The Multiple Roles That Youth Development Program Leaders Adopt With Youth

2010 ◽  
Vol 43 (2) ◽  
pp. 635-655 ◽  
Author(s):  
Kathrin C. Walker
Keyword(s):  
High School ◽  
Youth Development ◽  
Qualitative Data ◽  
Development Program ◽  
Youth Programs ◽  
Multiple Roles ◽  
High Quality ◽  
Program Leaders ◽  
Youth Development Program ◽  
Quality Programs

The roles that program leaders establish in their relationships with youth structure how leaders are able to foster youth development. This article examines the complex roles program leaders create in youth programs and investigates how they balanced multiple roles to most effectively respond to the youth they serve. Analyses of qualitative data from 12 high quality programs for high school—aged youth suggest that program leaders take on different roles. In some cases, youth experienced their program leader as a trusted friend, caring parent figure, or influential mentor. In other instances they described him or her as having the knowledge and authority of a teacher or boss. Analyses further suggest that moving across multiple roles appeared to make the program leaders more effective.

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.

scholarly journals Raise: What 4-H Teaches Seven Million Kids in a Resource Review

2016 ◽  
Vol 11 (1) ◽  
pp. 120-122
Author(s):  
Jan Scholl
Keyword(s):  
Youth Development ◽  
Development Program ◽  
Program Leaders ◽  
Youth Development Program

For over 100 years the 4-H Youth Development program has provided countless experiences for youth. This article reviews the recently published book Raise:  What 4-H teaches seven million kids and how its lessons could change food and farming forever (Butler, 2015). While the book focuses primarily on the California 4-H program, the author also highlights research from historical 4-H documents as well as thoughts from National 4-H program leaders.

scholarly journals A Qualitative Examination of Youth Voice in the Decision-Making Process within the 4-H Youth Development Program: Promoting Promising Practices in Overcoming Barriers

2008 ◽  
Vol 3 (3) ◽  
pp. 113-129
Author(s):  
Janet Fox ◽  
Todd Tarifa ◽  
Krisanna Machtmes
Keyword(s):  
Decision Making ◽  
Youth Development ◽  
Development Program ◽  
National Study ◽  
Process Time ◽  
Decision Making Process ◽  
Youth Voice ◽  
Program Leaders ◽  
Youth Development Program ◽  
Wide Range

This paper discusses a national study designed to identify and describe obstacles to youth voice in the decision-making process in the 4-H youth development program from the perception of three distinct populations - State 4-H Program Leaders, 4-H State Youth Development Specialists, and 4-H Youth Agents/Educators. When examining these professionals’ views on the barriers affecting youth voice in the decision-making process, time and scheduling seem to consistently present the largest barrier to youth voice. Involvement in the decision-making process provides a wide range of hurdles including the opportunity structures, involvement procedures, representation and dynamics within the process. Adult power and control provides a significant hurdle to authentic engagement of youth voice in the decision-making progress. Respect barriers were described by concepts such as preconceived notions, trust and valuing input. Additional barriers were identified including organizational culture, lack of transportation, lack of knowledge/experience, lack of preparation, lack of training, fear, misguided leadership, unclear expectations, participation, staffing and lack of resources.

scholarly journals Evaluation of the Project P.A.T.H.S. in Mainland China: Findings Based on Student Diaries

2017 ◽  
Vol 29 (4) ◽  
pp. 410-419 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Xiaoqin Zhu ◽  
Janet T. Y. Leung ◽  
Tak Yan Lee ◽  
Florence K. Y. Wu
Keyword(s):  
Youth Development ◽  
Qualitative Data ◽  
Mainland China ◽  
Development Program ◽  
Outcome Evaluation ◽  
Social Programs ◽  
Subjective Outcome ◽  
School Students ◽  
Youth Development Program ◽  
Academic Year

Objectives: Based on 859 student diaries, the present study evaluated a positive youth development program entitled “Tin Ka Ping (TKP) Positive Adolescent Training through Holistic Social programs (P.A.T.H.S.) ” project implemented in mainland China during the 2015–2016 academic year. Method: To understand the perceived effectiveness of the students, the study analyzed quantitative as well as qualitative data derived from the student diaries. Results: The students held very positive views toward the program and the implementers. The narratives of the students also showed that they perceived improvement in the intrapersonal, interpersonal, familial, and societal domains after joining the program. Conclusion: In conjunction with the subjective outcome evaluation findings, the present findings suggest that the “TKP P.A.T.H.S.” project is able to promote holistic development of secondary school students in mainland China.

scholarly journals Creating positive parental influence in 4-H competitions: A guide for 4-H Volunteers

EDIS ◽  
2009 ◽  
Vol 2009 (3) ◽  
Author(s):  
Deborah L. Nistler ◽  
Kate Fogarty
Keyword(s):  
Youth Development ◽  
Parental Influence ◽  
Parent Engagement ◽  
Development Program ◽  
Youth Programs ◽  
Youth Development Program ◽  
Fact Sheet

4H 8.5, a 4-page fact sheet by Deborah L. Nistler and Kate Fogarty, introduces a “4-As” framework for understanding parent motivations for participation in competitive youth programs, and suggests approaches for volunteers to use to encourage parent engagement. Includes references. Published by the UF 4-H Youth Development Program, December 2008.

scholarly journals Excel Initiative: Excellence in Youth Programming

2015 ◽  
Vol 10 (2) ◽  
pp. 96-101
Author(s):  
Lynne M. Borden ◽  
Kyle R. Hawley ◽  
C. Eddy Mentzer
Keyword(s):  
Youth Development ◽  
Youth Programs ◽  
After School Programs ◽  
Children And Youth ◽  
After School ◽  
High Quality ◽  
Observational Tool ◽  
School Programs ◽  
Quality Programs ◽  
Virtual Platform

The Excellence in Youth Programming (Excel) Initiative strives to support youth programs in delivering high quality programs. The backbone of Excel is the Youth Development Observational Tool (YDOT) which allows for the virtual assessment of program staff who work with children and youth ages 9-18 years. The YDOT also allows Excel to provide structured feedback to programs. Excel has several unique features, including a virtual platform and a focus on the relationships between adults and youth participating in after-school programs. Offering structured assessment and interaction online eliminates expenses, provides convenient access for programs around the globe, and allows for unobtrusive assessment of worker-youth interactions. Excel is also integrated into a broader network of resources, tools, and research for those working with children and youth ages 9-18.

scholarly journals Cultivating Compassion and Youth Action Around the Globe: A Preliminary Report on Jane Goodall’s Roots & Shoots Program

2007 ◽  
Vol 2 (2) ◽  
pp. 26-41 ◽  
Author(s):  
Laura R. Johnson ◽  
Julie S. Johnson-Pynn
Keyword(s):  
Service Learning ◽  
Youth Development ◽  
Personal Growth ◽  
Quantitative Methods ◽  
Development Program ◽  
Ecological Factors ◽  
Youth Programs ◽  
Rapid Expansion ◽  
Youth Development Program ◽  
Qualitative And Quantitative Methods

This paper describes a unique service-learning based environmental and humanitarian program for youth, The Jane Goodall Institute’s Roots and Shoots program (R&S). R&S aims to foster learning, personal growth and civic engagement among youth members through service activities and environmental education. Despite its promise as a youth development program and its rapid expansion into 100 countries, little is known about R&S’s impact on youth development. In this study, we explore R&S programs in China and Tanzania, two countries that are maximally different from the U.S. in important cultural and contextual factors. Through qualitative and quantitative methods we describe the programs, their practices, and perceptions of their impact on youths’ personal and social development (cognitive and social competence, leadership, self-efficacy, citizenship and social responsibility). Additionally, we highlight the importance of sociocultural and ecological factors when developing and evaluating youth programs.

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