 4, 2004 from www.onestops.info/article. Work (n. d.). On-line registration form. Washington, php?article_id=5&subcat_id=8. DC: Academy for Educational Development. Retrieved March 4, 2004 from http://nti.aed.org/ National Center on Workforce and Disability/Adult. Registration/. (n. d.). Guidelines. Retrieved March 4, 2004 from www.onestops.info/. National Youth Leadership Network. (2002). Survey of youth with disabilities: Priority factors in building a National Clearinghouse for Youth Development successful life. Report presented at Capital Hill Practitioner Apprenticeship Programs. (n. d.). Forum on “What youth with disabilities say is Lessons learned. Baltimore, MD: Sar Levitan Center, important for building a successful adult life.” Johns Hopkins University. Retrieved March 4, 2004 Washington, DC: American Youth Policy Forum. from www.ydpaclearinghouse.org/Lessons Retrieved March 4, 2004 from www.aypf.org/ Learned.htm. subcats/ydlist.htm.

23 Pearson, S. (2001). Preparing youth with disabilities for an US Department of Labor Employment and Training increasingly technical work place. Briefing from Administration. (2000). Youth Development Capital Hill Forum, January 26, 2001. Washington, Practitioner Apprenticeship (Training and DC: American Youth Policy Forum. Retrieved Employment Information Notice No. 8-00). March 4, 2004 from www.aypf.org/subcats/ Washington, DC: US Government Printing Office. ydlist.htm. Retrieved November 25, 2003 from www.doleta. gov/youth_services/pdf/yatein.pdf. Sum, A. and Khatiwada, I. with Palma, S. and Peron, S. (2004). Still young, restless and jobless: The growing US Department of Labor Employment and Training employment malaise among U.S. teens and young Administration. (1998). Overview of the Workforce adults. Boston, MA: Center for Labor Market Investment Act (Public Law 105-220). Washington, Studies, Northeastern University. Retrieved March DC. Retrieved March 4, 2004 from www.doleta. 2, 2004 from www.nyec.org/CLS&JAG_report.pdf. gov/usworkforce/Runningtext2.htm.

Swanson, C. B. (2004). Who graduates? Who doesn’t? Youth Development Institute. (1998). Core A statistical portrait of public high school graduation, Competencies of Youth Work. New York, NY: Fund Class of 2001. Washington, DC: Urban Institute. for the City of New York. Retrieved on March 18, Retrieved March 2, 2004 from www.urban.org/ 2004 from www.fcny.org/html/youth/core url.cfm?ID=410934. Competencies/content.html.

24 Explanation of Acronyms

504 Section 504, Civil Rights Law, Protects from Discrimination ADA Americans with Disabilities Act AH American Humanics APSE Association for Persons in Supported Employment ATACP Assistive Technology Applications Certificate Program ATP Assistive Technology Practitioner ATS Assistive Technology Supplier AYD Advancing Youth Development B.E.S.T. Building Exemplary Systems for Training Youth Workers CCE Center for Credentialing and Education, Inc. CED Campus/Executive Directors CORE Council on Rehabilitation Education CREA Council on Rehabilitation Education Accreditation CSPD Comprehensive System of Personnel Development CWDP Certified Workforce Development Professional DOL Department of Labor GCDF Global Career Development Facilitator IDEA Individuals with Disabilities Education Act IEP Individualized Education Plan IPE Individualized Plan for Employment IWP Individual Work Plan NACP North American Certification Project NAWDP National Association of Workforce Development Professionals NCWD/Youth National Collaborative on Workforce and Disability for Youth NPCL National Partnership for Community Leadership NTI National Training Institute for Community Youth Work NYEC National Youth Employment Coalition NYLN National Youth Leadership Network OATELS Office of Apprenticeship Training, Employment, and Labor Services OJT On-the-job training OYS Office of Youth Services PEPNet Promising and Effective Practices Network RCE Rehabilitation Counselor Education RESNA Rehabilitation Engineering and Assistive Technology Society of North America SCANS Secretary’s Commission on Achieving Necessary Skills TWWIIA Ticket to Work and Work Incentives Improvement Act of 1999 VR Vocational Rehabilitation WIA Workforce Investment Act YDPA Youth Development Practitioner Apprenticeship

25 Foundation Professional Competencies Development Competencies Competencies Foundation and American Humanics Development and Practices Development and Supervision Management and Financial Management Planning Management Philosophical Foundations Development and Exploration Philosophical Foundations Development rofessional Development P • Board and Committee • Board • Fundraising Principles • Human Resource • General Nonprofit Accounting • Nonprofit Marketing • Nonprofit Program • Nonprofit Risk • Nonprofit Attributes • Personal • Historical and Adult and • Youth • Career Development • Career • Communication Skills • Employability Skills Attributes • Personal • Historical and Adult and • Youth ork: Y People Institute outh Work Y Assessment Networking Performance Engagement Intervention Advocacy and outh Development Implementation Communication Y One’s Practice and Ability to Reflect on of Trust With Young With of Trust Knowledge of Youth Knowledge of Core Competencies for Community & Family Ability to Develop and Program Development Fund for the City of New Maintain a Relationship Development Framework outh Y Colleagues Curriculum Organizations outh, Families and raining Institute for Y 4) Youth Workers as Workers 4) Youth orkers as Resources to orkers as Resources to orkers as Supports for Development (AYD) T 3) Youth development 3) Youth 1) Youth Development 1) Youth Development 2) Youth Development: National W W W Community Youth Work Community Youth Demonstrate understanding self as a Youth Develop- Youth self as a ment Worker youth and families diversity and differences among youth, families and communities of youth development and of specific youth that facili- sustain relations tate youth empowerment cohesion develop group and collaborative participation plan and implement events consistent with needs of youth and in context of available resources be a colleague to staff and volunteers in the organization work with community and citizens leaders, groups on behalf of youth collaborate with other community agencies and youth-serving organizations Academy for Educational Resources to Communities • • Demonstrate capacity to • Demonstrate capacity to • Demonstrate awareness of • Demonstrate awareness • Demonstrate caring for for • Demonstrate respect • Demonstrate capacity to • Demonstrate capacity to • Demonstrate capacity to • Demonstrate capacity to Skills Delivery Core Skills Core Community OJT Outline: Communicate Relationship to Assessment and outh Development YDPA CertificationYDPA Advancing Youth Y orkforce Preparation Preparation orkforce Career Exploration Career Related Instruction Employee Relations Individual Planning orkforce Development orkforce Program Design and Program Administrative Skills Administrative Skills Expression of Attitude of Expression W Resource Development Resource ractitioner Apprenticeship Professional Knowledge Professional W Directly and Through the and Through Directly Communicate with Youth Communicate with P as defined by national certification programs Skills Process rofessionals 4. Diversity P 8. Technology 3. Labor Market of the Workforce of the Workforce Information (LMI) Certified Workforce orkforce Development 1. Job-Keeping Skills 10. Job-Search Skills 10. Job-Search 5. Customer Service 9. General “Helping” Development System 1 National Association of W 12 Competency Areas: 2. Career Development 2. Career 1. History and Structure Development Professional 6. Program Management 6. Program 12. Job-Preparation Skills 12. Job-Preparation 7. Interpersonal Relations Peers Program Program APPENDIX A — YOUTH OF COMPETENCIES FOR PRACTITIONERS SERVING MATRIX Relations Resources Assessment Supervision Populations Global Career and Education Development Labor Market Helping Skills Implementation Information and Consultation and Management and orking with Diverse raining Clients and Employability Skills T Career Development Career echnology and Career Theories and Models Promotion and Public Promotion W Development Facilitator Center for Credentialing T Ethical and Legal Issues (GCDF) Clients Models echnology Relations Resources orking Ahead T Assessment Consultation Global Career Labor Market W Helping Skills raining Peers and Information and T Employability Skills Diverse Populations and Implementation Career Development Career Promotion and Public Promotion Program Management Program Development Facilitator John J. Heldrich Center: Ethical and Legal Issues

26 Common Competencies Competencies with youth disabilities disabilities field disabilities, families, and communities and advocates guardians, development determination, and active participation diversity with disabilities (e.g. barriers, belonging) collaboration, referrals trends matching (including supports and modifications) application 1. Values and history of 1. Values 2. Law and ethics of system 3. Structure 4. Respect for youth with 5. Involvement of families, Adolescent and human 6. 7. Informed-choice, self planning 8. Person-centered 9. Cultural competency and outh Service Practitioner working outh Service Practitioner 1. Assessment Y 10. Issues and trends for youth 10. Issues and trends 1 12. Community resources, and labor market 13. Workplace 14. Job analysis and job 15. Benefits and funding options 16. Technology 17. Evaluation of programs and research 18. Current (CORE) Research Education Foundation Assessment development Education Courses Case management ocational and career Counseling services ehabilitation Counselor V R Council on Rehabilitation elated fields esources esponsibility placement r practice functional capacities r counseling barriers populations advocate involvement services planning r Job development and placement • Job analysis and modification • Job development and and Analysis of VR research • Application to practice • methods to evaluate • Research • Vocational aspects of disability • Vocational • Labor market info and trends • Medical aspects and • Psycho-social aspects and • Evaluation approaches • Human development and family • Individual, group, • Diversity issues and attitudinal • Environmental • Services for varied and guardian, • Family, • Process • Independent living and VR • Community resources • Technology • VR history and philosophy • VR system structure • Laws and ethics • Issues & trends • Informed choice and personal (CORE) Education Curriculum VR outcomes with disabilities self-management Council on Rehabilitation Issues faced by persons Disability and Rehabilitation elated professionals Ethics and professionalism Consumer involvement and agencies of services coordination individuals, families, and r processes persons with disabilities adaptations inclusion legal and civil rights goals Interpersonal communication Rehabilitation delivery system • Sensitivity and understanding • Rehabilitation techniques for • Physical and environmental • Variety of human service • Variety • Issues and laws demographics • Workforce • Individual needs • Community resources • Assessment info • Collaboration and • Evaluation • Communication with change • Personal and group • Ethics • Cultural sensitivity • Problem-solving • Problem-solving • Writing • Consumer advocacy • Case management • Technology awareness • Career • Consumer consultation and • Information and assistance on • Identify and prioritize client as defined by national certification programs for Youth disturbance with severe emotional Services (CMHS) Revised Services (CMHS) Revised Center for Mental Health elevant to work setting and ilies, community, and cul- ilies, community, builds and maintains ture; with positive relationships and communi- youth, family, ty community-based care human development, severe emotional disturbance, and behavior disorders and support strategies supports r occupation zation and across systems) zation and across and prevention manner application to own work 1. Respect for youth, their fam- 2. Principles of collaborative knowledge of 3. Current 4. Best Practices of assessment 5. Best Practices of intervention 6. Individualized services and 7. Cultural competence 8. Community resources 9. Legal issues and civil rights 1. Systems change, advocacy, 10. Collaboration (within organi- 1 12. Management skills and ethical 13. Professional 14. Evaluation methods and , 1 Developmental Disability Councils 2 (APSE) orker Orientation orkplace Supports Self Employment Employment (SE) Managing Benefits W W Job Site Adaptations Association for Persons Association for Persons , and Medicaid Job Analysis and Design Introduction to Supported 2 in Supported Employment Appropriate Social Behavior Assessment and Career Planning Marketing and Job Development DD active participation individuals in SE Rehabilitation Act, EEOC people with significant disabilities hours, tasks, supports employers modifications introduction strategies, task analysis & prompts OJT and Supports, Job Acquisition Supported Employment Personnel Individuals who work with youth • SE vs. traditional vocation services History & definition of SE • Values, • Informed choice, self-determination, of • Rights & responsibilities • Roles of managers & administrators ADA, WIA, IDEA, • Law: • Funding options, i.e.: VR, MH • Vocational Evaluation including • Vocational planning process • Person-centered development profile • Career • Referrals employer plans • Targeted • Networking • Job matching • Negotiating job designs i.e. wages, for incentive provisions • Work • Communication • Social Security Benefits • First day preparation • Identify duties, skills, and • Transportation, training, job site • Transportation, • Natural supports, mentors, APPENDIX B — YOUTH WITH DISABILITIES OF COMPETENCIES FOR PRACTITIONERS SERVING MATRIX osition P Organization Competencies Mental Health State Programs 1