Abstract
Studies that examine character development programs are scarce. This study examines the effect of a week-long character education program in a range of life skills and civic efficacy. Thirty adolescents participated in the training. A no-control, quasi-experimental design incorporated baseline measures and a six-month follow-up. A Life Effectiveness Questionnaire and Civic Efficacy Survey were administered and open-ended questions further explored how participants incorporated program outcomes into their daily lives. The t-test comparison of baseline and pretest measures yielded no significant differences, but t-test comparison of pre-post- test analysis elicited statistically significant positive results. Findings indicate the program can provide a model for character education that fosters adolescents’ sense of agency as leaders and citizens.
Highlights
As young people discover themselves they discover their world
Results showed no significant difference between the baseline and pre test scores on the LEQ-H and Civic Responsibility Survey (CRS) subscales
Pretest posttest comparisons show that there is a significant change in Time Management, Social Competence, Task Leadership, Emotional Control, and Self-Confidence and Civic Awareness and Civic Efficacy scores
Summary
They want to make an impact on this newly discovered world, as well as on their communities and schools They are eager to explore issues, discover new perspectives, collaborate on authentic and meaningful activities, and are willing to reflect and apply new learning to real-life situations. Character education and citizenship education share similar characteristics: active participation by students, relevance to students’ lives, dialogue, an opportunity to make a difference, and a respectful community of learners (Deakin, Crick, Coates, Taylor, & Ritchie, 2004; Lickona, Schaps, & Lewis, 2007). These characteristics of quality reflect developmentally responsive practices in adolescent education. Positive youth development encourages healthy development through “positive identity, social competence, and independence and views young people as assets rather than liabilities” (Thurber, Scanlin, Sceuler, & Henderson, 2007, p. 1)
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