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 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.

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 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 Formative Evaluation of a Pilot Afterschool Physical Activity–Based Positive Youth Development Program

2018 ◽  
Vol 20 (2) ◽  
pp. 269-281 ◽  
Author(s):  
Shaina Riciputi ◽  
Paige Boyer ◽  
Meghan H. McDonough ◽  
Frank J. Snyder
Keyword(s):  
Physical Activity ◽  
Social Environment ◽  
Youth Development ◽  
Positive Youth Development ◽  
Formative Evaluation ◽  
Character Development ◽  
Development Program ◽  
Implementation Fidelity ◽  
Youth Development Program ◽  
The Social

4-H PALS is an afterschool positive youth development program for pre- and early adolescents delivered within the 4-H platform and designed to use physical activity to promote character development. The conceptual framework for this program, informed by the theory of triadic influence, prioritizes the social environment created during physical activities to promote adaptive outcomes. Given the novelty of the 4-H PALS curriculum, it is important to outline program components and identify both strengths and challenges to be addressed. Thus, this study aimed to document, describe, and conduct a formative evaluation of 4-H PALS. Major themes were identified across leader and participant interviews, program observations, lesson planning notes, attendance records, and intervention team feedback using inductive analysis methods. Three key areas of evaluation were identified: curriculum implementation fidelity, participant engagement with the curriculum and context, and the social environment. The program was successful in creating an affirmative, engaging environment fostering positive self-perceptions and social outcomes for participants. Challenges with logistical and conceptual implementation of the curriculum’s character development concepts were identified. This evaluation will inform program refinements, with the goal of preparing the program for an efficacy study examining outcomes among participating youth.

scholarly journals BLAST: A Promising Approach to Service, Ethics, and Leadership Development in Rural Canada

2017 ◽  
Vol 12 (3) ◽  
pp. 50-62
Author(s):  
Zia Saleh ◽  
Vance Nakonechny ◽  
Maurice St. Denis ◽  
Darren Nichols
Keyword(s):  
Leadership Development ◽  
Youth Development ◽  
Group Analysis ◽  
Development Program ◽  
Rural Students ◽  
Support Network ◽  
Self Confidence ◽  
Life Trajectories ◽  
Service Projects ◽  
The Impact

As youth define their identity and the values by which they live their lives, formative programs have the potential to change their life trajectories in productive ways.  This study aimed to investigate the impact of a rural youth development program that focused on service, ethics, and leadership. In this program, nine rural students (aged 13-18) initiated and led community service projects, engaged in educational sessions on ethics and character development, and formed a diverse social support network. Survey data and a thematic focus group analysis revealed that the program resulted in: (a) skill-building in the areas of teamwork, planning and life management, social interaction, and self-confidence; (b) increased interest and confidence in initiating service projects; (c) development of leadership skills; (d) maturation of personal ethical foundations; and (e) an appreciation of pluralism through working with others in the community. Potential improvements to the model were also uncovered through this process.

scholarly journals Cross-Cultural Understanding Through Youth Sports: Bridging the Tolerance Gap Through Youth Development

2008 ◽  
Vol 3 (3) ◽  
pp. 154-163
Author(s):  
Craig M. Ross ◽  
Lynn M. Jamieson ◽  
Donald W. Mitchell
Keyword(s):  
Leadership Development ◽  
Youth Development ◽  
Public Diplomacy ◽  
Youth Sports ◽  
Cultural Exchange ◽  
Cross Cultural ◽  
Youth Leadership ◽  
Recreational Sport ◽  
Sports Diplomacy ◽  
Effective Form

The USPORT-Kyrgyzstan project was an ambitious initiative of public diplomacy, sports diplomacy, cross-cultural exchange, in-country grassroots projects, and international cooperation. The project consisted of three phrases which included youth recreational sport programming, youth leadership and development training, and youth tolerance training. Overall, it proved to be an extremely effective form of intervention that provided youth in this region of the Middle East with many positive and constructive youth sports and leadership development opportunities.

The Role of the Leadership Style in Creating Conflict and Tension in a Higher Education Institution

2016 ◽  
pp. 233-247
Author(s):  
Grace C. Khoury ◽  
Beverley McNally
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Leadership Styles ◽  
Leadership Style ◽  
Cultural Change ◽  
Development Program ◽  
Education Institution ◽  
Workplace Stress ◽  
Higher Education Institution ◽  
High Conflict

This chapter examines the influence of context on leadership styles in a higher education institution. Specifically, the enactment of leadership, the consequence of differing leadership styles, and the resultant interpersonal conflict. Informed by the empirical literature examining the Middle East, workplace stress and conflict, leadership and interpersonal communication, the chapter highlights the consequences of a high-conflict external context and the resultant constraints on human resource policies and practices. The recommendations include establishing a leadership development program aimed at creating an awareness of different leadership styles and the leadership of diverse groups. This includes the implementation of a cultural change program, programs to support the empowerment of minority groups, management education focusing on conflict resolution. The chapter adds to the body of literature by addressing the challenges confronting leadership in a high conflict context.

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