One of the most helpful books written in the last few years concerning college transition is Timothy Clydesdale’s The First Year Out: Understanding American Teens After High School (Chicago University Press). A sociology professor at The College of New Jersey, Dr. Clydesdale conducted a six-year study following students from high school into their first year after high school. His reflections offer a window into the lives of American teenagers and his conclusions and recommendations have major implications for how we prepare students for college. What follows is an interview with Dr. Clydesdale and three important questions that I think he raises as we consider how to prepare students for college.
Melleby:What motivated you to conduct the research for The First Year Out?
Clydesdale: In short, I had limited resources and a false hunch. The limited resources were a function of being a new assistant professor without research funds, but realizing the one source of data that I had in abundance was eager and willing college freshmen. The false hunch was that these freshmen would be undergoing as significant an awakening intellectually and religiously as I underwent attending Wheaton College after 12 years in the Philadelphia Public School system. Of course, I didn’t know my hunch was false until I began collecting data. Once I began hearing how little freshmen felt they did change intellectually or with respect to their faith, I had a puzzle I had to solve.
Melleby:What was the most surprising thing you learned about teenagers from your research?
Clydesdale: I would say it was how open teens were to talking to a sympathetic adult listener. It was as if they yearned for a sounding board—a listening and engaged ear—and once they found it in the interview room, they poured out their hearts. Neither their parents nor their peers provided an unfettered place in which the teens could talk; it seems that the adults in teens’ lives were more interested in telling them something than they were in listening to them, and that friends were likewise so caught up in their own concerns they didn’t listen very much either. This reveals something about American culture—that we nurture individuals so consumed with themselves that we as a culture are losing our desire if not our ability to listen. Even well-meaning folks like teachers, parents and youth pastors get so caught up in conveying a set of ideas that they rarely let up on the barrage of information. Teens are drowning in competing claims for allegiance, and no one, it seems, is providing the time and space to sort through all of this.
Melleby:You suggest that most American teens keep core identities in an “identity lockbox” during their first year out. Briefly describe what you mean by “identity lockbox” and why you think this is a key insight into the world of today’s teens.
Clydesdale:It is not so easy to “make it” in the U.S. anymore. Housing and transportation are less and less affordable, secure jobs with good benefits are rare, and achieving the “American Dream” has become a far more difficult accomplishment than it was, say, in the post-WWII era. Back then, a college diploma guaranteed one’s place in the American Dream; today, that diploma may not even get you a job with benefits. Consequently, American teens take a highly practical view of their college education, prioritizing, like Americans as a whole, the management of everyday life. Taking a moment to reflect about deeper matters, such as teen identities as persons of faith, as men or women, or as citizens, is not only distracting, it can be downright “dangerous.” That’s because such reflection can lead teens to an unpopular choice about one of these deeper identities, which in turn puts teens out of step with the American cultural mainstream, if not in jeopardy of never attaining one’s desired standard of living. In short, mainstream American life has become a relentless work-spend-borrow-consume cycle that discourages all questioning or reflection, and teens have become as caught up in this as adults are.
Melleby:You write, “Few and far between are teens whose lives are shaped by purpose, who demonstrate direction, who recognize their interdependence with communities small and large, or who think about what it means to live in the biggest house in the global village.” Did you notice any difference with Christian students you interviewed, or would you say that this is true for most teens, regardless of religious affiliation?
Clydesdale:I found this to be true of most Christian students, even those who say their faith is “very important” to them. It seems most Christian students want to keep their faith in a nice safe box: they attend church, they read the Bible & pray, but they largely pursue the same work-spend-borrow-consume lifestyle that their non-Christian peers do. The majority of Christian teens are content to sprinkle their suburban middle-class aspirations with evangelical faith (again, not unlike most adult evangelicals). I did find some Christian teens (say 10-25 percent) who are open to questioning whether these suburban aspirations represent the life of radical discipleship to which Jesus calls his followers. Such teens want to think deeply about their faith and engage it with the wider world. Unfortunately, few of these youth possess the mentorship that nurtures this sort of faith development, and without it, the tug of work-spend-borrow-consume may ultimately prevail.
Melleby:“College transition” is currently a hot topic in youth ministry these days. Churches are reporting that more and more students walk away from the faith during the college years. What do you think are the implications of your research for youth pastors as they prepare students in their youth groups for college?
Clydesdale: Those who “walked away” from their faith during college made the decision to do so long before their college years—they just waited for the freedom of college to enact that choice. In many cases, these teens reported having important questions regarding faith during early adolescence (12-14 years old) that were ignored by their parents or pastors rather than taken seriously and engaged thoughtfully. It is in early adolescence that faith trajectories (along with other life trajectories) are set, thus early adolescence is the point when preparation must occur. Middle and late adolescence are increasingly similar, as college represents less of a qualitative change and more of a quantitative change. In other words, there are few ideas and freedoms available to college students that are not also available to high school students—college students simply experience ideas and freedoms in greater quantity. Hence, early adolescence is the time when churches must prepare their youth, and must do so fully aware that youth now arbitrate among many claims for their allegiance. Sadly, most youth ministries are long on fun and fluff and short on listening and thoughtful engagement. The former produces a million paper boats; the latter produces a handful of seaworthy ships. Launching a million paper boats is an amazing spectacle on a clear summer day, but only a ship can weather storms and cross oceans.
What are the takeaways?
Here are three questions that I think this insightful interview forces us to ask:
First, are our youth groups seen as unfettered places in which teens can talk?Students need a listening ear and Dr. Clydesdale points out that many students lack a safe place to have meaningful conversations. This also confirms the important research Kara Powell is doing at the Fuller Youth Institute. She has drawn this conclusion from her current six-year study of transitioning students: “The more students have the chance to express their doubts in high school, the higher their faith maturity and spiritual maturity in college. Thus the key is not to get kids to say the right things before they graduate to the ‘big bad world,’ but to help them think through the tough questions and verbalize some of their faith and personal struggles before they hit the ups and downs of the college transition.” As Dr. Clydesdale explains, “Teens are drowning in competing claims for allegiance, and no one, it seems, is providing teens the time and space to sort through all of this.” Keep in mind that many teens who “walked away” from faith in college “reported having important questions regarding faith during early adolescence that were ignored by their parents or pastors rather than taken seriously and engaged thoughtfully.” We need to make sure our teens are being heard.
Second, do we preach a Gospel of radical discipleship to Jesus or one that allows teens to simply sprinkle their suburban middle class aspirations with evangelical faith?In all of the discussion about students leaving the faith in college, this question is most pressing. What is the gospel that the majority of youth are responding to? There is a lot of activity among many youth ministries: large group gatherings, retreats and service projects. But are these events about connecting students to Christ or growing the numbers of attendees? I know this is nearly impossible to measure, and we certainly don’t want to exclude teens from taking part, but we constantly need to evaluate our motivations. Teens are not transitioning well out of many of our youth groups and that should force us to reconsider what is or isn’t being taught at our meetings.
Third, are we intentional about countering the “work-spend-borrow-consume” narrative of life? Many teens assume this cycle is simply the way the world is supposed to be. In the minds of many teens, to not live by the “American Dream” story, with its own demands and parameters, can be costly. Do we counter this idolatrous narrative or do we simply baptize it and present the Gospel as a nice “add-on” to a comfortable lifestyle? A life following Jesus is one of sacrifice and self-denial, not comfort and materialism. Students who have embraced a counter-cultural Gospel of life transformation have a much better chance of transitioning well to college. As Dr. Clydesdale alludes, offering this message may not lead to a “successfully” large youth group, but it will lead to teens being successfully prepared for the challenges after high school.
1. Fall in love. College is a time to decide what matters most in life, and to order the whole of your life toward that deepest love.
2. Ask big questions. College is a time to review the biggest questions, to talk about them, read about them, watch movies about them, and figure out your own answers to them, in alignment with your deepest loves. Who am I? Where do I belong? What kind of person do I want to be? How shall I live? What am I supposed to be doing with my life? How do I make sense of what is going on in the world around me?
3. Read great books. College is a time to settle in for some serious, heavy reading — which with practice becomes one of the most fun things anyone can do. Shakespeare. Plato. Jane Austen. Aristotle. John Calvin. Alexis de Tocqueville. The Psalms. And the list goes on. Ask yourself of each book: What if this were truly true? How should I live if it were?
One of my favorite questions to ask current college students or recently graduated college students is this: what was the best piece of advice you were given before going to college? Here’s a response I received a few weeks ago at a picnic. Between bites of nachos, the student said: “My youth pastor told me to be intentional about finding Christian community. He was so emphatic about it that I remember frantically walking around campus asking everyone I met if they knew about any Christian groups on campus. One of the first people I talked to was a Christian and she’s one of my best friends today. Together we were able to find a group and get connected to a church.” This story reminds us of two things we all need to know about students transitioning to college.
First, the first two weeks of college are critical. Nationally, around 25 percent of students do not return to the same school for their second year. On a recent trip to the Ohio State University, I learned that OSU has been able to reduce that number to 3-4 percent. OSU has learned that students transition better and remain at OSU longer if they find good, supportive community quickly. In the past, there were only two prominent scenarios for incoming students at OSU. Some students would look to the party scene to find friends. While this did provide community, it often wasn’t the most beneficial. Other students would fall through the cracks, not really getting involved on campus during the week and going home on the weekends. OSU responded by pouring more funding and energy into first-year programs. Helping students find a place to belong has made all the difference in the world in their retention rates.
Second, the opening story reminds us that Christians need to intentionally seek out Christian community on campus. Kara Powell of the Fuller Youth Institute estimates that 40 percent of Christian students do not get connected to Christian community while in college. During the first few weeks of college, students are bombarded with different activities to fill their schedules. Everything is new: people, buildings, class, and meal times. Many students are navigating these daily activities on their own for the first time. It’s easy to drop worship and Bible study from an already hectic schedule.
So, what can be done to help students make wise decisions in how they spend their time and who they spend it with? Are there any steps that can be taken by youth workers and parents to assist in this transition? What follows are five suggestions.
First, teach the value and importance of community to the life of faith. Too often the Gospel is only presented as an individual choice, dealing with one’s individual relationship with God. While there is certainly a need for all people to individually respond to the Gospel, a life of faith requires community. In fact, coming to faith in Christ is a process of changing one’s communal identity. Community is not something added onto the Gospel, but it is central to our understanding of what takes place at conversion. We are now identified with a new people group: the people the God. There is no Christian faith apart from the community of faith. Do young people in your life and ministry know why community is so important to following Jesus? Does the Gospel you preach and teach have a natural tendency to lead people into deeper community life.
Second, make sure students know what Christian community is available for them where they are going to school. In my travels presenting the seminar Make College Count: Preparing for the College Transition, I am always surprised by the number of students and parents who are not familiar with the college ministry organizations that are on most campuses today. Don’t assume that all students and parents have heard of national organizations like Campus Crusade for Christ, InterVarsity Fellowship, The Navigators, and the Coalition for Christian Outreach. Let students know that these groups are available to help them find friends and grow in faith.
Third, help students make connections to Christian community before they arrive on campus. This is a simple step many parents and youth workers often neglect. As you learn where students will be going to college, take a proactive approach by contacting campus ministries and churches in those areas. Start by asking others in your congregation who might be familiar with the community in which the college is located. Next, browse the college’s Web site to see what is offered on campus. Note: “Spiritual life/growth” opportunities are often listed under “student activities,” “religious life” or “student life.” You also can check out this Web site: LiveAbove.com. Here you will be able to plug in the name of the college and see a list of selected college ministry options for students along with contact information. Send e-mails and make phone calls. Get in touch with campus ministers and pastors in the area. Consider using a night at youth group to help college bound students make these important connections.
Fourth, host a panel discussion featuring current college students from your church. College-bound students benefit greatly from hearing stories of others who have gone before them. Bring in current college students for a discussion about making the transition. Be sure to ask good questions about how they were or were not able to get connected to Christian community.
Fifth, be sure to check in on college students during their first two weeks on campus. Students’ schedules will be hectic the first few weeks of college. Not only will they be in new environments trying to juggle new responsibilities, but they will be trying to fit in and make friends. Even if, deep down, they desire to be involved in Christian community, it can easily get pushed to the back burner. You can play a key role by calling students the first week of school. Ask how they are doing, see if there is anything you can do for them, and remind them, perhaps subtly, to seek out Christian groups on campus. A simple phone call can make all the difference in the world.
The transition to college is not easy. It’s especially not easy for those who want to honor God during these critical years. Thankfully, the Christian faith is not meant to be lived alone, but is to be supported by other brothers and sisters in Christ. Pray diligently that the transitioning students you know and love will build solid friendships and connect to the larger Body of Christ.
I have been asked to deliver the keynote address at this years Faith for Thought Conference at Penn State University on October 16. What an honor! The vision of the conference is to bring students together “to explore how Christian faith connects to ordinary, everyday, going-to-class, showing-up-at work, sleeping, eating, walking-around life.” The theme this year is asking one big question: What does an integrated life look like, in practice?
Paul writes that in Jesus all things hold together. And yet, so much of university life has the potential to pull students apart: disconnected classes, superficial relationships, a plethora of student activities, homesickness, family pressure, future job insecurity, financial debt, and on and on and on. It’s no wonder a leading psychiatrist, Dr. David Leibow, recently published a book entitled What to Do When College Is Not the Best Time of Your Life. Dr. Leibow wrote the book so that students, parents, colleges and universities would face the facts: a very high percentage of college students are depressed!
Here’s the kicker, Dr. Leibow acknowledges that there are many issues that students face that can lead to stress and depression (homesickness, relational disappointments, financial worries, body-image problems, etc.), but the number one cause of college student unhappiness: academic floundering in a success driven culture. In a recent interview for Inside Higher Ed, Dr. Leibow concludes, “College students want to succeed. They want to fulfill their own ambitions and make their parents proud. If their grades are low, and especially if they’re forced to delay graduation or drop out, they feel demoralized and ashamed. Plans for further education are scrapped; career aspirations are abandoned; life trajectories are thrown off-course. If they were meeting their own expectations academically and had a few friends, most college students would be happy.”
My keynote address won’t focus on depression per se. But I do want to talk about some underlying questions that might be missed, questions that I think help to reveal some of the deeper issues surrounding student stress: Why do students go to college in the first place? What does our culture say college is for? As followers of Jesus, how do we measure college success? What are good academic expectations? And, right in line with Dr. Leibow’s advice: Do students have a “few friends” to support them, and to help them hold it all together?
“Thank you for talking about the benefits of taking a gap year. I would really like my son to consider taking a year off of school before going to college and it was good for him to hear it from someone else other than his parents.” On Sunday night I gave a college transition seminar at The Covenant School in Charlottesville, Virginia. The quote is from a conversation I had with a mom after the event. Her comments were affirming for two reasons.
First, the main goal of the college transition seminar is to start a conversation. From my experience, few students and parents are having meaningful conversations about transitioning to college. Sure, there are conversations about applying and visiting schools. And most parents do their best to find the right fit for their son or daughter. But sometimes the bigger questions aren’t being asked. What is college for? What are your goals for college? What are your concerns about college? And so on. The Make College Count seminar provides an intentional opportunity for students and parents to come together and wrestle with these questions. This particular mom saw the benefit of having an “outsider” offer perspective and advice to her son. That’s the kind of feedback I most appreciate.
Second, I was once again reminded of the growing interest among students (and parents) to take time off before going to college. I spend a good bit of time at each seminar explaining the benefits of taking a gap year. I am more and more convinced that a gap year is a good decision for a lot of students. In response, I’ve written a short article, God in the Gap Year, that attempts to answer FAQs about taking a gap year and in the very near future I hope to list Christian gap year programs that I’ve learned about across the country. Stay tuned!
It’s probably not surprising to learn that a hookup culture of casual sex exists on college campuses. What might be shocking are three discoveries made by sociologist Donna Freitas in her groundbreaking research and book Sex & the Soul: Juggling Sexuality, Spirituality, Romance, and Religion on America’s College Campuses. After many years of surveying and interviewing college students, here’s what she learned:
First, most students don’t want to participate in the hookup culture, but feel pressured to for lack of an alternative. Over the past 50 years there has been a significant shift in college student relationships. Here’s the big difference: it used to be dating that would lead couples toward intimacy and sex. Now it is almost reversed: often it is sex that (sometimes) leads to a dating relationship. Sex first, dating second.
Second, while many students identify themselves as “spiritual,” their spirituality has very little influence on their sexuality. Freitas’ conclusion includes evangelical students: “The overwhelming majority do not know how to reconcile their religious identities with their sexual selves.”
Third, even though most students are frustrated and have been hurt by the hookup culture, they have very few places to openly discuss their concerns. Students desperately need safe places to have serious conversations about sex.
The research included students at evangelical colleges as well. While the hookup culture was not as prevalent, students still felt like they had limited ways to discuss sexuality on campus. Freitas offers this warning: “To go off to college—or to send your child off—without an adult conversation about sex in higher education is irresponsible.” For seniors beginning their final school year, there will be many important conversations about college: where to go, what to study, how much it will cost. Freitas reminds us of another important topic to be sure to discuss: sexuality and relationships. It’s too costly not to.
It’s no secret: Many students who are serious about their commitment to Christ in high school go off to college and something happens to weaken that commitment. Some students simply walk away from the faith, never to return. Others continue to confess Christ, but aren’t as confident as before. Still others have a great experience in college, which spurs them on to deeper faithfulness. For students who do make the most of college, coming out the other side with a clearer knowledge of where they are in God’s world, there was something about their time in youth ministry that prepared them for the challenges they encountered.
For youth ministry to be successful, students will need to be prepared emotionally, intellectually and spiritually for life after high school. If that is the goal, we need to be thinking critically and creatively about our current ministry practices. Are they effective? Are they preparing students for the future? What are the areas of youth ministry that are being done well? What changes need to be made?
I wrestle with these questions in my work as the Director of the College Transition Initiative. I have the privilege of speaking to youth groups, parents, pastors and college students about these issues on a regular basis. One thing I have learned: I can’t answer these questions on my own. I need to pull others into the conversation. Together, working within the Body of Christ, I think we can begin to settle in on some answers.
Over the years, Steven Garber has become one of my most important conversation partners. He has worked with young people in different ministry settings for over 30 years. His award winning book, The Fabric of Faithfulness: Weaving Together Belief and Behavior, has been re-released in an expanded edition. The book helps readers answer this critical question: How do parents, professors, campus ministers and youth pastors help students—during one of the most eventful and intense periods of life—learn to connect what they believe about the world with how they live in it? Currently, he is the director of The Washington Institute, which has as its core conviction that the church and society are renewed as a richer, truer vision of calling is taught and practiced.
I had the opportunity to ask Dr. Garber a few questions concerning the transition from high school to college. I think you will find his answers helpful as you think about preparing your own students for life after high school.
Melleby: What percentage of entering Christian freshmen would you estimate are prepared—spiritually, theologically and intellectually—for the challenges of college life?
Garber: I have no idea of the numbers. My experience over the years is that most are not. They have no idea how hard it will be. And sadly, watching even very healthy, holy churches—those that care profoundly for their young—they often don’t seem to understand the character of the challenge facing freshmen as they enter their university years. As harsh and crude as it is, Tom Wolfe’s I Am Charlotte Simmons is a heart-wrenching account of a girl going off to college sure that she knows who she is (i.e., “I am Charlotte Simmons!”) and yet, from her first day onward, having that self-confidence fractured by the social/cultural/intellectual conditions she encounters.
Melleby: Some prominent youth leaders have claimed that as few as four percent of young people continue with a committed Christian faith after they graduate from high school and continue into adulthood. Do you think these claims are fair or are they overblown?
Garber: Again, I don’t know the numbers. But my experience is that most don’t. The reality of that, and the weight upon my own soul that it was, eventually took me into a PhD program to try to understand why it is so hard to keep on keeping on. Having taught university students for most of my life in many different settings, always longing for them to “get it,” I have been graced by the first of Jesus’ stories; the parable of the soils. Though he is not giving mathematical ratios that normatively echo across time, it is instructive to us that it is only one of four who have ears to hear—which is always the dynamic of discipleship. There are different reasons of course, each one having to do with the heart. Importantly, the biblical vision is that we hear out of our hearts, because our hearts are the core of who we are as human beings. So what is worth pondering is the nature of the teaching given to high school students, which principally comes from home and then is added to by churches and campus ministries, and to those that go to faith-formed colleges, the curriculum of the college itself. To what extent are we addressing the heart? And are we faithfully and creatively communicating the integral relationship between heart and mind? Unless we are able to teach the next generation that there is to be a coherence between doctrine and discipleship, belief and behavior, worldview and way of life, they will not sustain their commitments from adolescence into adulthood. So is it four percent? God alone knows. What is clear is that this is a perennial problem, and one that Jesus as rabbi understood very well.
Melleby: What would you say are the primary reasons that young people who attend years worth of youth ministry programs still struggle spiritually once they leave high school?
Garber: The world and the flesh and the devil—to put it simply. And yet of course to answer in that way is also to acknowledge the tremendous complexity that is involved in training up a child in the way he or she should go. Our longing is that our dear ones will not depart from that way, and yet we all know that so many do. Good books have been written about this, and we are not interested for a moment in a cheap critique. I will say this: it dismays me how lightweight the high school discipleship curriculums typically are. It seems that there is little sense of the overwhelming nature of the secularizing, pluralizing world that our young enter into, either in college or after. And sadly, many are not prepared, theologically, philosophically, sociologically, with an understanding of what they believe and why they believe what they believe that will sustain them through their university years and beyond.
Melleby: Based on what you have seen with young people of college age, how would you define success for junior high and senior high school youth ministry programs? What kinds of definable goals should these programs aim for to achieve success with kids?
Garber: These two words matter a lot: understand and translate. If we think about those who do make it into adulthood with a deepened faith, they are people who both understand the whys and wherefores of the Christian faith, but they are also able to translate that into language and lifestyle that can make sense of what they do and why they do what they do—across the spectrum of their responsibilities and relationships. Think of Tom Shadyac as a filmmaker or Bono as a songwriter. They are clay-footed people who are serious about Christian belief, and at the same time live and move and have their being right in the middle of the world, telling stories and singing songs that communicate to the world at large something of the way things ought to be.
Melleby: What would you like to see strengthened, changed or eliminated in junior high and senior high youth ministry programs to insure that young people are spiritually sound and growing?
Garber: As I watch that world I have a great respect and affection for those who have the amazing, unusual gift of helping kids laugh their way into the most serious things of life. There is a lot about being an adolescent that needs laughter, just to keep the angst at bay. But I do want to hold those two together: to laugh and to think seriously. My guess is that too often we fall off the table on either side, not engaging on the one hand by a failure to laugh enough, and not being worth all the time and energy on the other by a failure to offer enough substance that honors that image of God in the adolescent heart. It never ceases to amaze me how often I am reminded that people want to be taken seriously; we hunger and ache for that as human beings. And I would say that is not only true relationally, but intellectually; and not only true for adults but for adolescents, too.
Melleby:What do you see as one of the main challenges to the spiritual formation of today’s young people, and how have you addressed this challenge in your work?
Garber: We could spend hours on this, but I will focus on one phenomenon: the info-glut culture, the 24/7 barrage of the information age. One longtime and very gifted minister to high school students recently lamented about the “ipodization” of high school kids, and said that he found it harder and harder to engage even his best students in serious conversation. They were so plugged into the “noise” of the culture that they were decreasingly able to look someone in the face and have a real conversation. That is frightening. My own choice has been to address it head on. In fact, to begin there, challenging students to rethink what it means to know. Since the central issue of life for followers of Jesus is whether we can really know and really love at the same time, this is not small. What makes it hard is that it is so against our deepest dispositions. “Now I know!”—and therefore now I can be a cynic. On the last night of her life, Simone Weil wrote, “the most important task of teaching is to teach what it means to know.” I am sure she was right, whether the teaching takes place in the pre-modern, modern, or postmodern world. This is at the very heart of spiritual formation that grows out of the gospel of the kingdom.
Melleby: Is there anything else you would like to say to our readers about the challenges of “life after high school”?
Garber: Just this. Over the last few years I have chosen to take up sexuality as the way in with high school and college students. My conviction is this: unless a young person is persuaded that the biblical vision of life and the world makes sense of what seems most central to who I am as a boy-becoming-a-man, a girl-becoming-a-woman, helping me to understand the roiling emotions and desires, hopes and griefs, that are all bound up with my sexuality, then it is awfully difficult to believe that the Christian vision can make sense of anything else, like politics, the arts, business, globalization. And because I eventually want to get them to explore the meaning of faith for all the rest of life, I work very hard to explore the meaning of faith in the swirl of a sexualizing society, hoping that by God’s grace they will begin to have confidence that the Word of God honestly makes sense of the world made by God. (See Dr. Garber’s article ”Sex is Easier than Love: Why Sexuality is at the Very Heart of Life and Learning” from Comment Magazine.)
Editor’s note: Portions of this interview appeared in the March/April 2007 issue of YouthWorker Journal.
