Why Trust Matters: How Confidence in Leaders Transforms What Adolescents Gain From Youth Programs

Abstract

Youth's trust in program leaders is considered a key to the positive impact of youth programs. We sought to understand how trust influences youth's program experiences from their perspective. We interviewed 108 ethnically diverse youth (ages 12-19) participating in 13 arts, leadership, and technology programs. Analysis of these accounts suggested five ways in which youth's trust in leaders amplified program benefits. Trust increased youth's (1) confidence in leaders' guidance in program activities, (2) motivation in the program, (3) use of leaders for mentoring, (4) use of leaders as a model of a well-functioning relationship, and (5) experience of program cohesiveness. Across benefits, trust allowed youth to draw on leaders' expertise, opened them to new experiences, and helped increase youth's agency.

Trajectories of trust within the youth program context.

“…This study was conducted within the Pathways Project (see Griffith & Larson, 2015;Larson, Izenstark, Rodriguez, & Perry, 2015; youthdev.illinois.edu), a longitudinal mixedmethods study on developmental processes within youth programs serving high-school-age youth, within the family context, and where the two contexts intersect. One of the main questions in the Pathways Project was "How do program leaders' interactions with youth facilitate youth's work and learning?"…”

“…Program participants value being able to trust youth program leaders (Halpern, Barker, & Mollard, 2000;Halpern, 2006;Hirsch et al, 2000;Hirsch, Deutsch, & DuBois, 2011;Strobel, Kirshner, O'Donoghue, & McLaughlin, 2008). Research suggests that an adolescent's trust in a program leader enhances the positive impact of experiences they have in the youth program context (Griffith & Larson, 2015). However, mentoring literature suggests forming trust in an adult and reaping the developmental benefits of that trust takes time (Rhodes, 2002).…”

The Art of Restraint: How Experienced Program Leaders Use Their Authority to Support Youth Agency

“…These veteran leaders were using their authority not just to “balance” but to deliberately combine youth agency with restrained practitioner guidance and structure, as warranted. Leaders' judicious advice giving and limit setting were often aimed at providing the type of assistance that youth report is helpful: keeping their work on track, providing advice when needed, and helping youth feel safe in taking risks (Griffith & Larson, ; Kirshner, ). Youth doing projects are often heading into unfamiliar territory, attempting to achieve things they have not done before.…”

“…Youth report that they often appreciate leaders' selective use of their knowledge and authority to help with their projects. In three intensive interview studies (with data from 25 programs), youth reported benefiting from leaders' direction and assistance “when we need it,” for example, when leaders warned them that “ideas would not work,” kept them from getting in over their heads, and helped keep their work on track (Griffith & Larson, ; Kirshner, ; Larson & Angus, ). Yet youth are distrustful of adults who act unilaterally, without respect for their abilities and autonomy (Deutsch & Jones, ; Noam, Malti, & Karcher, ; Zeldin, Christens, & Powers, ).…”

Determinants of Core Competencies of School Leaders Managing Philippine Schools Overseas: A Guide to Stakeholders and School Owners

“…Strategic orientation, customer impact, market knowledge, commercial orientation, results orientation, change leadership, collaboration and influence, people and organizational development, and team development are the core competencies ruminated in this study. Strategic Orientation is the leader's ability to link long-range visions and concepts to daily work [53]. It implies the ability to think conceptually and to "see the big picture".…”