Angela YDEV501

Angela C. Stanley Week 4 Readings: I Know What I Believe: Using Theory to Prepare Youth Workers and Principles for Youth Development My ideology: Civic Quote Reflection “People don’t buy what you do; they buy why you do it.   And what you do simply proves what you believe.”   Youth development is complex, multifaceted and challenging work.   The “what” of youth work – skills and competencies – are critical to the professional training of youth workers.   And the “why” – the values, culture, theories of change that shape youth worker identities and ideologies – are equally vital. McKamey, Bogad, Clemons, & Restler This resonates with me because I am a firm believer that what you believe will always shine through your actions.   The methods I decide to work with is a clear reflection of what I value. Development is a process, not a goal. People continue to develop throug...

Angela C. Stanley Week 3 Readings: Marcus: On Being Good, A Letter to Teachers: On Love and Learning Freedom, Juvenile Justice, and (Dis)Ability             The visible/invisible codes of conduct that govern Marcus’s school are somewhat similar to any other school that I have been in.   The teacher is the authority and the children are the students under him/her.   When I reflect on growing up and being in school, rarely did I ever feel a personal connection with my teacher outside of the minimal anomalies.   Like Marcus’s school, the rules were standard: you listen, you learn, you go home.   If you do not conform to the school’s structure, the school has a special place for you to “take a break,” in which case it’s hard to determine whether the term “taking a break” is a reward or punishment.   Additionally, after reading the Juvenile Justice and (Dis)Ability articles, I reflected even deeper abo...

Angela C. Stanley Week 2 Readings/Video: Denaturalizing Adolescence: The Politics of Contemporary Representations, Adults Think Black Girls are Older Than They Are – And It Matters, and Child Development Core Story, Part 2: Serve and Return (video) Stereotypes were previously defined as misconceptions about a specific group, until more recent research claims that stereotypes should simply be defined as any belief about a group, regardless on the level of accuracy (Jussim, Crawford, & Rubenstein, 2015).   When it comes to children, youth, and adolescence, stereotypes are very visible in society today.   Some of the most common stereotypes include being hormonally driven, highly peer oriented, and identity seeking. Being hormonally driven refers to the bodily changes that occur during puberty and its effects on behavior.   Often, when considering this stereotype, adults view adolescents as unstable and not capable of real responsibilities or challeng...

Angela C. Stanley Week 1 Readings: Understanding Youth Development, Some Conceptions of Youth and Youthwork in the US, and Community-Based Youth Work in Uncertain Times Know The three articles focusing on youth work and its position today reaffirmed a few beliefs and viewpoints that I have about the youth, society, and education.   The stigma revolving around young individuals in society is very real and the articles helped me reflect on the connotation regarding the term “millennial.”   Many consider anyone born from around 1979 to 1994, as lazy and selfish (Myers & Sadaghiani, 2010).   I, myself, have experienced stigma in my workplace while expressing my opinion on raising children, I was met with the statement “So there is hope for millennials, after all.”   Additionally, when it comes to working with the youth, I personally have experienced lack of training and infrastructure, low wages, minimal advancement opportunities, limiting hours, and lo...