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“Trying to be everything else”: Examining the challenges experienced by youth development workers

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  • Bloomer, Rebecka
  • Brown, Aishia A.
  • Winters, Andrew M.
  • Domiray, Anna

Abstract

Youth development research and practice have evolved significantly in the last forty years, as theoretical orientations shifted to reflect the focus on youth strengths and assets. While research on youth development has evolved, research with an emphasis on those who work with youth in this context is strikingly limited. This study aimed to bridge this research gap by using a constructivist grounded theory approach to explore the challenges experienced by youth development workers. Semi-structured, in-depth qualitative interviews were used to garner perceptions of challenges. Nineteen participants completed a total of 26 interviews. Participants explained the complex and intertwining relationship of internal and external challenges they experienced. Participants grounded these challenges within the context of their work environment. Their shared meaning across these topics informed the development of a context specific framework including three themes of (a) “trying to be everything else” (b) emotional response and (c) youth behavior, with a subtheme of (d) youth behavioral health. The field of youth development often focuses on building more professional development opportunities however, results from this study show a need to address challenges youth workers experience within the bounds of the youth program and larger organization. Specifically, there is a need for organizations to support youth workers by clearly defining their role, and identifying areas where additional capacity and support are needed.

Suggested Citation

  • Bloomer, Rebecka & Brown, Aishia A. & Winters, Andrew M. & Domiray, Anna, 2021. "“Trying to be everything else”: Examining the challenges experienced by youth development workers," Children and Youth Services Review, Elsevier, vol. 129(C).
    • Handle: RePEc:eee:cysrev:v:129:y:2021:i:c:s0190740921002899
    DOI: 10.1016/j.childyouth.2021.106213
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    References listed on IDEAS

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    1. Susanne James-Burdumy & Mark Dynarski & John Deke, 2005. "When Elementary Schools Stay Open Late: Results from The National Evaluation of the 21st-Century Community Learning Centers Program," Mathematica Policy Research Reports 747640229207407f9f0f09abf, Mathematica Policy Research.
    2. repec:mpr:mprres:4871 is not listed on IDEAS
    3. repec:mpr:mprres:4551 is not listed on IDEAS
    4. Susanne James-Burdumy & Mark Dynarski & Mary Moore & John Deke & Wendy Mansfield & Carol Pistorino, "undated". "When Schools Stay Open Late: The National Evaluation of the 21st-Century Community Learning Centers Program," Mathematica Policy Research Reports 86c8d763ea6c4acebca8464c5, Mathematica Policy Research.
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    Cited by:

    1. Dávila, Dayana & Alvarado, Rafael, 2022. "Análisis del impacto de la Ley Orgánica para la Promoción del Trabajo Juvenil, Regulación Excepcional de la Jornada de Trabajo, Cesantía y Seguro de Desempleo, sobre el desempleo juvenil en Ecuador," MPRA Paper 113709, University Library of Munich, Germany.

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