Evaluating youth development programs: Progress and promise

Roth, Jodie L.; Brooks‐Gunn, Jeanne

doi:10.1080/10888691.2015.1113879

Cited by 169 publications

(153 citation statements)

References 95 publications

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“…Similarly, recent PYD literature has highlighted the increasing need to understand the processes through which youth development takes place (Arnold, 2015;Roth & Brooks-Gunn, 2016). In an effort to understand the process of identity formation more clearly, Crocetti et al (2008) proposed a dual-cycle model of identity formation and maintenance.…”

Section: Figure1 Identity Status Model (Marcia 1983)mentioning

confidence: 99%

Supporting Adolescent Exploration and Commitment: Identity Formation, Thriving, and Positive Youth Development

Arnold

2017

JYD

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The large body of literature on adolescent identity formation, pre-dating and found largely outside the main body of positive youth development (PYD) literature, shows that identity formation remains a key process for adolescent well-being. This paper revisits the critical adolescent task of identity formation proposed by Erikson (1950) and outlines an alignment of identity formation with adolescent thriving and PYD. By highlighting the congruency of identity formation and PYD the paper considers the role that youth development programs can play in assisting the process of identity formation in adolescents. Practical program implications for facilitating identity formation are presented.

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Section: Figure1 Identity Status Model (Marcia 1983)mentioning

confidence: 99%

Supporting Adolescent Exploration and Commitment: Identity Formation, Thriving, and Positive Youth Development

Arnold

2017

JYD

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“…Youth are referred to the R&R Club by school staff based on specific criteria, including: being from a low-income family, having limited opportunities to participate in physical activities, having delays in literacy, and exhibiting behavioural issues. This program aligned with Roth and Brooks-Gunn's (2015) criteria for a PYD program in that it: (a) emphasised program goals that value and intend to promote PYD; (b) provided an atmosphere that supports positive relationships with peers and leaders, empowers youth, expectations of positive behaviour, and opportunities for recognition; and (c) offered challenging and motivating activities for youth to engage in.…”

Section: Contextmentioning

confidence: 99%

Youth Leadership Development in the Start2Finish Running & Reading Club

Shaikh

Bean

Forneris

2019

JYD

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Researchers have asserted that offering intentional leadership roles to youth can help them to develop life skills (e.g., communication, decision-making); however, few physical-activity-based positive youth development programs provide youth these intentional leadership roles, and little research has explored the impact of these opportunities on youth who take them up. The purpose of this study was to understand the developmental experiences of youth leaders in a physical-activity-based positive youth development program. Sixteen youth leaders (Mage= 13.37, SD = 1.36) from 4 sites of the Start2Finish Running & Reading Club participated in semi-structured interviews to discuss their experiences as junior coaches. Fertman and van Linden's (1999) model of youth leadership development was used to guide the data collection and analysis. Through deductive-inductive thematic analysis, 3 themes were constructed: (a) awareness: developing into leaders started with seeing potential through role models, (b) interaction: learning by doing and interacting with others helped youth to practice leadership abilities, and (c) mastery: taking on greater responsibility allowed for opportunities to refine leadership abilities and develop a variety of life skills. These themes helped to bring an understanding to the processes involved in leadership and life-skill development. Practical and research implications are discussed regarding leveraging youth leadership opportunities in youth programming.

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“…This paper represents an important step in responding to calls for increased evaluation in youth programs (Roth & Brooks-Gunn, 2015) and represents a summary of one of the first process evaluations conducted of a communitybased STEM program for youth in a Canadian context. The CSC program provides consistent, hands-on STEMlearning opportunities for youth living in low-income housing during out-of-school time.…”

Section: Next Steps Future Recommendations and Conclusionmentioning

confidence: 99%

Understanding the delivery of a Canadian-based after-school STEM program: a case study

Duodu¹,

Noble

Yusuf³

et al. 2017

IJ STEM Ed

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Background: Due to the rising demands for a Canadian workforce with science, technology, engineering, and math (STEM)-related education, there is a need to increase youth engagement in STEM education and programming. Research, however, has shown that youth residing in low-income communities are disproportionately affected by psychosocial barriers, which often inhibit meaningful engagement in STEM programming. Visions of Science Network for Learning (VoSNL) was designed and implemented to address these existing barriers. VoSNL is a charitable organization in Southern Ontario, Canada, that provides weekly community-based STEM programming to low-income and marginalized youth during out-of-school time. VoSNL programming is delivered directly within the community and is free-of-charge for all youth in order to minimize barriers of physical and financial accessibility. The purpose of this report was to provide a detailed description of a core program within VoSNL-Community Science Clubs-and summarize the findings of a process evaluation, specifically the successes and challenges of implementing a community-based, out-of-school STEM program. Results: Program successes are outlined along with the challenges that have been identified through program implementation. Successes include (a) delivering the program within a community context, (b) opportunities for consistent engagement, and (c) establishing positive youth-staff relationships. Challenges include (a) navigating community-based issues, (b) conducting outreach and promotion, and (c) accommodating a wide age range of youth. Further, lessons learned from an evaluation of program implementation are also discussed. Conclusions: This report provides one of the first program descriptions and process evaluations of a community-based, youth-focused STEM program within a Canadian context. The findings in this report have helped to improve the delivery and evaluation of the VoSNL program and may act as a catalyst for program expansion to reach more youth in marginalized communities. Further, the findings can also provide a strong framework for programmers interested in implementing STEM youth programming in a community context, assist in the replication of similar models in other locations, and enhance STEM learning amongst youth.

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Evaluating youth development programs: Progress and promise

Cited by 169 publications

References 95 publications

Supporting Adolescent Exploration and Commitment: Identity Formation, Thriving, and Positive Youth Development

Supporting Adolescent Exploration and Commitment: Identity Formation, Thriving, and Positive Youth Development

Youth Leadership Development in the Start2Finish Running & Reading Club

Understanding the delivery of a Canadian-based after-school STEM program: a case study

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