Although remote programming might cause issues that accentuate previously existing inequality, it offers the possibility to improve access to essential services for young people and young adults. Remote service delivery offers young people who experience bullying or other emotional trauma, have job responsibilities, are resource limited, are parents, or run against
other challenges in access to in-person programs new learning formats.Six is Although services provided online may not be the ideal fit for every scenario, companies should consider the facts and what best suits the young people they help in determining whether to provide a service either in person or remotely. In this guide, we address strategies for
organizations to maximize the benefits of remote delivery and minimize challenges so that all youth, regardless of race, ethnicity, or socioeconomic level, have the capacity to access and benefit from services delivebarriers to participation in virtual environments. For example, it would be illogical to require that young people enroll in a class utilizing video if their internet
speed cannot support it or count
an absence against participants who have to tend to siblings in an emergency. Businesses said that by means of cash and resources, clear expectations for staff would enable them to better support online delivery.Remote service delivery, according to program staff members, could call for more resources or those to create a Young Learners Center where staff, recent program alumni, and participants could work. Staff members claimed these places let
students focus and provide a steady internet connection. Program staff saw that it was helpful to provide desks, chairs, noise-cancelling headphones, and other items specifically for studying at home absent an alternate physical venue to perform work outside the house Use innovative approach to identify tools and assistance for addressing basic needs.
Companies claimed they personally paid participants for rent, food, gasoline, and utilities. A few corporations dropped subway tokens, clothes, and gift cards to homes of participants. Program staff spoke about creative approaches to get these resources. For example, a foundation partner helping the Inner-City Computer Stars Foundation (i.c.stars) provided $500 to any participant who so needed it. Organizations also connected young people with
government institutions and local groups
running emergency assistance programs. For example, Café Reconcile helped more than 150 young people qualify for benefits of the Supplemental Nutrition Assistance Program. Programs that were able to serve basic needs of young people also found that having more flexibility from donors during the epidemic helped them meet needs. Support efficient technology application. Companies created rules, training programs, instructional tools, and
troubleshooting mechanisms to help young people apply new technologies. Urban Alliance and Goodwill Education Services observed District 1199c added basic Chromebook troubleshooting into orientation and taught attendees how to use Google Drive, therefore increasing their computer literacy instruction. Acknowledging the need for new norms in the
digital classroom, some businesses created guidelines for video conference etiquette. And some businesses hired more staff members to address directly technology issues. Their new technical associate has become "one of the most important people in the last year," said Our Piece of the Pie. Starting a "tech buddy" initiative, community volunteers provide young people transitioning to new technology tailored assistance. Many businesses discussed ways
o include basic digital skills into their future
programming and expressed hope that funders would be more and more interested in helping initiatives to lower racial equity disparities in digital literacy. Change staff expectations such that they are aware of the obstacles young people create for effective involvement. Several program staff members underlined the requirement of using knowledge about the expenditure of young people in several contexts instead of in-person services. For example, additional
resources could be needed for laptops and technology needs even while transportation support requires less resources when young people are not personally meeting with staff. Funders could consider expectations and fund distribution to meet virtual service needs. Maximizing assets in place should be given special focus instead of replicating present efforts companies could seize chances for young people to acquire subsidized technologies, free Wi-
Fi, and open and transparent access technologies Give staff personnel tools and training so they can effectively virtually deliver services. As they transition services to remote delivery, companies could have to rethink roles, distribute work, and rearrange training. Companies like Philadelphia Youth Network and Urban Alliance put up digital literacy and technology training to make sure their staff members are equipped to sustain themselves and ultimately
Conclusion
provide "demo sessions" for their fellow staff members to virtually run meetings. Since this gives an opportunity to remedy mistakes and get comments, staff members reported they felt more confident and enthusiastic about engaging with young people after these practice sessions. Share ideas and initiatives both inside and outside of your company. Companies could compile information on virtual programming and offer interaction strategies to gain from
their combined expertise. Youth Guidance stresses, for example, the significance of using an internal website for training and employer partners' exchange. Moreover, staff members of Jewish Vocational Service saw that numerous employees altered their working schedules to meet convenient times to contact with young people among their other daily activities red far
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