scholarly journals Youth ministry as an agency of youth development for the vulnerable youth of the Cape Flats

2017 ◽  
Vol 38 (1) ◽  
Author(s):  
Garth Aziz

Religiosity has a profound role and influence on youth development within a community. Religiosity promotes risk reduction and positive moral characteristics and thus remains an avenue of opportunity for transformation in considering the lived experiences of vulnerable young people living on the Cape Flats in the Western Cape, South Africa. The Cape Flats is an area that is overwhelmed with unemployment, poverty, gang violence, chemical substance abuse and a general societal abandonment of young people. It is out of dire hopelessness that a meaningful relationship with God can be experienced by youth. The Cape Flats is, therefore, a fertile space for an intervention of religiosity. This article will research how the agency of youth ministry as a positive youth development can assist in youth development within a community in tension like that of the Cape Flats. While youth development is a broad category for consideration and research, this article will primarily focus on identity formation of young people, in particular, the vulnerable youth living on the Cape Flats.Intradisciplinary and/or interdisciplinary implications: The agency of youth ministry, in an evangelical epistemology, should seek to address the influencers on adolescent identity formation, as one’s identity has a direct bearing on faith formation. The potential outcome of the article would allow the youth ministry to take serious the impact of the lived realities of youth and adjust their programmatic designs and outcomes, in relation to youth faith formation.

2018 ◽  
Vol 24 (1) ◽  
pp. 40-52 ◽  
Author(s):  
Sarah Wicks ◽  
Zoe Berger ◽  
Paul M Camic

In Western society, identity formation is argued to be one of the key developmental tasks of adolescence. Despite implications for adolescent development, research into chronic illness (CI) onset during this period has been notably sparse. This study aimed to explore how diagnosis impacts on the developmental tasks of adolescence, what role adolescent-onset CI plays in identity formation, and how adolescents incorporate the diagnosis into their identity using a narrative analysis. Individual semi-structured interviews were carried out with eight young people aged 14 to 19years who lived with a diagnosis of a CI diagnosed between the ages of 12 and 16 years. Five core narrative themes emerged: walking a different path, tolerating contradiction, a changed interface with others, locating power and a fluid relationship. Narratives were considered to have been influenced by factors such as the interview context and dominant social narratives concerning health and illness. Adolescent-onset CI was found to have a significant, though not exclusively negative, impact on developmental tasks. The findings are discussed in relation to existing literature and potential clinical implications.


2017 ◽  
Vol 24 (1) ◽  
pp. 28-33
Author(s):  
Denis O'Brien

AbstractThis article reflects on the importance of adult volunteers in Foróige, a leading Irish youth development organisation. Volunteers make up some 97 per cent of all youth workers in Ireland. Outcomes for huge numbers of young people are mediated through and depend upon volunteers’ suitability, availability, knowledge and skills. The article takes as its starting point three pieces of research in Foróige. Using this evidence, I describe what appear to be the key strengths of the cohorts of volunteers we studied and how Foróige builds on these to reach positive youth development outcomes similar to those sought by the Queensland framework. To support this, Foróige has invested heavily on volunteer development to increase volunteer engagement and provide more roles in which volunteers can participate in achieving youth development outcomes. I explore the value of the positive interactions between volunteers and young people, the role of volunteers in increasing young people's connectedness to community, and the impact on volunteers of other life issues that compete for their time. I outline how the outputs and outcomes of youth work in Foróige would be hugely diminished without adult volunteers.


2021 ◽  
Vol 77 (2) ◽  
Author(s):  
Shantelle Weber ◽  
Brandon Weber

Dating back to medieval times, and some would contend even ancient biblical times, scholars of the faith have made significant contributions to scientific discovery. Theology was considered foundational to the understanding of our natural world, and possibly the motivation for scientific enquiry. No tension existed between observation and study of the natural world and faith. In modern times the rift between science and faith, from a conservative evangelical perspective, has been ever-widening with both sides viewing the other with growing suspicion. This article reflected on the impact that this approach to science and faith has had on the faith formation of youth raised within evangelical faith communities. It investigated how conservative evangelical teachings concerning the creation story has hindered the faith formation of youth in this context. We connected this tension between science and faith as we considered connections to environmental justice as it related to youth in marginalised communities in South Africa. This article served as an introductory exploration of why we believe young people are not engaging with environmental issues.Contribution: As part of the special edition on youth, faith and climate change, this article reflects on the impact that the conflicted evangelical approaches to science and faith have on the faith formation of youth raised within evangelical faith communities. It investigates how fundamentalistic evangelical teachings concerning the creation story has hindered the faith formation of youth in this context. Within the context of environmental justice and inequality, this article highlights the need for church engagement on issues related to these conflicted approaches, its effect on how youth engage on issues affecting their environments, and youth ministry practice within evangelical churches.


2007 ◽  
Vol 2 (1) ◽  
pp. 66-76
Author(s):  
Jan B. Carroll ◽  
Jeff Goodwin ◽  
Melissa Oliver

This study measured the impact of 4-H Youth Development on Colorado’s youth. Active youth were compared to those who did not participate in out-of-school activities. Data were collected from 5th, 7th, and 9th grade students. Results of the study confirm active students, including 4-H Youth Development members, were less likely to engage in at-risk behaviors. 4-H Youth Development can function as a form of supplemental education, contributing to academic, civic, and social success of young people.


2016 ◽  
Vol 4 (5) ◽  
pp. 1-218 ◽  
Author(s):  
Chris Bonell ◽  
Kelly Dickson ◽  
Kate Hinds ◽  
GJ Melendez-Torres ◽  
Claire Stansfield ◽  
...  

BackgroundPositive Youth Development (PYD) delivered outside school aims to enable young people to develop positive assets such as relationships and confidence, rather than to merely address risk. Existing reviews of PYD effects on substance use or violence are old and unsystematic.ObjectivesTo systematically review evidence to answer the following questions: what theories of change inform PYD interventions addressing substance use and violence? What characteristics of participants and contexts are identified as barriers to and facilitators of implementation and receipt in process evaluations of PYD? What is the effectiveness and cost-effectiveness of PYD in reducing substance use and violence? What characteristics of participants and contexts appear to moderate, or are necessary and sufficient for, PYD effectiveness?Data sourcesA total of 21 bibliographic databases; 35 websites and contacting authors.Review methodsWe included reports published in English since 1985 and reporting on theories of change, as well as process, outcome and economic evaluations of PYD targeting 11- to 18-year-olds and addressing substance use or violence. References were screened on title/abstract and, where appropriate, on full report. Data extraction and quality assessment used Critical Appraisal Skills Programme, Evidence for Policy and Practice Information and Co-ordinating Centre and Cochrane tools. Theories of change and process evaluations were qualitatively metasynthesised. Outcome evaluations were synthesised narratively and meta-analytically.Results32,394 unique references were identified and 48 were included. A total of 16 reports described theories, 13 (10 studies) evaluated processes and 25 (10 studies) evaluated outcomes.Theories of changePYD interventions aim to offer opportunities for young people to develop positive ‘assets’ such as skills and confidence. These are theorised to promote and be promoted by young people’s ‘intentional self-regulation’, which involves reflecting on behaviour; determining goals; using existing resources to pursue these; and redirecting effort when thwarted. This enables ‘developmental regulation’, namely individuals capitalising on other opportunities to promote personal development. Positive assets thus accrued reduce health risks by reducing the impact on individuals of environmental risk or by ameliorating the impact of such risks. The literature offers limited insights beyond these general ideas.Process evaluationsCommunity engagement ensured that programmes were accessible and appealing. Staff capacity and continuity were crucial factors but often challenging when programmes could not offer full-time jobs. Tensions arose between a desire to empower participants to choose activities and a requirement for them to undertake a breadth of activities.Outcome evaluationsMeta-analyses of all combined outcomes and of short-term alcohol use, illicit drug use and smoking found no significant effects. There were small, statistically significant, short-term effects for an omnibus measure of substance use and for violence. We could not undertake metaregression to assess sociodemographic moderators but narrative synthesis suggested no clear pattern of effects by sex. We found no economic evaluations.LimitationsInsufficient studies precluded qualitative comparative analyses.ConclusionsHow PYD might promote health is currently undertheorised. Implementation can be challenging. We found little evidence that current PYD interventions delivered outside school reduce substance use or violence. However, these may not constitute a test of the effectiveness of the PYD model, as some included interventions that, although meeting our inclusion criteria, were not exemplars of PYD.Future workFurther evaluations should assess interventions employing PYD theory of change.Study registrationThis study is registered as PROSPERO CRD42013005439.FundingThe National Institute for Health Research Public Health Research programme.


2012 ◽  
Vol 7 (4) ◽  
pp. 419-433
Author(s):  
José Antonio Arrueta ◽  
Helen Avery

This article concerns the impact of educational reforms on young people in Bolivian society as they transition into adulthood, against the backdrop of globalisation and far-reaching structural changes. Ethnicity and cultural capital are linked in complex ways with social stratification in Bolivia. In a pluricultural society, the language of instruction and curricular content are among the most fundamental conditions that determine which social or linguistic groups will be excluded or disadvantaged during formal education. Language and content are particularly significant in identity formation and in the shaping of cultural capital. Each contributes to the formation of specific intercultural skills and opportunities for communication within national or international communities. Additionally, each of these components helps determine which educational paths are open for young people, and which activities they can engage with later in life. In Bolivia, various education reforms have attempted to reshape these parameters. Intercultural Bilingual Education and other key aspects of the reforms will be described along with the historical context in which they emerged. Some conclusions are put forward related to their implementation.


2020 ◽  
Vol 35 (3) ◽  
pp. 341-367
Author(s):  
Stephanie Fong Gomez ◽  
Cassondra Marshall ◽  
Regina Jackson ◽  
Amani Allen

Identity is the key psychological task of adolescence, with lifelong implications on health and behavior. A holistic understanding of content and process of identity development among male adolescents and emerging adults of color may lead to more effective interventions to improve health outcomes. Men aged 18 to 24 years were recruited from a nonprofit serving predominantly low-income Black and Latino youth in Oakland, CA. This exploratory, multimethod study utilized self-portraiture, interviews, and a focus group. Procedures were approved by the University of California (UC), Berkeley Committee for Protection of Human Subjects (CPHS). Phenomenology and grounded theory principles facilitated a rich understanding of the lived experiences and meanings participants attributed to their identities. Participants used positively valenced language to describe multifaceted, intersectional identities. Despite identifying with stigmatized groups, participants were proud to be male, Black or Latino, and from Oakland. Cognitive processes and adaptive behaviors mediated the impact of environmental factors—including discrimination, family members, peers, and place—on identity development. Practitioners will benefit from recognizing the complex identities of boys and young men of color. Further research should explore the intersectional nature of identity, cumulative health effects of developing and maintaining positive identities despite pervasive discrimination, and role of positive youth development programming in positive identity formation.


2004 ◽  
Vol 3 (2) ◽  
pp. 26-40
Author(s):  
Kil Jae Park

Identity-formation for any cultural group living in a second cultural environment is difficult. The impact of such identity-formation on the philosophy and provision of youth ministry is enormous. In this article, Kil Jae Park explores the interaction between youth ministry and the identity-formation of young Korean Americans.


2020 ◽  
pp. 1-39
Author(s):  
Jeff M. Poulin

Young people are envisioning the future of their communities. The future is theirs. Youth see the challenges our communities are facing today and understand the need to use their creativity to dismantle our problematic systems. As adults, we must support the creative work of youth, cede power where possible, and uplift their visions for the future. To do this, we must understand the immense and expansive impact of creative youth on communities. Through this research initiative, young creative people, their adult allies, and a team of researchers have reviewed literature, data sets, and case studies – comprised of interviews, narratives, and artistic works – to examine the challenges and opportunities that exist at the intersection of arts & culture, community development, and youth development. This field scan seeks to answer the question: What impact do creative youth have on communities? Following an introduction that includes the research design and methods, we provide an outline of the context of this work that emphasizes where the field is now, as addressed by the current literature and the combined crises and insights of 2020. We then present the key findings that seek to expand on our simple answer to the question posed above presented through the perspectives of young creatives. Unabashedly, young creatives believe their projects benefit both people and places and promote more just and thriving communities. In the following two sections, we provide emerging lessons that include both additional learnings from the research and a set of researcher-generated provocations articulating the ideas that young creatives shared about the future of their projects in communities. Upon deep analysis, we conclude that through creative youth & community development projects, creative young people impact their communities in significant ways which too often go unacknowledged. We conclude that in communities where creative youth & community development projects are present, youth see a future where: Youth increase creativity and cultivate greater agency in themselves and others Communities (people and places) are more sustainable and responsive Youth-serving organizations honor personal identity and build collective belonging Places and their populations are healthier, safer, and better able to foster wellbeing Youth and adults catalyze intergenerational cultural continuity Further, we found an increased importance of partnering across sectors and among stakeholders to increase the impacts of creative youth in communities. Creative youth believe their projects benefit from working “in community” with others, meaning strategically investing time, resources, and relationships with other youth, adults, projects, and organizations. By doing so, they believe their projects have a greater impact on people and places. Through our analysis of the full sample of programs, we discovered a significant portion of the field uses youth development and creative placemaking approaches alongside deep engagement with an allied social sector. Creative youth also believe the impact of their projects was enhanced by an intentional mapping of the full range of stakeholders they sought to impact. Finally, we conclude that creative youth believe their projects need new language and measures of success. In order to achieve this, the fields of creative youth development, creative placemaking, and their allied sectors need to evolve their approaches to defining, researching, and measuring success. We believe that young people and adults must work together to define and build these. The intended audiences for this field scan include practitioners and supporters of creative youth & community development projects who work in the arts & culture, youth development, community development, creative youth development, creative placemaking, or allied sectors. Throughout the publication, we have provided tangible models in order to guide practitioners towards application of the ideas within their own work and context. We researched and wrote this scan from June through November 2020, in the midst of several crises impacting communities throughout the United States: the global COVID-19 pandemic, the resulting economic recession, the political uncertainty of the 2020 U.S. presidential election, and the community uprisings and racial reckoning resulting from the violence against Black civilians at the hands of police. Our findings reflect these circumstances and are presented with the urgency these events demand. These circumstances – and the resulting actions of young creatives around the United States – are the precise reason why we do this work. The creative contributions of young people to their communities, particularly in times of crisis, exemplifies the urgency and responsibility of their adult allies to support their creative social change pursuits. Now is the time we need this work most.


2019 ◽  
Vol 55 ◽  
pp. 463-478
Author(s):  
Hugh Morrison

This article considers the evolving relationship between Protestant children, pedagogy and the missionary movement across the British world. From the 1840s, children were a central focus of missionary society philanthropy. By the time of the 1910 World Missionary Conference, missionary and denominational thinkers were consistently highlighting their strategic importance and the need for clear policy that was focused on children's education. This article traces the ways in which this emphasis developed, and the impact that it had among the children involved. It argues that the children's missionary movement was educational at heart, wherein philanthropy and pedagogy went hand in hand. In particular, over the long nineteenth century all the players consistently emphasized the importance of nurturing a ‘missionary spirit’, a notion that was primarily religious in intent but which in practice moved from pragmatic philanthropy to a more formalized emphasis on education and identity formation. The article introduces representative ways by which this was articulated, drawing on examples from a range of British world contexts in which different communities of Protestant children were engaged educationally and philanthropically in very similar ways.


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