Abstract
A growing interest in how adolescents can prepare for the workforce has contributed to the development of positive youth development (PYD) programs focused on youth leadership. This study explored what mechanisms and design components support leadership skill development among youth participating in 3 different PYD leadership programs. All of these programs involve high school students, have a focus on leadership, and emphasize college and workforce readiness. The aims of the study were to (a) examine what commonalities and differences in program design components contribute to skill development, (b) identify what leadership skills youth develop by participating in PYD leadership programs, and (c) explore what underlying mechanisms youth perceive contribute to their skill development over time. A total of 3 focus groups were conducted, each lasting 90 minutes, with a total of 18 youth (i.e., 6 youth per program). Nvivo, a qualitative software, and thematic analysis were used to distill common and differential themes related to the program design components the participants recognized as integral parts of the programs that contributed to their leadership skill development. Common skills developed across all 3 programs included working in groups, public speaking, and problem solving, yet differences in skills were also reported and linked to differences in program design. Additional findings showed several underlying mechanisms supported leadership skill development among youth participants. Findings can inform the development of effective youth leadership PYD programs, thereby further supporting youth in achieving their goals; avoiding harmful behaviors; and developing the competencies, confidence, and values youth need to successfully transition to adulthood.
Highlights
Program Design Influence on Leadership Skills inform the development of effective youth leadership positive youth development (PYD) programs, thereby further supporting youth in achieving their goals; avoiding harmful behaviors; and developing the competencies, confidence, and values youth need to successfully transition to adulthood
We looked across the focus groups from the three programs and identified commonalities and differences related to program design components and mechanisms
Through the perspectives of the youth participants, we identified commonalities and differences in program design components specific to their engagement, participation, and skill development
Summary
Program Design Influence on Leadership Skills inform the development of effective youth leadership PYD programs, thereby further supporting youth in achieving their goals; avoiding harmful behaviors; and developing the competencies, confidence, and values youth need to successfully transition to adulthood. Adolescence is a time for developing many important life skills, including leadership skills. Positive youth development (PYD) programs focused on leadership-skill development are a growing area of research and practice in the field of youth development (Redmond & Dolan, 2016). Redmond and Dolan (2016) noted the lack of evidence-based program models for conceptualizing youth leadership program components. Effective youth leadership programs are built on a foundation of PYD principles (Eccles & Gootman, 2002; Hamilton et al, 2004; Witt & Caldwell, 2018). Evidence from a variety of sources suggests that PYD programs are ideally suited as a context for developing leadership skills, as they possess three essential elements:. Program leaders are advised to consider how the group climate facilitates belonging and engagement (Akiva et al, 2013; Blanchet-Cohen & Brunson, 2014; Dawes & Larson, 2011; Larson & Angus, 2011)
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