Abstract
This research investigated the relationship between adolescent afterschool program attendance, self-esteem and feelings of community connectedness. Thirty-nine of the 61 at-risk adolescents enrolled in two federally funded, community based afterschool programs participated in the study. Participants completed a 10-item self-esteem questionnaire and a 5-item section of the Youth Involved in Community Issues Survey (YICI) to measure perceptions of community connectedness. Attendance records were also collected from the sites. Data were analyzed using Pearson Correlations. Results indicated that there was not a significant relationship between the total variables. The individual item analysis, however, did find a significant relationship between adolescent community connectedness and self esteem items. Findings suggest that there is a relationship to be explored and strengthened through means of community outreach for adolescents. Conclusions from this study have important implications for youth practice. Specifically, program leaders need to help adolescents get involved in the community as contributing members.
Highlights
The use of one single approach can be difficult when trying to help diverse groups of adolescents, communities, families, and schools must create opportunities for the youth to thrive in the environment in which they live, grow, go to school, and play
This section examines afterschool programs that are in place and functioning in a manner that is beneficial to adolescents attending the program
The second section discusses community connectedness and how youth involved feel about the accomplishments and friendships they have made in the communities in which they live
Summary
“Self-esteem is defined as a person’s overall sense of worth and well-being” (Arnett, 2010) and is an integral part of youth development. Through positive youth development programs, a youth’s self-esteem can be strengthened, allowing them to feel better about themselves, their identities, their families, friends, and the community in which they live. The challenge is to create environments and opportunities that will allow those qualities to develop, “to nurture young people in their initial quest toward an effective and satisfying adulthood” (Hornbeck, 1988) This community service policy identified the importance of community involvement in key decisions about schooling. One model aimed to promote self-confidence and self-esteem, develop life and problem solving skills, encourage the practicing of social skills, link youth into appropriate community services, and facilitate engagement in education This model is beneficial to all involved. Youth may be empowered to become a critical component of the community development process and be engaged in the local policy planning, implementation, and evaluation as equal players (Barnett, & Brennan, 2006)
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