scholarly journals Nature as an Ecological Asset for Positive Youth Development: Empirical Evidence From Rural Communities

2021 ◽  
Vol 12 ◽  
Author(s):  
Edmond P. Bowers ◽  
Lincoln R. Larson ◽  
Benjamin J. Parry
Keyword(s):  
South Carolina ◽  
Rural Communities ◽  
Youth Development ◽  
Positive Youth Development ◽  
Low Income ◽  
Regression Analyses ◽  
Connection To Nature ◽  
School Students ◽  
Recreation Opportunities ◽  
The Individual

Despite increasing emphasis on youth contact with nature and associated benefits, research has not examined the direct relationship between adolescents' nature-based experiences and holistic measures of positive youth development (PYD). This gap may stem from the lack of interdisciplinary work on nature and PYD. Our study integrates multiple disciplinary perspectives to explore direct associations between time in nature, connection to nature, and the five Cs of PYD (competence, connection, confidence, character, and caring) as well as the “sixth” C of contribution. From 2015 to 2016, we collected data from 587 diverse South Carolina middle school students (57% female, 40% BIPOC) between the ages of 11 and 14 (Mage = 12.9) and living in predominantly low-income communities. OLS regression analyses indicated that across all youth, self-reported connection to nature was a consistent positive correlate of overall PYD and each of the individual Cs. Time in nature was associated with overall PYD and competence. Findings demonstrate significant associations between nature-based experiences and PYD and underscore the importance of ensuring that diverse youth can access and enjoy the developmental benefits of nature and nature-based recreation opportunities.

Bicycling as a Positive Youth Development Mechanism

2021 ◽  
Author(s):  
Thomas Clanton ◽  
H. Charles Chancellor ◽  
Harrison Pinckney IV ◽  
Venera Balidemaj ◽  
Parisa Hadiandehkordi
Keyword(s):  
South Carolina ◽  
Youth Development ◽  
Positive Youth Development ◽  
Low Income ◽  
Role Models ◽  
Role Model ◽  
Group Mentoring ◽  
Vulnerable Youth ◽  
Traditional Programs ◽  
Before And After

Recreational activities are uniquely suited for the implementation of a positive youth development (PYD) approach, as they create space for youths’ physical, psychological, and social development. This may be especially true for vulnerable youth who face additional risk factors such as single parent homes and living in low-income communities. Momentum Bicycle Clubs (MBC), based in Greenville, South Carolina, use noncompetitive recreational bicycling as a mechanism to facilitate group mentoring opportunities for high-risk youth. MBC engage youth with their community while providing opportunities for leadership, building positive relationships, exercise, and learning new skills. This exploratory project’s purpose is to better understand the bicycle as a PYD mechanism through group mentoring by studying MBC program design, processes, and outcomes. Researchers identified three primary themes that indicated the bicycle provided youth opportunities to gain responsibility, confidence, and improved health. Sub themes provided additional context. For example, youth gained responsibility for their bikes and related equipment, as well as their individual and the group’s safety. MBC is an example of using individual specialized recreation equipment as an effective PYD mechanism that allows the program to meet more PYD desired outcomes than traditional programs. The bicycle rides differentiate the program dynamic from other PYD programs as the mentors are also group participants. This allows the mentors to share in the experience and role model behavior, which may foster stronger group identity and cohesiveness. Year-round asset intensive programs of this nature have management challenges, including sufficient resources (e.g., bicycle storage and maintenance), mentors willing to ride bicycles, as well as ensuring youth safety while riding. The resource challenges are met through extensive partnerships with government, nonprofit, and commercial agencies, which has also benefitted the program through a wider variety of mentors, adult role models, internship opportunities for the youth, and community knowledge about MBC. Safe bicycling is accomplished through extensive training, locating the clubs in areas with access to low traffic streets, and a 20-mile paved multiuse path. Lastly, since it is difficult to have meaningful conversations while riding, mentors must build in time before and after rides and at planned stops to facilitate the most meaningful mentor-mentee relationships.

Fostering Positive Youth Development through Work-Based Learning: The Cristo Rey Model

2014 ◽  
Vol 116 (13) ◽  
pp. 232-252
Author(s):  
Janine Bempechat ◽  
Maureen E. Kenny ◽  
David L. Blustein ◽  
Joanne R. Seltzer
Keyword(s):  
High School Students ◽  
Youth Development ◽  
Low Income ◽  
School Engagement ◽  
Academic Motivation ◽  
School Students ◽  
Study Program ◽  
Adult Role ◽  
Cristo Rey

This chapter presents findings of a three-year longitudinal study of academic motivation and school engagement among low-income high school students enrolled in a corporate work–study program. Our findings demonstrate ways in which the workplace functioned for students as a conduit of emotional resources, offering instrumental support from caring and competent adults, knowledge about the connection between work and school, and an opportunity to occupy the essential adult role of worker.

scholarly journals Validation of a digitally displayed photographic food portion-size estimation aid among women in urban and rural Malawi

2019 ◽  
Vol 22 (17) ◽  
pp. 3140-3150 ◽  
Author(s):  
Valerie L Flax ◽  
Chrissie Thakwalakwa ◽  
Courtney H Schnefke ◽  
Heather Stobaugh ◽  
John C Phuka ◽  
...  
Keyword(s):  
Rural Communities ◽  
Low Income ◽  
Portion Size ◽  
Size Estimation ◽  
Individual Level ◽  
Low Income Country ◽  
Urban Rural ◽  
Highly Correlated ◽  
The Individual ◽  
Portion Size Estimation

AbstractObjective:To validate digitally displayed photographic portion-size estimation aids (PSEA) against a weighed meal record and compare findings with an atlas of printed photographic PSEA and actual prepared-food PSEA in a low-income country.Design:Participants served themselves water and five prepared foods, which were weighed separately before the meal and again after the meal to measure any leftovers. Participants returned the following day and completed a meal recall. They estimated the quantities of foods consumed three times using the different PSEA in a randomized order.Setting:Two urban and two rural communities in southern Malawi.Participants:Women (n 300) aged 18–45 years, equally divided by urban/rural residence and years of education (≤4 years and ≥5 years).Results:Responses for digital and printed PSEA were highly correlated (>91 % agreement for all foods, Cohen’s κw = 0·78–0·93). Overall, at the individual level, digital and actual-food PSEA had a similar level of agreement with the weighed meal record. At the group level, the proportion of participants who estimated within 20 % of the weighed grams of food consumed ranged by type of food from 30 to 45 % for digital PSEA and 40–56 % for actual-food PSEA. Digital PSEA consistently underestimated grams and nutrients across foods, whereas actual-food PSEA provided a mix of under- and overestimates that balanced each other to produce accurate mean energy and nutrient intake estimates. Results did not differ by urban and rural location or participant education level.Conclusions:Digital PSEA require further testing in low-income settings to improve accuracy of estimations.

Participant Perceptions of Character Concepts in a Physical Activity–Based Positive Youth Development Program

2016 ◽  
Vol 38 (5) ◽  
pp. 481-492 ◽  
Author(s):  
Shaina Riciputi ◽  
Meghan H. McDonough ◽  
Sarah Ullrich-French
Keyword(s):  
Physical Activity ◽  
Youth Development ◽  
Positive Youth Development ◽  
Low Income ◽  
Character Development ◽  
Development Program ◽  
Structured Interviews ◽  
Low Income Families ◽  
The Impact

Physical activity–based positive youth development (PYD) programs often aim to foster character development. This study examined youth perspectives of character development curricula and the impact these activities have on their lives within and beyond the program. This case study examined youth from low-income families in a physical activity–based summer PYD program that integrated one character concept (respect, caring, responsibility, trust) in each of 4 weeks. Participants (N = 24) included a cross section of age, gender, ethnicity, and past program experience. Semi-structured interviews were analyzed using inductive thematic analysis and constant comparative methods. Thirteen themes were grouped in four categories: building highquality reciprocal relationships; intrapersonal improvement; moral reasoning and understanding; and rejection, resistance, and compliance. The findings provide participant-centered guidance for understanding youth personal and social development through physical activity in ways that are meaningful to participants, which is particularly needed for youth in low-income communities with limited youth programming.

scholarly journals Postlecture Evaluation of a Positive Youth Development Subject for University Students in Hong Kong

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Daniel T. L. Shek
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Psychometric Properties ◽  
Youth Development ◽  
Positive Youth Development ◽  
Global Evaluation ◽  
Regression Analyses ◽  
Leadership Qualities ◽  
Teacher Attributes ◽  
The Subject

The purpose of this study was to examine the postlecture evaluation by the students taking a course (Tomorrow's Leaders) that attempted to promote their leadership qualities and intrapersonal competencies at The Hong Kong Polytechnic University in Hong Kong. Except for the last lecture, students were invited to respond to a 12-item postlecture questionnaire after each lecture. Results showed that the students had positive perceptions of the subject, class, and teacher attributes, and they had positive global evaluation of the teacher and the subject. The postlecture evaluation questionnaire was found to possess good psychometric properties. Multiple regression analyses showed that subject, class, and teacher attributes were predictive of global evaluation of the lecture and the teacher. In conjunction with other evaluation findings, the present findings strongly suggest that students had positive perceptions of the attributes and benefits of “Tomorrow's Leaders.”

Positive youth development and academic behavior in Chinese secondary school students in Hong Kong

2016 ◽  
Vol 15 (4) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Florence K.Y. Wu
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Education Reform ◽  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
School Curriculum ◽  
School Students ◽  
Formal Curriculum ◽  
Academic Confidence

AbstractWith the launching of the education reform in Hong Kong, the secondary school structure was changed from 7 years to 6 years in the 2006–07 school year. This paper describes Secondary four students’ views about the new secondary school curriculum, including their confidence and related stress. The students were also asked to assess the importance of life skills and its perceived adequacy in the formal curriculum. Results showed that roughly four-tenths of the students did not feel confident about their study and around six-tenths felt stressed. Although most of the students agreed that life skills were important, around 37% of them thought that the coverage of such knowledge in the formal curriculum was not adequate. Consistent with our hypotheses, academic confidence, academic stress, support provided by the school, and positive youth development were significantly related, with positive youth development predicting academic confidence.

scholarly journals Using Positive Youth Development Constructs to Design a Money Management Curriculum for Junior Secondary School Students in Hong Kong

2011 ◽  
Vol 11 ◽  
pp. 2219-2229
Author(s):  
Patrick S. Y. Lau ◽  
C. M. Lam ◽  
Ben M. F. Law ◽  
Y. H. Poon
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Youth Development ◽  
Positive Youth Development ◽  
Secondary School Students ◽  
Money Management ◽  
Management Skills ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary

This paper aims to discuss the relationships between the selected positive youth development constructs and the enhancement of Hong Kong junior secondary school students' money management skills, values, and attitudes. Various issues of money management of adolescents are reviewed. These issues include the need for money management programs for adolescents, the content and coverage of an appropriate money management program, and its relationships with the selected positive youth development constructs. The curriculum units for secondary 3 students are taken as examples to illustrate the design of the program. It is believed that promoting cognitive competence, self-efficacy, and spirituality could be an effective way to enhance students' money management skills, values, and attitudes, thus preparing them better for facing the finance-related issues in life.

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