GREAT FUTURES in the WORKPLACE Guided by our mission, Boys & Girls Clubs of Southern Nevada is providing paths to Great Futures in the fields of Education, Social Work and Counseling. Targeting new and young workers with an innovative approach that combines purpose-based recruiting, cascade learning from seasoned professionals, and hands-on real time experience, Clubs are already achieving success.
HOW CLUBS CREATE GREAT FUTURES IN THE WORKPLACE: • Recruiting student/career oriented individuals for entry level positions • Exposing young workers to career paths in key service areas including licensure and certifications • Promoting and incentivizing educational opportunities • Offering coaching, mentoring and guidance from experts • Providing environments to apply concepts, hone skills, and gain hands-on-experience
FILLING THE GAP IN EDUCATION, COUNSELING AND SOCIAL WORK
Clubs are ideal environments to develop
classroom management skills, explore new teaching techniques, and gain practicum experience for
Education, Healthcare Services, and Community & Social Services are in the top five most purpose-oriented job functions.1 By recruiting workers dedicated to positively impacting their communities, then providing them with training, rich practice environments, and a clear path to licensure, Clubs are developing new generations of licensed professionals.
counseling and social work.
COUNSELING SERVICES Licensed clinicians are contracted to deliver group counseling sessions, working side-by-side with Club Staff (Youth Development Professionals) and practicum students. Counselors and students co-facilitate the sessions for Club members, while Club staff help in supporting roles. Through observation and participation, staff and students learn to identify behaviors, de-escalate conflict, and apply therapeutic techniques. Equipped with this new knowledge, staff can teach more youth to self-regulate their emotions by applying these techniques throughout the Club day. Clubs are later reimbursed EXAMPLE: Through group counseling, Jackson is for services through Medicaid billing, providing diagnosed with anger management issues. Club staff recognize financial sustainability for the program. Jackson displaying anger on the basketball court, and use learned techniques to help him de-escalate the conflict, recognize his behavior trigger, and self-regulate his emotions before safely reintroducing him to the basketball game.
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Imperative - 2015 Workforce Purpose Index Purpose At Work, 2016 Global Report - LinkedIn and © Imperative
EDUCATION
Utilizing a staff to child ratio of
By pairing Club staff and licensed educators, Clubs become rich academic environments focused on individual students and their learning needs. Without the burden of curriculum requirements, teachers have the freedom to explore teacher-centered, student-centered, hands-on and collaborative teaching techniques, then practice them with youth in real time. As teaching students and Club staff listen, observe and “cascade learn” from licensed education professionals, they receive meaningful supervisory experiences and develop proficiencies in a variety of non-traditional teaching methods and concepts.
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Clubs provide the ideal environment to develop youth group and classroom management skills.
With broader knowledge of alternative teaching methods, staff and educators are better equipped to engage youth with different learning styles, making education fun and fostering a lifelong love of learning that leads to academic resiliency.
SOCIAL SERVICES Support services can reduce and eliminate barriers like homelessness, food insecurity, and addiction to help families become more resilient. Boys & Girls Clubs of Southern Nevada operates a Family Resource Center (FRC) focused on helping families experiencing social or economic challenges. Close in proximity to the families we serve, Clubs partner with the FRC to provide families with support services to meet critical needs like housing, clothing, food, employment assistance, and more. Front desk staff at the FRC serve families in need on a daily basis. In the social service model, practicum students and front desk staff would cascade learn from licensed social workers as they deliver social service interventions. Practicum students learn how to realistically apply active listening, task-centered practice, and cognitive behavior therapy techniques, and front desk staff acquire new skills to readily identify and support families. This collaborative approach to teaching, learning and practicing enables us to identify more families in need, engage to connect them with services, and help them work towards self-sufficiency.