Running head: WRSHT TWO
1
3
WRSHT TWO
Wrsht Two
FirstName LastName
University title
The Youth Unity
Youth Unity is a community youth group determined to engage unemployed youths through community activities. Youth Unity conducts frequent street clean-up and garbage collections and helps the community with environmental issues. The activities mentally engage the unemployed youth and prevent them from committing criminal activities in their spare time. It also prevents the youth from depression and keeps them physically fit through physical activities.
Youth Unity comprises unemployed youth who are graduates, continuing students, college leavers, and another group of youth who fall under the unemployed category. The group of individuals can learn and acquire new technology skills in the technology industry. We strive to reduce crimes among the youth. We also have mentorships that educate the youth in engaging them youth to reduce depression status. Youth Unity members promote good morals, environmental conservation, community growth, and reducing unemployment levels in the community.
Youth involved in the Youth Unity activities, such as cleaning the streets, have made positive growth at a personal level (DeAngelis, 2022). The youths have gained more courage in exploring the available options for gaining income, such as entrepreneurship. The community generally undermines the unemployed youths and perceives them as the first suspects when there is a crime. Therefore, the Youth Unity community collectively includes the unemployed youths in mentorship programs, engage them in extra-curricular activities, and connects them to job networks when available.
Youth unemployment is a liability to the community (Bigelow, 2015). A society affected by large-scale unemployment tends to describe a low socioeconomic status. In that case, the community will record many individuals with mental issues, high crime rates, and street beggars. Unemployed individuals experience mental breakdowns when they stay for a long time without getting a job. The mental issues trigger the crime rates in the neighborhood, street beggars, and violence due to unemployment in the community.
Community Assessment
The community’s objective is to reduce unemployment, promote good morals and prevent the youths from engaging in illegal activities (“Cultural Respect”, 2022). The community will include unemployed youths in the community. The community uses English as the native language; hence it will be the preferred language of communication. Members of the community understand that the community is established to promote good morals and elevate unemployed youths.
The information highlighted will be used to assess the community to determine the depth of youth unemployment, how society is affected, and the behavioral characteristics of unemployed youth. We will also use the information to track the performance of the community and how Youth Unity contributes to the situation. The community values will be detailed in the proposal.
The resources used in the community are books, psychological services, mentorship materials, and awareness. All the resources will be organized by special teams for psychological therapy, economic mentorships, and other teams that will be relevant in educating the youth on their worth. It implies that the resources will only be available when the services are being delivered.
The stakeholders in the community will be the Youth Leaders, Non-Governmental Organizations promoting youth development and growth, and the local school affected by the unemployed youths. We will also include local government personnel in the program.
The stakeholders will participate in mentorship programs to educate the youth on the importance of engaging themselves when unemployed. Schools and NGOs in the community will aid in funding some activities undertaken by the community. The local government will help direct the youth on leadership skills and how they can benefit from the government. By participating in the community, all stakeholders will have assisted in mentoring the unemployed youth to become entrepreneurs. As a result, they would be creating opportunities for the large populations of youths who have no idea where to start.
Cultural competency is fundamental for the well-being of a community. The culture, in this case, includes the educated and the less educated youths in the society who are not employed (Streib, 2019). Likewise, most unemployed youths come from a lower socioeconomic background. Cultural competence, such as education attainment among the youth, is a stepping stone to success. The general knowledge acquired from school makes the youth easy to mentor and easily adapt to the situations once they are guided. The youths come from the same neighborhood and share common ethnic values.
A group of professionals will be available in the community to help the youths get on their feet (Kaihlanen et al., 2019). The professionals selected will operate within the cultural, ethical, and ethnic dynamics. As such, the youths will develop increased confidence around them and easily understand them.
References
Bigelow, S. (2022). What is Strategic Planning? Definition and Steps –
TechTarget. SearchCIO. Retrieved 11 August 2022, from https://www.techtarget.com/searchcio/definition/strategic-planning#:~:text=Strategicplanningisaprocess,canreachitsstatedvision.
Cultural Respect. National Institute of Health. (2022). Retrieved 15 August
2022, from https://www.nih.gov/institutes-nih/nih-office-director/office-communications-public-liaison/clear-communication/cultural-respect.
DeAngelis, T. (2022). In search of cultural competence. American Psychological
Association. Retrieved 15 August 2022, from https://www.apa.org/monitor/2015/03/cultural-competence.
Kaihlanen, A., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural
awareness: qualitative study of nurses’ perceptions about cultural competence training. BMC Nursing, 18(1). https://doi.org/10.1186/s12912-019-0363-x
Streib, J. (2015). Explanations of How Love Crosses Class Lines: Cultural
Complements and the Case of Cross-Class Marriages. Sociological Forum, 30(1), 18-39. https://doi.org/10.1111/socf.12143