bluuebunny/crossref_metadata_2025 huggingface dataset:
The Promise of Autonomy Supportive Contexts to Promote Youth Participatory Competence
Authors: Cargo Margaret , Nedecheva Tatiana , Nguyen Nguyet , Durantaye Michel De La
Published: November 2016

A municipal youth citizenship initiative was implemented with the aim of providing adolescents with autonomy supportive contexts to plan and implement activities that were meaningful to youth and contributed to the collective good. The study purpose was to assess whether autonomy support, operationalized as instrumental practitioner support, influenced youth perceptions of participatory group competence beyond individual level factors. Youth participated in groups of 8 to 20 peers with practitioners facilitating youth participation in collective decision-making, planning and activity implementation. Cross-sectional surveys were completed by 79 of 113 eligible youth participants actively involved in the citizenship initiative implemented during the 2003-04 school year. Practitioner support was significantly related to participatory group competence, beyond perceived self-efficacy and age. Study findings suggest that there may be some merit to the implementation of youth citizenship initiatives that create autonomy supportive contexts and allow youth the opportunity to develop their participatory competence. Experiences such as this may allow young people to flourish as individuals and citizens and thus realize their full potential.
NikeGO: a Corporate-Sponsored Program to Increase Physical Activity and Foster Youth Development
Authors: Martin Sarah Levin , Martin Maurice , White Molly
Published: November 2016

NikeGO was initiated in 2002 by the Nike US Community Affairs Division to address a growing need: to provide youth a safe environment in which to be physically active. Nike collaborated with several organizations across the country and offered an array of programs to foster developmentally appropriate physical activity among youth through their influencers (e.g., teachers, coaches). These programs reached youth in underserved areas ranging from urban inner cities to rural Native lands through various channels and settings including schools, Boys and Girls Clubs, YMCA’s, youth sports organizations, and others. Objective and subjective measures were used to determine the reach of the program, the dose of physical activity, the “fun” level of the activities, changes in youths’ self-esteem and self-concept, and the likelihood of continued participation. Many older youth gained leadership skills in the process. Overall, the programs have been successful in reaching “hard to reach” youth and engaging them in the positive, developmentally sensitive, health behaviors.
College 101: Strategies for First Year Success – A Program for High School Seniors
Authors: Raison Brian
Published: November 2016

Making the transition from high school to college can be one of the biggest challenges in life. The first year dropout rate stands at 26% nationally. Adolescent decision-making literature suggests that youths can achieve greater success and reduce negative consequences during their first year of college if they 1) increase knowledge of new social scene and academic protocols, and 2) work through a conjectural decision-making process prior to actual encounters. This program presents key points high school seniors “must know” in advance of their arrival on campus. It is research-based with first-hand advice from real college students including on-the-street video interviews. Topics cover: Choosing Classes, Test Strategies, Social Scene Changes, Budgeting, Roommates, Safety, Talking with Professors, Time Management, and more. The program is designed for any student planning to attend any 2 or 4-year college. Youth professionals can teach this loosely-scripted 1 or 2-hour PowerPoint-based seminar “out of the box.” The $159 curriculum package is free to the first 250 responders.
Public Opinions of Youth Development Programs
Authors: Scheer Scott D.
Published: November 2016

A state-wide survey was conducted in a Midwestern state with randomly selected adults (n=1229) to determine their perceptions of youth program importance, effectiveness, and activity structure (competitive and/or cooperative). Public opinion was overwhelmingly supportive in describing youth programs as “very important” (64.5%) for promoting youth development. However, indications of program effectiveness for preventing adolescent problem behaviors (55.5% “somewhat effective”) were not as strong. In addition, cooperative-structured activities (74.8%) were preferred over competitive-oriented activities (16.7%) as having more positive results for youth development. Implications for practitioners, policy makers, and social scientists are discussed.
Evaluation of Youth Leadership Training Programs
Authors: Anderson Stephen A.
Published: November 2016

Results of a two-year evaluation of youth leadership programs offered within community youth development programs in Connecticut are presented. Youth involved in leadership activities were contrasted with a comparison group of youth who were not involved in leadership programming. Participants in the leadership programs reported an improved sense of support from their local communities. Leadership training also appeared to offer an added benefit to males who reported significant improvements in their social self-efficacy in contrast to females engaged in leadership programs or youth comprising the comparison group. Youth who participated in the leadership programs appeared to be a uniquely talented group of individuals, initially scoring higher than the comparison group on a variety of youth outcome measures. However, a subgroup of youth who began the leadership program at a lower level of overall functioning were more likely than youth who began the program at a higher level of functioning to report positive changes.
Effectiveness and Successful Program Elements of SOAR’s Afterschool Programs
Authors: Johnson Janet L.
Published: November 2016

Project SOAR provided after-school programs that afforded expanded learning opportunities to help students succeed in local public schools and to contribute to the general welfare of the community. Program components focused on building students’ academic skills and positive attitudes, aided by teachers, mentors, parent education, and local agencies. Instructional programs were conducted to help reduce drug use and violence. Activities included academic assistance, technology training, mentoring, service learning projects, and education in life skills and the arts. Parent involvement was encouraged. Behavioral and academic outcomes—especially at the high school level—were analyzed to determine program effectiveness regarding academic achievement, dropout rates, and rates and frequency of suspensions. Successful program elements and strategies are noted.
Youth and Families with Promise: A Multi-Component Youth Development Program
Authors: Higginbotham Brian J.
Published: November 2016

Integrating mentoring into existing youth programs has been suggested as a promising approach to youth development. This article discusses a theoretical rationale underlying the integration of one-on-one mentoring into established youth development programs. From an ecological perspective, the addition of mentoring into traditional programs should theoretically enhance the youth development experience. Mentoring, in addition to programs like 4-H, enriches the context in which developing youth are supported and encouraged by non-parental adults to develop competencies, to take on leadership responsibilities, and to integrate into positive peer groups (i.e., 4-H clubs). A multi-component program that involves at-risk youth in both mentoring and 4-H activities is highlighted. Results from at-risk youth and their parents indicate that Utah’s 4-H/ Mentoring: Youth and Families with Promise program strengthens the protective factors of academic achievement, social competence, and family bonds.
The Respite and Recreation: An Innovative Recreation Service to Adopted Children with Special Needs
Authors: Yang Heewon
Published: November 2016

Often, youth in the foster care system have traumatic experiences associated with abuse and separation from their biological family. These experiences may lead to emotional, psychological, and behavioral problems that challenge the new adoptive family dynamic. This article introduces the Respite and Recreation (R & R) program in a Midwestern area. R & R combines faculty, staff, and graduate students from a local University, local community resources, and staff from a local adoption agency to provide recreation, respite, and professional support services for children with special needs and their adoptive parents. The R & R program provides the adopted children with structured recreation programs for their growth, the parents with a break from stress, and volunteer students with opportunities to incorporate their academic learning into real life situations. Service learning programs such as the R & R also provide university faculty with excellent opportunities to conduct action research.
Review of the CDC’s “Choose Respect” Dating Violence Prevention Materials
Authors: Hertzog Jodie
Published: November 2016

An overview of resources developed for the Center for Disease Control’s national “Choose Respect” initiative targeting youth ages 11-14 is provided. The initiative’s goal is to prevent teen dating violence by promoting healthy relationship development. Resources include a community action kit, downloadable video, television and radio advertisements as well as educational posters.
Out-of-School Time Activity Participation, School Engagement and Positive Youth Development: Findings from the 4-H Study of Positive Youth Development
Authors: Li Yibing , Bebiroglu Neda , Phelps Erin , Lerner Richard M. , Lerner Jacqueline V.
Published: November 2016

The relations in early adolescence among out-of-school-time activities and indicators of youth development were assessed through the use of 8th grade data from the longitudinal, 4-H Study of Positive Youth Development. Hierarchical multiple linear regressions indicated that “hanging out” with friends without set plans and excessive media use were associated with lower behavioral engagement with school, lower academic achievement, and higher rates of risk behaviors. Youth who ate dinner with their family reported higher levels of emotional engagement, lower depression and risk behaviors, and better grades. Engagement in civic activities was associated with higher levels of emotional engagement. Behavioral and emotional engagement were both associated with better grades and lower depression. Emotional school engagement was also associated with lower rates of risk behaviors. Implications of the findings for evaluating the role of out-of-school-time activities and behavioral and/or emotional school engagement in academic achievement and youth development are discussed.
A Descriptive View of the 4-H Club Experience Through the Lens of 4-H Youth
Authors: Guion Lisa A. , Rivera Blanca E.
Published: November 2016

4-H like other youth development programs should be generally marked by the presence of three features of optimal youth programming: 1. youth participation and leadership, 2. positive adult-youth relationships, and 3. skill building activities (Lerner, 2004). This paper reviews a study which examined the extent to which 4-H youth felt they had “opportunities” to engage in different learning experiences, and provide leadership to those experiences within their clubs. The study also examined the youth’s perceptions about whether their experience in the 4-H Club helped them spend more time with their parents, have a positive relationship with another adult and do things independently. An examination of whether there is a difference in life skill development in 4-H based on certain key demographic variables is also discussed. The results of this study are shared as well as implications for practice and recommendations for further research.
Examining the Potential Unintended Effects of a Healthful Living Curriculum Upon Children’s Weight-Related Beliefs, Body Satisfaction, and Body Build Stereotypes
Authors: Ogle Jennifer Paff , Carroll Jan , Butki Brian , Damhorst Mary Lynn , Baker Susan
Published: November 2016

This exploratory work was guided by the question of whether health education messages about food and exercise might inadvertently influence children’s beliefs about weight controllability, body satisfaction, weight self-assessments, desire to alter weight, and body build stereotypes. Participants were 80 children (38 boys, 42 girls) aged 7 to 13 years enrolled in a week-long “FunLIFE” summer camp offered at a large university. FunLIFE was created in response to the childhood obesity crisis and focuses upon Learning to Improve Fitness and Eating (thus, the acronym “LIFE”). Pre- and posttest questionnaires were administered at four camp sessions. Findings indicated that participation in FunLIFE camp did not influence children’s weight controllability beliefs, level of body satisfaction, their self-assessments of their weight, or their desire to alter or maintain their weight. Exposure to the FunLIFE curriculum did, however, positively impact children’s stereotypes about both overweight and thin children. Findings and implications are discussed.
A Qualitative Examination of Youth Voice in the Decision-Making Process within the 4-H Youth Development Program: Promoting Promising Practices in Overcoming Barriers
Authors: Fox Janet , Tarifa Todd , Machtmes Krisanna
Published: November 2016

This paper discusses a national study designed to identify and describe obstacles to youth voice in the decision-making process in the 4-H youth development program from the perception of three distinct populations - State 4-H Program Leaders, 4-H State Youth Development Specialists, and 4-H Youth Agents/Educators. When examining these professionals’ views on the barriers affecting youth voice in the decision-making process, time and scheduling seem to consistently present the largest barrier to youth voice. Involvement in the decision-making process provides a wide range of hurdles including the opportunity structures, involvement procedures, representation and dynamics within the process. Adult power and control provides a significant hurdle to authentic engagement of youth voice in the decision-making progress. Respect barriers were described by concepts such as preconceived notions, trust and valuing input. Additional barriers were identified including organizational culture, lack of transportation, lack of knowledge/experience, lack of preparation, lack of training, fear, misguided leadership, unclear expectations, participation, staffing and lack of resources.
Attrition in Adolescent After-School Programs: Addressing the Concern via Interviews with Program Dropouts
Authors: Okeke Lynda
Published: November 2016

The purpose of this paper is to address the challenges of attrition in adolescent, voluntary after-school programs (ASPs). Studies show that the after-school hours are a time of elevated juvenile delinquency. Since 1998 there has been a surge in the number of ASPs throughout the United States. Despite this surge, attrition is a major concern and threat to ASPs. Moreover, youth who drop out are rarely asked about their reasons for not attending. Seventy middle school-aged individuals who were selected to participate in the Baltimore County Middle School After-School Collaboration Project (BCAP) but eventually dropped out are interviewed for this study. Six primary reasons for non-attendance including: a lack of program fidelity, participation in non-family-related after-school activities, participation in family-related after-school activities, program length, boredom, and a lack of quality academic help are identified. The findings indicate a need for programming that is faithful, flexible, and narrow in terms of activities offered.
West Virginia’s Response to the Rotten Truth about Oral Health
Authors: Clark Brent , Bowen Elaine , Higgins Chad , Hutson Zona , Sharps Gina , Waugh Tracy
Published: November 2016

West Virginia University Extension Service has taken steps to increase the awareness and practices of good oral health. Significant barriers exist for optimal dental health and preventive care for youth in West Virginia. The 4-H Health Initiative strengthens community 4-H clubs through joint commitment to improve the Health “H,” club reliance on youth leadership, responsiveness to youth voices, and involvement of community health resources. These efforts bring oral health education and services to school-age youth. Evaluation data suggest that the model may impact oral health behaviors.
Informed Decision-Making in Exploratory Factor Analysis
Authors: Cater Melissa , Machtmes Krisanna
Published: November 2016

As the field of youth development grows, evaluation of program outcomes has become more embedded in the program process. It is incumbent on youth development professionals to understand more clearly the process of instrument development. One phase of the process involves taking a closer look at the data to determine if an instrument measures one overall construct or if items cluster together to reveal underlying constructs. Exploratory factor analysis is a technique used to determine the underlying constructs, or subgroups, of an instrument. While professionals may use a variety of decision-making steps, researchers have identified some commonly agreed upon considerations when conducting an exploratory factor analysis. This article seeks to make the decision-making steps of this process more transparent while also offering guidance to youth development professionals who may be seeking to use this procedure for the first time.
Do Higher Levels of 4-H Leadership Affect Emotional Intelligence?
Authors: Leech Kalico Karr , Boleman Chris T. , Akers Cindy , Boyd Barry L.
Published: November 2016

The ex post facto, exploratory study sought to determine whether higher levels of 4-H leadership had an effect on level of emotional intelligence. Using the Bar-On Emotional Quotient Inventory (EQ-i), the Texas 4-H Council (n = 32) answered questions related to five domains of emotional intelligence. The results for the five domains are as follows: “General Mood” = 104, “Intrapersonal” = 101, “Interpersonal” = 100, “Stress Management” = 100, “Adaptability” = 94 (Scale: effective emotional functioning = 100). The overall EQ-I score was in the average range indicating that individuals in the group are functioning and healthy. Extension professionals should be aware of the lower scores related to “Adaptability” and “Stress Management.” Some things Extension professionals should consider teaching youth include: ensuring youth goals are attainable, keeping youth focused on the issue at hand, establishing concrete protocols with youth, and teaching youth compassion for one another.
“Team Building: Proven Strategies for Improving Team Performance, 4th Edition”
Authors: Homan Greg , Hedrick Jason
Published: November 2016

Team Building is an important issue for Youth Development professionals. We utilize team-focused work to achieve our objectives in educating youth. The team building skills we integrate into programming serve to prepare youth for the dynamic, highly interpersonal work environment of today. “Team Building: Proven Strategies for Improving Team Performance, 4th Edition,” by W. Dyer, W.G. Dyer, and J. Dyer (2007), provides a practical theoretical framework for those interested in team building application, training, and practice in everyday work.
Change It Up! What Girls Say About Redefining Leadership
Authors: Dawson Patricia A.
Published: November 2016

A national study conducted by Girl Scouts of the USA and Fluent, a New York-based research firm explores the leadership aspirations of girls and boys. Over 4,000 youth were included in the study which examines perceptions, behaviors, experiences and attitudes regarding leadership. The executive summary includes numerous tables and charts highlighting the research findings and comparative responses of boys and girls. Readers will find the results from this study to be of great value when designing youth leadership programs.
Investing in Professional Development: Building and Sustaining a Viable 4-H Youth Workforce for the Future
Authors: Astroth Kirk A. , Lindstrom James
Published: November 2016

Positive youth development outcomes are influenced by a competent, highly trained work force that enjoys their work with young people. The youth work field has struggled with how to keep and motivate front line youth workers given the heavy workloads, low pay, lack of recognition and irregular time demands to compete with family responsibilities. Professional development is a key strategy for retaining and motivating youth workers. A model of professional development called the Western 4-H Institute has been developed and held now for two sessions. Results from participants indicate that this strategy can have a positive influence on job satisfaction, competencies, and retention. In fact, only 10 percent of participants had left during the intervening 5 years, and job satisfaction had increased significantly over time. Organizational loyalty among participants is not high, but with early career professionals, they may still be trying to find their niche. A regional training model has shown itself to be effective in supporting 4-H youth professionals and is building a sustainable workforce for the future.
An Examination of Youth Voice via Quasi-Experimental Methodology
Authors: Cater Melissa , Machtmes Krisanna , Fox Janet E.
Published: November 2016

The purpose of the study discussed was to determine if youth voice affects the ownership and engagement of youth in a county 4-H program. A youth-led approach was used with the treatment group to facilitate youth and adults sharing decision-making power. The comparison group utilized an adult-centered approach where decisions about the club programming were made strictly by the adults. A pre- and post-measurement design was used. Analysis of covariance was employed to determine if differences existed between youth participating in the treatment group and comparison groups and if differences existed between youth based on race. Findings indicated statistically significant differences between the treatment and comparison groups on all three constructs and statistically significant differences between Caucasian and non-Caucasian youth on the constructs of ownership and relationship with adults. It was concluded that, in programs incorporating voice, youth experience more ownership and engagement and have a more positive relationship with adults.
Employers Can Do Youth Development Too
Authors: Vogel Eric
Published: November 2016

Professionals and volunteers who care about the welfare of young people know the importance of caring adults. The field has worked with all types of adults, including parents, teachers, and youth workers to enhance their understanding of youth development philosophy, approaches and practices. However, we’ve virtually ignored an entire sector of adults who play a major role in the lives of young people—employers. Given the large number of youth in the workforce, and understanding the critical role of caring adults, the question becomes, “how do we focus attention on preparing employers and other workplace adults to be more thoughtful and intentional about their interactions with young people?” The objective of this paper is to lay out the relevant issues and to begin the dialogue about building the capacity of employers to better support the development of our young people.
Working With Female Juvenile Delinquents: What Youth Practitioners Need to Know
Authors: Patton Joy D.
Published: November 2016

This article is organized in a way to help youth practitioners recognize the most pertinent issues faced by female juveniles and to provide help in guiding professional interactions, communication and decision-making. The guidelines discussed are suggestions for practice based on an empirical review of the literature. Recent research has identified ten characteristics of female juvenile offenders to consider when working with this population. These areas include: (a) impaired cognitive functioning, (b) low academic achievement, (c) weak language skills, (d) peer relationships, (e) onset of menarche, (f) early sexual experiences, (g) mental illness, (h) victimization (i) low self-esteem and (j) race.
Engaging Adolescents as Community Organizers
Authors: Tetloff Meredith , Griffith Matt
Published: November 2016

VOX Teen Communications, a non-profit youth development organization in Atlanta, GA, positions adolescents as leaders in their community. Empowerment theory and a participatory approach are tools often utilized to achieve youth leadership. Teens participated in a community organizing project to create a “for-teens”, “by-teens” resource guide Web site (www.teenresourceatl.org). This guide evaluates agencies, Web sites and hotlines on their “teen-friendliness” when providing services to youth in need. The empowerment-based program allowed the teens to take ownership of the project, resulting in a high level of commitment. Anticipated successes of the program include better access to help for teens in need; positioning teens as both users of the guide and leaders of the project; increased confidence and skill-level of the teen participants; and better informed service providers in the community.
Latino Youth Participation in Community Programs
Authors: Skogrand Linda , Riggs Kathleen , Huffaker Stacey
Published: November 2016

Twelve Latino parents were interviewed regarding what attracted their children to community activities and ways to increase participation of Latino youth in activities. According to the parents interviewed, children participated in activities which they enjoyed, activities that made them productive and kept them out of trouble, helped them gain skills that would benefit their future, and activities that involved the entire family. Implications for programming for Latino youth are provided.
Engaging Street Youth in an Evaluation of a Community-Based Arts Program
Authors: Wright Robin , John Lindsay , Sheel Julia , Spinner David
Published: November 2016

Data from the Edmonton Arts & Youth Feasibility Study (EAYFS) was used to ascertain the feasibility of engaging street youth in a structured community-based arts program and an outcome-based evaluation. The study engaged 23 street youth in a ten-week multi-media arts program focused on developing prosocial communication, team-building, and problem-solving skills. Results have shown that street youth are highly interested in artistic endeavors; will participate to the best of their circumstances; and will provide reliable data. The youth and staff reported improved art skills, problem-solving capacity, and prosocial communication as well as a decrease in drug use, depression, loneliness, and a greater sense of enjoyment about life. Strengths of the program included the arts media, the non-judgmental environment, and the support from staff. The study suggests that community-based arts programs for street youth could be subjected to a rigorous outcome-based evaluation.
Applying the Framework: Positive Youth Development and Restorative Practices
Authors: Riestenberg Nancy
Published: November 2016

This article compares the framework of positive youth development and school connectedness with the practices of restorative measures applied to harm and rule violations in schools. Formal school discipline practices of in- and out-of-school suspension have the unintended outcomes of increases in maladaptive behaviors, with drawl or avoidance of school staff, stigma among peers and poor academic achievement, among others. Restorative practices provide accountability for harm, as well as the opportunity to guide youth in their development, regardless of their experience as an offender, victim or bystander. Stories illustrate the strengths of this approach. Recommendations for school and youth programs regarding restorative measures will include suggestions for future research and evaluation.
Examining 4-H Robotics in the Learning of Science, Engineering and Technology Topics and the Related Student Attitudes
Authors: Barker Bradley S. , Nugent Gwen , Grandgenett Neal , Hampton Amy
Published: November 2016

Youths’ natural fascination and identification with robots make them an ideal teaching and learning platform. Robots would seem to be excellent hands-on tools to teach science, engineering and technology (SET) concepts. However, while research supports their use to increase interest and motivation, the effectiveness of robots to directly teach science, engineering, and technology concepts is less clear. The purpose of this study was to measure the effectiveness of a 4-H robotics program to support the learning of specific SET concepts and to examine related student attitudes towards science. This study compared the pretest and posttest scores on an assessment of basic SET concepts and attitudes of youth who participated in the 4-H robotics intervention with the scores of youth in a control group. Analysis of covariance (ANCOVA) results revealed that youth in the robotics intervention scored better on a SET concepts posttest. Student attitudes toward science were also investigated. The results suggested that educational robotics can engage youth in activities that support their learning of SET topics, but that it may have more limited impact on general student attitudes towards science, as measured by the study's attitudinal instrument.
Youth in Community Decision-Making: A Study of Youth-Adult Partnerships
Authors: Murdock Shelley , Paterson Carole , Gatmaitan Mary Claire L.
Published: November 2016

Involving youth in community and organizational decision-making is widely believed to lead to stronger communities. A promising strategy to foster decision-making is youth-adult partnerships in which youth and adults work collaboratively, sharing their strengths, collective knowledge, and decision-making power. A qualitative study of eight youth organizations showed that those organizations employing youth-adult partnership strategies were most effective in increasing youth's contributions to their communities. This article explores the elements of youth-adult partnership that were evident among successful organizations including: mutual respect, meaningful roles for youth, unique contributions of adults and youth, and shared decision-making and implications for youth development programs.
Youth Competitors Gain Benefits from Horse Show Judges’ Training Program
Authors: Evans Patricia A. , McKendrick Scott , Wesley John , Smith Justen
Published: November 2016

This article details how youth benefit from a horse show judges’ training program. While judging is subjective, with training, judges can be more consistent in their placings, with the better horses and/or riders being placed at the top of the class. With qualified judges, youth can be more confident that they will be evaluated in a fair and consistent manner during each show all season long.
How ScienceQuest Ensures Success for All
Authors: Zorfass Judith , Dorsen Jennifer , Feeley Caitlin
Published: November 2016

Informal educational programs that reach out to minority youth in low-income urban areas need to anticipate diversity. Not only will participants exhibit a range of abilities and needs, but some, just like in any population, are likely to have learning disabilities. ScienceQuest, an informal science education program funded by the National Science Foundation, was designed to ensure that youth aged 10 to 14 with diverse abilities and needs, including learning disabilities, can successfully participate and succeed in inquiry-based learning. The program uses the I-Search curriculum as the basis of its inquiry process. Embedded in this curriculum are the following inclusive practices: youth are motivated to explore their topic; they use varied media that supports their learning styles; they are guided to process information through multiple means; and they have access to technology tools. These ongoing inclusive practices ensure that everyone successfully explores the world around them.
Capturing Youth Voice to Assess Learning in Urban Youth Development Programs
Authors: Skuza Jennifer A. , Russo Jessica P.
Published: November 2016

This article describes a two-part evaluation method that was designed to assess the nature of the learning experiences and the learning environments in urban youth programs by capturing the often absent voice of youth. It also presents evaluation results after delivering educational youth programs in an urban setting for one year. While youth across five program sites indicated their programs had strong program planning and delivery that provided intentional learning environments, the most common challenge across programs was a need for improved participation of both youth and adults. The evaluation findings convey the perspectives of young people on their experience as learners in youth programs. Practitioners may use such data in future planning as they employ strategies to improve the overall quality of their programs.
Common Courtesies: Teaching Young People American Etiquette Through 4-H
Authors: McCord Kelley A. , Scholl Jan
Published: November 2016

The new youth resource guide, “Common Courtesies and First Impressions: A 4-H Life Skills Activity Guide to Modern American Etiquette,” is designed to help teenagers understand the significance and positive impact of using proper etiquette in today’s society. Though designed with 4-H members in mind, the guide employs the social theory of learning by emphasizing learning in a social setting with a group of one’s peers. It could be employed easily in any youth group setting, including Campfire, Boy & Girl Scouts, or Parks & Rec. It will help to build positive social skills by providing answers to such questions as how to behave and react in social situations.
Organizational Supports and Youth Life Skill Development: Adult Volunteers as Mentors, Managers and “Mediators”
Authors: Fogarty Kate , Terry Bryan , Pracht Dale , Jordan Joy
Published: November 2016

A statewide community club evaluation (youth self-report), empirically testing a logic model of factors influencing youth life skill development is described. Results supported that the way adult volunteers manage and mentor youth and explained how 4-H program features (e.g., youth sense of belonging, safety, and support) influence life skill development. Youth engagement in activities was also linked with life skills and organizational supports were linked with youth engagement in the model. Future directions based on the findings to be discussed include: (1) examining volunteer competencies to build upon in training; (2) use of SEM to understand the larger picture of youth programs; and (3) what the results tell us about: (a) creating quality club environments for youth; (b) providing youth with caring adult support systems; and (c) developing life and career skills through subject-matter topics.
Engaging Youth Through Volunteer Service Travel: In Service of the Common Good
Authors: Bailey Andrew , Russell Keith C.
Published: November 2016

Volunteer Tourism is becoming a popular topic in the travel literature. These experiences combine the adventure of travel with opportunities to serve the communities visited. This burgeoning field of tourism may provide an attractive outlet for generating positive developmental assets and for encouraging future civic engagement. This paper highlights a study which explored the relationship of wisdom and social capital and also discussed the influence of a voluntourism experience on wisdom and social capital domains. The sample consisted of 68 high school youth from the various high schools in Illinois. Results indicate that wisdom and social capital are positively and significantly related. In addition, wisdom and social capital indicators increased significantly over the course of the experience.
Factors Affecting Youth Voice in Decision-Making Processes within Youth Development Programs
Authors: Tarifa Todd , Machtmes Krisanna , Fox Janet E. , Johnson Earl
Published: November 2016

Results of a study aimed at determining the factors affecting the level of inclusiveness of youth voice in the decision-making process of the 4-H youth development program are discussed in this paper. State and field level 4-H professionals identified potential factors which affect youth voice in the decision-making process. The information gathered was utilized to identify the degree to which youth voice was incorporated in the decision-making process, to better understand how to suit youth’s needs, identify promising practices, and diagnose barriers towards fostering youth voice within the 4-H youth development program. This feature article presents the findings of the study, and discusses potential ramifications and remedies.
S.E.A.L.S.+PLUS Self-Esteem and Life Skills
Authors: Dawson Patricia A.
Published: November 2016

S.E.A.L.S.+PLUS is an activity book and CD-ROM featuring over 75 reproducible self-esteem and mental wellness lessons for youth ages 12-18. Topics include segments on Goal Setting, Stress Management, Health Awareness, Anger Management, Communication Skills and more. Youth professionals will appreciate this well designed, interactive resource as they engage youth in positive skill development.
Opportunities Matter: Exploring Youth’s Perspectives on Their Long-Term Participation in an Urban 4-H Youth Development Program
Authors: Ferrari Theresa M. , Lekies Kristi S. , Arnett Nate
Published: November 2016

This article highlights a study which explored youths’ perspectives on their long-term involvement at Adventure Central, a comprehensive 4-H youth development program based at an urban park facility. We conducted four focus groups with 16 youth between the ages of 12 and 16 who had participated in the program between three and seven years. The youth experienced a wide range of opportunities including nature-related activities, jobs at park facilities, and travel. They spoke positively of their experiences and described how they benefited from their participation. Novelty, challenge, and leadership were key features of these opportunities. The youth noted the connection between learning and fun. In the process, they learned new skills, such as teamwork and public speaking, and developed personal qualities, such as responsibility, that helped them as they were growing up, transferred to other settings, and would benefit them in the future. Findings from this study suggest some clear implications for youth development professionals.
Afterschool Programs in America: Origins, Growth, Popularity, and Politics
Authors: Mahoney Joseph L. , Parente Maria E. , Zigler Edward F.
Published: November 2016

The historical and recent growth of afterschool program (ASPs) in the U.S. is discussed in this article. Particular attention is given to the recent history of social and political influences that have led to growth and current popularity of ASPs. The article begins by reviewing changes in schooling and the labor force that created a supervision gap between the school day of children and work day of parents. This gap contributed to the need for afterschool child care. Next, influences leading to a growing recognition of the significance of school-age childcare for working families and their children, including research on the potential risks of self care and benefits of well-designed ASPs, are described. These discussions are contextualized alongside decades of social and political action and debate over the development of and funding for ASPs in America. Several key factors likely to affect after-school programming in the near future are discussed.
The Virginia Abstinence Education Initiative Evaluation Structure: A Lesson in How to Successfully Overcome the Challenges of Multi-Site Program Evaluation
Authors: Lewis Allen , Brubaker Sarah Jane , Karph Ariane S. , Ambrose Brian
Published: November 2016

This discussion provides an overview of the evaluation process of the Virginia Abstinence Education Initiative (VAEI). It details the basic principles that premise the evaluation structure. The evaluation structure utilized by the VAEI is an intentional one, designed to provide the most rigorous approach possible in order to have maximum confidence in the quality of the data produced by this statewide, multi-year effort. The authors argue that this type of informed approach grounded in a high degree of evaluation rigor can help to overcome the challenges typically associated with multi-site program evaluation.
Neighborhood Youth Centers and Families as Supportive Environments for Youth in High Risk Urban Settings
Authors: Sabatelli Ronald M. , Anderson Stephen A. , Britner Preston A. , Liefeld Julie A.
Published: November 2016

Highlights of a study which examined the relationship between contextual assets within the lives of urban, poor, minority youth, and youth adjustment are discussed in this article. The assets studied were family support and supportive involvement in neighborhood youth centers. The results indicated that higher levels of family support and youth center involvement were associated with better youth outcomes. An absence of significant interaction effects indicated that strong involvement and support in one setting did not compensate for a low level of support or involvement in the other setting. Family support was found to be the most significant predictor of youth adjustment.
Methodological Note: On Using Personal Digital Assistants (PDAs) for Survey Administration in the Study of Youth Development
Authors: Abo-Zena Mona M. , Warren Amy Eva Alberts , Issac Sonia S. , Du Dan , Phelps Erin , Lerner Richard M. , Roeser Robert W.
Published: November 2016

Applied developmental scientists face the challenge of identifying research methods that enable the efficient collection of data from youth of diverse social backgrounds (e.g., ethnic. racial, religious, economic) and varying levels cognitive-linguistic and attentional skills. In addition, because access to youth during school time is often limited by educators’ desire to preserve instructional time, finding methodologies to collect data from youth that are highly efficient, and also those that are feasible in less structured settings, are needed. This article outlines some of the benefits and limitations of using a voice-enhanced survey delivered on a personal digital assistants (PDA) as a method of gathering data from diverse youth in both, in and out-of-school contexts.
Aggressors, Victims and Bystanders: Preventing Bullying in the Middle School Environment
Authors: Barnett Rosemary V. , Brennan M. A.
Published: November 2016

The research presented in this article examines the effects of implementing a prevention program for bullying and aggressive behaviors to sixth graders in 14 Florida middle schools. The evaluation was conducted as a control/experimental design. The primary goals of this manuscript are to determine: (a) the change from baseline student habits of thought related to violence prevention, (b) student habits of thought related to attitudes and physical behaviors related to violence, and (c) teacher perceptions of student attitudes and behaviors related to violence. Equally important, this study adds to our understanding of bullying prevention programs by examining the impact of an Aggressors,’ Victims’ and Bystanders’ program in terms of three dimensions: (1) teacher perceptions of student thoughts and behaviors related to their ability to solve conflict, (2) middle school student habits of thought about violence prevention, and (3) middle school student attitudes about behaviors associated with the prevention of violence, including aggressor behaviors and actions and bystander behaviors and actions.
Investigating the Effects of Brain Respiration on Children’s Behavior
Authors: Leigh Geoffrey K. , Robinson Cynthia , Hollingsworth Steven Bernard
Published: November 2016

Building on the increasing number of programs designed to enhance brain development, a program developed in Korea, Brain Respiration, was adapted to a school in Nevada. Classes were offered twice weekly to a class of fourth and fifth grade students with control group classes assessed in the same school. Self-report surveys, teacher observations, and standardized reading and math scores were used to determine effects of the program on the students. Some differences were found in the pretest for the survey and the observation, with control groups scoring higher. There were differences in some post-test scores, with treatment group children scoring higher when differences did occur. There also were differences in the reading and math scores, with control groups scoring higher than the overall treatment group, but not higher when compared to those actively participating in the program. Such differences are discussed as well as other issues possibly influencing the effects.
Expanding 4-H Horizons Livestock Leader Guides
Authors: Hart Doug , Lamm Alexa , Cecil Connie , Wilson Jim , Kaysen Brett
Published: November 2016

What does a 4-H volunteer do when a child asks to start a project they don’t know anything about? The Expanding 4-H Horizons Swine Leader Guide offers information and activities that can be used by anyone in a club or clinic setting. A team of western regional extension professionals have created and piloted a user friendly tool that can be utilized by 4-H leaders and state/county extension staff. The swine specific manual is the first of four being created that will eventually offer information and activities for the beef, sheep and goat projects. This series of leaders guides are being created to serve as a useful tool that can be utilized across a variety of counties and states by supplementing already existing member manuals. With this curriculum, adults will be able to conduct highly effective activities that emphasize project skills, life skill learning, the experiential learning model and 4-H SET.
Assessing Service-Learning in a College-Level Adolescent Development Course
Authors: Lee Cheryl L.
Published: November 2016

Service-learning is an instructional method in which students learn course content by actively participating in thoughtfully organized service experiences related to the content. Effectively linking service-learning to course content not only offers students a powerful opportunity to maximize academic learning, but also promotes their personal growth and instills a commitment to lifelong, civic engagement. Service-learning was integrated into an upper level Family and Consumer Sciences Adolescent Development course. In addition to completing the traditional course work, students also completed a service-learning experience at a community agency that served adolescents. In order to evaluate the effectiveness of the service-learning component, students were surveyed at the end of the semester about their service-learning experiences. All agreed they had learned more about course concepts as a result of their SL experience, and the majority felt their service-learning activity provided a needed service to the agency and community.
Mapping Out Your Success: Using Mind Maps to Evaluate Youth Development Programs
Authors: Wells Mary Sara , Arthur-Banning Skye G.
Published: November 2016

A primary component of any youth program is documenting and promoting the results through evaluation. Frequently, however, administrators in youth development programs struggle to find meaningful ways of evaluating the impacts they have on the lives of youth. It is often difficult to capture the unique benefits these programs offer to participants, especially when traditional methods such as focus groups and interviews may be too time consuming and questionnaires may yield poor response rates. This article presents a creative form of evaluation targeted at demonstrating the success of programs in outcomes that are historically more difficult to measure. A “mind map” is designed to be a pictorial representation of the impact of programs in areas such as connections to community organization and adult role models. Employing this technique can enable administrators in youth development programs to demonstrate to stakeholders the benefits they provide in a non-traditional, but highly effective, way.