scholarly journals SoundSurfers: Developing a high-quality and empowering youth program

2017 ◽  
Vol 24 (1) ◽  
pp. 80-92
Author(s):  
Jen Hesnan ◽  
Eoin Dolan
Keyword(s):  
Young People ◽  
Youth Programs ◽  
Music Technology ◽  
Youth Workers ◽  
Public Performance ◽  
National Education ◽  
Youth Program ◽  
Technology Practice ◽  
Common Interests ◽  
Diverse Community

AbstractSoundSurfers is a youth-led program of Foróige Ireland that provides a safe, dynamic and creative environment for young people aged from ten to eighteen years to empower themselves through music technology, practice and public performance. This article analyses young people's experiences of SoundSurfers within the context of recent research on effective youth programs. It demonstrates how the program engages young people from disadvantaged backgrounds and describes how national education organisations such as Camara Education Ireland and its TechSpace program can successfully equip skilled youth workers for this work. By fostering a diverse community of participants supported by skilled youth workers, young people can develop mutual respect and share common interests through peer-supported activities. The authors illustrate how offering mainstream creative provision enables a process that builds interdependence and empathy in young people. The SoundSurfers inter-agency approach is also highlighted to emphasise the positive opportunities and outcomes that can arise from this approach.

scholarly journals DILEMMAS OF PRACTICE IN THE ECOLOGY OF EMANCIPATORY YOUTH-ADULT PARTNERSHIPS

2013 ◽  
Vol 4 (3.1) ◽  
pp. 475 ◽  
Author(s):  
Jeanette Roach ◽  
Esayas Wureta ◽  
Laurie Ross
Keyword(s):  
Decision Making ◽  
Young People ◽  
Youth Programs ◽  
Youth Participation ◽  
Font Size ◽  
Planning Program ◽  
Organizational Decision Making ◽  
Youth Program ◽  
Neighborhood Problem ◽  
Community Decision

<h1><span style="font-family: Times New Roman; font-size: small;">This article explores dilemmas that arise when using a participatory, experiential neighborhood problem-solving and planning program in settings that have different expectations and beliefs about youth and adults partnering in organizational and community decision-making. Using Bronfenbrenner’s (1979) ecology of human development and Wong, Zimmerman, and Parker’s (2010) pyramid of youth participation, a series of dilemmas are explored. These dilemmas include: negotiating challenges of power; scaling up youth-adult partnerships into organizational decision-making and governance; reconciling tensions between practices, principles, and values when disseminating a program from one organization to another; dealing with organizational events that occur outside the youth program; and succumbing to pressure to achieve funder-derived outcomes. Two insights emerge from the analysis of these dilemmas. First, young people embrace adult-provided structure when adults and young people are not ready to work in emancipatory youth-adult partnerships. Second, as we move toward emancipatory youth-adult partnerships, the developmental sphere of youth programs has to expand to include the activities, relationships, and roles that traditionally have been limited to organizational leadership and governance. Likewise the developmental sphere of the governing body has to incorporate the activities, relationships, and roles of what has typically been the youth program.</span></h1>

Effective Management of School Scouting Program by Applying Plan-Do-Check-Act Model

2021 ◽  
Vol 57 (9) ◽  
pp. 517-523
Author(s):  
Bandana Gurung, Jitima Wannasri , Vithaya Jansila
Keyword(s):  
Statistical Analysis ◽  
Young People ◽  
Mixed Mode ◽  
Youth Programs ◽  
Effective Management ◽  
Children And Young People ◽  
Youth Program ◽  
School Based ◽  
Result Analysis ◽  
Quantitative And Qualitative Methods

Management of scouting program in schools appears to be challenging despite being a popular youth program that supports the holistic development of children and young people. This study identifies the importance of the school scouting program and reports the findings of a mixed mode study involving the development of guidelines to enhance effective management of scouting program, in schools in Bhutan. Applying PDCA (Plan-Do- Check and Act) model, the research catered to study the management of scouting program using 178 scout leaders and 4 experts in the field of scouting. The researcher used quantitative and qualitative methods to collect data that are subjected to statistical analysis. The result analysis by the participating scout leaders and experts revealed that guidelines to enhance effective management of scouting program in schools has been found imperative to strengthen the school scouting program. The study has profound implications for development of guidelines with respect to the use of PDCA (Plan-Do- Check and Act) model for the improvement of the scouting program. This article thus makes significant contributions to the management of school scouting program literature extending it to the school-based youth programs in the Bhutanese education context and beyond.

scholarly journals Practice What We Preach: Supervisory Practice for Youth Worker Professional Development

2017 ◽  
Vol 12 (1) ◽  
pp. 18-29
Author(s):  
Angel Peluso
Keyword(s):  
Professional Development ◽  
Young People ◽  
Reflective Learning ◽  
Youth Workers ◽  
Front Line ◽  
Effective Professional Development ◽  
Youth Program ◽  
Youth Worker ◽  
Emotional Safety ◽  
Supervisory Practice

As a practitioner-researcher in the NorthStar Youth Worker Fellowship and a youth program supervisor, I have seen that adults who work directly with youth need to be partners in their own development just as they partner with young people to encourage their development. A workplace that partners in developing its youth workers actively encourages three things: authentic relationships, emotional safety, and reflective learning. In this article I share how I began exploring this topic and its implications for organizations. Bringing authentic relationships, safety, and reflective learning into the workplace provides a model of effective professional development of front-line youth workers. 

scholarly journals Inclusion, Diversity, Equality in Non-Formal Education through the Optic of Youth and Youth Workers

2018 ◽  
Vol 8 (3) ◽  
pp. 94-108
Author(s):  
Martin Brestovanský ◽  
Janette Gubricová ◽  
Kristína Liberčanová ◽  
Naďa Bizová ◽  
Zuzana Geršicová
Keyword(s):  
Young People ◽  
Informal Education ◽  
Formal Education ◽  
Leisure Activities ◽  
Data Gathering ◽  
Point Of View ◽  
Youth Workers ◽  
Youth Organizations ◽  
The Social ◽  
Group Members

AbstractIntroduction: The aim of the study was to find out what is the understanding of relatively new terms coming into the cultures of Middle-European countries – inclusion, diversity, and equality (hereinafter referred to as IDE) – from the point of view of young people (n=30) and youth workers (n=16) in Slovakia.Methods: For data gathering, we used a method of focus groups (4 meetings). Data analysis was based on three criteria: consistency in understanding the terms, an overview of types of obstacles that keep young people from self-realisation and an explicit or implicit expression of understanding the basic principles of inclusion in education. The content of IDE terms was mostly from the area of the social field. The term diversity was closely explained in the psychological-personal fields.Results: The most frequent obstacles for applying IDE approaches were seen in the social, health and religious spheres. From the pedagogical and methodological point of view, the problem is also in the difficulty of preparing the projects based on the principles of IDE while the youth workers proclaim autonomy in solutions and do not trust the possibilities of using general methods because of specific need resulting from the specific context of their work. Also, they proclaim natural applying of the IDE principles and the existence of specific needs in the informal education does not represent any problem for the inclusion of the group members in the activities of the organisation.Limitations: Work with youth is very varied. Performs in different areas of life and also involves working with different groups of young people. The selected research sample consists of youth and youth workers who are only a partial sample of the sample. It is assumed that in a larger group of respondents (both youth workers and youths themselves), respondents' views may differ somewhat in some of the areas studied.Conclusions: This research provides information on understanding, implementation and obstacles to applying the principles of inclusion, equality and diversity in practice. We believe that the information we receive is very valuable as it opens the imaginative door to the specific kitchens of individual youth organizations where these principles are directly implemented. They show their nature of application in practice, they suggest some risks, as well as a certain bias towards the application of the terms emerging (probably?) from theory. As can be seen from the results of our research, the emergence of specific needs in non-formal education in practice does not pose a problem in the inclusion of group members in leisure activities.

scholarly journals Youth Motivations for Program Participation

2017 ◽  
Vol 11 (3) ◽  
pp. 7-25 ◽  
Author(s):  
Jenifer K. McGuire ◽  
Jodi Dworkin ◽  
Lynne M. Borden ◽  
Daniel Perkins ◽  
Stephen T. Russell
Keyword(s):  
Young People ◽  
Sexual Minority ◽  
Online Survey ◽  
Youth Programs ◽  
Minority Youth ◽  
Sexual Minority Youth ◽  
Personal Goals ◽  
Program Participation ◽  
Opportunities To Learn ◽  
Demographic Groups

Through their participation in youth programs, young people have access to opportunities to learn and build important skills. A total of 214 youth between the ages of 10-19 (mean 15.5 years) completed an online survey about characteristics of youth programs they participated in, didn’t participate in, and had participated in but quit. We found that youth participated in activities that provided a benefit to meet personal goals or develop skills. However, our findings suggest that youth may leave activities, or never join them, based on different sets of motivations than the reasons they stay in activities. There was variability across demographic groups: Males reported more problems with past activities, sexual minority youth were more likely to endorse social problems with past and never joined activities, and ethnic minorities reported less support for personal goals and connection to adults in current activities and more logistic barriers for activities never joined.

scholarly journals Rural Education: some indicators

2021 ◽  
pp. 1-25
Author(s):  
Marilene Santos
Keyword(s):  
Rural Education ◽  
Young People ◽  
Educational System ◽  
Urban Areas ◽  
Basic Education ◽  
Public Policies ◽  
Education Development ◽  
Development Index ◽  
National Education ◽  
Educational Condition

The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction.

scholarly journals Qualitative Evaluation of Web-Based Digital Intervention to Prevent and Reduce Excessive Alcohol Use and Harm Among Young People Aged 14-15 Years: A “Think-Aloud” Study

10.2196/19749 ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. e19749
Author(s):  
Laura Elizabeth Tinner ◽  
Eileen Kaner ◽  
Claire Garnett ◽  
Siobhan Mitchell ◽  
Matthew Hickman ◽  
...  
Keyword(s):  
United Kingdom ◽  
Alcohol Use ◽  
Young People ◽  
Think Aloud ◽  
Youth Workers ◽  
Short Term ◽  
Web Based ◽  
The United Kingdom ◽  
Social Pressures ◽  
Excessive Alcohol

Background In the United Kingdom, despite some downward trends in alcohol use among young people, over one-fifth of young people reported excessive alcohol use in the past month, which is associated with short- and long-term harm to health. Digital interventions to reduce alcohol use, such as websites, among young people present an appealing and cost-effective mode of intervention that can be integrated into the education system. However, relatively few school-based digital alcohol-focused interventions have been developed and evaluated for young people in the United Kingdom. Objective This study aims to develop a novel web-based intervention, Rethink Alcohol, to prevent and reduce excessive alcohol use and related harm among young people aged between 14 and 15 years, and explore the views of young people, teachers, and youth workers in relation to the content, design, and usability of the intervention. Methods Intervention development followed the person-based approach, using theories of social norms and social influence. Qualitative “Think-Aloud” interviews, either one-to-one or paired, were conducted while participants perused and worked through the web-based intervention, talking aloud. Participants included 20 young people (12 female, 8 male), 5 youth workers (4 female, 1 male), 3 teachers (2 male, 1 female), and 1 (male) clinical professional, recruited via youth groups and professional networks. Interviews were audio recorded, transcribed verbatim, and analyzed thematically. Results The prototype web-based intervention included normative feedback, information, a quiz, interactive activities, and scenarios. On a rating scale of impressions from poor (1) to excellent (5), participants gave an average score of 3.6/5. A total of 5 themes were identified: content, credibility of the website, making the website easy to understand, design and navigation, and suitability for the audience. These themes reflected views that the content was interesting, credible, informative, and embodied a neutral and nonjudgmental tone, but stronger messaging was needed regarding social pressures and short-term risks regarding safety and risk behavior alongside clarity around pathways of risk; credibility and trustworthiness of information were critical features, determined in part, by the professionalism of design and referencing of sources of information provided; and messages should be succinct and come to life through design and interactive features. Conclusions Together, the data illustrated the importance and challenge of communicating nuanced alcohol-focused public health messages to young people in concise, clear, nonjudgmental, and appealing ways. Young people report interest in clear, credible, neutral, and interactive messages regarding social pressures and short-term risks of alcohol use via a web-based intervention. There is scope for optimization and feasibility testing of the Rethink Alcohol intervention.

scholarly journals Dealing with Moms and Dads: Family Dilemmas Encountered by Youth Program Leaders

2014 ◽  
Vol 9 (2) ◽  
pp. 34-51 ◽  
Author(s):  
Aisha Griffith ◽  
Reed W. Larson
Keyword(s):  
High School ◽  
Grounded Theory ◽  
Qualitative Study ◽  
Youth Programs ◽  
Theory Analysis ◽  
High Quality ◽  
Program Leaders ◽  
Youth Program ◽  
Effective Leaders ◽  
Quality Programs

The leaders of youth programs encounter a range of challenging situations that involve youth’s parents or families. This qualitative study obtained data on the variety and nature of these family-related “dilemmas of practice.” Longitudinal interviews with leaders of 10 high quality programs for high-school-aged youth yielded narrative information on a sample of 32 family dilemmas that they had encountered. Grounded theory analysis identified four categories of family dilemmas: 1) problems at home that become a concern to the leader, 2) parents’ expectations are incongruent with program norms or functioning, 3) parents do not support youth’s participation in the program or an aspect of the program, and 4) communicating with parents on sensitive matters. Each of these categories of dilemmas entailed distinct considerations and underlying issues that effective leaders need to be able to understand.

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