Adolescent Leadership Development

Abstract

This article reviews the literature on adolescent leadership development and connects the concept of leadership authenticity as a way to influence anti-social adolescent behavior for pro-social outcomes. Because adolescent leaders develop from both pro-social and anti-social constructs, educators must recognize the unique power of both leadership funnels. Pro-social leaders are inclusive and build affiliation, while anti-social leaders are exclusive and rely on power. Leadership studies overly focus on adult-level leadership development. This article centers on the idea that leadership development is essential at the adolescent level, and opportunities for productive adolescent leadership development research, though difficult, do exist. In this article a functional definition for authentic leadership is developed along with a proposed research framework with researchable variables for studying leadership authenticity in adolescents. A case for using an authentic leadership paradigm for helping adolescents build their own leadership attitudes, skills, and experiences is advanced. Finally a review of the processes whereby adolescent leaders are selected, and the existing leadership development solutions existing in the American high school setting are discussed.

Horses and At-Risk Youth: An Equine Facilitated Learning Program Focusing on Authentic Leadership Skill Development

“…(The Giving Child Organization, 2014). In the past decade the number of public figures, celebrities, and corporations who were involved in corruption has shown that adults in leadership positions are not always the best role models for youth (George, 2003;Whitehead, 2009). Bell and Jenkins (1993, p.47) stated the following about youth populations, "the occurrence of violence, antisocial, and destructive behaviors has been far more prevalent [in at-risk youth mentors], which has resulted in the exposed youth learning and acclimating such values, behaviors, and norms.…”

“…As expectations have changed, the role of mentoring and socializing youth has moved from primarily a parent's duty to more of a shared role between parents, day-care workers, teachers, community members, and other youth workers. Many studies have shown (Grossman, & Tierney, 1998;Rhodes, 2002) proper socialization requires exposure to positive and constructive behaviors, yet research has continued to demonstrate a decrease in the availability and exposure of positive adult role models and support in the lives of adolescents (Whitehead, 2009). If natural positive role models do not exist in the community or in home-life, then adolescents need to be directed elsewhere to find positive adult relationships to guide their maturation (Beck, 2005).…”

Azwar Anas and Innovation in Local Government: A Phronesis Leadership Study

“…Authentic leadership is a pattern of leader behavior that draws upon and promotes both positive psychological capacities and a positive ethical climate, to foster greater self-awareness, an internalized moral perspective, balanced processing of information, and relational transparency on the part of leaders working with followers, fostering positive self-development (Walumbwa, Avolio, Gardner, Wernsing, & Peterson, 2008). According to Whitehead (2009), an authentic leader is one who: (1) is self-aware, humble, always seeking improvement, aware of those being led and looks out for the welfare of others; (2) fosters high degrees of trust by building an ethical and moral framework; and (3) is committed to organizational success within the construct of social values.…”

Modeling Youth Leadership: An Integration of Personality Development Theories and Ethics

“…Another group of youth leadership studies and models centers around interpersonal and reflective qualities and include self-awareness, self-confidence, interpersonal efficacy, skills, and motivations (Owen, 2012); inspirational motivation, intellectual stimulation, and consideration (Zacharatos, Barling, & Kelloway, 2000); and empathy, trust, and commitment (Whitehead, 2009). Youth leadership is "complex and tugs on emotional interactions" (Whitehead, 2009, p.847) furthering leader's self-awareness, selfconfidence, ability to grow leadership in others, and integration with community interests and needs.…”

“…For many years leadership scholars and practitioners have strived to define youth leadership and design models to illustrate its structure for practical use in leadership education (Whitehead, 2009).…”