scholarly journals Youth Development Program in Northern Manitoba

2018 ◽  
Vol 36 (2) ◽  
Author(s):  
Christopher D. Brown ◽  
Brandee Albert
Keyword(s):  
Leadership Development ◽  
Transformative Learning ◽  
Youth Development ◽  
Development Program ◽  
Well Being ◽  
Youth Leadership ◽  
Cultural Economic ◽  
Leadership Skill ◽  
Youth Leadership Development ◽  
Building Program

This article describes a study of the Cultural, Economic, Political, and Social Youth Leadership Development Program (CEPS), an identity-building program for disengaged youth, conducted by a community-university alliance in northern Manitoba, Canada. The study was conducted through the lens of transformative learning theory. Findings indicate participation in CEPS strengthened the physical, spiritual, emotional, and mental well-being of the quality of their lives, and provided knowledge and leadership skill development. The CEPS program also developed the participants' agency to make a difference in their lives, their families, and their communities.  

Towards understanding a multi-stakeholder approach in a youth leadership development program

2016 ◽  
Vol 12 (2) ◽  
pp. 143-153
Author(s):  
Manuel J. De Vera ◽  
Jose Enrique R. Corpus ◽  
Donn David P. Ramos
Keyword(s):  
Leadership Development ◽  
Stakeholder Engagement ◽  
Development Program ◽  
Theory And Practice ◽  
Youth Leadership ◽  
Content Type ◽  
Stakeholder Approach ◽  
Youth Leaders ◽  
Youth Leadership Development ◽  
Multi Stakeholder

Purpose The purpose of this paper is to explore the experiences gained by participants of youth leadership development (YLD) programs that introduce multi-stakeholder processes as part of its training within the last five years. Moreover, the study delves into how participants are able to apply leadership and multi-stakeholder processes in their everyday lives and in their communities. Design/methodology/approach A perception survey of 41 respondents was conducted to examine leadership concepts identified and youth leadership practices in different social reform contexts. Findings Diverse challenges in terms of multi-stakeholder mobilization were evident in youth leaders’ engagement in communities. In spite of this, the YLD programs’ emphasis on multi-stakeholder process is very much embedded in the current youth leaders’ practice. Research limitations/implications The study contributes to the conduct of YLD programs, as well as on stakeholder engagement. Moreover, it contributes to advancing public leadership theory and practice by demonstrating how it extends to youth leadership experiences. Practical implications Multiple dimensions of YLD, especially in the realm of multi-stakeholder engagement, are discussed that may contribute to YLD programs. Originality/value To the best of knowledge, the authors provide the first study that investigates the contribution of the Bridging Leadership Framework that utilizes a multi-stakeholder approach in a YLD program using empirical data.

scholarly journals Youth Leadership Development in the Start2Finish Running & Reading Club

2019 ◽  
Vol 14 (1) ◽  
pp. 112-130
Author(s):  
Majidullah Shaikh ◽  
Corliss Bean ◽  
Tanya Forneris
Keyword(s):  
Physical Activity ◽  
Leadership Development ◽  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
Youth Leadership ◽  
Leadership Roles ◽  
Youth Leaders ◽  
Youth Leadership Development ◽  
Intentional Leadership

Researchers have asserted that offering intentional leadership roles to youth can help them to develop life skills (e.g., communication, decision-making); however, few physical-activity-based positive youth development programs provide youth these intentional leadership roles, and little research has explored the impact of these opportunities on youth who take them up. The purpose of this study was to understand the developmental experiences of youth leaders in a physical-activity-based positive youth development program. Sixteen youth leaders (Mage= 13.37, SD = 1.36) from 4 sites of the Start2Finish Running & Reading Club participated in semi-structured interviews to discuss their experiences as junior coaches. Fertman and van Linden’s (1999) model of youth leadership development was used to guide the data collection and analysis. Through deductive-inductive thematic analysis, 3 themes were constructed: (a) awareness: developing into leaders started with seeing potential through role models, (b) interaction: learning by doing and interacting with others helped youth to practice leadership abilities, and (c) mastery: taking on greater responsibility allowed for opportunities to refine leadership abilities and develop a variety of life skills. These themes helped to bring an understanding to the processes involved in leadership and life-skill development. Practical and research implications are discussed regarding leveraging youth leadership opportunities in youth programming. 

scholarly journals The Youth Empowered for Success Program: A Multi-faceted Approach to Youth Leadership Development and School Culture Change in Southern Arizona

2008 ◽  
Vol 3 (2) ◽  
pp. 103-112
Author(s):  
Pam Parrish ◽  
Mari Wilhelm ◽  
Yvette Florez-Urcadez ◽  
Daniel A. Jeffrey ◽  
James Roebuck ◽  
...  
Keyword(s):  
Leadership Development ◽  
School Culture ◽  
Community Development ◽  
Culture Change ◽  
Well Being ◽  
Youth Leadership ◽  
Staff Support ◽  
Health Realization ◽  
Youth Leadership Development ◽  
Academic Year

Arizona’s first Teen Institute (TI) program, Youth Empowered for Success, began in July 2004. It is the first TI-based project to focus on nurturing resilience via Health Realization (Pransky, 2007). The YES program’s design to “create conditions for success” in high schools is discussed. YES utilizes a strengths-based, multi-faceted approach of (1) teaching participants how to access their innate resilience and common sense (Health Realization), (2) training them in community development for school culture change and (3) helping them develop meaningful partnerships with adults. YES also expands upon the TI model by providing staff support for community development throughout the academic year. It is hypothesized that these efforts ultimately will increase overall well-being and reduce the incidence of alcohol, tobacco and other drug use (ATOD) as well as depression and suicide among youth.

scholarly journals Character Development and Youth Leadership Mentoring

2021 ◽  
Vol 29 (S1) ◽  
Author(s):  
Mohd Mursyid Arshad ◽  
Ismi Arif Ismail ◽  
Siti Feirusz Ahmad Fesol ◽  
Azman Ismail
Keyword(s):  
Leadership Development ◽  
Youth Development ◽  
Leadership Style ◽  
Character Development ◽  
Participant Observation ◽  
Development Program ◽  
Youth Leadership ◽  
Young Generation ◽  
Leadership Mentoring ◽  
Data Collections

One approach that promotes Positive Youth Development (PYD) among youth is being involved in leadership activities. Focusing on the mentoring process in a leadership development program serves as the foundation for cultivating these positive aspects for the young generation. The purpose of this study is to explore the character development process in promoting developmental assets through youth leadership mentoring. The study was conducted using qualitative research informed by the case study paradigm that involved 13 informants through in-depth interview, participant observation and document analysis as data collections. Empirical findings from the study show that mentoring process such as the display of prudent characteristics, integrity development and preferred leadership style among youth leaders lead to character development. In conclusion, the data indicated that mentoring clearly had the potential to constitute the process of character building among youth. This youth leadership mentoring process contributes to the development of their capabilities in leadership and enhances the implementation of effective youth leadership mentoring processes.

scholarly journals A Comparative Examination of How Program Design Components Influence Youth Leadership-Skill Development

2020 ◽  
Vol 15 (6) ◽  
pp. 91-115
Author(s):  
Samantha Bates ◽  
Dawn Anderson-Butcher ◽  
Theresa Ferrari ◽  
Christy Clary
Keyword(s):  
High School Students ◽  
Youth Development ◽  
Transition To Adulthood ◽  
Program Design ◽  
Skill Development ◽  
Youth Leadership ◽  
Leadership Programs ◽  
Leadership Skill ◽  
Underlying Mechanisms ◽  
Leadership Skill Development

A growing interest in how adolescents can prepare for the workforce has contributed to the development of positive youth development (PYD) programs focused on youth leadership. This study explored what mechanisms and design components support leadership skill development among youth participating in 3 different PYD leadership programs. All of these programs involve high school students, have a focus on leadership, and emphasize college and workforce readiness. The aims of the study were to (a) examine what commonalities and differences in program design components contribute to skill development, (b) identify what leadership skills youth develop by participating in PYD leadership programs, and (c) explore what underlying mechanisms youth perceive contribute to their skill development over time. A total of 3 focus groups were conducted, each lasting 90 minutes, with a total of 18 youth (i.e., 6 youth per program). Nvivo, a qualitative software, and thematic analysis were used to distill common and differential themes related to the program design components the participants recognized as integral parts of the programs that contributed to their leadership skill development. Common skills developed across all 3 programs included working in groups, public speaking, and problem solving, yet differences in skills were also reported and linked to differences in program design. Additional findings showed several underlying mechanisms supported leadership skill development among youth participants. Findings can inform the development of effective youth leadership PYD programs, thereby further supporting youth in achieving their goals; avoiding harmful behaviors; and developing the competencies, confidence, and values youth need to successfully transition to adulthood. 

scholarly journals Summer Camp Youth Leadership Development: An Investigation of Adolescents’ Perceptions of Best Practices

2018 ◽  
Vol 13 (1-2) ◽  
pp. 161-182 ◽  
Author(s):  
Katlyn Martin
Keyword(s):  
Leadership Development ◽  
Best Practices ◽  
Summer Camp ◽  
Relevant Literature ◽  
Youth Leadership ◽  
Data Set ◽  
Self Image ◽  
Youth Leadership Development ◽  
Greater Good ◽  
Future Practice

This qualitative study explored adolescent participants’ perceptions of the Leaders-in-Training (LIT) program at Waycross Camp, a residential summer camp. The main data set was collected through interviews with former LIT program participants. A constant comparison data analysis of LIT program feedback revealed four emergent themes: (a) bridging the gap, (b) giving permission to be human, (c) rolling up your sleeves, and (d) serving the greater good. Each theme yielded an outcome, including (a) community, (b) openness, (c) empowerment, and (d) character, respectively. Concepts depicted in relevant literature were synthesized with these four themes and outcomes, yielding (a) social relationships; (b) identity and self-image; (c) agency and engagement; and (d) spirituality, ethicality, and morality, respectively. Together, these themes, outcomes, and concepts were integrated to produce a camp-based model of youth leadership development that reflected participant feedback on the LIT program’s best practices. Implications for future practice are discussed.

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