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Is There Common Ground?

An Exploratory Study of the Interests and Needs of Community-Based and Faith-Based Youth Workers Pam Garza and Stephanie Artman (National Collaboration for Youth) Eugene C. Roehlkepartain (Search Institute) Barry A. Garst and M. Deborah Bialeschki (American Camp Association)

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Is There Common Ground?

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  1. An Exploratory Study of the Interests and Needsof Community-Based and Faith-Based Youth Workers Pam Garza and Stephanie Artman (National Collaboration for Youth) Eugene C. Roehlkepartain (Search Institute) Barry A. Garst and M. Deborah Bialeschki (American Camp Association) With Support from The Lilly Endowment, Inc. Is There Common Ground?

  2. Guiding Questions How do community- and faith-based youth workers understand their priorities and core competencies? How are these perspectives similar and distinct? Are they interested in learning together? What would be the benefits and challenges of cross-sector professional development opportunities?

  3. Online Survey • 1,322 participants • 569 community-based • 404 faith-based • 333 other • Convenience sample; not representative • 72% female • 81% white • 76% Christian • Six Focus Groups • Four cities • Indianapolis • New Orleans • Minneapolis • Tucson • Mix of community- and faith-based youth workers Scope of the Study

  4. Online Survey (modified from the original) • 303 camps completed • 29% RAC • 71% Secular • Type of camps • 64% resident • 16% day • 19% both • Sponsorship • 39% Indep non-profit • 33% agency • 22% indep for profit • Religious commitment (secular%/RAC%) • Not very= 24/1 • Somewhat= 30/9 • Very= 46/90 Scope of Camp Study

  5. Level of Religious Commitment of Sample

  6. Program Emphasis

  7. Program Emphasis-Camps

  8. “Essential” Competencies by Sector

  9. Essential Competencies-Camps

  10. Essential to Work AlreadyPrepared VeryInterested Readiness (calculated) Involving and empowering youth 73 23 65 58 Positive relationships, communication 85 28 56 57 Asset-building focus 65 21 60 52 Using age-appropriate activities 58 20 54 46 Cultural and human diversity 60 22 49 44 Program risk factors 52 20 52 42 Families and community 46 18 56 42 Positive role model 79 40 39 39 Principles of development 52 25 46 37 Team/professionalism 65 36 39 34 Spiritual development 33 14 37 28 Religious diversity 38 21 35 26 Readiness for Learning Opportunities

  11. Areas of Greatest “Readiness” for Learning

  12. Developing positive relationships and communicating with youth (70%) • Demonstrating the attributes and qualities of a positive role model (58%) • Enhancing youth’s moral and character development* (51%) • Involving and empowering youth (51%) • Identifying risk factors in the program environment and reducing those risks (43%) Camps “Readiness” for Learning

  13. Shared learning and resources • Improved youth work • Community-wide approach to youth “There is a desperate need to collaborate in the urban setting. We are missing significant segments of youths’ lives due to our ‘silo’ mentality and unwillingness to network with each other. There would be the opportunity to share resources and eliminate doubling in some areas.” — Faith-Based Youth Worker Perceived Benefits of Cross-Sector Learning

  14. Fear of exclusiveness and proselytizing • Perceived differing goals and training • Fear of judgementalism • Discomfort with religiousspiritual issues • Legal issues • Lack of mutual respect “People on both sides can be very closed minded and/or afraid.” — Community-Based “Different opinions, practices, and attitudes will always bring about conflict, but we should all be willing to keep our minds open to other perspectives.” — Faith-Based Perceived Obstacles to Cross-Sector Learning

  15. Build relationships • Communicate openly • Work for shared understanding • “Set aside personal agendas and focus on youth.” • Share knowledge and opportunities Youth Workers’ Wishes

  16. Build relationships, share knowledge, and communicate openly about needs • Create a shared framework for moral and spiritual development with trained staff prepared to facilitate this type of growth in youth • Develop practical tools to support training across religious and secular organizations/camps • Clearly define successful work with youth and strengthen understanding of staff core competencies and professional development • Conduct additional research to explore the relevance of contexts for professional development needs Recommendations

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