bluuebunny/crossref_metadata_2025 huggingface dataset:
Cyber Town at the Woodrow Wilson Center
Authors: Dennis Lisa M.
Published: November 2016

Cyber Town is a technology based after-school program that concentrates on reading and technology literacy. The program provides at-risk minority youth a safe environment where they learn skills that will make them competitive in the digital age. Qualitative and quantitative data are collected on all after-school program participants enabling program staff with the ability to individualize technology aided instruction. Youth are instructed at appropriate instructional levels these levels are determined through reading level assessment software programs, teacher recommendations, and reading scores. The program provides a model others can utilize in operating similar computer based programs. It illustrates that when working with youth, educators may discover deeper problems than originally anticipated and adaptations must be made to meet the needs of those young people.
Components of Camp Experiences for Positive Youth Development
Authors: Henderson Karla A.
Published: November 2016

Youth development specialists advocate that well designed, implemented, and staffed youth centered programs result in positive outcomes for young people. Youth organizations have provided opportunities for young people to participate in camping experiences for over a century. The purpose of this paper is to describe what program components were related to camp environments and positive youth development. We describe these program components related to positive youth development based on a large scale national study of ACA (American Camp Association) accredited camps that included independent, religiously affiliated, government, and not-for-profit organizations. Based on the responses given by camp directors, contact and leadership from trained staff and the supportive relationships they provided were essential elements of camp. Other aspects leading to positive youth development in camps were program mission and structure along with elements of accountability, assessment of outcomes, and opportunities for skill building.
Encouraging Positive Youth Development with Youth Leadership Summits
Authors: Schmitt-McQuitty Lynn
Published: November 2016

This article describes the California 4-H Youth Development Program’s (4-H YDP) creation of a Youth Leadership Summit (YLS), as well as information gained from three summits held in the summers of 1999 through 2001. Previous studies (Camino, 2000; Lerner, 2000; Zeldin, 2000) suggested that youth-adult collaborations along with meaningful activities could have a positive impact on youth. Therefore, the summits emphasized the positive youth development model, employed youth-adult collaborations, and encouraged youth to become involved in their communities. In this article, we share the YLS procedures, the roles of youth and adults and the engagement of youth on community issues. The YLS model developed by the California 4-H YDP impacted the individuals and communities involved in important and positive ways and might be a useful model to follow in the establishment of similar youth programs developed by youth professionals.
What Counts in After School? Findings from the Massachusetts Afterschool Research Study (MARS)
Authors: Miller Beth M.
Published: November 2016

This article discusses the Massachusetts Afterschool Research Study (MARS). Conducted during 2003-2005, MARS took an in-depth look at program structure and quality in 78 varied programs across Massachusetts, using data sources that included interviews with program directors, afterschool program site observations, school district student data, attendance data, and surveys with afterschool program staff, day school teachers, and afterschool program youth. The MARS study offers many useful insights into what afterschool programs look like, approaches to providing high quality experiences for youth, and the connections between high quality and improved outcomes for the young people attending these programs. The results may be useful to programs, policy makers, and others in the field by deepening our understanding of how youth participation leads to a variety of youth outcomes.
Resource Review: Youth and Adult Leaders for Program Excellence: A Practical Guide for Program Assessment and Action Planning
Authors: Hobson Hartley
Published: November 2016

The Youth and Adult Leaders for Program Excellence (YALPE Resource Kit) was developed to assist groups working to promote positive youth development. The Kit includes a variety of assessment tools and templates for data analysis and report writing. The tools are grounded in research on youth development and are user-friendly for adults and youth.
Catch ‘Em Being Good:” An Extension Service and State School System Team Up to Promote Positive Outcomes for Youth
Authors: Wade Kerri , Nichols Allison
Published: November 2016

This feature article describes a collaboration between the West Virginia University Extension Service and the West Virginia Department of Education to implement the “Responsible Students through School Wide Positive Behavior Supports” program (RS-SWPBS) throughout the state. A case study of Grandview Elementary School in Kanawha County illustrates the benefits that the collaboration brought to local youth. West Virginia Department of Education established the program and brought local schools onboard, while educators from the West Virginia University Extension Service became coaches and led the effort to collect and analyze data. Results included the development of positive behaviors, a decrease in negative behaviors, and the creation of a positive school climate.
Computer Gaming and Student Achievement: Investigating Middle School Students’ Behaviors
Authors: Ibanez Vincent , Slate John R. , Kelsey Cheryl
Published: November 2016

In spite of very little research on the subject, a growing concern exists among professionals that excessive time spent by students on computer gaming may have an undesirable effect in scholastic achievement. In this study, middle grade students self-reported their time spent on computer gaming for a one week time period. These self-reports were related with their GPAs at the end of the semester. Analysis of 114 students’ GPAs in English, Math, and Science indicated the presence of a statistically significant difference in English GPAs between students in the High Computer Gaming group from students in the Moderate and Low Computer Gaming groups. No differences were yielded for Math or Science GPAs. Implications are discussed.
Covering our Bases: A Military 4-H Youth Development Program
Authors: Roueche Joanne , Jones Debra A.
Published: November 2016

Land-grant universities, through the 4-H program, have offered support and partnership to the military since World War I. More recently, the U. S. Army, Air Force, and 4-H have partnered to provide military installation youth programs involving over 7,000 youth in 4-H clubs in the United States and abroad. Military youth and families, not affiliated with Base or Post installations, were extended similar support as an aftermath of September 11, 2001. All youth involved through military outreach are enrolled as 4-H members through their respective counties integrating them into local, state, regional, and national 4-H activities and events. Authors share their experience developing relationships with their Air Force partner in implementing positive youth development programs, and explain how these actions resulted in successful funding for increased outreach.
Learn to Live: Simple and Practical Activities to Promote Health, Nutrition and Physical Fitness in the K-8 Curriculum
Authors: Dirga Ali Ann Y. , Stavrianeas Stasinos
Published: November 2016

Current health education and physical fitness programs have failed to prevent the youth obesity epidemic. The diminishing emphasis placed on such programs due to curricular and budgetary constraints results in few opportunities to promote students’ active participation in regular physical activity and health education programs. Findings indicate that a successful program to promote healthy nutrition, an active lifestyle, and regular physical exercise requires that the information is easily accessible, and presented in a clear and concise format. Readers are introduced to a comprehensive program, easily adjustable throughout the K-8 curriculum. It is designed to complement regular classroom activities by introducing a series of stand-alone lessons and activities to educate students on the benefits of regular exercise and healthy lifestyle. This program can be used in any community and can offer the youth population the information they need to create healthy habits that will last a lifetime.
A Case of a Partnership Academy Small Learning Community Model on Student Outcomes
Authors: Folan Sheila , Trexler Cary J.
Published: November 2016

Many students are experiencing disconnect from their large, seemingly impersonal high schools. This case study research explored a post-high school class cohort's perceptions of an academy environment. The study examined the nature of its connection to academic, behavioral and post-secondary effects by utilizing a treatment group of academy students and a comparison group of non-academy students. The study found that students within academies experienced a greater sense of high school community than non-academy students. Differences were also found in post-secondary endeavors including greater participation by academy students in college, the workforce and career/technical areas.
Overnights Encourage Girls’ Interest in Science-Related Careers
Authors: Christman Kimberly A. , Hankemeier Sara , Hunter Jennifer , Jennings Johnna , Moser Debbie , Stiles Sandy
Published: November 2016

With sell-out crowds and phenomenal research results, Science Siesta and Advanced Science Siesta are programs designed to change the traditional perceptions that girls have about science and science-related careers. Through hands-on science activities (in and out of the lab), and through working with local female scientists, girls who range from fourth to eighth grade are provided valuable opportunities to combat the stereotype that “girls can’t do science.” This article addresses the need to engage girls in science and explains “how-to” meet that need through the Science Siesta programs.
Community-Based After-School Inclusive Programs for Low-Income Minority Youth and Their Families: the Disability Specialist Approach
Authors: Unger Donald G. , Woolfolk Tara , Harper Vanessa , Cuevas Teresita
Published: November 2016

Intervention for helping community based after-school programs become more responsive to youth with disabilities and their families is presented in this manuscript. The Disability Specialist intervention utilized a variety of approaches, including: a) increasing awareness of disabilities and services by providing learning opportunity sessions for families and staff, and outreach activities to youth through interactive theater; b) developing in house “disability specialists” to offer ongoing leadership and technical expertise for after-school programs and their community centers; c) developing a network of technical consultants in order to connect families and after-school programs to specialized community resources; d) providing financial assistance to enable community center staff to allocate time to outreach activities; and e) providing families with support in educational advocacy efforts by partnering with a local parent mentoring program. The success of the project depended upon building partnerships with families, community centers, human service agencies, schools, and local funding sources.
Taking Congress Home: Effects of NC 4-H Congress on Youth Behaviors and Intentions
Authors: Silliman Benjamin
Published: November 2016

This evaluation report describes the outcomes and quality of the 2006 North Carolina 4-H Congress, an annual five-day teen conference focused on citizenship, leadership, and service. A majority of returning youth cited Congress experiences as significant in their continued learning and practice in citizenship, leadership, and service learning. Likewise, most youth participants in the 2006 conference indicated that they planned to participate in more citizenship, community leadership, and service activities in their home communities. A Youth Program Climate survey revealed that youth viewed NC 4-H Congress as a setting where service was important, where they learned to accept differences, teamwork was emphasized, and where they were able to make a difference in the lives of others. Three implications of the evaluation report are discussed: 1) value of a youth leadership conference for educating and inspiring youth in citizenship, leadership, and service; 2) evaluation methodology, including engaging youth leaders in design and use of conference data; and 3) marketing and accountability opportunities resulting from program evaluations.
Involving Youth in Community Emergency Preparedness: Impacts of a Multistate Initiative
Authors: Powell Pamela , Smith Marilyn , Black Lynette
Published: November 2016

The National Preparedness Guidelines (2007) state, “as uniformed responders account for less than 1% of the total U.S. population, it is clear that citizens must be better prepared, trained, and practiced on how best to take care of themselves and assist others in those first crucial hours during and after a catastrophic incident.” This is increasingly more evident due to recent disasters such as hurricane Katrina. The Alert, Evacuate and Shelter (AES) program identified and trained youth/adult teams to use geospatial technology to map shelter locations and evacuation routes. Training began with team building activities to strengthen and build youth/adult preparedness partnerships. Program evaluations revealed a major shift in thinking about the positive potential level of involvement of youth in emergencies. Survey results immediately following trainings revealed statistically significant increases in participant knowledge gain regarding emergency preparedness. Follow-up evaluations indicate the success of this project in meeting community preparedness goals.
A New System of Classifying Out-of-School Time Job Responsibilities
Authors: Kane Jennifer Buher , Peter Nancy
Published: November 2016

Out-of-school time (OST) is a burgeoning field with both research and policy implications. Efforts to improve professional development for OST staff members are of particular interest, as funding streams increasingly target interventions which promote positive changes in student outcomes. Professional development evaluation in particular is hindered by a lack of consistency among job titles and responsibilities across OST organizations. This mixed-method study utilizes original data to explore underlying patterns of job responsibilities within the field and offers a new classification system based on exploratory factor analyses. The classification includes five categories, each with a unique combination of common job responsibilities to assist survey respondents in choosing the appropriate category: upper-level administration, mid-level administration, direct-service, capacity-building, and “other.” Results suggest this new system is user-friendly to both respondents and researchers, and will garner more accurate and comparative information for future OST research and application.
Out-of-School Technology Programs: Creating Brighter Futures for Youth
Authors: MacCarthy Maureen , Hanson Kari
Published: November 2016

Findings from a new, comprehensive evaluation sponsored by the Bill & Melinda Gates Foundation confirm that out-of-school technology programs create brighter futures for youth. Results indicate with high reliability, that these programs can improve academic achievement, build positive self-esteem, and prepare youth for the 21st century workplace. Individual organizations have drawn these conclusions since they began offering youth technology programs; however, the lack of independent multi-year, multi-program evaluations have made it difficult for the field to make concerted programmatic and funding decisions. Findings from this evaluation decisively show that youth technology programs yield significant benefits both, in the short and long-term. This paper offers insights and information relevant to both providers and funders of individual programs, as well as to the advancement of the youth technology field as a whole.
Consistency of Developmental Outcomes of 4-H Camp Experiences Over Time and Across Sites
Authors: Baughman Sarah , Garst Barry A. , Fuhrman Nicholas E.
Published: November 2016

The purpose of the reported trend study was to examine consistency in youth life skill outcomes following exposure to 4-H camp. Parents of campers ages 9 to 13 were randomly sampled in 2001, 2004, and 2007 and asked to report changes in their child’s behavior following camp. Statistical analysis indicates an overall consistency in parent reports of youth life skill development over time. Life skills that showed consistent gains over seven years and across six 4-H educational centers included an enhanced ability for youth to take care of their own things and to share work responsibilities. Multivariate statistics revealed that a standardized instrument used with parents over time can produce valid and reliable results concerning the impact of experiential learning on youth.
We’re Here, We’re Hopeful, and We Can Do Well: Conceptions and Attributes of Positive Youth Development among Immigrant Youth
Authors: Forman Yulika , Du Dan , Kiely Megan , Carrano Jennifer , Lerner Richard M.
Published: November 2016

Using qualitative and quantitative information from Grades 8 and 9 of the 4-H Study of Positive Youth Development (PYD), we describe the conceptions of thriving youth present within adolescent immigrants to the United States, and interrelate these conceptions with quantitative scores for PYD, contribution, and positive future orientation. Conceptions of thriving that included positive future orientation were associated with higher quantitative scores for PYD and Contribution. Conceiving of thriving as making contributions to themselves or their communities was associated with higher quantitative scores for Contribution. These findings suggest that immigrant youth whose qualitative definitions of thriving include the U.S.-based conceptions of PYD show quantitative evidence of positive functioning. We discuss limitations of the present study and directions for future research.
Differences in the Experiences of Boys and Girls in a Camp Environment
Authors: Miltenberger Margaret , Jopling Jane , Garton Martha S.
Published: November 2016

Between the ages of nine and twelve, key developmental differences exist between genders. Boys’ and girls’ brains simply develop in a different sequence (Sax, 2007) and at a different rate (Hanlon, et al., 1999). Since the 1970’s a tendency toward gender blindness and a lack of understanding about the real developmental differences between boys and girls may have limited the ability of youth professionals to best serve all youth. This paper highlights a study of whether boys and girls differ in camp experience and in life skill development as a result of camp? Fifteen counties with 28 individual camps participated in the study which measured (1) camp experience; (2) targeted life skills, and (3) leadership skills. The results showed significant differences between girls and boys. Researchers recommend that gender differences no longer be ignored when programming and that camp activities and curriculum meet the developmental needs of both boys and girls.
The Use of Expressive Therapies and Social Support with Youth in Foster Care: The Performing Arts Troupe
Authors: Greene Audra Holmes , Goldenberg Linda , Freundlich Madelyn
Published: November 2016

The Performing Arts Troupe is a program that provides youth in foster care and youth from low income neighborhoods with expressive therapies and social support. The program is designed to assist youth in addressing the effects of trauma and developing competencies as they prepare to transition to adulthood. The article discusses the literature base for the program, the program activities and describes the impact of the program on youth through preliminary evaluations and case studies. The program offers an innovative combination of expressive therapies and social supports that has effectively met the needs of vulnerable youth.
Culturally Authentic Scaling Approach: A Multi-Step Method for Culturally Adapting Measures for Use with Ethnic Minority and Immigrant Youths
Authors: Nicolas Guerda , DeSilva Angela M. , Houlahan Sharon , Beltrame Clelia
Published: November 2016

Given the increasing ethnic and racial diversity of youths in the U.S., researchers must be conscious of how youth are being recruited, retained, and assessed in research programs. In this article, we describe an efficient and replicable methodology, the Culturally Authentic Scaling Approach (CASA), which can be implemented to culturally adapt measures for use with ethnic minority and immigrant youths. Specifically, the steps involved in the CASA method are described, including developing community partnership, evaluating the theoretical equivalence, adjusting the selection and administration of measures. Engaging in an on-going dialogue with the community to increase cultural validity and build community relationships is also discussed. Addressing the cultural validity of measures used with ethnic and immigrant youths enhances the probability that the information obtained will be reflective of the cultural background of the participants and an accurate assessment of their experiences
Building a Launchpad for Youth Impact and Organizational Change
Authors: Silliman Ben
Published: November 2016

A recent report, 4-H Critical Indicators of Youth Development Outcomes for Mission Mandates, outlines a nationwide evaluation of youth program quality and impact of three new programming initiatives. The plan is presented as a model for youth development impact and organizational change. Discussion focuses on the three components of the plan, including evaluation context, framework for assessing program quality and outcomes, and implementation issues critical to successful evaluation.
Good Intentions: The Beliefs and Values of Teens and Tweens Today
Authors: Dawson Patricia A.
Published: November 2016

Understanding the values of today’s teens and tweens and how they make decisions is crucial for all youth professionals. An excellent resource to assist youth professionals has been developed by the Girl Scout Research Institute and Harris Interactive. Good Intentions: The Beliefs and Values of Teens and Tweens highlights a national research study which explored the values of today’s youth as well as how they make decisions. The 52 page document shares significant findings from the research utilizing youth quotes, tables and diagrams. The work builds on a similar study commissioned by Girl Scouts USA in 1989 and shares an encouraging picture of today’s youth. Readers will find the results from this research to be of great value when developing youth programs.
Parenting Style and the Timing of Jewish Adolescents’ Sexual Debut
Authors: Etzkin Robby , Barnett Rosemary V. , Smith Suzanna , Schwartz Stuart E. , Baugh Eboni J.
Published: November 2016

Parenting style and its effect on the timing of Jewish adolescents’ sexual debuts were examined in the reported study. One hundred sixty-eight research participants between the ages of 18 and 22 from a large university in the Southeast participated in the study. A survey instrument was administered at three fraternities and two sororities to examine parenting style and sexual debut retrospectively. Data were analyzed using descriptive statistics, frequency chi square tests, and Analysis of Variance (ANOVA); while post hoc results were determined through Tukey’s honestly significant difference. Results found that authoritative parenting provides a delay in the age of sexual debut for Jewish adolescents. All other parenting styles had mean ages less than the overall mean age of sexual debut, 17.10 years old, with indifferent parenting having the earliest debut. These findings suggest that parenting style may affect the timing of Jewish adolescents’ sexual debut. The study has implications for understanding factors that may affect the timing of a Jewish adolescent’s sexual debut and may help parents protect their adolescent from the negative effects associated with early sexual debut, such as low academic achievement. Recommendations for future research include exploring the effects of family structure and peer networks to understand fully the many factors that affect the timing of adolescents’ sexual debut.
Using an Active Learning Approach (the 4-H model) to Stimulate Social Change: Youth and Community Development in the Republic of Kyrgyzstan
Authors: Kock Timothy K.
Published: November 2016

As Kyrgyzstan recovers from the collapse of the Soviet Union, the youth of this Newly Independent State (NIS) face troubling times. Poverty has become all to familiar throughout the country; its people, including youth, are losing hope and question their ability to be productive members of society (Lines & Kock, 2004). Kyrgyzstan’s future leaders – like all nations - are found among its youth of today. Therefore, it behooves the government and citizens of Kyrgyzstan to develop youth centers designed to enhance the skills young people need to succeed now and in the future. This paper describes a program designed to teach Kyrgyz youth and adults teamwork, and civic responsibility through experiential learning activities. The paper outlines the steps taken and results derived from the hands-on trainings provided to the participants in one location in Kyrgyzstan. Findings from this study may have implications for other international youth development projects.
Perceptions of 4-H Extension Educators and Volunteer Leaders toward the Inclusion of Youth with Attention Deficit Hyperactive Disorder(s) in 4-H Programs
Authors: Mpofu Chido , Ingram Patreese D. , Radhakrishna Rama
Published: November 2016

The challenges, attitudes, training and support systems needed by 4-H extension educators and volunteer leaders in order to successfully and effectively include youth with Attention Deficit Hyperactive Disorder (ADHD) in their programs are discussed within this article. Data were collected from extension educators and volunteer leaders in a Northeastern state. The results revealed that 4-H extension educators and volunteer leaders are not adequately trained to include youth with ADHD despite the fact that they may have one or two children with these symptoms in their clubs. For inclusion to be meaningful for youth with ADHD we recommend training for extension educators and volunteer leaders on characteristics of ADHD, its implication for youth involvement as well as techniques/ways of meeting the learning styles of youth with ADHD.
A Qualitative Investigation of Californian Youth Interests in the Outdoors
Authors: Goldenberg Marni , Wassenberg Katherine , Greenwood Jerusha , Hendricks William , Jacobs Jeff , Cummings Jason
Published: November 2016

Prior research has found connections between youth participation in recreational activities and academic achievement, civic involvement, and improved health. To investigate California youth outdoor recreation attitudes, behaviors, and constraints, eight focus groups were conducted with community recreation center youth participants. Youth answered 10 questions about their experiences, attitudes, and perceptions of outdoor recreation. Data were analyzed using grounded theory. Three to seven axial codes were identified for each question. Results showed that youth want to have more access to outdoor recreational activities. However, there are frequently considerable constraints for the youth to overcome including draws of technology, family obligations, and laziness. Safety was a recurring concern among participants. Understanding youth attitudes and perceptions allows managers to meet youth needs, program for youth interests, and provides a strong foundation for marketing and as a rational for funding grants.
An Agricultural Apprenticeship Program for Youth in Trinidad, West Indies: Can it Meet the Caribbean’s Urgent Need for Younger Farmers?
Authors: Ganpat Wayne G. , Webster Nicole
Published: November 2016

To address the aging farmer population in Trinidad, W.I., a situation common to the Caribbean region, a Youth Apprenticeship Program in Agriculture (YAPA) was initiated. An assessment of its effectiveness was conducted in 2007. Results indicated that present trainees went into agriculture to make “additional” income and for self employment, with “contributing to national food security” being ranked lower. They were generally satisfied with the extent of field work, the experience gained and trainers’ knowledge and skills. However, they would leave agriculture if they received other employment opportunities or if they were not provided with key resources such as land and soft loans. Past YAPA trainees had significantly changed (p
Promoting Civic Engagement, Critical Thinking and the Science of Photography through Photovoice
Authors: Tritz Julie
Published: November 2016

Photovoice is part of a growing interest in using creative tools with youth groups as a means to increase involvement in the positive development of local communities. The goal of Photovoice is to allow youth to record, reflect and act on issues of importance to them through the production of still photographs. The methodology holds promise for youth development professionals in several ways. It teaches soft skills such as teamwork and critical thinking; fosters civic engagement and engages youth in learning about the science of photography. The article concludes with considerations and ideas for emulating the methodology in a local community.
Reading Makes Cents Resource Review
Authors: Ashby Lacie , Gordon Kathy , Stokes Shante
Published: November 2016

In today’s economy, it is more crucial than ever to focus our educational efforts on increasing financial literacy. Many young people are unskilled in managing their personal finances, yet this critical life skill will greatly affect their future economic well-being. Reading Makes Cents, developed by Penn State University, is an excellent resource to address this need. A reviewed and recommended curriculum by National 4-H, this complete, easy to use curriculum targets youth in grades 3-5 with a combination of financial literacy and reading. The curriculum explores basic money concepts such as spending, saving, and sharing money. Lessons incorporate hands-on activities and children’s literature to reinforce lesson objectives. With evaluation questions and family activities included, Reading Makes Cents is a perfect guide for educators to easily pick up and teach.
Voluntary Youth-Serving Organizations: Responding to the Needs of Young People and Society in the Last Century
Authors: LeMenestrel Suzanne M. , Lauxman Lisa A.
Published: November 2016

As many national youth-serving organizations have either celebrated their 100th anniversaries or are approaching their centennials, we take a step back to celebrate these organizations’ accomplishments, but also to examine how youth organizations have responded positively to the youth development philosophy and approach to programming. The focus of this paper is on those organizations in which participation by youth is voluntary.
School Sponsored Extracurricular Activities and Math Achievement among Hispanic Students
Authors: Espinoza Jose A.
Published: November 2016

Differences in math achievement between Hispanic eighth grade students who participated in school sponsored extracurricular activities and Hispanic eighth grade students who did not participate in school sponsored extracurricular activities at an inner-city campus in the State of Texas were examined for the 2008-2009 academic year. The Texas Assessment of Knowledge and Skills (TAKS) Math exam served as the measure of student achievement. Hispanic eighth grade students who were involved in extracurricular activities had statistically significantly higher scores as well as higher passing percentages than did Hispanic eighth grade students who were not involved in extracurricular activities on the TAKS Math exam. Implications are presented and recommendations for future research are made.
Projects in a Day Develop Life Skills in At-Risk After School Youth
Authors: Hoffman Katie J.
Published: November 2016

As budgets tighten and school weeks are shortened more youth are being left unattended at home. Rural youth are particularly affected by these reductions and stranded away from programs and resources. At-risk youth are acutely impacted as they lose contact time with programs that provide life skill development and a safe place for youth to connect to community, other youth and adults. 4-H Projects-in-a-Day can provide curriculum in partnership with after school programs that develop life skills and build positive social skills. In a study conducted with an Idaho After School program during the 2007-2008 and the 2008-2009 school years, six of the 12 life skills evaluated showed a significant increase after participation. Youth also reported positive self esteem and made new friends during the events held on Fridays. 4-H Project-in-a-Day curriculum has shown to be a powerful, ready to use tool in after school programming.
Does Marital Status of Parents Relate to Family Communication Regarding Finances?
Authors: Mauldin Teresa A. , Mimura Yoko , Kabaci M. J. , Koonce Joan C. , Rupured Michael , Jordan Jennifer W.
Published: November 2016

How do youth and parents perceive their communication with each other? How do they perceive communication about money with each other? Are there differences between married-parent families and single-parent families? The reported study examined the discrepancies in perception between parents and youth and compares these differences between married and single-parent families. Although single-parent families had greater discrepancies in perceptions regarding communication in general, there was no evidence of such differences in discrepancies regarding communication about money. The finding suggests the importance of youth development programs to provide information and encouragement to both youth and their parents.
Combating Youth Violence Through Anti-Violence Coalitions in Three West Virginia Counties
Authors: Sturgill Ronda , Barnett Bob , Barnett Lysbeth
Published: November 2016

Kids Win was funded by SAMHSA (Substance Abuse and Mental Health Services Administration) for Cabell, Mason and Wayne Counties in West Virginia. The goal of the project was to develop anti-violence coalitions in the three counties and to develop a strategic plan for a pilot program combating youth violence. The pilot program was designed to use the Second Step and Hazelden Anti-Bullying curricula at the three middle schools. Evaluation methods included a survey of teachers, a survey of students, and a comparison of results of a state mandated school discipline report. All three data sources support the conclusion that violence was reduced significantly because of the Kids Win Program. Kids Win has demonstrated what can be accomplished by teaching students the behavioral skills needed to resolve problems without escalating violence. This program merits replication and expansion and can serve as a model for other programs.
Youth Voice: Developing Future Leaders
Authors: Bading Charla , Boyd Barry L. , Lawver David , Ulmer Jon , Boleman Chris
Published: November 2016

The purpose of this study was to examine youths’ perceptions regarding their involvement on youth advisory boards in Cooperative Extension. A stratified, random sample of counties with active youth advisory boards was selected to ensure representation from all Extension districts in the state. A copy of the Involvement and Interaction Rating Scale was mailed to all participants. The findings indicate that Youth feel good about their level of participation on their youth advisory board and that adult members of the board allow them to have an active voice in the activities of the board.
Defining Effective Programs: How to Navigate Through the Diverse Definitions
Authors: Brandt Brian
Published: November 2016

There are many organizations that use shared terms to describe effective programs but don’t agree on the definition of these terms. Terms such as evidence based, research-based, proven practices, and promising practices have multiple definitions amongst practitioners. Exploring the different definitions, of these shared terms, by yourself or with your peers is one way to discover how programs are defined by others. This article and links will lead you through a process to understand the variety of youth development definitions used by practitioners and challenge you to create common definitions that will lead to better discussions with others regarding the effectiveness of programs.
Building Capacity for Latino/Hispanic Volunteer Engagement
Authors: Osegueda Sonia G. Morales
Published: November 2016

Hispanics have become the largest ethnic minority group in the United States. Within that population there are vast diversities of culture that vary not only by country of origin, but by the regions and ethnicities within those countries. Designing programs to attract the participants and meet the needs of Latinos and their families is essential to 4-H’s future outreach program success. King County Extension Youth Development 4-H program has developed a program that provides volunteerism training based on awareness of the community that youth and adult participants serve. Results suggest that volunteer training helps participants become more prepared. They develop the knowledge and skills needed for planning, implementing a program, and applying their individual talents as well as mentoring strengths. This article describes how newly skilled Latinos participating in volunteerism training demonstrated and practiced what they learned with responsibility and inspiration for children at an elementary school in SeaTac, Washington.
Exploring the Impact of a Library Summer Reading Literacy Coach Program on Teen Personal Skills Development
Authors: Zhao Lina , Blau Gary
Published: November 2016

In the Summer of 2011 The Free Library of Philadelphia (FLP) hired 90 teenagers into its six-week Summer Reading Literacy Coach Program (SRLCP) as Teen Literacy Coaches (TLCs). Data was collected at Time 1, Time 2 and Time 3. The two study hypotheses were: (1) there will be a significant improvement in TLCs personal development skills from Time 1 to Time 3 and (2) demographic data and program specific skills measured at Time 2 will account for significant variance in each Time 3 personal development skill beyond the Time 1 personal development skills. We did not find support for H1 but did find support for H2. Specific to H2 we found that team-related and higher education interest each had a significant positive impact (p
The Influence of Competitive Personality Orientation on Adolescent Emotional Intelligence
Authors: Scheer Scott D. , Harrod Nicholas , Lekies Kristi S.
Published: November 2016

Emotional intelligence (EI) is related to life success and everyday social interactions. The extent to which competitive personality orientation (CPO) may influence emotional intelligence among adolescents is unknown. The objective of this investigation was to determine the relationship between adolescent competitive personality orientation and emotional intelligence and if competitive personality orientation predicts emotional intelligence while controlling for demographic variables. Participants were 200 students (91 females, 109 males, M age=17.24 years) from three Midwestern high schools. An inverse relationship was discovered between competitive personality orientation and emotional intelligence. Higher competitiveness was associated with lower levels of EI and this relationship was maintained when demographic variables were statistically controlled. As well, females scored significantly higher for EI and lower for competitive orientation than males. The findings potentially have implications for youth organizations to consider the level of emphasis placed on competitive programming and for including activities whereby youth work cooperatively with each other for promoting EI development.
An Emerging Model of Knowledge for Youth Development Professionals
Authors: Vance Femi
Published: November 2016

A model of knowledge for youth development professionals that is comprised of five knowledge domains: 1) Foundational Knowledge of Positive Youth Development; 2) Knowledge of Youth; 3) Knowledge of Group Facilitation; 4) Knowledge of Contexts and Organizational Systems and; 5) Specialized Youth Development Knowledge is proposed in this paper. The model is intended for use in youth development programs, which have been associated with better outcomes for participants when compared to other types of youth programs. The development of the knowledge base is framed by seminal research on teacher knowledge and informed by practice-oriented research in the out-of-school time field and literature on the quality of youth development programs.
Engaging Youth in Evaluation: Using Clickers for Data Collection
Authors: Borden Lynne M. , Wiggs Christine Bracamonte , Schaller Amy , Schlomer Gabriel L.
Published: November 2016

Now, more than ever, evaluation is an essential component for all programs. Although the need for outcome data is clear, collecting data from youth populations is often difficult, particularly among youth who are vulnerable and/or disenfranchised. While the use of paper-and-pencil (PAP) surveys is a commonly used method of data collection, different technological methods, such as online surveys, text messaging, and personal digital assistants (PDA’s), are increasingly employed in data collection efforts. This article explores the use of audience response systems (“clickers”) as an innovative data collection method that is especially suited for use with youth. In this paper we examine qualitative findings from key informant interviews regarding data collected from youth participants on a youth program quality measure using clicker technology. Findings from the study indicate that the use of clickers may increase youth engagement in and improve the efficiency of the data collection process.
On a Pathway Towards Thriving: Evaluating the Effectiveness of Tools to Promote Positive Development and Intentional Self Regulation in Youth
Authors: Bowers Edmond P. , Napolitano Christopher M. , Arbeit Miriam R. , Chase Paul , Glickman Samantha A. , Lerner Richard M. , Lerner Jacqueline V.
Published: November 2016

This article provides initial data about the reliability and validity of tools aimed at promoting youth intentional self regulation (ISR) within mentoring programs. Based on the translation of the theory-based research about ISR and youth thriving conducted within the 4-H Study of Positive Youth Development (PYD), the GPS to Success tools use the metaphor of a car’s GPS navigational system to enhance goal-directed behaviors among youth. The core GPS tools are “growth grids,” designed to help mentors appraise ISR skill development and to link these skills to other grids assessing the Five Cs of PYD and Contribution. Data from 152 mentor and youth pairs from 4-H program sites in Oregon and North Carolina indicated that the growth grids were generally reliable. Although validity evidence was mixed, rubrics for “G” and “P” and for a global GPS score were related to a well-validated measure of ISR.
Training Teens to Teach Agricultural Biotechnology: A National 4-H Science Demonstration Project
Authors: Ripberger Chad , Blalock Lydia B.
Published: November 2016

This article discusses a National 4-H Science agricultural biotechnology demonstration project and the impact of the pilot programs on the teenage leaders and teachers. A total of 82 teenagers were extensively trained, who in turn, engaged 620 youth participants with agricultural biotechnology education in afterschool and summer programs in five states. This article details the national and state level trainings for these teen teachers as well as the content rich partners from agribusinesses, agricultural commodity groups, and universities who supported their involvement. The impact on the content knowledge, science process and life skills, and program development and implementation skills of the teen leaders and teachers was evaluated using multiple instruments over multiple administrations (pre-training, post-training, and post-teaching). Results indicate significant gains in most areas assessed. Project recommendations and future plans are also discussed.
Environmental Service and Outdoor Adventure as a Context for Positive Youth Development: An Evaluation of the Crow River Trail Guards Program
Authors: Ernst Julie , Schwartz Jessamy
Published: November 2016

Trail Guards, a community-based organization in Minnesota, offers youth the opportunity to participate in park/trail maintenance and enhancement projects. Through these environmental service projects, Trail Guards seeks to foster the following developmental outcomes in youth participants: self-awareness of skills and strengths; self-worth; personal and social self-efficacy; sense of belonging and acceptance; team work and cooperation skills; and a sense of community responsibility. Trail Guards ultimately aims for youth to transfer these skills and socially appropriate behaviors to settings and activities beyond Trail Guards and to participate in the community in other positive ways. A program evaluation indicated Trail Guards seems to be achieving these youth development outcomes, and that the success of the program may be attributed to the program leader serving as a positive adult role model and providing a safe and caring environment, as well as to community involvement. Implications are discussed.
Working Toward Peace: A Holistic Approach to Addressing Youth Violence by Pleasant Hill Baptist Church
Authors: Lee Joann E. , Culpepper Miniard , Julien Rhona
Published: November 2016

The prevalence of unintentional injury and violent behavior among school aged youth in Boston compared to the rest of the country is quite similar. And in the past decade, in spite of attempts both locally and nationally to stymie these behaviors, there has been no change in prevalence. Moreover, such behaviors are the leading cause of death and disability among youth and adults in the United States. This paper will discuss the strategies that have been employed by Pleasant Hill Baptist Church, Boston, MA in response to this trend and will focus on high-risk youth, especially those involved with gangs.
Evidence of Self-Directed Learning on a High School Robotics Team
Authors: Dolenc Nathan R. , Mitchell Claire , Tai Robert H.
Published: November 2016

Self-directed learning is described as an individual taking the initiative to engage in a learning experience while assuming responsibility to follow through to its conclusion. Robotics competitions are examples of informal environments that can facilitate self-directed learning. This study examined how mentor involvement, student behavior, and physical workspace contributed to self-directed learning on one robotics competition team. How did mentors transfer responsibility to students? How did students respond to managing a team? Are the physical attributes of a workspace important? The mentor, student, and workplace factors captured in the research showed mentors wanting students to do the work, students assuming leadership roles, and the limited workspace having a positive effect on student productivity.