scholarly journals Encouraging Positive Youth Development with Youth Leadership Summits

2007 ◽  
Vol 1 (3) ◽  
pp. 72-79
Author(s):  
Lynn Schmitt-McQuitty
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Positive Impact ◽  
Youth Programs ◽  
Youth Leadership ◽  
Development Model ◽  
Community Issues

This article describes the California 4-H Youth Development Program’s (4-H YDP) creation of a Youth Leadership Summit (YLS), as well as information gained from three summits held in the summers of 1999 through 2001. Previous studies (Camino, 2000; Lerner, 2000; Zeldin, 2000) suggested that youth-adult collaborations along with meaningful activities could have a positive impact on youth. Therefore, the summits emphasized the positive youth development model, employed youth-adult collaborations, and encouraged youth to become involved in their communities. In this article, we share the YLS procedures, the roles of youth and adults and the engagement of youth on community issues. The YLS model developed by the California 4-H YDP impacted the individuals and communities involved in important and positive ways and might be a useful model to follow in the establishment of similar youth programs developed by youth professionals.

A Positive Youth Development Model for Child and Youth Programs

2012 ◽  
pp. 21-36
Author(s):  
Jeffrey M. Jenson ◽  
Catherine F. Alter ◽  
Nicole Nicotera ◽  
Elizabeth K. Anthony ◽  
Shandra S. Forrest-Bank
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Youth Programs ◽  
Development Model

The Asset-Focus of Youth Social Entrepreneurship

Making Change ◽  
2019 ◽  
pp. 10-17
Author(s):  
Tina P. Kruse
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Social Entrepreneurship ◽  
Culturally Relevant ◽  
Young Person ◽  
Youth Leadership ◽  
Human Flourishing ◽  
Career Trajectory ◽  
Culturally Relevant Practices ◽  
Cultural Reality

This chapter explores the “asset-based” frameworks in both positive youth development and community. This chapter also orients the reader to the link between youth social entrepreneurship’s grounding in the central theme of positive psychology: human flourishing. Instead of focusing on the incremental steps toward getting any job at all, the emphasis is on youth capacity for creating a positive career trajectory, supported by exposure to a breadth of opportunity instead of a narrow pipeline. To accomplish meaningful and authentic positivity, the cultural reality of each young person and each community must be included in the experience of development. Therefore, a review of culturally relevant pedagogies and the need for valuing cultural funds of knowledge is included. All together, the asset-focused, culturally relevant practices can foster youth leadership with social entrepreneurship that paves a road toward thriving.

scholarly journals Positive Youth Development at Camps for Youth with Chronic Illness: A Systematic Review of the Literature

2018 ◽  
Vol 13 (1-2) ◽  
pp. 201-215 ◽  
Author(s):  
Mya DeBoer Sendak ◽  
Clarissa Schilstra ◽  
Eitan Tye ◽  
Samuel Brotkin ◽  
Gary Maslow
Keyword(s):  
Chronic Illness ◽  
Youth Development ◽  
Positive Youth Development ◽  
Social Connectedness ◽  
Outcome Measurement ◽  
Opportunity To Learn ◽  
Youth Leadership ◽  
Future Research ◽  
Starting Point ◽  
Skill Building

This study aimed to systematically review all the literature on camps for youth with childhood onset chronic illness (COCI) utilizing the Positive Youth Development (PYD) framework to assess camp processes and psychosocial outcomes. This paper describes a unique dataset of 425 included studies published over the last 70 years and gives a broad overview of camp demographics, processes that align with PYD’s Big 3 (sustained adult-youth relationships, skill-building, and youth leadership) and measured outcomes that align with the PYD’s 5 Cs (Competence, Confidence, Character, Social Connectedness, and Compassion). Among the included studies, 36% included diabetes camps, 15% included camps accepting multiple illnesses, 12% included cancer camps, and 11% included asthma camps. The majority of participants were under the age of 16. While no study explicitly used the PYD approach, over 90% of studies described camps that deployed both active leadership and sustained positive relationships, while only 59% of studies described camps providing the opportunity to learn life skills. Although no study utilized the PYD 5 Cs framework for outcome measurement, 47% addressed outcomes related to Competence, 44% addressed Confidence, 33% addressed Connection, 4% addressed Compassion, and 2% addressed Character. This review highlights opportunities for camp leadership to align their programming with the PYD framework, to incorporate older adolescents and young adults and, ultimately, to improve positive adult outcomes for youth with COCI. It provides a starting point for future research evaluating illness-specific camps using a PYD approach. 

scholarly journals Promoting Supportive Relationships in Youth Programs: A Self-Determination Theory Perspective

2008 ◽  
Vol 3 (3) ◽  
pp. 49-64 ◽  
Author(s):  
Mat D. Duerden ◽  
Ann Gillard
Keyword(s):  
Best Practices ◽  
Youth Development ◽  
Positive Youth Development ◽  
Self Determination Theory ◽  
Youth Programs ◽  
Self Determination ◽  
Supportive Relationships ◽  
Adult Relationships ◽  
Program Administrators ◽  
Youth Program

Although research suggests that positive contact with non-parental adults is developmentally beneficial for youth; many adolescents do not have access to such relationships. It is important that adults structure existing relationships to optimize positive youth development. Relationships with adults, who support youth’s needs for autonomy, relatedness, and competence, provide youth with scaffolding as they navigate their way through adolescence. Self-Determination Theory offers a straight-forward approach to understanding the elements of contexts that best promote the development of supportive relationships. The purpose of this paper is to review the literature concerning youth-adult relationships, including their associated prevalence and developmental benefits across multiple contexts. These findings are then integrated into a framework of best practices for developing and supporting positive youth relationships with adults within youth program settings. Several theory-based recommendations are offered for youth program administrators and staff who wish to improve youth-adult relationships in their programs.

scholarly journals Positive Youth Development: Processes, Programs, and Problematics

2011 ◽  
Vol 6 (3) ◽  
pp. 38-62 ◽  
Author(s):  
Richard M. Lerner ◽  
Jacqueline V. Lerner ◽  
Selva Lewin-Bizan ◽  
Edmond P. Bowers ◽  
Michelle J. Boyd ◽  
...  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Developmental Process ◽  
Theoretical Models ◽  
Youth Programs ◽  
Positive Development ◽  
Development Programs ◽  
Youth Development Programs ◽  
Development Processes ◽  
Diverse Youth

Using the tripartite conception of positive youth development (PYD) suggested by Hamilton (1999) – as a developmental process, a philosophy or approach to youth programming, and as instances of youth programs and organizations focused on fostering the healthy or positive development of youth – we review different theoretical models of the developmental process involved in PYD. In addition, we review the ideas for and the features of youth development programs aimed at promoting PYD. We discuss the need for research interrelating different, theoretically-predicated measures of PYD and, as well, the importance of clear links between models of the PYD developmental process and of the youth development programs seeking to enhance PYD among diverse youth. We discuss several conceptual and practical problematics that must be addressed in order to integrate the three facets of PYD scholarship.

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. 

The Potential of Youth Social Entrepreneurship

Making Change ◽  
2019 ◽  
pp. 24-30
Author(s):  
Tina P. Kruse
Keyword(s):  
Community Development ◽  
Youth Development ◽  
Positive Youth Development ◽  
Social Entrepreneurship ◽  
Empirical Studies ◽  
Youth Leadership ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Related Research ◽  
Entrepreneurial Intent

This chapter summarizes significant examples of anecdotal yet powerful findings that have been documented within this field. It reviews existing empirical studies in related areas of study that can lead to an initial understanding of youth social entrepreneurship as a model for positive youth development. Specifically, empirical studies in the area of youth entrepreneurial intent, tendencies, and environments are described. Another model of youth and community development that may offer a recognizable indication to scholars is Youth Participatory Action Research. Examples of this related research are also included in this chapter. Furthermore, research is included in the areas of youth activism and youth leadership because they are suspected to be significantly related to youth social entrepreneurship.

scholarly journals Impact of the Project P.A.T.H.S. in the Junior Secondary School Years: Individual Growth Curve Analyses

2011 ◽  
Vol 11 ◽  
pp. 253-266 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Cecilia M. S. Ma
Keyword(s):  
Secondary School ◽  
Youth Development ◽  
Positive Youth Development ◽  
Positive Impact ◽  
Development Program ◽  
Individual Growth ◽  
Implementation Phase ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Tier 1

The Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs) is a positive youth development program implemented in school settings utilizing a curricular-based approach. In the third year of the Full Implementation Phase, 19 experimental schools (n = 3,006 students) and 24 control schools (n = 3,727 students) participated in a randomized group trial. Analyses based on linear mixed models via SPSS showed that participants in the experimental schools displayed better positive youth development than did participants in the control schools based on different indicators derived from the Chinese Positive Youth Development Scale, including positive self-identity, prosocial behavior, and general positive youth development attributes. Differences between experimental and control participants were also found when students who joined the Tier 1 Program and perceived the program to be beneficial were employed as participants of the experimental schools. The present findings strongly suggest that the Project P.A.T.H.S. is making an important positive impact for junior secondary school students in Hong Kong.

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