New Youth Development Master’s Program - The University of Illinois at Chicago has launched a new Master's of Education program in Youth Development.  The purpose of the program is to prepare individuals to work with young people in realizing their full potential as human beings and citizens.  The curriculum has been designed to provide individuals with the knowledge and skills they need to create and administer programs that support youth in meeting the challenges of developing their emotional, physical, social and intellectual selves and in gaining a voice and place in society.

The program is currently accepting applications for the Fall 2008 cohort of students. We are specifically interested in individuals who aspire to or currently work with youth in urban contexts. Questions can be answered by Stacey Horn, program coordinator, at sshorn@uic.edu; Allison Tingwall, program assistant, at atingwall@gmail.com or Ana Valenta, M.Ed. Advisor at agarci5@uic.edu.

Collaborative for Academic, Social, and Emotional Learning (Girl Scout Research Institute Quarterly)

What after-school program practices and characteristics benefit youth beyond academic outcomes? What training approaches are necessary for such programs to be effective?  The Collaborative for Academic, Social, and Emotional Learning (CASEL) answers these questions with its focus on youths’ social and emotional learning and development from pre-school through high school. Click here to download The Impact of After-School Programs That Promote Personal and Social Skills.

Core Principles for Engaging Young People in Community Change (forum Flash)

Engaging young people as partners in community change is a compelling idea, but translating that idea into effective practice requires focused attention to a range of issues. The principles described in this paper emerged from the commingling of research and practice that occurred when the Forum merged with Community IMPACT! USA. They are important but simple principles for putting the idea of youth engagement into practice. Click here to read the report.

Report Cites Indicators of Children's Well-Being (JuvJust)

The Federal Interagency Forum on Child and Family Statistics has released "America's Children: Key National Indicators of Well-Being, 2007."  This report includes detailed information on the welfare of children and families.
The report addresses such topics as family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health. Click here to download.

The Quality of School-Age Child Care in After-School Settings  (HFRP Listserv)

Growing evidence tells us that quality after school programs can make a difference in children’s lives. But what defines quality in after school settings? This brief by HFRP’s Priscilla Little offers an overview of the features of high-quality after school settings, including an examination of key research on links between program quality and developmental outcomes. The article, published by Child Care & Early Education Research Connections, also reviews current practice in program quality assessment, and a set of quality-related considerations for policymakers. Click here to read more.

Study Calls for Stronger Role for Arts in Afterschool  (PPAS Listserv)

A new study of the role of arts in afterschool programs concludes that state and local arts organizations need to take a stronger role in initiating partnerships with afterschool programs. The authors of the report found that afterschool providers strongly support including arts programming in their afterschool curricula but also found a scarcity of resources and time to implement such programs.  Click here to access the study, Understanding the Market for Arts Education in Afterschool Settings.

Media Literacy and Internet Safety Education  (PEN Weekly NewsBlast)

A new survey conducted asked states to rank their needs and areas of interest regarding media literacy issues. The strongest need was in the area of safety. Sixty-nine percent of states report that protecting children from predators and other online dangers is one of their strongest needs, followed by security (protecting personal information) and online ethics (preventing cyberbullying, plagiarism and hacking). Click here to explore a toolkit that provides strategies and free materials for stakeholders in this topic.

Strengthening Afterschool for Older Youth through Policy and Practice: A Policy Brief

This American Youth Policy Forum (AYPF) guide includes a discussion of the proven benefits and tips for collecting data, measuring and improving quality, ensuring access among disadvantaged youth -- this and more in just four pages!  Click here to download the policy brief.

Brief Reviews Trauma Among Youth in Juvenile Justice System (JuvJust)

A new research and program brief provides an overview of trauma among youth in the juvenile justice system, including its scope and impact; and reviews tools, curricula and approaches for addressing trauma among justice-involved youth. Issues related to implementing trauma services within the juvenile justice system context are also discussed.
Click here to download "Trauma Among Youth in the Juvenile Justice System: Critical Issues and New Directions."

Educating Students Who Are Struggling in School and in Life (CFK Weekly)

Brookings senior fellow Hugh B. Price says the National Guard Youth ChalleNGe Program has a lot to teach the field about reaching and re-engaging disadvantaged and disconnected youth of all races -- and it's time to start sharing.  Price offers insights in demilitarizing what the Pentagon know about developing young people.  Click here to learn more.

Publications for Youth Workers

To find publications and toolkits that are relevant to your work with young people and downloadable off the website. Click here for a full list of publications developed by the National Collabortion for Youth/National Youth Development Learning Network Initiative.

When Summer is Over : Confronting Risks, Exploring Solutions

This journal explores the impact of the summer and when public support for children declines on young people. On average, students’ achievement test scores are about one month lower when they return to school in the fall than when they left in the spring, according to a research synthesis. This decline in knowledge, known as summer learning loss, is typically more pronounced for math than for reading. Contributors to this issue examine the research on potential risks youth face during the summer, such as regressing on measures on knowledge and health. Click here to purchase the publication.