Dear Editor,

Social anthropologist Dr Herbert Gayle, in his study ACES (Adverse Childhood Experiences) of Poor Boys, having conducted several violence studies among which included speaking to youth from 127 countries, put forward proposed principles for ontological security. He sought to answer the question: What gives youth stability?

He realised that high on their hierarchy of needs were four requirements — food, safe environment, supportive parents, and education and training.

For nearly a decade now I have worked with youth in support of enhancing education and training, particularly technical and vocational education and training (TVET), and I have often drawn on — and taken comfort in — the evidence-based propositions by stalwarts such as Dr Gayle, coupled with my own understanding — and sometimes failings — in the delicate and important work of youth development.

Youth is a precarious stage and age. There is so much happening both internally and externally, further exacerbated by social gaps and disconnect. Even the most brilliant youth among us feel pressured and either underwhelmed and overwhelmed at times.

For those with an interest in youth development (teachers, social workers, law enforcement personnel, and all other professions that interface with youth) it is important to understand a few best practices that undoubtedly will reap intended rewards.

Youth work can be gruelling at times, but there is an unspeakable joy that accompanies seeing young people on the right path, charting a journey towards the attainment of personal and professional goals whilst contributing meaningfully to society.

Last year I was honoured to have been selected as the adult mentor representing Jamaica in the Youth Ambassador Programme sponsored by the US Department of State, whereby youth from the Caribbean participated in an exchange to the US. The discourse, activities, as well as the opportunities to engage with the young people cemented my perspectives regarding drivers for success in working with youth. The ideas presented below may prove useful in the continuation of this work, especially from a Third World perspective in which resources may at times be scarce/limited.

Youth require structure, systems, and people that allow room for wilful participation. Schools, post-secondary options, and training programmes, especially where ongoing monitoring occurs, provide these opportunities. The added benefit of the aforementioned is the fact that these institutions usually have rules that foster accountability by way of adherence to operational rules and regulations.

Protective factors: Understanding the role of protective factors and how they interface with all areas of the lives of young people is essential, especially in cases of intervention. The absence of these factors typically suggest that the youth may be at risk and this knowledge can prove useful and instructive.

Respect: It is a common misconception of adults who work with children and youth to believe that respect is an entitlement rather than something that is earned. Respect, instead, flows both ways and forms the basis for secure rapport-building, which is crucial for success in working with youth.

Immersive & repetitive activities towards skill development: We have to step away from rote learning to facilitate the passing on of life skills to young people. Immersive activities that require active participation, done on a continuum, are integral to the development of key skills.

Goals: If we can help our youth to set SMART goals that they believe in and are so motivated to achieve then we have won half the battle. The goal-setting process requires an individualistic approach and must cater to individual needs.

Young people are not anomalies and shouldnt be treated as such. In keeping with Erik Ericson’s stages of psychosocial development, the youth years are critical years that set the stage for the rest of their life. We can assist with the transition through the creation of opportunities, both job and training, social welfare programmes, and robust mentorship to provide a blueprint of available resources.

Veronia Jackson

van18jackson@gmail.com