bluuebunny/crossref_metadata_2025 huggingface dataset:
Opportunities to Develop Programs and Engage Amish Youth in Safety Education
Authors: Jepsen S. Dee , Donnermeyer Joseph
Published: November 2016

Understanding and designing appropriate educational youth safety programs for the Amish requires an appreciation of their history, their distinctiveness in an American society built on economic, social and cultural change, and how the Amish themselves have changed over the years. The qualitative research study highlighted in this paper sought to determine culturally and age-appropriate curricula useful to community educators interested in youth safety programs for Amish and other conservative Anabaptist groups. Researchers identified rural safety topics of interest to Amish families to include lawn mowers, string trimmers, chemicals, water, livestock, confined spaces, tractors and skid loaders. Parents regularly involved children in daily farm chores, where they made assignments based on the child’s physical development, maturity, interest in the task, and birth-order. Findings suggest opportunities for cooperative extension professionals to develop and engage Amish children in safety education programs.
Generating Youth Interest in Science Careers Through 4-H Health Science Explorations
Authors: Hutson Thomas , Pahlman Sharon
Published: November 2016

Health Science Explorations is a Maryland 4-H Program for youth ages ten and older. Hospital-based multi-day summer sessions and clubs that meet regularly, enable youth to interact with health care professionals in authentic medical settings. The program introduces youth to local health career opportunities, fosters science literacy and interest in science careers, and teaches healthy lifestyle practices. The authors share strategies to guide other educators through the process of developing their own science career exploration programs.
The Youth Relatedness Scale: Development of a New Evaluation Tool for Youth Programs
Authors: D'Eloia Melissa H. , Sibthorp Jim
Published: November 2016

This paper examines a study to develop a reliable measure of relatedness that utilizes language appropriate for youth, is simple for staff to administer in a field-based setting, and is consistent with the Youth Outcomes Battery. Pilot instruments were distributed to three residential summer camps serving female and male campers between the ages 10-17. The results of this study indicate that the Youth Relatedness Scale is an easy-to-use measure that exhibits good evidence of internal consistency and shows good criterion evidence of validity for this population of youth. This study was a positive step towards providing a theoretically grounded, simple, and versatile measure that captures youth perceptions of relatedness and that youth program administrators can employ to evaluate their programs.
A Multi-Tiered Approach to Evaluating a Nonformal Youth Development Program
Authors: Walahoski Jill , Le Menestrel Suzanne
Published: November 2016

It is essential for nonformal educational organizations to evaluate their programs and validate impact. However, despite recent pressures for accountability, nonformal settings often do not have shared assessment measures or expectations. Further, many nonformal programs are complex and encompass a broad range of educational settings and methods. Evaluation strategies must respond to a more learner-centered approach to education and be responsive to local needs, but they must also be designed with an appropriate level of methodological rigor. This paper describes the efforts of the National 4-H Science Initiative to develop and administer a multi-tiered evaluation that effectively documents impact through methods that reflect the unique needs and landscape of 4-H science programs.
Together for a Better Education Program (Juntos Para Una Mejor Educación)
Authors: Martz Tracy R. , Green Jeremy W. , Davis Jamie M.
Published: November 2016

A new program entitled Together for a Better Education Program or Juntos Para Una Mejor Educación (2011) targets underserved and minority audiences to help build a stronger alliance with families, schools and community based youth serving agencies to help youth reach their goals for a rewarding future. The primary goal of the program is to allow the dream of college to be a reality for youth as well as their families. This six (6) session workshop series is designed so families and youth participate in activities and lessons congruently to develop and reach shared goals focused on graduating from high school and attending post-secondary education.
Tracking Evaluation Capacity with Youth Professionals
Authors: Silliman Ben , Guin Autumn
Published: November 2016

A pilot program mentoring youth professionals through “learning-by-doing” projects yielded consistent increases in evaluation knowledge and skills over three years. Self-assessed skill improvements were greatest for preparatory processes (planning, focusing, design, selecting methods) and reporting competencies that are more often emphasized in organizational evaluation requirements. Smaller increases in data collection and analysis skills were also perceived by participating youth professionals. Focus groups with each of six evaluation “learning circle” groups revealed benefits of participation in the evaluation “learning circle,” as well as needs for evaluation training and tools, and challenges faced within the organizational culture.
Parental Limit Setting as a Moderator of Adolescent Paid Work and Alcohol Use
Authors: Cheeseman Kelly A. , Ohannessian Christine
Published: November 2016

Highlighted within this paper is an examination of whether parental limit setting moderates the relationship between paid work and alcohol use during adolescence. The sample included 1,001 10th and 11th grade students from public high schools in the Mid-Atlantic region of the United States surveyed in the spring of 2007. Results indicated that parental limit setting significantly moderated the relationships between paid work and frequency of alcohol use for girls and paid work and quantity of alcohol consumption for girls and boys. In general, adolescents who spent less time working and had more parental limits drank the least, whereas adolescents who spent more time working and had less parental limits drank the most. Findings from this study suggest that parental limit setting may protect working adolescents from substance use involvement.
Qualitative Outcomes of Participation in Fishing Components of NOLS Courses
Authors: Soule Katherine , Goldenberg Marni
Published: November 2016

Numerous fishing education programs in the United States strive to impart hard skill development, as well as life values to youth. This study employs utilizing semi-structured interviewing techniques and means-end analysis to evaluate the effects of youth participation in fishing components of NOLS courses. Interviews were conducted over five years to study benefit retention across time. The fishing component led to thirteen consequences, most frequently to youth feeling a sense of fun and excitement, developing hard skills, and having a new experience/opportunity. In turn, these consequences led youth to a number of values, including transference of information learned or benefits to other areas of their lives, an increased self-respect/esteem/confidence, self-fulfillment, a sense of accomplishment, and self-awareness. These results provide educators and program managers with information to direct programming development for youth attainment and retention of specific participation outcomes.
Measuring Life Skills: Standardizing the Assessment of Youth Development Indicators
Authors: Duerden Mat D. , Witt Peter A. , Fernandez Mariela , Bryant Marie Jolliff , Theriault Daniel
Published: November 2016

While the development of life skills (e.g., communication, problem solving, etc.) is a commonly targeted youth program outcome, the lack of standardized conceptualizations and instrumentation make it difficult to compare impacts across programs and develop validated best practices. In order to promote a more unified approach to life skill development, literature reviews were conducted for 10 life skill domains to identify common definitions and, if available, appropriate outcome measures. Data were then collected from an ethnically diverse sample (N = 758) of elementary, middle, and high school aged youth for the 10 identified instruments. Analyses were conducted to ascertain the psychometric qualities of each measure, the interrelationships among measures, and the measures’ relationships with gender, ethnicity, and school level. Results are discussed in terms of their relevance to life skill theory and measurement.
Jump-Starting Youth Community Leadership: An Evaluation of a Leadership Development Program for Lesbian, Gay, Bisexual, Transgender & Ally Youth
Authors: Diaz Elizabeth M. , Kosciw Joseph G.
Published: November 2016

The GLSEN Jump-Start National Student Leadership Team, a leadership development program for lesbian, gay, bisexual, transgender (LGBT), and ally youth designed to promote direct action community organizing and community engagement. This article examines the benefits of the program for youth’s socio-political development. Data came from a multi-year evaluation that examined changes over time (baseline, immediately post-program, and one-year follow-up) in community engagement between a program group (n = 103) and a comparison group of youth (n = 47). Results indicate that the program may support LGBT and ally youth’s socio-political development and have positive implications for their development as community leaders, but these benefits may not be sustained after program completion. Implications for further research and program development for LGBT youth are explored.
Reducing Bullying Through Leadership Skills Development
Authors: Black Lynette
Published: November 2016

The heart wrenching and disturbing statistics regarding bullying in the schools is a reason for concern. Looking at a popular definition of bullying: aggressive intentional behavior involving an imbalance of power or strength (Stop Bullying.gov), one can see a lack of caring and compassion for others. The 4-H Study of Positive Youth Development (Lerner, et al., 2008) indicates the 4-H Youth Development Program is successfully guiding youth onto the best trajectory for positive youth development. As a result of the Lerner PYD study, one rural school in Oregon invited an Extension 4-H Educator to teach leadership skills to children in grades 4-8. The goal of the training was to increase caring and compassion through interactive, teambuilding activities thereby reducing bullying. Evaluation results indicated a significant impact by the program on youth defining their ability to positively work with others.
Using Wordle: A Fun Tool to Show Frequency, Purpose and Direction
Authors: Raison Brian
Published: November 2016

Have you ever seen a Wordle? It’s that funny jumble of words that are all different sizes and directions. Whether working with youth or adults, Wordles can be a powerful visual tool that can help a group discover key themes, help an individual display main thoughts from a paper, and can provide artwork or visuals for reports, marketing materials, etc. You can make one in less than five minutes. Learn how here.
Measuring Science Inquiry Skills in Youth Development Programs: The Science Process Skills Inventory
Authors: Arnold Mary E. , Bourdeau Virginia D. , Nott Brooke D.
Published: November 2016

In recent years there has been an increased emphasis on science learning in 4-H and other youth development programs. In an effort to increase science capacity in youth, it is easy to focus only on developing the concrete skills and knowledge that a trained scientist must possess. However, when science learning is presented in a youth-development setting, the context of the program also matters. This paper reports the development and testing of the Science Process Skills Inventory (SPSI) and its usefulness for measuring science inquiry skill development in youth development science programs. The results of the psychometric testing of the SPSI indicated the instrument is reliable and measures a cohesive construct called science process skills, as reflected in the 11 items that make up this group of skills. The 11 items themselves are based on the cycle of science inquiry, and represent the important steps of the complete inquiry process.
The Effects of Non-Academic Mentoring on School-Related Cognitions: A Pilot Study
Authors: MacArthur Stacey S. , Higginbotham Brian J. , Ho Edward
Published: November 2016

Mentoring has been shown to positively influence various youth outcomes and developmental assets. The 4-H Mentoring: Youth and Families with Promise (4-H YFP) program is a multi-component program designed to enhance individual, familial, and social assets of at-risk youth. This pilot study examines the effects of participation in the 4-H YFP program on school-related cognitions. Data were collected on 20 mentored at-risk youth and 18 waiting list youth. RMANOVA analyses identified significant differences on one scale and expected trends on five additional scales. Ecological systems theory is used to inform the interpretation of results.
Parental Discussion about Personal Finances: Does it Make a Difference in the Amount of Debt Incurred?
Authors: Deringer Nancy C.
Published: November 2016

Higher education costs have increased substantially over the past two decades and, therefore, student loan debt has increased as well. Studies have shown that one earns more money over one’s lifetime if he/she has a four-year college degree. In fact, it is often substantially more depending upon one’s profession. However, for some individuals, the costs of funding higher education may be confusing and often times overwhelming. A study was completed at a university in the pacific northwest (n=778) which asked college students about their financial behaviors, credit card debt, student loan debt, discussions with parents, and in what topics or workshops they would like more information. Based on this data, faculty and graduate students from the school of family and consumer sciences and staff from the student financial aid office are creating workshops and curriculum to assist students in managing their debt and finances.
Promoting Healthy Development among Adolescent Girls: A Mixed-Methods Evaluation of the HERstory Program
Authors: MacFarlane Emily , Chauveron Lisa M. , Thompkins Amanda C.
Published: November 2016

The Leadership Program’s HERstory is a school-based, universal, preventative intervention designed to promote healthy youth development among adolescent girls by increasing their connections to pro-social peers and to school and community while developing social-emotional skills that serve as protective factors. In this school-year-long program, a facilitator implements three program phases: group development activities in Community Building, self-reflective Writing Workshop exercises, and a final Creative Output project, an ethnographic theater production or literary journal developed from participants’ Writing Workshop responses. The current mixed-methods study presents early evidence of program effectiveness based on focus groups and school record data review at two NYC public schools during the 2010-2011 school year. Participants reported improvements in key areas targeted by HERstory, including peer connectedness, academic achievement, and a range of protective factors including future orientation and goal setting. Results suggest this program approach may be suitable promoting healthy adolescent development for girls.
The Value of Relevant, Project-Based Learning to Youth Development
Authors: Schwartz Kerry , Tessman Darcy , McDonald Daniel
Published: November 2016

Project Based Learning models present authentic learning opportunities with real-life situations, enabling students to set their own learning goals and forge their own relationships (Barab, et al., 2001). The autonomy inherent in this model allows youth to bring their skills and experiences to real situations and to be seen as valued community members. This article describes a project-based learning model involving “externs,” who developed and implemented sustainability projects in their communities. Externs worked with Cooperative Extension professionals on locally relevant community projects during the summer of 2011 in three Arizona counties. The project based learning experience had a positive impact on the lives of our three externs.
Utilizing 4-H in Afterschool Settings: Two Approaches for Integration
Authors: Rudd Rachel , Brower Naomi
Published: November 2016

As our communities grow and change, afterschool programs represent an avenue to bring resources to populations which would otherwise not be available to them. Combining 4-H with the afterschool environment can be beneficial in supporting and raising the quality of afterschool programs being offered. This article explores the benefits and challenges of two approaches of implementing 4-H programming in afterschool settings: the 4-H managed program that is created and run solely by 4-H faculty and staff and the 4-H afterschool partnerships which are facilitated in partnership with existing afterschool programs. Regardless of the approach, combining 4-H with afterschool programs can strengthen well established programs and can enhance the quality of all afterschool programs.
Self-Esteem and Feelings of Community Connectedness of At-Risk Adolescents Attending Community-Based Afterschool Programs
Authors: Loughlin Tina , Barnett Rosemary V. , Culen Gerald R. , Stedman Nicole L. P. , Payne-Purvis Caroline
Published: November 2016

This research investigated the relationship between adolescent afterschool program attendance, self-esteem and feelings of community connectedness. Thirty-nine of the 61 at-risk adolescents enrolled in two federally funded, community based afterschool programs participated in the study. Participants completed a 10-item self-esteem questionnaire and a 5-item section of the Youth Involved in Community Issues Survey (YICI) to measure perceptions of community connectedness. Attendance records were also collected from the sites. Data were analyzed using Pearson Correlations. Results indicated that there was not a significant relationship between the total variables. The individual item analysis, however, did find a significant relationship between adolescent community connectedness and self esteem items. Findings suggest that there is a relationship to be explored and strengthened through means of community outreach for adolescents. Conclusions from this study have important implications for youth practice. Specifically, program leaders need to help adolescents get involved in the community as contributing members.
A Longitudinal Comparison of Parent and Child Influence on Sports Participation
Authors: Chang Arena , Mahoney Joseph L.
Published: November 2016

Drawing on expectancy-value theory, this study examines children’s motivational attributes and parental influences on how children spend their leisure time in middle childhood and adolescence. Specifically, the study examined if parent encouragement and beliefs (i.e., perceived importance of sports and perceived child ability) and child motivation (expectancy and value for sports) are predictive of sports participation over the course of middle childhood and adolescence. Parent and child reports are compared using data from the Childhood and Beyond (CAB) longitudinal study. Findings reveal that parent beliefs and encouragement and child motivation were positively associated with sports participation in middle childhood. Both parental influences and children’s motivation measured in middle childhood were predictive of time spent participating in adolescence. However, only parent influences were predictive of whether the child continued to participate in sports in adolescence.
The Role of Youth Program Leaders in the Use of Technology: Challenges and Opportunities for Youth-Serving Organizations
Authors: Nichter Mimi , Borden Lynne , Przybyl Veronica
Published: November 2016

Youth-serving organizations offer young people an opportunity to gain skills and advance their knowledge of current and evolving technology through experiential learning. The key to ensuring that young people have meaningful learning experiences is directly related to the youth program leader who is responsible for designing and implementing these programs. Programs conducted by well-trained and well-prepared adults are an essential component of community-based interventions. To date, there is relatively limited research on how technology such as smart phones can be used in community-based programs and the success or failure of this as a strategy for delivering information and engaging young people in a program. In this paper, we discuss how technology was introduced into eight programs conducted by youth-serving organizations in the Southwest. We discuss the training of youth program leaders and their experience using technology at their sites, highlighting what worked and what was problematic, how challenges were overcome, and lessons learned.
The Impact of Parental Involvement on a Structured Youth Program Experience: A Qualitative Inquiry
Authors: Duerden Mat D. , Witt Peter A. , Harrist Christopher J.
Published: November 2016

Parental involvement is an often proposed, but rarely researched, key element of youth programs. Questions remain regarding the impact of parental involvement on program processes and outcomes. Qualitative data were collected over a one-year period with youth participants (n=46), parents (n=26), and teachers (n=5) associated with an international immersion/service learning program for adolescents. Three main research questions guided the data analysis: (1) what role does parental involvement play in the youths’ experience in the program; (2) how does parental involvement in the program influence the parent/child relationship; and (3) what role does parental involvement play in terms of the program’s long-term impact on the youth participants? Findings suggest a relationship between parental involvement in youth programs and improved parent/child communication, bonding, and perceptions of one another. Findings also suggest that having a common ground experience prolonged the experience’s positive post-participation effects.
The First Eight Years ~ Giving Kids a Foundation for a Lifetime Success Resource Review
Authors: Dawson Patricia
Published: November 2016

The First Eight Years: Giving Kids a Foundation for a Lifetime Success” is a recent KIDS COUNT policy report from the Annie E. Casey Foundation. The report discusses how a child’s early development from birth through age 8 is critical in one’s transition into elementary school as well as long-term academic success. The report also provides broad policy recommendations to help America’s children succeed and data on early childhood development for every state.
Youth Can! Grow Healthy: A Formative Evaluation of a Positive Youth Development Program
Authors: Carberry Andrew , Spence Marsha
Published: November 2016

This paper presents a formative evaluation of an afterschool program that combined positive youth development and school garden curricula. Novel approaches were used to teach elementary school children about gardening and nutrition, and to engage them in advocacy for healthy community physical activity and nutrition environments. The youth development curriculum included sessions on team building, community pride, healthy eating, physical activity, and advocacy. Photovoice methods were used to allow participants to assess their community and communicate findings with community leaders. The school garden curriculum included nutrition and gardening lessons. Formative evaluation was conducted for each session. Themes of the evaluation were: successful methods for engaging youth, issues in the social environment, and implications for program management. Evaluation results are discussed in relationship to relevant youth development literature to provide recommendations that will strengthen future programs.
Social Justice and Civic Engagement through Participation in a Youth Health Leadership Program
Authors: Bryant Marie J. , Outley Corliss , Edwards Michael B.
Published: November 2016

This program brief examines the impact of a community-based health leadership program on youth participants’ perceptions of citizenship in the context of social justice for community-level policy changes to promote physical activity. Youth participants completed journal entries and interviews. Results suggest citizenship developed as participants considered issues of social justice through exposure to new environments and experiences. However, youth struggled with issues of adultism and relating social injustices to their role as citizens.
Young Leaders of Character Program: A Model of Character Education Program for Improving Life Effectiveness Skills and Civic Responsibility of Adolescents
Authors: Ergüner-Tekinalp Bengü , Crabtree-Groff Kris
Published: November 2016

Studies that examine character development programs are scarce. This study examines the effect of a week-long character education program in a range of life skills and civic efficacy. Thirty adolescents participated in the training. A no-control, quasi-experimental design incorporated baseline measures and a six-month follow-up. A Life Effectiveness Questionnaire and Civic Efficacy Survey were administered and open-ended questions further explored how participants incorporated program outcomes into their daily lives. The t-test comparison of baseline and pretest measures yielded no significant differences, but t-test comparison of pre-post- test analysis elicited statistically significant positive results. Findings indicate the program can provide a model for character education that fosters adolescents’ sense of agency as leaders and citizens.
Training Staff to Create Caring Communities: Promises and Challenges
Authors: Browne Laurie P. , Sibthorp Jim
Published: November 2016

Caring communities support the healthy growth of young people by fostering caring youth-staff relationships as well as a sense of connectedness to the people and norms within that setting. Out-of-school-time (OST) programs may be uniquely situated to serve as caring communities, particularly if staff are trained to facilitate caring activities and employ an ethic of care when interacting with youth. These processes can also be described as program design and staff implementation. Program design, which refers to the structured aspects of a program, differs from implementation, or the ways staff interacts with youth throughout the program, because design factors are typically robust to differences in individual staff members’ style. Implementation, on the other hand, varies with respect to the individual staff member. The purpose of this study was to examine the effects of a two-part staff training intervention focusing on program design and staff implementation on youths’ sense of caring community. Findings from this study and their implications for managers of OST programs are discussed.
The Career Maturity of 4-H Healthy Lifestyles Program Participants
Authors: Dodd Courtney F. , Odom Summer F. , Boleman Christopher T.
Published: November 2016

This study examined the readiness of youth involved in the 4-H healthy lifestyles program to make career decisions, identified as career maturity. A random sample of youth involved in the 4-H healthy lifestyles program was used to participate in the research study, which entailed the completion of an online survey. The findings indicate that youth in the 4-H healthy lifestyles program have a high level of career maturity with some significant differences found based upon age; however, no significant differences were found based upon gender or years of involvement in the 4-H program.
A Collaborative Effort to Address Adolescent Obesity in Primary Care
Authors: Bernetich Meghan , Patterson Jennifer A.
Published: November 2016

Adolescent obesity is a growing national healthcare concern. Barriers to effective treatment, such as limited time for office visits and limited reimbursement for obesity counseling, leave both patient and practitioner feeling frustrated and unsupported. This article will discuss the adolescent weight management program, Triple E: Eat, Exercise, and Enjoy. This program was created in collaboration with a pediatric primary care practice, a local university, an affiliated pediatric practice within the health system, the local middle school, and the community. Triple E was developed, with minimal funding, to combat the adolescent obesity epidemic occurring in a primary care practice.
Purpose and Spirituality: Exploring the Role of Fidelity in Diverse Adolescents
Authors: Carr Drew , King Pamela Ebstyne , Meier Adrienne Maddix
Published: November 2016

Purpose is understood to reflect young people’s stable and generalized commitments to accomplish meaningful activity and contribute productively to society. Religion has been linked with purpose; however, the nature of this relationship is not well understood. Given that purpose and religion involve beliefs and devotion, the current study examined fidelity as a means of understanding this relationship in a group of religiously and culturally diverse youth from around the world. The participants were 30 adolescents aged 12-21 (M = 17.73 years) nominated for living with profound spirituality in their community. Consensual qualitative research (CQR) strategies were used. Analysis revealed that 29 of the participants reported a sense of purpose and all 30 participants described some aspect of fidelity that involved (a) beliefs, (b) values, (c) morals, and (d) resolute commitment. These findings highlight the centrality of fidelity as a link between religion and purpose among diverse youth. Future directions for research and practice are discussed.
The 4-H Health Rocks! Program in Florida: Outcomes on Youth Tobacco, Alcohol, and Other Substance Abuse Prevention
Authors: Kumaran Muthusami , Fogarty Kate , Terminello Amanda , Fung Whitney M.
Published: November 2016

Youth tobacco, alcohol, and other substance abuse is a serious concern in the State of Florida, as well as across the nation. 4-H Health Rocks! is a positive youth development prevention program that utilizes experiential learning methods and youth-adult partnerships. The program and supporting curriculum were designed to foster personal and social skills to better equip adolescents to overcome pressures to participate in substance use. The purpose of this article is to describe the implementation of Health Rocks! in Florida and program evaluation including its impact on participants’ drug knowledge, drug beliefs and attitudes, and drug resistance skills. Program evaluation indicates that 4-H Health Rocks! resulted in statistically significant improvement in each of these categories for hundreds of youth reached in 2009-2012. The importance of program components in preventing and influencing adolescent substance abuse are discussed.
Explaining Research Utilization Among 4-H Faculty, Staff, and Volunteers: The Role of Self-Efficacy, Learning Goal Orientation, Training, and Previous Experience
Authors: Tillman Julianne , Bikos Lynette H.
Published: November 2016

An investigation of factors that facilitate the utilization of research evidence among faculty, staff, and volunteers in the 4-H Youth Development Program is presented in this paper. Participants (N= 368; 86 4-H faculty, 153 staff, and 129 volunteers) represented 35 states; structural equation modeling was utilized in the analyses. Results of the path analysis explained 56% of variance in research utilization and 28% in research utilization self-efficacy. Among the factors impacting research utilization, self-efficacy played the most important role. In turn, self-efficacy for research utilization was positively influenced by participants’ learning goal orientation, frequency of 4-H training during the last 12 months, education in research-related areas, and investigative career interests. In addition, 4-H staff who were exposed to research at higher levels reported higher research utilization self-efficacy. The findings reinforce the importance of fostering research utilization self-efficacy among 4-H faculty, staff, and volunteers. Among the suggestions presented are regular 4-H training opportunities and on-going exposure to program evaluation and program improvement experiences.
Modern Rap Music: Mining the Melodies for Mental Health Resources
Authors: Abdul-Adil Jaleel K.
Published: November 2016

Modern Rap music is a very popular, powerful, and controversial form of contemporary youth media. Despite clearly counter-productive aspects of certain lyrics, videos, and other cultural elements, Rap music also offers prosocial material that can enhance the appeal and impact of mental health interventions. This article describes the Young Warriors program as an example of a Rap-based program that promotes positive development in urban ethnic minority youth. Future directions and similar scholarly efforts are also highlighted.
Toward a Theory-Predicated Definition of Digital Literacy for Early Childhood
Authors: Kazakoff Elizabeth R.
Published: November 2016

Though young children are frequent users of digital technology, there is no comprehensive definition of early childhood digital literacy. Currently, digital literacy and related terms are defined with much older children and adults in mind. This paper aims to lay groundwork for redefining digital literacy in an early childhood context. Taking into account the unique developmental needs of early childhood when discussing digital literacy can provide a gateway to developing technological tools and curricula to prepare children in kindergarten through second grade to be more effective users of digital technologies throughout their lives.
Television and the Internet: The Role Digital Technologies Play in Adolescents’ Audio-Visual Media Consumption. Young Television Audiences in Catalonia (Spain)
Authors: Roca Meritxell , Aranda Daniel , Sánchez-Navarro Jordi
Published: November 2016

The aim of this reported study was to investigate adolescents TV consumption habits and perceptions. Although there appears to be no general consensus on how the Internet affects TV consumption by teenagers, and data vary depending on the country, according to our study, Spanish adolescents perceive television as a habit “of the past” and find the computer a device more suited to their recreational and audio-visual consumption needs. The data obtained from eight focus groups of teenagers aged between 12 and 18 and an online survey sent to their parents show that watching TV is an activity usually linked to the home’s communal spaces. On the contrary, online audio-visual consumption (understood as a wider term not limited to just TV shows) is perceived by adolescents as a more convenient activity as it adapts to their own schedules and needs.
Without Television
Authors: Schwab Keri A. , Brock Barbara
Published: November 2016

The purpose of this follow-up study was to learn more about the leisure choices, hobbies, and lifestyles of young adults who had grown up without a television. Study participants responded to an online questionnaire that asked about their health, physical activity habits, hobbies, and level of current television viewing. A mixed methods approach to gathering and analyzing data revealed a picture of young adults who live active lives, watch little television, and appear to have a strong sense of personal agency to direct their lives. Themes of agency, including forethought and intentionality, and self-regulation were evident in the qualitative responses, as well as creation and choosing challenging hobbies or activities. This study provided much information for future research to examine the influence of television on youth development, specifically agency, challenge and life-long habits.
Bers’s Theory of Positive Technological Development
Authors: Worker Steven
Published: November 2016

This resource review provides an introduction to Mariana Bers’ new book, Designing Digital Experiences for Positive Youth Development (2012). Bers applies the Six C model of Positive Youth Development (PYD) to the digital domain with her theoretical model, Positive Technological Development. The model may be particularly valuable for practitioners seeking to design digital experiences for youth, as well as for evaluators who assess the PYD outcomes associated with youth participation in these spaces.
A Mixed-Methods Exploration of Intentional Self Regulation and Youth Beliefs about the Chances of Achieving Future Aspirations
Authors: MacDonnell Marisa , Urban Jennifer Brown , Linver Miriam R.
Published: November 2016

Using a mixed methods approach, the connection between Intentional Self Regulation (ISR) and feelings about the chances of achieving future aspirations among 94 Scottish youth (56% female) was examined. Regression analyses demonstrated ISR, as measured by the SOC 9-item scale, was predictive of youths’ feelings about their chances of achieving future aspirations. Qualitative data collected from 26 interviews suggested the use of ISR skills among adolescents, even when those skills were not evident quantitatively. Results indicated the need to employ mixed methodologies when conducting research on ISR with young adolescents, and suggest the need for further testing and development of measures for both ISR and beliefs about the chances of achieving future aspirations. Potential programmatic implications for youth development and character education programs are also discussed.This is a correction to the original article. For information about the changes made, please see the erratum https://doi.org/10.5195/jyd.2017.500.
Character Development Pilot Evaluation of Two Programs for Youth with Chronic Illness
Authors: Maslow Gary , Hill Sherika , Rozycki Amanda , Sadun Rebecca , Sendowski Mya , Neukirch Jodie
Published: November 2016

This article describes the pilot evaluation of two Positive Youth Development (PYD) programs for youth with child onset chronic illness (COCI), reporting how the programs influenced participants’ character development. College students with COCI led high school students with COCI through activities pertaining to different aspects of growing up with a chronic illness. Participants completed the Positive Youth Development Inventory-Short Form (PYDI-S), which measures seven domains of youth perceptions of the contribution to their development from the program. Participants reported that both programs helped them the most with personal standards, which corresponds well to character development on the full version of the Positive Youth Development Inventory (PYDI). They also had high scores on prosocial behavior and future orientation, both important domains for character development. We discuss the idea that interventions promoting character development for youth with COCI are critical for promoting a positive narrative for chronically-ill youth, their parents, and society.
The Promotion of Character through Youth Development Programs: A View of the Issues
Authors: Ettekal Andrea Vest , Callina Kristina Schmid , Lerner Richard M.
Published: November 2016

Contemporary developmental theories suggest that out-of-school-time (OST) youth development programs may be an important context for character development and education because of the positive, mutually influential relations between youth and adult leaders found in exemplary instantiations of such programs. Although still in its early stages, research about this role of OST programs, including evaluations of specific programs, is beginning to burgeon in relation to increased interest in person-context models of human development, the fact that each of tens of millions of American youth participate in several OST programs each year, and heightened emphasis among scientists, educators, and policy makers about the importance of promoting character among the diverse youth of the nation. Both to reflect the state-of-the art and in the hope of promoting further research progress, the articles in this special section describe how the attributes of young people and the features of the OST programs youth development in which they participate may link together in promotion of character development.
You Can Quit Me But I’m Not Going to Quit You:” A Focus Group Study of Leaders’ Perceptions of Their Positive Influences on Youth in Boy Scouts of America
Authors: Hershberg Rachel M. , Chase Paul A. , Champine Robey B. , Hilliard Lacey J. , Wang Jun , Lerner Richard M.
Published: November 2016

As part of a longitudinal, mixed-method study with Boy Scouts of America, we conducted five focus groups with a diverse group of 46 program leaders in order to better understand their perceptions of how they influence youth. Drawing from grounded theory analysis methods, we found that leaders believed they promoted positive youth outcomes, including character and self-confidence, through caring youth-leader relationships and facilitating opportunities for youth to participate in and lead skill-building activities and apply skills in different contexts. Leaders differed in the particular outcomes that they emphasized. Implications of these findings for future research and practice are discussed.
Communication, Coping, and Connections: Campers’ and Parents’ Perspectives of Self-Efficacy and Benefits of Participation in Deployment Support Camps
Authors: Clary Christy D. , Ferrari Theresa M.
Published: November 2016

Military youth have unique challenges, particularly when a parent is deployed. Camp participation has been linked to multiple positive outcomes, thus camps have become popular as a setting for addressing these youth’s unique needs. With limited existing research on outcomes related to participation, this study explored to what extent participation in OMK camps affected military youth’s self-efficacy for communication, coping, and social skills. Participants responded to an online instrument three months after camp. Both campers and parents reported the largest increase in self-efficacy for communication skills, followed by social skills, and then coping skills. Open-ended responses overwhelmingly supported that developing friendships was one of the greatest benefits of attending a camp. The results are consistent with the literature regarding the importance of connectedness. Recommendations for conducting camps are offered. These finding may also be useful to those working with other special populations in the camp setting.
Science Saturdays: A Ground Up Approach to Partnering with Content-Rich Corporate Volunteers
Authors: Ripberger Chad , Blalock Lydia B.
Published: November 2016

This article discusses the pilot year of a 4-H Science project in which Mercer County 4-H partnered with content-rich corporate volunteers of a global STEM corporation to plan and implement six Science Saturdays for 4th-7th grade youth from Trenton and surrounding urban neighborhoods. The program was a ground up initiative designed and implemented by a core group (mostly women), which expanded to include 31 corporate volunteers by the end of the pilot year (2013-2014). The Science Saturdays were held once a month with each session focused on a different theme and included demonstrations or experiments along with other supporting activities. While all four program goals were met during the pilot year, results from the 4-H Science Common Measures survey did not reveal significant increases or improvements in youth outcome objectives. Findings and implications are discussed, as well as current and future programming.
Excel Initiative: Excellence in Youth Programming
Authors: Borden Lynne M. , Hawley Kyle R. , Mentzer C. Eddy
Published: November 2016

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.
YA4-H! Youth Advocates for Health: Teens as Teachers
Authors: Flesch Jeffrey M. , Lile Joy R. , Arnold Mary E.
Published: November 2016

Although the research literature speaks to the necessity of having a high-quality training curriculum for teens as teachers (TAT) programs, there are very few TAT training curricula available to practitioners. This review provides practitioners with a preview of the Youth Advocates for Health (YA4-H!) TAT training curriculum. The YA4-H! TAT training curriculum exposes teens to several domains necessary to teach younger youth effectively, such as getting to know their audience, preparing to teach, teaching tips and tools, reflection and evaluation time, and recruitment strategies to help practitioners select youth to teach. Drawing from published research including Lee and Murdock’s (2001) work on best practices for preparing teen teachers to teach, this review presents an overview of the lesson categories included in the YA4-H! TAT training curriculum.
Building Civic Leadership: The Journeys of Pre-Adolescent Youth
Authors: Nicotera Nicole , Bassett Dawn Matera
Published: November 2016

Studies of younger youth suggest that the path to civic leadership and the development of associated skills and attitudes is not linear. Instead, these studies suggest that as youth learn to act as agents of change, their real world experiences may create dissonance in their civic skills and attitudes. The reported current study employs qualitative methods to examine the experiences of urban, low-income, youth of color who participated in a civic leadership curriculum. Findings give voice to youth’s experiences and the tension that can occur on their journeys toward civic leadership. Implications are discussed.
Pathways to Resilience: Enhancing Family Well-Being with a Home Visitation Model
Authors: De la Rosa Iván A. , Perry Joanne , Johnson Victoria
Published: November 2016

This paper highlights a study that examined outcome measures of a home visitation program, which provided services to first-born children and their parents living in Southwestern New Mexico. Home visitation workers conducted pre/posttest assessments for prenatal and postpartum periods for 109 families. The Revised North Carolina Family Assessment Scale measured family resilience. Paired sample t test and effect size analyses assessed for intervention effects. OLS regression measured effect of increased home visitation services on family well-being. Significant improvements with moderate to large effect sizes were observed for measures of social support, caregiver characteristics, family interaction, and a reduction in personal problems affecting parenting. These preliminary findings suggest that early intervention home visitation programs is an effective and acceptable method to enhance family well-being. Future directions could involve more comprehensive randomized controlled trials to examine the effectiveness of the group intervention. Practice implications are discussed.