scholarly journals An Intentional Approach to Achieving Learning Outcomes during a Youth Leadership Residential Program

2012 ◽  
Vol 7 (3) ◽  
pp. 59-64
Author(s):  
Jeremy Green ◽  
Jamie Davis
Keyword(s):  
Program Evaluation ◽  
Learning Outcomes ◽  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
Leadership Capacity ◽  
Residential Program ◽  
Youth Leadership ◽  
Development Literature ◽  
High Desert

The High Desert Leadership Retreat (HDLR) is an annual four-day youth conference which incorporates positive youth development practices to build life skills and increase youth leadership capacity. There are numerous examples in youth development literature of program models and associated outcomes. However, few studies have articulated which aspects of a conference contribute to the achievement of learning outcomes. By utilizing proven program evaluation methods, the achievement of learning outcomes was measured during both formal and informal conference sessions.

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. 

Resilience as a focus of a subject on leadership and intrapersonal development

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Hildie Leung
Keyword(s):  
Learning Outcomes ◽  
Youth Development ◽  
Positive Youth Development ◽  
Adolescent Development ◽  
Development Literature ◽  
Intended Learning Outcomes

AbstractResilience is an important construct in the positive youth development literature. In this paper, the definition and concept of resilience are introduced. The relationships between resilience and adolescent development as well as leadership are also addressed. To help students develop qualities on resilience, a lecture on resilience is developed in a subject entitled “Tomorrow’s Leaders”. The objectives, intended learning outcomes, lecture outline and lecture materials are presented in this paper. Some issues surrounding the teaching of this lecture are discussed.

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.

Strategies for the Development of Life Skills and Values through Sport Programmes

2015 ◽  
pp. 241-256 ◽  
Author(s):  
Koon Teck Koh ◽  
Martin Camiré
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Motor Skills ◽  
Life Skills ◽  
Sport Participation ◽  
Positive Development ◽  
Training Programmes

Sport is a very popular activity that provides a context suitable for positive youth development (Danish, Forneris, & Wallace, 2005). Although the acquisition of motor skills and sport-specific abilities are indispensable constituents of sport involvement, other elements contributing to athletes' positive development such as life skills and values must be considered (Carron, Hausenblas, & Estabrooks, 2003; Forneris, Camiré, & Trudel, 2012; Landers & Petruzzelo, 1994). Several studies have examined the effectiveness of sport-based programmes designed for developing life skills and values, but a limited amount of research has specifically addressed how to promote this type of material among youth. There is a need for a review that explores the potential approaches for infusing the learning of life skills and values in sport participation, and improving the effectiveness of structured life skills and values-driven training programmes in order to achieve the desired developmental benefits of sport participation.

A Family Thing: Positive Youth Development Outcomes of a Sport-Based Life Skills Program

2017 ◽  
Vol 35 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Camilla J. Hodge ◽  
Michael A. Kanters ◽  
Tanya Forneris ◽  
Jason N. Bocarro ◽  
Rob Sayre-McCord
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
Development Outcomes ◽  
Life Skills Program

scholarly journals Enhancing the Emotional and Social Skills of the Youth to Promote their Wellbeing and Positive Development: A Systematic Review of Universal School-based Randomized Controlled Trials

2015 ◽  
Vol 11 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Federica Sancassiani ◽  
Elisa Pintus ◽  
Arne Holte ◽  
Peter Paulus ◽  
Maria Francesca Moro ◽  
...  
Keyword(s):  
Systematic Review ◽  
Social Skills ◽  
Social Learning ◽  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
Healthy Lifestyle ◽  
Positive Development ◽  
Lifestyle Behaviours ◽  
School Based

Background:The acquisition of social and emotional skills is associated with positive youth development, character education, healthy lifestyle behaviours, reduction in depression and anxiety, conduct disorders, violence, bullying, conflict, and anger. School-based interventions aimed to enhance these skills go beyond a problem-focused approach to embrace a more positive view of health; they could also improve the youth’s wellbeing.Aim:To describe the main features and to establish the effectiveness of universal school-based RCTs for children and the youth, aimed to promote their psychosocial wellbeing, positive development, healthy lifestyle behaviours and/or academic performance by improving their emotional and social skills.Methods:Systematic review by searching for relevant papers in PubMed/Medline with the following key words: “mental health” OR “wellbeing” OR “health promotion” OR “emotional learning” OR “social learning” OR “emotional and social learning” OR “positive youth development” OR “life skills” OR “life skills training” AND “school”. Interval was set from January 2000 to April 2014.Results:1,984 papers were identified through the search. Out of them 22 RCTs were included. While most interventions were characterized by a whole-school approach and SAFE practices, few studies only used standardized measures to assess outcomes, or had collected follow-up data after ≥ 6 months. The results of all these trials were examined and discussed.Conclusion:Universal school-based RCTs to enhance emotional and social skills showed controversial findings, due to some methodological issues mainly. Nevertheless they show promising outcomes that are relatively far-reaching for children and youth wellbeing and therefore are important in the real world.

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 School-Based 4-H Programming Series: Positive Youth Development (PYD) and Social Emotional Learning (SEL)—How They Complement Each Other

EDIS ◽  
2019 ◽  
Vol 2019 (5) ◽  
pp. 5
Author(s):  
Vanessa Spero
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
Social Emotional Learning ◽  
Development Program ◽  
Emotional Learning ◽  
Social Emotional ◽  
Youth Development Program ◽  
School Based ◽  
Program Approach

Positive Youth Development (PYD) promotes building life skills, leadership, and relationships, and Social Emotional Learning (SEL) promotes knowledge, responsibility, and caring. Just as 4-H uses PYD as a framework, so schools use SEL. A whole program approach with appropriate curriculum provide the skills necessary for youth to succeed. This new 5-page publication of the UF/IFAS 4-H Youth Development Program explores the complementary relationship between PYD and SEL in a school-based program setting. Written by Vanessa Spero-Swingle. https://edis.ifas.ufl.edu/4h404

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