Communicating with Gen iY.

As part of our service, we are often working with young adults who, despite our best efforts, can be challenging to track down in communication mediums that feel most common to us - phone calls, emails, scheduled meetings etc. Generation iY, as outlined by Tim Elmore, speak a different first language: texting.

As we continue our work with young adults, we too have found that texting contributes to faster and higher response rates.

Have a look at Tim's insight. 

Texting now - what's next?

HOW TEXTING IS RE-DEFINING SOCIAL ETIQUETTE You already know this—if you want to communicate with anyone from Generation iY (the kids born since 1990), you’ve got to learn to text. It’s their first language. Today, texting has blown up the dating scene. It’s much easier for a guy to ask a girl on a date through a text. Rejection—which he desperately fears—is easier to take on a screen than face to face. Acceptance is easier too. Casual, easy and non-threatening is how you may describe it. Not since the dawn of the automobile has a technology (the cell phone) so dramatically redefined the way people interact. Texting has created a new brand of social and mobile etiquette, and it has given rise to a new way of flirting and connecting between two people. Now, the need for rules is beginning to surface: Do you check your phone during a date? How soon must you reply to a text? Should a friend text you to see how the date is going? Can you break up with someone via a text message? This new reality has mushroomed out of a new norm for meeting via a screen. According to the New York Daily News more than one third of U.S. marriages begin with online dating, a recent U.S. study found. Online dating has ballooned into a billion-dollar industry and the Internet “may be altering the dynamics and outcome of marriage itself,” said the study by U.S. researchers in the Proceedings of the National Academy of Sciences. We just find screens…inviting. Choosing texting to phone calls makes sense because: Calling someone is seen as an intrusion. Texting is less intrusive. When you call people, you may not be able to get them off the phone. You can craft exactly what you want to say when you write a text. Calls are more emotionally expensive, requiring more thought and energy. All of this, however, is also allowing for soft skills to remain undeveloped. The ability to read non-verbal cues, to listen well, to give eye contact and to interpret the tone of someone’s voice cannot be cultivated on a screen. Our emotional intelligence may remain low—as emotions are often misinterpreted on a screen. In short, we get lazy. Many guys will actually send the same text message to several females—sort of like going fishing. He wants to see who will bite. Probably the biggest atrophied skill is empathy. When we use a screen to communicate it seldom cultivates empathy. 59% of people (both sexes) are now OK with breaking up with someone via text. The downside goes even deeper. Due to the increased screen time, dating abuse is more common now than ever. More than a third of teenage guys and girls say they’ve been physically or sexually abused in their dating relationship, according to new data from a nationwide survey. Similar numbers of both sexes say they have been the abusers. Some studies report that males and females are equally at risk of becoming victims and abusers—which might suggest it isn’t about size and strength, it starts with manipulating or bullying a person on a screen. The bottom line? We must find a way to help students navigate this new world. They are a generation of “firsts,” growing up dating and relating via a portable device. We must help them see the upside and downside of it all.Clinical psychologist Beverly Palmer says that because a text doesn’t afford the level of intimacy that a voice does, relationships can be ended much quicker. We must equip them to navigate a device that enables them to communicate and connect…without any relational skills.

Where to Start:

 Successful Gap Years &the mygapyear Advantage

Hello future gappers and interested readers.  Hope you found our series on myths about gap years helpful.  I believe there is something about our transition from spring into summer that causes us to think differently about our lives.  We spring clean our houses, wardrobes and for some our lives! With all the new growth around us - leaves on trees and the sprouting bounty of our vegetable gardens.  For many this is a time of transition as well - out of high school, away from college or university or the end of university. This is a great time for you - who are in one of those life phases or the young adult in your life to explore an opportunity to take a gap year, short or long, to 'spring clean' their life in 2012.

How do I plan a gap year?

1. Create a personal vision/goal ex. figure out my career direction; build self-confidence and independence; learn French
2. Write down manageable steps to support your vision/goal ex. use a calendar;
3. Create a budget for your gap year; think about things you love to do
4. Research related programs and experiences that relate to your vision/goals ex. volunteer to work with children overseas; learn French in France
5. Share your ideas and surround yourself with people who will encourage and support you to keep this vision alive
6. Reflect on your self-learning and what direction you want to take as a result of your experience ex. a different academic program; a different perspective 

Feeling overwhelmed? Not sure were to start?  That is where mygapyear can help.  We have a team of experts who are eager to help you discover your passions, goals and dreams.

The mygapyear Advantage 

Our unique approach develops confident and empowered young adults ready for the opportunities that lie ahead. We partner with you to create a meaningful gap year through:

• Coaching, Emotional Intelligence Building and Leadership Development

• A researched and personalized gap year plan

• Ongoing support and encouragement throughout the experience

Interested in seeing how we can help make sense of a gap year for you or the young adult in your life?  Or do you know a school, community group or individual we should get in touch with?  Visit our website or encourage the individual in your life who could benefit from hearing about our work to message us.  We would be happy to chat with you about your goals, vision and questions about your gap year.  

Who is mygapyear?

Julie Newton
Certified Professional Coach, ACC, ACPC ( Adler trained Coach)
Julie is the co-founder of mygapyear - an organization that empowers young adults to find direction at a pivotal time in their lives through taking a gap year. Julie's energized to create new pathways to empower young adults to transform their own lives. Julie has expertise in coaching young adults and parents to recognize strengths and values that build confidence and create life changing choices for future paths. Julie has over 15 years experience in the public sector in policy development and program delivery with extensive experience in education and retraining initiatives. Julie wants to create a space where young adults and parents can explore ways to move forward. Julie has a recently completed a certification in coaching youth with ADHD.

Tara Rinomato
Research and Travel Specialist
Tara is the co-founder of mygapyear. She is an expert in identifying and planning out of the box opportunities for young people. She is a resource in the community for sourcing educational programs outside the school environment, and is continually exploring innovative learning experiences. As the mother of two young men and a daughter Tara recognizes the importance of self discovery through transitional times, especially for young adults . Tara brings a playful approach to create an exciting gap year plan.
Alexandra Revesz
Certified Emotional Intelligence ( EQ-i) Coach
Alexandra is passionate about working with young adults through transitions. Her focus is to help individuals unlock and embrace hidden potential and pro-actively achieve their goals. Alexandra's background in Human resources and career transitions provides expertise in helping individuals find direction and creating positive change. She is EQ-i certified and has developed, designed and delivered work shops related to emotional intelligence, change and transition, and work/life success. Alexandra hopes to boost gapper's self awareness to empower meaningful choices. She is currently pursuing a professional coaching designation through Adler International Learning.

Michelle Garbacz
Leadership Specialist/Ontario Certified Teacher
Michelle has a passion for young adult leadership development and creating an environment where young adults can exercise their voice. With a background in teaching, camping, experiential education and her extensive work with young adults, Michelle brings experience in drawing out the learning from every situation.   She is strongly committed to fostering a community amongst gappers.  She is currently working on her Masters of Arts in Leadership from Royal Roads University and works at Georgian College.

Blogging Gapper from India

Here is a blog from our gapper, Lina, from her trip to India:

Hello to all from India again.

This past week we spent in a small village outside of Jhadol. We arrived there after a bumpy ride
of about two hours from Udaipur on the dusty roads of Rajasthan. We spent the first couple of days
sleeping in the boarding school. Our days consisted of excursions into the city of Jhadol, a visit to a local village to listen to some music and show off our Indian folk dancing, and a hike up a nearby mountain.

The village life moved at a much different pace than in the city and we all had time to settle down and catch our breath. Since the Diwali holiday was a couple of days before, when we arrived in the village it took the girls and the workers a while to trickle back to work. When they decided to return we had a full schedule during the days.

Our village home stay was a 10 minute walk from the school we taught at. The houses were all very close together and we felt very welcome in the homes of the villagers. Our days would begin at sun rise. The families would begin the chores and we would follow them around helping with what we could. After chai, we would head back over to the boarding area to eat meals.

Late mornings consisted of work in the fields and teaching at the girls' school. Teaching was both fun
and challenging. We split into teams of three and worked in different classrooms teaching various levels of English. Head, shoulders, knees, and toes was a huge hit as was the itsy bitsy spider. After about an hour of class, we would go to recess. The girls wore us out with games of tag, red-light green-light, frisbee, and duck duck goose. We would then eat lunch and take a quick breather.

In the afternoons, we spent time on construction at the teacher's school located right next to the girls'
school. We became pros at carrying sand and bricks on our heads as we ascended the stairs. We also
spent time mixing cement and plastering the walls. By the end of the days we were pretty exhausted, but we could usually count on our host families to encourage us into a dance party.

Other than our normal daily schedule we found time to partake in a number of different activities. The student teachers who were staying at the boarding house were always willing to teach us some
new dance moves and were fun to hang out with. We also learned to play kabbadi, an Indian sport which is a combination of red rover and tag. Halloween was not forgotten and the group got in costume and celebrated with candy and ghost stories. All in all it was a busy week full of new experiences and lots of fun volunteering.

We begin a new leg of our trip tonight as we head north to Amritsar.

Thanks for your continued interest in our adventure!
Lizzie and Lina