bluuebunny/crossref_metadata_2025 huggingface dataset:
New Designs for Participatory Research: Modified Photoethnography and the Personal Resource Systems Management (PRSM) Model
Authors: Beacham Cindy , McFall Barbara
Published: November 2016

Learning environments significantly influence student behaviors, academic success, school attendance and participation, all of which are problematic today. Less than half of high school students surveyed in 2005 would select the same high school again if given the opportunity, and only 38% agreed that the support they get at school encourages them to learn more. Pursuing increased educational effectiveness, this paper discusses a study that gathered and evaluated middle and high school students’ concepts of ideal student-centered learning environments in selected classrooms. This multi-method, participatory approach put cameras in student hands and ask them to photograph elements desired in their ideal classroom, “things that help you learn.” Interviews were conducted to explore the meaning behind each photo. Analysis was performed using the Personal Resource Systems Model (PRSM). Findings clearly indicate existing physical and emotional needs, left un-addressed by No Child Left Behind, that might be met by improving the material and social classroom environment.
A Good Friend’: The Role of Peer Networks in Juvenile Treatment Courts
Authors: Linden Pamela , Cohen Shelly
Published: November 2016

A primary goal of Juvenile Treatment Courts is participant abstention from the use of alcohol and drugs. The present paper seeks to understand the role of social networks in participant abstention by examining the accounts of peer interactions of 37 current and former youth participants in New York State. This qualitative study found that while severing deviant network ties were involved in abstention in some cases, the dominant theme was the perceived protective role of emotionally close, albeit drug using, peers in supporting abstention. Although most cognitively based adolescent chemical abuse treatment programs explore the role of social networks in youth chemical use and abuse, the findings that youth in Juvenile Treatment Court programs have continued exposure to drugs and alcohol through interaction with their social networks suggest that social network interactions also enter into the discourse taking place within Juvenile Treatment Court settings.
Concept Analysis of Risk Behavior in the Context of Adolescent Development
Authors: March Alice L.
Published: November 2016

The term risk behavior is a concept that has been used in the literature for many years, particularly as it relates to adolescent developmental issues and adolescent health behaviors. Currently the literature specific to the conceptual analysis of risk behavior is limited and relates in general to adults, rather than youths. The purpose of this investigation was to analyze not only the concept of risk behavior, but also its specific relationship to adolescents. Previous conceptual analyses have not considered how those concepts may be affected by the psychosocial development of adolescents. Therefore the specific aim of this analysis is to clarify the concept of risk behavior as it relates to youths. Following the process outlined by Walker and Avant (1995) the critical attributes, antecedents, consequences, and empirical referents for the concept of risk behavior are presented in this article.
4-H Donated Meat Program: A Model for Service
Authors: Smith Justen O. , Wesley John L.
Published: November 2016

Meat continues to be the most in-demand food item for the Utah Food Bank. To address this issue, the 4-H Donated Meat Program was started by a 4-H Club in Davis County, Utah. When Utah State University Extension Agents in Davis, Salt Lake, Weber, and Morgan Counties became involved in the program it expanded rapidly. The program was made possible through generous donations from corporations allowing for the purchase of market livestock exhibited by 4-H youth at county fair livestock sales. USDA certified processed meat was then donated to the Utah Food Bank for distribution to hungry families in the counties participating in the program. The program has grown rapidly. In 2005, two counties were involved with 3,000 pounds of meat donated to the food bank. By 2007, ten counties were involved with 70,000 pounds of meat donated. This program has become a model of service for hundreds of 4-H youth in Utah. This program may be duplicated in other states to meet the demand for meat at food banks across the nation.
Collective Leadership Works: Preparing Youth & Adults for Community Change
Authors: Dawson Patricia A.
Published: November 2016

Collective Leadership Works is the latest resource kit developed by the Innovation Center for Community and Youth Development. The 181 page tool kit is filled with detailed lesson plans designed for youth and adult leadership activities. The resources will benefit groups at any stage of development. Contents have been divided into eight sections including Team Building, Youth-Adult Partnerships, Knowing Community and Place, Creating Ways to Come Together, Leadership and Relationship Development, Planning for Action, Reflection and Spreading the Word. Youth professionals will appreciate this well designed, interactive resource as they engage youth and adults in community building efforts.
Envisioning and Implementing a Whole-School Youth Development Approach
Authors: Geiser Kristin , O'Guinn Christina
Published: November 2016

Middle schools have the opportunity to positively impact the full development of young adolescents. Yet, initiatives that promote schools’ rigorous attention to specific academic outcomes can make it difficult to attend to other important and interconnected domains of adolescent development. How might middle schools intentionally situate academics within the broader frame of youth development? Youth in the Middle (YiM), a partnership between John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University and Kennedy Middle School in Redwood City, California, has pursued four areas of work that are central to developing a whole-school youth development approach. This article describes these work areas and offers preliminary evidence of progress.
Weaving Evaluation into the Fabric of Youth Development
Authors: Silliman Ben , Shutt Gene
Published: November 2016

An Empowerment Evaluation process served to engage staff and campers and foster integration of authentic assessment methods into youth camp programming over a three-year period. Key elements to the process included program planning, staff training, timing and balance of action and reflection activities, data collection and management. Camp staff involved for 2-3 years reported improved focus and staff who served in the third year achieved mastery in communication, leadership, teaching, and management skills. A purposive sample of three different camp venues evaluated in Year 3 indicated that campers improved significantly in outdoor and life skills. Over 70% felt safe, supported, and enabled to build skills. Implications for practice, research, and policy are discussed.
Getting Real Results with Ohio State University Extension’s Real Money. Real World. Program
Authors: Ferrari Theresa M. , Bateson Lisa , Hudson Nancy , Bridgeman Beth , Cochran Graham
Published: November 2016

Youth development organizations have a unique opportunity to offer programs that help young people develop financial skills they need to become successful adults. This article describes Ohio State University Extension’s Real Money. Real World. (RMRW) and the systematic approach used to evaluate its effectiveness. The RMRW curriculum includes an active, hands-on experience that gives young people the opportunity to make lifestyle and budget choices similar to those they will make as adults. The realistic simulation creates a teachable moment. The outcomes of the statewide evaluation clearly indicate the curriculum accomplishes its goals of raising awareness, changing attitudes, and motivating students to plan for behavior changes concerning financial management, education, and career choices. The article concludes with a discussion of the organizational outcomes of conducting the evaluation.
Structural Social Work Lens: A View of Youth Engagement in the Social Policy Life of their Communities
Authors: Cox Donna Hardy , Sulivan E. Michelle , Sullivan Nancy E.
Published: November 2016

Presented through a structural social work lens, this paper is a description and analysis of an action research project designed to explore factors that encourage or impede the engagement of youth in the social policy life of their communities. The project was conceptualized in a geographic region characterized by the erosion of community sustainability due to social economic disadvantage and out migration. The project aimed to strengthen communities by enhancing participation of youth in social policy development. It utilized a workshop designed and delivered by youth for youth and the development a Social Policy Action Plan (SPAP) to address a policy issue of concern in youth’s local community. Principles of structural social work, with particular attention to power sharing, unmasking the structures, collective consciousness, transformation of power/political and personal change, social action and community capacity building are applied as a lens to explore this project.
Pairing Educational Robotics with Geospatial Technologies in Informal Learning Environments
Authors: Barker Bradley S. , Grandgenett Neal , Nugent Gwen , Adamchuk Viacheslav I.
Published: November 2016

Educational robotics, when paired with geospatial technologies and taught in an informal educational environment, can be an innovative strategy to teach youth about science, technology, engineering, and mathematic (STEM) concepts. However, little is known about the true effects on conceptual knowledge and associated attitudes. Therefore, this study was conducted to examine the short-term effects of a series of five-day summer robotics/geospatial camps held in Nebraska. The study was conducted at six diverse locations and consisted of a five-day 4-H camp experience. The study examined the experiences of 147 youth between the ages of 10 and 15. A pretest-posttest quasi-experimental design was used in the study. Instrumentation consisted of a 37-question multiple-choice assessment targeting various STEM topics and a 38-question attitude questionnaire assessing STEM interests and attitudes. Results suggest that the 4-H robotics and geospatial summer camp program is a promising approach for supporting STEM-related learning and enhancing attitudes towards STEM.
Service Learning Through Disaster Relief
Authors: Duerst Donna J.
Published: November 2016

The Rock County 4-H Disaster Relief Committee raised $1,550 to aid tsunami victims in Sri Lanka and then turned its attention to Hurricane Katrina relief efforts. Thirty-one 4-H youth participated in a service learning trip to the South with the objectives of helping hurricane victims, learning about new cultures and achieving personal growth during three days of service projects in Louisiana and Mississippi. Their written reflections and other evaluative measures revealed they learned about southern culture, gained a greater appreciation for their lives, gained self confidence and developed a desire to help others more often. The trip was a valuable developmental experience for the youth, and information from the trip could be utilized to create similar experiences based on service learning. This article provides an overview of the trip and describes the evaluation methods used to measure learning and assess personal growth.
Connecting and Communicating Effectively with Teens – An Online Survey of Teen Communication Styles
Authors: Bovitz Laura
Published: November 2016

The lives of most teens are rapidly changing and involve methods of communication that are unfamiliar to many adults. An online teen communication survey was developed to assess how and why teens communicate in order to assist adult educators in developing more effective methods of communication with this audience. The survey was completed by 148 teens ranging in age from 13 to 19. The results of the survey provide insight into teen viewpoints on their preferred methods of communication and provides valuable lessons for adults who work with this age group.
Local Food: Does it Matter What You Eat?
Authors: Raison Brian
Published: November 2016

Everybody eats. Period. Some of us prefer hamburgers. Some like veggies. But what we eat is only the beginning. Increasingly, interest in where our foods are grown and processed has emerged. As numerous grass roots organizations proffer information on local foods, it becomes critical for research-based youth programs to also encourage study on this topic. This article introduces a new curriculum that aims to help students learn about what we eat, where it comes from, and how it impacts the environment. The main goal is to help participants understand the concept of local food systems, how they operate, and how students and their families can be involved in creating positive changes. It targets students in grade school thru high school. By stimulating their interest at an early age, we can encourage their participation in the local food systems movement. The curriculum is available as a self-study guide at no cost. Email: raison.1@osu.edu.
Civic Engagement in Adolescents: Engendering Civic Awareness Through a University Youth Program
Authors: Parker Jennifer S. , Dale Timothy M. , Wilkins Kerri-Ann G.
Published: November 2016

A weeklong residential Youth Leadership Institute Project was conducted at USC Upstate to promote essential skills deemed necessary for future civic engagement and political identity. The program and curriculum followed a framework that suggests that underlying civic skills are necessary to foster civic engagement among youth. Building on this theory, this reported study illustrates that civic engagement requires a developmental and educational process. Adolescence is a primary time for identity exploration and formation, which makes this stage an optimal time to engender civic awareness. A diverse group of 49 youth ranging in age from 14 to 17 participated. Results from the project demonstrate that when evaluating the significance and success of youth civic engagement programs, an account must be made for both the developmental and educational capacities. In pursuing projects such as ours on university campuses and beyond, psychologists and political scientists should work together to measure their outcomes in terms of these variables.
Investigating an Intervention Program Linking Writing and Vocabulary Development for Homeless Children
Authors: Sinatra Richard , Eschenauer Robert
Published: November 2016

The presented study investigated the effects of a four-week academic and activity – enriched summer program on vocabulary development and writing achievement of homeless children residing in traditional shelter facilities. When compared to controls the experimental students did not reveal gains in vocabulary and spelling as measured by two norm referenced tests. They did however demonstrate highly significant gains in writing ability based on the New York State standards criteria, reflecting five qualities of writing. On two project-developed instruments designed to measure improvement in book vocabulary and tennis skills, they showed significant increases based on analyses of their pre- and posttest scores. The program closed achievement gaps, fulfilled standards criteria, and may be the first of its kind in the homeless literature whereby students’ writing development was compared to matched controls as vocabulary development occurred based on literary readings.
Effectiveness of School Based Recruitment Procedures and Modular Data Collections
Authors: Ahmed Rashid , Leatherdale Scott T. , Manske Steve R. , Reid Jessica , Burkhalter Robin
Published: November 2016

Purpose: The School Health Action, Planning and Evaluation System (SHAPES) is a school-based data collection and knowledge exchange system designed to improve the health of youth. This paper outlines the design of the SHAPES study, examines the impact of different school recruitment models on participation rates, and examines the impact of using two different research modules during data collection on the prevalence of core behaviours being measured. Methods: In total, 76 schools were recruited from seven health regions and data were collected using the SHAPES Tobacco (TM) and Physical Activity Modules (PAM). Results: It was found that school recruitment rates were higher when both the researchers and the health unit, worked together to recruit schools. Significant differences were found between students who completed the TM and students who completed the PAM with respect to body mass index, smoking susceptibility, the number of friends who smoke, and the number of active friends. Conclusions: This paper provides valuable real-world insight for future researchers interested in performing population-level school-based studies of youth risk behaviours. Our experience suggests that a modular approach to data collection is feasible and that recruitment rates are improved when researchers work in collaboration with health unit staff who have existing relationships with schools.
Engaging Youth in the Curriculum Development Process with Technology: The Nebraska State 4-H Youth Curriculum Committee
Authors: Garwood Michelle J. , Fairchild Patricia J.
Published: November 2016

Technology is changing the way youth learn and lead. This paper illustrates a successful case study of a program that actively engaged youth in the decision-making process through the use of an online community and virtual conferencing. Synergy was generated when the youth were mentored (virtually and in-person) by members of a parallel adult committee. Utilizing technology resources proved to be the key to building a vibrant, innovative and inclusive program that could overcome the barriers of time and travel constraints.
The Rhode Island Teen Institute: Positive Youth Development in Practice
Authors: Apsler Robert , Del Sesto Sandra Puerini , Formica Scott W. , Mulligan Maureen
Published: November 2016

This article describes the application of the positive youth development approach to promote and enhance leadership skills among middle and high school age peer leaders. The article reviews the goals of the positive youth development approach and describes how this approach was adopted and implemented by the Rhode Island Teen Institute (RITI), a comprehensive, residential prevention program founded in 1989. Data are presented from pretests and posttests administered during each of seven annual Institutes delivered between 2002 and 2009 with 775 youth. Participants in the RITI demonstrated significant gains in their leadership skills; an effect that persisted at a 3-month follow-up survey administered with high school age youth. Other significant findings and anecdotal effects are also discussed, such as creation by RITI graduates of a youth-led prevention program for elementary and middle school children.
Evaluating Youth Programs: An Overview of Practitioner Led Evaluations
Authors: Duerden Mat D. , Witt Peter A.
Published: November 2016

Youth programs are prime contexts for the intentional facilitation of positive development. However, not all youth programs achieve positive outcomes equally. In order to promote the identification and dissemination of the characteristics and processes of effective youth programs, increased focus needs to be given to program evaluation. This article briefly reviews the main tenets of evaluation science in order to provide practitioners a roadmap for conducting their own evaluations. This includes an overview of different types of evaluations and key issues to consider when constructing an evaluation strategy such as targeting outcomes and developing program logic models.
Implementing a Work-Based Learning Approach to 4-H Camp Counseling
Authors: Ferrari Theresa M. , Arnett Nate
Published: November 2016

Although camping has been a successful 4-H delivery method, we believed a more intentional approach that viewed camp counseling as a job would allow teen camp counselors to connect skills they were learning with those needed for workforce success. Eighteen Ohio counties participated in a pilot project to test the implementation of this work-based learning approach. 4-H youth development professionals added specific workforce-related topics and made minor changes in their camp counselor training. In addition, they used a performance appraisal process consisting of teens’ self-assessment and supervisor assessment. Focus groups were conducted to gain implementation data. Although there were some challenges, this approach took relatively little additional effort, and there were benefits for both counselors and professionals. This intentional approach could be applied to other youth programs.
4-H Membership Recruitment/Retention Problems: A Meta-Analysis of Possible Causes and Solutions
Authors: Newby Lynndell , Sallee Jeff
Published: November 2016

As the largest youth organization in the United States, the opportunity for 4-H to be a positive influence on America’s youth has never been greater. 4-H not only has a mandate to serve the needs and interests of young people today, but to provide a life experience that will enrich their lives and enable them to succeed in whatever path they so choose. 4-H has struggled with recruitment and member retention of certain age groups, especially teenage members. Researchers have sought to determine why youth do not join or drop out of 4-H. This article reviews that literature and summarizes the findings and possible solutions to this important issue. 4-H programs have found simple and innovative methods to retain 4-H members.
The Impact of Beef Cattle Projects on Youth Leadership Life Skills Development
Authors: Walker Brandon F. , Morgan A. Christian , Ricketts John C. , Duncan Dennis W.
Published: November 2016

Highlights of a study designed to determine the leadership life skills development (YLLSD) of youth beef cattle exhibitors and to determine if there is a relationship between YLLSD and participation in the beef project are discussed in this paper. The study was conducted using a correlational, ex post facto design. A sample of 374 individuals was randomly selected from a population of 4,229 national junior cattle exhibitors of the National Junior Angus Association. The population frame consisted of junior members ages 18 to 21. Participants’ YLLSD scores ranged from 40 to 90 with a composite mean of 73.02. Significant relationships existed between YLLSD scores and shows per year, hours working with projects per week, and years of beef project exhibition.
Measuring Physical Activity in Youth Settings: Considerations for Instrument Selection
Authors: Hickerson Benjamin D.
Published: November 2016

Increasing physical activity participation has become one of the primary strategies for prevention of early-onset health conditions including obesity and Type II diabetes. Youth programs including summer camps and after-school programs are premium providers of physical activity opportunities, but researchers and administrators of these programs must be able to effectively collect and interpret physical activity data to make program adjustments and communicate results. This article reviews existing methods for physical activity measurement including self-reports and objective instruments and makes suggestions for their applicability. Pedometers are covered in-depth as they may be the method of choice in many youth settings. These devices are unobtrusive, have a relatively low cost, and provide excellent data quality. Proper physical activity measurement in youth settings can provide information about effective intervention strategies and may also encourage on-site participants to increase their physical activity frequency.
Reflections on a Century of Youth Development Research and Practice
Authors: Walker Joyce A. , Gambone Michelle Alberti , Walker Kathrin C.
Published: November 2016

This introduction to the special issue highlights the youth development research and practice base that influenced the field in the 20th century and presents some historical context for the practice and study of youth work. Next, it provides an overview of the articles which offer a retrospective account of youth development from how youth development has been studied, understood and measured to how youth development practice has evolved to support, engage and address the needs of young people. The introduction concludes with reflections stimulated by the process of reviewing the manuscripts and working with the authors on their contributions. Three themes emerged as good grist for the 21st century conversations moving forward: 1) the divergent perspectives on definition, dimensions of practice and accountability, 2) the value of translational scholarship bridging science and complex practice, and 3) the importance of leveraging systems support for field building.
Trends in Youth Development Research Topics: An Integrative Review of Positive Youth Development Research Published in Selected Journals Between 2001-2010
Authors: Barcelona Robert J. , Quinn William
Published: November 2016

The body of knowledge related to positive youth development has grown in the last two decades, yet there have been few, if any, systematic investigations of the research base in the field. Therefore, the purpose of this paper was to identify the trends in research topics and approaches within the field of positive youth development over the last 10 years by examining five top-tier research journals plus one research-to-practice journal. Results revealed that only 19% of the manuscripts published in all of the selected journals had a positive youth development focus, and this was reduced to 13% when just the five top-tier research journals were considered. Analyses of the positive youth development manuscripts pertaining to population characteristics, methodology, research setting, and topical areas provide a snapshot of the trends and gaps in the body of knowledge related to youth development, and have implications for future research efforts in the field.
From Then to Now: Emerging Directions for Youth Program Evaluation
Authors: Arnold Mary E. , Cater Melissa
Published: November 2016

Understanding the impact of youth development programs has been an important topic since the programs first began, and the past 25 years in particular have witnessed considerable advances in the evaluation of youth development programs. This article presents a brief history of youth development program evaluation, considering how it has changed over the years. From there, three contemporary trends related to youth program evaluation are examined: 1) a new evaluation focus, which is the emphasis on evaluating program quality; 2) organizational structures related to effective program evaluation, primarily in the area of program evaluability and evaluation capacity building; and 3) an emerging evaluation approach, involving youth in evaluating the programs that affect them. The article concludes with a call for programs to attend carefully to program implementation quality.
The Evolving Role of Youth Workers
Authors: Borden Lynne M. , Schlomer Gabriel L. , Wiggs Christine Bracamonte
Published: November 2016

In reviewing the field of youth development, of which youth workers are a part, it is clear it has had a long and complex history that is intertwined with other disciplines. More recently youth workers have experienced a transformation of sorts, with youth programs in the past being seen exclusively as a place to play and have fun, whereas today’s expectations include a much broader focus on the overall positive development of young people. This evolution has been heavily influenced by a number of societal changes that have placed increasing demands on youth programs. Today’s youth workers are faced with the responsibility to promote a young person’s development which often includes supporting academic success and graduation from high school, reducing risk-taking behaviors, increasing positive health attitudes, and more. Youth workers have seen their role change dramatically over the past 20 years with greater demands and increased accountability.
New Horizons: Understanding the Processes and Practices of Youth Development
Authors: Larson Reed W. , Kang Hyeyoung , Perry S.  Cole , Walker Kathrin C.
Published: November 2016

This article presents new horizons for research on youth development by focusing on the challenges youth face in learning teamwork and in coming to terms with diversity. These are both essential competencies for navigating the “real world” of the 21st century. We examine how youth experience these challenges within programs; also how they present second-order challenges to practitioners. The underlying message of this article is that it is essential for researchers to see programs from the point of view of the people in them. Researchers have learned quite a bit of what can be learned from arm’s length: that programs can make a difference in youths’ lives and that certain features of settings are associated with these changes. To go further, researchers need to work side-by-side with practitioners and youth to understand their complex worlds as they experience them.
The Future of Youth Development: Multiple Wisdoms, Alternate Pathways and Aligned Accountability
Authors: Blyth Dale A.
Published: November 2016

Based on trends and events observed or experienced by the author over the last 30 years in research, evaluation and practice, this article examines three challenges facing and shaping the future of the youth programs as contexts for development. The first challenge surrounds how the field comes to understand, value and integrate different forms of knowing -- particularly quantitative data. The second challenge represents how the field shifts from proving it makes a difference to improving the ways it makes a difference by expanding the pathways to impact. The third challenge regards how the field responds to and shapes accountability pressures in ways that better align accountability rather than succumb to it. Implications of each challenge for effectively bridging research and practice are noted.
Investigating the Utilization of Research Evidence in the 4-H Youth Development Program
Authors: Bikos Lynette H. , Kocheleva Julia A. , Campbell Twyla , Daryani Ritesh , Chahil Sandeep , Brown Terran , Winberg Yolanda , Pavese Liz
Published: November 2016

This study investigated the acquisition, interpretation, and utilization of research evidence in the 4-H Youth Development Program from the frame of Social Cognitive Theory. Utilizing Consensual Qualitative Research, we interviewed twenty 4-H faculty, staff, and volunteers from seven states. Results indicated four domains, which covered participants’ definitions of research utilization, their experiences utilizing research, the process of acquiring and distributing research, and barriers and facilitators to research utilization. Participants described research use primarily in terms of improving 4-H programs. They discussed their level of confidence (i.e. self-efficacy) in finding and applying research evidence and their beliefs about the outcomes of research utilization (i.e. outcomes expectancy). Participants mentioned such barriers as not knowing where to look for research, lack of time, lack of funding, and difficulty applying research findings to their work. The facilitators included support from other 4-H colleagues and availability of 4-H specific conferences, publications, and curriculum databases.
Using Poverty Simulation for College Students: A Mixed-Methods Evaluation
Authors: Todd Maureen , De Guzman Maria Rosario T. , Zhang Xiaoyun
Published: November 2016

This paper speaks to the potential for simulation and experience-based educational programs in delivering changes in knowledge, attitudes and behaviors, as well as the utility of mixed-methods approaches to program evaluation. The authors discuss a mixed-methods study which evaluates the impact of a poverty simulation program on college students at three Midwestern universities. Findings suggest multiple benefits of the experience, including changes in attitudes and beliefs about how serious the experience of poverty can be, an understanding that poverty is complex and can be caused by multiple factors, and a decrease in their biases and stereotypes about people in poverty. Qualitative findings corroborate these data.
Parental Perceptions of Participation in 4-H Beef, Sheep and Swine Livestock Projects and the Fostering of Life Skill Development in Youth
Authors: Heavner Janice , Hicks Kelly , Nicodemus Shanna
Published: November 2016

Beef, sheep and swine 4-H youth livestock projects have a great deal of hands-on learning opportunities for members. However, what are parents’ perceptions about livestock projects and the development of life skills? The purpose of this research effort was to determine the life skill development gained by 4-H members participating in 4-H beef, sheep or swine projects in West Virginia. A total of 207 caregivers offered insight into the study and answered life skill development questions. These questions were related to decision making, relating to others, developing and maintaining records, accepting responsibility, building positive self esteem, self motivation, knowledge of the livestock industry, developing organizational skills, problem solving, developing oral communication skills, setting goals, developing self-discipline, and working in teams. The findings of this study provide positive insights into the relationship between the development of valuable life skills and 4-H beef, sheep and swine projects.
Resource Review: The Annie E. Casey Foundation 2010 KIDS COUNT Data Book: State Profiles of Child Well-Being
Authors: Dawson Patricia
Published: November 2016

The 2010 KIDS COUNT Data Book: State Profiles of Child Well-Being is an excellent resource for youth development professionals. The Data Book, prepared by the Annie E. Casey Foundation, provides national as well as state-by-state information on the conditions of America’s children and families. Ten key indicators of child well-being are utilized for the state rankings. In addition, the book includes an Appendix highlighting 10 years of state-by-state rankings using key indicators of child well-being.
Examining Youth Camping Outcomes Across Multiple States: the National 4-H Camping Research Consortium (NCRC)
Authors: Garst Barry , Nichols Allison , Martz Jill , McNeely Niki Nestor , Bovitz Laura , Frebertshauser Denise , Garton Martha , Le Menestrel Suzanne , Walahoski Jill
Published: November 2016

The impact of residential camp participation is needed for camps focused on a variety of outcomes including education, summer fun, prevention, and youth development. One system, the Cooperative Extension Service, conducts 4-H residential camps in most states nationwide every year. These camps, though offering educational enhancement and fun activities, are focused on youth development, incorporating a framework called the essential elements of positive youth development. The National 4-H Camping Research Consortium (NCRC), a group of Extension specialists and county-level educators, designed and piloted assessment tools for 4-H camps that can be used at any camp that focuses on youth development. The camp context questionnaire measures three essential elements of youth development: relationship with a caring adult, self-determination and mastery, and safe and inclusive environments. The life skill questionnaire measures three life skills: accepting self and others, accomplishing goals, and taking responsibility. Logic models and evaluation guidelines help camp directors plan camps that work for youth.
Fertile Ground: Assessing the Public Library as a Context for Preparing Youth for Community Engagement
Authors: Jones Kenneth R. , Delahanty Terrence J.
Published: November 2016

Libraries provide settings where youth can experience positive development. However, many young people and their families do not access the potential these institutions afford their communities. In addition, library staff are seldom presented with opportunities to work more intimately with young people visiting the library. This article provides data on library staff and their feelings toward youth and their experiences interacting with young people in their local libraries. The findings of the study reveal that library staff members have an array of perceptions toward young people and how youth can be affected.
Perceptions of Empowerment of Participants within Youth Development Programs
Authors: Busing Kyle
Published: November 2016

Highlighted in this paper is a study designed to investigate perceptions of empowerment among young 4-H club members. Participants included 90 boys and girls (mean age 10.61). Perceptions of the autonomy supportive nature of 4-H leaders and the general climate of 4-H clubs were assessed. MANCOVA analyses revealed participants perceived 4-H leaders and the general climate to be empowering. Although the young participants in this study confirmed some of the positive views found elsewhere in the literature, considerable disparities in their responses to various surveys were noted. There appeared to be uncertainty or misunderstanding among youngsters when asked to respond to questions about these concepts. The need for more useful quantitative measures of programmatic impact was accentuated.
The Healing Species: Animal-Assisted Character Education for Improving Student Behavior
Authors: Pearson Wanda J.
Published: November 2016

The Healing Species program aims to reduce disruptive behaviors at school by increasing students’ abilities to avoid conflict when possible and to resolve conflicts peaceably when they occur. The program’s 11 lessons incorporate elements of behavior theory that postulate behavior follows belief. This study hypothesized that 5th and 6th grade students who completed the Healing Species curriculum would show fewer normative beliefs favoring aggression, greater empathy, and fewer disciplinary infractions, than a comparable group of students who did not receive the Healing Species program. Lessons included the participation of rescued dogs to emphasize compassion, empathy, responsibility, and forgiveness. Study results offered evidence of improved overall behavior and specific reductions in violence and aggression.
Developing a Life Skills Evaluation Tool for Assessing Children Ages 9-12
Authors: Luckey Kristina L. , Nadelson Louis S.
Published: November 2016

Efforts that attend to the developmental needs of children, enhance their capacity to learn, and support their potential for becoming successful, have tremendous merit. Therefore, it is critical that steps are taken to evaluate the effectiveness of such endeavors. The purpose of this study was to create and validate a life skill outcomes instrument for use in extension youth programs. This instrument validation study utilized both quantitative and qualitative methodologies to establish the validity and reliability of a life skills instrument for nine to twelve year olds. The data collected from 111 participants suggests that the instrument is both valid and reliable for the intended age group. Study results, limitations, and ideas for future research are discussed.
4-H Science: Evaluating Across Sites to Critically Examine Training of Adult Facilitators
Authors: Nippolt Pamela Larson
Published: November 2016

As 4-H Youth Development focuses on developing and delivering high quality STEM learning experiences, the issues related to the preparation of the adults who facilitate learning with youth are important to address. This paper outlines a five-state pilot project funded by the 3M Foundation to test a model for training adult facilitators. The findings from this study raise questions about how non-formal educational programs involve and mobilize adult facilitators to work with youth in STEM-related learning when the emphasis is not only on engaging young people, but also on deepening their thinking and learning about engineering phenomena, in this case wind energy. Evidence from the process evaluation illustrates the extent to which three train-the-trainer applications incorporated the original educational design, surfacing questions about how to design high quality, yet practical, training applications within 4-H.
Mothers’ Satisfaction with Youth Out-of-School-Time Programs
Authors: Jang Juyoung , Dworkin Jodi
Published: November 2016

The purpose of this study was to investigate the factors related to mothers’ satisfaction with youth out-of-school-time (OST) programs. The relationship to demographic characteristics and the effects of mother’s perception of youth OST program opportunities on mothers’ satisfaction with OST programs are discussed in this paper. Ordered logistic regression revealed the positive effects of partner’s working hours, mother’s education, and mother’s perception on mother satisfaction. Generalized ordered logit models further revealed that the effects of the variables and the effects of child sex, income, and race differed by the level of mother satisfaction. These findings have important implications for youth workers and policy makers.
Positive Youth Development: A Resiliency-Based Afterschool Program Case Study
Authors: Brown Lindsey , Hill Eddie , Shellman Amy , Gómez Edwin
Published: November 2016

This study examined the impact of an afterschool program on resilience in youth at an elementary school in Central NY. The goals of the program were to: (a) increase resiliency among participants, and (b) reduce the occurrence of aggressive behaviors (i.e., bullying) in 5th and 6th graders. Of the 79 students who completed the survey, 19 participants were able to be matched with pre- and posttests. In the study, 13 as participants in the afterschool program, and six as non-participants. Results of paired samples t-tests indicated that those who participated in the afterschool program showed a significant increase (p= 0.05) in resiliency scores. The program also had a positive impact on decreasing discipline-related referrals.
Building the Capacity of 4-H/Youth Development in Iraq
Authors: Ingram Patreese D. , Bender Georgene , Kreifels Matt , Balschweid Mark
Published: November 2016

A team of 4-H/Extension educators were invited to Erbil, Iraq to conduct a week-long intensive training to assist Iraqi youth workers in preparing effective programming as they build their 4-H program. The workshop incorporated the 4-H Essential Elements for Program Success and a Curriculum and Lesson Development Training module. Three-quarters of participants said they were leaving the training with a set of curriculum developed by themselves or others during the workshop. Most (88%) indicated they had tentative plans for implementing the lessons they developed during the training. This project created a solid foundation upon which Iraqi youth workers can build.
A Goal Setting Intervention Positively Impacts Adolescents’ Dietary Behaviors and Physical Activity Self-Efficacy
Authors: Shilts Mical Kay , Townsend Marilyn S.
Published: November 2016

The efficacy of a youth development intervention on improving eating and physical activity(PA) self-efficacy, goal attainment scaling, goal effort, and behaviors was examined in a repeated measures, quasi-experimental field trial. Ethnically diverse students (n=64) from a low-income middle school participated in the 10-session intervention driven by the Social Cognitive Theory with a Goal Setting Theory emphasis. Participants, 13-14 years old, made significant changes in dietary behaviors (P=0.03) and PA self-efficacy (P=0.02) after receiving the intervention. Self-efficacy did not mediate dietary behavior change but did mediate the small changes made in PA. Goal effort was not a mediator of behavior change. After the intervention, more participants rated themselves as making one lasting improvement in eating (P
Teen Ambassador Leadership Kit (TALK)
Authors: Gillespie Donna R.
Published: November 2016

Teen Ambassador Leadership Kit, (TALK), is an annual weekend retreat designed for teens interested in promoting and marketing 4-H in their communities. TALK organizers felt teens would benefit from an intensive weekend retreat focused on communication. TALK produces a network of educated and excited 4-H teens that are available to help with 4-H promotion and marketing. Participants arrive on Friday evening for team building activities, on Saturday they participate in one of the workshops offered and on Sunday morning each workshop group has the opportunity to share their completed projects and what they learned. At the conclusion of the retreat, teens are designated "County 4-H Ambassadors" and certificates of completion, professional business cards and polo shirts are presented. The TALK teen participants return home to share what they learned with their local county 4-H staff and help promote and market 4-H in their communities.
Explore the World with a Global Education Curriculum
Authors: Tritz Julie , Cowger Tina , Bennett MaryBeth , Fleisher Richard , Hovatter Doug , McCormack Christina , Scott Denis , Wilcox Veronica
Published: November 2016

Recognizing and celebrating the diversity that exists in our communities has become a central goal of land-grant institutions and cooperative extension programs. This is coupled with the expectation that youth be equipped for a global workforce where they appreciate different world cultures, be able to evaluate global issues and challenges and understand the inter-connectedness of global systems. Given these points, a Global Education Curriculum developed by the WVU Extension Global Education & Engagement Team is presented as a tool to instill a deeper understanding of and appreciation for cultures, people and global issues by youth and the adults who support them.
Time Spent in Sports and Adolescent Problem Behaviors: A Longitudinal Analysis of Directions of Association
Authors: Sheppard Adam C. , Mahoney Joseph L.
Published: November 2016

This longitudinal study analyzed the direction of the association between sports participation and problem behavior. Participants were a nationally representative sample of 1,692 adolescents (ages 11-19). Results showed that, beyond baseline measures of problem behaviors, time in sports (Wave I) was negatively associated with internalizing behaviors (Wave II). However, there was not a significant relation between time in sports and externalizing behavior. In addition to analyzing the relation between previous time in sports and subsequent problem behaviors, previous problem behaviors were used to predict subsequent time spent in sport. Results showed that previous internalizing behavior (Wave I) was negatively associated with time in sports (Wave II), but only for females. Externalizing behavior was not related to subsequent time spent in sport.
Understanding Youths’ Experiences in a Holistic Weight Management Program
Authors: Spassiani Natasha A. , Jeffery-Tosoni Sarah , Fraser-Thomas Jessica , Kuk Jennifer
Published: November 2016

Given elevated levels of overweight/obesity among today’s youth (Centre for Disease Control and Prevention, 2008), and associated negative physical, emotional, and psychological consequences (e.g., Faith, et al., 1997; Must & Anderson, 2003), weight control programs must be critically examined. The purpose of this study was to gain understanding of youths’ experiences in a commercially available weight management program with a holistic approach. Participants included four purposefully sampled male and female youth aged 10-18, engaged in a 16-week program. Participants engaged in a semi-structured interview exploring their experiences within the program. Results indicated youth experienced positive development in the areas of physical, psychological and social skills, and highlighted specific mechanisms by which the program facilitated this development including the holistic approach, parent and peer engagement, and the required work ethic. Youth also reported negative experiences due to lack of autonomy, not reaching weight loss goals, and low enjoyment. Practical implications and future research directions are discussed.