74
Yaser Snoubar & Salisu Musah
their lives, organizations, and communities. The theory of youth empowerment can be
broken down even further into three components: individual empowerment, organiza-
tional empowerment, and community empowerment.
Individual Empowerment:
youth or adults developing skills to exert control and im-
prove competence, as well as developing critical awareness to effectively collaborate
for the betterment of organizations and communities.
Organizational Empowerment:
entities that provide, and benefit from, the oppor-
tunity for youth or adults to acquire the skills needed to gain control over their lives,
provide alternatives to service provi-sion, as well as entities that develop and influen-
ce policy decisions.
Community Empowerment:
efforts to improve the community, respond to threats
to quality of life, and provide for citizen participation at the local, state, and national
level” (Zimmerman and Rappaport, 1988, pp. 725-750; Minckler, 1990, pp 257-287;
Zimmerman, 2001, pp. 725-750; Ledford et al, 2013).
Hence it can be said that the most important is the social policies, which aim at com-
bining youth and integrating them into their communities. In the light of this study, we
therefore propose social policies to address the needs of young people and aim at
strengthening their role as individual persons, groups and the community:
• The promotion of international cooperation and the establishment of many reha-
bilitation centers and the development of psychological and social support prog-
rams. Providing counseling and mental health services free of charge specifically
for young people affected by conflict or victims of it.
• The development of rehabilitation and reintegration programs for victimized young
people with the necessity of involving and consulting them in decisions that affect
them and focus on the problems of the young girls, as well.
• The preparation of awareness programs about how to resolve the problems faced
by young people and guiding them to the appropriate places in addition to the
incorporation of free courses on the conflict resolution skills and approval in the
curriculum.
• Supporting the religious institutions to direct the religious discourse to protect
young people from falling into the nets of terrorist organizations and to focus on
the goal of heavenly religions in disseminating peace and security in the world with
the prohibition of murder and vehemently rejecting violence.
• Strengthening and consolidating the educational institutions and developing ap-
propriate plans for regional cooperation in the curricula and teaching methods and
