Creating Settings for Youth Empowerment and Leadership: An Ecological Perspective

Blanchet‐Cohen, Natasha; Brunson, Liesette

doi:10.1080/0145935x.2014.938735

Cited by 26 publications

(20 citation statements)

References 33 publications

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“…In educational socialization of the children's association the researchers (Anderson-Butcher, Newsome, Ferrari, 2003;Akiva, Cortina, Jacquelynne, Eccles, Smith, 2013;Peterson, et al, 2011) visualize the possibility and the necessity "to see the child as he is", understand his needs and interests in the natural environment of activities of the children community (and not through some artificial tests, quests, trainings), shape and develop this community taking into account the data on the actual children (Selivanova, & Belyaev, 2014;Anderson-Butcher, Newsome, Ferrari, 2003;Blanchet-Cohen, Brunson, 2014;Peterson, et al, 2011).…”

Section: Resultsmentioning

confidence: 99%

“…The children association somehow equalizes to a certain extent both the adult and the child when placing them in the relations of interdependence and the necessity to cooperate, protects the child from the adult dictatorship and helps overcoming its self-egocentrism. It is one thing when a child is face to face with an adult, and the other -when he is supported by his comrades and friends (Blanchet-Cohen, Brunson, 2014;Greene, et al, 2013).…”

Section: Responsibility Of the Organizing Committee Of The Conferencementioning

confidence: 99%

“…Modern experience of children's public associations enables us to identify their specific educational potential, realized in a specially organized and managed pedagogical process of interaction between children of different ages and adults (Blanchet-Cohen, Brunson, 2014;Zeldin, Christens, Powers, 2013).…”

Section: Problem Statementmentioning

confidence: 99%

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Training Of Social Educator As Organizer Of Social Activity Of Adolescents

Alieva¹

2017

European Proceedings of Social and Behavioural Sciences

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The authors of the article highlight the theoretical and methodological aspects of training the modern social educator as leader of children's public association in a rapidly changing society of the first quarter Social and pedagogical position of the head of a children's social association, formed by practice and scientifically proved becomes the basis of his professional training as a social teacher-educator.

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Section: Resultsmentioning

confidence: 99%

Section: Responsibility Of the Organizing Committee Of The Conferencementioning

confidence: 99%

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Training Of Social Educator As Organizer Of Social Activity Of Adolescents

Alieva¹

2017

European Proceedings of Social and Behavioural Sciences

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“…An integrated model further emphasizes the need to engage in systems-level work (Mann-Feder & Litner, 2004) and to develop the skills to work at the individual, group, and organizational levels. This is needed to foster social interactions and group activities, as well as to create favourable environments for youth empowerment (Blanchet-Cohen & Brunson, 2014). Strategic boundary spanning, role-changing, and systems-level interventions are particularly relevant to the goal of responding to the complexity of young people's lives in empowering ways.…”

Section: The Practice Contexts and Skills Needed In Youth Workmentioning

confidence: 99%

“…More mental health concerns are diagnosed amongst young people today, and suicide rates are high (Pelkonen & Marttunen, 2003;Shaw, Fernandes, & Rao, 2005). Incipient efforts to recognize young people as citizens in the community and encourage youth participation in a variety of forums, such as in policy development or as research collaborators, provide opportunities for young people to engage in their communities in new ways (Blanchet-Cohen & Brunson, 2014). The context of adolescent development has thus shifted and consequently requires new and diverse ways of educating youth work professionals in pre-service youth work 1 .…”

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confidence: 99%

Mann-Feder

Ranahan

Blanchet‐Cohen²,

Mann-Feder³

2015

ijcyfs

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This article will discuss a working model of an integrated approach to youth work, developed in the context of the new graduate program at Concordia University in Montreal, Canada. Considering an array of competing and contradictory conceptual frameworks that inform youth work, this model proposes blending diverse traditions while incorporating both community youthdevelopment approaches and clinical models of intervention. Illustrated as a tree, we identify guiding principles: a developmental perspective, an ecosystemic approach, collaborative relationships, a rights-based approach, and the ethical and reflexive principle. Implementing an integrative model of pre-service training requires consideration of how teaching and learning are carried out in the program. Experiential learning activities, collaborative evaluation, a realignment of the teacher and learner roles, and the challenges of applying an integrated approach are examined.

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Dimensions and Conditions of the Development of a Sense of Empowerment in a Whole School Approach

Morin,

Therriault,

Bader

2024

Sustainable Development Goals Series

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Educating youth is an essential way to deal with climate change (Kwauk, Roadblocks to quality education in a time of climate change. Center for Universal Education, 2020). A transformative and sociocritical epistemological and pedagogical approach (Jickling & Wals, Curriculum and environmental education: Perspectives, priorities and challenges. Routledge, Taylor and Francis Group, 2018) supports the idea that youth must be recognized as full-fledged actors in the resolution of the climate crisis. Doing so is essential to develop their sense of empowerment. However, the notion of “sense of empowerment” has not been conceptualized yet in the scientific literature on education. The capability approach (Sen, Commodities and capabilities. North Holland, 1985a) underscores the relevance of taking into consideration different types of freedoms that youth need to be given. In the doctoral thesis underpinning this chapter, we used a qualitative methodology to interview youth in the province of Québec (Canada). In this chapter, we illustrate how youth express what is needed to reinforce their sense of empowerment when it comes to climate change and how this sense is consistent with a whole school approach (WSA).

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Creating Settings for Youth Empowerment and Leadership: An Ecological Perspective

Cited by 26 publications

References 33 publications

Training Of Social Educator As Organizer Of Social Activity Of Adolescents

Training Of Social Educator As Organizer Of Social Activity Of Adolescents

Mann-Feder

Dimensions and Conditions of the Development of a Sense of Empowerment in a Whole School Approach

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