Engagement of ‘At-Risk’ Youth Through Meaningful Leisure

Abstract

Many young people today experience marginalization and exclusion. In particular, youth living with challenging conditions such as poverty, homelessness, abusive/addictive behaviors, and mental health issues, often have limited access to opportunities and resources. This paper focuses on the role of leisure as a meaningful way of youth engagement. Spepeople caught in the dynamics of exclusion and marginalization, which often magnify inequities and hinder positive developmental outcomes. Through both grams can better support and inspire youth's passions for the pursuit of meaning

Youth‐led activities associated with positive competence changes in a community‐based program for adolescents

“…Here, we are more interested in testing the impact of each of the participants' activities in terms of their content and external support, because the program allows for a variation in this implementation component that may affect the program results (Durlak & DuPre, ). In accordance with previous studies, we expected patterns with positive competence changes to be characterized by the performance of motivational and team‐building pre‐intervention activities (Hopper & Iwasaki, ). Patterns with positive competence changes were also expected for those who performed creative and volunteering activities, which have been linked with higher reports of initiative, positive relationships, and social capital (Vysniauskyte‐Rimkiene & Matuleviciute, ).…”

“…Participation in experiential learning programs such as 4-H organizations (head, heart, hands, and health), Girls and Boys Clubs, or Scouting has been related to increased self-esteem and reduced problem behaviours and has been found to predict civic engagement and youth contribution (Anderson-Butcher & Cash, 2010). Importantly, what youth do with leisure time, rather than what leisure time does to youth, should also be emphasized, with youthled engagement promoted through constructive and meaningful leisure activities (Hopper & Iwasaki, 2017). Accordingly, out-of-school time planners and educators should partner with youth, engaging them in projects that are meaningful to the youth themselves, to the adults who support them, and to their communities.…”

“…It is widely accepted that the way adolescents spend their leisure time has important implications for their development by providing opportunities for them to form social relationships, display new skills, and create new identities (Mahoney, Vandell, Simpkins, & Zarret, ). Meaningful engagement through leisure activities can promote positive relationship building, colearning, and empowerment, enabling youth to learn about themselves, others, and the world (Hopper & Iwasaki, ). By contrast, the amount of time young people spend unsupervised, mostly in unstructured peer‐focused activities or in front of screens, has been a concern (Eccles & Gootman, ; García‐Poole, Byrne, & Rodrigo, ).…”

“…Importantly, what youth do with leisure time, rather than what leisure time does to youth, should also be emphasized, with youth‐led engagement promoted through constructive and meaningful leisure activities (Hopper & Iwasaki, ). Accordingly, out‐of‐school time planners and educators should partner with youth, engaging them in projects that are meaningful to the youth themselves, to the adults who support them, and to their communities.…”

Does Equine Assisted Learning Create Emotionally Safe Learning Environments for At-Risk Youth?

“…Applicants meeting the above criteria were recruited by utilizing school counselors, child protective service employees, and justice department employees. The rationale for selecting based on the above criteria was to guarantee the participants fell under at-risk guidelines (Hopper & Iwasaki, 2017;Burgon, 2011). Specifically, researchers contacted case workers by phone for Child Protective Services in Oktibbeha, Clay, and Monroe counties in Mississippi to make an appointment to discuss participation details.…”