Yo uth in the 21 st Ce ntury: Ho w will the y me e t the c ha lle - PowerPoint PPT Presentation

Yo uth in the 21 st Ce ntury: Ho w will the y me e t the c ha lle ng e s? Ma ure e n E . K e nny, De a n Bo sto n Co lle g e L ync h Sc ho o l o f E duc a tio n

9 th De a n o f the L ync h Sc ho o l o f E duc a tio n  PhD in c o unse ling a nd sc ho o l psyc ho lo g y  F a c ulty Me mb e r in Co unse ling Psyc ho lo g y a t L ync h Sc ho o l sinc e 1988  De a n o f L ync h Sc ho o l – with pro g ra ms in e duc a tio n a nd a pplie d psyc ho lo g y  Je suit pe rspe c tive o n who le pe rso n (c ura e pe rso na lis)  Ho listic vie w o f huma n de ve lo pme nt

Ove rvie w  Wha t a re so me o f the c ha ng e s a nd c ha lle ng e s to whic h yo uth must a da pt?  Ho w pre pa re d a re yo uth to me e t the se c ha lle ng e s?  Ho w do e s c o nte mpo ra ry de ve lo pme nta l the o ry fra me a n unde rsta nding o f the c o mpe te nc ie s ne e de d b y yo uth a nd the b e st wa ys to pre pa re yo uth fo r suc c e ss?  Wha t type s o f inte rve ntio ns a nd pro g ra ms se rve to pro mo te the se c o mpe te nc ie s?

De ve lo pme nt a s time o f c ha lle ng e a nd o ppo rtunity  Ado le sc e nt de ve lo pme nt a nd fa mily re la tio nships  So c ia l a nd e mo tio na l de ve lo pme nt  Ac a de mic a nd c a re e r de ve lo pme nt

Gro wing up in a c ha ng ing wo rld: E xte rna l c ha lle ng e s a nd o ppo rtunitie s  T e c hno lo g ic a l c ha ng e  Glo b a liza tio n  E c o no mic c ha ng e  De mo g ra phic c ha ng e

Ado le sc e nc e to da y  Ab o ut 25% o f the wo rld’ s po pula tio n is b e twe e n the a g e s o f 10 a nd 24; 15% o f US po pula tio n.  T he po o re st, le a st de ve lo pe d na tio ns, ha ve the la rg e st sha re s o f a do le sc e nts (88%); Ab o ut 60% in Asia a lo ne  Wo rldwide , o ve r 500 millio n a do le sc e nts live o n le ss tha n $2 pe r da y  I n US: 21% o f 18 to 24 ye a r o lds living in po ve rty in 2010  22% o f sc ho o l a g e po pula tio n in US spe a ks a la ng ua g e o the r tha n E ng lish a t ho me

Cha ng ing wo rld o f wo rk  T ype s o f wo rke rs ne e de d c ha ng ing ra pidly  Yo ung pe o ple c ha ng e jo b s a n a ve ra g e o f 10 time s b e twe e n a g e s 16 a nd 36  One fo urth o f wo rke rs in US ha ve b e e n with the ir c urre nt e mplo ye r le ss tha n o ne ye a r

E mplo yme nt  Yo ung pe o ple 18 to 34 c o mpo se 45% o f a ll une mplo ye d Ame ric a ns  E c o no my will ne e d 4.1 millio n jo b s fo r yo ung a dults to re turn to pre re c e ssio n le ve ls  Une mplo yme nt a nd unde re mplo yme nt a re mo st se ve re a mo ng Afric a n Ame ric a n a nd Hispa nic wo rke rs: One in fo ur Afric a n Ame ric a ns b e twe e n 18 a nd 24 who is lo o king fo r a jo b c a nno t find o ne  Une mplo yme nt ra te fo r yo ung pe o ple witho ut a c o lle g e de g re e (o nly hig h sc ho o l) is twic e a s hig h

Annua l Une mplo yme nt b y a g e a nd e duc a tio n, 2012 ALL AGES 18-24 25-34 L e ss tha n Hig h sc ho o l 16.5% 27.4% 15.4% Hig h sc ho o l 10.0% 19.7% 11.2% So me c o lle g e 7.7% 10.3% 8.7% Ba c he lo r’ s o r 4.2% 7.7% 4.1% mo re

Wha t skills a re ne e de d in a g lo b a l a nd te c hno lo g ic a l wo rld: 21 st Ce ntury Skills  Co re a c a de mic a nd te c hnic a l/ ST E M skills  Critic a l thinking a nd pro b le m so lving in re a l wo rld se tting s  Skille d Co mmunic a tio n  Co lla b o ra tio n a nd te a m wo rk  Cre a tivity a nd inno va tio n  Se lf-re g ula tio n  Glo b a l a nd c ultura l a wa re ne ss

Ho w a re we do ing ? Wo rkfo rc e pre pa ra tio n  E mplo ye rs in the U.S. ma inta in tha t ha lf o f hig h sc ho o l g ra dua te s la c k the e xpe rie nc e a nd skills ne e de d fo r e ntry-le ve l e mplo yme nt  Co rpo ra te se nio r e xe c utive s a nd huma n re so urc e s ma na g e r vie w ne w wo rke rs a s unde rpre pa re d in 21 st c e ntury skills (o nly 25% o f c o lle g e g ra dua te s a nd a re de sc rib e d a s ha ving e xc e lle nt skills)

Ho w a re we do ing ? Ac a de mic pre pa ra tio n  Only 66% o f hig h sc ho o l stude nts me e t c o lle g e re a dine ss b e nc hma rks o n ACT  Ac a de mic a c hie ve me nt fo r a ll g ro ups in US ha s inc re a se d sinc e 1990s  Pe rc e nta g e o f stude nts ta king Alg e b ra I I inc re a se d fro m 40% in 1982 to 76% in 2009  Ga ps b e twe e n White a nd Asia n stude nts a nd Bla c ks, L a tino s, a nd re c e nt immig ra nts ha ve de c re a se d

 F uture e xpe c ta tio ns o f a do le sc e nts ha ve inc re a se d: T he pe rc e nt o f hig h sc ho o l se nio rs who e xpe c te d to e a rn g ra dua te o r pro fe ssio na l de g re e s inc re a se d fro m 13% in 1972 to 38% in 2004 (inc re a se g re a te r fo r g irls: fe ma le s 45% vs. ma le s 32%)  Hig h sc ho o l a nd c o lle g e c o mple tio n ra te s c o ntinue to diffe r b y ra c e , e thnic ity, a nd inc o me le ve ls  I nte rna tio na l c o mpa riso n (2009 PI SA) da ta re ve a l US a t middle o f g ro uping (7 o f 34 in re a ding ;18th in ma the ma tic s, 13 th in sc ie nc e )

 Pa rtic ipa tio n in a fte rsc ho o l a c tivitie s a nd vo lunte e rism b e twe e n 1999 a nd 2009 ha s b e e n fla t, b ut so me de c re a se in ma le pa rtic ipa tio n o the r tha n spo rts  I nc re a se d sc re e n time : A g re a te r pe rc e nta g e o f ma le s (10%) tha n fe ma le s (6%) re po rte d pla ying vide o o r c o mpute r g a me s fo r 2, 3, 4, o r 5 o r mo re ho urs pe r da y in 2009  Ob e sity: I n 2008, a b o ut 53 pe rc e nt o f yo ung a dults b e twe e n the a g e s o f 18 a nd 24 we re a t a he a lthy we ig ht, 26 pe rc e nt we re o ve rwe ig ht, 16 pe rc e nt we re o b e se , a nd 4 pe rc e nt we re unde rwe ig ht.

T he o re tic a l L e ns fo r vie wing wo rld a nd e ffe c ting c ha ng e  Bro nfe nb re nne r’ s e c o lo g ic a l mo de l a nd L e rne r’ s De ve lo pme nta l c o nte xtua l mo de l  I ndividua ls a re ne ste d in multiple c o nte xts tha t impa c t de ve lo pme nt in re c ipro c a l wa ys  Co g nitive , b io lo g ic a l, so c ia l a nd psyc ho lo g ic a l do ma ins o f func tio ning a re inte rre la te d  Risk a nd pro te c tive fa c to rs a re pre va le nt a t individua l a nd c o nte xtua l le ve ls  Bidire c tio na l c ha ng e s b e twe e n pe rso n a nd e nviro nme nt pe rmit c ha ng e o r pla stic ity a c ro ss the life spa n

Po sitive Yo uth De ve lo pme nt  All yo uth a nd a ll c o nte xts ha ve stre ng ths a nd po te ntia l fo r he a lthy a nd suc c e ssful de ve lo pme nt vs. a do le sc e nc e a s time o f ine vita b le risk  F o c us o n b uilding stre ng ths ve rsus re duc ing de fic its; a ssist a ll yo uth to thrive , no t just b e a b se nt o f pro b le ms  Do this b y b uilding de ve lo pme nta l a sse ts a t the individua l a nd c o nte xt le ve ls  Asse ts a re the “so c ia l nutrie nts” ne e de d fo r he a lthy de ve lo pme nt.

Protective Factors Community School Family Peers Student -attachment to prosocial -sense of safety at school -family involvement in school -social acceptance -school engagement community organizations -positive relationships with -positive parental monitoring -relationships with -social competence -participation in appropriate teachers -positive relationships with -social self-efficacy prosocial peers service organizations -positive school climate parents -positive academic -awareness of community -youth development -social support for families performance supports & resources opportunities -economic stability -academic self-efficacy -mentor relationships (e.g., -involvement in -parental value on education -health knowledge Big Brother, tutors) extracurricular activities -positive health attitudes & behaviors Co mmunity Sc ho o l F a mily Pe e rs Stude nt Risk Factors Community School Family Peers Student -community violence -unsafe school conditions -family discord -peer rejection -conduct problems -lack of community -school norms for -negative peer pressure -low academic resources & services aggression performance -bullying Figure adapted from Orpinas & Horne, 2006; Orpinas, Horne, Reeves, & Bandalos, 2005

PYD vs. Re me dia l a ppro a c h  Re me dia l: Go a l is to te a c h yo ung pe o ple a b o ut the da ng e rs o f drug s a nd the ne g a tive c o nse q ue nc e s o f unsa fe se x, te e na g e pre g na nc y, a nd inte rpe rso na l vio le nc e  PYD: Go a l is to invo lve yo ung pe o ple in c o nstruc tive a c tivitie s whe re the y le a rn ne w skills a nd c o nne c t with c a ring a dults, so tha t the y will b e c o me pro duc tive a dults in the ir fa milie s, c o mmunitie s a nd c ivic so c ie ty

Focus on fit between person and context: Eccles  Whe n yo uth de ve lo p in e nviro nme nts tha t re spo nd to the ir c ha ng ing ne e ds, the y a re mo re like ly to e xpe rie nc e po sitive o utc o me s; yo uth in no n- re spo nsive c o nte xts ma y e xpe rie nc e diffic ultie s a nd de ve lo p pro b le ms