something to say "yes" to! (careers in youth development) · pdf fileintroducing the...

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SOMETHING T o SAY

"YES" To!

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Mission Statement

The National Collaboration for Youth (NCY) is an affinity group of the National Assembly of National Voluntary Health and Social Welfare Organizations. Leading youth development organizations work together to provide a united voice as advocates for youth, to improve the conditions o f y o u n g p e o p l e in A m e r i c a , a n d to h e l p y o u n g p e o p l e r e a c h t h e i r

full potential.

Members of the National Collaboration for Youth

American Red Cross Association of Junior Leagues International Big Brothers Big Sisters of America Boy Scouts of America Boys & Girls Clubs of America Camp Fire Boys and Girls Child Welfare League of America Civil Air Patrol Families, 4-H & Nutrition Girl Scouts of the USA Girls Incorporated Hosteling International, American Youth Hostels Joint Action in Community Service National Association of Homes and Services for Children National Network for Youth One-to-One Partnership The Salvation Army Volunteers of America WAVE, Inc. YMCA of the USA

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© 1996 The National Assembly

of National Voluntary Heal th and Social Welfare Organizations 1319 F Street, N W Suite 601 • Washington, D C 20004 (202) 347-2080 • www.nassembly.org

Introducing the Youth Development Field

W hen President Bill Clinton asserted in his first State: of the

Union address, "We have' got to stop pointing our fingers at kids who have no future and reach our hands out to them," he described the work of youth development. When he suggested that his audi- ence "remember that even as we say no to crime, we must give our young people something to say yes to," his words echoed the promise of youth development careers.

I f you are a person who cares about kids, and is looking for a profession that makes a difference, a career in youth development may be for you. This publication will give you a feel for the wide variety of opportunities and individuals in the field. You will join them on a day in their lives, read how they got there, and learn about their vision for developing young people. You will share their enthusiasm and sense of satisfaction knowing their work has meaning. Whether sitting at a desk, interacting directly with young people, supervising, or lobbying in the hails of Congress and state legislatures, each in his or her own way is extending a hand to youth. We hope their stories will encourage you to say, "Yes!" to a career in the youth development field.

Youth development is about

nurturing young lives. For young people it means spending time, learning, and having fun in a safe environment with adults who care. It is work that strives to develop all our nation's children into productive adults. It is about time well spent in a supportive environment, engaging in an activity, when too often, by unfortunate necessity, too many children spend too many hours alone and unsupervised.

Youth development programs are led by agencies like the members of the National Collaboration for Youth. They are trusted organizations so part of the American scene that they are icons. At the same time, they are contemporary in their visions. The National Collaboration for Youth is just the tip of the iceberg: More than 17,000 nonprofit agencies serve as youth development organizations in the United States, rank- ing second only to public schools in the time spent with young people.

There are unlimited careers "to say yes to" in the youth development field. Whether your interest is social work, psycholo- gy, human service administration, business, ministr}; education, recreation, juvenile justice or health, there may be a job for you. Youth development jobs include everything from designing and implementing programs,

training, and fund raising to directly working with young people as counselors, educators, social workers, camp directors, or after-school program directors, to name a few.

The qualifications required range widely across professions and skills. There are people like Guillermo Flores, who built on

his love for coaching and obtained a degree in recreational management and public administration. As program director for Boys & Girls Club of Scottsdale, Arizona, he now has a direct hand in developing and running activities for hundreds of kids. He is supervised by Sandy Stevens, who graduated with a degree in biochemistry but found her call- ing during college while volun- teering as a volleyball coach at the Tucson Boys & Girls Club. Laura Heaney, director of child care services for the YMCA in Portland, Oregon, found herself restless after teaching in an elementary school and was able to catapult her skills and dedication to children into a powerful management role in designing and implementing after-school child care programs. Angela Key found her niche in an unanticipated setting. Angela feels her job as case

manager in an independent living program for unwed teen mothers brought new life to her social work career. Some find a second

career, like Howard Northrup, a retired career Naxw officer and

former helicopter pilot and base comptroller. He uncovered new

What ties individuals

in the field together is a

commitment to providing

productive and healthy

environments for young

people to grow and develop.

meaning in his fiscal budget

crunching as associate executive

director of administrative services for San Diego Youth and C o m m u n i t y Services " I f I save $1,000 now," he says, "I know it means this agency can do more in

a kid's life." Whether a career in the youth

development field is studied for, stumbled upon by chance, or dis- covered as a second career, once on

the job, there are opportunities for vertical and lateral movement within agencies and agency to agency. W h a t ties individuals in

the field together is a commitment

to providing productive and

heMthv environments for young people to grow and develop. It is interesting and meaningful work, vitally important in today's world, and that is precisely why the W.K.

Kellogg Foundation funded this publication: to get the word out. "It gave us a chance to provide infbr- mation about real opportunities," says Kellogg Program Director Robert Long. "It comes out of a

strong belief that youth development work is really about ensuring the fhture of our country."

2

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A Day in the Life of Sandy Stevens...

B right and early Monday morning, in the already hot Arizona sunshine, Sandy

Stevens drives up to her parking space just after 7:00 a.m., country music booming from the radio of her sassy 1986 red Toyota truck. She hops out, tosses her long black hair off her shoulders, grabs her

purse and papers and, full of energy and enthusiasm, greets the sleepy children already lining up at the doors of the Boys and Girls Club, a modest one-story building on a downtown street.

The youngsters, ages 6 to 15, follow Sandy like the Pied Piper and come alive under the irre- sistible pull of her warmth and humor. She has a personal greeting for everyone, a joke, a focused attention that instantly makes those in her presence feel special. As she socializes, she is checking her center, making sure everything and everybody are in place for the program which serves 200 young people on an average day. The trickle of kids coming in swells to a rush.

As parents drop them off,

Sandy double-checks permission forms, collects fees for swimming and special activities, and breaks up skirmishes among children

wing for games and position in the big game room. Out of the corner of her eye, she sees a shy child entering for her first day. Sandy makes a beeline for her,

crouches down and talks to her quietly. They walk to the child's new group, hand in hand.

The groggy adolescents who are "leaders in training" tease Sandy as she whisks from place to place. "Why are you happy ali the time?" one boy asks as he roils his eyes. "It's depressing!" She laughs heartily and within moments gets him to laugh, too. She could not be more pleased at this effort to engage young adolescents in the program by giving them responsi- bilities as helpers.

By 9:00 a.m. the kids are lined up in groups in the gymnasium. She has already had countless interactions with her charges. Even though she is the manager, Sandy draws energy from the pop- ulation she serves and maintains a

work rhythm that allows her to keep in touch with their needs. "The most important thing to me is being out on the floor mingling with kids," she says. "Even in a manager position, you can't lose sight of that."

On the gymnasium floor, she is the head counselor--clowning, exhorting, getting the kids to sing and compete in spirit yells. Groups with names such as the Freaks, Cougars, Erasers, Destroyers, even amazingly, the all-too-cool oldest group, the Hippies, yell at the top of their lungs. And the Hippies win!

Once the groups go off to their morning activities, Sandy set- tles into her office. Her door has a formal sign that reads: Sandy Stevens, Branch Manager. The

14

more appropriate sign is taped below in big bright polka dot letters on an orange background. Made by one of the kids, it says

simply, "Sandy." That 's what the kids call her.

Sandy leaves her door open. At 24, she is definitely a member

"The most important thing to

me is being out on the floor

interacting with kids, even in

a manager position, you can't

lose sight of that."

of the M T V generation: the noise and energy of the place stokes her,

and she can do five things at once. She pays bills, works on the center

budget, assesses the stock of sup- plies, sets up a board meeting, and

makes sure all is in order for the field trip to a video arcade. She

presides over the prize chest beside

her desk as several kids come in for special rewards for good attitudes and cooperation. She helps one

youngster calm down from a tem-

per tantrum, acts as center princi- pal by disciplining two others, approves a request to bring a bug condo with a spider in it for show

and tell, types a report, and makes

several phone calls to suppliers.

The day whizzes by. There are afternoon announcements in the

gymnasium, activities, and a major snafu with the air conditioning failing in the 107-degree heat. No

problem. After trying switches and fuses, Sandy decides to climb on to

the roof and tinker with the equipment. She somehow gets it run-

ning again, and nobody is sur- prised that she can do it!

Sandy loves herjob. "I can be four different people in one day,"

she says. "In the morning I can be at a board meeting in professional dress; in the afternoon I can be getting drenched with a Super Soaker. It is the best of both

worlds."

5

Stepping into a Career

W hile in college, Sandy Stevens was uncertain about her career. She

had always thought about teaching because she loved kids but was being pressured toward a career as a scientist because she was natural- ly gifted in science and math.

Her life changed when she volunteered to coach volleyball at the Boys & Girls Club and fell in love with the youth development field. "The girls really took a liking to me and me to them. I was a good volleyball player and I would try mv best to teach them and be a positive role model. We spent time talking about life, dating, and friendships, and they wanted to

BOYS & GIRLS CLUBS OF AMERICA

hear my experiences. I thought, 'This is awesome. It's helping kids out.'" She remembers thinking it was the most difficult thing she had ever done but loved the challenge and the emotional appeal.

The executive director of the Tucson Boys & Girls Club became her mentor and hired her. He helped her understand the importance of her connection with the kids she worked with and how that could positively affect their lives. She started part time and moved to full time while completing her college degree. She was totally taken with the work: "I thought, 'This is wonderful. I can do something that I love and get paid for it!'"

Sandy went on to become program supervisor in Tucson and then moved to Scottsdale for her present job as branch manager at the Boys & Girls Club. In addi- tion, she has become a trainer for

the national organization, Boys & Girls Clubs of America, where she is known affectionately as "The Kid."

Looking back from her present position, she recalls, "I was really headed toward medical school, maybe as a pediatrician. I had these battles with myself over what I wanted to do. I f I wanted to pursue a master's degree in youth development or something, I fig- ured I could do it later. This is why I have a bachelor's degree in mole- cular and cellular biology with a minor in physics and chemistry."

Her work, Sandy says, "is something I love absolutely. I can't imagine leaving, but maybe someday I'll go to medical school. I f I do, I know I will always be tied in somehow. Maybe I'll be a volunteer on the Board of Directors, raising money for youth programs. I can't see ever detaching completely."

6

Youth Deve lopment - In Her Own Words

S andy seems so at ease in her role as she interacts with the

kids at her center, so fun-

loving, that it is easy to assume her

talent is related to her own youth-

fulness. But from the moment she

comes to work until she leaves at

the end of the day, she never for-

"That is youth development:

How am I going to

make a positive impact on

this kid today?

What am I going to do to

make that person fee1 good?"

gets the underlying intent of everything she does.

"My profession is youth development. W h e n I work with a kid,

it is not just, 'How are you? How

was your day?' It is constantly

thinking about how am I going to

make this kid special. How am I

going to change this kid's life

today? That is youth development:

How am I going to make a positive impact on this kid today?

W h a t am I going to do to make

that person feel good? It is an ongoing process.

"My first impression was that

the Boys & Girls Club was just a

recreation agency. This idea was

dispelled in my first staff meeting

when the executive director said,

'We are not a recreational facility;

we are a youth development

agency.' His whole presentation

focused on how the agency helps to

develop young people by teaching

life skills, citizenship, leadership,

and to me it was like, 'Wow! This is

so cool! I always wanted to make a

difference in this world!'

"The thing that sold me was

when I finally stepped into a Club and saw I made a difference. The girls I coached in volleyball will

never forget me, and I will never forget them. W h e n you walk into a Club, the way the kids cling to

your legs, it makes you feel want-

ed. You have to be able to be the

center of attention and use that to

make a positive effect on the kids."

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A Day in the Life of Paul Watson...

D uring the rare moments

when Paul Watson sits at

his desk in his cheerful, unpretentious office, he looks out

on a courtyard in the converted

garden apartment complex that

houses San Diego Youth and

Community Services. The laughter of young people who are part of a

program punctuates his work.

His desk is piled high with papers. He already collected his

voice-mail messages on his cellular

phone while driving in to work. He has a stack of calls to return,

contractors to meet regarding

office remodeling, a new computer

system to consider, potential fund

raisers to contact, and reports to

write. The monthly calendar opened on his desk is pracfcally

colored in with meetings and

obligations. But Paul is charged with ener-

gy. His eyes are ablaze with the

mission of his work: to transform

society to a more just and equitable

place, harnessing the power of youth as the primary social change

agents. The passion of his commit-

ment suffuses the room. It can be heard in his voice as he gently pres-

sures a colleague on the phone to

work with him by running for vice

chairman of the National Network

for Youth's National Council on

Youth Policy. It is presented on the large blackboard on one wall that

has a clear list of priorities for the

agency in the 1996-97 fiscal year.

It is seen in the art that adorns his walls: two African prints portray a circle of elders, reminding him of his position as a role model to young people.

The busy details of his work go far beyond the particulars of administering a large social service agency. His office is like a satellite

center for members of national and international organizations that deal with social change, communi-

ties, and youth. Yet at the same time, Paul strives to make connec- tions with the same people his agency serves. He makes time to attend a barbecue in the courtyard given by the kids to raise money

for their program. He stops to pay his compliments to the young chefs at the grill.

Since Paul travels so much

for his many commitments, all day long he tries to catch up, and everyone seems to want a piece of his time. He patiently tries to accommodate. There are matters of donor development, fiscal and

human resources, supervision of programs and writing grants. He administers a staff of more than 150 paid employees and 400 volunteers, oversees an annual budget of $5 million, and delivers services that touch the lives of more than 60,000 young people each year.

A workaholic by nature, he

works from 9:00 a.m. to 9:00 p.m., six days a week on average, with very few of hours spent at his desk. He is administrator, power broker, wheeler-dealer, fund raiser, and visionary. He iuggles circles of

influence to sustain his vision. He thrives in such an environment. He moves easily from making presentations at a City Council or board meeting to standing with his staff holding fund raising buckets at a Bonnie Raitt concert and col- lecting clothing donations.

His dedication to a partnership with youth is absolute. At an emergency lobbying effort with state legislators in Sacramento the

He moves easily from

making presentations at a

City Council or board meeting

to standing with his staff

holding fund-raising buckets

at a Bonnie Raitt concert.

night before, he took a "youth partner" with him to speak out against a bill intended to lock up youth status offenders. Paul wants legislators to hear the voices of young people their laws affect. He also wants young people to understand how they can influence the power structure. Everything he does comes down to involving and empowering youth.

The day ends with a labor of love, a Youth Congress meeting. The Youth Congress was founded by Paul in 1994 to bring together young people and adults from other youth-serving agencies in San Diego. The Youth Congress is a partnership to strengthen and create real political clout among young people ages 18 to 24. Paul joins the circle of chairs. He explains about the anti-youth measures being debated by federal

and state policy-makers that include trying young people as adults for certain offenses, manda- tory sentencing, and other puni- tive proposals. He speaks to the group as equals, telling them about last night's session in Sacramento. He opens a discussion on the underlying issues that create a climate for such bills.

A heated discussion ensues. They are all still talking as Paul leaves for his agency's Board of Directors meeting. His parting words are about how young people and adults need to work together to develop a strategy to counter the anti-youth mood in the country. As he walks out, the discussion that was dominated by complaints has become forceful and proactive. The group begins to make a plan. He smiles because his vision is happening.

11


p aul was a child of the '60s,

changed irrevocably by the power of youth in the Civil

Rights movement. Born to a reli- gious family and raised in a quiet

community on Long Island, New York, his life took a detour for several years after his father diedand his mom remarried. At 16, he ran away and got absorbed in the street culture, eventually becoming

a gang leader. His story may have stopped

there, just another kid lost to the streets, if it were not for a youth worker assigned to his neighborhood. "He said, 'Paul, I watch you

every day risking your life. I always wonder, what benefit do you get from it? Have you ever looked at the conditions in this community? You can really do something about it. I f you are going to risk your life, you

might as well risk it for something beneficial.'" Paul recalls, "I didn't

"know what he was talking about, but it captured my attention."

They established a partnership, Paul and the street worker.

They worked on improving recre-

ation and housing in the community. Paul learned to be an organiz- er and became aware of his power to transform things.

He learned that he needed more tools. Paul got his G E D and went on to earn a bachelor's of science in human service administration. "School gave me a whole new theoretical framework to look at

what was happening in communities. I realized issues of race relations were only a small part of the bigger issues in the community," he says.

At 21, he moved to Connecticut and became a youth counselor in a group home treatment program for adjudicated youth. His work with families, police, and community marked the first time he had stepped inside the system. He real-

ized he wanted to be in charge: "I always said to myself, ' I f I were running this program, I would do it a little better and maybe make a

broader impact!'" He moved toward leadership

positions, first as program director

of the group home, then at a girls' f~icility for several years. Eventually

he became executive director of the agency. Along the way, he learned new skills: theories, modalities of treatments, and organizational structures. He became more and more touched by the situations of the young people and families. "I always tied my experiences back to the larger issues: Why is it that we

have whole communities where young people are growing up under these conditions?"

Paul found himself stepping beyond his office to affect public

policies and the flow of funding. He began meeting with policy- makers and participated in interest groups, task forces, and congres- sional advisory boards.

When he went to San Diego in the late '80s he continued his work

at the helm of several treatment facilities before finally going to San

Diego Youth and Community Services in 1989. He became execu-

tive director in 1995.

12

Youth Deve lopment - In His Own Words

E ven when Paul Watson sits still, there is a sense that the wheels are turn-

ing in his head. Nothing he does is unrelated to his vision of adults and youth working together for community change. Such partnerships are the only way, he believes, for change to occur. "There are many community

My passion is to create equal

partnerships, so together

young people and adults can

strengthen communities.

development projects around the country, but youth are usually an afterthought," he says. "They are not involved with the planning, designing, and implementation of programs. Many times they are looked at as major problems in the equation. But you cannot design programs for young people without asking them whether or not they make sense.

"I believe that you have to get people to share a vision for what their community really could be. In order to come up with solutions, you have to have the energy and the impatience of youth and start to push things in a different way. You also have to

have the benefit of experience and the knowledge and wisdom of the adults. My passion is to create equal partnerships so together, they can strengthen communities.

"The more the community can acknowledge young people in positive, healthy ways, the more powerful the possibilities. I have spent time thinking and learning about rites of passage. It is sad that we have lost a lot of those things that helped young men and young women understand, in positive and reaffirming ways, how to be responsible adults and meaningful players in our communities."

13

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15

A Day in the Life of Joi Smith...

T here are no children in

sight in the offices of Big

Sisters of Central Indiana, yet they are the entire focus of the

staff in this mentoring program.

Their presence suffuses the pleas-

ant suite of offices in downtown

Indianapolis. Two life-size soft sculptures of little girls greet visitors. A bright sea of smiling faces

adorn a huge bulletin board dis-

playing many of the little sisters

and the adults matched with them

through the Big Sister program.

They are affectionately called the

"Bigs" and the "Littles." The adult

volunteers make a commitment to

meet with their charges for several

hours two to four times a month

for at least a year, although the relationships often last much

longer.

Joi sits at her desk. Her crisp, minimally decorated office conveys

a sense of order and calm. Her

space is immaculate, uncluttered

and organized. She is centered and

focused. A list of the day's demands

is ready to check off and the agen-

da for her first meeting of the

morning is on top of the pile of

things to do.

When her new assistant

enters somewhat shyly, Joi makes her feel immediately at ease.

Though she is the supervisor, her

deep belief in the importance of

every member of the team comes

through. With the skill and

patience of a teacher and the preci-

sion of a manager, she works through each facet of the job with her new staff member. The first topic is how to answer phone calls.

Joi makes it clear that "customer service" is central to the operation of the agency, whether those cus- tomers are parents, clients, volunteers, patrons or funders. How these calls are handled when the phone is answered is crucial. She goes over not only the specifics of

the assistant's job, but also the overall operation and organization of the agency.

"In this job, I have developed the skills to coach staff and help

people reach their potential, here at this agency and in their career in social services. With case managers who have as much and even more experience than I have, I feel I can

offer a management perspective." She believes that staff need to understand how decisions are made and how what they do fits

and is connected to the mission of the agency. "Staff need to understand that there is more than what is happening at their desk."

The next meeting is a "match- ing session" with her staff of four case managers. During these ses- sions, they set up new couplings of

volunteers and children. Joi avoids the head of the table, sitting instead among her workers and gets right down to business. Each case man-

ager takes a turn describing the girls in their caseload and the others offer potential matches. It is a deeply personal, probing process. The case histories, needs and interests of kids, preferences of the

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adults, geographical location and travel time all must be considered.

The meeting is lively, intelli- gent, probing, warm, and impas- sioned. Joi keeps it targeted and moving. It is everyday stuff to them, but in fact, the mission of the agency, is a remarkable statement of American generosity: The work of the agency rests on the good will of volunteers making a

Joi has molded her passion

for helping children and her

organizational and business

skills into a career.

difference in the lives of young people.

Joi finds teaching, sorting and explaining complex problems a big turn-on. She has molded her passion for helping children and her organizational and business skills into a career.

She also plays a public relations role in enhancing public perception of the agency. "Social services need to get smart in demonstrating success. We need to be more sophisticated and savvy," she says. "It is not enough to say, 'We help children.' Funders and the rest of the world are asking, 'How do you help them? How do you know what you do makes a difference?'"

Many of her days are made up of meetings, both within the agency and outside in the community. Often she finds herself telling the Big Sister story - - the agency's history, track record and mission - - to staff, potential funders and volunteers. To her, all are linked: She calls it "The Big Picture."

Understanding The Big Picture is empowering, according to Joi. She finds each day filled with new demands, as well as interesting details. She also admits with a big smile that she has a small caseload herself because the agency believes that direct service keeps managers fresh. "I need t o see little faces," she says simply. "They remind me what my work is all about."

17


J " oi Smith explains that her

work in the "trenches" was an invaluable experience for start-

ing her career. After she graduated from college with a bachelor of

arts in sociology, she got her first job working in the summer youth work program. She was responsible for supervising youth workers ages 16 to 21 at an area hospital. He r next position required her to iive on site in a group home with

kids. "My experience was that of being a caretaker of kids who had had a history of abuse and neglect. Their spirits were bruised, and I had to deal with their anger and

rejection, to hold them when they were crying, to give them those hugs, basically doing what a parent would do." She worked at the group home for four years, eventu-

ally becoming the manager. I t was

emotionally draining work, and she decided she needed a respite.

She made a total change and

worked for Allstate Insurance for two years. "Going into sales helped to develop my presentation skills and helped me learn about the business world. I soon realized that money was not much of a motivator for me. It was not giving me that intrinsic feeling that I was making a difference, that I was impacting people."

Joi left Allstate and went to work for the State of Indiana

Division of Family and Children in Indianapolis. At first she was hired as a case manager for public assistance, then as a case manager for kids in residential child welfare settings.

In 1989, she came to Big Sisters as a case manager. She was excited by the opportunities for career advancement and by the transition from deficit-oriented to

positive youth development work. She has changed positions at the agency almost every two years. "The work has to stay challenging. I 'm always keeping my eyes open for new career opportunities," she says. " I f I think I have the skills to

be able to pursue the iob, I will." Joi is currently in graduate

school pursuing a master's degree in public affairs with a concentra- tion in not-for-profit manage-

ment. 'Tve been in this field long enough to see where my niche was developing," she explains. "I know whatever I do, it has to have a management component to it."

be a Sister to a

18

Youth D e v e l o p m e n t - In Her Own Words

ile "The Big Picture" about the business of rving kids, when it

comes down to the kids them-

selves, Joi Smith wants to make sure the Big Sister volunteers also understand "The Little P i c t u r e " - the small, subtle changes in young people that indicate that the program is working.

"We are giving young people the opportunity to participate in something that is good, positive and

fun. It's not complicated.

"We are giving young people

the opportunity to participate

in something that is good,

positive and fun."

"Sometimes our challenge can

be helping volunteer mentors know that taking time out of their lives to

see the kids on a regular basis does not mean spending money. They are impacting their lives by just caring

about them. They need to recognize the little successes - - a child talks about things she enjoys doing, over

time a child starts talking more, or comes up with suggestions for things to do with her Big Sister.

"We help volunteers see that

the goal is not to have all the kids

graduate high school and go on to college. W h a t we are trying to do is to provide those things we know touched our lives in some form to make us who we are. We begin our

training by getting volunteers to think back to when they were about 11 or 12 years old and remember

what they felt like and what con-

cerned them. We ask them to remember an adult who had an

influence on their life at that time.

We ask them to describe that person and what they remember about him or her. Often they recall that they were accepted unconditionally and they could talk to them about anything. Then we tell them that

they already have a role model of what a volunteer should be.

"We try helping volunteers

understand that what helps kids to

do better in school, stop fighting with their peers and improve their relationships with their families is feeling good about themselves. Tha t comes from somebody liking

them, spending time with them, talking to them, and making them feel special."

19

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A Day in the Life of Christopher Egan...

I t is 7:50 a.m., flag-raising time on a glorious summer morning. Camp Nawaka is coming

to life. Freshly washed, sleepy faces gather at the flagpole in a steady flow from cabins. The first to arrive, standing strategically to take it all in, is Camp Director, Christopher Egan. He has been a part of this ritual every summer for 13 years.

With the lake shimmering in the background, the campers swarm around Chris, hanging on his arms and legs, eager for his attention. He relishes the cama- raderie among members of this

special community and has a ready word, an attentive ear, and a warm smile for all of them.

Everyone gathers in the dining hall for breakfast, and the atmosphere of continued fellow- ship is present. Youngsters of all races, classes and ages treat each other with respect and friendship. There are "please and thank-yous"

around each table. It's a common sight in this camp environment where building a "community of mutual respect" is a goal. Chris sits among the campers, then comes to the front of the room for morning announcements. He leads a song that gets everybody stomping and clapping, tells a joke, and starts building the hype about the evening's special event: the Camp

Olympics! Soon everyone departs for the morning clean-up and

activities such as swimming, art, drama, creative writing, and fire building.

Chris takes some visitors on a tour of the camp site, discussing opportunities to rent the property as a retreat for abused and neglect- ed children this winter. Chris and the guests go in and out of the musty cabins. Wet towels and bathing suits hang from railings and decks of cards, books, games, and other staples of camp life are strewn around the camp beds. As they stroll along the wooded path- ways, they can see children happily engaged in activities.

Chris can't quite believe that he is in charge of the camp now. He is the first home-grown director of the camp, just making the minimum age required by the

American Camping Association by turning 25 at the end of June. He laughs at his memories of his mom telling him that, as a youngster, he would come home from camp sad. He was supposed to be homesick at camp, not camp sick at home!

The visitors depart and Chris returns to his desk. Time to tackle the paperwork. "Much of what you do as director is hidden from the counseling staff. You spend a lot of mysterious hours in your office." He lists the many aspects of the job: public relations, crisis management, facility management and maintenance, negotiation, budgeting, fund raising, and personnel evaluations. A lot of time is spent planning activities and special events. He keeps an idea book

2 2

handy to write down a sudden inspiration about a fun activity for the kids. When he hits his stride as director, he hopes to initiate more of them.

The day passes quickly, as does every day. It is time for dinner. The meal is reigned over by the counselors-in-training, who are dressed in togas. The whole camp, divided into teams representing different countries, can hardly wait to finish

Some people may wonder

why in the world a young

lawyer would want to run a

camp, but for Chris it is as

clear as the smiles he sees

on the faces of the campers.

eating to begin the Camp Olympics. They meet outside to watch Chris light the "Olympic" torch and participate in the parade of countries to the athletic fields. The torch bursts into an impressive flame and off they go.

Long after the mosquitoes attack and darkness falls, they continue the competition. There are some remarkable sights in this magical place: an overweight, learning-disabled boy from the inner city with poor social skills is supported by the cheering of his teammates and accompanied by his counselor as he struggles to run the race. An 8-year-old boy takes the hand of a little 6-year- old camper who is crying because she is homesick. He offers to tell her a story to cheer her up. The evening is orderly and fun, full of

enthusiasm and an infectious spirit. It ends, as camp evenings always do, with a friendship circle and "Taps."

Back in the main house, some of the staff hang out for awhile. As former campers, they have grown up together and enjoy each other's company. Chris excuses himself and retreats to his office. He sits at his desk with his ritual Diet Cokes. For hours after the house is totally still, he will work. His heart and soul are in making this camp, which was always so special to him, the best camp it can be. Some people may wonder why in the world a young lawyer would want to run a camp, but for Chris it is as clear as the smiles he sees on the faces of the campers and his own memories of Nawaka.

23


C hristopher Egan first came

to Camp Nawaka as an 11-

year-old camper in 1982. It took him about 12 hours to adjust,

and by the end of the summer he

was crazy about the place. In 1985,

camp provided a pivotal experience.

A shy, retiring child, he was cata-

pulted to the head of one of the Color War teams when a counselor

was suddenly called home. "I was terrified," he recalls, "but there was a

counselor-in-training who kept on encouraging me and pushing me

into the spotlight. Even though the

competition was low-key, I took it

very seriously. Something came over

me. I got up and made an impas-

sioned speech that got everyone excited, and we mounted this

incredible comeback. I was amazed

at what I had done!" He considers it

a "life-changing experience. I was only 14, but from that moment on, I

was not afraid to step up and take on a leadership role."

He moved through the ranks

from a counselor-in-training in

1987, to counselor from 1988-90, to head staffin 1991. By 1994, he was

program director. He thought his

camp employment days were over

when he enrolled in law school,

pursuing a double major in law and communications.

"I felt I had to get on with my life," he explains. "I had to figure

what to do with my future." In

1995, he took a job with New

England Cable News. But Camp

Nawaka called him back. The camp

director told him he was leaving and asked if Chris would consider the job. At first he said "no." He

remembers he thought, and ago- nized, and went back and forth. "Finally I realized that this had

always been a dream of mine, that if I didn't do this, I would wonder the rest of my life what it would have

been like. I thought there was a lot

that I could do for the camp." W h e n Chris applied for the job

of camp director, he wrote in his let-

ter of application, "Essentially, I've been in training for this job for

much of my life." He is not sure what his future holds, but for right now, being camp director is a dream come true.

2 4

Youth Development - - In His Own W o r d s

A t camp, success is immediately seen in the face of a child, in the laughter, in

the nurturing atmosphere that encourages participation in new activities just for fun, and in the

tears of those departing from new friends at the end of the summer. One of Chris' dreams is to write a

screenplay that captures the camp experiences so that more people would understand the depth of its

youth development potential. " W h e n most people think of

camping, they think of how kids get exposed to the natural envi-

"We make it safe for

kids to take risks and expand

their horizons."

ronment , maybe do some activities they wouldn' t do at home like archery, camping, and boating. They don't see our mission. Everything we do is built around

the goal of helping kids to develop. We help kids develop self confidence and self-esteem, help

them understand that they are not defined by their environment, but they have the ability to strike out on their own. The fact that they grew up in the inner city or

they grew up in the suburbs has nothing to do with their individual ability or what they can do

with their lives. "A big thing we do is to give

kids a chance to try something new. It seems that there is so much peer pressure against doing things - - like singing in the dining hall. It 's silly; something like that they

never, ever would consider doing at home because their friends would laugh at them. Here they are in a safe environment. They can go on stage, do a silly skit, or be in the

play. We make it safe for kids to take risks and expand their hori-

zons. Someone who has never been out in the woods before can

participate in a wilderness skills class and learn how to build a fire, learn how to use a map and com-

pass. "I feel very strongly that peo-

ple should consider camping as an important type of educational experience for kids and not simply

viewed as fun time. It should be seen as not simply something you do when you are young, as a lark,

or to just get out of the ciw. It should be seen as a legitimate teaching experience."

25

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A Day in the Life of Angela Key...

A ngela Key is clinical case manager for the Damamli Program in Baltimore, an

independent living program for

teen morns who have transitioned from foster homes and group

homes to their own apartments.

She pulls her car into a parking

space in front of her office, pops a

couple of quarters in the meter,

makes her regular stop at the neighborhood coffee shop, and

walks briskly to her office.

She stops to pick up tele-

phone messages at the front desk and steps inside her office. A large

master chart of her cases and

activities to do covers most of one wall. Her small space is neat,

bright, warm and organized. The

walls are decorated liberally with

children's art, many from her 10-

year-old son. Today is a field day, a

chance to visit teen moms on her caseload who live in their own

apartments. She is anxious to get

going, so she attends to only the

most urgent task at hand. She

makes an appointment with a

mental health therapist for one of

the girls on her caseload who is

seriously depressed. When she

begins to get a run-around over the phone, she cuts through the

red tape, and the appointment is

set up for the next week.

Angela leaves the office and

drives 15 minutes to her first stop,

a modest garden apartment on a

tree-lined street. Kovina is waiting

alone. Her two kids, a 4-year-old and an infant, are both at day care. The apartment is comfortably

messy, strewn with baby toys and

equipment. Angela tells the girls on her caseload not to try to be perfect for her, that her visit is not intended to be an inspection.

Angela follows Kovina into the kitchen, where they put away the groceries. She chats and laughs with Kovina, and Kovina begins to relax. While they are talking, Angela is mentally reviewing the groceries, noting they are well selected.

Kovina will be 21 years old in less than a year and she will "age out" of the child welfare system which has provided financial, med-

ical and day care assistance. Angela reminds her of all the supports she

has and the steps they are taking to ensure that she can survive on her own. It is hard for these girls who

have been abandoned by their own families to count on anyone but

themselves. Helping them to learn to trust is one of the biggest lessons Angela tries to teach in her relationship with them. "Kovina's

come a long way in believing in herself. Sometimes what it takes is for us to first believe in them," says Angela. "When I asked, 'Do you think I believe in you?' and Kovina said, 'Yes,' I knew that we were at a turning point. It is important to know that somebody believes they can rise above."

They sit on the couch and talk. Angela helps her pay bills and gives some advice about setting limits with friends, and they make

R8

a bed together. Angela helps Kovina fix her hair. She is friend,

mother, teacher, confidant and advocate, a godsend for these teen mothers who lack parenting them-

selves. They leave the house and go to

a medical center about 10 minutes away, where Angela deliberately hangs back and lets Kovina talk to a nurse about upcoming appoint- ments for herself and her children.

W h e n Kovina isn't sure what to do,

It is hard for these girls who

have been abandoned by

their own families to count on

anyone but themselves.

Helping them to learn to t rus t

is one of the biggest lessons

Angela tr ies to teach them...

she turns to Angela, who is there to provide some suggestions.

Angela brings Kovina home

around 12:30, grabs a bite for lunch, and then drives to her next

destination, the Florence Crittenden H o m e for unwed mothers. As she walks through the halls, she stops and admires several

babies of girls she knows and offers a kind word for each of the moms. She meets Christine and her baby in an office. Christine

wants to live in her own apartment, but the program requires that she transition to a foster home

first. As they drive the 45 minutes

out of the city to a comfortable,

middle-class suburb, Christine is sullen and unhappy. She has lived in so many foster homes in her life that the thought of another makes her miserable. I t is so hard, she tells Angela, to have to live witch

strangers and new rules each time:

She knows that if the foster place-

ment doesn't work, she'll be on her own and ultimately the baby may be taken away and placed in a sep-

arate foster home. Angela, always pragmatic, tells her, "You can do

anything for a season as long as there is a reason."

The visit with the new foster

mother goes as well as can be expected. Angela stays fbr close to an hour, trying to get the foster parent and teen parent off to a good start. She departs hoping it

works for Christine and her baby's sake. It is not a great situation, but it is a place where Christine and her baby will be safe.

Angela sees her job as trying

to build young women into adults. She haslearned to see value in even the smallest change. "Even if these girls have been dealt a tough hand, they will learn how to manage their own lives and see hope in their futures," she says.

2 9


W hen Angela was a child, she often tagged along with her mom, a

social worker, on site visits to clients. When she went with her

morn, she learned how to "deal with people, and not be afraid to take charge." It gave her a lot of confidence and a belief that young people can learn to be competent.

Angela began college with the goal of earning a social work degree, but she dropped out after two years. She got her first job at the Social Security Administration, then

worked at a state-run group home for delinquent young males. Her next job, as a community detention worker, persuaded her that working

with youth was her passion. "I was doing intake in community detention. I liked the whole interaction

with the adolescents and their parents. I loved the way I was able to connect with them."

Angela came to realize that to move up in her position, particu-

larly to become a counselor, she needed credentials. "I saw people in positions I wished I had and making money I wished I was

making," she recalls. "The bottom line was I had to go back to finish college."

At 23, a single parent with a young baby, she was increasingly determined to go back to college to

pursue a bachelor's degree in social work. She returned in 1990 while working full time. One class on the

politics of social work greatly influenced her. She recalled how

she used to believe that "welfare morns ought to get off their butts and work. In this class I came to realize that one little check a month was not enough to do anything." She understood how people got trapped. "When you are stressed, frustrated, and the money you get is not going to pay for rent and day care, it is tough." She knew she never could have kept growing professionally if it hadn't been for her support system of

family members who pitched in to

care for her son. This is a lesson she brings to her work today.

Once she got her bachelor of arts in social work, Angela went straight on to graduate school. In

the summer of 1993, she was hired for her present job. She has received training in positive youth development principles and prac- tices from the Child Welfare League of America. "The training, more than anything, has given me a love for what I do. The youth development focus has brought new life to my social work back-

ground." Now when her days are long, she brings her 10-year-old

son along, carrying on a tradition her mother passed on to her.


A ngela Key has a strong belief that the teen morns

she works with are capa- ble of successfully being in charge of their own lives if they are sup-

ported in learning basic life skills

such as parenting, budgeting, home management and job training. These skills are essential in

"If a teen mom is able to

overcome her part icular

situation, then you have

helped the generat ion

behind her and maybe

every generat ion to come."

managing an independent life. "A positive youth develop-

ment perspective helps you to

move away from child rescuing and helping poor people with problems. Even as parents, we fall

into the mode of 'I have to help' without realizing that each child comes into this world with something beautiful and special in them, and it is our job to help them actualize their potential. I used to want to make everybody better. Now it is much easier when

they make themselves better,

because then they become a part of and initiate their own development.

"I see so much hope, and not

only for the moms. You are working with so many generations

here because you have the mother, and what affects the mother

will affect the child. I f the teen morn is able to overcome her par-

ticular situation, then you have helped the generation behind her

and maybe every generation to

come. "I think what I like most

about them is that they teach me, too. I have learned how to interact with them. They teach me to understand their needs, and each one of them is so different. All of

them have been successful. All of the girls I have worked with have made strides. They teach me to be patient. There is more than one thing that determines whether

they are a success or failure."

31

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A Day in the Life of Laura Heaney...

O n her ride to work, Laura

, Heaney usually listens to

iazz as a way to get ready for another rip-roaring day of

activities. Today, however, she is

listening to a song from "The

Hunchback of Notre Dame" called "Someday." She plays the tape over

and over and over, memorizing it to use as a devotion for an upcom-

ing team-building conference for the executive cabinet of the

Portland YMCAs.

She arrives at work between

6:15 and 6:30 a.m., a choice she made so she could get home to her

kids in time for dinner. Morn ing is

her special time, quiet and focused. Her office assistant has already

prioritized her letters, calls, and

other matters into what needs immediate attention.

Since her promotion last year

to division director for child care

services, responsible for overseeing

all the child care and school-age

care programs for the Y M C A in a

four-county area, she has been swamped with work. She has taken

on a major reorganization of the

YMCA's child care and school-age care programs and rewritten all the

program curricula and policies, fee structures and lines of decision-

making. She has taken on the goal

of standardizing materials and

professionalizing child care and

school-age care staff. She has

developed baseline goals for each

Y M C A center in the region that

can serve as the foundation for all Y M C A programs nationwide.

At 9:00 a.m., she arrives at the Meadowlark Child Development Center, a sparkling, well-appointed facility in the state office building where the Y M C A child care program operates. Laura has come to pick up the director who will now also be heading a new Y M C A

program in the federal facility across the street. She wants the new arrangement to get off to a good start.

At the new center, Laura introduces the director to the center's employees. The two women stay an hour and a half, spending time answering questions of staff and parents. I t is clearly a successful meeting, and now Laura can step back and let the new manage-

ment take over.

Her next meeting is at noon to meet with the new coordinator for child care and school-age care programs at a Y M C A branch in

the city, the vice president of oper- ations and the business coordinator. I t is a working lunch, deliberately planned to "check in to see how things are going and to out- line some expectations."

Laura wants to discuss

guidelines for the operation of the center and some strategies for marketing the new site to the community and increasing enrollment. Laura loves these

opportunities to bring people together. She likes "playing with all the pieces of the puzzle and getting them to all work and cooperate to be successful."

Back in her office, Laura

catches up on office work. She

returns several phone calls: to a

Y M C A in Boise, Idaho, that is

inquiring about her child care pro-

gram reorganization as a model; to

a staff member of one of the

Y M C A centers who is having

some problems with a parent advi-

sory group; and to a parent trying

to get a refund for a half-month's tuition for child care. She spends

some time responding to a memo

on the status of one her programs

and works on a budget for one of

Laura loves her work. All

day long she troubleshoots,

mediates, comforts, teaches,

pushes and encourages.

the Y M C A child care centers.

Because it is Friday, she leaves

at 3:00 p.m. to pick up her kids

from school. She gets caught in a

horrendous traffic jam but hardly

notices because she can use the

time on the phone. She says her car

is like "my other office; some of my

most productive time is in my car."

She arrives at the school just

as her kids are dismissed, but now has no time to drop them at home.

No matter. They often join her on

her Friday afternoon site visits to

school-age care programs.

These visits give Laura some hands-on experience with the kids

in these centers and allow her to

see the programs while they are in

operation. That way she can trou-

ble-shoot and offer assistance to staff if it is necessary.

She likes to do a project with

the kids when she visits, today whe

will build a bubble, an amazing

structure made with rolled plastic,

duct tape and a fan that turns the

plastic bubble into an igloo big

enough for the whole group to sit

inside. Still dressed in her business

meeting clothes, Laura tosses off

her heels and gets down on her

knees, crawling around the con-

struction site to instruct the

youngsters how to create this project. W h e n it is done and the fan is

turned on and it fills the plastic

bubble with air, the kids are

awestruck. It is a magical experience as they all, including Laura,

sit inside the bubble.

Laura loves her work. All day

long she trouble-shoots, mediates,

comforts, teaches, pushes and

encourages. Her presence is a ray of sunshine, an anchor, and a sup-

port to the staff, parents, and chil-

dren in the programs.

3 5


L aura Heaney graduated from college with a bachelor of science in elementary

education. She wanted to work with kids and didn't "know what else to do. She taught for five years but felt that it wasn't enough of a challenge.

After having her own children, she left elementary education and applied for a job at Kindercare as a

child care teacher so she could bring her children to work with her. Instead of teaching, she was hired as a trouble-shooter. When Kindercare centers were in trouble

financially or operationally, she was dispatched to turn them around.

After Kindercare, she went to work for the YMCA in St..Louis. A friend had suggested thSt.she come to the YMCA, and Laura said, "I don't know anything about swimming. Why would I work at the YMCA?"

She quickly learned how much raore the YMCA did, and was hired to start their school-age

child care program in St. Louis. That was just the beginning, she recalls. "If you do something well, the YMCA tendency is to give you two more things to do. I started directing a nursery and 23 school- age child care programs. By the time I left five years later, I had the nursery, the preschool, a full facili-

ty gymnastic center with the top team in the state, 36 child care centers in five school districts. I

also worked with the international program, a program for kids with

single parents, the tutoring program, and the summer camp

program." She had become senior

program director and began training child care and school-age care professionals how to design and administer YMCA school-age child care programs throughout

the United States . . . . While traveling during her

training,. Laura found her present job. She had gone to a conference and met the chief operating offi-

cer in Portland during a work- shop. At the time they were looking for someone to reorganize all the child care school-age programs in Portland.

Laura sees herself as creating her own career path. "We are a transitional society," she says. "As long as each job you have teaches you something and expands your knowledge base and you learn more about ),ourself, then it leads

you to the next thing. Find a job that fits so you can do what makes you happy, understanding that what makes you happy may

change over time."

3 8


L aura Heaney sees child care and after-school programs

as essential in a society of latchkey kids. She is adamant about the need for these programs

to cater to the whole child and his or her individual needs. They need

to go beyond the more traditional recreational programs. She believes that the after-school hours in

"If you want to earn the

respect of kids and help

them, you have to step into

their world."

youth development are critical. "For such a long time we

looked at childhood as what hap- pens in the classroom, but that is not the biggest impact on that

child's life. The biggest impact are those things that happen in the

school yard and those things that happen after school, when parents

aren't around. We need overall guideiines for youth work that help staffto recognize and support each kid's unique development in

out-of-school hours. "That is where I step in.

Parents are spending less time with their kids, and quality time

may be the ride to and from work. I 'm in a prime position to make a

difference for those kids. There are millions of children in child care and school-age programs. I can teach the staffout there that this isn't a baby-sitting thing, this isn't

a walk-them-in-the-door, walk-

them-out-the-door thing. I need to teach them that these kids have emotions. You have to sit and lis-

ten to them. They will tell you

what they want and need to say. All the education in the world is

not going to tell you what that child wants. Kids will tell you what they need in a heartbeat if you take the time to listen. I f you want to earn the respect of kids and help

them, you have to step into their

world."

37

More Information on the Youth Development Field

Salaries for Selected Positions in the Youth Development Field*

Executive Director District/Division Director Branch Manager/Program Administrator Program Director Camp Director/Environmental

Education Director Clinical Case Manager/Casework Supervisor Counselor Before and After School Child Care Worker

Annual Salary Range

$33,982 $71,662 $25,000 $55,001 $20,675 $41,534 $20,000 $34,000

$20,737 $32,026 $21,565 $32,696 $19,500 $30,285 $12,463 $18,256

) ; ~ r r :

?

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* Source." Salaries andBene f i t s in Youth Devdopmen tAgenc ie s - 1996 can be obtained from the National Collaboration for Youth, 1319 F Street, NW, Suite 601, Washington, DC 20004 for $34.95 (includes shipping and handling). This report includes salary data for 57 benchmark positions in no~profit, community-based youth development agencies. All of the par-

~tion agencies were affiliated with national youth development organi- : ~ 0 n s , including Big Brother Big Sisters of America, Boys & Girls Clubs [, of~merica, Camp Fire Boys and Girls, Girls Incorporated, Girl Scouts of

~the USA, National Network for Youth, YMCA of the USA, and YWCA of the USA ~:~

i g

..... O n C e Directory of Internships in Youth Development : } http-//www.nassembly.org

:: i: Cl ick on the "Internships" bu t ton .

The on-line directory describes over 2,000 internship and career opportunities in youth development agencies across the U.S. Search by state, city, or type of internship that matches a particular interest or skill.

, Whether preparing for a career, looking for a first job, reentering the work ........ force, or considerip4 a career change, an internship will provide the on-the-

i~:; ~ :'il job experience do~o get started in a career working with or on behalf o f f i n g peop ~l?heir families.

i

319

For More Information on Jobs, Careers, and Volunteer Opportunities

American Red Cross 430 17th Street Washington, DC 20006 (202) 639-3144

Association for Junior Leagues International 660 First Avenue New York, NY 10016-3241 (212) 683-1515

Big Brothers Big Sisters of America 230 North 13th Street Philadelphia, PA 19107-1510 (215) 567-7000

Boy Scouts of America 1325 W. Walnut Hill Lane Irving, TX 75015-2079 (214) 580-2000

Boys & Girls Clubs of America 1230 W. Peachtree Street, NW Atlanta, GA 30309 (404) 815-5700

Camp Fire Boys and Girls 4601 Madison Avenue Kansas City, MO 64112-1278 (816) 756-1950

Child Welfare League of America 440 First Street, NW #310 Washington, DC 20001 (202) 638-2952

Civil Air Patrol National Headquarters Maxwell, AFB, AL 36112-5572 (334) 953-7748

Families, 4-H and Nutrition Cooperative State, Research, Education, and Extension Service U.S. Department of Agriculture (USDA) 14th & Independence Avenue, AG Box 0925 Washington, DC 20250 (202) 720-2908

Girl Scouts of the USA 420 Fifth Avenue New York, NY 10018-8000 (212) 852-8000

Girls Incorporated 30 East 33rd Street New York, NY 10016 (212) 689-3700

Joint Action in Community Service 5225 Wisconsin Avenue, NW #404 Washington, DC 20004 (202) 537-0996

Hostelling International, American Youth Hostels 733 15th Street, NW #840 Washington, DC 20005 (202) 783-6161

National Network for Youth 1319 F Street, NW #401 Washington, DC 20004 (202) 783-7949

One to One Partnership, Inc. 2801 M Street, NW Washington, DC 20007 (202) 338-3844

The Salvation Army 615 S laters Lane Alexandria, VA 22313 (703) 684~5500

National Association of Homes and Services for Children 1701 K Street, N W #200 Washington. ~ 20006 (202) 223-3447

Volunteers of America 110 South Union Alexan&'ia, VA 22314 (703) 548-2288

WAVE, Inc. 501 SchooI Street, SW Suite 600 Washington, DC 20024-2754 (202) 484~0103

YMCA ofthe USA 101 N. Waeker Drive Chicago, IL 60606-7386 (312) 977-0031

YWCA of the USA 726 Broadway New York, NY 10003 (212) 614-2700

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Editing and Coordination Kirn Pawley Helfgott, The National Assembly of Natiol Health and Social Welfare Organizations, Inc.

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There ~ unlimited careers "to say yes to" in the youth

deve nt field People who work in this field comej%m many b unds, ~ d i f f e r e n t skills and interests.

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Collaboration for Youth ie National Assembly of

National Voluntary Health and Social Welfare Organizations

something to say "yes" to! (careers in youth development) · pdf fileintroducing the...

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