no significant improvement in over-all efficacy levels for youth workers as a result of training
No significant difference emerged for training as the independent variable to theory efficacy (t(212) = .882, p > .05), professional values efficacy (t(210) = .230, p >.05), and applied skills efficacy (t(209) = .229, p > .05). The mean scores for the respondents with training were not significantly different compared to the mean scores for the respondents without training.
Beschreibung der Aktivität
youth work supervisors at a variety of agencies and organizations in the Midwest
promoting youth workers' self-efficacy
average age was 20 years old
PraktikerInnen/ JugendarbeiterInnen/ MentorInnen
Evaluierung der Aktivität
A pilot study was conducted with a questionnaire including 24 Likert-scaled questions related to the three components of professional knowledge in the field of youth work. The pilot instrument was distributed to 20 youth work supervisors at a variety of agencies and organizations in the Midwest.
Three components of professional knowledge related to youth work: theory, professional values, and applied skills; theory efficacy index; professional values efficacy index; applied skills efficacy index. The three indices combined led to an understanding of the youth workers’ overall efficacy level.
Theory efficacy: Demonstrate proper interpersonal skills to youth; Demonstrate the importance of inclusion and of understanding differences to youth; Empower youth to positively engage in activities; Demonstrate the importance of multiculturalism in the youth setting; Demonstrate the principles and practices associated with youth work; Illustrate the values and ideals associated with positive youth development. Professional value efficacy: Maintain youth’s confidence in youth work; Build the self-esteem of youth; Serve as a mentor for youth; Display empathy with youth; Build the self-confidence of youth; Help youth feel like part of a group; Promote a strong work ethic among youth applied skills efficacy; Handle conflict between youth; Communicate safety issues to youth; Maintain personal health and safety; Inform youth of other developmental opportunities outside of the organization; Demonstrate how to plan an activity for youth; Act as a professional representative for youth organization; Communicate tasks to youth effectively; Understand the various stages of development when working with youth; Understand the professional boundaries when working with youth; Assist youth in identifying a professional career.
The scale for each questionnaire item was adopted from Bandura’s Guide for Constructing Self-Efficacy Scales (2006; Note: This is a secondary source. For more information, please check the bibliography of Kowalski et al 2011). The Likert scale for each item ranged from 0 to 9, with zero representing not confident at all and nine, extremely confident.
sample of 214 participants