scholarly journals Lesson Study Model of 4-H Professional Development: Data-Driven Improvements to Educator Practice

2019 ◽  
Vol 14 (1) ◽  
pp. 131-154
Author(s):  
Lynn Schmitt-McQuitty ◽  
Steven M. Worker ◽  
Martin H. Smith
Keyword(s):  
Professional Development ◽  
Youth Development ◽  
Lesson Study ◽  
Development Program ◽  
Data Driven ◽  
Development Programs ◽  
Youth Development Programs ◽  
School Based ◽  
Development Data ◽  
State Programs

Educator professional development in the 4-H Youth Development Program needs improvement. Lesson study, an iterative and educator-centered approach to professional development, has proven to be effective in school-based settings; however, research on the model in youth development programs is limited. The present study investigated the use of lesson study with professional Cooperative Extension staff, adult 4-H volunteers, and teenage 4-H volunteers in different 4-H contexts in three state programs. Findings revealed improvements in educators’ data-driven decision-making, content knowledge, lesson planning and implementation, and social connections across all contexts. To work effectively within the 4-H context, however, some adaptations to the model were necessary.

scholarly journals Process Management in Football Youth Development Program

2019 ◽  
Vol 7 (9) ◽  
pp. 8
Author(s):  
Serdar Samur
Keyword(s):  
Youth Development ◽  
Process Management ◽  
Development Program ◽  
High Standard ◽  
Organizational Structures ◽  
Development Programs ◽  
Youth Development Programs ◽  
Sports Clubs ◽  
Customer Expectations ◽  
Living Organisms

In our age, businesses are accepted as living organisms. Businesses that are aware of this change have begun to transition from a result-oriented work system to process management, closely following customer expectations in order to exist in the future as well. The largest expense that sports clubs incur involves transfer spending, because the most talented footballer, who would influence team success, is recruited from outside the club. Today, many sports clubs are incorporated and need to create their own economic resources that would not only ensure their survival but also their success and continuity. This resource can be achieved by means of the footballers who participate in the youth development programs conducted by the club’ football academy. The standards of football are on the rise, and so are the expectations of all those involved, with qualified footballers demanding astronomical wages. Sport clubs need to increase their profits by using the resources that are being developed in their respective football academies. If a given footballer attains a high standard by performing well during training and making it to the first string team, the club has to save on the transfer budget. The aim of this study is to determine how club football schools and academies manage in accordance with process management within the system approach. This study incorporated the qualitative research method and case study technique. Data was collected with the help of the interview technique and examined using content analysis. In this research, it was found that youth development programs should be managed by employing three main processes: covering education in sports schools, practicing with competitor teams, and transitioning to professionalism. If these processes are applied across football academies, it would lead to the emergence of economically qualified footballers. Youth Development Programs, as a part of the system of process management within the framework of organizational structures of sports clubs, will prove to be an ideal form of structuring.

A review of adolescent prevention and positive youth development programs in non-English speaking European countries

2016 ◽  
Vol 15 (3) ◽  
Author(s):  
Diego Busiol ◽  
Daniel T.L. Shek ◽  
Tak Yan Lee
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Local Level ◽  
International Standards ◽  
European Countries ◽  
Development Programs ◽  
Youth Development Programs ◽  
School Based ◽  
English Speaking ◽  
Cross Country

AbstractIn this paper, adolescent prevention and positive youth development programs in non-English speaking European countries are reviewed. A survey of the literature published in English, Italian, German, French, and Spanish language between 1994 and 2014 reported a total of 61 programs which have been evaluated by studies using quasi- or true experimental designs. Several observations are highlighted from this review. First, prevention programs outnumber positive youth development programs in Europe. Second, some countries spend significantly more effort and financial support on preventive programs than others. Third, some countries/regions deal with some specific adolescent problems more than other regions. Fourth, there are variations in the use of international standards for implementing and assessing programs as well as disseminating results. Finally, while most of the existing school-based programs are conducted at the local level, there are very few cross-country projects.

scholarly journals Sports as a passport to success: life skill integration in a positive youth development program

2020 ◽  
Author(s):  
MA Hemphill ◽  
Barrie Gordon ◽  
PM Wright
Keyword(s):  
Conceptual Framework ◽  
Youth Development ◽  
Program Implementation ◽  
Life Skills ◽  
Development Program ◽  
Development Programs ◽  
Youth Development Programs ◽  
Daily Routines

© 2019, © 2019 Association for Physical Education. Background: Sport-based youth development (SBYD) programs aim to teach life skills to youth within a physical activity context. An explicit objective of most SBYD programs is that youth learn to apply, or transfer, life skills beyond the sports program. Limited research has been conducted on the cognitive processes that help youth understand how life skills apply within and beyond sports. Purpose: This study uses a conceptual framework on transfer of life skills to examine the role of life skills in an SBYD program. Research questions include: (1) how does the SBYD program integrate the teaching of life skills, (2) how do youth participants experience the life skills in the boxing program, and (3) how do youth participants perceive the life skills impact them beyond the program. Methodology: This research took place at three community boxing academies in New Zealand. The three academies were selected because they are affiliated with a boxing program that is committed to implementing a life skills framework called the Passport to Success. Forty-one youth (31 boys, 10 girls) across the three sites participated in focus groups interviews about their experience in the program. Additionally, observations of program implementation documented the daily routines of each boxing academy. Using a qualitative case study design, inductive analysis and constant comparative methods were used to identify emergent themes. Findings: Youth participants perceived life skills to be a foundational component of the boxing program. The life skills were presented to youth through the ‘Passport to Success’, a document featuring eight key life skills. The coaches focused on the Passport to Success in several ways, including setting an expectation that youth memorize the life skills to demonstrate their commitment. Several youth participants discussed learning valuable lessons around the life skills. Finally, youth were able to describe scenarios which demonstrated how the life skills connected with other areas of their lives. Conclusion: Life skills implementation was guided by the Passport to Success and an expectation that youth develop positive relationships in the gym. A routine strategy for memorizing the Passport to Success provided a clear example of youth learning the meaning of life skills in the context of sports. The youth participants demonstrated cognitive connections in their explanation of the value of life skills beyond the boxing program. Using the conceptual framework on transfer [Jacobs and Wright 2018. “Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application.” Quest 70 (1): 81–99] helps to explain the cognitive connections youth participants make between life skills in a sports program and their application beyond sports.

scholarly journals Identification of Priority Skill Areas for Volunteer Professional Development

2020 ◽  
Vol 15 (4) ◽  
pp. 51-67
Author(s):  
Car Mun Kok ◽  
Dorina M. Espinoza ◽  
Steven M. Worker ◽  
Charles Go ◽  
JoLynn C. Miller
Keyword(s):  
Professional Development ◽  
Youth Development ◽  
University Of California ◽  
Development Programs ◽  
Youth Development Programs ◽  
Organizational Skills ◽  
Coding Scheme ◽  
Qualitative Responses ◽  
Adult Volunteers ◽  
Inductive Thematic Analysis

Youth development programs often rely on volunteers to deliver programming to young people. Our study explored the skills and competencies volunteers self-identified as important for their roles. We analyzed qualitative responses to 2 open-ended questions asking University of California 4-H volunteers to identify priority skills to aid in their volunteer development. Using inductive thematic analysis, we developed a coding scheme to analyze 1,144 responses. Participants reported the need for professional development in content-specific areas, program management basics, and child development. Volunteers also reported desiring training in educational practices, organizational skills, specific volunteer roles, and communication skills. The modalities through which volunteers were willing to develop these skills were peer-to-peer learning; online, in-person, classes and conferences; and continuous education. Given the importance of adult volunteers to youth development programs, it is essential that volunteers’ professional and skill development be supported by both effective and preferred approaches.

scholarly journals Sports as a passport to success: life skill integration in a positive youth development program

2020 ◽  
Author(s):  
MA Hemphill ◽  
Barrie Gordon ◽  
PM Wright
Keyword(s):  
Conceptual Framework ◽  
Youth Development ◽  
Program Implementation ◽  
Life Skills ◽  
Development Program ◽  
Development Programs ◽  
Youth Development Programs ◽  
Daily Routines

© 2019, © 2019 Association for Physical Education. Background: Sport-based youth development (SBYD) programs aim to teach life skills to youth within a physical activity context. An explicit objective of most SBYD programs is that youth learn to apply, or transfer, life skills beyond the sports program. Limited research has been conducted on the cognitive processes that help youth understand how life skills apply within and beyond sports. Purpose: This study uses a conceptual framework on transfer of life skills to examine the role of life skills in an SBYD program. Research questions include: (1) how does the SBYD program integrate the teaching of life skills, (2) how do youth participants experience the life skills in the boxing program, and (3) how do youth participants perceive the life skills impact them beyond the program. Methodology: This research took place at three community boxing academies in New Zealand. The three academies were selected because they are affiliated with a boxing program that is committed to implementing a life skills framework called the Passport to Success. Forty-one youth (31 boys, 10 girls) across the three sites participated in focus groups interviews about their experience in the program. Additionally, observations of program implementation documented the daily routines of each boxing academy. Using a qualitative case study design, inductive analysis and constant comparative methods were used to identify emergent themes. Findings: Youth participants perceived life skills to be a foundational component of the boxing program. The life skills were presented to youth through the ‘Passport to Success’, a document featuring eight key life skills. The coaches focused on the Passport to Success in several ways, including setting an expectation that youth memorize the life skills to demonstrate their commitment. Several youth participants discussed learning valuable lessons around the life skills. Finally, youth were able to describe scenarios which demonstrated how the life skills connected with other areas of their lives. Conclusion: Life skills implementation was guided by the Passport to Success and an expectation that youth develop positive relationships in the gym. A routine strategy for memorizing the Passport to Success provided a clear example of youth learning the meaning of life skills in the context of sports. The youth participants demonstrated cognitive connections in their explanation of the value of life skills beyond the boxing program. Using the conceptual framework on transfer [Jacobs and Wright 2018. “Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application.” Quest 70 (1): 81–99] helps to explain the cognitive connections youth participants make between life skills in a sports program and their application beyond sports.

scholarly journals Development of a Positive Youth Development Program: Helping Parents to Improve Their Parenting Skills

2006 ◽  
Vol 6 ◽  
pp. 388-396 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Britta M. Lee
Keyword(s):  
Hong Kong ◽  
Social Workers ◽  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
Development Programs ◽  
Parenting Skills ◽  
Youth Development Programs ◽  
Youth Development Program ◽  
Chinese Parents

The Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs) is a positive youth development program that attempts to promote holistic development in adolescents in Hong Kong. In the Tier 2 Program of this project, social workers are expected to develop positive youth development programs for adolescents having greater psychosocial needs. They are required to submit proposals that will be evaluated in terms of whether the proposals are evidence based, and appropriate evaluation mechanisms are included. With reference to the literature on parental control processes that Chinese parents may be loose in their behavioral control and they tend to overemphasize academic excellence, it is argued that improvement of the parenting skills of parents of Chinese adolescents is an important area to be addressed. To facilitate social workers to prepare the related proposals, a sample proposal on how to improve the parenting skills of Chinese parents is described, including its conceptual framework, proposed program, and evaluation plan. It is argued that this supportive approach (i.e., preparation of a sample proposal) can help social workers to develop quality proposals on positive youth development programs in Hong Kong.

From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.

2012 ◽  
Vol 24 (3) ◽  
pp. 195-199
Author(s):  
Florence K.Y. Wu ◽  
Daniel T.L. Shek
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
Successful Implementation ◽  
Development Programs ◽  
Front Line ◽  
Youth Development Programs ◽  
Teaching Role ◽  
Systematic Training

Abstract Although training plays an important role in the successful implementation of positive youth development programs, research on training and trainers in this field is grossly neglected. In this paper, a trainer of a positive youth development program in Hong Kong (Project P.A.T.H.S.; Positive Adolescent Training through Holistic Social Programmes) reflected about her transition from the role of a teacher (and program implementer) to the role of a trainer. Based on the reflection, the transformations involved, including self-perception, teaching role and teaching strategies, were highlighted. The issue of how previous experience influenced training in the context of positive youth development was also discussed. It is suggested that involvement of front-line practitioners in the training of positive youth development programs is workable, although systematic training for the novice trainers may be needed.

scholarly journals Breaking it Down: Defining the Framework & Evaluating the Impact of a Peer Education Program

2015 ◽  
Vol 10 (2) ◽  
pp. 112-120 ◽  
Author(s):  
Kathleen Burke Blackburn ◽  
Imaani Greene ◽  
Shintele Malloy ◽  
Rima Himelstein ◽  
Alexandra Hanlon ◽  
...  
Keyword(s):  
Service Learning ◽  
Youth Development ◽  
Peer Education ◽  
Development Program ◽  
Development Programs ◽  
Community Based ◽  
Youth Development Programs ◽  
Youth Development Program ◽  
Community Based Programs ◽  
The Impact

Evaluation in the field of youth development continues to evolve.  Youth development programs vary significantly in their focus, setting and outcomes.  Community-based programs seeking to create or strengthen their evaluation methods and tools may have difficulty identifying what to measure and how to capture anticipated outcomes.  This article focuses on a youth development program combining service learning and peer education, serving urban adolescents ages 14 to 19.  The purposes of this study are: 1) to illustrate a strategy used to clarify and align core activities, anticipated outcomes and evaluation tools, and 2) to provide an overview of the updated data collection instruments created by the program. 

Evaluation of a Positive Youth Development Program in Hong Kong: A Replication

2018 ◽  
Vol 29 (7) ◽  
pp. 808-819 ◽  
Author(s):  
Cecilia M. S. Ma ◽  
Daniel T. L. Shek ◽  
Hildie Leung
Keyword(s):  
Hong Kong ◽  
High School Students ◽  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
Tier 2 ◽  
Development Programs ◽  
Youth Development Programs ◽  
Youth Development Program ◽  
Tier 1

Objectives:In this study, we used the one-group pretest–posttest design to examine changes in students after joining a positive youth development program (Project PATHS) in Hong Kong, with 9,226 successfully matched junior high school students joining the Tier 1 and/or Tier 2 program(s).Method:Program participants completed the validated outcome measures on positive youth development, life satisfaction, and thriving before and after joining the program(s).Results:Students showed positive changes after joining the Tier 1 and/or Tier 2 program(s). The present findings replicated and converged with the findings of the previous two studies.Conclusion:The present study illustrates the role of positive youth development programs in promoting adolescent development and highlights the importance of replication in intervention research in positive youth development programs in youth services. The contributions and limitations of this series of studies are discussed.

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