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The Language of Youth Service: Some Key Terms(Source: Vocabulary for Youth Service Programs, Pamela and James Toole, Compass Institute, St. Paul, Minnesota, 1997.)
Youth Service:There are currently a vast number of program models, titles and organizations which share one core attribute: the utilization of youth to provide service to their schools and/or communities. The term "youth service" serves as an umbrella to identify this entire field. If someone coordinates a "youth service" program, you will need to find out which model he/she uses (The four most common types are: volunteerism, community service, service learning, and peer helping). The term should not be confused with "youth services," which typically refers to programs that serve youth. Volunteerism:The most well known and established part of the Youth Services field is volunteerism - doing good work without pay. North America has a long and distinguished tradition of youth volunteer service through such groups as Scouting, Boys and Girls Clubs, church youth groups, YMCA, and 4-H. In these programs, youth perform some formal service for others without receiving any external reward. Increasingly, these traditional volunteer programs are adopting service learning methods (for example, structured training and A6. reflection). Community Service:Community service is youth volunteerism that occurs out in the community. Scouts often perform "community service". The term can cause confusion because it is also associated with court-ordered service. Upon hearing about "community service", some youth will confuse it with punishment. Adults should therefore be cautious in using this terminology. Service Learning:The term "service learning" is frequently confused with volunteerism or community service. While the main focus of volunteerism is typically on the service being performed, service learning places a shared or dual emphasis on service and structured learning opportunities. In other words, the service is clearly integrated into the academic curriculum. A very popular service learning example is the Adopt-a-Stream movement started in the state of Washington in the 1970's. Students helped restore a stream to life next to their school. This "service project" offered a rich opportunity to learn and apply skills from language arts, social studies, math, science, practical and visual arts, and other parts of the curriculum. This infusing of service into the regular curriculum, as a means to motivate and drive the achievement of basic skills and knowledge, is the most common use of the term service learning. It involves opportunities for real-life application of classroom instruction. Volunteer programs designed to include structured and systematic training and reflection to help youth learn (that is, that use pedagogy) are also commonly called service learning programs. See also: Peer Helping:Peer helping programs began in the early 1970s in response to increased youth guidance needs. Peer programs typically involve some form of interpersonal helping, preparation and training, and ongoing problem-solving and reflection. Popular peer programs include cross-age and peer tutoring, cross-age education, mentoring, welcoming new students, parent education, teen theater, and conflict mediation. Because students learn systematic helping skills to complete their service work, peer helping can legitimately be considered a type of service learning program. Reflection:Research by Diane Hedin and Dan Conrad has established that reflection is a critical component of successful service learning programs. The work has become part of the field's jargon, but is often misunderstood and not easily done. What the term really means is "the use of creative and critical thinking skills to help prepare for, succeed in, and learn from the service experience, and to examine the larger context in which the service occurs." Student Ownership:At the heart of effective youth service projects is the notion of "student voice" or ownership. If service learning is to foster strong developmental and cognitive outcomes, youth need to have substantial responsibility for the projects they do. When youth identify problems, brainstorm solutions, implement their plans, and evaluate what happens, they are pushed to utilize their best knowledge and problem-solving and to work together. The teacher takes the role of a coach. Youth as Resource:This has become the central concept of the entire youth service field. Its importance is that youth are typically seen as consumers within our society, and service gives them an opportunity to become valued partners, decision-makers and contributors to their communities.
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