Age Appropriateness in Youth Service Activities - Grades 9-12 (page 2)

Age appropriateness in youth service activities Grades 9-12

The service of young people is an important resource in solving community problems. But like any volunteer, they need to be matched with volunteer opportunities that are appropriate. Developing age appropriate service activities will ensure that they and the agency they are serving receive the most out of their experience. Depending on the age of youth, concrete developmental features must be present to retain a youth's interest and energy in service.

This Resource Packet includes a brief overview of the developmental characteristics of young people in grades 9-12, sample projects appropriate for this age group, and a list of other contacts for this issue.

The list of developmental characteristics was adapted from several sources including: A Practical Guide for Developing Agency/School Partnerships for Service-Learning Contact: The Points of Light Foundation Youth & Family Outreach 1400 Eye Street, NW Suite 800 Washington, DC 20005 202-729-8135 www.pointsoflight.org

The Power and Potential of Youth in Services to Communities, "Service Experiences Through the Eyes of Youth" Contact: Minnesota Office on Volunteer Services 117 University Avenue Saint Paul, MN 55155 1-800-234-6687

Growing Hope: A Sourcebook on Integrating Youth Service into the School Curriculum Contact: National Youth Leadership Council 1910 West County Road B St. Paul, MN 55113 651-631-3672 www.nylc.org

Developmental themes for youth

Each young person develops at a slightly different rate and in a slightly different way. However, general patterns can be seen within different age groups of youth. Here are some major developmental themes to take into account when designing appropriate ways to include youth in grades 9-12 in service.

Intellectual Development

• Abstract thinking emerging
• Make fine conceptual distinctions
• More critical of traditions and institutions
• Connect concrete experiences and abstract concepts
• Concerned with hypothetical (future and remote)
• Formulate and consider a variety of ways problems can be solved
• Deal with logical and imaginary solutions
• Aspirations frequently exceed capabilities
• Learn how to manage time and personal health
• Assume responsibility for career planning and its consequences
• Develop skills important to life as a consumer and for effective use of leisure time

Physical Development

• Physical changes stabilize
• Attention span increases
• Want to be treated more like an adult

Identity Development

• Look for a sense of personal identity
• Tendency to be self-critical
• Evaluating self and thinking about future
• Competitive peer relations produce some distrust
• Confide more in friends than parents
• Worry about physical appearance
• Assurance of acceptance and security of parents is still necessary

Social Development

• Less susceptible to self-centered values
• Emerging understanding of moral principles
• Friendships last longer
• Peer group influence is still intense
• Increase in conflict between peer and adult roles

Values

• Interest in philosophical and ethical problems
• Is aware and verbalizes contradictions in moral code
• Group beliefs still important in influencing values
• Develop citizenship skills important to responsible participation in a democratic society

Adapted from A Practical Guide for Developing Agency/School Partnerships for Service-Learning, Points of Light Foundation, The Power and Potential of Youth in Services to Communities, Minnesota Office on Volunteer Services, and Learning By Giving, National Youth Leadership Council.