Reflections on a Century of Youth Development Research and Practice

Abstract

This introduction to the special issue highlights the youth development research and practice base that influenced the field in the 20th century and presents some historical context for the practice and study of youth work. Next, it provides an overview of the articles which offer a retrospective account of youth development from how youth development has been studied, understood and measured to how youth development practice has evolved to support, engage and address the needs of young people. The introduction concludes with reflections stimulated by the process of reviewing the manuscripts and working with the authors on their contributions. Three themes emerged as good grist for the 21st century conversations moving forward: 1) the divergent perspectives on definition, dimensions of practice and accountability, 2) the value of translational scholarship bridging science and complex practice, and 3) the importance of leveraging systems support for field building.

Evaluating youth development programs: Progress and promise

“…The field, however, still lacks a clear definition of a youth development program (Walker, Gambone, & Walker, 2011). Instead, most researchers focus their investigations on organized activities generally or extracurricular activities or afterschool programs specifically.…”

Foundations for the Future: Building an Integrated, Cohesive Field of Youth Development

“…This focus on generating opportunities for young people was a result of two major social changes: the decreased number of children needed in the workforce and the enactment of compulsory education laws (Halpern, 2002). Such societal change saw a rise in organized programs, including the work of Jane Addams and the settlement house workers whose job it was to work with poor children to learn about life in America (Walker, Walker, & Gambone, 2011). The Young Men's Christian Association (YMCA) in the 1800s, followed by Boys Clubs in 1860 (later to become Boys and Girls Clubs), 4-H Youth Development, Girl Scouts of the U.S.A., and others (Borden, Schlomer, & Wiggs, 2011) saw an opportunity to work directly with young people using their newly available discretionary time.…”

Using Youth Risk Behavior Survey data to analyze housing instability among Delaware public school students

“…(Centers for Disease Control 2015, 3). As youth mature into adulthood, a number of physiological, psychological, and cognitive changes occur (Walker, Gambone, and Walker 2011), and supportive adults can productively contribute to youths' positive developmental trajectories (Reeg 2003). As such, the prevalence of students who are unstably housed without a parent or guardian present is an important dynamic to consider.…”