Better to give than receive: making people with disabilities the providers, not recipients of volunteer services - Research Update

Parks & Recreation, Oct, 2002 by Terri Phoenix, Kim Miller, Stuart Schleien

Advocacy efforts by and for people with disabilities have traditionally focused on gaining opportunities for inclusive community recreation. While benefits of inclusive recreation experiences for people with and without disabilities have been documented and discussed extensively (e.g., Schleien, Ray, & Green, 1997), one leisure activity that has received little attention is volunteerism. People with disabilities are typically viewed as the recipients of volunteer services rather than potential contributors of services. The concept of inclusive volunteering represents a paradigm shift, one in which we begin to look at people with disabilities in a new role as givers and contributors to the community.

The terms "volunteerism" and "service learning" are often used interchangeably. It's important, however, to distinguish between community service provided of one's own free will (volunteerism) and community service that's integrated with one's educational requirements (service learning). Therefore, this article is limited to a discussion of volunteerism only.

Benefits of Volunteerism

In 1998, approximately 56 percent of adults aged 18 years and older volunteered a total of 19.9 billion hours (Independent Sector, 1999). Nolin, Chancy and Chapman (1997) estimated that 49 percent of students in grades 6-12 participated in volunteer service. These individuals bring much-needed skills, energy and person power to agencies. In 1998 alone, volunteers provided services equivalent to more than 9 million full-time employees at a value of $225 billion (Independent Sector, 1999).

Volunteer literature is replete with claims of benefits associated with volunteering (e.g., increased self-esteem, sense of accomplishment, increased problem-solving skills); however, some researchers have questioned the merit of such claims (e.g., Yates, 1995). In an attempt to summarize existing volunteer literature, Yates (1995) reviewed 44 empirical studies addressing volunteerism that had been conducted between 1952 and 1994. After examining these studies, Yates concluded that youth volunteerism helps to build social connections with others, a perception that one can influence outcomes and moral-political awareness.

Volunteerism seems to increase social and personal responsibility. A study by Hamilton and Fenzel (1998) consisted of 44 adolescents (aged 17 years or less) who participated in 12 different youth volunteer projects. The data indicated that participants demonstrated modest gains in social responsibility, learned about themselves and how to work with others, and learned about carrying out responsibilities.

Research indicates that volunteerism is associated with a reduction in teen pregnancy and positive school-related outcomes. Moore and Allen (1996) reviewed findings of eight well-researched volunteer service programs for adolescents. Results from two programs persuasively indicated that volunteering is associated with "... a reduction in teen pregnancy, course failure, suspension from school, school dropout and an improvement in reading grades and self-concept" (Moore & Allen, 1996, p. 242). Other impacts of volunteerism identified in the eight programs studied were reduced alienation, more positive attitudes toward adults, self-acceptance, moral development, and social and personal responsibility. The results, however, didn't consistently support the idea that volunteerism helps with social competence, career exploration, problem-solving abilities, political involvement or a belief in the individual's responsibility to help those in need. The authors concluded that programs that had the greatest impact lasted 12 weeks or longer, provided a variety of and choice in service opportunities, and fulfilled the needs and motives of the volunteers.

Johnson, Beebe, Mortimer and Snyder (1998) examined the impacts of volunteerism on students in grades 10 through 12. Results of the four-year study were similar to those reported by Moore and Allen (1996) and also indicated that volunteerism significantly increased intrinsic work values and increased perceived importance of community involvement. In contrast to results of some other studies, however, this study demonstrated no significant effects of volunteerism on senior-year educational plans, academic self-esteem and positive self-esteem.

Not only agencies and individual volunteers benefit from volunteering; the community benefits as well. Communities nationwide are struggling with the issue of building community capacity, defined as the ability to effectively develop, mobilize and use resources to manage change, address community problems and strengthen community assets (Mayer, 1996; Poole, 1997). Finn and Checkoway (1998) examined six community initiatives in the U.S. in which youths were active participants in identifying and solving problems, planning programs and providing services to their communities. The authors concluded that participating in such programs strengthened the youths' social development, leadership skills, and political and cultural understanding. The communities also benefited. They began to see youth not as "threats to be feared, problems to be solved or victims to be treated" (p. 343), but as competent community builders with valuable skills, insights and solutions.