Focus: The Hidden Driver of Excellence

Focus: The Hidden Driver of Excellence

In “Focus: The Hidden Driver of Excellence,” Goleman presents the complex workings of the brain for the nonscientist and describes how focus is nurtured, maintained and protected.

Child Mental Illness Widespread, yet Untreated

It’s no secret that young people with mental disorders are more likely to drop out of school, be arrested, experience homelessness and be underemployed, yet the vast majority of young people with mental disorders do not receive sufficient services.

Wellness Coordinator Michelle Fortunado, LCSW, PPSC, meets with a student at San Francisco's Galileo Academy's school-based health center. Last year, 2.5 million U.S. students received health services at school-based health centers — including mental health services.

Schools Remove Barriers to Mental Health Treatment

School-based health programs are teaming up with youth-development groups to deliver vital ongoing services to one group of vulnerable students: children with mental-health disorders.

Childhood mental illness is surprisingly prevalent, with the Centers for Disease Control and Prevention reporting up to about 20 percent of U.S. children in any given year receive a diagnosis of attention deficit or hyperactivity, depression, anxiety, substance abuse or conduct disorders.

Raise the Age Coalition

Teens Work With Legislators to Bring Change

The U.S. has the highest incarceration rate and the largest prison population of any country in the world. On any given day, an estimated 2.7 million minor children (under age 18) have an incarcerated parent, according to the Pew Charitable Trust 2010 report “Collateral Costs.”

Dr. Andy Schneider-Munoz

Global Citizens: Professional Youth-Work Exchange Around the World

It used to be that graduating from high school and matriculating from college was enough to ensure a place in society. But now — as observed by the work on young adulthood by Jeffery Arnnett at Clark University — the next generation needs to be experienced in the cultures of the world to succeed!

More Than a Salary: Summer Job Provides Important Lessons on Work and Life

When Myles Davis found out about Milwaukee’s Summer Youth Internship Program — a component of the Mayor’s Earn & Learn Program that enables students to work for one of 13 city departments — he jumped at the opportunity. “I was about to graduate from high school and I didn’t want to be broke during the summertime,” recalled Davis, who is currently a freshman who plans to major in musical theater at the University of Wisconsin–Milwaukee. “I needed some cash. I had just got my driver’s license and had to put gas in the car.”

It was spring of 2014 — a day before the application deadline — and Davis filled out the application online for one of the city jobs, which pay $7.50 per hour for 20 hours per week for eight weeks. A week later, Davis said, he got a letter asking him to show up for an interview.

Milwaukee's Department of Public Works

Milwaukee’s Summer Jobs Program Grows Despite Funding Falloff

When Milwaukee Mayor Tom Barrett calls local employers and foundation leaders to drum up support for “Earn & Learn” — a summer jobs program he launched a decade ago — he speaks in plain terms about the benefits of providing young people the chance to work.

Despite an overall decline in federal funding for summer jobs programs, Milwaukee’s Earn & Learn program — which links young people to employers that range from the local power company to powerhouse law firms — has done more than just stay afloat. It has also grown to serve more young people than ever in its 10-year history.

While some summer camps deliberately have kids unplug, many programs — like this one at VOX Media Cafe in Atlanta — use technologies as hands-on learning tools. With 75 percent of teens accessing the Internet with their cellphones, developing a technology policy for summer programs is a must.

Social Time Needs Good Social Media Policy

Wherever kids go today, social media goes, too. In fact, in a recent study by Common Sense Media, 41 percent of teens called themselves “addicted” to their mobile devices.

Whether kids actually bring cellphones or other devices to an activity, they will be texting or communicating about it online. And, likely, the adults involved in the program also text and use social media, too, since 74 percent of all adults who use the Internet go to social networking sites, according to the Pew Research Center.

Given the propensity to use technologies at — and relating to — youth programs, what guidelines should organizations have? What issues should program leaders consider for maximizing its potential and minimizing harm?