Youth as Resources
From Service-Learning Wiki
Youth as Resources (YAR) is a program and a philosophy that recognizes youth as valuable resources in their community, and engages them as partners with adults in bringing about positive community change. YAR promotes learning through youth-led service, leadership and civic participation, including increasing youths' knowledge of community organizations and issues. YAR programs are governed by local boards of youth and adults responsible for grantmaking to other youth, who design, propose and carry out projects. Small grants are awarded on a competitive basis for projects addressing real community needs.
The National Crime Prevention Council developed the concept for Youth as Resources in the mid-1980s, and launched successful pilots in 1987 in Indiana. In 1995, the Center for Youth as Resources was established to promote YAR programs nationwide, but was dissolved several years later by the Crime Prevention Council. Independent YAR programs exist throughout the US under the umbrellas of United Ways, foundations, school systems, and youth-serving organizations. An example is YAR of Central Indiana, which awards more than $100,000 annually for youth-led projects. [1] YAR programs have also been established in Canada, New Zealand, Northern Ireland and Poland.
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Service-Learning in Youth as Resources
YAR challenges youth groups to identify local problems and needs, study solutions, and develop volunteer activities that will solve problems and meet needs. Funds are granted to assist with materials, supplies, training and transportation related to the youths' project, as well as recognition of the young volunteers.
Youth, roughly between the ages of 8-20, participate through groups of their choice. This may occur at school, at a Boys and Girls Club, a neighborhood recreation program, dropout program, church, etc. Youth initiate projects with the assistance of one or more adult "guides," and fiscal supervision is provided by adults at their sponsoring agencies.
In the YAR model, youth groups must investigate a need, design a project, and estimate resources needed. They complete and submit a YAR application and itemized budget. In most YAR programs, each group receives an interview by YAR board members (youth and adults) to explain and defend their project. Grant requests are evaluated based on need for services and youth direction.
Scope of Service-Learning
Since the demise of the national Center for YAR, it is not known how many YAR programs currently exist. At its peak there were more than 100 active programs.
YAR works with a broad cross section of youth volunteers, including those in the mainstream of school and faith-based activities, dropouts, youth in detention and correctional programs, teen mothers, and youth in residential care. YAR works in urban, suburban and rural settings.
Youth project groups are sponsored by any nonprofit organization, such as a school, youth-serving agency (Scouts; 4-H), community center, public housing program, correctional facility, or faith-based organization. Project sponsors provide an adult guide(s), meeting space and fiscal support for the grants.
Most YAR grantmaking boards are youth/adult partnerships consisting of adult leaders and youth who are primarily high school-aged. Youth are significant percentages of the boards and are full voting members.
Intended Outcomes
YAR programs measure outcomes in two ways - benefits to youth volunteers and benefits to the community.
1. YAR volunteers see changes in skills, knowledge, behavior, attitudes and/or values. Studies show youth volunteers give and serve more and are more likely to donate funds as adults. They are more likely as adults to vote, attend community meetings and are twice as likely to engage in volunteer activities. They score higher on ISTEP tests, are more engaged in the classroom, and have a reduced risk of teen pregnancy. They have increased knowledge of community problems and helping agencies and increased feelings of usefulness and belief in making a difference. They also learn a variety of skills, such as time management, teamwork, public speaking, and delegation of tasks.
2. Community benefits include tutoring, child care and recreation programs for young children; chore services for the elderly; beautified parks and playgrounds; rehabilitated homes; homeless shelters cleaned and decorated; and more.
On a larger scale, YAR impacts the service learning field through its support of teachers and youthworkers who seek resources for service learning projects, providing they are youth-led. By promoting civic engagement, YAR increases local pools of youth leaders who are knowledgeable and go on to become active community participants as adults.
References
- Growing to Greatness (2005), St.Paul: National Youth Leadership Council. PDF
