scholarly journals Seen and Heard: Learning from Young People's Experiences Sharing Power in Faith Communities

2021 ◽  
Vol 16 (5) ◽  
pp. 212-230
Author(s):  
Jenna Sethi ◽  
Rachel Chamberlain ◽  
Clare Eisenberg ◽  
Eugene Roehlkepartain
Keyword(s):  
Leadership Development ◽  
Youth Development ◽  
Spiritual Development ◽  
Leadership Skills ◽  
Faith Communities ◽  
Development Programs ◽  
Developmental Relationships ◽  
Youth Outcomes ◽  
Youth Leadership Development ◽  
Leadership Engagement

Faith communities have been shown to provide a sense of belonging and community while also providing a rich environment for youth to engage and grow as leaders. Yet, few current studies have explored faith communities as spaces for sharing power and sustained youth leadership development. Using a thematic analysis approach, this qualitative study of 222 participants across Jewish, Muslim, and Christian faith communities aimed to explore the role of developmental relationships in young people's lives and their faith and spiritual development. Through the analyses, multiple and varied examples of sharing power emerged, leading us to investigate more fully the roles of leadership, engagement, and participation in young people's experiences in their faith communities. Findings demonstrated that faith communities can provide welcoming, engaging spaces for youth to have voice and develop as leaders. Youth across faith communities experienced authentic opportunities to build and apply leadership skills. These experiences led to positive youth outcomes, including increased confidence, building relational skills, feelings of belonging, and greater engagement. Findings from this study can inform youth development programs more broadly by illuminating concrete ways adults and youth can share power, leading to young people’s sense of engagement and belonging.

Equipping students for leadership through community engagement

2020 ◽  
pp. 136548022096929
Author(s):  
Gladys Ingasia Ayaya
Keyword(s):  
Leadership Development ◽  
Character Education ◽  
Community Engagement ◽  
Private School ◽  
Leadership Skills ◽  
Phenomenological Approach ◽  
Development Programs ◽  
Way Of Life ◽  
Leadership Development Programs ◽  
Qualitative Research Study

The contribution of community engagement towards shaping leadership development in students is an area that is not well explored in research. A study was conducted to establish the type of leadership skills and values that were acquired by a group of students from an established private school in Johannesburg, South Africa, while they served an underprivileged community. The private school adheres to both Round Square discoveries framework and the International Boys’ School Coalition’s character education and practices the leadership development programs that have been developed by the two organisations. This was a qualitative research study within the constructivist paradigm with a phenomenological approach. Reflection sheets were used to collect data from 120 students. The data was analysed through discourse analysis, where all recurrent terms were coded, and the codes grouped into themes which were then matched against existing literature, the Round Square discoveries framework and the International Boys’ School Coalition’s character education. The study found that community engagement experience helped refine the character of the students, affording them opportunities to develop leadership skills and values that would see them adjust well into the 21st century way of life. The study was, however, not able to determine how other learning areas and developmental fields impacted on the leadership development of the students.

Facilitating Transfer of Learning in Professional Development Programs: A Cognitive-Behavioral Tool

2020 ◽  
pp. 237929812095353 ◽  
Author(s):  
Lisa A. Burke-Smalley ◽  
Mark E. Mendenhall
Keyword(s):  
Professional Development ◽  
Leadership Development ◽  
Management Education ◽  
Learning Transfer ◽  
Leadership Skills ◽  
Cognitive Behavioral ◽  
Development Programs ◽  
Primary Research ◽  
Behavioral Theories ◽  
Professional Development Programs

Cognitive-behavioral theories offer a long-standing theoretical approach in clinical psychology that has wide-ranging implications for management education. We designed a cognitive-behavioral–based learning transfer tool for executives to enhance their application of leadership skills from professional development programs. We summarize the primary research-based principles underlying this transfer tool for leadership development, provide a template, describe how the tool is used, and offer evidence of executives’ reactions to the tool at the beginning and end of a 9-month program.

Addressing spiritual development in youth development programs and practices: Opportunities and challenges

2008 ◽  
Vol 2008 (118) ◽  
pp. 29-44 ◽  
Author(s):  
Karen Pittman ◽  
Pamela Garza ◽  
Nicole Yohalem ◽  
Stephanie Artman
Keyword(s):  
Youth Development ◽  
Spiritual Development ◽  
Development Programs ◽  
Youth Development Programs

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. 

Enhancing leadership skills with action learning: a promising way to improve the effectiveness of leadership development

2016 ◽  
Vol 30 (6) ◽  
pp. 13-15 ◽  
Author(s):  
Daniel Belet
Keyword(s):  
Leadership Development ◽  
Design Methodology ◽  
Leadership Skills ◽  
Action Learning ◽  
Leadership Education ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Content Type ◽  
New Learning ◽  
Management Institutions

Purpose The paper aims to describe the use of the World Institute for Action Learning method to develop leadership skills of managers and future managers. Design/methodology/approach Brief description of the methodology of this version of action learning (AL) based on field experiences. Findings AL is an effective tool for the development of leadership skills. It proposes a new learning model, and it opens up new opportunities for future leadership development programs and management education curriculum. Originality/value This paper will be of value to organizations considering various approaches to develop the competencies of their managers, leaders and to management institutions looking for ways to improve their leadership education offerings.

scholarly journals The Need for Sustainable Leadership in Academia – a German Case Study

2021 ◽  
Author(s):  
Verena Haage ◽  
Linn Voss ◽  
Daniela Nguyen ◽  
Friderike Eggert
Keyword(s):  
Leadership Development ◽  
Leadership Skills ◽  
Third Party ◽  
Development Programs ◽  
Sustainable Leadership ◽  
Leadership Development Programs ◽  
Academic Leaders ◽  
Current State ◽  
Academic System ◽  
Party Funding

AbstractAcademic leaders are selected based on their publication record, citation index and acquisition of third party funding. However, heading a successful research team, also requires leadership skills. Despite the clear need, leadership development has been systematically neglected in the present academic system. At the same time, growing evidence suggests that leadership styles of academic supervisors can dramatically affect the mental health of academic employees as well as drive highly skilled researchers out of academia. Here, we assessed the current state of academic leadership in the German academic system by surveying 368 participants currently employed in academia in Germany. We report that 64% of current academic leaders did not feel prepared for their current position while 86% of participants expressed their interest in leadership development programs offered by their research institutions. Our results highlight the demand for leadership development programs in German academic institutions to ensure a more efficient academic system.

The Contribution of Nonfamily Adults to Adolescent Well-Being

2018 ◽  
Author(s):  
Peter C. Scales ◽  
Eugene C. Roehlkepartain
Keyword(s):  
Young People ◽  
Youth Development ◽  
Spiritual Development ◽  
Positive Impact ◽  
Low Cost ◽  
Well Being ◽  
Extensive Literature ◽  
Developmental Relationships ◽  
Positive Identity ◽  
Sexual Responsibility

This chapter presents an extensive literature review and data from a sample of more than 30,000 children and youth from 30 countries, showing that young people worldwide do not experience an adequate level of developmental relationships with nonfamily adults that feature (a) care, (b) challenge, (c) support, (d) sharing of power with adults, and (e) expansion of young people’s possibilities. Young people who experience high-quality developmental relationships with nonfamily adults are significantly better off on a variety of well-being indicators, including positive identity, workforce readiness, educational attainment, spiritual development, and sexual responsibility. It is concluded that nonfamily adults represent a vast, largely untapped, resource for positive youth development and well-being globally. Implementing policies and practices to measure, track, and build those developmental relationships may be a relatively low-cost way to both promote youth well-being and efficiently multiply the positive impact of existing international aid and humanitarian investments.

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.  

scholarly journals Exploring Overparenting within the Context of Youth Development Programs

2015 ◽  
Vol 10 (1) ◽  
pp. 5-18 ◽  
Author(s):  
Barry A. Garst ◽  
Ryan J. Gagnon
Keyword(s):  
Youth Development ◽  
Parenting Styles ◽  
Self Regulation ◽  
Childhood Anxiety ◽  
Development Programs ◽  
Youth Development Programs ◽  
Youth Outcomes ◽  
Positive Youth Outcomes

While normative parenting styles can result in positive youth outcomes such as adjustment and competence, overparenting may lead to a variety of negative youth outcomes including poor self-regulation and childhood anxiety. Conceptualizations of overparenting vary and an opportunity exists to clarify the construct and consider the implications for youth development settings. This paper synthesizes what is known about overparenting and its sub-dimensions, proposes an overparenting model built on prior research, and explores the influence of overparenting on youth development programs. An agenda for further overparenting research is proposed.

scholarly journals Integrating Positive Youth Development: Insights From International Youth Development Programming

2021 ◽  
Vol 16 (2-3) ◽  
pp. 55-73
Author(s):  
John E. Lindsay ◽  
Shannon McGarry ◽  
Assem Satmukhambetova ◽  
Katie Raymond ◽  
Arafat Lesheve ◽  
...  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Development Programs ◽  
Single Issue ◽  
Youth Development Programs ◽  
Youth Outcomes ◽  
Geographic Boundaries ◽  
Youth And Young Adults ◽  
Development Programming ◽  
Project Life

Effective international youth development programs go beyond single-issue interventions—they leverage the entire organization and project life cycle to advance positive youth outcomes. This paper illustrates how positive youth development (PYD) approaches can be adapted for and applied by organizations to promote positive outcomes for young people and communities globally. The article provides 6 insights from the International Youth Foundation’s (IYF) application of PYD principles across diverse youth development programs. Moreover, the authors present practical insights into what is required by practitioners, regardless of geographic boundaries, to effectively engage with, support, and meet the needs of youth and young adults whom they serve. Finally, the article argues that practitioners and funders need to find new ways to measure and value PYD investments and that funders need to make PYD integral across their funding streams.

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