scholarly journals Dealing with Moms and Dads: Family Dilemmas Encountered by Youth Program Leaders

2014 ◽  
Vol 9 (2) ◽  
pp. 34-51 ◽  
Author(s):  
Aisha Griffith ◽  
Reed W. Larson
Keyword(s):  
High School ◽  
Grounded Theory ◽  
Qualitative Study ◽  
Youth Programs ◽  
Theory Analysis ◽  
High Quality ◽  
Program Leaders ◽  
Youth Program ◽  
Effective Leaders ◽  
Quality Programs

The leaders of youth programs encounter a range of challenging situations that involve youth’s parents or families. This qualitative study obtained data on the variety and nature of these family-related “dilemmas of practice.” Longitudinal interviews with leaders of 10 high quality programs for high-school-aged youth yielded narrative information on a sample of 32 family dilemmas that they had encountered. Grounded theory analysis identified four categories of family dilemmas: 1) problems at home that become a concern to the leader, 2) parents’ expectations are incongruent with program norms or functioning, 3) parents do not support youth’s participation in the program or an aspect of the program, and 4) communicating with parents on sensitive matters. Each of these categories of dilemmas entailed distinct considerations and underlying issues that effective leaders need to be able to understand.

The Multiple Roles That Youth Development Program Leaders Adopt With Youth

2010 ◽  
Vol 43 (2) ◽  
pp. 635-655 ◽  
Author(s):  
Kathrin C. Walker
Keyword(s):  
High School ◽  
Youth Development ◽  
Qualitative Data ◽  
Development Program ◽  
Youth Programs ◽  
Multiple Roles ◽  
High Quality ◽  
Program Leaders ◽  
Youth Development Program ◽  
Quality Programs

The roles that program leaders establish in their relationships with youth structure how leaders are able to foster youth development. This article examines the complex roles program leaders create in youth programs and investigates how they balanced multiple roles to most effectively respond to the youth they serve. Analyses of qualitative data from 12 high quality programs for high school—aged youth suggest that program leaders take on different roles. In some cases, youth experienced their program leader as a trusted friend, caring parent figure, or influential mentor. In other instances they described him or her as having the knowledge and authority of a teacher or boss. Analyses further suggest that moving across multiple roles appeared to make the program leaders more effective.

scholarly journals Motivations for Going to University: A Qualitative Study and Class Project

2014 ◽  
Vol 7 (2) ◽  
pp. 106 ◽  
Author(s):  
Heather Schmidt
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Structured Interviews ◽  
Theory Analysis ◽  
Class Project ◽  
Guidance Counselling ◽  
Extrinsic Motivators ◽  
School Guidance ◽  
Student Motivations ◽  
Intrinsic Motivators

We explored student motivations for attending university, including how motivations may change over the course of one’s postsecondary career, by conducting semi-structured interviews with 8 upper-year undergraduates. Participants were also asked to reflect back on their own experiences and provide advice for new university students. We conducted a grounded theory analysis to identify common themes running across the 8 interviews. What emerged was a pattern of transition from a predominance of external/extrinsic motivators at the beginning of one’s university career, into increasingly internal/intrinsic motivators as students discovered their passions and interests. Two unexpected external/extrinsic themes to emerge included: ‘Unhelpful high-school guidance-counselling’ and a ‘Motivation to disprove people who underestimate you’. The strongest internal/intrinsic motivation was the ‘Desire to help others’. Students can apply these findings to their own lives and universities can gain a better understanding of the supports that are needed to retain students through to graduation.

scholarly journals Queer English Language Teacher Identity: A Narrative Exploration in Iran

2020 ◽  
Vol 8 (1) ◽  
pp. 181
Author(s):  
Fakhereh Safatian
Keyword(s):  
Grounded Theory ◽  
Qualitative Study ◽  
Teacher Identity ◽  
English Language ◽  
Cultural Distance ◽  
English Teacher ◽  
Iranian Women ◽  
Theory Analysis ◽  
Cultural Isolation ◽  
Language Teacher Identity

This qualitative study explores the narratives of a queer female English teacher to understand (a) how Iranian cultural, familial, and relational discourses influence feelings of “belonging” for queer Iranian women, and (b) how queer Iranian women cope with the challenges of being both LGBTQ and Iranian. Interviews were analyzed using grounded theory analysis, revealing that queer Iranian women experience feelings of cultural isolation as a result of the homosexual identity delegitimization that is often perpetuated within the Iranian community. The Participant copes by creating cultural distance between herself and the Iranian community when she experiences this isolation.

scholarly journals Excel Initiative: Excellence in Youth Programming

2015 ◽  
Vol 10 (2) ◽  
pp. 96-101
Author(s):  
Lynne M. Borden ◽  
Kyle R. Hawley ◽  
C. Eddy Mentzer
Keyword(s):  
Youth Development ◽  
Youth Programs ◽  
After School Programs ◽  
Children And Youth ◽  
After School ◽  
High Quality ◽  
Observational Tool ◽  
School Programs ◽  
Quality Programs ◽  
Virtual Platform

The Excellence in Youth Programming (Excel) Initiative strives to support youth programs in delivering high quality programs. The backbone of Excel is the Youth Development Observational Tool (YDOT) which allows for the virtual assessment of program staff who work with children and youth ages 9-18 years. The YDOT also allows Excel to provide structured feedback to programs. Excel has several unique features, including a virtual platform and a focus on the relationships between adults and youth participating in after-school programs. Offering structured assessment and interaction online eliminates expenses, provides convenient access for programs around the globe, and allows for unobtrusive assessment of worker-youth interactions. Excel is also integrated into a broader network of resources, tools, and research for those working with children and youth ages 9-18.

Learning Conversation and Shared Network Leadership

2010 ◽  
Vol 9 (4) ◽  
pp. 181-194 ◽  
Author(s):  
Jürgen Weibler ◽  
Sigrid Rohn-Endres
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Social Network ◽  
Interorganizational Networks ◽  
Original Network ◽  
High Quality ◽  
Qualitative Research Design ◽  
Collective Processes ◽  
Shared Network ◽  
Practical Implications

This paper develops an understanding of how shared leadership emerges in social network interactions. On the basis of a qualitative research design (grounded theory methodology – GTM) our study in two interorganizational networks offers insights into the interplay between structures, individuals, and the collective for the emergence of shared network leadership (SNL). The network-specific Gestalt of SNL appears as a pattern of collective and individual leadership activities unified under the roof of a highly developed learning conversation. More importantly, our findings support the idea that individual network leadership would not emerge without embeddedness in certain high-quality collective processes of relating and dialogue. Both theoretical and practical implications of this original network leadership perspective are discussed.

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