Journal of Youth Development最新文献_第10页

Considering the Importance of Attachment in Outcomes: The Case of Summer Camp 考虑依恋在结果中的重要性:以夏令营为例

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Journal of Youth Development Pub Date : 2022-12-15 DOI: 10.5195/jyd.2022.1259

Robert P. Warner

引用次数: 0

Family Diabetes Camp Amidst COVID-19: A Community of Practice Model 2019冠状病毒病家庭糖尿病营:社区实践模式

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Journal of Youth Development Pub Date : 2022-12-15 DOI: 10.5195/jyd.2022.1262

Eddie L. Hill, Rowan D. Williams, J. Haegele, Ron Ramsing, Bethany Arrington, L. Hill

引用次数: 0

After-School Connectedness, Racial–Ethnic Identity, Affirmation, and Problem Behaviors 课后联系、种族-民族认同、肯定与问题行为

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Journal of Youth Development Pub Date : 2022-12-15 DOI: 10.5195/jyd.2022.1137

D. Augustine, E. Smith, Dawn P. Witherspoon

{"title":"After-School Connectedness, Racial–Ethnic Identity, Affirmation, and Problem Behaviors","authors":"D. Augustine, E. Smith, Dawn P. Witherspoon","doi":"10.5195/jyd.2022.1137","DOIUrl":"https://doi.org/10.5195/jyd.2022.1137","url":null,"abstract":"After-school programs are potential contexts that may promote positive youth development (PYD) and reduce problem behaviors among African American children. One way after-school programs may be associated with reduced problem behaviors is by fostering an affirming sense of identity. Prior research on racial–ethnic identity among African American children and adolescents has shown that a positive and affirming sense of identity is related to less maladaptive coping, yet little is known about how after-school programs may foster an affirming sense of identity and lead to reduced problem behaviors. The current study adds to this discourse by investigating how children’s connection to staff and peers in after-school settings is associated with racial–ethnic identity (as measured by racial–ethnic affirmation) and reduced problem behaviors. Participants were 186 African American children ages 7–11 (M = 8.44; SD = 1.10) who completed surveys in the LEGACY Together Afterschool research project. Data were collected at 55 community-based after-school programs. Results indicated that positive racial–ethnic affirmation mediated the association between after-school connectedness and problem behaviors, such that child-report of connectedness—that is feeling safe and happy in the after-school programs—was directly related to positive racial–ethnic identity and indirectly to reduced problem behaviors. These findings underscore the importance of supportive after-school programs that encourage meaningful interactions among staff and children that are nurturing and affirming to children’s identities.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"201 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76027670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Camp is for Everyone: Intentional Inclusion of Gender-Expansive Teens at Camp 营地是为每个人:有意包容性别膨胀的青少年在营地

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Journal of Youth Development Pub Date : 2022-12-15 DOI: 10.5195/jyd.2022.1250

Ash Hall, Kimberly H. Zemel

引用次数: 0

Pupil Voice Groups: The Impact on Schools and Students 学生声音团体:对学校和学生的影响

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Journal of Youth Development Pub Date : 2022-12-15 DOI: 10.5195/jyd.2022.1270

E. Rubenstein, James D. Scott, Jason B. Peake

{"title":"Pupil Voice Groups: The Impact on Schools and Students","authors":"E. Rubenstein, James D. Scott, Jason B. Peake","doi":"10.5195/jyd.2022.1270","DOIUrl":"https://doi.org/10.5195/jyd.2022.1270","url":null,"abstract":"Over 30 years ago, the United Nations Convention on the Rights of the Child passed legislation allowing children under the age of 18 to express their concerns in circumstances and decisions that affect them. Because one impact on children under the age of 18 is the educational system, Scotland education has integrated opportunities for students to be involved in the educational process. Pupil voice groups are one of the techniques that have been implemented in Scotland and throughout Europe. These groups allow students to have a voice in their education that may impact development. Researchers sought to identify the impacts of pupil voice groups on student development, the surrounding community, and the school. Researchers identified primary school students from years P-3 to P-6 (7 to 12 years of age) involved in pupil voice groups. Data were collected through focus group interviews, in which themes surrounding benefits, drawbacks, and impacts on the school and community emerged. Results indicated that these groups improve the school and community, and students believe these opportunities allow them to share their opinions on their education. The researchers recommend that further research should examine the perceptions of previously interviewed students towards involvement in pupil voice groups, and the use of pupil voice groups outside of the United Kingdom.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78544222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Utilization of Positive Youth Development Framework by Youth-Facing Organizations in Baltimore City 巴尔的摩市面向青年的组织对积极青年发展框架的运用

IF 0.9

Journal of Youth Development Pub Date : 2022-12-15 DOI: 10.5195/jyd.2022.1225

Selvi Rajagopal, Kaitlyn M Harper, Katherine Holzhauer, Tina Kumra

{"title":"Utilization of Positive Youth Development Framework by Youth-Facing Organizations in Baltimore City","authors":"Selvi Rajagopal, Kaitlyn M Harper, Katherine Holzhauer, Tina Kumra","doi":"10.5195/jyd.2022.1225","DOIUrl":"https://doi.org/10.5195/jyd.2022.1225","url":null,"abstract":"Positive youth development (PYD) is a strengths-based approach to youth programming which has been tested with success in largely higher income settings with mostly White youth. This study aims to identify the extent to which organizations who work in an urban context serving predominately African American youth incorporate PYD principles into their work. Organizations located in Baltimore, Maryland working with youth ages 14–24 were recruited for participation. In-depth interviews were conducted with organization leaders in this qualitative study. Thematic analysis using a deductive approach identified common themes and activities across organizations that aligned with PYD elements. All 17 youth-facing organizations interviewed described organic use of PYD principles through program activities regardless of prior knowledge of the PYD framework. Organizations prioritized activities to create an empowering environment for youth, build on youth assets and agency. The PYD principle of contribution was less explicitly incorporated into program activities, however organization leaders reported behavioral observations of youth exemplifying contribution. This real-world study demonstrates widespread utilization of PYD principles across a range of youth engagement activities in Baltimore. The results of this study provide insight on how organizations working with youth of color may naturally infuse elements of PYD into their programs. Formal training and evaluation support for these organizations may help achieve positive youth outcomes through application of PYD frameworks.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"54 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75109999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ambiguous, Affective, and Arduous: Volunteers’ Invisible Work With Young Adults 暧昧、情感与艰辛:青年志愿者的无形工作

IF 0.9

Journal of Youth Development Pub Date : 2022-12-15 DOI: 10.5195/jyd.2022.1198

Jenni Mölkänen, Päivi Honkatukia

{"title":"Ambiguous, Affective, and Arduous: Volunteers’ Invisible Work With Young Adults","authors":"Jenni Mölkänen, Päivi Honkatukia","doi":"10.5195/jyd.2022.1198","DOIUrl":"https://doi.org/10.5195/jyd.2022.1198","url":null,"abstract":"Mentoring has been regarded as a promising way to reach at-risk youth and to strengthen the protective factors. This article focuses on emotions, reflections, and challenges that adult volunteers face in trying to establish and maintain a friend relationship with young adults in a multicomponent mentor setting in Finland. Based on our participatory observations in volunteering, a focus group discussion with volunteers and facilitators of volunteering, and interviews with young adults we analyze the nature of volunteers’ actions as invisible work as characterized by Devault (1999). We argue that invisible work should be recognized as a significant part of volunteering in a multi-component mentoring setting. The main findings in this particular case are the following: (a) There are limitations in short-term and project-based work in establishing meaningful relationships between young people and the volunteers/staff. (b) The volunteers are not always equipped to address the material and mental health support needs of the young people. (c) The organizational focus aiming to improve the volunteers’ experience does not solve all the problems related to volunteers’ interaction with young adults, such as fragmented and short-term youth services created by neoliberal policies that the young adults struggle with. ","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"10 3 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75227330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Youth Social and Emotional Learning in Quality-Enhanced, Out-of-School Time Programs 青少年社会和情感学习的质量提高，校外时间计划

IF 0.9

Journal of Youth Development Pub Date : 2022-12-15 DOI: 10.5195/jyd.2022.1265

Annick Eudes Jean-Baptiste, Stephanie Giannella, C. Provini

引用次数: 0

“I’m Always Available”: Early Adolescent and Parent Perspectives of Parenting through Interactive Technology “我总是有空的”:通过互动技术的早期青少年和父母的育儿观点

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Journal of Youth Development Pub Date : 2022-12-13 DOI: 10.3390/youth2040053

Sarah Tulane, Audrey Southwick, Mark Ferguson, Jaylynn Lerma

引用次数: 0

Intricate Realities: Mental Health among Trans, Nonbinary, and Gender Diverse College Students 复杂的现实:跨性别、非二元性和性别多元化大学生的心理健康

IF 0.9

Journal of Youth Development Pub Date : 2022-12-13 DOI: 10.3390/youth2040052

E. B. Gross, S. Kattari, Rachelle Wilcox, S. Ernst, Monique Steel, Diana Parrish

{"title":"Intricate Realities: Mental Health among Trans, Nonbinary, and Gender Diverse College Students","authors":"E. B. Gross, S. Kattari, Rachelle Wilcox, S. Ernst, Monique Steel, Diana Parrish","doi":"10.3390/youth2040052","DOIUrl":"https://doi.org/10.3390/youth2040052","url":null,"abstract":"The rates of depression, anxiety, and suicidal ideation have all increased among U.S. college students. The utilization of mental health services has also risen. Transgender/gender diverse (TGD) young people experience high rates of mental health concerns. Little is known regarding TGD students needing mental health services, if they are accessing them, and the differences in who accesses these services. This pilot study (N = 121), conducted online from 2021 to 2022, explores the mental health of the TGD students and the mental health services at a Midwest public university. Of the total sample, 68.1% described their mental health as being fair or poor. Disabled students were significantly more likely to self-report a negative mental health status (76.7%) than their non-disabled peers (58.9%). Nonbinary individuals were also significantly more likely to indicate negative mental health (79.5%) than their binary counterparts (47.6%). Notably, 6.6% of students with current depression diagnoses, 7.1% with current anxiety diagnoses, 11.8% with recent thoughts of NSSI, and 3.3% with recent suicide attempts had not accessed mental health services. This study indicates the need for more accessible TGD affirming mental health care for TGD students, and opportunities for innovation with interventions to better support TGD college and university students.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"41 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89194685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1