Positive Youth Development Program Research Articles

Youth Leadership Development in the Start2Finish Running & Reading Club

Researchers have asserted that offering intentional leadership roles to youth can help them to develop life skills (e.g., communication, decision-making); however, few physical-activity-based positive youth development programs provide youth these intentional leadership roles, and little research has explored the impact of these opportunities on youth who take them up. The purpose of this study was to understand the developmental experiences of youth leaders in a physical-activity-based positive youth development program. Sixteen youth leaders (Mage= 13.37, SD = 1.36) from 4 sites of the Start2Finish Running & Reading Club participated in semi-structured interviews to discuss their experiences as junior coaches. Fertman and van Linden’s (1999) model of youth leadership development was used to guide the data collection and analysis. Through deductive-inductive thematic analysis, 3 themes were constructed: (a) awareness: developing into leaders started with seeing potential through role models, (b) interaction: learning by doing and interacting with others helped youth to practice leadership abilities, and (c) mastery: taking on greater responsibility allowed for opportunities to refine leadership abilities and develop a variety of life skills. These themes helped to bring an understanding to the processes involved in leadership and life-skill development. Practical and research implications are discussed regarding leveraging youth leadership opportunities in youth programming.

Girls’ Experiences in a Positive Youth Development Sport Program: Developing a Participant-Centered Space

School-age youth of low-income, urban communities frequently experience systemic inequities, such as limited access to healthy foods, lack of space for physical activity, higher drop-out rates, lower academic performance, and escalating rates of neighborhood violence. These inequities are often exacerbated for girls of color. After-school programs hold great potential for countering these issues, particularly when guided by a positive youth development (PYD) model. This qualitative study examined girls’ experiences in one after-school PYD program called REACH (Reflective Educational Approach to Character and Health). The authors discuss the ways in which the co-creation of a participant-centered space and interrelated connections between participants and program elements contributed to the girls’ experiences of the program in particular ways. These findings enhance understandings on how girls’ experiences shape relational dimensions of the PYD model, particularly PYD through sport. The authors conclude with implications for future research, suggesting enhancing the PYD through sport framework through activist-based research as a particularized means for further researching girls’ experiences in after-school PYD programs seeking interdisciplinary integration.

The Role of Positive Youth Development, Educational Policy, and Cultural Relevancy in School Settings

Changes in federal education legislation have presented scholars, educational activists, and educators with an opportunity to influence educational outcomes that are youth-centered and youth-driven, specifically among students of color in underserved schools. Opportunities for youth to initiate, design, implement, and evaluate district programs and interventions are beneficial not only to youths’ intrinsic development, but also to the school communities in which they spend the most time. This article links the growth and promotion of positive youth development (PYD) theories and programming to current federal policy changes that support the inclusion of youth in school reform. The authors also discuss historical PYD programming, the role of cultural relevance in educational settings, and future areas of PYD research at the school level.

Developing Youth Competencies: The Impact of Program Quality

As youth programs have continued to evolve over the last 100 years, the field of program evaluation has advanced significantly in an effort to differentiate which youth program components are necessary to promote positive youth development (e.g., Eccles & Gootman, 2002; Lerner et al., 2013). The Children, Youth, and Families at Risk (CYFAR) initiative funds a variety of sustainable community projects (SCPs) that aim to support at-risk youth and families and help them become healthy, positive, and contributing members of society (U.S. Department of Agriculture, n.d.). To ensure these programs are meeting CYFAR’s goals, a required collection of common measures began in 2011 (University of Minnesota, 2017b). This study used CYFAR evaluation data to explore how specific program quality components (e.g. physical and psychological safety and relationship building) influence change in youth competencies. It was hypothesized that higher program quality ratings would be significantly associated with higher pretest to posttest change in youth competencies. Results indicated differential associations between the qualities of youth programs, particularly positive social norms and skill building, and changes in youth competencies. Implications for positive youth development programs are discussed.

The social anatomy of adverse childhood experiences and aggression in a representative sample of young adults in the U.S.

Objective The current study assesses the effect of adverse childhood experiences on later aggression and violence across young adult relationships contexts, including intimate partners, friends, or strangers. Method Surveys were conducted with a nationally representative sample of young adults ages 18-32, drawn from the AmeriSpeak panel, a probability-based panel with coverage of 97% of U.S. households. The weighted study sample is 2284 young adult respondents, of whom 1561 reported being in an intimate partnership. Results Rates of verbal aggression perpetrated by young adults declined with the intimacy of the relationship, such that aggression against a partner (72%) exceeded aggression directed at friends (43%) and strangers (34%). Similar rates of physical violence (about 9%) were reportedly perpetrated against partners, friends, and strangers. Adjusting for a range of personal characteristics, both adverse childhood experiences and recent stressors in these young adult lives exhibited direct associations with verbal and physically aggressive outcomes. Conclusions In models of verbal and physical aggression across relationship contexts, childhood adversity exhibits lasting effects unaccounted for by important proximal life circumstances, including recent life stressors, mental health, and substance use behaviors. These results provide empirical insights for clinical treatment of young adults prone to aggressive conflicts as well as input to positive youth development programming to foster healthy approaches to conflict.

Evaluation of a Positive Youth Development Program in Hong Kong: A Replication

Objectives:In this study, we used the one-group pretest–posttest design to examine changes in students after joining a positive youth development program (Project PATHS) in Hong Kong, with 9,226 successfully matched junior high school students joining the Tier 1 and/or Tier 2 program(s).Method:Program participants completed the validated outcome measures on positive youth development, life satisfaction, and thriving before and after joining the program(s).Results:Students showed positive changes after joining the Tier 1 and/or Tier 2 program(s). The present findings replicated and converged with the findings of the previous two studies.Conclusion:The present study illustrates the role of positive youth development programs in promoting adolescent development and highlights the importance of replication in intervention research in positive youth development programs in youth services. The contributions and limitations of this series of studies are discussed.

How adults change from facilitating youth participatory action research: Process and outcomes

Youth outcomes of positive youth development (PYD) programs have been widely studied. PYD theory asserts that bi-directional youth-adult relationships contribute to PYD. Empirical research on PYD, however, predominately supports a unidirectional benefit to youth. The aim of this grounded theory study was to develop a conceptual model that explains the personal and professional transformation of adults (N = 21) who facilitated youth participatory action research (YPAR). The conceptual model includes a four-part process that occurred for the adults: experiencing overwhelming feelings, using critical self-reflection, learning to let go, and forging a collective identity. Receiving external support reinforced this process. Adults reported an embodiment of new knowledge that spurred many to integrate youth voice into their professional practice. This grounded theory study provides some evidence to justify the future study of the bi-directional benefit of youth-adult partnerships that are created within the context of YPAR.

The influence of junior coaches on club members in the Start2Finish Running & Reading Club: A qualitative study

IntroductionThis study's purpose was to explore youth leaders' involvement and influence on younger program participants in a physical-activity-based positive youth development program (PA-PYD). MethodsA case study was conducted where 16 youth leaders (8 males, 8 females, Mage = 13.37, SD = 1.36) and 15 program participants (8 males, 7 females, Mage = 10.53, SD = 1.12) from four sites of a PA-PYD program in Canada participated in one-on-one semi-structured interviews regarding their program experiences. A deductive-inductive thematic analysis was conducted. ResultsFive themes were identified: (a) learning and building skills, (b) receiving support, (c) enjoyment, (d) relatability, and (e) challenges faced. Program participants shared several ways in which the youth leaders they interacted with had a positive influence on their personal experiences. The youth leaders’ perceptions largely aligned with those of the program participants. ConclusionsThis study provides insight into the value that youth leaders can bring to youth programming.

Examining the influence of sport program staff and parent/caregiver support on youth outcomes

Youth participation in sport is associated with positive developmental outcomes. The development of life skills is especially important for urban youth of color who are often underserved and face poor long-term outcomes. To service the needs of underserved youth, community youth sport programs have begun to utilize sport-based positive youth development (PYD). Through this approach, key adult figures such as sport program staff and parents/caregivers have been identified as important mechanisms for life skill development and the transfer of learning. The aim of the current study sought to better understand how key adult figures influence life skill outcomes of urban youth of color involved in a community sport-based PYD program. Hierarchical linear regression analyses were used to examine the independent and interactive effects of staff support and parent/caregiver support on youth life skill and transfer of learning outcomes. Results indicated that staff support and parent/caregiver support predicted youth life skill and transfer of learning outcomes, both independently and, in some cases, interactively.

Promoting positive youth development for Asian American youth in a Teen Resource Center: Key components, outcomes, and lessons learned

This study explored Asian American youth experiences in peer-led youth development programming delivered at a federally qualified community health center. We used a qualitative approach to examine narrative data from in-depth interviews with 18 study participants. Our analysis involved data immersion, coding, thematic sorting of coded excerpts, and comparisons of themes across interviews. Several features identified by participants as being important to positive experiences were consistent with key features of positive youth development programs described in existing literature. These included: 1) an abundance of opportunities for skill development and active participation, 2) an atmosphere promulgating positive social norms, 3) a safe space for youth to explore deeply personal issues, 4) an inclusive environment, and 5) a supportive organizational culture and program staff. Participants perceived positive development across individual, peer, family, school, and community contexts of their lives, and reported various aspects of growth in identity development, interpersonal relationships, practical life skills, healthy behaviors, career choice, and civic engagement. This study contributes to the knowledge about aspects of youth development programs that are successful in engaging and supporting Asian American youth.

Positive youth development: An experimental trial with unattached adolescents

Adolescents who are unemployed and do not attend school or other education face a variety of short- and long-term challenges ranging from economic instability to increased drug and alcohol abuse to loss of quality adjusted life years. Intervention programs that reinforce positive youth behaviors may provide more effective solutions to adolescent challenges than programs that attempt to curb maladaptive behaviors. We conducted a longitudinal randomized trial of a residential positive youth development program including a six-month job internship with youth in Jamaica (N = 785, 59.3% Female, Mean Age = 18.3, SD = 1.7), which revealed significant main effects on the acquisition of workplace skills and career self-efficacy. Smaller effects were noted for youth assets in unattached Jamaican adolescents based on follow-up six months post treatment.

Evaluating the Effects of the Teen Outreach Program on Positive Youth Development Constructs

Introduction: The Teen Outreach Program (TOP) is a positive youth development (PYD) program that seeks to reduce the risk of adolescent pregnancy, school dropout, and course failure. As TOP has not been evaluated for its impact on PYD constructs, our purpose was to assess this potential.

Changes in the Participants in a Community-Based Positive Youth Development Program in Hong Kong: Objective Outcome Evaluation Using a One-Group Pretest-Posttest Design

Project “P.A.T.H.S.” has been shown to be effective in promoting positive development outcomes among Chinese adolescents in the school context. However, little is known whether the benefits can also be found in other settings. The purposes of the study was to investigate the changes in psychosocial outcomes among Hong Kong Chinese adolescents after participating in a community-based positive youth development (PYD) program. Using a one-group pretest-posttest design, junior high school students (N = 17,544) were invited to join the universal prevention program (the Tier 1 Program) and/or the selective prevention program (the Tier 2 Program). 10,807 students whose pre-and post-test data were successfully matched. The students responded to validated outcome measures assessing PYD outcomes, life satisfaction and thriving at pretest and posttest. Consistent with the hypotheses, students showed positive change on different developmental outcomes after joining the program. Amongst the different programs, students in the Tier 2 Program had significant improvement in all developmental outcome indicators. While limitations of the one-group pretest-posttest design and the alternative explanations are duly acknowledged, the present study suggests that the community-based Project P.A.T.H.S. is a promising approach to promote positive youth development, life satisfaction and thriving of adolescents, a conclusion which is consistent with the existing evaluation findings of the project. Building from previous school-based research, the present study extends the literature by showing the effectiveness of a positive youth prevention program in a community context. Limitations of the study design (e.g., an absence of a control group) are discussed.

Formative Evaluation of a Pilot Afterschool Physical Activity-Based Positive Youth Development Program.

4-H PALS is an afterschool positive youth development program for pre- and early adolescents delivered within the 4-H platform and designed to use physical activity to promote character development. The conceptual framework for this program, informed by the theory of triadic influence, prioritizes the social environment created during physical activities to promote adaptive outcomes. Given the novelty of the 4-H PALS curriculum, it is important to outline program components and identify both strengths and challenges to be addressed. Thus, this study aimed to document, describe, and conduct a formative evaluation of 4-H PALS. Major themes were identified across leader and participant interviews, program observations, lesson planning notes, attendance records, and intervention team feedback using inductive analysis methods. Three key areas of evaluation were identified: curriculum implementation fidelity, participant engagement with the curriculum and context, and the social environment. The program was successful in creating an affirmative, engaging environment fostering positive self-perceptions and social outcomes for participants. Challenges with logistical and conceptual implementation of the curriculum's character development concepts were identified. This evaluation will inform program refinements, with the goal of preparing the program for an efficacy study examining outcomes among participating youth.

Patterns of social skill development over-time among clusters of LiFEsports participants

Although growing in prevalence, little is known about how and for whom sport-based positive youth development (PYD) programs make a difference. This study addresses two gaps: A lack of multi-year studies and limited research differentiating outcomes between groups of participants. Specifically, this study uses repeated measures ANOVAs and hierarchical and non-hierarchical modeling procedures to investigate outcomes among two clusters of underserved youth who participated in two consecutive LiFEsports summer camps. Two hundred and thirty one youth participated, with the majority African American (87%) and male (62%). The average age of participants was 10.71 years. Participants completed surveys to assess four skills: self-control, effort, teamwork, and transfer. Within the full sample, growth was seen over the course of each camp. Social skills returned to baseline levels between summers. Youth entering LiFEsports with high levels of social skills experienced some fluctuations but no significant changes in outcomes. Conversely, youth with relatively low social skills experienced more consistent and maintained growth between summers. Results support the positive impact of sport-based PYD programs on vulnerable youth and reiterate the need for a more complex understanding of the mechanisms affecting certain types of youth. Implications for sports-based PYD research and practice are drawn.

Helping kids connect: Participant and staff perspectives on facilitating social relationships in a physical activity-based positive youth development program for youth from low-income families.

Helping kids connect: Participant and staff perspectives on facilitating social relationships in a physical activity-based positive youth development program for youth from low-income families.

Positive Youth Development Sustainability Scale (PYDSS): The development of an assessment tool

Our study details the development of the Positive Youth Development Sustainability Scale, a self-reporting tool to assess the impacts of positive youth development (PYD) programs. The Positive Youth Development Sustainability Scale provides practitioners a tool in the field of PYD both domestically and internationally, addressing the concern of global application and sustainability criteria (e.g., resilience and happiness). First, we conducted a detailed literature review on existing PYD program assessment techniques. Next, we conducted an exploratory factor analysis, via SPSS and AMOS software, to establish the number of factors in the scale. The constructs of the five-<em>C</em>s model (Lerner, 2005; competence, confidence, character, connection, and caring) along with the sixth<em> C</em> (contribution) and happiness were confirmed into six factors. Confirmatory factor analysis was conducted using 2 samples from rural areas of Thailand and the Phoenix, Arizona, metro area (<em>n </em>= 580 and <em>n </em>= 407, respectively). Our analysis shows the factor structure was highly comparable with mean comparative fit indices of .930 (Thailand) and .933 (Phoenix metro) for Grades 9–12 and 3–6, respectively. Our study suggests that the tool can be used in different settings and demographics for PYD programs. Future studies should look at the impacts of PYD programs over long periods of time and in a wide range of grades, cultures, and countries to reaffirm multiple applications in various settings.

HBCU Collegiate Students’ Reflections of a Youth-Adult Partnership

Leisure service providers consistently initiate positive youth development (PYD) programs for youth. Implementing a modified approach to providing services for youth community members, adult participants partnered alongside youth to form a youth-adult partnership in the current study. This article examines the influence of a youth-adult partnership from the reflections of adult participants in a Health, Physical Education, and Recreation (HPER) program at a Historically Black College or University (HBCU). Responses from pre and post-partnership focus group sessions displayed the personal and professional development the partnership provided adult participants. Findings from their reflections show support for HBCU’s HPER program’s impact while working alongside youth community members. Strengths and weaknesses of youth-adult partnerships (Y-AP) are identified for aspiring leisure service providers and collegiate programs who seek to form successful Y-AP. Subscribe to JPRA

Incorporating positive youth development into the therapeutic model for incarcerated young woman.

Young women in the juvenile justice system have high rates of prior physical and sexual abuse, substance use and psychiatric disorders. Understandably services usually are based on a therapeutic model to address those needs. Positive Youth Development (PYD) is a complementary alternative format that aims to provide resilience, life competencies, and self efficacy for pro-social actions. We provide a narrative review of PYD programs with a focus on how those relate to youth in closed custody. Sleep and physical activity are two behaviors where incarcerated young women still have personal agency, and we present the additional relevance of those program aspects. We describe methods and findings from a feasibility trial of an existing evidence-based, peer-led program for young women high school athletes used with incarcerated young women. Findings are placed in the context of established models of behavior change. The program was feasible and acceptable, and in this small trial, results demonstrate the format’s potential efficacy. PYD may provide a trajectory of success and assets that could durably assist these young women following incarceration.

“You Learn So Many Things”: Youths’ Subjective Perceptions of Growth in a Drama-Based Sexuality Education Program

ABSTRACTMany studies document the benefits of positive youth development programs, yet few examine youths’ own understanding of the growth they experience through participation. We conducted a qualitative exploration of 11 youth participants’ impressions of a drama-based sexuality education program and its impact on them. Participants credited the program with increasing their intra- and interpersonal competence. Importantly, several also asserted that many of their strengths predated their involvement. They saw the program as a platform on which they could demonstrate these qualities, not necessarily their origin. Our findings highlight the importance of providing the opportunities that will enable youths’ community engagement.