Investing in Youth Work: Learning from Complexity

Authors

  • Kari Denissen Cunnien Ignite Afterschool Minnesota's Afterschool Network

DOI:

https://doi.org/10.5195/jyd.2017.491

Abstract

This article proposes key elements for a system of support for youth workers to develop their professional skills and capabilities by using a human development approach.  The article argues that narrowed and bureaucratic approaches to professional development can ignore the complex dynamics of human development that support engaged learning and continuous growth and improvement.  The author suggests a more dynamic system where professional development in grounded by practice; employs reflection, mentorship and coaching; and supports healthy organizational culture to foster high quality youth work.

Author Biography

Kari Denissen Cunnien, Ignite Afterschool Minnesota's Afterschool Network

Kari Denissen Cunnien is the Executive Director of Ignite Afterschool, Minnesota’s Afterschool Network.  In addition to her previous work as the founding director of a city-wide afterschool intermediary, Kari has over 15 years’ experience in the afterschool field where she has been both a frontline youth worker and youth program coordinator. She also has experience in community organizing and coordinating both neighborhood and city-wide collaboratives related to community and youth learning. Kari studied public policy at the University of Minnesota’s Hubert H. Humphrey Institute of Public Affairs.

References

AED. (2008). Youth work: Organizing pathways for leadership development and social change. Highlights from Youth Worker Training and Certification Summit Meeting, October 2008.

American Institute of Research. (2015). Are you ready to assess social and emotional development? Brief. Retrieved from http://www.air.org/sites/default/files/AIR%20Ready%20to%20Assess_STOP.pdf

Curry D., Schneider-Muñoz, A., Eckles,F., & Stuart, C. (2012). Assessing youth worker competence: National child and youth worker certification. In D. Fusco (Ed.), Advancing youth work: Current trends, critical questions (pp. 27-38). New York, NY: Routledge.

Dennehy, J., Gannett, E, & Robbins, R. (2006). Setting the stage for a youth development associate credential: A national review of professional credentials for the out-of-school time workforce. Houston, TX: Cornerstone for Kids.

Heckman, James, J. & Rubinstein, Y. (2001). The importance of noncognitive skills: Lessons from the GED testing program. American Economic Review, 91(2): 145-149.

Nussbaum, M. (2011). Creating capabilities: The human development approach. Cambridge, MA: Harvard University Press.

Stone, B., Garza, P., & Borden, L. (2004). Attracting, developing & retaining youth workers for the next generation. Wingspread conference proceedings, November 16-18, 2004. Retrieved from https://cyfar.org/sites/default/files/Stone%202004.pdf

Vanneman, A., Hamilton, L., Baldwin Anderson, J., & Rahman, T. (2009). Achievement gaps: How black and white students in public schools perform in mathematics and reading on the National Assessment of Educational Progress (NCES 2009-455). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.

Walker, J., & Walker, K. (2012). Establishing expertise in an emerging field. In D. Fusco (Ed.) Advancing youth work: Current trends, critical questions (pp. 39-51). New York, NY: Routledge.

Yohalem, N., Pittman, K., & Moore, D. (2006). Growing the next generation of youth work professionals: Workforce opportunities and challenges. Houston, TX: Cornerstones for Kids.

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Published

2017-04-04

Issue

Vol. 12 No. 1 (2017): Special Issue on Practitioner Inquiry

Section

Feature Articles

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