Occupational Therapy - 2015

8 isfaction, career satisfaction, a sense of self-identity and self-worth, attachment to farming culture and land, and a sense of family pride to pass skills to next generation. The United States (U.S.) Representative Blaine Luet- kemeyer expressed a similar viewpoint regarding his childhood experience in the occupation of working on farmland during adolescent years. During an interview, Representative Luetkemeyer vocalized his concerns of wanting to challenge the U.S. Department of Labor on the Fair Labor Standards Act (FLSA) and explore op- tions of children working in the agricultural industry; those, which he stated, aided him in gaining experience and values, contributing to family, paying for college tu- ition, and allowing him spending money (N.A., 2011). Discussion Gaining Life Experience Paid farm occupations for children allow the youth to develop strong work ethics, discipline, structure, orga- nization, routines, and a sense of responsibility at an early age. Promotion of healthy adolescent develop- ment by incorporating daily routines and responsibili- ties in day-to-day activities is important and possible through the occupation of farming. The daily responsi- bilities of farming require the practice of daily routines and better understanding of time organization, which provides youths with structure, purpose, and organi- zational skills. Certain routines practiced on the farm may become part of a group, a culture or a group cul- ture, which eventually develops special meaning and becomes a ritual. Certain routines and rituals learned on the farm field provide opportunities to organize the family and foster meaning for the family unit for youths who work in tandem with parents and siblings. The occupation of youth farming allows social routines to develop and enhances social skills throughout adoles- cent years. Working on farms provides opportunities for children to thrive in life, integrate within the com- munity, and develop career avenues by experiencing occupations outside of the academic and real-life set- tings to gain life skills beneficial for the future. Accord- ing to Barclay, Benelli, and Wolf, routine can influence development (Gemici, Bednarz, Karmel, & Lim, 2014). The farming culture is a community and social support system that shapes, promotes, and influences the youth population to increase self-esteem, sense of belonging, and sense of social connectedness, which flourishes to provide a positive occupational experience. The sense of connection and interdependence to the community, resources, and environment positively influenced the youths’ ability to strive and succeed in future occupa- tional endeavors and to accomplish goals (Whiteford & Hocking, 2012). Family values and support influence youths’ choice of occupations, which motivate youths to have goals for future aspirations as they transition to adulthood (Gemici et. al., 2014). Junior Farmer Field and Life School program used agriculture to teach youths who are “vulnerable,” including orphans with AIDS to learn and develop life skills in a pilot program in Mozambique (MediaVoice for Children, 2011). FAO (2014), ILO (2014), and the World Food Program jointly assisted a pilot program to help these children become independent and self-suffi- cient by learning to harvest their own food. Incorporat- ing the occupation of farming for youth allows for the survival skills for day-to-day living, giving back to the community, learning the nutritional value of food, and increasing their quality of life for themselves and the community without parental presence (Media Voices for Children, 2011). The occupation of children farm- ing increased confidence and taught cultural heritage through dances that integrated the agriculture and re- spect for nature. Educational Experience Monetary independence. The Junior Farm Field and Life School Program also incorporated eco- nomic perspective of agriculture industry to empower the youth. At a young age, monetary independence gained by the youth taught children to save for future academic careers or investment back into the agricul- tural industry. Working on the farms and earning mon- ey empowers the individual at a young age to strive to invest for the future. School enrollment. Children in agricultural labor do not preclude school attendance, and Walters and Briggs (1993) indicated the literacy of children employed in the agricultural industry is higher than children employed in non-agricultural industry. As a result, youth programs encourage participation of their programs and encourage applying for scholarships to continue in the agricultural industry. Youth early employment and behavior. Ac- cording to Yeung and Rauscher (2014), children who work at a young age may have fewer behavioral prob- lems due to having a better sense of self-control and independence. Lower socioeconomic families whose children are employed at an early age behave better due OCCUPATION: A Medium of Inquiry for Students, Faculty & Other Practitioners Advocating for Health through Occupational Studies November 2015, Volume 1, Number 1