developing habits of giving and serving: the heart of the youth-serving organization

NEW DIRECTIONS FOR PHILANTHROPIC FUNDRAISING, NO. 36, SUMMER 2002 © WILEY PERIODICALS, INC.

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Youth-serving organizations hold the key to pass-ing on philanthropic traditions and inspiring a life-long habit of giving and serving in young people.

5Developing habits of giving and serving: The heart of theyouth-serving organization

Janet R. Wakefield

PHI·LAN·THRO·PY: (noun) 1. goodwill to fellowmen; especially,active effort to promote human welfare; 2. the love of mankind (seeAllen, 1990, p. 894); 3. sharing and caring for others; 4. thethoughtful, intentional, ongoing giving of one’s time, talent andtreasure for the common good (Hoover and Wakefield, 2000).

How do you say it? What does it mean? How do you learn it?Can you teach it? Who does it? These were questions that rang outnot only from the young people but from the adults as CommunityPartnerships with Youth, Inc. (CPY) began the journey with theproject titled “Habits of the Heart: Strengthening Traditions ofGiving and Serving.” Supported by Lilly Endowment, Inc., CPYwas one of the partner organizations in this dynamic project begunin 1996, whose goals were to (1) inspire young people ages five toeighteen years to view themselves as civic leaders of their local andstate communities, (2) build a lifelong commitment to civic involve-ment in their lives and in the lives they touch, and (3) develop amodel for youth civic leadership in the state of Indiana that can bereplicated throughout the United States.

74 CREATING TOMORROW’S PHILANTHROPISTS

Partnering with CPY in this venture were the Indiana Univer-sity Center on Philanthropy, the Indiana Humanities Council, theMichigan Council on Foundations’ Learning to Give project, andthe Search Institute.

The Indiana Humanities Council (IHC) was the coordinatingpartner for the Habits of the Heart project, whose role was to tar-get the faith-based community and seek out creative partnershipsfrom diverse religious and cultural traditions in Indiana. IHCworked with the Search Institute to create materials that build onthe traditions of giving and serving within various religious set-tings. The resulting three guides include An Asset Builder’s Guideto Youth Leadership, An Asset Builder’s Guide to Youth and Money, andAn Asset Builder’s Guide to Service-Learning (Search Institute,1999a, 1999b; 2000a).

CPY and the Search Institute worked together to supplementthese written pieces with four-hour training sessions for each guideto help them gain a better understanding of the informationtherein. In addition, the Search Institute completed a research bookon engaging youth in giving and serving titled Growing Up Gener-ous (2000b). In the second phase of the Habits of the Heart project,which started in 2000, the IHC developed the Habits of the Heartcurricular package that provided leaders’ guides and learning unitsfor faith-based organizations and youth-serving organizations.

The Michigan K–12 Education in Philanthropy project, Learn-ing to Give (LTG), described in more detail in Chapter Three, wascreating a new curriculum to encourage young people to take pos-itive action in their own lives, become involved in community ini-tiatives, embrace ownership of their democratic society, and aspireto do good. That project is grounded in academics and linked toreal-life situations, and the lessons were created with the help ofmany Michigan classroom teachers. All lessons are connected toexisting educational standards and benchmarks and were fieldtested in classrooms across the nation, where they have been enthu-siastically received. LTG’s experiences and input were invaluableto the Habits of the Heart project.

75DEVELOPING HABITS OF GIVING AND SERVING

Research done at the Indiana University Center on Philan-thropy provided significant data on traditions in giving and serv-ing within various settings. In addition, the center provided whitepapers on relevant philanthropic topics and coordinated a seminartitled “Seminar on Philanthropy and Youth” for members of thepartnership.

Role of CPYCPY’s role from the inception of the project has been to focus onthe informal, out-of-school education provided by youth-servingorganizations. Understanding that philanthropic traditions areestablished in young people as early as fourteen years old, CPYrecruited organizations serving youth ranging from ages six to eigh-teen (United Way of Central Indiana, 2002).

Because philanthropy is at the heart of these organizations, itseemed most appropriate for them to pass on the traditions of giv-ing and serving to the youth they themselves serve. According toresearch on giving and volunteering in the United States, events thatoccur during youth are often important indicators or predictors offuture giving and serving. Membership in youth groups was oneof the specific indicators listed for households with very high rates ofcharitable giving (INDEPENDENT SECTOR, 1999). Therefore, thisproject was designed to focus on members of youth groups and toencourage the development of young philanthropists through actsof giving time, talent, and treasure for the common good.

The goals of CPY were to bring together youth-serving organi-zations that had the history, skills, and commitment to positive youthdevelopment to collaborate on developing materials that would pro-mote the civic engagement of youth in their community and thestate. Another goal was to adapt or develop trusteeship-citizenshipmaterials to promote the civic engagement of youth in their com-munity and state. CPY’s purpose in this project was not only thedevelopment of written materials but the creation of a collaborative


of seven youth-serving organizations and the impact this collabora-tive might have on strengthening the concepts of civic engagementof youth between and throughout these networks.

Collaborative of youth-serving organizationsThe strategy for the first goal included bringing together youth-serving organizations that had the history, skills, and commitmentto positive youth development to collaborate on developing mate-rials that would promote civic engagement of youth in their com-munity and the state. Building on the thought that “caring may wellbe the term that best captures what youth need and what youthorganizations and programs do for young people that is unique”(Pittman and Cahill, 1992, p. 2), CPY recruited seven Indianayouth-serving organizations with national affiliations to be a partof the collaboration.

The seven organizations represented diversity in program deliv-ery methods; included were facility-based, club-oriented, schoolextracurricular, school cocurricular, and community-based meth-ods. They also served diverse target populations, including typicalyouth leaders, youth in high-risk environments, various socio-economic levels, troubled youth, and youth in juvenile correctionalfacilities, as well as youth from various geographic service deliveryareas such as rural, small town, urban, and suburban.

Center for Youth as Resources

The Center for Youth as Resources is the national office of theYouth as Resources program. Through instructional materials,technical assistance, and hands-on training from experienced youthand adults, the center helps local Youth as Resources programsstart, develop, and expand. Youth as Resources is a community-based program that provides small grants to young people to designand carry out service projects that address social problems and con-tribute to significant community change. Youth as Resources pro-


grams are governed by local boards of youth and adults responsi-ble for grant making.

Community Leadership Association

The Community Leadership Association is dedicated to nurtur-ing leadership in communities throughout the United States andinternationally. The association’s members include hundreds ofdiverse community leadership organizations at local, state, andnational levels, thousands of individual graduates of these organi-zations, and others interested in community leadership develop-ment. The Community Leadership Association encouragessharing and mutual learning among its members and embraces thediversity of community leadership development efforts. Many localCommunity Leadership Association organizations support youthcommunity leadership programs that are modeled after their adultcounterparts.

FFA

The FFA organization (formerly Future Farmers of America) isan intracurricular part of public agricultural instruction in manyhigh schools across the country. FFA chapters are organized at thelocal school level, and agricultural education instructors serve aschapter advisers. FFA’s mission is to make a positive difference inthe lives of students by developing their potential for premierleadership, personal growth, and career success through agricul-tural education. The organization changed its name from “FutureFarmers of America” to “the FFA organization” to reflect itsevolution in response to expanded agricultural opportunitiesencompassing science, business, and technology in addition toproduction farming.

Girls Inc.

Girls Inc. is a girl-serving organization dedicated to inspiring allgirls to be strong, smart, and bold. Girls Inc. provides vital educa-tional programs to girls, particularly those in high-risk, under-served


areas. Girls Inc. develops research-based, informal education pro-grams that encourage girls to take risks and master physical, intel-lectual, and emotional challenges. Major programs address mathand science education, pregnancy and drug abuse prevention, medialiteracy, economic literacy, adolescent health, violence prevention,and sports participation.

Indiana 4-H

Indiana 4-H is the youth education branch of the Purdue Univer-sity Cooperative Extension Service—a program of the U.S.Department of Agriculture. There is a Cooperative Extension Ser-vice 4-H Youth Development program in all ninety-two countiesin Indiana and in local communities throughout the United States.The mission of Indiana 4-H is to assist youth and adults in theirdevelopment by conducting hands-on educational programs usingthe knowledge base of Purdue University, other land grant univer-sities, and the U.S. Department of Agriculture.

Indiana Youth Services Association

The Indiana Youth Services Association supports the state’s YouthService Bureaus and advocates for the children and families theyserve. Although each bureau is unique, they all support four corepurposes: juvenile delinquency prevention, information and refer-ral services, community education, and youth advocacy. The YouthService Bureaus take on some of the toughest challenges in societyby working every day with troubled youth and their families.

Kiwanis Key Club International

Kiwanis Key Club International is the coeducational service orga-nization for high school students that is organized and sponsoredby local Kiwanis clubs. The mission of the Key Club is to involvestudents in community service while developing high-quality lead-ers and citizens. Key Clubs inspire young people to better ourworld. Key Clubs are self-governing organizations that elect theirown officers, determine their own service activities, and establishtheir own dues structure.


Expectations for participation

Each of the participating youth-serving organizations was initiallyoffered a small stipend of $3,000, paid over three years, in additionto all expenses being covered for participation in the Habits of theHeart meetings and conferences. In addition, each was licensed touse the materials that were developed for as long as the organiza-tion is in existence and to offer the materials to its affiliates.

Expectations for each organization included designating a staffperson to participate as a Habits of the Heart representative in thedevelopment of the project, sharing relevant leadership materialswith all partners, selecting two young people to represent the orga-nization on the Habits of the Heart Youth Advisory Council, andrequesting assistance from Indiana affiliates with field testing anddisseminating material throughout the organization at the local,regional, state, and national levels. In addition, each organizationwas invited to provide a writer to the writing team for the curricu-lum development, with three organizations choosing to participatein this way.

Models for developing habits of giving and servingIn the dissemination phase of the Habits of the Heart project, theseven collaborating organizations were given the opportunity toapply for up to $15,000 to be used to cover the costs of dissemi-nating the material throughout their networks. Five of the sevendecided to be involved in dissemination.

Pittman, Irby, and Ferber (2001) highlight the fact that youngpeople who get involved outside their organizations and undertakesuch activities as organizing programs, promoting advocacy, andperforming long-term service in their communities see tangible andpowerful results. CPY knew it was important to let each youth-serving organization define how they could best disseminate thematerial to their individual affiliates so that the affiliates could workwith their constituency of young people to involve them in theircommunities.


The dissemination plans developed by the collaborative organi-zations offer models for other youth-serving organizations to useto incorporate the concepts of youth philanthropy into their workwith young people. A summary of each of the five plans follows.

Center for Youth as Resources plan

The CYR plan included providing the curriculum and training forthirteen youth and adult grant-making boards around the state,funding fourteen youth-led, philanthropic community service proj-ects, and using the Youth as Philanthropists training as a tool toinitiate a youth and adult annual giving campaign for three of Indi-ana’s Youth as Resources sites. Additional funding from the PacerFoundation enabled local Youth as Resources programs to receive$1,000 for summer philanthropy projects.

Community Leadership Association plan

The Community Leadership Association provided regionaltraining-of-trainers to community leadership directors andprovided each participant with a curriculum. Feedback from thetraining was very positive, and additional follow-up was done withlocal sites to assist with the implementation of the concepts pre-sented in the curriculum.

FFA plan

FFA revised the Youth as Philanthropists curriculum to reflect FFAlanguage and style and included it on the “Local Program Success”CD-ROM that was mailed to twelve thousand educators and statedirectors across the country. Training was provided to studentsfrom eleven states at their National FFA convention, and additionaltraining sessions were held across the country, based on requests.

Girls Inc. plan

The plan developed by Girls Inc. included revising the Youth asPhilanthropists curriculum so that it is gender-specific for girls anddistributing it to all local Girls Inc. affiliates. In addition, threeregional training sessions were offered. Their annual survey reflects


that two organizations implemented the full program, with approx-imately two hundred girls and adults participating. Numerousanecdotal stories have been received about how affiliates are usingthe Youth as Philanthropists materials to supplement their Mini-society and Economic Literacy Programs—two national programsthat promote the active involvement of girls in community issues.

Indiana 4-H plan

The 4-H plan was extensive and far-reaching. 4-H offered statewidetraining to all of its youth educators and provided the curriculumto each participant in the training. It also offered funding of $3,000for five sites around Indiana that established a leadership academyusing Youth as Philanthropists as the core curriculum. Additionaltraining was provided to the staff at the five sites. As a result, youthfrom these academies have become members of local boards, devel-oped and implemented community service projects, and worked tosecure funding for future academies.

Because of the successes of the Youth as Philanthropists work atthe five pilot sites, a statewide training session was conducted foryouth educators on “Developing Youth Leadership in Your Com-munity.” 4-H youth received Youth as Philanthropists training asa part of the annual Indiana State Fair Leadership School. One ofthe youth participants in an academy wrote, “I had never heard theword ‘philanthropist’ before this course. I was excited to find out Ican be one!”

Robert Long, Kellogg Foundation program director, sums upthe underlying values of CPY this way:

Giving young people experience with the power of philanthropy also inte-grates issues of community participation into the program approach. It ishuman nature to build ownership and give high importance to thosethings in which individuals have the power to decide. Society has deniedyouth any useful or productive role until they are in their twenties. Manyof our social problems are caused because youth feel marginalized, disen-franchised, and alienated. Institutions need to stop excluding youth andstart to welcome the contributions they can make while they are youth.[Long, 1999, p. 3]


Institutions need to stop excluding youth and start to welcomethe contributions they can make at an important time in their lives.It was this power of philanthropy that was promoted as Youth asPhilanthropists was introduced throughout the Indiana 4-H sys-tem. Not only were youth realizing the role they could play as phil-anthropists but the Indiana 4-H system was serving as a leader inpromoting the contributions of youth in communities.

Promotion of civic engagementThe second goal of the CPY collaborative group was to adapt ordevelop trusteeship or citizenship materials in order to promotecivic engagement of youth in their communities and the state. Themission of the work to be developed was to help young people agesfive to eighteen to understand the history, philosophy, and acts ofphilanthropy (giving and serving) in order to instill in them thedetermination to plan for themselves a lifetime commitment to ser-vice. The objective was to develop training, materials, and experi-ences that would help them become philanthropic, committed, andreflective citizens.

The writing team for this part of the project consisted of repre-sentatives from three of the collaborative organizations, CPY staffmembers, and three youth professionals who were associated withprevious CPY curricular development and training. All membersof the writing team had participated in the “Seminar on Youth andPhilanthropy,” coordinated by the Center on Philanthropy. Theintellectual grounding from that seminar shaped the framework ofthe material development, from civic engagement of youth to theidea of youth as philanthropists.

Two sets of materials were developed, with one targeting eleven-to eighteen-year-olds and one targeting six- to eleven-year-olds.Rich discussions were held by the writing team on the definition ofphilanthropy, what process would best promote the learning of phil-anthropic concepts, and what were the necessary componentsneeded to support young people’s giving and serving activities in


communities. Each phase of the writing was reviewed by the sevencollaborating organizations and the Habits of the Heart YouthAdvisory Council.

Training curricula

The material that was developed was initially titled “Youth InCommunity: Giving and Serving,” with a tag line of “DevelopingHabits of the Heart.” Over time, this evolved into two separate cur-ricula: “Youth as Philanthropists: Developing Habits of Giving andServing,” designed for young people from eleven to eighteen yearsof age, and “The Word for Me Is Philanthropy,” for children fromsix to eleven. The latter curriculum includes a storybook titledWhat If Everybody Gave? (Wakefield, 2002).

The key components of the Youth as Philanthropists curriculumare

• Introducing the language, the acts of philanthropy, and the peo-ple who have become philanthropic citizens

• Teaching the traditions of philanthropy to youth and helpingthem understand the unique volunteer history of the UnitedStates

• Helping young people identify the core values that are necessaryfor a person to have or develop in order to practice giving andserving in the community

• Encouraging young people to understand their responsibility todemonstrate what they have learned to family, friends, and citi-zens and to encourage the involvement of others in the devel-opment of their own habits of giving and serving

The key components of The Word for Me Is Philanthropy cur-riculum are

• Introducing the language and acts of philanthropy• Helping young people determine the core values that a young

person needs to possess to develop the practice of caring andsharing in the community


• Encouraging young people to put concepts into action as theylearn about volunteering, caring, and sharing

Growing out of CPY’s community trusteeship philosophy, thenew philanthropy materials are designed to help young peopleexplore their individual values by looking at what is in his or herheart and applying this knowledge to their choice of philanthropicaction in community. The writers of these curricula were mindfulof the words of William Raspberry (in Lickona, 1996, p. 307) in aUniversity of Virginia commencement address. He apologized “formy generation’s failure to instill in you the values that our parentsinstilled in us. In our rush to give you the material goods we neverhad, we forgot to give you the values we did possess.” They wantedto make sure that these curricula would help young people identifytheir individual values and take philanthropic action based on thosepersonal values—those “habits of the heart.”

Evaluation of curriculum effectiveness

As the training with young people began, it became important tolearn whether the components that were being taught in the Youthas Philanthropists curriculum were effective in helping young peo-ple understand what was important about philanthropy. Wouldknowing about the history and philosophy behind philanthropy andthe acts of giving and serving begin to instill in them a desire to bephilanthropic and begin a life of service?

In a recent study of a number of philanthropy curricula,Bjorhovde (2002) includes the Youth as Philanthropists curriculumin the following statement:

Of the curricula analyzed, these four present the highest number of phil-anthropic concepts, and incorporate the highest number of effective ped-agogical methods to encourage learning. Each is written for a targetedaudience and provides thorough and appropriate curricular materials. Forthese reasons, each can serve as a valuable model for others seekingto build a philanthropic curriculum that is either school-based or youthorganization-based. [pp. 81–82]


Youth as Philanthropists logic modelAs the models for dissemination were being planned and the needto create an evaluation tool became clear, an independent evalua-tor worked with the five collaborative organizations that wereinvolved in the dissemination grants to develop a logic model forthe Youth as Philanthropists curricula. The model looked at fivedifferent strands of potential change in participants who completedthe training: (1) cognitive, (2) affective, (3) beliefs, attitudes, andvalues (4) roles and taking personal action, and (5) interpersonaland societal change. These five strands served as the basis for col-lecting change data from the participants.

Outcomes by domain of changeThe following are the outcomes expected within each domain orstrand. Young people will

Cognitive strand

• Understand the meaning of the word philanthropy and relatedterms

• Understand that the forms of philanthropy are giving time, giv-ing talents, and giving money

• Understand the habits of giving and serving

Affective strand

• Find the work of being a philanthropist enjoyable

Beliefs, attitudes, and values strand

• Believe that it is not how much you give but that you give thatis important

• Appreciate the historical significance of contributing to one’sown organization and community

• Develop or strengthen the core values of respect, honesty,responsibility, caring, giving, and serving


• Decide what service involvement matches their own core valuesand beliefs

• Understand which opportunities they want to give time, talents,and treasure to

Roles and taking personal action strand

• Realize that they, too, are able to be philanthropists• Accept their role as one of continuing the history of giving and

serving in their community or organization• Begin to instill habits of giving and serving in their everyday lives• Use their own creative energies to pass the tradition of giving

and serving on to others

Interpersonal and societal strand

• Recognize individuals in their organization or community whoare philanthropists

• Recognize the people and events in history that have contributedto the common good

• Recognize the importance of the habits of giving and serving intheir current and future lives

• Recognize and celebrate the gifts and talents of young peopleand their role in the continuation of philanthropic traditions

This logic model was used as the basis for proposals as youth-serving organizations pursued other funding sources to developevaluation tools that would be used to measure the impact ofthe training and as a tool to help trainers within organizationsdevelop training agendas for their own constituents. In addition, ithas been field tested and has proven to be useful for evaluating theimpact of the Youth as Philanthropists work.

Lessons learnedA number of lessons have been learned since the inception of theproject. The first lesson learned, not only from working withyouth-serving organizations but with others in the Habits of the


Heart project, is that philanthropy is not understood by the gen-eral public. In order to introduce the concept of philanthropy toan organization, a definition that is easily understood must be used,along with practical examples of philanthropy. As a result, the def-inition of philanthropy as a thoughtful, intentional, and ongoinggiving of time, talent, and treasure for the common good evolvedand has seemed to be easily understood by both young people andyouth-serving organizations. It is broad enough to encompass manyof the existing efforts of organizations, which is crucial if the or-ganization is to incorporate new philanthropic concepts into itsprogramming.

A second lesson was the need to be flexible in how the materialis used by various organizations. One of the strengths of the cur-riculum has been that pieces can be used individually and activitiesincorporated as needed, instead of having to present the curricu-lum from start to finish.

Lessons continue to be learned, as the “All Ages Youth as Phil-anthropists” package is being disseminated to more and moreyouth-serving organizations. Youth and adults responding to thepost-program survey have indicated that they now understand thata philanthropist is not just a rich person.

Now that the philanthropy material has been completed foryouth from six to twenty years of age, philanthropic concepts canbe promoted throughout the life of a young person’s participationin his or her organization, encouraging a lifelong commitment togiving and serving in the community.

The roots of youth-serving organizations are the philanthropicacts that support them; now these same organizations are servingas catalysts for passing on the habits of giving and serving. Theorganizations involved with incorporating philanthropy conceptsinto their programs would agree with the following:

It is a principle of philanthropy that we repay the philanthropic acts thathave been done for us by the philanthropic acts we do for others in turn(the principle of serial reciprocity). Our obligation to the philanthropictradition given to us is that we pass it on, better and stronger if we are able,to those who come after us. [Payton, 1996, p. 7]


Future plansCPY plans to disseminate the philanthropy curriculum nationallyto other youth-serving organizations, governmental organizations,faith-based communities, or any entity interested in promoting theidea of young people as philanthropists. Community and privatefoundations have shown increasing interest in the material. CPYhas a cadre of youth and adult trainers available to assist with phi-lanthropy training for all ages. In addition, the storybook on giv-ing, What If Everybody Gave?, will be marketed as a fundraising toolfor United Way chapters or other organizations seeking to workwith six- to eleven-year-old philanthropists.

Finally, CPY will continue as a national leader in the youth inphilanthropy movement and will help others join. The organiza-tion continues to collaborate informally with many of the Habitsof the Heart partners on a variety of new projects and has begunworking with new organizations on the development of trainingmaterials. Detailed information about CPY, the various curricula,how to order materials, and free philanthropy activities are avail-able on the CPY Web site (http://www.cpyinc.org).

Final thoughtsPhilanthropy! How do you say it? What does it mean? How do youlearn it? Can you teach it? Who does it? These are the questionsthat started the project that became Youth as Philanthropists. Nowyouth-serving organizations are passing the rich tradition of phi-lanthropy to future generations. It is important work, and it is workthat is necessary. Youth-service organizations must be aware of theimportant role they play in passing on philanthropic traditions.Young people are taught reading, mathematics, and other subjectsthat are important to the future of an educated person, but are they“expected to understand how to give and serve the community? Itdoes not suffice to plant the seed of knowledge in the mind of a child


and sever the roots of well-roundedness by failing to teach the fun-damentals of caring and sharing” (Powell, 2002, p. 1). CPY hopesthat its curricula do just that—teach the fundamentals of caring andsharing to young people over time so that each one grows up know-ing that he or she is a valued philanthropist in the community.

ReferencesAllen, R. E. (ed.). The Concise Oxford Dictionary of Current English. Oxford:

Clarendon Press, 1990.Bjorhovde, P. O. Teaching Philanthropy to Children: A Comparative Study of Phi-

lanthropy Curricula. Winona, Minn.: St. Mary’s University of Minnesota,2002.

Hoover, A., and Wakefield, J. Youth as Philanthropists: Developing Habits of Giv-ing and Serving. Fort Wayne, Ind.: Community Partnerships with Youth,Inc., 2000.

INDEPENDENT SECTOR. Giving and Volunteering in the United States: ChildhoodEvents and Philanthropic Behavior, INDEPENDENT SECTOR, 1999. Available atwww.independentsector.org.

Lickona, T. “The Decline and Fall of American Civilization: Can CharacterEducation Reverse the Slide?” Modern Thought: Educating for Character, June1996, 285–307.

Long, R. “The BENEFITS of youth philanthropy programs.” Youth Philan-thropy: A Framework of Best Practice. Report prepared by Molly Cretsingerfor the W. K. Kellogg Foundation, Battle Creek, Mich., 1999.

Payton, R. L. “The Philanthropic Tradition.” Pre-seminar readings, Seminaron Philanthropy and Youth. Grand Rapids, Mich., June 1996.

Pittman, K., and Cahill, M. Youth and Caring: The Role of Youth Programs in theDevelopment of Caring. Washington, D.C.: The Lilly Endowment ResearchGrants Program on Youth and Caring, Academy for Educational Develop-ment, Center for Youth Development and Policy Research, Feb. 1992.

Pittman, K., Irby, M., and Ferber, T. “Youth Action: Supporting a New Gen-eration of Citizens.” Community: A Journal of Community Building for Com-munity Leaders, Spring-Summer, 2001, 4(1), 1–6.

Powell, H. “Philanthropy Made as Simple as 1,2,3.” Empowerment News,Spring 2002, 8(1), 1.

Search Institute. An Asset Builder’s Guide to Youth Leadership. Minneapolis,Minn.: Search Institute, 1999a.

Search Institute. An Asset Builder’s Guide to Youth and Money. Minneapolis,Minn.: Search Institute, 1999b.

Search Institute. An Asset Builder’s Guide to Service-Learning. Minneapolis,Minn.: Search Institute, 2000a.

Search Institute. Growing Up Generous. Bethesda, Md.: Alban Institute, 2000b.United Way of Central Indiana. “Youth Volunteers—Did You Know?” In Our

Backyard, Spring-Summer 2002.


Wakefield, J. What If Everybody Gave? Indianapolis, Ind.: Community Part-nerships with Youth, Inc., 2002.

JANET R. WAKEFIELD is executive director of Community Partnershipswith Youth, Inc. and is active in the Youth Philanthropy Initiative ofIndiana.

developing habits of giving and serving: the heart of the youth-serving organization

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