The Importance of Youth Competencies
Adolescent Competencies
In recent years, there has been an emerging modification in the area of youth development. In the past, youth professionals and researchers alike have thought it sufficient to attempt to correct a problem after its occurrence. The youth would receive assistance only after having difficulty in some area of their life. As the last few years have shown, there has been a growing trend towards prevention rather than correction. Society is coming to the realization that adolescents can be much more than negatively challenging. This young population can actually become assets among their communities. It is essential to keep in mind that the young members of our societies need practice, reassurance, and time to gain these necessary life skills. Both adults as well as the younger generations must also remember that learning these abilities is an unending progression that will continue throughout their lives.
The significant proficiencies needed by youth to achieve their maximum growth and capacity to thrive are as follows:
Progress in these six areas contributes greatly to the success that the individual might attain in the near future as well as the entire length of their life. The groups of talents a youth could pursue is dependent upon several variables such as ethnicity, perception, upbringing, financial status of family, and sex. “There is no one ‘picture’ of a socially competent person, no specific list of skills that indicate competence, and no one way to enhance social competence. What has been found to be most effective is a unified effort to ensure that the development, maintenance, and enhancement of social competence is appropriate to the differing target populations and contexts, and that interventions occur as early as possible in a child’s life. Social competence should be considered an important developmental goal for all children (Katz McClellan, Fuller, & Walz, 1995). The reference to ‘social competence’ includes facets of all competencies in this article, as they all relate in some way to the enrichment of both youth and community. Furthermore, mastering many of the qualities within the competencies is vital for the continuance of the community in a positive direction and sustains its productivity. This in turn, leads back to providing the resources needed for youth to develop in a healthy way within that locality. The specific structures of the abilities previously listed, may be reformed as necessary to fit the diverse environments where they are essentially required. A teenager living in Manhattan, for example, may not need to learn how to drive a car as they use public transportation. However an individual living in the suburbs may find it vital to have a driver’s license because there is no alternative way for them to travel locally. Different living regions necessitate altered skill sets dependent upon many factors.
Each of these broad categories above, involve numerous characteristics that contribute to the healthy growth and life of an individual and their surroundings. In relation to the physical competency, health and exercise may fall under this heading. If a young individual does not choose to exercise, or have the opportunity to do so presented to them-they may live a sedentary lifestyle. This could lead to being overweight, and many potential illnesses such as; circulation problems, diabetes, heart disease, high blood pressure, etc…. If this person does not have the means or initiative to change their way of living, they most likely would not be as successful or motivated as these dynamics could prevent them from achievements. The environment in which they live could suffer from not having a productive, contributing member within it. This person would not be well enough, nor have the desire to positively give back to their community. This trickle-down effect could influence not only the future of the person, nonetheless their metropolis as well.
As demonstrated, youth and community are closely intertwined, as they should be. A young person cannot experience growth, have opportunities, and gain the competencies they need to thrive and succeed in life without a constructive community. Likewise, a community will suffer much of the same fate if the young people within it are not confident, do not have the skills needed for critical thinking, don’t care about others, and do not contribute back to their public environment. “People are becoming more aware that youth develop in communities and that community sustainability and growth depends on youth growing to successful adulthood.” (Villarruel, Perkins, Borden, & Keith, 2003). The competencies needed for youth to transition into the best adults they can be, are crucial to learn in their formative years. Youth development professionals (YDP’s) have increasingly been recognizing the importance of working together with youth, as partners. They now comprehend the incredible value of having the younger population’s opinions and insight. Each of these areas: cognitive, emotional, moral, physical, social, and vocational, greatly contribute to the person that a youth matures into, as well as to how well a community will prosper in the future. This has been solely a glimpse of the competencies critical to our youth. Please choose your particular area of interest available here, to learn more about the prominence of these aptitudes.
Sabrina J. Salisbury
Michigan State University
References
Broady, C. A. (1998). Values, knowledge and competencies that are important to development professionals. Purdue University). ProQuest Dissertations and Theses, p. 166-166 from http://ezproxy.msu.edu/loginurl=http://search.proquest.com/docview/304448193?acc ountid=12598. (304448193).
Craig, G. (2004). Community youth development: Programs, policies and practices. Journal of Social Policy, 33, 322-323. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/222047485?acc ountid=12
Durlak, Joseph A., et al. "Effects of Positive Youth Development Programs on School, Family, and Community Systems." American Journal of Community Psychology 39.3-4 (2007): 269-86. ProQuest Psychology Journals; ProQuest Research Library; ProQuest Sociology. Web. 13 Nov. 2012.
Hernández-cordero, Lourdes,J., et al. "Fresh Start: A Multilevel Community Mobilization Plan to Promote Youth Development and Prevent Violence." American Journal of Community Psychology 48.1-2 (2011): 43-55. ProQuest Psychology Journals; ProQuest Research Library; ProQuest Sociology. Web. 13 Nov. 2012.
Hillaker, B. D., Brophy-Herb, H., Villarruel, F. A., & Haas, B. E. (2008). The contribution of parenting to social competencies and positive values in middle school youth: Positive family communication, maintaining standards, and supportive family relationships. Family Relations, 57(5), 591-601. Retrieved from http://ezproxy.msu.edu/loginurl=http://search.proquest.com/docview/213938156?accountid=12598
Link 2
Link 3
Jarvis, S. V., Shear, L., & Hughes, D. M. (1997). Community youth development: Learning the new story. Child Welfare, 76(5), 719-41. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/213810512?a ountid=12598
Villaruel, F. A., Perkins, D. F., Borden, L. M. & Keith, J. (2003). Community youth development; The Role of Competence. Community Youth Development. Programs, Policies, and Practices (pp. 341-353). Thousand Oaks: CA. Sage Publications.
The significant proficiencies needed by youth to achieve their maximum growth and capacity to thrive are as follows:
- Cognitive
- Emotional
- Moral
- Physical
- Social
- Vocational
Progress in these six areas contributes greatly to the success that the individual might attain in the near future as well as the entire length of their life. The groups of talents a youth could pursue is dependent upon several variables such as ethnicity, perception, upbringing, financial status of family, and sex. “There is no one ‘picture’ of a socially competent person, no specific list of skills that indicate competence, and no one way to enhance social competence. What has been found to be most effective is a unified effort to ensure that the development, maintenance, and enhancement of social competence is appropriate to the differing target populations and contexts, and that interventions occur as early as possible in a child’s life. Social competence should be considered an important developmental goal for all children (Katz McClellan, Fuller, & Walz, 1995). The reference to ‘social competence’ includes facets of all competencies in this article, as they all relate in some way to the enrichment of both youth and community. Furthermore, mastering many of the qualities within the competencies is vital for the continuance of the community in a positive direction and sustains its productivity. This in turn, leads back to providing the resources needed for youth to develop in a healthy way within that locality. The specific structures of the abilities previously listed, may be reformed as necessary to fit the diverse environments where they are essentially required. A teenager living in Manhattan, for example, may not need to learn how to drive a car as they use public transportation. However an individual living in the suburbs may find it vital to have a driver’s license because there is no alternative way for them to travel locally. Different living regions necessitate altered skill sets dependent upon many factors.
Each of these broad categories above, involve numerous characteristics that contribute to the healthy growth and life of an individual and their surroundings. In relation to the physical competency, health and exercise may fall under this heading. If a young individual does not choose to exercise, or have the opportunity to do so presented to them-they may live a sedentary lifestyle. This could lead to being overweight, and many potential illnesses such as; circulation problems, diabetes, heart disease, high blood pressure, etc…. If this person does not have the means or initiative to change their way of living, they most likely would not be as successful or motivated as these dynamics could prevent them from achievements. The environment in which they live could suffer from not having a productive, contributing member within it. This person would not be well enough, nor have the desire to positively give back to their community. This trickle-down effect could influence not only the future of the person, nonetheless their metropolis as well.
As demonstrated, youth and community are closely intertwined, as they should be. A young person cannot experience growth, have opportunities, and gain the competencies they need to thrive and succeed in life without a constructive community. Likewise, a community will suffer much of the same fate if the young people within it are not confident, do not have the skills needed for critical thinking, don’t care about others, and do not contribute back to their public environment. “People are becoming more aware that youth develop in communities and that community sustainability and growth depends on youth growing to successful adulthood.” (Villarruel, Perkins, Borden, & Keith, 2003). The competencies needed for youth to transition into the best adults they can be, are crucial to learn in their formative years. Youth development professionals (YDP’s) have increasingly been recognizing the importance of working together with youth, as partners. They now comprehend the incredible value of having the younger population’s opinions and insight. Each of these areas: cognitive, emotional, moral, physical, social, and vocational, greatly contribute to the person that a youth matures into, as well as to how well a community will prosper in the future. This has been solely a glimpse of the competencies critical to our youth. Please choose your particular area of interest available here, to learn more about the prominence of these aptitudes.
Sabrina J. Salisbury
Michigan State University
References
Broady, C. A. (1998). Values, knowledge and competencies that are important to development professionals. Purdue University). ProQuest Dissertations and Theses, p. 166-166 from http://ezproxy.msu.edu/loginurl=http://search.proquest.com/docview/304448193?acc ountid=12598. (304448193).
Craig, G. (2004). Community youth development: Programs, policies and practices. Journal of Social Policy, 33, 322-323. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/222047485?acc ountid=12
Durlak, Joseph A., et al. "Effects of Positive Youth Development Programs on School, Family, and Community Systems." American Journal of Community Psychology 39.3-4 (2007): 269-86. ProQuest Psychology Journals; ProQuest Research Library; ProQuest Sociology. Web. 13 Nov. 2012.
Hernández-cordero, Lourdes,J., et al. "Fresh Start: A Multilevel Community Mobilization Plan to Promote Youth Development and Prevent Violence." American Journal of Community Psychology 48.1-2 (2011): 43-55. ProQuest Psychology Journals; ProQuest Research Library; ProQuest Sociology. Web. 13 Nov. 2012.
Hillaker, B. D., Brophy-Herb, H., Villarruel, F. A., & Haas, B. E. (2008). The contribution of parenting to social competencies and positive values in middle school youth: Positive family communication, maintaining standards, and supportive family relationships. Family Relations, 57(5), 591-601. Retrieved from http://ezproxy.msu.edu/loginurl=http://search.proquest.com/docview/213938156?accountid=12598
Link 2
Link 3
Jarvis, S. V., Shear, L., & Hughes, D. M. (1997). Community youth development: Learning the new story. Child Welfare, 76(5), 719-41. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/213810512?a ountid=12598
Villaruel, F. A., Perkins, D. F., Borden, L. M. & Keith, J. (2003). Community youth development; The Role of Competence. Community Youth Development. Programs, Policies, and Practices (pp. 341-353). Thousand Oaks: CA. Sage Publications.