Academic Motivation And Career Development

1358 WordsApr 11, 20176 Pages
• Academic motivation and skills: As they explore their career interests and options, youth increase their understanding of the value and relevance of formal education to pursuing their career goals. This increases their academic motivation and engagement which leads to increased academic skills. • Leadership skills: Youth develop leadership by taking the lead in their personal career development process. • Social skills and positive relationships: By working with their family, school or youth program staff, counselors, mentors, and other significant adults, youth practice communicating and other interpersonal skills while building a support network. • Work readiness skills: Youth receive training and opportunities to practice a wide…show more content…
Learning how to find and analyze the information one needs to make his or her own decisions enhances a young person’s agency and sense of autonomy. Career planning and management skills, overall, help young people become more self-determined, enhancing their ability to make decisions, plan how to achieve goals, and carry out as well as revise their plan. This builds confidence, self-esteem, and a sense of responsibility. Engaging Youth with Disabilities As your organization assists all youth to develop their career development skills, it is essential to take into consideration and address additional needs of youth with disabilities. Whether their disabilities are apparent or not, all youth programs serve some youth with disabilities. While the presence of physical and intellectual disabilities may be obvious to staff, other youth may have learning disabilities, mental health disabilities, or chronic health conditions that aren’t readily visible but still warrant consideration. Youth with any type of disability may require or benefit from accommodations or support to participate in youth programs. Youth development and leadership programs need to be physically and cognitively accessible for youth with disabilities. Ensuring that programs are cognitively accessible means ensuring that youth with learning and intellectual disabilities, as well as those with lower literacy skills, can understand what’s being communicated verbally, nonverbally, and
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